Teacher’s GuideGrades 7 to 9

AcknowledgmentsThe Fort Air Partnership gratefully acknowledges the participation of these Steering Committeemembers, members of the Teachers Working Group, video participants and funders in making theAir- Our Invisible Connection teachers’ resources possible:

Melanie Larsen,Vice-Chairman, Fort Air Partnership(Steering Committee Chair)

Michael Bisaga,Air Monitoring Report Coordinator,Regional Environmental Management,Alberta Environment

Edna Dach,Director,Technology Services,Elk Island Public Schools RegionalDivision No. 14

Bob Dulaba,Director of Instructional Services,Elk Island Catholic Separate RegionalDivision No. 41

Shannon Gregg,Public Affairs Manager,Dow Chemical Canada Inc.

Sharon Hawrelak,Communications Advisor,Clean Air Strategic Alliance

Myra Moore,Executive Director,Fort Air Partnership,

Gerry Schick,Director, Curriculum & Instruction,Sturgeon School Division No. 24.

Steering Committee ______________________________________________________

Matthew Dance,Project Manager,Clean Air Strategic Alliance

Robert Lacroix,Dow Canada’s Fort Saskatchewan Site Leader

Myra Moore,Executive Director,Fort Air Partnership

Jay Nagendran,Assistant Deputy Minister,Alberta Environment

Keith Purves,Chair, Fort Air Partnership

Dr. Gerry Predy,Medical Officer of Health,Capital Health

Katarina Stoochnoff

Terence Wharton

Video Participants ________________________________________________________

Carmen CorneliusSturgeon School DivisionNo. 24.

Carol GilbertsonElk Island Public SchoolsRegional Division No. 14

Phyllis SchoutenElk Island Public SchoolsRegional Division No. 14

Teachers Working Group __________________________________________________

Dow Canada(curriculum guide, poster and video)

Alberta Environment(education portion of the Fort Air Partnershipweb site)

Funders __________________________________________________________________

1

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

ContentsIntroduction______________________________________________________________________________2

Poster __________________________________________________________________________________2

Video __________________________________________________________________________________3

Teacher’s Guide __________________________________________________________________________3

Junior High School Curriculum Fit __________________________________________________________4

Classroom Activities ______________________________________________________________________6Grade 7 Mathematics ______________________________________________________________________6Grade 7 Science __________________________________________________________________________6Grade 7 English Language Arts ______________________________________________________________10Grade 8 Social Studies ____________________________________________________________________11Grade 8 Health and Life Skills ______________________________________________________________11Grade 9 Science __________________________________________________________________________12Grade 9 English Language Arts ______________________________________________________________16Grade 9 Mathematics ______________________________________________________________________17Information and Communication Technology (to be infused within core courses and programs) __________18

Air: Our Invisible Connection Glossary ____________________________________________________19

Interesting Air Facts ____________________________________________________________________21

Background ____________________________________________________________________________22Air Quality and Human Health______________________________________________________________22Air Quality in Alberta ____________________________________________________________________22The federal and provincial governments’ role in monitoring and managing air quality __________________23The Fort Air Partnership’s role in monitoring and managing air quality ______________________________23Capital Health’s role in monitoring and managing air quality ______________________________________24Industry’s role in monitoring and managing air quality____________________________________________24Clean Air Strategic Alliance Role in monitoring and managing air quality ____________________________24

Other Resources ________________________________________________________________________25Web sites ______________________________________________________________________________25Publications ____________________________________________________________________________25Blackline Master #1 – Student Self Evaluation Form ____________________________________________26Blackline Master #2 – Student Group Self-Evaluation ____________________________________________27Blackline Master #3 – Kites and Downdrafts Board Game ________________________________________28Blackline Master #4 – Video Anticipation Guide ________________________________________________29Blackline Master #5 – Family Quiz and Goal Setting Sheet ______________________________________30Blackline Master #6 - Individual Words For Poetry Assignment ____________________________________32Blackline Master #7 - Air Quality R.A.F.T.Assignment __________________________________________33Blackline Master #8 – Air: Our Invisible Connection Word Game __________________________________34Blackline Master #9 - Air: Our Invisible Connection Word Search __________________________________35Blackline Master #10 – Factors affecting air quality (from the poster) ________________________________36Blackline Master #11 - Air: Our Invisible Connection Crossword Puzzle ____________________________37Answer Key ____________________________________________________________________________38

2

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

IntroductionThe purpose of the Air: Our Invisible Connection Teacher’s Resource Kit is to provide juniorhigh school teachers with the information and materials they need to link air quality to theapproved Alberta Program of Studies and to easily and effectively teach their students about itas an integrated part of their language arts, science, mathematics and social studies instruction.

The Air: Our Invisible Connection Teacher’s Resource Kit consists of:

• A poster

• A 20-minute video on a CD

• This Teacher’s Guide

PosterThe full-colour illustration on the poster front is designed to introduce students to thenatural phenomena and human activities that affect the quality of our outdoor air.They include:

Natural Phenomena:

Decaying plant material

Forest fires

Fruits

Flowers

Forests

Grasslands

Weather phenomena

Swamps

Rain

Wind

Industrial and agricultural activities:

Industrial emissions

Power plants

Oil & gas plants

Oil wells

Petroleum refineries

Natural gas plants

Coal burning electricity

Agricultural chemical spraying

Agricultural dust

Agricultural fertilizing

Plastics/petrochemicals manufacturing

Every-day human activities:

Cleaners

Fertilizer activities

Cattle feedlots

Fireplaces

Aircraft

Natural gas appliances

Vehicle exhaust

Idling vehicles

Solvents

Sewer gas

Soil dust

Wood burning

Cigarettes

Burning fossil fuels

Hazardous waste

Landfills

Dry cleaning

Burning leaves

Air conditioning

Aerosol cans

Family waste

3

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

The poster front also illustrates many ways in which we can monitor air quality and reducethe negative impact our daily lives have on our outdoor air quality:

Air quality monitoring station

Fort Air Partnership

Electricity production plant

Garage sale

Second hand store

Reduced family waste

Clothes line

Car pooling

Composting

Mountain biking

Skate boarding

Walking

Cycling

People riding bus – city and highway

Toxic round-up

Recycling station

The poster back includes information and activities that can be used in your classroom.The activities are detailed in this teacher’s guide.

VideoThe 20-minute video outlines why air quality is important and how air quality informationis gathered and shared. It portrays two high school students whose interest in air quality issparked by a radio news item on a forest fire.They discuss air quality and find they havea number of questions.They then explore air quality, what affects it and who manages it.During their exploration of the topic, the audience will be introduced to a number of expertswho answer the students’ questions.As the students gain information, their behaviour changesto reflect what they’ve learned.

The video content includes:

• Why air quality is important to humanhealth

• The federal and provincial governments’roles in managing our outdoor air quality

• The Clean Air Strategic Alliance and theAlberta airshed model of monitoring airquality

• The Fort Air Partnership’s role inmonitoring and communicating aboutoutdoor air quality

• Industry’s role in managing air quality, usingDow’s Fort Saskatchewan facility as anexample

• Capital Health’s role in managing outdoorair quality

• An example of an action for stewardship

Teacher’s Guide

This teacher’s guide includes:

• A table indicating how air quality fits withthe Junior High School CurriculumGeneral Outcomes

• Suggested classroom activities that fit withspecific outcomes in the Junior HighSchool Curriculum

• Black and white masters suitable forphotocopying to support some of thesuggested classroom activities

• Background information and otherresources

4

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Grade level, Subject, Area

Grade 7 MathematicsStrand: statistics and probability(data analysis)

Grade 7 ScienceUnit A: Interactions and Ecosystems(Social and EnvironmentalEmphasis)

Grade 7 EnglishLanguage Arts

General Outcome 2

Grade 8 Social StudiesTopic A Geography of Canada andthe United States

Grade 9 ScienceUnit C: Environmental Chemistry(Social and Environmental Emphasis)

Grade 9 EnglishLanguage Arts

General Outcome 2

Junior High SchoolCurriculum Fit

Alberta Program of Studies General andSpecific Outcomes

Students will:

• Collect, display and analyze data to make predictionsabout a population

• Formulate questions for investigation, from areal-world context

Students will:

• Describe relationships between humans and theirenvironments

• Monitor a local environment, and assess the impactsof environmental factors on it

• Describe relationships in maintaining life-supportingenvironments

Students will listen, speak, read, write, view andrepresent to comprehend and respond personally andcritically to oral, print and other media texts.

