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

The learner will:

• explore how companies and the government can work together to clean the air.
• investigate the careers that are available in the field of air quality.
  

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

Day One:

• Explain that today they will have an opportunity to investigate air quality a little further.
  
  
• Arrange learners into groups of five or six members.  Ask learners to count off sequentially from one (1) to six (6) until everyone has a number.  Once this has been done, ask all of the ones (1) to go to a designated area. Continue to do so until all groups have been assembled. Groups should select a recorder, time keeper, leader who asks the questions, set up person to insure that all parts are placed in an organized form, (if there are six individuals there should be a monitor to verify if all are contributing), and all group members will be spokespersons for the presentation.
  
  
• Explain the purpose of grouping is to work together and develop a presentation of information that can be used to heighten awareness about air quality.
  
  
• Explain that one of the pleasures teenagers have is to finally drive an automobile. With that privilege comes responsibility. Ask the following questions to promote a discussion: Have any of you heard or know about emissions standards? What are some of the things that are being done to control the amount of pollutants that enter the atmosphere? Are there career opportunities available to create better standards for air quality in the future? How can individuals, the government and the private (for profit) sectors do to ensure clean air in the future?
  
  
• Tell them that as they go to their perspective groups to think and research about these questions
  
  
• Access a computer lab for research or distribute copies of information printed in advance from the Materials list. Explain that each group will be responsible for presenting their findings to the entire class using the transparencies and markers. Tell the learners that this will be a cooperative learning group activity and their contributions will be graded as a group and individually from your observations.  In the presentation they are required to name a career that addresses air quality, state whether the responsibility should be that of a company, individual, or governmental agency, additionally, discuss the final format to be used on the transparency, present viable/pertinent information. Explain that group presentations will be limited to three minutes.
  
  
• Allow groups to use any resources that are available in the classroom including the computer.
  
  
• Explain that today they will have an opportunity to investigate air quality a little further.

Day Two:

• As students enter the classroom direct them to the designated areas for grouping. Tell them that they are to assemble within their groups to rehearse and ready themselves for presenting to the class. Allow about five minutes.
  
  
• Explain that notes should be taken to gain information about the contributors to Air Quality Index ratings during other group presentations.
  
  
• Time should be allocated for each group to deliver the information to the members of their class.  About five minutes per group.
  
  
• At the close of the presentations, ask learners if they can think of anything else that should be done to help others understand Air Quality and its effect on everyday life. Ask: What are the implications for the world and how can we preserve the atmosphere and air quality for future generations? Record information on chalkboard or chart paper.  This could serve as an extension to the overall unit.