A Hole in the Ozone
Earth Science
Conserving Resources
Protecting Earth
Winners! teacher notes adhere to the following format:
A general introduction to the book
A table of article information for the main articles
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
A table of outcomes, activities, and assessment for the main articles
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
A suggested teaching sequence for each article. The teaching sequence for the main articles has sections for
before, during, and after reading. Within these, there are opportunities for you to demonstrate and teach,
and for the students to apply learning. The notes also contain graphic organizers for demonstration and for
the students to complete.
A wrap-up of the book
A Hole in the Ozone - A Hole in the Ozone
Introduce the Book
Read the title to the students and have them look at the cover photo. Discuss this photo as it relates to the
title. Introduce the discussion by asking questions such as:
What is the main image a picture of?
What sort of picture is it?
Where would someone take a photo like this from?
Where do you think the hole is in this photo?
Do you know the name of the place in the red area?
Do you think the colours in the photo are real? Why or why not?
What do you think the hole in the ozone is?
Where do you think it might be?
Ask the students to share any ideas they have about the hole in the ozone.
Have the students turn to the contents page. Revise the purpose of the
table of contents.
Ask the students what specific information they already know about the
hole in the ozone. Fill in the brainstorm map graphic organizer
(on page 25) with their responses.
Have the students turn to pages 2–3 to establish a purpose for reading.
Read the questions with the students. Add their answers to the brainstorm
map graphic organizer. Explain that as they read the article in the book,
they need to be thinking about the information on the brainstorm map and checking to see if they were
right.
Ask the students to read aloud the words at the bottom of the page. Demonstrate how to use the
pronunciation guide. Have the students read chorally the words five times to become fluent with the
pronunciation.
Have the students turn to the glossary on page 30. Invite them to look at the photos and read the glossary
words and definitions.
A Hole in the Ozone - Ozone and Earth’s Atmosphere
Article Information
Text Type
Science
Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High Frequency
Words
Phonics
Revision
Feature Article
Earth’s
atmosphere is
composed of
several layers.
Ozone protects
Earth from the
sun’s harmful
ultraviolet rays.
Some things
that people do
contribute to the
hole in the ozone
layer.
Antarctica, breath,
clouds, diagram,
dust, energy, gas,
heat, layers, light,
salt, smoke, space,
volcano
Labelled
diagrams
Photos and
captions
air, another,
around, good,
know, more,
most, need, only,
over, part, place,
where, why
Vowel
diphthongs:
about, around,
clouds,
greenhouse, out;
down
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Know some roots and affixes
derived from Greek words and
analyze the meaning of complex
words, using a dictionary to
help.
Word web OHT
Fill in word web
graphic organizer.
Word web graphic
organizer
Reading
Comprehension
Make and confirm predictions
about text by using
prior knowledge and ideas
in the text.
KWL chart
OHT
Read article.
KWL chart
Writing Strategies/
Applications
Write a paragraph with a topic
sentence and supporting details.
Paragraph OHTr
Write a
paragraph.
Features of paragraph
and appropriateness of
information
Speaking and
Listening
Give an oral presentation
of the paragraph.
Rehearse and
present summary
to the group.
Quality and
appropriateness of
presentation
A Hole in the Ozone - Before Reading
Demonstrate Reading Outcome
K
W
L
Tell the students that a good way to understand new information is to set out
what they already know. Then, before reading the text, students can look at
features such as titles, illustrations, topic sentences, and important words and
use these to make predictions about what the text may contain.
As the students read the text, they can check their predictions and write up the
new information that they learn.
Use the KWL chart OHT (on page 26). Have the students turn to pages 4–5.
Think aloud how you will use the title and the photos on these pages to clarify
what you already know. Start writing up a list in the K column, for example,
• Earth has an atmosphere
• There is air in the atmosphere
• There is smoke and steam in the atmosphere
Invite the students to make predictions about what they think they will learn when they read pages 4–5.
Write up their predictions in the W column, for example,
• We will find out what ozone is
• We will find out what ozone has to do with Earth’s atmosphere
• We will find out how ozone can have a hole in it
Explain to the students that they will check their predictions and write Yes or No next to them as they read.
