TE AC H E R’S

HANDBOOK
LESSON 1

with support from

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WHY IT MATTERS
The ozone layer is an invisible shield that exists 15—35km above the
ear th ’s sur face, protec ting us from harmful ultraviolet, or UV, radiation,
and in doing so safeguarding all life on ear th.

But in the 1980s, scientists discovered a huge and harmful hole in the ozone layer.
The hole was caused by chemicals and gases known as ozone -depleting substances.
At the time, these were found in almost ever ything – from aerosol cans to fridges,
from computer equipment to the soles of your shoes!

o n e la y e r a n d h o w th e
th e o z
T h e s to r y o f e r to p r o te c t it , is a
d to g e th
w o r ld jo in e e.
s to r y o f h o p

Across the world, scientists, policy makers and governments worked together, taking
urgent steps to control and phase out these ozone -depleting substances. Together
they developed the Vienna Convention, and then the Montreal Protocol which became
one of the most successful environmental treaties of all time, universally endorsed by
197 nations of the world and the European Union.

And it worked! Thanks to the Montreal Protocol, the hole in the ozone layer is healing,
with ozone expected to return to 1980s levels by the 2060s.

But the stor y is not over. In fact, it might never be over. We have to make sure we
keep monitoring the gases that enter our atmosphere and the impact that they have
on the ozone layer.

The next generation of young people face many challenges. But the stor y of the
ozone layer and how the world joined together to protect it, is a stor y of hope. A
stor y that proves that it can be done. That when we act together, and are guided by
science, we can solve major global crises.

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Dear Teachers
In Januar y 2022, the Ozone Secretariat of the United Nations Environment Programme launched
a follow-up to the highly successful Reset Ear th animated series and mobile game. This time round,
the focus is on a new character, Apollo, and her adventure in the metaverse! She’s created a world
in which people can learn about ozone layer protection
and the environmental challenges our planet is facing.

LE
To accompany Apollo’s Edition of Reset Ear th, a teaching P EOP
NG G
toolkit has been developed filled with ideas, activities, E Y OU T E C TIN
PIR RO ION
S,
INS INUE P A T
games, and discussions that will empower you to engage T IM ,
C ON ER: AN GAMES
your students on the issues of ozone layer protection TO Y E .
N E L A R AC T I V I V I T I E S
Z O T E T
and environmental challenges. Using Apollo’s vlogs as O IN AC
THE S AND
a foundation, 3 unique lessons have been developed. N
U S SIO
An accompanying teacher toolkit to help navigate DISC
through the content has also been created, including
a corresponding student workbook. These printable
documents can be adapted and made your own to share
with your students.

The lessons are diverse and varied. While we have tried to create content that appeal to learners
across a broad range of age profiles, teachers are encouraged to use what will work best for their
students, or adapt and make it their own. Whether the lessons run over three days, three weeks
or three months; only one idea is used, or all of them, it is up to you, the teacher, to decide. Most
of all, we at the Ozone Secretariat hope that through the animations, games, discussions, and
activities, you can help us bring the stor y of the ozone layer to life, and inspire the next generation
of young people to continue to protect the ozone layer and the global environment. If you’ve used
any of our teacher resources, please send feedback , photos or any related learner ar t work to
[email protected].
Le s son plans and wor k books are based on f ic t ional animat ions and not ent irely on scient if ic f ac t. For f ac t s and accurat e t imeline s ,
please v isit ht t ps://ozone.unep.org/.

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CONTENTS
Un d e r s ta n d i ng the o zo ne la y er
G e t t o kn o w A p ollo and Re mi as the y ex pl ai n the envi ronmental c hal l enges we
fa c e a n d ho w prote cting the ozon e lay er can save l i fe on ear th and under water.
The i r g o a l i s t o in s pire action f rom a generati on of creati ve probl em- sol vers.

> In tro d u c ti o n ac tivit y : M ind map on the ozone l ay er

> V i d e o & d i sc ussio n: Watch Apol l o’s vi deo and di scuss key l earni ngs
> G a m e : P l a y Re s e t E ar th Impact Si m ul ator gam e and di sc uss key l earni ngs
> P r i m e r : Do s ome re s e arch onlin e and compi l e fac ts about the ozone l ay er
> D i s c u s s i o n: O pe n dis cus s ion abo ut how our deci si ons can m ake a di f ferenc e
> Wo r ks he e t: An s w e r the que s tions i n wri t ten form and eval uate
> A c ti vi t y: Choos e a good n e w s s tor y to di sc uss wi th a par tner
> Wo r ks he e t: Comple te the ‘characteri sti c s of a hero’ worksheet
> C o n c l u s i o n: Wr ite down w h at you thi nk are i m por tant poi nts to share
wi t h y o u r c ommunit y

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GLOSSARY

SCIENCE

IMPAC T

LONG-TERM PROGRESS

EXTRA EXAMPLES

WRIT TEN AC TIVIT Y

? DISCUSSION POINTS

WATCH A VIDEO

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THE BIG IDEA

Ozone layer depletion leads to changes over time that
directly impact world health and safet y. Uncer taint y and
lack of information can drive fear about the future but
can help drive change through a sense of urgency and
need for protection. A variet y of character traits can
empower and hinder heroes in their mission for change.