2.4 Create original text

The intent of this study is to help students developan understanding of the relationship of geography topatterns of life in Canada and the United States.

Students will study the geography of Canada and theUnited States.

Students will:

1. Investigate and describe, in general terms, the role ofdifferent substances in the environment in supportingor harming humans and other living things

2. Identify processes for measuring the quantity ofdifferent substances in the environment and formonitoring air and water quality

3. Analyze and evaluate mechanisms affecting thedistribution of potentially harmful substances withinan environment

Students will listen, speak, read, write, view andrepresent to comprehend and respond personally andcritically to oral, print and other media texts.

5

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Grade level, Subject, Area

Grade 9 MathematicsStrand: Statistics and Probability(Data Analysis)

Information andCommunicationTechnology(to be infused within core coursesand programs)

Grades 7-9 Health andLife Skills: WellnessChoices

Alberta Program of Studies General andSpecific Outcomes

Students will:

• collect, display and analyze data to make predictionsabout a population

• collect and analyze experimental results expressed intwo variables, using technology, as required

Students will:

• access, use and communicate information froma variety of technologies

• seek alternative viewpoints, using informationtechnologies

• critically assess information accessed through the useof a variety of technologies

• use organizational processes and tools to manageinquiry

• use technology to aid collaboration during inquiry

• use technology to investigate and/or solve problems

• use electronic research techniques to constructpersonal knowledge and meaning

Students will make responsible and informed choicesto maintain health and promote safety for self andothers.

6

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Classroom Activities

From the Fort Air Partnership web site(www.fortair.org), select one air-bornepollutant that is monitored by one of themonitoring stations. Display one month ofdata in a variety of ways (i.e. a spreadsheet, achart and a graph). Once students havedisplayed the data they should determine themode, median and mean of the data as wellas the range, extremes, gaps and clusters.Predict what the next month’s data willshow (i.e. seasonal differences, weather-related differences, etc.) Determine which isthe best way of displaying the data. Identifythe strengths and weaknesses of the waysyou’ve chosen of displaying data.

Alberta Program ofStudies OutcomesDevelop and implement a plan for thecollection, display and analysis of data, usingmeasures of variability and central tendency.[C, CN, R]

• Display data by hand or by computer in avariety of ways, including circle graphs.[C,T,V]

• Read and interpret graphs. [C, E, PS, R]

• Determine measures of central tendencyfor a set of data .[PS]:• mode• median• mean

• Determine measures of the distribution ofa set of data [PS]:• range• extremes, gaps and clusters• quartiles.

• Interpolate from data to make predictions.[E, PS, R]

Grade 7 Science

Teacher Tip:Some of the following activities may be suitableto a station approach. Consider allowing twoclass blocks to complete sixto 10 activities in stations.Allow time at the endof the last block to have the students’ smallgroups each evaluate themselves oncommunication and teamwork and collaboration.

Consider these teaching tips forgroup work:Group work can be a great opportunityto teach students the attitude outcomesof collaboration and mutual respect.The success

of group work depends in large part on theintentionality of the teacher in forming goodgroups, teaching group skills and helping studentspractice these skills.

Have students brainstorm answers tothese questions:

• What does group work look like?

• What does group work sound like?

Forming Groups

1. Be intentional about creating successfulgroups

2. Do not make the groups too large

3. Assign groups according to the students’

Activity - Air-borne Pollutant Monitoring

Grade 7 Mathematics

C=Communication, PS=Problem Solving, CN=Connections, R=Reasoning, E=Estimation andMental Mathematics,T=Technology,V=Visualization

7

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

giftedness. If possible, include in each groupa strong academic student, a student who isa good encourager, a student who can“think outside of the box” and a studentwho will be a good team player

RolesEach group member should be assigned to oneor more of these specific role(s):

1. Recorder - to record data or results

2. Reporter - to report the results to the largergroup/class

3. Materials manager - to collect and return allrequired supplies

4. Encourager - to keep the overall toneof the group positive5. GroupManager/Timer - to keep the group ontask and ensure that the project gets finishedon time

Specific Skills

1. Everyone should be doing the same thing atthe same time

2. If one group member has a question, he/sheshould ask the group before asking theteacher

3. Group members should be encouraging andsupporting each others’ works

4. Everyone should contribute to the overallsuccess of the group

5. Each member should be fulfilling his/herassigned role.

Reward groups for displayingappropriate skills according to thefollowing guidelines:

• When a group is demonstrating a specificskill (i.e. everyone is doing the same thingat the same time) give the group onejellybean.

• The goal of the group is to collect as manyjelly beans as possible.

• The group may decide how the jellybeanswill be distributed among its members.

Evaluation

Have students do a self-report in which eachmember daily evaluates his/her own success.

See Master #1 - Student Self-Evaluation

Activity - Motivational set (anticipatory set)

To get students thinking about air quality,consider:

• have students simulate asthma - breathethrough a straw, or have a guest in withbreathing difficulties

• brainstorm: do a KWL chart: what do weknow, what we want to learn about airquality

• take a tour/field trip to a local airmonitoring station

Alberta Program ofStudies OutcomesStudents will:

Investigate and describe relationshipsbetween humans and their environments,and identify related issues and scientificquestions.

• illustrate how life-supportingenvironments meet the needs of livingthings for nutrients, energy sources,moisture, suitable habitat, andexchange of gases

• describe examples of interaction andinterdependency within an ecosystem(e.g., identify examples of dependencybetween species, and describeadaptations involved; identify changingrelationships between humans andtheir environments, over time and indifferent cultures-as, for example, inaboriginal cultures)

• identify examples of human impactson ecosystems, and investigate andanalyze the link between theseimpacts and the human wants andneeds that give rise to them (e.g.,identify impacts of the use of plantsand animals as sources of food, fibreand other materials; identify potentialimpacts of waste products onenvironments)

• analyze personal and public decisionsthat involve consideration ofenvironmental impacts, and

• identify needs for scientific knowledgethat can inform those decisions

8

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

In pairs, students answer 10 true or falsestatements before watching the video, thenwatch the video, then check their answers.

See Master #4 orVideo Anticipation Guide

Identify questions arising from practicalproblems and issues:

• use of various forms of transportation(SUV vs. smart cars vs. public transit vs.bicycling, vs. walking) Predict the changein outdoor air quality if:• single occupant vehicles were not

allowed on our roadways• if families were limited to one vehicle

per household• discuss the number of students in the class

who have asthma or another respiratoryailment and possible links to air quality(teacher tip: introduce questions abouthow much time students spend indoorsvs. outdoors) - design and conduct asurvey as a first step in investigating thisissue - look for other sources ofinformation related to this topic, based onthe number of students in your class whohave a respiratory ailment, estimate thetotal number of students in your schoolwho do

Alberta Program ofStudies OutcomesDescribe the relationships amongknowledge, decisions and actions inmaintaining life-supporting environments.

• identify intended and unintendedconsequences of human activities withinlocal and global environments

• describe and interpret examples ofscientific investigations that serve toinform environmental decision making

• illustrate, through examples, the limits ofscientific and technological knowledge inmaking decisions about life-supportingenvironments

• analyze a local environmental issue orproblem based on evidence from a varietyof sources, and

• identify possible actions and consequences

Skill outcome:Initiating and Planning

Students will:

Ask questions about the relationshipsbetween and among observable variables,and plan investigations to address thosequestions.

• identify science-related issues• identify questions to investigate arising

from practical problems and issues • state a prediction and a hypothesis based

on background information or anobserved pattern of events

• select appropriate methods and tools forcollecting data and information

Skill outcome:Performing and Recording

Students will:

Conduct investigations into the relationshipsbetween and among observations, and gatherand record qualitative and quantitative data.