They will add what they have learned to the L column. Hand out the KWL chart (on page 26) and ask the
students to fill it in as they read.
Introduce the Text and Build Background
Have the students turn to pages 4–5. Read the title together. Look at the picture on the cover again. Have
students share any further information and ideas they have about what this article will be about. Invite them
to share ideas about what Earth’s atmosphere is and what it does. Add any new ideas to the brainstorm map.
Now have the students write on their information charts what they already know about ozone and Earth’s
atmosphere and what they predict they will find out when they read pages 4–5.
A Hole in the Ozone - During Reading
Review Glossary Vocabulary
Have the students leaf through the article, looking for the bold-faced words. Have the students read the
words to reinforce the pronunciation. Then invite the students to give the meaning of the words or refer
back to the glossary to refresh their memories.
Teach Reading Outcome
Have the students read pages 4–5. They can check their predictions and add information they have learned
to the L column. Now have the students look at the diagrams on pages 6–7. Read the heading and labels
on each diagram. Students add any information they already know about things in the diagrams to the
K column. Invite the students to make predictions about what information might be on pages 6–7. Start
writing up a list in the W column, for example,
• We will find out more about the atmosphere
• We will find out what the atmosphere does
Students read pages 6–7. They check their predictions, writing Yes or No next to them as appropriate, and
add the information they have learned to the L column.
Demonstrate Vocabulary Outcome
Tell the students many English words come from Greek or Latin words.
Knowing the meaning of a few Greek or Latin words can help them work out
and remember the meaning of unfamiliar words.
Write up the word atmosphere. Tell the students that this word comes from
two Greek words. The first part, atmos-, comes from a Greek word that
means vapour. The second part, -sphere, comes from a Greek word that means
globe.
Refer to the word web OHT (on page 27). Tell the students that they will
find more words that end with -sphere as they read the article.
atmosphere
–sphere
Apply Reading Outcome
Ask the students to read the rest of the article, filling out their charts as they read.
A Hole in the Ozone - After Reading
Apply Comprehension Outcome
Discuss the information the students learned from reading the article. Have them share how much they
already knew and how much information was new. Add any new information to the brainstorm map graphic
organizer. Ask questions to make sure the students understand the concepts.
What is Earth’s atmosphere?
What does the atmosphere do?
What kinds of energy come from the sun?
What is the bad kind of energy that comes from the sun?
Why is it bad? What does it do to plants and animals?
What does ultraviolet light do when it shines on oxygen?
What is ozone?
Where is the ozone layer?
What does the ozone layer do?
Where is the hole in the ozone layer?
Is it really a hole?
Apply Vocabulary Outcome
Hand out the word web (on page 27).
Have the students write -sphere in the centre. Revise the meaning of -sphere. Ask
the students to find a word on page 6 that ends in -sphere. Have the students tell
you what this word means. Have the students write atmosphere in a bubble on the
word web and write the meaning. Have the students find more words that end in
-sphere in the diagram on page 6. Students check the meanings of these words in
a dictionary and add them to their word web.
–sphere
Demonstrate Writing Outcome
Use the paragraph OHT (on page 28). Tell the students that you are going to show
them how to turn the information in one of the diagrams into sentences and make
a paragraph. Tell the students to look at the diagram on
page 6. First, you are going to write a title. Think aloud as you write, for example,
I want to find a title for my paragraph, so I’ll look at the heading of the diagram. It says,
Layers of the Atmosphere, so that can be my title. Now I need a topic sentence. How about,
Earth’s atmosphere is made up of layers. Now I’ll write some supporting details. I’ll write
about each layer in order, and say what I can see in each layer in the diagram. The layer
closest to Earth is called the troposphere. There are clouds in the troposphere. The next
layer is called the stratosphere. Aeroplanes fly in the stratosphere.
Title:
Topic sentence:
Supporting facts and details:
Continue in this way until the most important information in the diagram is covered.
