It's Never Too Late

Grades: 
9, 10, 11, 12

This lesson will provide further exploration into the causes and effects of pollutants on the quality of air.
 

Lesson Rating 
0
Duration 
PrintTwo - Forty-Five Minute Class Periods
Objectives 

The learner will:

  • explore how companies and the government can work together to clean the air.
  • investigate the careers that are available in the field of air quality.
Materials 
  • Chalk board
  • Chalk
  • Chart paper
  • Markers for chart paper
  • Copies of Handout One, It’s All Relevant for each learner
  • Copies of Handout Two, Assessment: Group Presentation: Introducing the Facts for each learner
  • Access to computers for research or Copies of
  • Inhabitant:Green Roofs https://inhabitat.com/green-roofs/ information for the learners
  • Copies of articles from The Environmental Protection Agency, Indoor Air Quality website: https://www.epa.gov/indoor-air-quality-iaq
Bibliography 


 

Instructions

Print
  1. Anticipatory Set: As learners enter the class, begin an imaginary one-sided conversation with someone on your cell phone.Use some of the following statements or ad lib as needed, but be sure to pause between each statement to indicate that you are listening to the opposing party who definitely has a different opinion from yours.“I will not take this lightly.” “You are the one who continues to bring this into my space.” “I almost choked afterward.” “I’m telling you it’s just not fair.” “I don’t care anymore what you think, just stop doing this.”Turn to the learners asking them, “What would you do if someone told you that your air was unsafe and that you couldn’t do anything about it?”Explain that they have three minutes to respond using the Quick Write method (a Quick Write is a response to a question or statement that requires a short response with one or two examples).

  2. Day One:

    Explain that today they will have an opportunity to investigate air quality a little further.

  3. Arrange learners into groups of five or six members. Each cooperative group should select a recorder, time keeper, leader who asks the questions, set-up person to insure that all parts are placed in an organized form, (if there are six individuals there should be a monitor to verify if all are contributing), and all group members will be spokespersons for the presentation.

  4. Explain the purpose of grouping is to work together and develop a three-minute presentation of information that can be used to heighten awareness about air quality.

  5. Explain for example that one of the pleasures teenagers have is to finally drive an automobile.With that privilege comes responsibility. Ask the following questions to promote a discussion: Have any of you heard or know about emissions standards?What are some of the things that are being done to control the amount of pollutants that enter the atmosphere? Are there career opportunities available to create better standards for air quality in the future? What can individuals, the government and the private (for-profit) sectors do to ensure clean air in the future?

  6. Tell them that as they go to their groups to think and research about a specific air-quality issue (of their choosing), the above questions may serve as a guide for what type of questions to explore. In the presentation they are required to explain the issue and provide some facts about problem, name a career that addresses their chosen type of air quality, and state whether the responsibility for that air quality should be that of a company, individuals, or a governmental agency and why. Their presentation should raise awareness of the issue and ways that people, organizations, or the government can improve this air quality issue. They may be creative in format and presentation, but all students must participate in research, creating the presentation, and performance.

  7. Access a computer lab for research or distribute copies of information printed in advance. Explain that each group will be responsible for presenting their findings to the entire class. Tell the learners that this will be a cooperative learning group activity and their contributions will be graded as a group and individually from your observations.

  8. Day Two (after sufficient time to create presentations):

  9. As students enter the classroom, direct them to the designated areas for grouping.Tell them that they are to assemble within their groups to rehearse and ready themselves for presenting to the class. Allow about five minutes.

  10. Have each group perform their presentation for the rest of the class. Students who are not presenting should take notes about the air quality issue (in preparation for a teacher-made quiz in the following class session).

  11. At the close of the presentations, reflect on the presentations and discuss what should be done to help others understand Air Quality and its effect on everyday life. Ask: What are the implications for the world and how can we preserve the atmosphere and air quality for future generations? Encourage the students to follow up with their ideas and take action to share the information with their networks.

Philanthropy Framework

  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark HS.11 Discuss the concept of corporate citizenship and corporate responsibility for the common good.