• research information relevant to a givenproblem or issue

• select and integrate information fromvarious print and electronic sources orfrom several parts of the same source

• use tools and apparatus effectively andaccurately for collecting data

• estimate measurements

Activity - Video Anticipation Guide

Activity - Kites and Downdrafts Boardgame

In small groups have students play the boardgame to explore environmental impacts andmitigation factors, or choices- link to video.

See Master #3 or the poster back forthe Kites and Downdrafts Board Game

Note: 1 die is required

9

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

In small groups, find one month of data onground level ozone concentrations from theFort Air Partnership web site(www.fortair.org). Display one month ofdata in a variety of ways (i.e. a spreadsheet, achart or a graph). Determine which is thebest way of displaying the data. Identify thestrengths and weaknesses of the ways you’vechosen of displaying data.

See Masters #1 and #2 or Student SelfEvaluation and Student Group SelfEvaluation.

Alberta Program of StudiesOutcomes

Skill outcome: Analyzing andInterpreting

Students will:Analyze qualitative andquantitative data, and develop and assesspossible explanations.

• identify strengths and weaknesses ofdifferent methods of collecting anddisplaying data

• compile and display data, by hand orcomputer, in a variety of formats,including diagrams, flow charts, tables, bargraphs and line graphs

Skill outcome: Communication andTeamwork

Students will:

Work collaboratively on problems; and useappropriate language and formats tocommunicate ideas, procedures and results.

• communicate questions, ideas, intentions,plans and results, using lists, notes in pointform, sentences, data tables, graphs,drawings, oral language and other means

• evaluate individual and group processesused in planning, problem solving,decision making and completing a task

• defend a given position on an issue, basedon their findings (e.g., make a case for oragainst an issue, such as:“Should a naturalgas plant be located near a farmingcommunity?”)

Activity - Displaying Data

From the poster, identify five humanactivities that have an impact on air qualityand also identify alternatives that wouldlessen the impact on air.

Take home and complete a quiz with 15questions and “always,”“sometimes,”“never”answers.Then set one family goal to reduceyour family’s negative impact on air quality.Share your results with your buddy. Familylog that the students keep for one month.Each week evaluate on progress toward yourgoal, discuss it with a parent or guardian, andhave them sign it. Each week, teachercollects the completed goal sheet.

See Master #5 or family quiz and goalsetting sheet.

Alberta Program of StudiesOutcome

Attitude outcome: stewardship,demonstrate sensitivity and responsibility inpursuing a balance between the needs ofhumans and a sustainable environment(e.g., assume personal responsibility for theirimpact on the environment; predictconsequences of proposed personal actionson the environment; consider bothimmediate and long-term consequences ofgroup actions; identify, objectively, potentialconflicts between responding to humanwants and needs and protecting theenvironment)

Activity - Discussion Starter

10

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

The following attitude outcomes from theAlberta science program of studies should beachieved through the activities and discussionslisted above:

Interest in Science- Students will be encouraged to:

• Show interest in science-related questionsand issues, and pursue personal interests andcareer possibilities within science-relatedfields

Scientific Inquiry- Students will be encouraged to:

• Seek and apply evidence when evaluatingalternative approaches to investigations,problems and issues

Mutual Respect- Students will be encouraged to:

• Appreciate that scientific understandingevolves from the interaction of ideasinvolving people with different views andbackgrounds

Collaboration- Students will be encouraged to:

• Work collaboratively in carrying outinvestigations and in generating andevaluating ideas

See Master #2 for a Student GroupEvaluation that students can use to self-assess these outcomes.

Use the individual words supplied to createa poem on air quality.

See master #6 - Individual Words

Activity - Brochure or PosterDevelop a brochure or poster that warns ofunsafe situations related to air pollution(e.g., warning to asthma sufferers to remainindoors when a health alert has been issued).

Activity - StoryWrite a story about an ecological footprintSuperhero.

Activity - RAFT ModelUsing the RAFT model (role, audience,format, topic) create a text on an air qualitytopic.

See master #7 or R.A.F.T. assignment

Alberta Program ofStudies Outcomes

Generate ideas:

• choose appropriate strategies forgenerating ideas and focusing topics fororal, print and other media texts

Elaborate on the expression of ideas:

• use suspense, exaggeration, foreshadowing,dialogue and description to show risingaction and develop conflict

Structure texts:

• create oral, print and other media textsthat are unified by point of view, carefullydeveloped plot and endings consistentwith previous events

• create a variety of oral, print and othermedia texts to explore ideas related toparticular topics or themes

Activity - Poem

Grade 7 English Language Arts

11

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Explore and map the location of industry,population centers and air monitoring sitesin your region.

Report on whether you feel the locations ofair monitoring sites in your region areappropriate given the location of industryand population centers.

Tip:There is a map of the Fort Air Partnership’smonitoring stations on their web site at:www.fortair.org (Click on Air Quality, thenCurrent Data).

Alberta Program ofStudies OutcomesAcquire information to find answers toquestions through listening, observing,reading and utilizing community resources.

Construct maps (including contour maps)demonstrating use of symbols, location,direction, distance, scale and physicalgeography.

Determine values underlying a position(identify, define, describe-value priorities,value conflicts).

Categorize information to developconcepts-regions, location, place, movement,environmental interaction.

Make generalizations by stating relationshipsamong concepts about interactions of peoplewith their physical environment.

Activity - Air Quality and Community

Grade 8 Social Studies

Identify sources of information about airquality and its potential impacts on humanhealth in your community.

Explore whether the air quality in your areaposes potential risks to your health.

Make a list of five things you and yourfamily could do to reduce the risk.

Alberta Program ofStudies OutcomesW-8.10 develop strategies to effectivelyaccess health information and health servicesin the community.

W-8.8 identify potentially unsafe situationsin the community, and begin to developstrategies to reduce risk.

Activity - Air Quality and Human Health

Grade 8 Health and Life Skills

12

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Teacher Tip:The following activities may be suitable toa station approach. Consider allowing two classblocks to complete six to 10 activities instations.Allow time at the end of the secondblock to have the students’ small groups eachevaluate themselves on communication andteamwork and collaboration.

Consider these tips for managing group work:

Group work can be a great opportunity toteach students the attitude outcomes ofcollaboration and mutual respect.The successof group work depends in large part on theintentionality of the teacher in forming goodgroups, teaching group skills and helpingstudents practice these skills.

Have students brainstorm answers to thesequestions:

• What does group work look like?

• What does group work sound like?

Forming Groups

1. Be intentional about creating successfulgroups

2. Do not make the groups too large

3. Assign groups according to the students’skills. If possible, include in each group astrong academic student, a student who isa good encourager, a student who can“think outside of the box” and a studentwho will be a good team player

Roles

Each group member should be assigned to oneor more of these specific role(s):

1. Recorder - to record data or results

2. Reporter - to report the results to the largergroup/class

3. Materials manager - to collect and return allrequired supplies

4. Encourager - to keep the overall tone of thegroup positive

5. Group Manager/Timer - to keep the groupon task and ensure that the project getsfinished on time

Specific Skills

1. Everyone should be doing the same thing atthe same time

2. If one group member has a question, he/sheshould ask the group before asking theteacher

3. Group members should be encouraging andsupporting each others’ works

4. Everyone should contribute to the overallsuccess of the group

5. Each member should be fulfilling his/herassigned role.

Rewards

Reward groups for displaying appropriate skillsaccording to the following guidelines:

• When a group is demonstrating a specificskill (i.e. everyone is doing the same thingat the same time) give the group onejellybean.

• The goal of the group is to collect as manyjelly beans as possible.

• The group may decide how the jellybeanswill be distributed among its members.

Evaluation

Have students do a self-report in which eachmember daily evaluates his/her own success.