A Hole in the Ozone - Apply Writing Outcome
Hand out the paragraph worksheet (on page 28). Have the students choose one of the diagrams (on pages 4,
7, or 9) in the article they have just read. Ask them to look at the diagram carefully, then use the organizer
to help them write a paragraph with a title, topic sentence, and supporting details. Remind students that
rereading the text will help them, too.
Demonstrate Oral Language Outcome
Use the OHT of the diagram on page 6 of the book (on page
29). Present your paragraph about the layers of the atmosphere
to the group. Demonstrate pointing to the different parts of the
diagram as you speak about them.
Layers of the Atmosphere
Exosphere
600 km
Thermosphere
Apply Oral Language Outcome
Students use an OHT version of the diagram they have chosen
(on pages 30, 31, or 32). Have the students rehearse and present
their paragraphs to the group, pointing to the different parts of
the diagram on the OHT as they speak.
85 km
Mesosphere
50 km
Stratosphere
12 km
High-Frequency Words and Phonics
Troposphere
Teach or revise high-frequency words and phonics as necessary.
A Hole in the Ozone - The UV Index
Article Information
Text Type
Science Concepts
Vocabulary
Not Glossarized
Visual Literacy
Features
High-Frequency
Words
Phonics Revision
Flyer
Ozone protects
Earth from the
sun’s harmful
ultraviolet rays.
danger, inside,
outside, shade,
sunglasses,
sunscreen,
UV Index,
UV rays
Drawings
Diagrams
about, long, more,
than, time
Vowel
diphthongs:
about, hour, out,
outside
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Find and understand
compound words.
Word web OHT
Fill in word web
Appropriateness of
words in group
Reading
Comprehension
Extract information
from factual text.
Read article and
answer questions.
Appropriateness of
answers
Writing Strategies/
Applications
Write answers to
questions about the
UV index.
Use Q&A worksheet
to write answers to
questions about the
UV index.
Appropriateness of
answers
Q&A worksheet
Before Reading
Introduce the Text and Build Background
Have the students turn to page 12 and read the title of the article. Discuss with the students what they
already know about the UV Index. Ask questions such as:
What do the letters UV stand for?
Why are UV rays dangerous?
Have you heard people talk about the UV Index?
When do you usually hear people talk about the UV Index?
A Hole in the Ozone - During Reading
Review Glossary Vocabulary
Have the students revisit the glossary and review the meaning of ultraviolet light. Remind the students that
UV is short for ultraviolet and introduce the term abbreviation, if necessary.
Demonstrate Vocabulary Outcome
Revise compound words with the students. Tell them that compound words can be two or more separate
words, such as UV rays, or two words joined together, such as sunglasses. Tell the students that they will find
several compound words like sunglasses in this article. Tell the students that when they have finished reading,
they will complete a word web with more compound words like this.
Teach Reading Outcome
Have the students read page 12. Tell them to read carefully and look at the other features on the page to
help them with comprehension.
After they have finished reading, ask questions such as:
What does the UV Index tell you about?
What does it use?
Why do more UV rays reach Earth?
What does it mean when the UV Index is 2?
How dangerous is it?
What should you do?
Discuss with the students how they used the text, the drawings and the diagrams to help them understand.
Apply Reading Outcome
Ask the students to read page 13. Then ask questions:
What is the burn time when the UV Index is 6–7?
How dangerous is it?
What should you wear?
What should you do?
A Hole in the Ozone - After Reading
Apply Comprehension
Discuss the UV Index with the students. Have the students work in pairs. Give each pair of students two
dice. Have students roll the dice and ask and answer questions, looking at the book to help them,
for example:
A. What is the UV Index today?
B. (rolls the dice) It’s (seven).
A. How dangerous is that?
B. The danger is high.
A. What should I wear?
B. You should wear a hat and cover up when you go outside.
A. What should I do?
B. You should use sunscreen.
You should stay in the shade in the middle of the day.
A. What is the burn time?
B. About 30 minutes.
Apply Vocabulary
Hand out the word web (on page 27). Have the students write compound words
in the centre bubble, and sunglasses in another bubble. Students find compound
words in the text and add them to the word web. Brainstorm more compound
words together. Have students add them to their web.
