Big Idea/ Topic

Location, Location, Location…of Europe Connecting Theme/Enduring Understanding: Location: The student will understand that location affects a society’s economy, culture, and development. Human Environmental Interaction: The student will understand that humans, their society, and the environment affect each other. Essential Question: Why does location matter?

Standard Alignment SS6G6: Locate selected features in Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula.

b. Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom.

SS6G8: Explain environmental issues in Europe. a. Explain the causes and effects of acid rain in Germany. b. Explain the causes and effects of air pollution in the United Kingdom.

Connection to Literacy Standards for Social Studies and Social Studies Matrices

L6-8RHSS1: Cite specific textual evidence to support analysis of primary and secondary sources.

L6-8RHSS2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

L6-8WHST9: Draw evidence from informational texts to support analysis reflection, and research.

Information Processing Skills–1 (compare similarities and differences), 3 (Identify issues and/or problems and alternative solutions), 11 (Draw conclusions and make generalizations).

Map and Globe Skills–4 (Compare and contrast the categories of natural, cultural, and political features found on maps), 6 (Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps), 8 (Draw conclusions and make generalizations based on information from maps).

Instructional Design

*This lesson has a flexible timeline and will cross over several days.

This lesson is intended to reach students in a virtual setting, whether plugged or unplugged. See

bottom of lesson for list of unplugged supplies.

6th Grade Sample Social Studies Learning Plan

*This lesson has a flexible timeline and will cross over several days.

This lesson is intended to reach students in a virtual setting, whether plugged or unplugged. See

bottom of lesson for list of unplugged supplies.

*Note: This lesson allows the establishment of a framework for study throughout the Modern Global Studies

course, as students examine the geography of multiple locations.

Teacher Introduction: This lesson is composed of two essential building blocks of learning about the

countries and features that make up the continent of Europe: where the countries and major physical features

of Europe are located, and how these locations ultimately influence life in this region. Therefore, students will

begin the lesson with the intentional focus on SS6G6 and the map and globe skills present within this standard.

Establishing the basis of “where” will allow for deeper inquiry into “how” or “what.” Teachers may add to their

existing knowledge by reviewing the GADOE Teachers notes for 6th grade social studies

(https://www.georgiastandards.org/Georgia-Standards/Documents/Social-Studies-6th-Grade-Europe-Teacher-

Notes.pdf) pages 7-11. The lesson will conclude with a preview of SS6G8, which allows students to examine

some of the environmental issues affecting countries of the region of study.

Part 1-Activate Prior Knowledge: Prior to beginning the lesson, have students partake in a quick review of

the continents and share what countries they know of that can be found within these continents. As students

share their prior knowledge, you could enhance their learning experience by displaying this clickable world

map (https://geology.com/world/world-map.shtml) that will provide a global and then closer look at what they

are sharing. Explain that in this lesson we will take a closer look at the geography of Europe. Using this same

“clickable” map, take a few minutes to click on this region and allow students to conduct a quick 3-part analysis

by asking: What do you see or notice? What do you know or think you know? What do you wonder or are you

curious about? You may want students to record this information in their interactive notebooks/journals.

*Unplugged variation to opening activity – students can use a world map or atlas from their textbook (if

applicable) or one may be printed from https://www.printableworldmap.net/category/world to share. A copy of

the world map is also included in the materials for this lesson. Have students answer these questions in their

interactive notebooks. What do you see or notice? What do you know or think you know? What do you wonder

or are you curious about?

Part 2- Investigation: Following the opener, students will begin to work with maps to identify the countries

(France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom) and select features listed in the

standards and elements (the Danube River, Rhine River, English Channel, Mediterranean Sea, European

Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula). To accomplish this task, physical maps of

Europe have been included below. These may be posted within a PowerPoint or Google Slide, or shared

through your virtual portal or online management system. All maps are posted for printing or linked for digital

access. (*Unplugged variation to map display – the included maps may also be printed and shared in a

packet, along with the graphic organizers, for “at-home” completion). Additional information, including physical

maps may also be gained from visiting https://www.britannica.com/place/Europe/Land.