See Master #1 - Student Self-Evaluationform

See also Master #2 - Student Group Self-Evaluation

Grade 9 Science

13

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Motivational set (anticipatory set) to getstudents thinking about air quality, consider:

• have students simulate asthma - breathethrough a straw, or have a guest in withbreathing difficulties

• brainstorm: do a KWL chart: what do weknow, what we want to learn about airquality

• take a tour/field trip to a local airmonitoring station

Activity - Kites and DowndraftsGameHave students play the Kites and Downdraftsgame on environmental impacts andmitigation factors.See Master #3 - Kites and DowndraftsGame

Activity - Video Anticipation GuideVideo anticipation guide: in pairs, studentsanswer 10 true or false statements beforewatching the video, then watch the video,then check their answers.See Master #4 - Video AnticipationGuide

Activity - Crossword PuzzleComplete a crossword puzzle on air qualityvocabulary.See Master # 11 - Crossword Puzzle

See also Glossary

Activity - Word GameHave students complete the Air: OurInvisible Connection Word Game.See Master #8 - Word Game

Activity - Word SearchHave students complete the Air: OurInvisible Connection Word Search.See Master #9 - Word Search

Alberta Program ofStudies OutcomesStudents will:

1. Investigate and describe, in general terms,the role of different substances in theenvironment in supporting or harminghumans and other living things.• describe and illustrate processes by

which chemicals are introduced to theenvironment or their concentrationsare changed

• identify questions that may need to beaddressed in deciding what substances-in what amounts-can be safely releasedinto the environment

Activity - Motivational Set

Have students list at least 20 factors shownon the poster that affect air quality (5minute time limit), divide into categories(could be natural and human, divide intopositive and negative impacts) describe anddefend the categories you chose to use.

See master #10 - Factors AffectingAir Quality

Activity - Data ConversionFrom the Fort Air Partnership web site(www.fortair.org) find an example of an airpollutant reported in parts per million andconvert the data into parts per billion.

Activity - Acid RainIn small groups, research acid rain. Describehow it is formed, and the effects it has onliving things. Identify some of the pollutants

monitored by the Fort Air Partnership thatare components of acid rain.

Alberta Program ofStudies OutcomesIdentify processes for measuring the quantityof different substances in the environmentand for monitoring air and water quality

• identify chemical factors in anenvironment that might affect the healthand distribution of living things in thatenvironment

• apply and interpret measures of chemicalconcentration in parts per million, billionor trillion

• describe effects of acids and bases onliving things

Activity - Discussion Starter

14

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Looking at the poster, identify as manyfactors as possible that transfer pollutantsthrough air.

Activity - ResearchIdentify and evaluate information andevidence that vehicular, industrial andhousehold emissions affect our air quality.

What are the emissions, what are theireffects?

Alberta Program ofStudies OutcomesAnalyze and evaluate mechanisms affectingthe distribution of potentially harmfulsubstances within an environment.

• describe mechanisms for the transfer ofmaterials through air, water and soil; andidentify factors that may accelerate orretard distribution (e.g. wind speed)

• investigate and evaluate potential risksresulting from consumer practices andindustrial processes, and identify processesused in providing information and settingstandards to manage these risks

• identify and evaluate information andevidence related to an issue in whichenvironmental chemistry plays a majorrole

Activity - Discussion Starter 2

Defend a given position on an issue orproblem, based on your findings:

Based on what you’ve found on the Fort AirPartnership website (www.fortair.org)research this statement:“The outdoor air inour area is healthy.” (tip: air quality index)

Compare to three other Albertacommunities and provincial standards todefend your position.

Alberta Program ofStudies Outcomes

Skill Outcome:

(focus on the use of research and inquiryskills to inform the decision-makingprocess): Initiating and Planning

Students will:

Ask questions about the relationshipsbetween and among observable variables,and plan investigations to address thosequestions

• identify science-related issues• identify questions arising from practical

problems and issues • state a prediction and a hypothesis about

the concentration or dispersal of achemical substance within anenvironment

• select appropriate methods and tools forcollecting data and information and forsolving problems

Activity - Defend Findings

15

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

From the Fort Air Partnership web site(www.fortair.org), select one air-bornepollutant that is monitored by one of themonitoring stations. Display one month ofdata in a variety of ways (i.e. charts, variousgraphs). Determine which is the best wayof displaying the data. Identify the strengthsand weaknesses of different ways ofdisplaying data.

Activity - Research QuestionsLooking at the front of the poster, come upwith three questions concerning air qualitythat you’d like to research.

Alberta Program ofStudies Outcomes

Skill Outcome

Analyzing and Interpreting

Students will:

Analyze qualitative and quantitative data, anddevelop and assess possible explanations

• identify strengths and weaknesses ofdifferent ways of displaying data

• identify and suggest explanations fordiscrepancies in data (e.g., identifypossible reasons for variation in themeasured concentration of a chemical,where one sample is very different fromothers or where one group has a verydifferent result from others)

• identify the line of best fit on ascatterplot, and interpolate or extrapolatebased on the line of best fit

• apply given criteria for evaluatingevidence and sources of information

• identify new questions and problems thatarise from what was learned

Activity - Displaying Data

Provide students with information about theskill outcome “Communication andTeamwork” and the attitude outcomes“Collaboration” and “Stewardship” beforebeginning your coverage of air quality. Letthem know that they will be evaluating theirsmall groups on each element at the end ofthe air quality section. Have them completeone evaluation per small group.

See Master #2 - Group EvaluationForm

Alberta Program ofStudies Outcomes

Skill Outcome: Communication andTeamwork

Students will:

• work collaboratively on problems; and useappropriate language and formats tocommunicate ideas, procedures and results

• work cooperatively with team membersto develop and carry out a plan, andtroubleshoot problems as they arise

• receive, understand and act on the ideasof others, defend a given position on anissue or problem, based on their findings

Attitude Outcome: Collaboration

Students will be encouraged to:

Work collaboratively in carrying outinvestigations and in generating andevaluating ideas (e.g., assume responsibilityfor their share of work in preparing forinvestigations and in gathering and recordingevidence; consider alternative ideas andapproaches suggested by members of thegroup)

Attitude Outcome: Stewardship

Students will be encouraged to:

Demonstrate sensitivity and responsibility inpursuing a balance between the needs ofhumans and a sustainable environment (e.g.,show respect for all forms of life; modifytheir behaviour in light of an issue related toconservation and protection of theenvironment; recognize that the materialspeople use may have environmentalconsequences when people dispose of them)

Activity - Stewardship

16

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Viewing the poster, can you identify anactivity that shows people value:

• Recreational• Economic values• Environmental (ecological) values• Political values• Egocentric values• Educational values• Health values• Scientific values• Technological values• Ethical values

Alberta Program ofStudies Outcomes

Attitude Outcome: Mutual Respect

Students will be encouraged to:

Appreciate that scientific understandingevolves from the interaction of ideasinvolving people with different views andbackgrounds (e.g., consider more than oneperspective when formulating conclusions,solving problems or making decisions onenvironmental quality issues).

Activity - Air Quality and Values

Note:

The Attitude Outcome: Interest in Scienceshould be achieved through the activities listedabove.

Students will be encouraged to:

Show interest in science-related questions andissues, and confidently pursue personal interestsand career possibilities within science-relatedfields (e.g., actively participate inextracurricular activities, such as science fairs,science clubs, or science and technologychallenges)

Grade 9 English Language Arts

Activity - Poem

Use the individual words supplied to createa poem on air quality based on your ownexperience.See Master #6 - Individual Words

Activity - RAFT AssignmentUsing the RAFT model (role, audience,format, topic) create a text on an air qualitytopicSee Master # 7 - Air Quality R.A.F.T.Assignment

Alberta Program ofStudies Outcomes

Generate Ideas:

• generalize from own experience to createoral, print and other media texts on atheme

Elaborate on the expression of ideas:

• create oral, print and other media texts oncommon literary themes

Structure texts:

• create oral, print and other media textsthat interrelate plot, setting and character,and reveal the significance of the action

• create oral, print and other media textsthat include main and minor characters,and show how the main characterdevelops and changes as a result of theaction and events

17

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

From the Fort Air Partnership web site(www.fortair.org), select one air-bornepollutant that is monitored by one of themonitoring stations. Display one month ofdata in a variety of ways (i.e. a spreadsheet, achart or graph). Once students havedisplayed the data they should determine themode, median and mean of the data as wellas the range, extremes, gaps and clusters.Predict what the next month’s data willshow (i.e. seasonal differences, weather-related differences, etc.) Determine which isthe best way of displaying the data. Identifythe strengths and weaknesses of the waysyou’ve chosen to display the data.

