Air Pollution - Session one.
Learning objective
I can explain what air pollution is and set up an experiment to measure it
Remember to/Success Criteria:
-give a definition of air pollution
-use scientific equipment
-carry out fieldwork investigations
-keep a record of investigations
If you have time for discussion then you do the longer timings which is almost 2 hours. If you have less
time then it's the shorter timings which is around 1.5 hours.
Introduction (2 mins)
1. Introduce who you are and what you do. Explain what environmental campaigning is in a way which you
talk about what you do and why.
You try to make the world better and the environment nicer and why you/we do that. E.g. “I am
interested in the environment because I used to go to the park a lot as a child”
Brainstorm Definition of Air Pollution (8 mins)
2. Split class into ability groups, give each group post-it notes:
This is to make an initial assessment of what they already know and will be used in final lesson in order
to show what they have learnt.



HA (Higher ability): Independently write what they know about air pollution on post it notes to
stick onto flip chart paper
MA (Middle ability): with support from FoE write what they know about air pollution on post its
to stick on flip chart
LA (Lower ability): with support of teacher/teaching assistant use photo prompts and get
children to write or scribe onto post its to stick onto flip chart paper
This will involve asking teacher to help split class along those ability lines, if this is isn't possible then
do the following:
Split class into groups, give each group and post-it notes and ask children to write what they think it is
on post-it notes and stick those on a flip chart. FoE and teachers will need to assist lower ability
children and possibly provide pictures etc if needed.
3. Ask if anyone knows what air pollution is and take quick feedback
Define the vocabulary (10 mins):






pollution
pollutants
contaminated
harmful
environment
fossil fuels
4. Staying in ability groups, give out vocabulary and definition strips (on page 5), one per 2-3 children
(give only one set to LA group – with support). Pupils match vocabulary and definitions then they check
with power point slide. Again if not in ability groups then just stay in existing groups.
Explaining what's in air pollution (3 mins):
5. Give the sentence definition of air pollution “Air pollution is anything that causes the air to become
contaminated with pollutants.” (1 min)
6.Tell children that there are many pollutants in the air and we will be measuring one of them: NO2.
NO2 can be harmful to our lungs and can cause breathing difficulties such as asthma. (2 mins)
How air pollution is caused (27 mins long) (17 mins short)
If you have 2 hours in total then do the following:
7. Split the children into groups again and ask how they think air pollution will be caused, ask the
children to write this down. (10 mins) Again groups split on same mixed ability lines if you have been
able to do this, otherwise not.
8. Get the groups to feedback what they have and use as basis for discussion (5 mins)
If you have 1.5 hours then go straight to this:
9. Summarise discussion and explain that air pollution comes from the burning of fossil fuel such as
coal, oil, natural gas, petrol or diesel. This happens when we use energy for everyday things such as
cooking, washing at home and travelling by cars. Nowadays there is so much traffic on the roadsabout 23 million vehicles in Britain and about 20 million of them are cars! The fuel they use – petrol
and diesel causes pollutants to come from their exhausts and go into the atmosphere. (2 mins)
10. Tell the class they will be investigating air quality in their local area. Can they think of anything
that could make air quality worse? Brainstorm and write down (5 mins)
11. Ask how they think air quality may be different on a busy road and a quiet road away from traffic?
Why is that? What does that tell us about what causes air pollution? (5 mins)
Measuring air pollution (35 mins) (50 mins if you take them out of school grounds)
12. Ask how they think we could measure air pollution in our local area? Where do you think it will be
higher, where do you think it will be worse? Why should we measure both? (to compare). Brainstorm
ideas. (2 mins)
13. Give out maps of the local area and green and red pens. In mixed ability groups children mark
where they think air pollution will be higher (red) and lower (green) the green places are the places
where the air is cleaner. (5 mins)
14. Feedback and go through this as a class, Explain that we can’t just say this though we have to test
it. (2 mins)
15. Go through the diffusion tubes; explain how to set them up. (1 min)
16. Recap why we need them in different areas and as a class decide where to put them up. To do this,
have a larger map on the interactive white board/a large paper copy. Mark on here where the tubes
are to be placed after class discussion. Keep or save and print this file for future diffusion tube
collection. Class will be given smaller maps of the area to mark where the tubes are put, and will do
this once you have decided on the big map. (10 mins)
17. The class will then go and put the tubes up in the school grounds, making sure they mark down
place, date and time. (NB: As the tubes need to be placed as high as possible and only adults will be
able to use step ladders, the children may get bored. To counter this, they could all fill in the details
or just take them out to put up one or two and do the rest at a later time). If there is time take them
out and put them beyond the school grounds (15 mins) (30 mins if you take them out of the school
grounds).
Closing Plenary:(10 mins)
18. Gather class back together on carpet and use pair talk to ask children for a definition of air
pollution
Ask the following questions:
What are they measuring?
How are they measuring it?
Then ask:
What do they expect to find? Make a note of this for next time
Tell them you will be back in to collect tubes before the next lesson
National Curriculum links (National Curriculum up to 2014 – will be updated for the new curriculum at
a later date)
These sessions (based on Cleaner Air for Schools Toolkit) develops key concepts and skills which are
fundamental to curriculum subjects, including:
• Science: SC1: 1b, 2a, b, e, f. Planning and carrying out scientific investigations; gathering,
analysing and evaluating evidence; generating and testing theories; and communicating
scientific information.
• PSHE/Citizenship: 1a, c, 2a, 3a. Recognising that individual choices and behaviour can affect
issues and political and social institutions; researching, debating, talking and writing about
their own and others’ viewpoints on issues that affect themselves and society; and playing an
active role as citizens, making real choices, participating in decision making and leading a
healthier, safer lifestyle.
• English: 2a, b, e, 3a, b, c, d, f, 10b. Developing skills of speaking, listening, reading and writing
for a purpose, investigating, planning, predicting, debating, and communicating to the wider
community in the context of an issue which is real, relevant and motivating.
• Geography: 1a,b, 2c,b, 6a, e,7c. Undertaking a geographical enquiry, asking geographical
questions, collecting and recording evidence, recognising how people can improve or damage
the environment, explaining their views on a geographical issue, identifying opportunities for
their own involvement in managing environments sustainably and communicating in ways
appropriate to the task and audience.
• ICT: developing research skills, preparing and interpreting information using ICT, presenting
information via desk-top publishing or multi-media presentations, sharing information via the
internet.
Vocabulary and Definition strips (for part 4 of the session) - answers
Pollution
The process of making the air, water or soil dirty.
Pollutants
A substance that makes the air, water or soil dirty.
Contaminated
Something that has been made dirty by pollutants.
Harmful
Will cause something or someone to be hurt.
Environment
The natural world of the land and sea and air.
Fossil fuels
Fuel formed from the remains of dead animals and
plants for example coal and gas.
Vocabulary and Definition strips (for part 4 of the session)
Pollution
Will cause something or someone to
be hurt.
Pollutants
Something that has been made dirty
by pollutants.
Contaminated
Fuel formed from the remains of
dead animals and plants for example
coal and gas.
Harmful
The natural world of the land and
sea and air.
Environment
A substance that makes the air,
water or soil dirty.
Fossil fuels
The process of making the air,
water or soil dirty.