Students should begin by first learning with their eyes and checking off the countries and landmarks as they

see them. The next step includes classifying their learning with the use of a graphic organizer (included below)

titled “Location, Location, Location!” On each sheet, a box has been filled-in as a sample. There are a variety

of plugged options for the completion of this organizer. The organizer can be copied into a Google Doc, or

shared as a PDF to your learning management platform. The teacher may also choose to create a form with

the questions for easy collection of class information. This task may be completed independently or if using

breakout rooms, completed in pairs or small groups.

Teacher’s directions to students: “Here are a few physical maps of Europe that you will use to identify a list of

countries and select features, including mountain ranges and bodies of water. These maps allow a closer look

at the places we located and discussed in our opening activity. To complete this task, you’ll begin by looking

closely at the map to identify the location of the places listed in our standard. Once you have located all of the

places on the map, you will turn to your graphic organizer to begin classifying what you are learning about

these locations.” *NOTE: Next, take the time to look over the components of the graphic organizer and review

the directions and differences. For example, you will note that one of the columns should be completed after

the reading shared in Part 3 of this lesson.

When students complete this task, return to a virtual “whole group” situation to review. The teacher should

display the graphic for the class to see via white board or digital slide display. Students can begin to share their

descriptions. This is an excellent time to call specific attention to the vocabulary used (e.g. cardinal directions).

Part 3: Now that students have identified the location of each country and feature listed in the standard, they

will have the opportunity to read brief summaries of information associated with these locations. This will allow

them to establish context to better understand other standards and elements associated with these locations.

For the next portion of the lesson, students will access the “One Page Summaries” from

https://www.cia.gov/library/publications/the-world-factbook/docs/one_page_summaries.html or “Country

Profiles” from http://news.bbc.co.uk/2/hi/country_profiles/default.stm for the following: France, Germany, Italy,

Russia, Spain, Ukraine, and United Kingdom. Students can specifically view information related to the

geography of these locations, which may further assist in their descriptions.

To increase understanding beyond location of features identified in the standard, students may reference the

following sites:

• European Mountains

(https://www.mountainiq.com/europe/#:~:text=Europe%20is%20an%20incredibly%20mountainous,divid

e%20between%20Europe%20and%20Asia.)

• European Rivers (https://www.worldatlas.com/webimage/countrys/euriv.htm)

Teacher’s directions for students: “Now that you have located these areas on a map, you will now read to

learn information about these places that are not necessarily visible on a map. To do this, you will access one-

page summaries or country profiles for each of the countries listed on your worksheet to assist you in

completing the table.” *NOTE – Use your virtual learning platform to share links directly with students.

*Unplugged variation to activity – students without devices will be unable to access the link to the one-page

summaries or profiles recommended to support the completion of the graphic organizer. For those unplugged,

we recommend use of district-provided resources if available or required, or to print the applicable pages to

make a reading packet for the students. Additionally, background information for the select features is included

within this lesson.

Part 4a: The lesson will conclude with an opportunity to preview or prepare students to examine the impact of

environmental issues in the places they have identified in this lesson; specifically, acid rain in Europe and air

pollution in the United Kingdom. Begin by watching this brief clip from National Geographic on Acid Rain.

Some guiding questions have been included as well and may be given following the video or in advance to

activate learning if you choose.

Teacher’s directions for students: “Geography and learning the location of places is an important part of our

standard because it will help us to better understand what is happening in that part of the world. Our second

standard for this lesson (SS6G8), addresses some of the environmental issues that these countries are facing.

To do this we will watch two brief videos and read-along with two articles to provide context to those videos.”

• What is acid rain? From National Geographic https://youtu.be/1PDjVDIrFec

• Guiding Questions for video:

o What is acid rain?

o What causes acid rain?

o How can acid rain spread?

o What are the dangers once it enters the atmosphere? Provide two examples.

o What suggestions were given in the video to reduce/eliminate acid rain?

