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This engaging lesson introduces students to the topic of air quality and the EPA's Air Quality Index by means of a story book and reflection exercises.
The students will begin with a KWL chart or mind map focused on air quality. The teacher will introduce the story "Why Is Coco Orange?" and have the students predict an answer. At this point the teacher can decide to have the students listen to a read aloud or have the students read the book themselves. After the book has been shared, the students will turn and talk about why Coco is orange. As a final activity the students will complete one of three journal prompts: write a reflection, create a comic strip or sketch the air quality chart.
The resource's aim to build awareness so it does not teach skills.
The resource "Introduction to Air Quality" is an easy to implement lesson for the elementary Science classroom that helps to integrate writing and reading. It is a good stand alone lesson that introduces the idea of an Air Quality Index. The lesson is also part of a larger, more comprehensive unit on Air Quality.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
The resource includes activities that are open-ended and allow for the student to learn the information in an unbiased manner.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The three dimensions of the issue of air quality are well explored as are different ways to work/play with the reality of poor air quality.
|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 explains in a child-friendly way the issue of air quality while also developing an understanding of the concerns of those who may suffer when the air quality is poor.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
The resource does not really provide an opportunity to act on the learning. Some suggestions to reduce negative impacts on air quality are discussed in the book.
|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||Very Good|
In the final activity in the resource, students complete journal prompts in order to consolidate their learning. This gives them the opportunity to express their thoughts and feelings about what they have learned.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
The book that is shared in the lesson plan helps to develop an awareness of and empathy for those who are affected most by poor air quality.
|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||Good|
The book that is shared in the lesson plan helps the students to develop an awareness of the importance of air quality to the well being of all living things.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The issue of air quality is one that is relevant to the learners as it can be a factor in their daily lives.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
The resource develops the idea of how poor air quality occurs; however, it does not address the past nor the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The students explore the issue of air quality via a story which raises open-ended activities.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The question is asked "Why is Coco Orange?" and by reading the book the students find the answer and an understanding of air quality.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The options for reading the book along with the variety in journal prompts at the end of the resource address the needs of a variety of learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
This is not a goal of the resource.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no tools provided for the assessment of learning.
|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: |
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|
The story is an an appropriate learning tool for this age group.
|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||Good|
There is some choice provided for the students in the journal prompts in the final activity.
|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.|