http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_air/cub_air_lesson01.xmllessontext/xmlIntegrated Teaching and Learning Program, air pollutionairatmosphereenvironmentpollutionAirAir pollution AllergyAsthmaAtmosphereCarbon dioxide (CO2)Carbon monoxide (CO)CFCDioxinEmissionsFossil fuelGreenhouse effectHydrocarbonNitrogen oxides (NOx)Oxygen (O)Ozone (O3)Particulate matter (PM)PollenPollutantReformulated gasoline (RFG)StratosphereVolatile organic compounds (VOC)

Students are introduced to the concepts of air pollution and air quality. The three lesson parts focus on the prerequisites for understanding air pollution. First, students use M&Ms® to create a pie graph that expresses their understanding of the composition of air. Next, students watch and conduct several simple experiments to develop an understanding of the properties of air (it has mass, it takes up space, it can move, it exerts pressure, it can do work). Finally, students develop awareness and understanding of the daily air quality using the Air Quality Index (AQI) listed in the newspaper. In an associated literacy activity, students explore the environmental history timeline.

Air pollution is becoming an increasing concern as we learn more about the adverse health effects of poor air quality. Engineers investigate the source and effect of air pollution on people and their environment, and do their best to prevent it and clean it up. Environmental engineers must know the composition of air and chemicals to determine how to mitigate poor air quality. Identify some of the main causes, effects and sources of air pollution.Define Air Quality Index (AQI).Understand and explain the properties of air (takes up space, has mass, can move, exerts pressure, can do work.)Understand the roles of engineers in the field of air pollution.50TeachEngineering.orgAmy KolenbranderJanet YowellNatalie MachMalinda Schaefer ZarskeDenise Carlsonhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment1.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment2.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment3.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment4.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment5.pdfhttp://www.teachengineering.org/collection/cub_/lessons/cub_air/cub_air_lesson01_attachment6.pdfhttp://www.eduref.org/http://www.epa.gov/region01/students/teacher/airqual.htmlhttp://www.epa.gov/air/caa/peg/ http://www.tceq.state.tx.us/assets/public/assistance/education/air/visible_invisible.pdf Kalman, Bobbie and Schaub, Janine. The Air I Breathe. New York, NY: Crabtree Publishing Company, 1993. (Source of air sayings quotes.)http://www.tceq.state.tx.us/assets/public/assistance/education/air/air_flashcard_game.pdf Walpole, Brenda. 175 Science Experiments to Amuse and Amaze your Friends. Random House Children’s Books, 1988. S1141716International_Technology_Education_Association-ITEA_STL_StandardsTechnologyC. The use of technology affects the environment in good and bad ways.35S114254EColoradoSciencea. Interpret and analyze data about changes in environmental conditions - such as climate change - and populations that support a claim describing why a specific population might be increasing or decreasing 66United StatesCopyright 2012 - Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulderhttp://www.teachengineering.org/policy_ipp.phphttp://www.teachengineering.org/2011-02-245Teacher