I. Introduction
This set of worksheets helps students consolidate and re-familiarise themselves with
the content of the environmental issues of air pollution. The topic “Environmental
Formula” aims to stimulate students’ thinking by borrowing the conventional colour
concept of “blue + yellow = green”.
II. Learning Objectives

To understand the situation of air pollution in Hong Kong
To identify the causes and effects of air pollution in Hong Kong
To suggest solutions to alleviate the level of air pollution
To develop the vocabulary necessary for deepening the understanding of
environmental problems
To apply speaking skills in discussing environmental issues
To strengthen report writing skills to help express views on environmental issues
To develop skills in describing data and trends
III. Prior Knowledge

The situation of air pollution in Hong Kong
The measuring of the air pollution index (API)
The make-up of air pollutants
The adverse effects of air pollution on the economy and public health.
The ways to keep our air clean
IV. Suggested no. of lessons: 6
V. Suggested Learning Activities
Lessons 1 -2
1. Before the lesson
 Ask students to brainstorm metaphors relating to the three preliminary colours:
green, yellow and blue. Have students form groups of three or four for the
Preliminary Discussion section. Encourage students to brainstorm creatively and
take part in the discussion.
 Ask students to report the ideas from their own group.
 Ask them read p.1 of the worksheet at home and think about the question in Brain to
Think section.
 Tell them to check the dictionary for words under the Useful Words section.
2. Recap and get started
 Ask students to provide their own ideas of the “Environmental Formula”, which is the
topic of this worksheet. It helps develop correlative thinking skills and their creativity,
and foster their concerns about the environmental issue.
 Check students’ understanding of the useful words on p.2 which will be used during
the lesson.
3. Activity 1 – We can see the air!
 Ask students to read the excerpt on p.3 and encourage them to express their
comments.
 Ask students to form groups to hold discussions, then complete Task 1 on p.3.
 Show students real-time APIs (http://www.epd-asg.gov.hk/eindex.php).
 Compare APIs of other districts.
 Ask students to proceed with Task 2 after school or during the weekend as
homework. They may complete Task 2 in groups or individually.
 Ask students to compare results with other groups / classmates in the next lesson.
 Ask students to complete Task 3; they should be able to identify the pollutants.
4. Before the end of the lesson
 Ask students to reflect on what they have learnt with the help of the Reflection


section. They should be able to understand the seriousness of the air pollution
problem in Hong Kong.
Distribute Activity Two.
Ask students to think of the question in the Brain to Think section and draw their
answers on the picture on p.7
Lessons 3 -4
5. Activity 2 –What price do we pay for air pollution in Hong Kong?


Ask students to discuss the answers of Brain to Think section on p.7.
Recap the seriousness of air pollution in Hong Kong from Activity 1.
Ask students to read the excerpt of the programme and complete Task 1.
 Ask students to check the answers with their neighbours.
Divide students into groups and complete Task 2. They may draw a mind map to
express their ideas.
Ask students to share their own experiences.
6. Before the end of the lesson


Ask students to reflect on what they have learnt with the help of Reflection section.
They should be able to become aware that the deterioration of air quality costs
dearly – a price we pay with our health and the leaving of foreign investments.
Students may also raise other concerns.
Ask students to review Activity 1 and Activity 2.
Lessons 5 -6
7.
Activity 3 – How can we apply the “Environmental Formula”?


Distribute Activity 3.
Recap what students have learnt. Ask students to think of the question of the
Brain to Think section. Tell students to refer to Activity 1 for the answer.
Help students revise previous worksheets and complete Part A of Task 1 (for
weaker students).
Part B of Task 1 (for stronger students) requires extensive thinking and writing.
Teacher can ask students to form groups and carry out research on electric
vehicles before the lesson. Some relevant web links are provided for students’
reference.
During the lesson, teacher may ask students questions stated on the worksheet
and guide them to complete the task. Students may collect and expand on
ideas from other groups through a brief discussion on this topic.
Teacher should encourage students to express their views on this topic.


8.

Before the end of the lesson
Ask students to reflect on what they have learnt under the Reflection section.
They may consolidate ideas from this topic and write their reflections on the last
page.