CRITICAL QUESTIONS
> Does depletion of the ozone layer increase
ground-level ultraviolet, or UV, radiation?
> Does depletion of the ozone layer impact global
climate change?

I CAN / I WILL OUTCOME

STATEMENT FOR STUDENTS
> I will interpret data to estimate communit y and
seasonal changes due to ozone depletion and
protection over time, predicting future outcomes
across the globe if ozone depletion continues.
> I will assess the ef fectiveness of knowledge sharing
on environmental issues across multiple mediums and
will justif y the impor tance of highlighting messages of
hope and success in knowledge sharing.
> I can identif y characteristics of change makers,
and how these characteristics can help and hinder
environmental advocates.

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RESOURCE
REFERENCES
Below you will find a list of the resource references. Because of the global audience,
possible langauge barriers, and the age profile being quite broad (ranging from
13 to 18) we have included a range of resources as listed below. Please apply
and utilise the references that best accomodate your learners, taking both age and
learning abilit y into consideration.

The videos available as par t of ‘Apollo’s Ozone Playlist’ are par ticularly useful to all
ages and showcase a diverse range in skill level and comprehension. The playlist is
graded according to skill levels: Level 1 - easy to understand, Level 2 - intermediate
and Level 3 - containing more complex science.

Below is the full list of resources, you will also find specific resources referenced as
par t of the lesson plans. Please feel free to utilise those you feel are appropriate for
your learners and their age.

> Apollo’s Ozone Playlist > UNEP What you can do

> Lesson 1-3 Worksheet (colour) > UNEP Montreal Protocol
> Lesson 1-3 Worksheet (print friendly) > UNEP The Vienna Convention
> UNEP Ozone & You > UNEP Ozone Timeline
> UNEP Q&A > UNEP Ozone treaties and SDGs
> UNEP Countr y Profiles > UNEP Sustainable Development Goals
> NOAA 20 Questions: Q14 > UNEP World Ozone Day

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LESSON 1 GUIDE
The b e l o w sugges ted times of activ ities a re a he lp f u l g u id e f or t his le sson. A c t u a l t ime c a n di f f er
b a s ed o n ne e ds an d in teres ts of s tuden ts, re sou rc e s, a nd a v a ila b le t ime .

INTRO
LESSON TIME:
0—5 MINS

GLOBAL COMPE TENCY: Impact

N/A H1 - Identify the pollution that affects
the ozone layer - ODSs (ozone -depleting
LESSON DESCRIPTION: substances such as CFCs and the halons).
Pre -Lesson Sur vey. H2 - Recognise that pollution from the
previous generation persists and will
Personal mind map on ozone layer: impact future generations as well as all
Write OZONE in the middle of a piece of life on earth and under water.
paper, and with 1 colour, write down all of H3 - Appreciate that this challenge
the things that you can think of when you requires international regulations and
hear that word. cooperation.
H4 - Appreciate that individual
personal behaviours and consumer
choices have an impact on the ozone
layer.
MIND MAP EXAMPLE H5 - Recognise the impact of the
For ideas on mind maps ozone layer on all life on ear th and
have a look here under water.

Long-term Progress
LEARNER OBJEC TIVES:
L1 - Identify the consequences of
continued ozone layer depletion.
L2 - Acknowledge the role of
global regulations and the ozone
Science treaties.
S1 - Explain ozone layer formation and L3 - Acknowledge that continued
characteristics. progress on ozone layer requires
S2 - Recognise the important role of the a broad base of awareness and
ozone layer in protecting all life on earth and support.
underwater from UV radiation. L4 - Understand continued progress
S3 - Identify how the ozone layer and climate relies on Assessment Panels.
are connected, but not causal. L5 - Acknowledge ozone layer
S4 - Acknowledge ozone layer recovery and recover y is a source of hope
seasonal changes. for other global environmental
S5 - Understand natural impacts on the ozone challenges.
layer such as volcanoes and the sun.
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VIDEO
LESSON TIME: LEARNER OBJEC TIVES:
40—45 MINS Knowledge

GLOBAL COMPE TENCY:

N/A
Science
S2 - Recognise the important role of
LESSON DESCRIPTION: the ozone layer in protecting all life
Watch Apollo’s video as she and her robot on earth and underwater from UV
radiation.
companion, Remi, explain key concepts
and areas of focus regarding the ozone
layer and climate change.