*Unplugged variation to activity – students without access to this video may read the article included in this

lesson, which should be copied and provided in their lesson kit/packet.

Next, students read the article titled “Germany - controversially - still bombards forests with limestone to

combat acid rain” from https://www.dw.com/en/germany-controversially-still-bombards-forests-with-limestone-

to-combat-acid-rain/a-17239231. Teachers may choose to record a reading of the article for students to follow

along as well. Students will read the article to respond to the following teacher-guided questions. If reading

along with the students, the teacher may choose to pause intermittently to ask the questions of the group. If

having students complete the assignment independently, consider providing them the questions in advance.

1. When was this document created and by whom?

2. What is the purpose of the limestone dusting project?

3. What effect did acid rain have on the forests of Germany?

4. In addition to ensuring the safety and growth of the trees, what is another major reason for the

limestone dusting?

5. Why is this practice considered controversial by some groups?

*Note: Should the teacher choose, this part may be used for extension only, part of the current lesson plan, or

added to a lesson dedicated to SS6G8.

Part 4b: A continuation of our preview of elements from SS6G8, we will follow the same format of watching a

brief video and reading an article with supporting questions. *Note: Should the teacher choose, this part may

be used for extension only, part of the current lesson plan, or added to a lesson dedicated to SS6G8.

• What is air pollution? From National Geographic https://youtu.be/e6rglsLy1Ys

• Guiding Questions for video:

o What is air pollution?

o What causes air pollution?

o How do greenhouse gases affect the earth’s atmosphere?

o What are the dangers of air pollution? Provide two examples.

o What were some of the proposed solutions to air pollution offered in the video?

Next, students read the article titled “How bad is air pollution in the UK?” from

https://www.bbc.com/news/science-environment-38979754. Teachers may choose to record a reading of the

article for students to follow along as well. Students will read the article to respond to the following teacher-

guided questions. If reading along with the students, the teacher may choose to pause intermittently to ask the

questions of the group. If having students complete the assignment independently, consider providing them the

questions in advance.

1. When was this document created and by whom?

2. According to the article, how is air pollution affecting the people of the United Kingdom?

3. Where is the United Kingdom seeing the greatest increases in air pollution?

4. What is contributing to that increase, according to the article?

5. What are some potential solutions given? Provide two examples.

*Unplugged variation to listen-along – the article is linked but also posted below to be printed for those

without access to a device. In addition, the questions above have been included in a worksheet that

corresponds to the article, for students to complete on their own.

Ideas for Differentiation:

Our goal is for all students to be actively engaged using speaking, writing, illustrating. reading, and listening.

Below are changes to the lesson to help achieve that goal for students who need additional support. Note: Be

careful using these lessons for all students. If students are able to complete the activities on their own, it would

be best to let them do this independently.

a. Consider allowing students to complete all tasks with a partner if possible.

b. Consider recording yourself reading the text excerpts and questions for those who may need a voice-

over option.

c. Some students may struggle to complete the organizers independently. These are a few suggestions:

allow students to highlight the information, give students the organizer partially completed to lessen the

amount of work, give students a “key” to copy.

Opportunities for Extension:

• Part 4 of this lesson may be used as an extension only if the teacher chooses.

• Additionally, teachers may elect for students to read the “unplugged” variation articles over viewing or in

addition to viewing the videos, for an opportunity to compare and contrast the information with the two

types of information.

Unplugged Supplies: Lesson checklist, printed copies of maps included, printed copy of “Location, Location,

Location!” graphic organizer (p. 1-2), copy of Reading: Background Knowledge to Support Completion of

Graphic Organizer (from the GaDOE), possible copies of the one-page summaries or country profiles, printed

copies of unplugged variation readings for Acid Rain and Air Pollution, printed copy of article “Germany -

controversially - still bombards forests with limestone to combat acid rain” with corresponding questions,

printed copy of article “How bad is air pollution in the UK?” paper, pens/pencils.

