Are We Our Own Worst Enemy? #3 (Air Pollution)

Engage: 

Watch the video Health Effects of Air Pollutants.  As students are watching the video have them write down the names of the 6 main pollutants presented in the video on paper or in their notebooks. (You may need to stop the video so they can get the spelling correct.) Once you have viewed the video have them define the six types of air pollution. This is an excellent website with all the pollutants listed - Explain That Stuff. (You can view this page with the definitions for the students to copy down if time is a problem.) They should keep the definitions in their notebook so they do not lose them. Explain to the students they will investigate the 6 most common air pollutants, from the video, as a group.

Explore/Explain:

Divide the class into six equal groups. Each group will take one of the pollutants from the six listed. Have them conduct research on the pollutants taking notes on what they find. They should look up answers to the questions below. You may want to write these questions on the board. Tell them that all members of the group need to be involved because they will be the experts to share with their classmates later. They should make notes in their notebook or on paper but tell them they are verbally sharing not just passing the notes for others to read.

• Where does the pollutant come from?
• Is it man-made? Why was it created?
• Is there a reason we need it?
• Is this something we have always had but we are using more because there is more population?
• Are there some populations that are using more of these pollutants per capita than others? If so is there a way to make a change?
• Can we change the chemical composition of the pollutant so it is not harmful?
• What are some effects of pollutants to our Earth (ground, water and/or air)?

These websites may be used for research purposes.

• Conserve Energy Future
• What is Air Pollution
• Universe Today
• Union of Concerned Scientists
• Ducksters
• EPA
• Explain that Stuff

Once the groups have researched their pollutant tell them they should combine their information into a short presentation to give to the other groups. Then depending on how many students are in each group have the individual members count off. (If ozone has 4 members in it then they will count off 1-4 and the same for each group all starting at 1.) Next, all the 1’s will form a new group, the 2’s and so forth until all members of the class are now in a new group. (If you have some odd numbers just place them evenly among the groups.) Tell the students they will take turns presenting their pollutants to the new group. After they share then the new groups need to answer these questions

• What are some common traits among all the pollutants?
• What are some differences?
• Are there some pollutants that are worse than others?
• Does the good of what is being produced outweigh the fact that we are polluting our air?
• Do we need all of these pollutants? If not which could we eliminate?
• Can we use something else for any of them?
• Which pollutants does it seem there are more of because of the change in population?
• What could be done to eliminate or reduce the effects of these pollutants on Earth's system? (Think about not only how adults can use less but students also.)

Explain/Elaborate:

When all groups are finished sharing and answering the second set of questions come back together as a class and share the findings.

• Were there any surprises?
• Were there commonalities among how the pollutants were created?
• Was there a link to population and pollution?
• Were there some places that produced more pollution per capita?

As a class discuss ways to eliminate or reduce pollutants. Have the student groups create a poster illustrating ways to eliminate or reduce pollutants. Hang the posters throughout the school to share with other grade levels.