Eco-ED Module
Ozone and Clean Air Act
Module Leader(s):
(name)
Short Description:
(Include brochure
information on pages
following this chart.)
Lisa McDevitt
Students will be introduced to the idea of ozone, and of ozone limits. The
activity will focus specifically on the limits imposed by the Clean Air Act
EcoEd Concept(s): (list) Air Pollution, Regulation
EcoEd Literacy Goal(s):
(list)
Understanding government at various scales, particularly at the national
level (EPA, Clean Water Act)
Understanding of potential for change, and of alternate ways of doing
things and organizing society
Understanding the history of disaster and decision-making failures, the
vulnerability of some populations and regions, and varied approaches to
risk management, reduction and communication.
Capacity to recognize and productively deal with diverse perspectives,
avoiding the paralysis often produced by insistence on “balance” and
“consensus”, leveraging collectivity and epistemological pluralism.
Having creative info-seeking practices, and animated analytic capabilities.
Understanding the challenges and value of collective deliberation and
cooperative action by working together to create a news report.
Intended Grade(s):
(circle)
Module Objectives:
(list)
Materials needed:
(list)
Timeline:
1st
Have a basic understanding of ozone as a pollutant
Have a basic knowledge of how the Clean Air Act limits ozone emissions.
Understand the way that ozone limits impact industry
Recognize the EPA as the government organization tasked with regulating
air pollution.
Candy
Bowl
Index cards for each factory
0-2minutes
Hand out index cards and explain that
the number on the card represents
how many kisses the student gets.
3-5 minutes
Allow students to collect their candies,
until the candies run out (there should
be enough for everyone to take their
designated number).
6-9 minutes
Have students return their candies to
the jar, then removes several handfuls
of candy. Have students repeat the
activity, until the candies run out.
10-12 minutes
Explain to the students how this
represents the limits on air pollution
1
13-15 minutes
Activity Description:
(Provide enough detail
so that someone else
could run the
workshop. Include
worksheets on pages
following this chart.)
Parent/Guardian
Follow Up:
put in place by the EPA. Ask them to
think about what these limits mean for
polluting industries. Discuss whether
or not this is a fair system, and how
what this kind of system might mean
for industry and other sources of
pollution.
Ask students if they have anything to
add to their “Step up to Solutions”
model.
1. Place one chocolate candy in the bowl for each student.
2. Assign each student a factory/vehicle index card. Each card will
have a number written on it. Tell each student that they can take
that many kisses from the bowl.
3. When each student has taken their assigned number of candies,
have them return the kisses to the bowl, then remove several
handfuls of the candy. Ask students to again come up and take
their assigned number of kisses.
4. When the candy runs out, and some students still have none:
o Ask students if they think this is a fair system
o Ask students to think about if the kisses represent
something bad. What if the kisses were poison? Then is it a
good idea to limit the number of candies?
5. Explain that when a student takes a candy, it represents his/her
factory emitting ozone pollution. Explain that the Clean Air Act
limits how much ozone can be in the air, and that the factories have
to work within these standards. Highlight the fact the government
is responsible for enforcing these limits.
o Since not everyone can pollute as much as they were before,
what kinds of changes will polluters have to make?
Dear Parent/ Guardian,
Today, your student participated in activity where they learned about ozone
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pollution and the Clean Air Act. They learned that the Clean Air Act limits
the amount of ozone factories and transportation sources can emit. Be
sure to ask them about:
 Why the government decided to limit ozone emissions
 What they think about this system and whether or not they think it
is fair.
 If they think this system can be applied to other environmental
problems.
Additional Resources:
http://www.epa.gov/airquality/ozonepollution/
http://www.epa.gov/oar/oaqps/gooduphigh/bad.html#6
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