Evidence of Student Success Information for diagnostic, formative, and summative assessments are described within the Instructional Design.

Engaging Families Materials included to support unplugged learners: Lesson checklist, printed copies of maps included, printed copy of “Location, Location, Location!” graphic organizer (p. 1-2), copy of Reading: Background Knowledge to Support Completion of Graphic Organizer (from the GaDOE), possible copies of the one-page summaries or country profiles, printed copies of unplugged variation readings for Acid Rain and Air Pollution, printed copy of article “Germany - controversially - still bombards forests with limestone to combat acid rain” with corresponding questions, printed copy of article “How bad is air pollution in the UK?”

Materials not included to support unplugged learners: paper, pens/pencils

Student Learning Supports

Location, Location, Location…of Europe Lesson Checklist

SS6G6 Locate selected features in Europe. a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel,

Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula. b. Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia,

Spain, Ukraine, and United Kingdom.

SS6G8 Explain environmental issues in Europe. a. Explain the causes and effects of acid rain in Germany. b. Explain the causes and effects of air pollution in the United Kingdom.

Part 1:

1. Review your own and classmates’ prior knowledge (if applicable) on the region of Europe and use “clickable” maps from https://geology.com/world/world-map.shtml to provide visual support. If you are unable to attend class online, review the maps in your packet, and record your responses to these questions

in your notebook/journal: What do you see or notice? What do you know or think you know? What do you wonder or are you curious about?

Part 2:

2. Identify the countries and landmarks listed in the standards and elements: the Danube River, Rhine River,

English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian

Peninsula; France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom, using the maps provided.

3. Begin filling-in the graphic organizer, “Location, Location, Location” based on information gained from the

maps.

Part 3:

4. Complete the graphic organizer using information gained from One-Page Summaries from https://www.cia.gov/library/publications/the-world-factbook/docs/one_page_summaries.html or by accessing Country Profiles from http://news.bbc.co.uk/2/hi/country_profiles/default.stm . If you are unable to attend class online, review the information summaries in your packet to find the information needed for the graphic organizer.

Part 4:

5. Preview the next standard, SS6G8, through a series of videos and readings. 6. Watch What is air pollution? From National Geographic (https://youtu.be/e6rglsLy1Ys) and respond to

guided questions in your notebook/journal. You will want to keep your responses in your interactive

notebook/journal. Note: if you are unable to attend online, see your packet for printed articles.

7. Read the article titled “Germany - controversially - still bombards forests with limestone to combat acid

rain” from https://www.dw.com/en/germany-controversially-still-bombards-forests-with-limestone-to-combat-

acid-rain/a-17239231 and respond to the corresponding questions. You will want to keep your responses in

your interactive notebook/journal. Note: if you are unable to attend online, see your packet for printed

articles.

8. Watch What is air pollution? From National Geographic https://youtu.be/e6rglsLy1Ys You will want to

keep your responses in your interactive notebook/journal. Note: if you are unable to attend online, see your

packet for printed articles.

9. Read “How bad is air pollution in the UK?” from https://www.bbc.com/news/science-environment-

38979754 and respond to the corresponding questions. You will want to keep your responses in your

interactive notebook/journal. Note: if you are unable to attend online, see your packet for printed articles.

Unplugged Variation to World Map Opener From the PrintableWorldMap.net

Unplugged Variation to World Map Opener From the https://geology.com/world/europe-satellite-image.shtml

Name: _______________________________________________

Location, Location, Location! (p. 1)

Is located….

(Write 2 descriptions) Physical Characteristics What (if any) select

features exist in this country?

France

• Bordered by Spain & Italy

• West of Germany

Germany

Italy

Russia

• Ural Mountains

Spain

Ukraine

United Kingdom

Name: _______________________________________________

Location, Location, Location! (p. 2)

Is located….