Data from the Fort Air Partnership web sitecan also be used to achieve these outcomes:

Alberta Program ofStudies Outcomes1. Design, conduct and report on an

experiment to investigate a relationshipbetween two variables. [C, CN, PS]

2. Create scatterplots for discrete andcontinuous variables. [C,V]

3. Interpret a scatterplot to determine ifthere is an apparent relationship. [E, R]

4. Determine the lines of best fit from ascatterplot for an apparent linearrelationship, by [E, PS,T]:• inspection using technology (equations

are not expected).5. Draw and justify conclusions from the

line of best fit. [C, R]6.Assess the strengths, weaknesses and biases

of samples and data collection methods.[C, R,T]

7. Critique ways in which statisticalinformation and conclusions are presentedby the media and other sources. [C, CN]

Activity - Air-borne Pollutant Monitoring

C=Communication, PS=Problem Solving, CN=Connections, R=Reasoning, E=Estimation andMental Mathematics,T=Technology,V=Visualization

Grade 9 Mathematics

18

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Information and Communication Technology(to be infused within core courses and programs)

Have student create a multi-mediapresentation (advertisement/poster/commercial) to educate and motivatechange in behaviours that will have apositive impact on air quality.

Depending on the scope of this project, itmay achieve any or all of these outcomes

Alberta Program ofStudies Outcomes3.1 plan and conduct a search, using a widevariety of electronic sources

3.2 refine searches to limit sources to amanageable number

3.3 access and operate multimediaapplications and technologies from stand-alone and online sources

3.4 access and retrieve information throughthe electronic network

3.5 analyze and synthesize information tocreate a product

3.6 communicate in a persuasive andengaging manner, through appropriateforms, such as speeches, letters, reports andmultimedia presentations, applyinginformation technologies for content,audience and purpose

3.1 access diverse viewpoints on particulartopics by using appropriate technologies

3.2 assemble and organize differentviewpoints in order to assess their validity

3.3 use information technology to find factsthat support or refute diverse viewpoints

3.1 evaluate the authority and reliability ofelectronic sources

3.2 evaluate the relevance of electronicallyaccessed information to a particular topic

3.1 create a plan for an inquiry that includesconsideration of time management

3.2 develop a process to manage volumes ofinformation that can be made availablethrough electronic sources

3.3 demonstrate the advanced search skillsnecessary to limit the number of hits desiredfor online and offline databases; for example,the use of “and” or “or” between searchtopics and the choice of appropriate searchengines for the topic

3.1 access, retrieve and share informationfrom electronic sources, such as commonfiles

3.2 use networks to brainstorm, plan andshare ideas with group members

3.1 articulate clearly a plan of action to usetechnology to solve a problem

3.2 identify the appropriate materials andtools to use in order to accomplish a plan ofaction

3.3 evaluate choices and the progress inproblem solving, then redefine the plan ofaction as appropriate

3.1 identify patterns in organizedinformation

3.2 make connections among related,organized data, and assemble various piecesinto a unified message

Activity - Multi-media Presentation

19

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Air: Our Invisible ConnectionGlossary

acid rain: industrial processes and fuel combustion (in vehicles, etc.) producelarge quantities of CO2, SO2 and NO2; in the air these chemicalsdissolve in water droplets to form acids; acid rain is harmful to theenvironment

airshed zone: designated district for the monitoring, analysis, reporting andmaking recommendations for action

air quality: is determined by measuring the number and concentration ofpotentially harmful substances in the air

air quality index: a way of describing our outdoor air quality. Each hour,AlbertaEnvironment calculates the Air Quality Index in a number oflocations by converting the local concentrations of carbonmonoxide, fine particulate matter, nitrogen dioxide, ground-levelozone and sulphur dioxide to an Air Quality Index number:

• a rating of 0 to 25 indicates good air quality.This is the bestpossible rating and means there are no known harmful effects tohuman or environmental health.

• a rating of 26-50 is fair air quality, which means there isadequate protection against harmful effects.

• a rating of 51-100 indicates poor air quality and not all aspectsof the environment are adequately protected from possibleadverse effects.

• a rating of more than 100 is very poor air quality, which meanscontinued high readings could pose a risk to human health.

ambient air: the condition of the air in the surrounding environment.

catalytic converter: a reaction chamber into which exhaust gases from an automotiveengine are passed together with excess air so that carbon monoxideand hydrocarbon pollutants are oxidized to form carbon dioxideand water

carbon monoxide (CO): colourless, odourless gas; produced by incomplete combustion ofchemicals containing carbon (e.g., hydrocarbons); major source:motor vehicles

CFCs: chlorofluorocarbons; used in refrigerators, aerosol cans and fireextinguishers; these chemicals move slowly from the loweratmosphere into the upper atmosphere where they destroy theozone

diffusion: process in which molecules move from an area of higherconcentration to one of lower concentration

dispersion: scattering of a substance away from its source

emissions: pollution released from sources such as industrial plants

enhanced greenhouse effect: greenhouse effect made greater by human activities, such as burningfossil fuels and clearing land, that add greenhouse gases to theatmosphere

fly ash: fine airborne ash produced by burning coal or other solid fuels

20

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

fossil fuel: fuel formed from dead plants and animals; coal, oil, natural gas

global warming: increased average temperatures worldwide caused by the enhancedgreenhouse effect

greenhouse gases: gases in earth’s atmosphere that trap the heat that forms whenradiant energy from the sun reaches earth’s surface; water vapour,carbon dioxide, methane, and nitrogen oxide are all greenhousegases

ground level ozone: colourless, odourless gas; at ground level, it’s a pollutant produced asa result of industrial processes and the use of motor vehicles;

inversion: a meteorological phenomenon where temperature increases withheight; a warm air mass moving over a colder one can “shut off ”the convection effects, keeping the cooler trapped air below; effectis general “stillness” of the air which traps dirty or foggy air at theearth’s surface

issue: any subject of importance about which people have strong,conflicting points of view

monitoring: keeping track of something for a specific purpose; certaincompounds are monitored in the environment to ensure they donot exceed safe levels

nitrogen oxides: major air pollutants; forms when nitrogen combines with oxygenas a result of fuel combustion; gives smog its characteristic browncolour; major source: motor vehicles

stratospheric ozone: colourless, odourless gas; high in the atmosphere, it forms a layerprotecting Earth from the Sun’s ultraviolet radiation; 15 to 50 kmabove Earth’s surface

particulates: tiny particles of solid or liquid suspended in the air; biggest humansources are burning of fossil fuels in vehicles and power plants

parts per million: (ppm) measurement used to describe very small concentrations ofchemicals; a solution having a concentration of 1 ppm has one partof solute per million parts of solution

pH: measure of the concentration of hydrogen ions in a solution; mostsolutions have a pH in the range of 0 to 14; 0 is very acid, 14 isvery basic, and 7 is neutral

pollution: any change in the environment that produces a condition that isharmful to living things

scrubbers: devices used by industrial and electrical generating plants to reducesulfur dioxide emissions

smog: air pollution by a mixture of smoke and fog

sour gas: natural gas that contains hydrogen sulfide

sulphur dioxide (SO2): forms when sulphur combines with oxygen in the air; major airpollutant that forms both smog and acid rain; major source:industrial processes

toxic: poisonous

toxicity: how poisonous a substance is

troposphere: this layer is nearest the surface of Earth and most “weather” occurshere. It extends up from 8 to 12 km

21

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Interesting Air Facts

• The atmosphere extends outwards from the Earth’s surface for several hundred kilometers andis made up of four layers.The first layer, called the troposphere, is where all the weather takesplace and is the only layer to support life.

• A person breathes about 16 kg of air everyday.As a comparison, we consume 0.7 kg of foodand 1.4 kg to 2.3 kg of water per day. Needless to say, the quality of the air around us doeshave a significant impact on our health.

• Air pollution from natural sources has been a feature of the earth for millions of years.Volcanicsmoke and dust, sand and dust storms and wild fires are all sources of natural air pollution.

• The idea that polluted air can be harmful to man humans dates back to the Middle Ages.Direct evidence of bad effects from polluted air began to accumulate after the first use of coalaround the beginning of the fourteenth century.