Demonstrate Writing Outcome
Use the Q&A worksheet OHT (on page 33). Ask a student volunteer to roll
the dice and tell you the number of your UV Index. Demonstrate writing
answers to the questions, based on the UV Index number the student has
given you.
Q. What is the UV index today?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. How dangerous is it?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. What should I wear?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. What should I do?
Apply Writing
A. _________________________________________________________________________
Hand out the Q&A worksheet (on page 33). Tell the students to take turns to
roll the dice and tell their partner what their UV Index is. Each student then
writes answers to the questions based on the UV Index their partner has given
them. They can refer to the book to help them.
A. _________________________________________________________________________
___________________________________________________________________________
Q. What is the burn time?
___________________________________________________________________________
___________________________________________________________________________
High-Frequency Words and Phonics
Teach or revise high-frequency words and phonics as necessary.
A Hole in the Ozone - 10
Recipe for Ozone Loss
Article Information
Text Type
Science Concepts
Visual Literacy
Features
Recipe
Some things
that people do
contribute to
the hole in the
ozone layer.
Pie chart diagram
with labels
Photo
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Understand and use
compound words.
Word web OHT
Fill in word web.
Appropriateness of
words in word web
graphic organizer
Reading
Comprehension
Extract information
from factual text.
Read article and
answer questions.
Appropriateness of
answers
Speaking and
Listening
Interpret information
on pie chart.
Ask and answer
questions about
pie chart.
Appropiateness and
questions and answers
Before Reading
Introduce the Text and Build Background
Have the students turn to page 14 and read the title of the article. Revisit the initial discussion about the
title of the book and the cover photo. Have students share their experiences of recipes.
Ask questions such as:
Where do you usually find recipes?
What have you made from a recipe?
What do you need before you start making something from a recipe?
What do you think you might need to make ozone loss?
Is this a recipe you would like to make?
A Hole in the Ozone - 11
During Reading
Review Glossary Vocabulary
Review the meaning of the glossary words, chemicals, ozone, and stratosphere. Remind the students that the
ozone layer is in the stratosphere.
Look at the stickie for CFCs and explain to the students that CFCs is the abbrevation, or short form, of
chlorofluorocarbons. Remind the students that these chemicals break down ozone in the stratosphere. Review
page 11 of the book if necessary.
Demonstrate Vocabulary Outcome
Use the word web OHT (on page 27). Write compound words in the centre
bubble. Remind the students that compound words can be two words joined
together (closed compounds), or a pair of words with a space between them
(open compounds). Tell the students to look at the title. Ozone loss is an open
compound word. So is ozone layer. Tell the students that there are several open
compound words in this recipe. Tell them that when they have finished reading
the recipe, they will add these compound words to their word web.
Teach Reading Outcome
Have the students read pages 14–15. Ask questions such as:
Why do you think you need people to make this recipe?
Look at the other ingredients. When do you think these were invented?
When do you think factories started making a lot of these things?
Does the recipe give you a clue?
Apply Reading Outcome
Have the students look at the diagram on page 19. Explain that percent means number in every hundred, if
necessary. Ask questions such as:
What sort of diagram is this?
If you add up all the numbers, what will the total be?
Do you have any of these things in your home or school?
Do you think they use CFCs? Why or why not?
A Hole in the Ozone - 12
After Reading
Apply Comprehension Outcome
Discuss ozone loss with the students. Check understanding by asking questions such as:
What causes ozone loss?
What products use CFCs?
Why might ozone loss have started around 1930?
What do you think happened around 1990?
Why do you think this recipe keeps on working, even after people stop putting CFCs into the air?
(Hint: Look at the stickie on page 15.)
Apply Vocabulary Outcome
Hand out the word web (on page 27). Have the students write open compound words in the centre bubble.
Remind the students that ozone loss is an open compound word, and have them write it in one of the bubbles
on their web. Tell the students to find more open compound words that are made of pairs of words in the
article, and add these words (spray cans, fire extinguishers, ozone layer, dry cleaners) to their web. Work together
to review students’ responses and brainstorm more open compound words like these.