(Write 2 descriptions) Physical Characteristics Benefits of Access

(Fill in-following reading)

Danube River

Rhine River

Used for industrial transportation

English Channel

Mediterranean Sea

European Plain

Alps Mountains

Pyrenees Mountains

Ural Mountains Part of a natural boundary between Europe & Asia

Iberian Peninsula

Physical Map of Europe (from www.freeworldmaps.net )

Physical Map of Europe (from www.worldatlas.com and www.freeworldmaps.net )

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Reading: Background Knowledge to Support Completion of Graphic Organizer (from the GaDOE)

Select Features of Europe

The Pyrenees Mountains form the border between Spain and France. They serve as the natural boundary dividing the Iberian Peninsula (Spain and Portugal) from mainland Europe.

The Alps are located in Southern Europe and divide Italy and Switzerland.

The English Channel is a waterway located along the northwest of the continent between France and the United Kingdom. A rail line, known colloquially as the “Chunnel” (a condensed version of “Channel Tunnel”), runs underground beneath the Engish Channel connecting Folkestone, Kent in the southern U.K. with Coquelles, Pas-de-Calais in northern France.

The Rhine River flows northward from the Swiss Alps through Germany and empties into the North Sea off the coast of Denmark. This nearly 766-mile long river is the busiest shipping route in the world.

The Danube River flows eastward from southwestern Germany, through Central and Eastern Europe, before emptying into the Black Sea off the coast of Ukraine. It is the second longest river in Europe after the Volga in Russia.

The European Plain is the largest uninterrupted expanse of plains (i.e., mountain-free landform) on Earth.

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Unplugged Variation to Acid Rain Video From https://www.epa.gov/acidrain/what-acid-rain

What is Acid Rain?

Acid rain, or acid deposition, is a broad term that includes any form of precipitation with acidic components, such as sulfuric or nitric acid that fall to the ground from the atmosphere in wet or dry forms. This can include rain, snow, fog, hail or even dust that is acidic.

What Causes Acid Rain?

This image illustrates the pathway for acid rain in our environment: (1) Emissions of SO2 and NOx are released into the air, where (2) the pollutants are transformed into acid particles that may be transported long distances. (3) These acid particles then fall to the earth as wet and dry deposition (dust, rain, snow, etc.) and (4) may cause harmful effects on soil, forests, streams, and lakes.

Acid rain results when sulfur dioxide (SO2) and nitrogen oxides (NOX) are emitted into the atmosphere and transported by wind and air currents. The SO2 and NOX react with water, oxygen and other chemicals to form sulfuric and nitric acids. These then mix with water and other materials before falling to the ground.

While a small portion of the SO2 and NOX that cause acid rain is from natural sources such as volcanoes, most of it comes from the burning of fossil fuels. The major sources of SO2 and NOX in the atmosphere are:

• Burning of fossil fuels to generate electricity. Two thirds of SO2 and one fourth of NOX in the atmosphere come from electric power generators.

• Vehicles and heavy equipment.

• Manufacturing, oil refineries and other industries.

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Winds can blow SO2 and NOX over long distances and across borders making acid rain a problem for everyone and not just those who live close to these sources.

Forms of Acid Deposition

Wet Deposition

Wet deposition is what we most commonly think of as acid rain. The sulfuric and nitric acids formed in the atmosphere fall to the ground mixed with rain, snow, fog, or hail.

Dry Deposition

Acidic particles and gases can also deposit from the atmosphere in the absence of moisture as dry deposition. The acidic particles and gases may deposit to surfaces (water bodies, vegetation, buildings) quickly or may react during atmospheric transport to form larger particles that can be harmful to human health. When the accumulated acids are washed off a surface by the next rain, this acidic water flows over and through the ground, and can harm plants and wildlife, such as insects and fish.

The amount of acidity in the atmosphere that deposits to earth through dry deposition depends on the amount of rainfall an area receives. For example, in desert areas the ratio of dry to wet deposition is higher than an area that receives several inches of rain each year.