• One of the worst air pollution disasters occurred in London in December of 1952. Five daysof stagnant and poor-quality air brought about by high pressure weather systems causedbetween 3,500 and 4,000 deaths.

• In our day-to-day lives each of us adds to air pollution. Nearly everything we do and everyproduct we buy creates some pollution.We all bear some responsibility for reducing airpollution.

• In spite of the many improvements to the engines of vehicles, they are still the majorcontributor to air pollution in Alberta. Exhaust fumes contain CO2, SO2, NOx and particulatematter.A single engine gives off relatively small amounts of pollutants. However, there are somany vehicles that the small amounts add up to a significant pollution problem.

• The warming of the atmosphere by heat reflected back to Earth by gases in the upperatmosphere is called the greenhouse effect. Many scientists have linked the increase inatmospheric carbon dioxide with the rise in the earth’s temperature over the last century.

• Large amounts of CO2 have been released into the atmosphere by burning coal, oil, gas andwood.This adds to the greenhouse gases in the atmosphere.

• A very small rise in the air temperature may have a very great change on Earth.A rise of 3oCin average annual temperature would make the grain growing areas of southern Alberta andSaskatchewan unsuitable for agriculture.

• Industries spend several billion dollars each year on pollution control and abatement.

• In an effort to control the concentration of air pollutants at ground level, some companies havebuilt smoke stacks up to 300 metres high.

• Air pollution causes rubber tires on automobiles to crack and become porous.

• It is estimated that a fleet of 500 SST jets over a period of years could increase the watercontent of the stratosphere by 50 to 100%, which could result in a rise of average temperatureon the surface of the Earth by 0.2oC and could cause destruction of the stratospheric ozone.

22

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Air Quality and HumanHealthWith few exceptions, all living things dependon air.A person breathes about 16 kg of aireveryday.As a comparison, we consume 0.7 kgof food and 1.4 kg to 2.3 kg of water per day.Needless to say, the quality of the air around usdoes have a significant impact on our health.

There are several reasons why outdoor airpollution is a public health concern. First,many pollutants are produced in populatedareas where harm to human health is mostlikely. Second, air pollutants can travel greatdistances affecting large geographic areas andhuman populations.Third, air pollution is aninevitable part of modern life and the healtheffects of many chemicals are still unknown.In the interest of public health protection, it isvital that we continue to seek knowledge onoutdoor air quality and its effects on humanhealth.

It is now recognized that air pollution can playa role in exacerbating heart and lung diseasesand contribute to the premature death ofthose who are seriously ill. Children, elderly,and people with asthma, heart or lung diseaseare more susceptible to air pollution.Thehealth effects of air pollution depend on thetoxicity of the pollutant, amount of exposure(i.e., concentration and time) and anindividual’s susceptibility.

If you are in good health, the levels of airpollution normally found in Alberta areunlikely to result in any adverse health effects.Occasionally, there may be conditions such asweather inversions, forest fires or accidentalrelease of substances that result in higher airpollution levels. On these occasions, somepeople may experience eye, nose or throatirritation, coughing, or may find breathingdifficult.

Air Quality in AlbertaAir quality is a measure of how clean the airis. In Alberta, we use the Air Quality Index asa measure of outdoor air quality.The AirQuality Index gives us a meaningful measureof outdoor air quality.Air quality is rated as:

• Good (Desirable range: no known harmfuleffects to soil, water, vegetation, animals,materials, visibility or human health)

• Fair (Acceptable range: adequate protectionagainst harmful effects to soil, water,vegetation, animals, materials, visibility andhuman health)

• Poor (Tolerable range: not all aspects ofhuman health or the environment areadequately protected from possible adverseeffects)

• Very Poor (Intolerable range: in this range,continued high readings could pose a riskto public health).

The accumulation of pollutants, no matter thesource, depends on the rate at which they areemitted into the atmosphere and how quicklythey are dispersed.The dispersion of pollutantsis influenced by wind, temperature, turbulenceand the changes in these factors caused bylocal topography.

Natural sources of air pollution, such as theoccasional forest fire caused by lightning,motor vehicles and industrial emissions affectour air quality. It is important that we areaware of what and how much these sourcesemit.

There are many things we can do every dayabout other sources right here in our area.Each of us adds to air pollution on a dailybasis.Almost every thing we buy andeverything we do creates some pollution. Forexample, vehicle exhaust is the major source ofpollution in Alberta cities.Therefore, it isimportant to maintain our vehicles, practicegood driving habits and consider walking,cycling or public transit.The cumulative effectof our individual efforts has a significantimpact.

Background

23

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

The federal and provincialgovernments’ role inmonitoring and managingair qualityThe Government of Canada’s 10-year ActionPlan on Clean Air is a commitment toimprove air quality for all Canadians. Soundscience provides the basis for developingpolicy and regulations to protect public health,guarding the environment and promotingsustainable economic growth.TheGovernment of Canada is committed toworking with the provinces, territories and theprivate sector to develop strategies that willensure cleaner air and a cleaner environmentfor all Canadians.

Alberta Environment carries out its workunder the authority of the EnvironmentalProtection and Enhancement Act, and theClimate Change and Emissions ManagementAct.Through stringent monitoring, inspectionand enforcement procedures AlbertaEnvironment promotes - and expects -responsible stewardship of Alberta’s resources.The present system has evolved over time andcontinues to do so.Alberta Environmentworks with Albertans to protect and enhancethe quality of the air through its managementapproach.

Alberta’s Industrial Air Quality Management System

The Fort Air Partnership’srole in monitoring andmanaging air qualityThe public is asking questions about thecumulative effects of emissions on air qualityand human health in our region.The Fort AirPartnership was formed to provide reliableinformation that the public can use to addresstheir air quality concerns. Since air qualityissues are local, the Fort Air Partnershipprovides a forum for stakeholders to worktogether to identify air quality concerns andimplement plans to assess them and influencepolicy.

Air monitoring

The Fort Air Partnership operates eightcontinuous air monitoring stations in theregion. Each station is equipped with a varietyof instruments to monitor air quality.

Providing Air Quality Information

Through its web site at www.fortair.org theFort Air Partnership provides public access tohourly air quality updates from their eightmonitoring stations.They also distribute semi-annual community reports and weekly airquality reports through local papers.

Predictive PlumeDispersion Modelling

Approvals, Inspections,Abatement and

Enforcement

Ambient Air QualityObjectives

Monitoring &Reporting

Source EmissionStandards

SourceEmissions Ambient Air

24

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Capital Health’s role inmonitoring and managingair quality

Health response/Health monitoringprocedures

Environmental Health Services staff deal withenvironmental health issues related to airquality.They:

• monitor and work to improve air quality

• assess risks and manage hazards to theenvironment

• promote health and well-being throughpublic education

• monitor the health of residents in theCapital Health Region

• prevent disease, illness and injury througheducation and preventative methods

• support change in the community basedon factors that affect health, includinglegislation that promotes health.An exampleis Edmonton’s no-smoking bylaws.

Health Surveillance and CommunityAssessments

Community exposure assessments providemeasures of potential exposure toenvironmental hazards and help determine ifindustrial development is affecting the healthof those communities. Identifying differencesin disease rates helps detect potential causes forthese differences.

Industry’s role in monitoringand managing air qualityDoing good for the environment is not justdriven by moral considerations. It simplymakes good business sense as well.To monitorand manage air quality, industries participatein regulatory activities, partnerships withgovernments and play a role as members ofmulti-stakeholder Airshed zone managementorganizations like the Fort Air Partnership.

Industry’s commitment to reducingenvironmental impacts and safeguardingpeople and the environment is demonstratedthrough pollution control and abatement,improved operating processes, research,emergency preparedness and communitydialogue.As members of the CanadianChemical Producers’Association (CCPA),

many industrial companies are committedto Responsible Care(r), a set of initiativesundertaken by all CCPA members to helpsafeguard employees, the environment and thecommunities in which they operate.

Clean Air Strategic AllianceRole in monitoring andmanaging air qualityThe Clean Air Strategic Alliance wasestablished in March 1994 as a new wayto manage air quality issues in Alberta. It isa non-profit association composed of diversestakeholders from three sectors - government,industry and non-government organizationssuch as health and environmental groups.CASA is responsible for strategic planningrelated to province-wide air quality issues inAlberta.

