Search for Resources
Description
These education materials and lesson plans are designed to introduce young children to the concepts of respiratory health, air quality and caring for the environment.
The unit begins by providing a comprehensive background to support teaching/learning about the key issues of air pollution and respiratory health. The student lessons that follow are divided into 5 sections that can be completed individually or in sequence. Each lesson provides clearly stated objectives, background information and a variety of engaging learning activities. Suggestions for literature and music connections are included with each lesson as well as ideas for linking classroom learning to the home.
Our Respiratory System: Students participate in a breathing exercise, a stress test and a drawing/writing activity to learn about the different parts of the respiratory system and how they work together.
The World Around Us: Students identify and discuss how they depend upon various things in their classroom for survival and take a field trip to a local park or playground to help them understand the importance of the ‘environment’ and the need to care for it. This lesson includes directions for students to apply what they have learned at home.
Air is Everywhere: By participating in an interactive poem, experimenting with their senses and using the air in their lungs to paint a picture, students are made aware of their need for a constant supply of clean air. Students extend their classroom investigation of air and ‘what’s in air’ by building and installing ‘air catchers’ at home.
Air Pollution Patrol: Students carry out different experiments inside and out-of-doors to explore air pollution and to recognize the impact that human activity is having on air quality and health.
Pitching In: This lesson is designed to help students and their families identify individual actions they can take to protect the environment.
All necessary work and activity sheets are included with the resource for photocopying.
General Assessment
What skills does this resource explicitly teach?
- How to recognize signs of breathing
- How to make rubbings (of leaves & bark)
- How to compile pages of notes into a book
- How to make a wind catcher (to monitor air pollution)
Strengths
- The resource does an excellent job in involving parents/home in the learning.
- The resource provides many opportunities for students to act on what they have learned
- The resource offers an interesting variety of activities.
- The resource features multidisciplinary learning.
- The resource communicates the positive message that individuals can make a difference in resolving the problems associated with air pollution
- The resource encourages learning out-of-doors.
Weaknesses
- No assessment tools are included.
- Opportunities for students to explore on their own are limited.
- No attention has been given to the economic costs of air pollution and environmental damage.
- Where and when to draw attention to the specific impacts of air pollution and respiratory health (found in the background information) is not made clear.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Music
- Visual Arts
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world
- Grade 2
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
- Physical Education & Health
- Step 4Relevant matches
- Safety: A lifetime of optimal well-being is supported by prioritizing health and safety
- Grade 3
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
- Physical Education & Health
- Step 4Relevant matches
- Safety: A lifetime of optimal well-being is supported by prioritizing health and safety
- British Columbia
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education: Good health comprises physical, mental, and emotional well-being.
- Grade 2
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education: Adopting healthy personal practices and safety strategies protects ourselves and others
- Manitoba
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Visual Arts
- Grade 1
- Grade 2
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Visual Arts
- Grade 4
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Visual Arts
- Grade 5
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Grade 6
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Grade 7
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Grade 8
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- New Brunswick
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Explore Your World: Well-Being
- Science
- Step 4Relevant matches
- Explore Your World: Well-Being
- Social Studies
- Step 4Relevant matches
- Explore Your World: Well-Being
- Grade 1
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Explore Your World: Diversity and Social Responsibility
- Explore Your World: Well-Being
- Science
- Step 4Relevant matches
- Explore Your World: Diversity and Social Responsibility
- Explore Your World: Well-Being
- Social Studies
- Step 4Relevant matches
- Explore Your World: Diversity and Social Responsibility
- Explore Your World: Well-Being
- Grade 2
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Explore Your World: Well-Being
- Science
- Step 4Relevant matches
- Explore Your World: Well-Being
- Social Studies
- Step 4Relevant matches
- Explore Your World: Well-Being
- Grade 3
- Step 3Select a subject
- Health & Career Planning
- Step 4Relevant matches
- Personal Wellness: Wellness
- Newfoundland & Labrador
- Step 2Select a grade level
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Creating, Making, and Presenting
- Health Education
- Step 4Relevant matches
- : Understanding Me and My World
- Northwest Territories
- Nova Scotia
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Health Education
- Step 4Relevant matches
- Health Education Primary
- Grade 1
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 1: Needs of Living Things
