Topic: The protection of the air

Target group

Elementary school student (grades 7. and 8.)

Core curriculum:

Primary school. Chemistry.

IV. Oxygen, hydrogen and their chemical compounds. Air. Pupil:

10) lists the sources, types and effects of air pollution; lists ways proceedings to protect the air against pollution.

General aim of education

The student lists procedures to protect the air against pollution.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• mathematical competence and basic competences in science and technology;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to indicate sources of air pollution;

• to explain why the increase of carbon dioxide in the atmosphere is an unfavorable phenomenon;

• to discuss the effects of air pollution on humans and nature;

• to propose measures to protect the air against pollution.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher hands out Methodology Guide or green, yellow and red sheets of paper to the students to be used during the work based on a traffic light technique. He presents the aims of the lesson in the student's language on a multimedia presentation and discusses the criteria of success (aims of the lesson and success criteria can be send to students via e‑mail or posted on Facebook, so that students will be able to manage their portfolio).

2. The teacher together with the students determines the topic – based on the previously presented lesson aims – and then writes it on the interactive whiteboard/blackboard. Students write the topic in the notebook.

Realization

1. The teacher divides the class into groups, distributes sheets of gray paper and colored markers. Students, using the Internet, textbook and e‑textbook, create infographics about the sources of air pollution. After completion of activities, the group leaders present the effects of work.

2. Students will familiarize themselves with the measures to reduce air pollution, listed under the interactive board in the abstract. They indicate those that can be used on a daily basis and move to the right place on the interactive board. They can add their ideas in empty boxes.

3. Students view the photo gallery in the abstract. Then, using the Internet, a textbook and electronic book, they look for other ways that they contribute in reduction of harmful emissions to the atmosphere. They write down their suggestions in the form. The teacher asks selected people to read the ideas they have noted, and then encourages students to discuss them.

4. Students, working individually or in pairs, carry out interactive exercises to check and consolidate knowledge learned during the lesson. Selected people discuss the correct solutions for interactive exercises. The teacher completes or straightens the statements of the proteges.

Summary

1. Teacher asks: If there was going to be a test on the material we have covered today, what questions do you think would you have to answer? If the students do not manage to name all the most important questions, the teacher may complement their suggestions.

2. The teacher asks the students to finish the following sentences:

   • Today I learned ...

   • I understood that …

   • It surprised me …

   • I found out ...

   The teacher can use the interactive whiteboard in the abstract or instruct students to work with it

Homework

1. Carry out task number nr 2.1.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The protection of the air

The main sources of air pollution are industry and transport. Gases transmitted over long distances cause that areas located far away from the source of their emission may be contaminated. That is why air protection is a global matter and is regulated by law.

In Poland, air quality is monitored as part of the State Environmental Monitoring by the Chief Inspectorate for Environmental Protection and in recent years it has been systematically improved.

• Air pollution is a global phenomenon. It may originate from natural sources or be the result of human activity.

• Air pollutants are, among others, oxides of carbon, oxides of sulphur, oxides of nitrogen, dust, freons.

• Unfavourable phenomena caused by atmospheric pollution are: excessive greenhouse effect, ozone hole, acid rains and smog.