CASA promotes the locally-drivenestablishment of airshed zones, like the FortAir Partnership, to address local air qualityissues when and where appropriate.An airshedzone can enable local stakeholders to designlocal solutions to address local air qualityissues.Airshed zones work within a designatedarea to monitor, analyzes, and report on airquality and they recommend and implementactions to improve air quality within that zone.Airshed zones supply data to the CASA datawarehouse at www.casadata.org.

25

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Other Resources

Web sites

Fort Air Partnership: www.fortair.org

Members of the Fort Air Partnership:

• Alberta’s Industrial HeartlandAssociation: www.industrialheartland.com

• Alberta Environment: www.gov.ab.ca/env

• Capital Health: www.capitalhealth.ca

• Northeast Capital IndustrialAssociation: www.ncia.ab.ca

• Clean Air Strategic Alliance:www.casahome.org

• Clean Air Strategic Alliance DataWarehouse: www.casadata.org

Other Airsheds in Alberta:

• Lakeland Industry and CommunityAssociation: www.lica.ca

• Parkland Airshed Management Zone:www.pamz.org

• Peace Airshed Zone: www.pasza.ca

• Palliser Airshed Zone:www.palliserairshed.ca

• West Central Airshed Society:www.wcas.ca

• Wood Buffalo EnvironmentalAssociation: www.wbea.org

Municipal Governments:

• Lamont County:www.countylamont.ab.ca

• Strathcona County:www.strathcona.ab.ca/Strathcona

• Sturgeon County:www.sturgeoncounty.ab.ca

• City of Fort Saskatchewan:www.fortsask.ca

Provincial Government:

• Government of Alberta:www.gov.ab.ca

• Alberta Environment:www3.gov.ab.ca/env/

Federal Government:

• Canadian Environmental AssessmentAgency: www.ceaa.gc.ca

• Environment Canada - The GreenLane: www.ec.gc.ca

• Environment Canada’s NationalPollutant Release Inventorywww.ec.gc.ca/pdb/npri

• Health Canada - HealthyEnvironments and Consumer SafetyBranch - Health and Air Quality:www.hc-sc.gc.ca/hecs-sesc/air_quality

• Environmental Protection Agency -USA: www.epa.gov

Industry:

• Dow Canada: www.dowcanada.com

• Canadian Chemical Producers’Association: www.ccpa.ca

• Canadian Petroleum ProductsInstitute: www.cppi.ca

Organizations - Environmental, Academic:

• Air and Waste ManagementAssociation: www.awma.org

• Alberta Environmental Law Centre:www.elc.ab.ca

• Alberta Environmental Network:www.aenweb.ca

• Climate Change Central:www.climatechangecentral.com

• Envirolink - The EnviroWeb:www.envirolink.org

• Pembina Institute: www.pembina.org

• Pollution Probe: www.pollutionprobe.org

PublicationsFort Air Partnership reference binder(can be found in junior high school librariesand public libraries in the Fort Air Partnershipregion)

Smog - Let’s Clear the Air6-page brochure available from EnvironmentCanada at 1-800-668-6767

The Atmosphere - Out of sight, out ofmind6-page brochure, available from EnvironmentCanada at 1-800-668-6767

Clean Air Strategy for Alberta - To theTeacher12-page booklet available from Clean AirStrategy for Alberta (780) 427-9793

A Traveller’s Guide to Spaceship Earth -Atmospheric Change and PersonalAction - Teacher’s Guide Grades 4-651-page guide available from AlbertaEnvironment at (780) 427-6310

Focus on Air Quality6-page fact sheet available from AlbertaEnvironment at (780) 944-0313

26

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #1

Student Self Evaluation Form

Name: ________________________________________________________________________

Rank yourself from 0 (never) to 4 (always) on the factors in the table below. Describe how youwill make the next class more successful by improving “never” or “sometimes” scores.

Date I workedhard & wason-task forthe entireclass.

Icontributedto theoverallsuccess ofour group.

Our groupmadesufficientprogress.

I will make the next classmore successful by...

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

0 1 2 3 4 0 1 2 3 4 0 1 2 3 4

27

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #2

Student Group Self-Evaluation

Names: ______________________________________________________________________

______________________________________________________________________________

Communication/Collaboration/Teamwork

Choose the description that best matches your group:

Score Descriptor

4 We cooperated to work through the stations.We were on task and completed all tasks.All group members participated and contributed. Group members were prepared withmaterials and stayed with the group. Members did their assigned roles well.

3 Our group did most of the above.We were on task most of the time.The description above would describe us MOST of the time.

2 The above description would describe us SOME of the time.We could cooperate more and use our time more effectively

1 The above description would apply to us LITTLE of the time.

Here’s how we would describe what we could do differently to learn the material better in a

group: ________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Stewardship

Now that I have learned about air quality, I will:

a) Walk or ride my bike rather than getting a ride. Always Sometimes Never

b) Organize car pool opportunities with my friends. Always Sometimes Never

c) Share information with my family and encouragethem to have a positive impact on air quality. Always Sometimes Never

As a group, list five ways you could have a positive impact on air quality eitherindividually or with your families:

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

28

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

1 2 3 5

78911

12 13 14 16 1715

23 22 21 19 1820

24 25 26 28 2927

35 34 33 31 3032

36 37 38 40 FINISH39

4

610

STARTYour familysold theSUV and justbought aSmart Car

You askyour familyto drive you3 blocks toschool - goback to 19

There is nopublictransit

where youlive

Your fatherjust had hiscar tuned

up

Yourfamilyreplaced yourgas mowerwith a pushmower

Your parentsburned all of

your news-papers in

yourbackyard

fire pit

Blackline Master #3

Kites and Downdrafts Board Game

1 Roll die to see who goes first - highestgoes first.

2 Go up and down kites from tail todiamond shape.

3 To finish the game, you must throw theexact number to land on the finish square.

4 The winner is the first player to land onthe finish square.

Rules

Congrats!You can now

breatheeasy!

How can Imake a

difference?

Yourbrother let

the carwarm up for15 minutes

Yourmother

dried thelaundry on

a clothesline-Move to 31

Your Sisterused

aerosol hairspray

Blackline Master #4

Video Anticipation Guide

Names: ______________________________________________________________________

In pairs, you should predict the answers to these 10 true or false statements before watching thevideo.After watching the video, check your answers.

Statement

1. Only government and big polluters areresponsible for managing air pollution.

2. A forest fire in a distant area of theprovince can affect your health.

3. Reducing pollution makes goodbusiness sense for industry.

4. Only the provincial governmentmonitors air quality in Alberta.

5. Our individual life style choices do notaffect air quality.

6. Our regional health authorities are notinvolved in monitoring or managing airquality.

7. There are three established airsheds inthe province.

8. The Fort Air Partnership has eightcontinuous outdoor air qualitymonitoring stations.

9. Alberta Environment has developed anIndustrial Air Quality ManagementSystem

10. Many of Alberta’s air quality issues arelocal or regional in nature and thereforerequire local or regional solutions.

Before Viewing After Viewing

True False True False

29

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

30

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #5 - Family Quiz and Goal SettingSheet

Name: ________________________________________________________________________

Complete this quiz as a family. Based on your results, set one goal your family can achieve toreduce your negative impact on air quality.

Statement

1. We walk or ride a bike when traveling shortdistances.

2. We wear extra clothing instead of turning up theheat.

3. We have small campfires for cooking or comfortrather than large, long-burning ones.

4. We turn off lights when we leave a room.

5. We use pump containers rather than aerosols for hairor cleaning products.

6. We recycle or re-use materials.

7. We only warm up our car or let it idle for a fewminutes.

8. We keep our vehicles tuned up and regularlymaintained (tires properly inflated).

9. We use timers for outside lights, Christmas lights, carplug-ins, etc.

10. We consider fuel efficiency or energy consumptionrating when purchasing a vehicle or large appliance.

11. We take short showers or use water-savershowerheads.

12. We car pool or use public transit whenever possible(to get to sports, lessons, etc.)

Points

Always NeverSometimes

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Total Score

If you scored 16-24 points: You care about the air! Keep it up.