Measuring Acid Rain

Acidity and alkalinity are measured using a pH scale for which 7.0 is neutral. The lower a substance's pH (less than 7), the more acidic it is; the higher a substance's pH (greater than 7), the more alkaline it is. Normal rain has a pH of about 5.6; it is slightly acidic because carbon dioxide (CO2) dissolves into it forming weak carbonic acid. Acid rain usually has a pH between 4.2 and 4.4.

Policymakers, research scientists, ecologists, and modelers rely on the National Atmospheric Deposition Program’s (NADP) National Trends Network (NTN) for measurements of wet deposition. The NADP/NTN collects acid rain at more than 250 monitoring sites throughout the US, Canada, Alaska, Hawaii and the US Virgin Islands. Unlike wet deposition, dry deposition is difficult and expensive to measure. Dry deposition estimates for nitrogen and sulfur pollutants are provided by the Clean Air Status and Trends Network (CASTNET). Air concentrations are measured by CASTNET at more than 90 locations.

When acid deposition is washed into lakes and streams, it can cause some to turn acidic. The Long-Term Monitoring (LTM) Network measures and monitors surface water chemistry at over 280 sites to provide valuable information on aquatic ecosystem health and how water bodies respond to changes in acid-causing emissions and acid deposition.

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Unplugged Variation to Read Along 1 From https://www.dw.com/en/germany-controversially-still-

bombards-forests-with-limestone-to-combat-acid-rain/a-17239231

Germany - controversially - still bombards forests with limestone to combat acid rain

Date 19.11.2013 Author Kate Hairsine, Kronau

EUROPEAN FORESTS FIGHT FOR SURVIVAL

Acid rain may have slipped from the headlines, but many parts of Germany still dump limestone on

their forests to neutralize the long-term damage it's caused. And it's a controversial tactic.

A helicopter hovers low over a patch of state forest near Kronau in southwestern Germany, swirling up leaves and

dirt as it dangles down a 800 kilogram (1763 pounds) bucket tied on a piece of rope. A bulldozer fills the bucket

with a scoop of pulverized limestone and the chopper flies off with the yellowy colored powder trailing behind it.

It's part of an extensive limestone dusting project aimed at making the forests in this part of Germany healthier.

The science behind it is quite simple - but not without controversy.

Limestone is basically calcium, although the particular lime or chalk used here (known as dolomite) has a high

magnesium content too. Limestone is a strong alkaline and it's being spread out over this pine and beach forest to

help neutralize the acidic soil.

The soil in this Kronau forest, as in many other parts of Germany, is too acidic because of acid rain that fell decades

ago.

Raking over the past

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In the past, industrial emissions from factories and power plants, as well as vehicle exhaust fumes, contained high-

levels of pollutants, such as sulfur dioxide and nitrogen oxides.

These substances reacted with the oxygen and moisture in the air, causing acid compounds, such as nitric acid and

sulfuric acid. The polluting acids then ended up being dumped over forests by rain, sleet and snow.

The acid rain caused massive devastation to trees, soils, rivers and lakes.

By 1984 almost half of the trees in the nearby Black Forest showed signs of damage and images of blackened

skeletal trees helped fuel the environmental movement.

Nearly thirty years on, the trees in southwestern Germany look much healthier but the damage is still there.

"In this area, we have a pH value of around 5.8 to 6.0 - pH7, which is neutral, is what we would actually like to

have," explains Günter Zapf, forestry manager for the Kronau region.

Acidic soil has many affects on forests.

If the pH is too low, the roots of many trees don't grow as deep, making them vulnerable and weak. Many tree

species also have what Ludwig Abele of the Karlsruhe Regional Forestry Office calls "high expectations."

"For example, beech seedlings can only grow if there is a certain amount of pH. If the acidity is too high, then they

can't establish themselves. Only pine trees get along better with acidity," says Abele.

Another major reason for lime dusting is ensuring safe drinking water.

When the pH of an area falls below about pH4.2, metals such as aluminum and cadmium, which are normally

locked in clay and rocks, can leach out into the ground water. "Aluminum is toxic, so if your pH is too low, you have

to do something," says Abele. On average, 3.3 tons of lime are dropped on every 10,000 square meters (1 hectare).

