Learning Objectives

The learner will demonstrate analysis of an unknown material by examining through the senses and deducing a possible source.
The learner will demonstrate comprehension of particulate pollution by proposing possible sources.
The learner will demonstrate application of understanding by predicting where areas of high/low particulate concentration will be found in our community.

State Standards

7.III.4.a. Infer how air pollution affects people and the environment.

Material Lists

q Chart paper

q Markers

q Maps of the community

q 3 or 4 dirty socks

o (Optional) Video this process to show to students during instruction.

o Pull one sock tightly over the mouth of a cars tail pipe.

o Let the engine run for several minutes to coat the sock with pollutants.

Method

Introduction

Part 1: What is this stuff??? In groups of three, students will analyze a dirty sock. Ask them to decide as a group what is on the sock and where is came from. Encourage them to make observations with their senses sight, touch, and smell and document them on chart paper. Allow sufficient time for students to make several hypotheses and come to a group consensus.

Part 2: Gather the class and discuss observations. Make a list of qualities, then a list of conjectures. What happened to this sock?

Instruction

Part 1: Explain to the children what happened to the sock, or show a video of what you did to the socks. The particles trapped in the sock fabric are a combination of particulate pollutants (soot, ash, smoke, etc.). Other pollutants exist in car exhaust, but these smaller pollutants such as ozone and CO₂ pass through the fabric.

Part 2: Ask students to name other sources of particulate pollutants (answers might include cars, buses, factories, fires, log trucks, large ships, etc.). As a class, make a list of places in the community that would have large and small amounts of particulate pollutants.

Part 3: Tell the class that they are going to make particulate collectors and place them in the community to sample the air for particulate matter. Decide who will place their collectors in what areas. Try to get volunteers to place the collectors throughout the community. (Two thoughts: Try to get several students to place their collectors upwind from a major highway 85, 26, 29 while others place their collectors downwind from the same highway. Also, make sure collection areas are duplicated to protect against vandalism.)

Part 4: Record on community maps the areas that students have chosen to test, their predictions about those areas, and their reasoning.

Part 5: Group students into fours based on the areas they have chosen to test.

Conclusion

As the period concludes, review particulate pollution, possible sources, and the class predictions. Ask students to prepare for tomorrow by thinking about how long they want to sample their area. How much time is sufficient? Collect the students prediction maps as they exit the classroom.

Assessment and Evaluation

Informal Assessment -- Observation
- Did the student make observations about the unknown material? Did they use those observations to make reasonable guesses about the materials source?
- Did the student show comprehension of particulate pollution through making correct deductions about possible sources?
- Did the student participate in group/class discussion?
Formal Assessment Classwork Grade

Each student should have identified on their map (1) the area they want to test, (2) a prediction for the amount of particulate pollution in this area, and (3) a reasoning for their prediction. Worth: 3 points.