Apply Oral Language Outcome
Tell the students to look at the pie chart diagram on page 15. Revise the meaning of percent and percentage, if
necessary. Have the students work in pairs to ask and answer questions about the pie chart, for example:
A. What products use CFCs?
B. Refrigerators, spray cans, and fire extinguishers.
They are in solvents that dry cleaners use, too.
A. Anything else?
B. A few other things, but those are the main products.
A. Which product uses the most CFCs?
B. There are three big users.
Refrigerators, spray cans, and fire extinguishers all use about the same.
Students can practise and perform their question and answer routines to the group.
A Hole in the Ozone - 13
Recipe for Ozone Repair
Article Information
Text Type
Science Concepts
Visual Literacy
Features
Recipe
There are things
that people and
countries can do
to help protect
the ozone layer.
Photo
Diagram
Labels
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Use knowledge of
suffixes to determine
the meaning of words.
Word web OHT
Fill in word web
graphic organizer.
Appropriateness of
words
Reading
Comprehension
Make and confirm
predictions about
text by using prior
knowledge and ideas
in the text.
KWL chart OHT
Read article.
KWL chart
Writing Strategies/
Applications
Write a report
containing
the main idea and
significant details.
Paragraph OHT
Write a report
for a newspaper.
Appropriateness
of information
in report
Before Reading
Introduce the Text and Build Background
Have the students turn to page 16 and read the title of the article. Compare with the title of the recipe on
page 14 and make sure students understand the meaning.
Have the students share ideas about what causes ozone loss and predict ways to fix it.
Ask questions such as:
What could be another way of saying ozone repair?
What do you think could help fix the hole in the ozone?
What things do you think you might need for this recipe?
Is this a recipe you would like to make?
A Hole in the Ozone - 14
During Reading
Review Glossary Vocabulary
Review the meaning of the glossary words chemicals and ozone. Ask the students what chemicals they expect
to read about in this recipe.
Demonstrate Vocabulary Outcome
Use the word web OHT (on page 27). Tell the students that many words have a part added at the end,
called a word ending, or suffix. Write up the word scientist. Tell the students that the suffix -ist means
someone who does something. Write -ist in the centre bubble of the web. The noun science plus -ist makes
scientist, which means someone who does science. Write scientist in one of the bubbles on the word web. Tell the
students that after they have read the article, you will work together to write more words like this on the
web.
Teach Reading Outcome
K
W
L
Hand out the KWL chart (on page 26). Tell the students they are going to
write on it what they already know about ozone loss and make predictions
about ways to repair it. When they have read the article, they will check their
predictions and add any new information they have learned to their chart.
Help the students recall what they know by asking questions such as:
Where is the ozone layer?
Why is the ozone layer important?
What breaks down ozone?
How might people be able to stop this happening?
Apply Reading Outcome
Have the students read pages 16–17 and fill in their information chart graphic organizer.
After Reading
Apply Comprehension Outcome
Discuss ozone repair with the students. Have them check their predictions. Students share how much they
already knew and how much information was new. Check understanding by asking questions such as:
What did scientists do in this recipe?
What did people do with the information from the scientists?
When did scientists first say there was a hole in the ozone?
What did governments do then?
What did people have to do after that to help fix the hole in the ozone?
A Hole in the Ozone - 15
Apply Vocabulary Outcome
Hand out the word web (on page 27). Have the students write the suffix -ist in the centre bubble of the web.
Ask the students to find the word scientists on page 16. Remind them that the noun science plus -ist makes
scientist, which means someone who does science. Have the students write scientist in one of the bubbles on the
word web. Work together to brainstorm to make more words for the names of people’s jobs that end like
this, such as manicurist, chemist, dentist, pharmacist, arborist, artist, geologist. Students write these words on
their webs.
Demonstrate Writing Outcome
Use the paragraph OHT (on page 28). Tell the students that you want to
write a report about ozone repair for a newspaper. First, you need to find
a title. Then you will write a topic sentence. After that, you will look for
some supporting details. Think aloud as you demonstrate this process to the
students.
I want to find a title for my report, so first I’ll look at the title of the article. It says,
Recipe for Ozone Repair.
