The Origins and Effects of Pollution
A lesson by Josh Keilman and Bart Freitag
GLCE: Describe the origins of pollution in the atmosphere, geosphere, and hydrosphere, (car
exhaust, industrial emissions, acid rain, and natural sources), and how pollution impacts habitats,
climatic change, threatens or endangers species.
Time: 30-50 minutes
Grade: 7th
Objective:
 After the completion on this lesson on pollutants and the impact it has, students will be
able to describe the main sources of air pollution.
 After the completion of the lesson students will be able to describe the impacts of
pollutants upon the geosphere, atmosphere, and hydrosphere.
Anticipatory Activity: “What’s that smell?”
Instruct the students to place their heads on their desks. The teacher will spray air
freshener and fan it towards the students. They are to pretend as if they just woke up from a nap
they took outdoors. Ask the students to pick up their heads and breathe the fresh air. Ask them if
they liked waking up to fresh air? Ask the students to place their heads on the desk again. This
time open a bottle of malt vinegar and fan it towards the students. Ask them to lift their heads
and take a breath. Did they like this smell?
Pollution in the Atmosphere:
 Types of air pollutants
o Primary
o Secondary
o Aerosols
Sources of Air Pollution:
 Natural
 Human Caused
o SMOG
o OZONE
Activity: “How do you pollute?”
For this activity, each student will need a cup of water and some food coloring. At the
front of the room, the teacher will have a large bowl filled with clean, clear water. This will
represent a clean environment. Next, the teacher will ask the students a series of random
questions. These can be changed to modify for age or preference, but a sample question could be
“Did you take a shower today?” If the students answers yes, they are to put a drop of food
coloring into their cup. After the teacher has finished with his or her questions, the students will
come up to the front of the room, one by one, and dump their cups into the large bowl. This is a
great way for students to visually see not only how the environment gets polluted, but also how
we as individuals can contribute to this pollution.
Materials:


Fabric softener and malt vinegar
Food coloring, clear containers for groups, large clear container
References:
http://www.carolina.com/category/teacher+resources/classroom+activities/air+awar
eness.do?page=2
Ahrens, Donald.Essnetials of Meteorology. 5th edition, CA: Thomson, 2008
http://www.ohiocitizen.org/campaigns/coal/acid_rain_woods1.jpg
http://i74.photobucket.com/albums/i263/Kimalita/statues_acidraineffects.gif
BLUE- VOC’s emitted by soap, shampoo, deodorant, hair spray, perfume, and fingernail polish.
Yellow- CO, NO2, PM10, and SO2 emitted by combustions used to heat the water for the
shower
Red- CO, NO2, PM10, SO2 and VOC’s emitted by the engine in your school bus or car
Green- CO, NO2, PM10, SO2 and VOC’s emitted by your lawnmowers engine.