Grade 6
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 2 days
Grade 06 Social Studies Unit 12 Exemplar Lesson 02: The Ozone
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by
supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a
recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district may be implementing
CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of
Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
This lesson primarily focuses on the causes and effects for the hole in the ozone. Students make predictions, read selected articles, work on a cause
and effect graphic organizer, and use an ABC chart to reflect and review what they have learned.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by
Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent
unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.6
Geography. The student understands that geographical patterns result from physical environmental processes. The
student is expected to:
6.6C Analyze the effects of the interaction of physical processes and the environment on humans.
6.7
Geography. The student understands the impact of interactions between people and the physical environment on the
development and conditions of places and regions. The student is expected to:
6.7A Identify and analyze ways people have adapted to the physical environment in various places and regions.
6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and
transportation infrastructure.
Social Studies Skills TEKS
6.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through
established research methodologies from a variety of valid sources, including electronic technology. The student is
expected to:
6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences
and conclusions.
6.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
6.22B Incorporate main and supporting ideas in verbal and written communication based on research.
6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and
bibliographies based on research.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Social Studies Unit 12 PI 02
Write and perform a public service announcement explaining the causes and effects of the ozone hole over Australia
Standard(s): 6.6C , 6.7B , 6.21B , 6.22B , 6.22D
ELPS ELPS.c.3G
Key Understandings
Physical environmental processes and human activity affect not only the landscape, but have economic, political, and/or social consequences.
— What are some of the effects of human interaction with the environment?
Vocabulary of Instruction
Ozone Layer
Ultraviolet rays (UV)
Depletion
Materials
Last Updated 05/28/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 1 of 4 Grade 6
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 2 days
None
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment,
attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the
public website.
Teacher Resource: PowerPoint: Making Predictions
Handout: ABC Boxes
Resources
None identified
Advance Preparation
1.
2.
3.
4.
5.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Background Information
The hole in the ozone layer has led to political and social shifts in Australia and New Zealand such as a massive public health campaign alerting citizens to the danger of sun
exposure without proper protection. Two out of three Australians are likely to develop skin cancer in their lifetime because of the increased exposure to dangerous ultraviolet
rays. This will have an economic impact – companies manufacture and sell more sunscreen, hats, etc., and health insurance companies work with the increased number of
patients and cases.
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one
approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create
original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My
Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Making Predictions
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 10 minutes
1. Begin the lesson by displaying the Teacher Resource: PowerPoint: Making
Predictions.
Attachments
2. Students view the images on slide 2 and write two or three prediction statements.
3. Randomly select or ask for student volunteers to share their prediction statements
with the whole class.
4. Facilitate a discussion based on student responses and guide them to conclude that
the lesson focuses on the ozone layer.
Teacher Resource: PowerPoint: Making
Predictions
Purpose
Based on a series of images, students make
predictions.
TEKS: 6.21B
EXPLORE – Causes and Effects
Suggested Day 1 – 20 minutes
1. Provide students with a short overview of the ozone layer.
Purpose:
2. Students read the article independently and complete a cause and effect graphic
organizer to analyze what they have read.
Last Updated 05/28/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
Students interpret information and decide on the
major causes and major effects for the ozone hole.
page 2 of 4 Grade 6
Social Studies
Unit: 12
Lesson: 02
Suggested Duration: 2 days
TEKS: 6.6C; 6.7A, 6.7B; 6.22B, 6.22D
Instructional Note:
The cause and effect graphic is sketched on the
board for students to use as a model. The causes
and effects are not limited to three.
EXPLAIN – ABC Boxes
Suggested Day 1 – 15 minutes
1. Students sit with a partner.
Attachments:
2. Distribute the Handout: ABC Boxes.
Handout: ABC Boxes
3. Students, with a partner, discuss what they have read about the ozone hole and work
Purpose:
on the Handout: ABC Boxes.
Students reflect on what they have read and
discussed through an ABC Box.
TEKS: 6.6C; 6.7A, 6.7B
ELABORATE – Guiding Question
Suggested Day 1 – 5 minutes 1. Using the words ozone layer, depletion and ultraviolet rays, students answer the
following question:
Purpose:
What are some of the effects of human interaction with the environment?
2. The student responses may be collected at the end of the class period as an
informal assessment.
EVALUATE
Students reflect upon what they have learned and
answer the guiding question.
TEKS: 6.6C; 6.7A, 6.7B
Suggested Day 2 – 50 minutes
Grade 06 Social Studies Unit 12 PI 02
Write and perform a public service announcement explaining the causes and effects of the ozone
hole over Australia
Standard(s): 6.6C , 6.7B , 6.21B , 6.22B , 6.22D
ELPS ELPS.c.3G
Last Updated 05/28/2013
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 3 of 4 Grade 6
Social Studies
Unit: 12 Lesson: 02
ABC Boxes
Discuss with a partner and write a word that begins with each letter in the alphabet that is associated
with the ozone layer, the ozone hole over Australia and the causes and effects.
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
©2012, TESCCC
02/19/13
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