I’m writing a newspaper report, not a recipe, so I’ll reword this: Repairing the
Ozone Hole.
Now I need a topic sentence. How about, We need to repair the hole in the ozone.
Now I’ll write some details. I’ll start where the recipe says Start.
People write recipes in the present tense. But a report for the newspaper tells what happened, so I’ll need to use the
past tense for things that happened in the past.
Here goes: In the 1970s, scientists said that CFCs were bad. CFCs break down the ozone layer. In 1985, scientists
said…
Title:
Topic sentence:
Supporting facts and details:
Now have the students continue by themselves.
Apply Writing Outcome
Hand out the paragraph worksheet (on page 28). Tell the students to rewrite the Recipe for Ozone Repair as a
report for a newspaper. Remind them to use the past tense for things that happened in the past.
A Hole in the Ozone - 16
Earth Escape
Article Information
Text Type
Visual Literacy
Elements
Comic Strip
Illustrations
Speech bubbles
Outcomes, Activities, Assessment
Language Mode
Outcome
Reading
Fluency
Read fluently with
expression and
intonation.
Demonstration
Materials
Student Task
Assessment
Present in groups
of six.
Ability to read fluently
with expression
Before Reading
Introduce the Text and Build Background
Read the title with the students and have them predict what the story is about. Have students share their
ideas about why people might need to escape from Earth in a spaceship.
Explain to the students that they are going to read this comic strip as if it was a play script. The background
colour behind the text will help them know which character is speaking.
Demonstrate Reading Outcome
Read the entire text to the students, changing your voice for each different character.
During Reading
Teach Reading Outcome
Have the students read the text along with you, changing their voices appropriately.
Apply Reading Outcome
Assign the students different roles. One student takes the role of narrator. Have them practise reading the
article until they are fluent and present readings to the class.
A Hole in the Ozone - 17
After Reading
Discuss the story with the students. Use starter questions such as:
Why do you think the characters had to leave Earth?
Where were they going?
How were they hoping to solve their problem?
How do you think they felt when they heard they had to go back to Earth?
What do you think will happen to them when they go back?
Do you like the ending of this story?
Can you think of another way to end this story?
A Hole in the Ozone - 18
Good Ozone, Bad Ozone
Article Information
Text Type
Science Concepts
Visual Literacy
Features
Information
pamphlet
There are things
that people and
countries can do
to help protect
the ozone layer.
Photos
Captions
Outcomes, Activities, Assessment
Language Mode
Outcome
Demonstration
Materials
Student Task
Assessment
Vocabulary
Understand and
explain some
common antonyms.
Opposites chart OHT
Fill in opposites chart.
Opposites chart
Reading
Comprehension
Compare and contrast
information.
Comparison chart
OHT
Fill in chart.
Appropriateness of
information on chart
Writing Strategies/
Applications
Write a paragraph.
Paragraph OHT
Use information on
comparison chart to
write a paragraph.
Paragraph with topic
sentences, supporting
details and appropriate
information
Before Reading
Introduce the Text and Build Background
Have the students turn to page 24 and read the title of the article. Have the students share ideas about what
good ozone is and invite predictions about what bad ozone could be.
Ask questions such as:
Where is the ozone layer?
Is the hole in the ozone a good thing or a bad thing? Why?
So would more ozone in the ozone layer be a good thing or a bad thing?
If ozone can be bad, where might bad ozone be?
A Hole in the Ozone - 19
During Reading
Review Glossary Vocabulary
Review the meaning of the glossary words atmosphere, troposphere, and stratosphere.
Word
Word
Demonstrate Vocabulary Outcome
Use the opposites chart OHT (on page 34). Tell the students that there are
many pairs of words that have opposite meanings, such as good and bad in
the title of this article. Write up good in one column of the chart and bad in
the other. Tell the students to look out for more pairs of words with opposite
meanings as they read this article.
Teach Reading Outcome
Use the comparison chart OHT (on page 35). Write the heading, Good Ozone,
in one column, and the heading, Bad Ozone, in the other. Tell the students that
after they have read this article, they are going to fill in the chart. This will help
them compare good ozone and bad ozone and see what makes them different.