But the lime isn't dropped haphazardly over the forest. Based on samples taken every 300 meters (984 feet), the

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scientists have produced a pH map of the region, showing the helicopter pilot exactly where to fly - and where not

to fly.

Some areas are no-go zones

"If you have a site that has a high acidity by nature, then you don't want to improve it artificially because plants,

which normally grow there, wouldn't grow there anymore," Abele says. Plants that like acidic soils include mosses

and lichens.

Conservationists are concerned that these species are suffering from the widespread limestone dusting.

The state of Baden Württemberg, for example, has dumped chalk on 20 percent of its state forest since it began

the procedure in the 1984. It is currently taking a closer look at the science behind limestone dusting to determine

whether to continue on such a large scale in the future.

The procedure is also expensive. Around 200,000 tons of lime a year are currently dusted in Germany at an average

cost of around 220 euro ($297) per 10,000 square meters - although the high price of fuel in 2013 has caused a

significant jump in the costs. The total annual cost of around 44 million euro is largely covered by German federal

and EU subsidies.

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Use the article “Germany - controversially - still bombards forests with limestone to combat acid rain” to respond to the questions below:

Question Student Response

1. When was this document created and by

whom?

2. What is the purpose if the limestone dusting

project?

3. What effect did acid rain have on the forests

of Germany?

4. In addition to ensuring the safety and

growth of the trees, what is another major

reason for the limestone dusting?

5. Why is this practice considered controversial

by some groups?

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Unplugged Variation to Air Pollution Video From https://climatekids.nasa.gov/air-pollution/

What Causes Air Pollution?

The Short Answer:

Air pollution is caused by solid and liquid

particles and certain gases that are

suspended in the air. These particles and gases

can come from car and truck exhaust,

factories, dust, pollen, mold spores,

volcanoes and wildfires. The solid and liquid

particles suspended in our air are

called aerosols.

Air pollution happens when solid and liquid

particles—called aerosols—and certain

gases end up in our air. These particles and

gases can be bad for the planet and for our

health, so keeping track of them is

important.

Where do aerosols come from?

Any particle that gets picked up into the air or is formed from chemical reactions in the air can be an aerosol. Many aerosols enter the atmosphere when we burn fossil fuels—such as coal and petroleum—and wood. These particles can come from many sources, including car exhaust, factories and even wildfires. Some of the particles and gases come directly from these sources, but others form through chemical reactions in the air.

Aerosols can come from other places, too, such as ash from an erupting volcano. Dust, pollen from plants and mold spores are also examples of aerosols.

What else causes air pollution?

Certain gases in the atmosphere can cause air pollution. For example, in cities, a gas called ozone is a major cause of air pollution. Ozone is also a greenhouse gas that can be both good and bad for our environment. It all depends where it is in Earth’s atmosphere.

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Credit: NASA/JPL-Caltech

Ozone high up in our atmosphere is a good thing. It helps block harmful energy from the Sun, called radiation. But, when ozone is closer to the ground, it can be really bad for our health. Ground level ozone is created when sunlight reacts with certain chemicals that come from sources of burning fossil fuels, such as factories or car exhaust.

When particles in the air combine with ozone, they create smog. Smog is a type of air pollution that looks like smoky fog and makes it difficult to see.

Smog is a type of air pollution in cities that makes it difficult to see outside. Here are images of Beijing on a clear day after a rain (left) and on a smoggy day (right). Credit: Bobak via Wikimedia Commons CC BY-SA 2.5

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How does air pollution affect Earth’s climate?

Aerosols can impact how the Sun’s light hits Earth. For example, some aerosols reflect sunlight while others absorb sunlight. It depends on the color of the particle.

Credit: NASA/JPL-Caltech

Dark surfaces—whether it’s a black t-shirt or a dark particle in the atmosphere—absorb the Sun's heat. Lighter-colored surfaces reflect heat from the Sun.