If you scored 10-15 points: You have some good air quality habits. Research some waysyou could improve air quality.

If you scored below 10 points: The Air: Our Invisible Connection poster gives suggestions onhow to start having a positive effect on air quality.

31

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Family Goal SettingBased on your quiz score, set one family goal to reduce your family’s negative impact on airquality. Complete a progress report on your family goal once a week for one month and have itsigned each time by a guardian.

(Example: Goal:Turning off lights when we leave rooms. Progress Check - Our family was somewhatsuccessful at working towards this goal.We need to remind each other and help each other out.)

Goal: ________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Progress Checks

#1

#2

#3

#4

#5

Date Signature

32

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #6 - Individual Words For PoetryAssignment

Cut this sheet into individual words. Have students use the individual words supplied to createa poem on air quality based on their own experience. Students may use the blanks as any wordsthey need to complete their poems.

I We They You Together

Wind Rain And If It

Or Could Take Bus Create

Lessen Improve Have Positive Carpool

Skateboard Negative Affect On The

World Run Play Earth Neighbourhood

Outdoor Air Quality Work Car

Pollution Monitor Manage Acid Rain

Fair Wear Breathe Breathing Human

Being Health Forever Recycle Does

Yes No Doesn’t Can Re-use

Can Weather Whether Not Care

About Do Things Air Air

Family Household A Everything Me

Some Do Don’t Smog Forest

Good Positive Fire Burn Standards

Emissions Atmosphere Habits Learn Asthma

Vehicles Exhaust Wind Clean About

How Good Alternative Bad Ecological

Footprint Can Make Ride My

Bike Walk Instead Different Choices

Of Turn Off Lights Change

Now Future Behaviour Industry Government

Just Not In Do Personal

Responsibility Because Do Don’t Buy

Garbage Our Share Our Invisible

Connection Reduce Impact Can’t Live

With Without Carpool Smokestack What

33

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

AudienceRole TopicFormat

Ecologist Premier Letter Respiratory illness

S.U.V. Parents Diary entry Acid rain

Chemical Rancher Poem Ecologicalcompany manager footprint

Smokestack Junior high Letter to the Smogschool students Editor

Ground Level Tourism Advice column Electricity Ozone company production

Junior high City planners Cartoon Alternate school student energy sources

Asthmatic Specific industry Soliloquy

Air quality Lungs Interview Environmental technician responsibility

Long distance Motorists One-act play Air quality runner/cyclist in our region

Impact ofrecreation on

the environment

Blackline Master #7

Air Quality R.A.F.T. Assignment

Directions:

Your task is to create an original composition related to air quality.You will use the acronymR.A.F.T. to guide your writing.

R = Role of the writer (Who is the writer? What role does he/she play?)

A = Audience for the writer (To whom are you writing? Who will read your writing?)

F = Format (What form will your writing take?)

T = Topic (What will you be writing about?)

Select one role, audience, format and topic from this table to guide your writing:

34

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #8

Air: Our Invisible Connection Word Game

Name: ________________________________________________________________________

Directions: Using the clues given, fill in the blanks with the appropriate words.

1.

2.

3.

4.

5.

6.

7.

8.

9.

Clues:

1. The _______________ is the lowest level of the Earth’s atmosphere and is the

only layer to support life.

2. The ________ layer protects Earth’s surface from the Sun’s ultraviolet radiation.

3. Most of the smog is caused by the exhaust from _____________.

4. ____________________ is the worldwide increase in average temperatures.

5. The process of _____________ moves particles from areas of higher

concentration to layers of lower concentration.

6. _______________________ is the condition of the air within a particular area.

7. When sulphur dioxide and nitrous oxides in the air combine with water in the air they form ________

________.

8. Gases and particles released from smoke stacks are referred to as __________.

9. _________________________ is a gas formed from incomplete combustion of carbon.

Mystery word:

A mystery word is formed within the brackets. Define it.

______________________________________________________________________

______________________________________________________________________

35

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #9

Air: Our Invisible Connection Word Search

Name: ________________________________________________________________________

C O V P O T K W L O R U P U A

A O Z N U F A X G F K R C E P

R E N O Z D E H S R I A X A V

B H A W N Y H M R A R K R N E

O N K D H E O L T B E T G N H

N I T R O G E N O X I D E S I

M A S H H F E N H C J M M S C

O R Y S N I D A U B G T I E L

N D V B B I U L T X P Q S A E

O I R M O S A P Q H F J S P S

X C A X T T P O L L U T I O N

I A I I E R E H P S O P O R T

D D P O J N O I S R E V N I X

E D I X O I D R U H P L U S J

U R R T S L Y P U A I X D R Z

Find and circle these words in the square above:

Acid Rain

Airshed zone

Ambient air

Carbon dioxide

Carbon monoxide

Emission

Exhaust

Inversion

Nitrogen oxides

Ozone

Particulate

Pollution

Smog

Sulphur dioxide

Troposphere

VOC

Vehicles

36

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #10

Factors affecting air quality (from the poster)

List at least 20 factors shown on the poster that affect air quality.

Divide your list into categories. Describe and defend the categories you chose to use.

37

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Blackline Master #11 - Air: Our Invisible ConnectionCrossword Puzzle

Name: ________________________________________________________________________

1.

2. 3.

4.

5.

6.

7.

8. 9.

10.

11.

12.

ACROSS

2. natural gas that contains hydrogen sulphide

7. organic chemicals that evaporate easily

9. a low lying area of visible pollution

11. scattering of a substance away from itssource

12. forms when nitrogen combines withoxygen

DOWN

1. produced by incomplete combustion ofchemicals containing carbon

3. forms a protecting layer against ultravioletradiation

4. forms when sulphur combines with oxygenin the air

5. worldwide increase in temperature causedby human activities

6. the movement of molecules from an area ofhigher concentration to one of lowerconcentration as a result of fuel combustion

8. used by industrial and electrical generatingplants to reduce sulphur dioxide emissions

10. formed in the air when some chemicalscombine with water to form acids.

38

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Answer Keys

Air: Our Invisible Connection Word Search

Air: Our Invisible Connection Word Game

C O V P O T K W L O R U P U A

A O Z N U F A X G F K R C E P

R E N O Z D E H S R I A X A V

B H A W N Y H M R A R K R N E

O N K D H E O L T B E T G N H

N I T R O G E N O X I D E S I

M A S H H F E N H C J M M S C

O R Y S N I D A U B G T I E L

N D V B B I U L T X P Q S A E

O I R M O S A P Q H F J S P S

X C A X T T P O L L U T I O N

I A I I E R E H P S O P O R T

D D P O J N O I S R E V N I X

E D I X O I D R U H P L U S J

U R R T S L Y P U A I X D R Z

1.

2.

3.

4.

5.

6.

7.

8.

9.

t r o p o s p h e r e

o z o n e

v e h i c l e s

g l o b a l w a r m i n g

d i f f u s i o n

a m b i e n t a i r

a c i d r a i n

e m i s s i o n s

c a r b o n m o n o x i d e

39

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

1.

2. 3.

4.

5.

6.

7.

8. 9.

10.

11.

12.

Air: Our Invisible Connection Word Search

S O U R G A S

V O C S

S M O G

D I S P E R S I O N

N I T R O G E N O X I D E S

G

L

O

B

A

L

W

A

R

M

I

G

C

R

B

N

O

N

O

X

D

S

U

L

P

H

U

R

D

I

O

X

D

D

I

F

F

U

S

I

O

A

C

I

D

A

N

S

C

R

U

B

B

E

S

Z

O

N

E

41

AIR

: O

ur

Invi

sib

le C

on

nect

ion

• Te

ach

er’s

Gu

ide

• G

rad

es 7

to

9

Project ContractorsThe Fort Air Partnership was pleased to contract with these firms whose expertise contributed tothe teachers' resources:

Elk Island Public Schools Video Productions - video

Medium : Green Inc. Strategic Communications - project facilitation and writing

North Design Group - graphic design and production for the Teacher's Guide, poster and packaging of the video