Apply Reading Outcome
Hand out the comparison chart (on page 35). Have the students read pages
24–25 and fill in their comparison chart graphic organizer.
After Reading
Apply Comprehension Outcome
After students have read the article and filled in their comparison charts, discuss the differences between
good ozone and bad ozone. Check understanding by asking questions such as:
Where is good ozone?
What does good ozone do in the stratosphere?
What makes good ozone?
Do we need more good ozone, or less?
Where is bad ozone?
What does bad ozone do in the troposphere?
What makes bad ozone?
Do we need more bad ozone, or less?
A Hole in the Ozone - 20
Apply Vocabulary Outcome
Hand out the opposites chart (page 34). Have the students look at the title of the article and find the two
words with opposite meanings. Have them write good in one column of their chart, and bad in the other.
Now ask the students to look through the article again and find two more pairs of words with opposite
meanings. Have the students add these words to their charts (safe, harmful; less, more). Ask the students to
tell you words with opposite meanings from these words in the article: city, clean, hard, over, far away, help.
Have the students write the pairs of words on their chart. Brainstorm more opposites together and have the
students add them to their chart.
Demonstrate Writing Outcome
Use the paragraph OHT (on page 28). Tell the students that you are going to
show them how to write a paragraph about good ozone. Your paragraph needs
a title and a topic sentence. Then you will write some sentences giving more
details. Think aloud as you demonstrate this process to the students.
A title – that’s easy, let’s call it Good Ozone. Now I need a simple topic sentence
saying why it is good. How about,
Good ozone keeps us safe from the sun’s harmful rays.
What else do I know about good ozone? I can look at the book, or at my comparison
chart to help me.
Good ozone is in the ozone layer.
The ozone layer is in the stratosphere.
UV rays shine on oxygen to make ozone here.
The ozone layer stops most of the UV rays from coming down to Earth.
Title:
Topic sentence:
Supporting facts and details:
Apply Writing Outcome
Hand out the paragraph worksheet (on page 28). Tell the students to use the organizer to help them write a
paragraph about bad ozone. They can use their completed comparison charts and the book to help them.
A Hole in the Ozone - 21
Multimedia Information
Explore the multimedia pages with the students.
FAQS
Discuss with the students how they use the Internet to access information.
Have them read the FAQS page. Invite the students to formulate further questions that they think may
be frequently asked about bad ozone and to which they do not know the answers. List these questions and
discuss the keywords that they would use in an Internet search for the answers.
Assign the students the task of finding the answers on the Internet.
Discuss the answers and also the process they used. Use questions such as these to start the discussion
if necessary:
How many sites did you have to visit in order to find the answers?
Could you have refined your search better at the outset?
Are there some sites, for example, Wikipedia, that you go to first?
How can you check that information you find on the Internet is correct?
Greenhouse Gases
Have the students look at the web page on page 27 and read the heading. Discuss with the students what
they know about features of websites and web pages. Use questions such as these to start the discussion:
How do you find a website?
Where is the url on this page?
What do the letters www stand for?
How do you move from page to page on a website?
Where would you click to move from this page to another page?
What other topics can you find out about on this website?
Have the students read the text on the web page. Invite the students to think of questions they would like to
ask about this topic. List the questions together, then have the students find the answers on the Internet.
A Hole in the Ozone - 22
Quick 8 Quiz
Have the students take the quiz. Choose whether you want them to give the answers orally or write their
responses. If you choose to have the students write their responses, hand out the Quick 8 Quiz answer sheet
(on page 36).
You may want to use this as a formal assessment of science concepts, in which case you will not allow them
to refer back to the text. If you are using the quiz as an informal assessment, let the students turn to page 32
of the book for clues that will direct them back to the appropriate page for the information.
Learn More
Choose whether you want the students to work independently, in pairs, in ability groups, or mixed ability
groups to learn more about a greenhouse gas from the book.
You may need to specifically teach the following:
• How to use people, and/or books, and/or the Internet to find information
• How to take notes
• How to draw diagrams
• How to order facts
• How to choose subheadings
• How to revise a draft
• How to check spelling, grammar, and punctuation
• How to present work appropriately
Set a time for the research project to be finished. Tell the students the form that the presentation will take.
