Air Quality
by Jane Wang Moy
Lesson I
Introduction: Every aspect of learning is contingent upon the quality ofcommunication which transpires between parties. Therefore, by recognizingthat in deed English and the language arts is part of the humanities approachto study, understand and appreciate language acquisition, English is a meansto facilitate learning in all content areas. In regard to learning conceptsrelated to air quality issues, students will be exposed to and reinforcetheir knowledge of the content as a means of expanding their schema base,vocabulary development, and undergo the reading, writing and thinking processin education.
Objectives:
Students will use language arts to solve problems and think critically.Students will question and answer and discuss the topic, "What is inthe air?"
Recommended Time: one class period, 50 minutes
Materials:
blackboard
chalk
paper
pen
Procedure:
Introduce the idea that air is an invisible gas that we breathe. It haselements such as oxygen, carbon dioxide, etc. Many other gases go into theair that cause pollution. Have students list any and all products whichcome in sprays, smoke, gas form which emit gases into the air. Have studentsrespond and count how many use the products listed. Then ask how those productsare necessary in their lives. They should realize that some/or many of thosegases are polluting the air quality and may hurt the ozone layer. How mightpeople be affected by smoke and other gas fumes? Count how many cars arein each family per class member. Did they know that their car exhaust hasbeen one of the biggest polluters to air quality? How many trips does thatcar make every day for a week? Ask if these trips could have been reducedto reduce air pollution?
Hands On Activity:
Ask each student how old they are. Add up the years. Say if a candle foreach of those years were burned, what would that do to the quality of air?
Related Activity and Concept:
Have students read EPA literature regarding Control of Emissions or YourCar and the Environment or Reformulated Gasoline. Have students summarizecause, effect and possible solutions to issues of air quality.
Connect to Other Everyday Examples:
Air pollution can harm the health of people and damage the environment.By developing awareness into natural dangers, students will decide morewisely about products and behaviors which are safe or dangerous. They couldchart the home products for gas content and guess and report their effecton air quality.
Summary: same as above
Home Activity/Parental Involvement:
Students will make a shopping list for products whose emissions can irritateeyes, ears, skin or smell. Are those products helpful or harmful to airquality?
Lesson Assessment: Students will identify different gases in the environmentand identify some harmful gases.
Lesson II
Objectives: Students will develop knowledge into the topic of ozone.
Recommended Time: one class period, 50 minutes
Materials:
blackboard
chalk
pen
paper
Advance Preparation:
Obtain copies of EPA publications: "Protecting the Ozone Layer";"A Check List for Citizen Action Ozone Action Days."
Procedure:
Students will read the EPA literature. Students will list any type of vehicleor appliance or electric usage for a week. Have each student set up a schedulefor the use of electricity and the appliance which add up to destroy theozone.
Hands On Activity:
Make a TV schedule of popular programs for the class. Count the hours perperson viewing. Then discuss by popular choice which programs could be eliminatedfrom viewing. Discuss how many hours of electricity were saved. This isa solution to emitting charges into the ozone. Could the class decide aday and time to have a TV blackout to save the ozone?
Related Activities and Concepts:
Students could make signs to turn off appliances and lights not in use.
Concept to Other Everyday Examples:
Have students create daily schedules when certain appliances and conveniencesshould/shouldn't be used.
Summary:
By developing awareness into what depletes the ozone, students will takeappropriate action to decrease electric charges which hurt the ozone.
Home Activity/Parental Involvement:
Students and parents could look for labels identifying products manufacturedwith or containing ozone depleting substances and consider alternatives.
Lesson Assessment:
Students will identify products and appliances which are harmful to theozone through the emissions into the air. Students will explain the effectsof certain gases from certain products which are harmful to the ozone.
Lesson III
Objectives: Students will develop the following vocabulary: energy efficiency,chlorofluorocarbons, particulates, viscosity (thick oils), emissions, ionizingradiation, alternating current, gauss, milligauss, radiation
Recommended Time: 2 class periods, 100 minutes
Materials:
blackboard
chalk
paper
pen
Procedure:
Students will put words in alphabetical order, define them, use them insentences and study for a short spelling quiz.
Hands On Activity:
Students will use words and definitions to create word puzzles.
Related Activity and Concepts:
Students will get copies of various EPA literature and find the lines whichuse the vocabulary.
Connect to Everyday Examples:
Students will create short prose recreating air quality concerns.
Summary:
Air pollution is invisible but is caused by multiple combustion of petroleum,electricity and uranium.
Home Activity/Parental Involvement:
Visit an appliance shop and write down the appliances and their energy efficiencystatements and price. Discuss the possibility of the emission of chlorofluorocarbonsor particulates from the appliance. Is there a report of the measurementof magnetic field by the appliance in gauss units?
Lesson Assessment:
Students will use the vocabulary properly in discussing concerns pertainingto air quality.
Lesson IV
Objectives:
Students will develop critical thinking and identify pollutants found inthe home.
Recommended Time: 1 class period, 50 minutes
Materials:
posters
blackboard
EPA literature "The Inside Story of Air Pollution"
pen
paper
Advance Preparation:
Acquire copies of the EPA literature.
Procedure:
Have students work in groups. Each group will list the possible sourcesin each room of the chart of biological pollutants, smoke, hazardous vapors,gases and radon. After 30 minutes have each group report per room and liston the board those elements harmful to air quality.
Hands On Activity:
Students can take their list home and check sources of air pollutants theyfound in their home.
Related Activity and Concept:
Students can list or chart the pollutants and pass them out to survey andinform what is in the community. What materials and products could be eliminatedfrom use?
Connect to Everyday Examples:
The home is one of the most dangerous areas due to the collection of possiblepollutants or contaminating products.
Summarize:
Most homes have various hazardous areas of products in the kitchen, shower,fire place, etc. Air pollution is invisible and requires awareness and vigilancefor dangers such as radon or carbon dioxide.
Home Activity/Parental Involvement:
Share the list developed in class and discuss the source of pollutants inthe home.
Lesson Assessment:
Given a list of materials and products, students will explain how it canbe a source of pollution: disinfectant sprays, fireplaces, lead paint orlead pipes, car exhaust, sewage pipes, gas stoves, etc.
Lesson V
Objective: Students will develop knowledge into the various ways a vehicleis an agent for pollution. Students will develop familiarity with causeand effect.
Recommended Time: 2 class periods, 100 minutes
Materials:
-EPA literature: "Your Car and the Environment"
Advance Preparation:
Acquire copies of the EPA literature.
Procedure:
Distribute booklets. Have students read myths and facts. Students will beresponsible for discovering the various ways their vehicle and parts areagents of pollution. Divide the class in groups to prepare statements onthe following: emissions, idling and revving, travel schedules, motor oilsand filters, air conditioning, road conditions, reformulated gas, tires,batteries, spark plugs. Have students report and discuss cause and effectsof auto parts and pollution.
Hands On Activity:
Students could create diagrams of cars and parts of cars which cause pollutionas a check list.
Related Activity and Concept:
Students could list all the parts that a chop shop could reuse from a car.What items could not be recycled or reused?
Connect to Other Everyday Examples:
Cars require a sense of responsibility. Cars are necessary conveniencesbut through proper maintenance and use, it will not quickly become a sourceof pollution.
Summary:
Everything can be used or abused. Human behavior and a sense of responsibilityhelps decrease the problem of wasteful consumption which can reveal itselfin types of pollution harmful to the environment.
Lesson Assessment:
Students will answer the question, "What is the energy efficiency ratingof appliances in the home? What parts of the car require maintenance toreduce pollution?"