Learning Activity 4: Ozone depletion Concept Maps, revisited
Purpose: To allow student to further explore their understanding of the ozone layer, UV radiation, ozone depletion and skin cancer.
Materials Needed:
Word List (provided)
Paper and Pencil
Procedure:
Student may develop concept maps in pairs or individually. Provide students with word lists (provided below).
Ask student groups to develop (or revise on earlier )concept map using the word list. Indicate to students that every concept map may look different, but that it’s ok. As long as the concept map makes sense.
If students are inexperienced with concept maps, the teacher may want to go through an example of a concept map before commencing this activity.
Assessment suggestions:
You may wish to mark this individually or as a group.
Concept maps have been shown to be good tools for organizing complex
information, thus students may benefit from keeping their concept maps for
later use.
Teacher Notes:
Concept maps
are useful tools for organizing information and allowing students to form their
own spatial connection between various concepts. It is also useful for teachers to quickly assess how well
students understand various concepts.
For those
teachers unfamiliar with concept maps, there is a lot of information published
about these tools. An internet search
under concept maps will steer you in the right direction. Examples provided below.
Example of simple concept map:
