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Introduction to Air Quality

Air Quality #1

Elementary

Description

This engaging lesson introduces students to the topic of air quality and the EPA's Air Quality Index by means of  a story book and reflection exercises.

The students will begin with a KWL chart or mind map focused on air quality. The teacher will introduce the story "Why Is Coco Orange?" and have the students predict an answer. At this point the teacher can decide to have the students listen to a read aloud or have the students read the book themselves. After the book has been shared, the students will turn and talk about why Coco is orange. As a final activity the students will complete one of three journal prompts: write a reflection, create a comic strip or sketch the air quality chart.

General Assessment

What skills does this resource explicitly teach?

The resource's aim to build awareness so it does not teach skills.

Strengths

  • easy to use and implement
  • up to date links and information
  • the teacher is given choice on how to proceed with the sharing of the book
  • engaging activities

Weaknesses

  • no assessment tools suggested

Recommendation of how and where to use it

The resource "Introduction to Air Quality" is an easy to implement lesson for the elementary Science classroom that helps to integrate writing and reading.  It is a good stand alone lesson that introduces the idea of an Air Quality Index. The lesson is also part of a larger, more comprehensive unit on Air Quality.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 3
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        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
      • Health Education
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development
    • Grade 4
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        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes.
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
      • Health Education
        • Step 4Relevant matches
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development
      • Science
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
    • Grade 5
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        • Comprehension: Text comprehension is supported through applying varied strategies and processes, and considering both particular contexts and universal themes.
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
      • Science
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Weather Watch
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        • Stories and other texts help us learn about ourselves, our families, and our communities
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        • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
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        • Life Systems: Habitats & Communities
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    • Grade 5
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      • English/Language Arts
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        • Comprehend and Respond
        • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens
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        • Earth and Space Systems: Weather
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        • To read and Listen to Literary, Popular and Information -based texts
        • To write self - expressive narrative and information -
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        • To write self - expressive narrative and information -
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        • Comprehend and Respond
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        • Investigating Health Knowledge and Information: Informed Decisions
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        • Sharing What It Means to Be Healthy: Action Planning
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    • Grade 5
  • Yukon Territory
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    • Grade 3
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      • English/Language Arts
        • Step 4Relevant matches
        • Stories and other texts help us learn about ourselves, our families, and our communities
        • Stories can be understood from different perspectives
      • Science
        • Step 4Relevant matches
        • Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: All living things sense and respond to their environment
    • Grade 5
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens

Themes Addressed

Air, Atmosphere & Climate (3)

  • Air Pollution
  • Climate Change
  • Ozone Depletion

Human Health & Environment (2)

  • Environmental Contaminants & Health Hazards
  • Quality of Life

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource includes activities that are open-ended and allow for the student to learn the information in an unbiased manner.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

The three dimensions of the issue of air quality are well explored as are different ways to work/play with the reality of poor air quality.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The resource explains in a child-friendly way the issue of air quality while also developing an understanding of the concerns of those who may suffer when the air quality is poor.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The resource does not really provide an opportunity to act on the learning.  Some suggestions to reduce negative impacts on air quality are discussed in the book.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

In the final activity in the resource, students complete journal prompts in order to consolidate their learning.  This gives them the opportunity to express their thoughts and feelings about what they have learned.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The book that is shared in the lesson plan helps to develop an awareness of and empathy for those who are affected most by poor air quality.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The book that is shared in the lesson plan helps the students to develop an awareness of the importance of air quality to the well being of all living things.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The issue of air quality is one that is relevant to the learners as it can be a factor in their daily lives.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The resource develops the idea of how poor air quality occurs; however, it does not address the past nor the future. 

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The students explore the issue of air quality via a story which raises open-ended activities.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Literacy
  • Health
  • Science
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

The question is asked "Why is Coco Orange?" and by reading the book the students find the answer and an understanding of air quality.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The options for reading the book along with the variety in journal prompts at the end of the resource address the needs of a variety of learners.  

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

This is not a goal of the resource.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There are no tools provided for the assessment of learning.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

The story is an an appropriate learning tool for this age group. 

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

There is some choice provided for the students in the journal prompts  in the final activity.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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