Impact
H5 - Recognise the impact of the
ozone layer on all life on ear th and
WATCH under water.
Apollo’s Video

Long-term Progress
L1 - Identify the consequences of
continued ozone layer depletion.

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RESET EARTH SIMULATION GAME

LESSON TIME: LEARNER OBJEC TIVES:
20—30 MINS Combined

GLOBAL COMPE TENCY:

N/A
Science
LESSON DESCRIPTION: S3 - Identify how the ozone layer and
Play the new Reset Earth Impact climate are connected, but not causal.
Simulator game and find out how
your actions can influence the fight
against climate change.
Impact
H5 - Recognise the impact of the
ozone layer on all life on ear th and
under water.
GO TO
Reset Earth Impact
Simulator game
Long-term Progress
L2 - Acknowledge the role of
global regulations and the ozone
treaties.

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PRIMER
LESSON TIME: LEARNER OBJEC TIVES:
5—15 MINS Knowledge

GLOBAL COMPE TENCY:

N/A
Science
S2 - Recognise the important role of
LESSON DESCRIPTION: the ozone layer in protecting all life
Have your students spend 10 minutes on earth and underwater from UV
radiation.
researching ozone on Google and
YouTube or from a reference book with
facts about the ozone, to compile a top
5 ozone facts list.
Impact
H5 - Recognise the impact of the
ozone layer on all life on ear th and
under water.

Long-term Progress
L1 - Identify the consequences of
continued ozone layer depletion.

EXTENSION
DISCUSSION: Create a
blog or YouTube playlist
where your students can
upload links or videos for
their top 5 ozone facts. If
internet access is an issue,
they can design a flyer
instead.

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DISCUSSION
LESSON TIME: LEARNER OBJEC TIVES:
15—20 MINS Combined

GLOBAL COMPE TENCY:

N/A
Science
LESSON DESCRIPTION: S3 - Identify how the ozone layer
Open Discussion with class, ask guiding and climate are connected, but not
questions (eg. what are your thoughts after causal.
your research, how did it make you feel, what S4 - Acknowledge ozone layer
are the key takeaways) - group discussion recover y and seasonal changes.
with chart paper to jot down/draw ideas, S5 - Understand natural impacts on
then share with the class. the ozone layer such as volcanoes
and the sun.
Ask students to also brainstorm what they
envision the potential impacts on their own CLASS
communities, as well as all other life on
earth and under water. This should be based
ACTIVITY
on what they have learned about ozone (its OUESTIONS TO ASK:
protective proper ties and depletion). > Note 3 things you saw
> 3 things you felt
> 3 things you learnt

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WORKSHEET - PROJECTION ACTIVITY

LESSON TIME: LEARNER OBJEC TIVES:
20—35 MINS Action

GLOBAL COMPETENCY:
N/A
Impact
LESSON DESCRIPTION:
H3 - Appreciate that this challenge
Ozone plays a key role in protecting and maintaining
requires international regulations
our climate, environment and life on earth and
and cooperation.
underwater.
H5 - Recognise the impact of the
PLEASE NOTE: ozone layer on all life on ear th and
This activity does not require the students to under water.
make calculated predictions. It is a thought
exercise where they can analyse trends (looking
at the graphs and patterns/and trends they see
after the Montreal Protocol – if any) and make
and defend logical determinations about what
their community might look like and why. There
EXTENSION DISCUSSION:
is no singular correct answer; as long as the
students can justify their reasoning and defend it Ask your students how
(especially as they may differ across the class), seasonalit y may influence their
when they have completed the exercise. Teachers projections. What role does
can add in a ‘discussion’ section to the lesson ozone play on our seasons?
where students compare their predictions with
others in the class and explain why they chose
the representation that they made.

Activity: What do you think your neighbourhood

would look like if ozone-depletion continues? Review
your Country Profile on the UNEP website, and using
the information on ozone-depleting substances
(ODSs) and HCFC/HFC production & consumption,
project what your community would have looked
like in the 1980s, 2020s and 2100s with and without
the implementation of restrictions on ODS and HFC
production and consumption.

Activity (extension): Your country and community

may be very different from other places on the planet.
Review the Country Profile for two other countries
that you feel differ greatly to yours, and complete the
same projection for 1980s, 2020s and 2100s with and
without regulations of ODSs/HFCs. What are some
factors that may contribute to some differences (i.e.
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WORKSHEET - DISCUSSION
LESSON TIME: LEARNER OBJEC TIVES:
35—40 MINS Combined

GLOBAL COMPE TENCY:

