http://learningtogive.org/lessons/unit483/lesson1.

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9th-12th Grade
Subjects:
Language Arts, Library / Technology, Philanthropy, Science and Social Studies
Key Words/Concepts click to view

Focus Question(s):
What is each person's responsibility for environmental stewardship?
NOTE: Prior to this lesson, use the Blue Sky Activity in which students envision a better
world. If you already have a Blue Sky display, revisit it before beginning this lesson.

Purpose:
The purpose of this lesson is to raise awareness of the negative effects of air pollution,
especially asthma. Students identify some of the sources of air pollution in the school and
community and possible ways to improve air quality in these areas.

Duration:
One 50 Minute Class Period

Objectives:
The learner will:

describe what asthma feels like and identify air quality issues that trigger asthma
attacks.

identify negative effects of poor air quality.

identify potential sources of air pollution in the school and outdoors.

identify ways to act as environmental stewards in relation to air quality.

explain how working to improve air quality is an act of philanthropy for the common
good.

Materials:

copies of "Indoor Air Quality in

Schools"http://www.nrdc.org/greensquad/library/air_indoor.asp for each learner

copies of "Asthma and Air

Pollution"http://www.nrdc.org/health/effects/fasthma.asp for each learner

(optional) copies of "Air Pollution Causes and

Effects"http://healthandenergy.com/air_pollution_causes.htm for each learner

copies of Attachment One: Environmental Stewardship: What Can be Done? for

each group

Handout 1
Environment Stewardship: What Can Be Done?

Instructional Procedure(s):
Anticipatory Set:
Ask the students to raise their hands if they have ever seen or felt evidence of air pollution.
Let students share their observations. Tell the students that the government reports air
quality statistics on a daily basis. Display theAir Quality Index on a projected computer
screen (or print out today's map on a color printer). This map shows the air quality around
the country. Under the map are links to the national forecast, the ozone statistics, the
particles statistics, and more. Select the national forecast page and zoom in to your area to
obtain more specific information. Ask the students why they think this information is
important and who and what might be affected by poor air quality (plant and animal life,
fish, water, ground soil, trees, people with asthma, etc.).

Tell the students that air pollution affects us all, but people with asthma are
particularly sensitive to air pollution, which can trigger an asthma attack. Have the
students read the following article: "Asthma and Air Pollution."

If possible, invite a guest to your classroom to tell the students what asthma is and
what factors can trigger it. This can be a doctor or a person who has asthma.

To review the new information, ask the class to name potential sources of air pollution
(cars, factories, power plants) and some major pollutants (ground-level ozone, sulfur
dioxide, particulate matter, nitrogen oxide).

Challenge the learners to come up with ideas to reduce the amount of air pollution
created by transportation, factories, and power plants. List their ideas on the display
board.

Ask the learners how they think working to improve the quality of air at school, at
home, and in the community promotes the common good.Common good involves
"promoting the welfare of the community for the greater benefit of all."

Have the students read the following article: "Indoor Air Quality in Schools." Challenge
them to come up with ideas to reduce the amount of air pollution within the school
environment. List their ideas on the display board.

Write the word philanthropy on the display board. Have the learners share their prior
knowledge of this word. Define philanthropy as "giving time, talent, or treasure for
the common good." Look again at the list of ideas on the display board for reducing
air pollution (inside and outside). Have them label each of the ideas with the
words time, talent, ortreasure to show what they would be giving if they carried out
these actions. Encourage the students to add to or amend the list to focus on ideas
that are specifically about what they can do (with their time, talent, and treasure)
rather than what can be done in general.

Have the students work in groups of three or four to come up with specific plans for
reducing pollution. Give each group a copy of Attachment
One:Environmental Stewardship: What Can Be Done? Give them about ten
minutes to complete the statements.

As a whole class, discuss the ideas generated by the small groups. Help the students
come to consensus about which projects they will carry out for the Earth Day Event.

Assessment:
The assessment of this lesson will be based upon the learner's participation in the classroom
discussions as well as their understanding and empathy for improving air quality for the
common good. The depth of understanding and seriousness displayed in group work
responses and journal writing can also be used to assess this lesson.

Learning Link(s): (click to view)

School/Home Connection:
Have students survey their family members about air pollution. Work together to compile a
few questions that all students ask at home. The information gathered could be used to
assess the most critical issues, get ideas for projects, and determine family interest in
getting involved.

Cross-Curriculum Extensions:

Students may research the existing community policies that address air quality issues
and standards.

Encourage students to develop a project that utilizes the Air Quality Index in
evaluating and reporting data, such as comparing levels of five major air pollutants or
the number of bad air days in given cities.

"Coal-fired power plants, factories, and diesel vehicles are major sources of particulate
pollution. Around 81 million people live in areas that fail to meet national air quality
standards for particulate matter." ("Asthma and Air Pollution," Natural Resources
Defense Council, June 8, 2005.) Have the students determine whether their
community meets the national air quality standards for particulate matter.

Reflection: (click to view)

Bibliographical References:

National Heart, Lung, and Blood Institute. "What is

Asthma?"http://www.nhlbi.nih.gov/health/dci/Diseases/Asthma/Asthma_WhatIs.html

Health and Energy. "Air Pollution Causes and

Effects"http://healthandenergy.com/air_pollution_causes.htm

Natural Resource Defense Council. "Asthma and Air

Pollution"http://www.nrdc.org/health/effects/fasthma.asp

Natural Resource Defense Council. "Indoor Air Quality in

Schools"http://www.nrdc.org/greensquad/library/air_indoor.asp for each learner

Lesson Developed By:

Lydia Alvarez
University High
Newark, NJ 77108