- Grade 2
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 2: Air and Water in the Environment
- Nunavut
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Grade 1
- Step 3Select a subject
- Grade 2
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Earth and Space Systems: Air and Water in the Environment
- Grade 3
- Step 3Select a subject
- Ontario
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Problem Solving and Innovating: Overall Expectations
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Arts: Visual Arts
- Science & Technology
- Step 4Relevant matches
- Life Systems: Needs and Characteristics of Living Things
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Arts: Visual Arts
- Science & Technology
- Step 4Relevant matches
- Earth and Space Systems: Air & Water in the Environment
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music
- Arts: Visual Arts
- Prince Edward Island
- Step 2Select a grade level
- Kindergarten
- Grade 1
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Needs and Characteristics of Living Things
- Grade 2
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Air & Water in the Environment
- Quebec
- Step 2Select a grade level
- Grade 1
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Visual Arts: To produce media works in the visual arts
- Science & Technology
- Step 4Relevant matches
- Living things
- Grade 2
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Visual Arts:To appreciate works of art, media images, personal productions and those of classmates
- Science & Technology
- Step 4Relevant matches
- Living things
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts: Music: To appreciate musical works, personal productions, and those of classmates
- Arts: Visual Arts: To produce individual works in the visual arts
- Saskatchewan
- Step 2Select a grade level
- Kindergarten
- Grade 1
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Needs & Characteristics of Living Things
- Grade 2
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Air and Water in the Environment
- Grade 3
- Step 3Select a subject
- Arts
- Step 4Relevant matches
- Arts Education 3: Cultural/Historical
- Yukon Territory
- Step 2Select a grade level
- Kindergarten
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education: Good health comprises physical, mental, and emotional well-being.
- Grade 2
- Step 3Select a subject
- Physical Education & Health
- Step 4Relevant matches
- Physical and Health Education: Adopting healthy personal practices and safety strategies protects ourselves and others
Themes Addressed
Air, Atmosphere & Climate (1)
- Air Pollution
Ecosystems (2)
- Appreciating the Natural World
- Interdependence
Human Health & Environment (2)
- Environmental Contaminants & Health Hazards
- Health Promotion
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Much of the learning takes place through guided inquiry. Any supporting information students are presented with is factual. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | While the economic aspects of air pollution and health are not explicitly addressed, the resource does a good job in drawing attention to the environmental and social dimensions at play. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource does an excellent job in presenting the interplay of society and the environment in an age-appropriate fashion. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Very Good | Significant attention is paid to connecting learning in the classroom with its application at home. Students are also directed to complete a specific action project as a culminating activity. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Satisfactory | Included with each inquiry are planned discussions to provide opportunities for students to reflect. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | This criterion is not addressed. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Very Good | Significant opportunities are included in the core activities for out-of-doors experiences. One such activity effectively encourages appreciation for the value of trees. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | Each lesson concludes with some application of the learning within the student's home and/or community. The inquiries are based on personal surroundings and experiences. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The resource communicates clearly the message that individuals can make a difference in protecting the environment and promoting clean air. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | While younger students are guided through the activities, an inquiry element is preserved. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | The lessons provide opportunities to address outcomes in science, health, language, music and visual arts. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | The inquiry is largely guided but appropriate for the age of the learners. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | A wide variety of learning activity types and environments will accommodate different learning needs. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Poor/Not considered | The activities in this resource feature individual and whole group learning. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | While students produce a number of artifacts and opportunities to assess learning are frequent, there is no explicit attention given to evaluation. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Good | The design of each lesson has the student communicating what has been learned in school to the home. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Poor/Not considered | No use of case studies is included. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | Limited opportunities are provided. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