A Hole in the Ozone - 23
Wrap-Up
Refer back to the initial brainstorm map graphic organizer. Reread the map. Add to or revise any
information on the map. Draw a square around the map. Have the students say where they found the
information in the brainstorm map graphic organizer. Record this information in the rectangle.
Discuss the book with the students. Use the following questions as discussion starters if necessary:
What do you now know about the hole in the ozone that you did not know
before you started reading?
What made this book easy or hard to understand?
Which article did you like the most? Why?
What did you like best about the book? Why?
Which words did you find hard to pronounce, understand, read?
If you had written the book, what would you have included, left out? Why?
Do you think the author did a good job of interesting you in what ozone is and why it is important?
Why or why not?
How could you use the information and strategies somewhere else that you learned while you
were reading this book?
A Hole in the Ozone - 24
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Brainstorm Map
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 25
A Hole in the Ozone
Ozone and Earth’ Atmosphere
KWL Chart
Name:____________________________
K
W
L
Permission is given to teachers to reproduce this page for classroom use.
Page 26
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Word Web
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 27
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Paragraph
Name:____________________________
Title:
Topic sentence:
Supporting facts and details:
Permission is given to teachers to reproduce this page for classroom use.
Page 28
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Diagram
Name:____________________________
Layers of the Atmosphere
Exosphere
600 km
Thermosphere
85 km
Mesosphere
50 km
Stratosphere
12 km
Troposphere
Permission is given to teachers to reproduce this page for classroom use.
Page 29
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Diagram
Name:____________________________
Gases in the Air
nitrogen 78%
oxygen 21%
other 1%
Permission is given to teachers to reproduce this page for classroom use.
Page 30
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Diagram
Name:____________________________
How the Atmosphere Keeps Earth Warm
Some energy
bounces back
into space.
SUN
Energy
from the sun
Heat rises.
ATMOSPHERE
The atmosphere
traps some of
the heat.
EARTH
Permission is given to teachers to reproduce this page for classroom use.
Page 31
A Hole in the Ozone
Ozone and Earth’ Atmosphere
Diagram
Name:____________________________
How the Ozone Layer Protects Earth
SUN
YER
A
L
E
OZON
O
ab zon
UV sor e la
-B bs ye
ra mo r
ys s
t
A
V- es
U us n,
ca nta les
su ink
B kin
wr
V s e
U es ey
us er, ge
a
c nc a
ca dam
EARTH
Permission is given to teachers to reproduce this page for classroom use.
Page 32
A Hole in the Ozone
The UV Index
Question and Answer
Name:____________________________
Q. What is the UV index today?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. How dangerous is it?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. What should I wear?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Q. What should I do?
A. _________________________________________________________________________
___________________________________________________________________________
Q. What is the burn time?
A. _________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 33
A Hole in the Ozone
Good Ozone, Bad Ozone
Opposites Chart
Name:____________________________
Word
Word
Permission is given to teachers to reproduce this page for classroom use.
Page 34
A Hole in the Ozone
Good Ozone, Bad Ozone
Comparison Chart
Name:____________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 35
A Hole in the Ozone
Quick 8 Quiz
Name:____________________________
1. Name three things in the atmosphere.
_____________________________________________________________________
_____________________________________________________________________
2. Where is the ozone layer?
_____________________________________________________________________
_____________________________________________________________________
3. What two things make ozone in the ozone layer?
_____________________________________________________________________
_____________________________________________________________________
4. What does the ozone layer protect us from?
_____________________________________________________________________
_____________________________________________________________________
5. Where is the hole in the ozone?
_____________________________________________________________________
_____________________________________________________________________
6. Name some chemicals that are bad for the ozone layer.
_____________________________________________________________________
_____________________________________________________________________
7. Where is bad ozone?
_____________________________________________________________________
_____________________________________________________________________
8. What does bad ozone do?
_____________________________________________________________________
_____________________________________________________________________
Permission is given to teachers to reproduce this page for classroom use.
Page 36