Technology Integrated Lesson Plan
MEDT 3401
Name:
Lesson Plan #
Thomas L. Thornton
4
Classroom Configuration
3-5 Computers
6-10 Computers
X
1 Computer
Whole Group
X
Knowledge
X
Comprehension
X
Design for Learning
Small Group
Small Group
Bloom’s Taxonomy - Levels Addressed
Application
Analysis
X
Lesson Title
Our Side Effects on the Ozone
Subject (s)
Duration
Earth Science & Geology
45 – 60 minutes

Grade Level(s)
Learners
High School Sophomores/Juniors

Prerequisite Skills

Goals/Objectives
1-1
Individual
Synthesis
Evaluation
X
Reading level of 5th grade or higher
Basic Keyboarding Skills
Basic Geography
Ability to shift through information
Ability to read/interpret graphs
Objectives
In this lesson students will learn about the impact
that humans have on the environment, and how
pollution and resources depletion effects the environment on both local and global levels; specifically
the ozone layer. They will look at the ozone layers in different parts of the county where the human
population differs and pollution concentration varies, and then compare them with other students.
SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate
the effects of human activities and technology on ecosystems.
e. Describe the effects and potential implications of pollution and resource depletion on the
environment at the local and global levels (e.g. air and water pollution, solid waste disposal,
depletion of the stratospheric ozone, global warming, and land uses)

GPS and Elements

Teacher NETS
1. TECHNOLOGY OPERATIONS AND CONCEPTS
2. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES
5. PRODUCTIVITY AND PROFESSIONAL PRACTICE
6. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES

Student NETS
1. Basic operations and concepts
2. Social, ethical, and human issues
5. Technology research tools
6. Technology problem-solving and decision-making tools
Assessment Evidence

Student
Processing/Products


Assessment Instrument
Evaluation Evidence
Brief write up of what they found out from the activity, including the printouts from their initial
groups and the findings of their second group
Rubric - http://stu.westga.edu/~tthornt1/SEED/Secondary%20Sciences/SILP/Rubric_si.doc
Written write up/response to groups.
Instructional Technology

Teacher
Computer with Internet
Printer

Student
Computer with Internet
Printer
http://mynasadata.larc.nasa.gov/
 Teacher URLs
http://mynasadata.larc.nasa.gov/
 Student URLs
*All handouts and media used should be available with this lesson plan via your online portfolio.
Learning Plan
 Hook/Motivation
How does human civilization affect the environment?
 Activities
NASA Data Activity
Part I: Expert Groups
Students will be grouped in 'Expert Groups' of three to four students. Each expert group will be
assigned a U.S. city and be given that city's latitude and longitude.
See Lesson Links for the website 'U.S. Gazetteer' to find coordinates for major U.S. cities.
Using NASA Data, students will collect and graph their city's tropospheric ozone residual monthly
climate for a one-year period. Students need to print a completed graph for each member of the
Expert Group.
To access data:
1. Access MY NASA DATA website (See Lesson Links)
2. Go to Live Access to Data
3. Go to Live Access to Server
4. Go to Atmosphere
5. Go to Air Quality
6. Go to Monthly Tropospheric Ozone Residual Climatology (TOR)
7. Click Next
To create graph, select the following :
1. Select View: Time Series
2. Select Output: Line Plot
3. Select Region: North America
4. Either type in your latitude and longitude or move the indicator on top of the city.
5. Select Range: Begin-January Average, End-December Average
6. Click Next
7. Print one copy of the Tropospheric Ozone Residual Monthly Climatology graph for each member
of the expert group.
Part II: Jigsaw Groups
Students will be regrouped using a cooperative jigsaw method. New groups will be formed
containing one member from each of the Expert Groups. These 'Jigsaw' groups will meet to compile
and compare data using the graphs that each member will bring from their former Expert Group.
Experts from each area will discuss their group data. Using the graphs that each member of the group
brings, compare the data of ozone averages from the represented cities. The Jigsaw groups will use
member graphs, maps, and EPA guidelines provided by the teacher (see Teacher Notes) to answer the
questions listed below.
Questions:
1. How do your city's seasonal ozone changes compare to the other cities in your Jigsaw group?
2. What climate, geographic, or population variations could be causing the differences?
3. During the solstices and equinoxes, what chance does each of the cities have of reaching
dangerous ozone levels according to EPA's AQI?
4. How many ozone action days does your city have each year? How does that compare to the other
cities in your Jigsaw group?
5. Look at global wind patterns. From where does your city's ozone travel?
Extensions:
1. Print graphs or maps for a given month for the last three decades. Have ozone amounts changed?
Have they deviated from the average? How?
2. Have the entire class come back together for a Global Conference on Tropospheric Ozone. In the
Global Conference, discuss what global citizens can do to protect themselves from harmful ozone
levels and what citizens can do to decrease ozone levels. Discuss why there needs to be global
cooperation in our attempt to lower Tropospheric ozone levels.

Extensions/Enrichments
Students can print graphs or maps for a given month for the last three decades. Have ozone amounts
changed? Have they deviated from the average? How?
Students can come back together for a Global Conference on Tropospheric Ozone. In the Global
Conference, discuss what global citizens can do to protect themselves from harmful ozone levels and
what citizens can do to decrease ozone levels. Discuss why there needs to be global cooperation in
our attempt to lower tropospheric ozone levels.