A white t-shirt reflects the Sun on a hot day, making you feel cooler. In the same way, light-colored particles that reflect the Sun’s light and heat away from Earth can make the global temperature cooler. Dark-colored particles that absorb the Sun’s light can make the global temperature warmer.

How does air pollution affect our health?

Breathing in polluted air can be very bad for our health. Long-term exposure to air pollution has been associated with diseases of the heart and lungs, cancers and other health problems. That’s why it’s important for us to monitor air pollution.

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Unplugged Variation to Read Along 2 From https://climatekids.nasa.gov/air-pollution/

How bad is air pollution in the UK? By Roger Harrabin BBC environment analyst - (6 March 2017)

The government must devise a new plan to clean the air after losing two court cases. As part of the So I Can Breathe series,

we examine air pollution in the UK. Who is most to blame and what should be done?

Air pollution is a major contributor to ill health in the UK, but it's hard to say exactly by how much. Dirty air doesn't directly kill people. But it's estimated in the UK to contribute to the shortening of the lives of around 40,000 people a year, principally by undermining the health of people with heart or lung problems.

How accurate are media headlines about 40,000 deaths?

Headlines claiming that pollution kills 40,000 are just wrong - it's more subtle than that. It's also wrong to say pollution in the UK is rising. The 40,000 pollution-related deaths figure is not a count of actual deaths - it's a statistical construct, with a lot of uncertainty involved. Government advisers say the 40,000 number might be a sixth as big - or twice as big. Pollution clearly is a problem, though. And, remember, it doesn't just contribute to early deaths, it also compromises the health of people suffering from ailments like asthma and hay fever.

Is pollution increasing? In cities globally, pollution is increasing. In the UK, air pollution nationally has been generally dropping (except from ammonia from farming). But despite the overall fall, in many big UK cities safe limits on harmful particulates and oxides of nitrogen - NOx - are still regularly breached. And in London, NOx levels at the roadside have barely dropped at all.

Why is there so much concern at the moment?

Experts in air pollution argue that it has been under-reported for decades, but the issue has been thrust into the news because the UK government lost court cases over illegally dirty air, and because car makers were found to be cheating tests on car emissions.

Scientists are also more confident now about the ways that air pollution harms people. It has even recently been linked with dementia, although that link remains debatable.

The same building seen in Beijing on 3 December

(above) and on 1 December (bottom)

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Diesel cars seem to be portrayed as the main villains. Is that fair?

Yes and no. Diesel car manufacturers drew fire by cheating emissions tests. Diesels are much more polluting than petrol cars on a local scale, and the biggest proportion of pollution in UK cities does come from road transport in general.

But if you look at Greater London (London stats are the most detailed) you see that private diesel cars contribute 11% of NOx - less than you might have thought. Lorries - with far fewer numbers on the roads - produce the same amount.

Zoom into Central London, and just 5% of NOx comes from private diesel cars. That is dwarfed by 38% from gas for heating homes and offices.

There are many other sources of pollution, including buses, taxis, industry and other machinery, such as on building sites. So it's a many-sided problem.

What should we do?

Solving air pollution needs a many-sided approach. The best value for money comes from targeting the really big individual polluters - that's old buses and lorries in cities. Most big cities are already doing that, although critics say not fast enough.

Insulating homes so they don't burn as much gas, would save pollution, cash and carbon emissions in the long term - but critics say the government appears to have no strategy for this.

Stopping the spread of wood-burning stoves in cities might help a bit. Cutting pollution from ships would be good

in port cities. Reducing use of some chemicals in the home would help a little.

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Use the article “How bad is air pollution in the UK?” to respond to the questions below:

Question Student Response

1. When was this document created and by whom?

2. According to the article, how is air pollution affecting the people of the United Kingdom?

3. Where is the United Kingdom seeing the greatest increases in air pollution?

4. What is contributing to that increase, according to the article?

5. What are some potential solutions given? Please provide 2 examples.