N/A
Long-term Progress
LESSON DESCRIPTION: L3 - Acknowledge that continued
Imagine you were living in a world without progress on ozone layer requires
any regulations; what if the production of a broad base of awareness and
ozone -depleting substances continued, support.
and ozone depletion progressed at rapid
rates. How would this make you feel? Do
you feel like you have a great enough
understanding of the science, regulations LESSON EXTENSION:
and policy surrounding ozone protection Task students with creating a
and depletion? Does this uncer taint y or lack social media, post or stor y to
of understanding change how you feel? share what they know about
their chosen environmental
While our knowledge may be limited, we issue.
are lucky to have access to a variet y of
ways to educate ourselves and others on They must consider who they
issues impacting our daily lives. ● would want to reach with their
social post and what would be
> What is an environmental issue the most effective way to do it.
that you feel like you have a great
understanding of? Where did you learn
or find most of this information?
> How do you prefer to learn new
Hint : Research other
facts, lessons, or ideas? Consider
environmental activists
multiple mediums of information
and how they have
sharing, including textbooks, school,
used social platforms
Youtube or social media, videos,
effectively.
documentaries, posters, etc.
> Is there an environmental issue that you
know is impacting your daily life or
future, but you feel like you don’t have
any answers or solutions on what to
do? Do you feel lost, anxious, or
fear ful of your future?

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ACTIVITY: LIFE ON EARTH CAN

PREVAIL!
LESSON TIME: LEARNER OBJEC TIVES:
45—55 MINS Action

GLOBAL COMPE TENCY:

N/A
Long-term Progress
LESSON DESCRIPTION: L5 - Acknowledge ozone layer
In order to inspire hope, choose a ‘good recover y is a source of hope
news stor y ’ to discuss with a partner. for other global environmental
Choose a great environmental challenge challenges.
that has been faced in human histor y. One
with a positive outcome, either from people LESSON
working together, implementing regulations EXTENSION
or changes, or better educating citizens on
Ask students to identify which social
the impact and potential solutions that can be
media platforms are best to share
taken. ●
a ‘good news stor y ’. Then explain
why and how to use them.
> Identif y the issue, and key actions that
were taken to turn this into a good news
stor y.
> What can we learn from stories like this?

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WORKSHEET - CHARACTERISTICS
OF A HERO
LESSON TIME: LEARNER OBJEC TIVES:
55—60 MINS Reflection

GLOBAL COMPE TENCY:

N/A
Impact
LESSON DESCRIPTION: H4 - Appreciate that individual
Creating change isn’t easy, and as personal behaviours and consumer
learned from the good news stories, there choices have an impact on the
are endless ways behaviour change can ozone layer.
be implemented. The key to all of these
scenarios is the role that humans have
played; and how many dif ferent t ypes of
people have contributed. It takes a variet y
of people. from dif ferent backgrounds,
lifest yles, and personalities to create the
per fect storm of environmental change.

CLASS ACTIVITY
> On the worksheet template, circle all of the traits that you think Apollo has.

Adventurous Afraid Brave Caring Cautious

Confident Energetic Fair Feisty Funny
Generous Humble Inquisitive Intelligent Knowledgeable
Loyal Mature Mean Outgoing Resourceful
Selfish Sensitive Serious Talented Timid
DISCUSSION POINTS:
> How do they think these characteristics will help her in the journey to save the ozone?
> What characteristics drive her to want to make a difference?
> Does she have any characteristics that may limit her?
LESSON EXTENSION:
In a dif ferent colour, highlight the characteristics that the students have which do they think
will help them be an ozone hero? Which ones may limit them?

> We know that it takes a team to create change. Identify the characteristics that would
best compliment your own strengths and weaknesses to create the ultimate ozone hero
team. Is there somebody in your class that demonstrates these traits?
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CONCLUSION - LINK LESSON 2

LESSON TIME: LEARNER OBJEC TIVES:
55—60 MINS Reflection

GLOBAL COMPE TENCY:

N/A
Long-term Progress
L1 - Identify the consequences of
LESSON DESCRIPTION:
continued ozone layer depletion.
Jot down (or draw) your ideas on which facts
or t ypes of facts would be compelling to your LESSON
RESOURCES
peers, your parents and your grandparents.

What would your communit y want to hear? Click on the links below to download the
lesson resources:
> Apollo’s Ozone Playlist
> Lesson 1 Worksheet (colour)
LE SSO N > Lesson 1 Worksheet (print friendly)

E X T E N S IO N > UNEP Ozone & You

> UNEP Q&A
cia l me dia
As k stu de nts to cre ate a so > UNEP Countr y Profiles
se d on on e of
po st or ph ys ica l po ste r ba > NOAA 20 Questions: Q14
t the oz on e.
the ir int ere sti ng fac ts ab ou

Th is po ste r ca n be pla ce d
in the sch oo l PREPARATION
the so cia l > Access to Apollo’s video
to cre ate aw ar en es s an d
d on the > Lesson 1 Worksheet
me dia po st co uld be po ste
tfo rm . Inc lud e > Materials to draw on worksheet
sch oo l’s so cia l me dia pla
.
#R es etE ar th wh en sh ar ing

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