Air Pollution Flip Book



Name: _____________________________ Date Due: Tues, March 17

APES Criteria Air Pollutants

Objective: As a result of this assignment you will be able to describe the sources and health effects of the 7 major air pollutants.

Procedure: Each student must complete ONE of the following:

Option A: Create a flipbook of the 6 main pollutants (and also VOCs). See guidelines below:

1. To make your flip book:

• Use two pieces of paper

• Fold them in half lengthways.

• Cut along the fold.

• Align the four strips so they are staggered in height

• Fold bottoms up to make a total of 8 flips

• Staple at bottom fold

2. Create a title page with your name, class period and a relevant graphic

3. Label each page with one of the following pollutants

• Carbon Monoxide

• Nitrogen Oxides

• Sulfur dioxide

• Volatile Organic Compounds (VOC)

• Particulate Matter

• Ozone

• Lead

4. For each pollutant include the following information: (See Chapter 21 in your book for more information)

• Air Quality Standard (not for VOCs)

• description

• sources

• human health effects

• relevant graphic

5. Label the last page “Ways to Prevent Air Pollution.” On this page describe three changes you can make to your daily life that will help reduce air pollution.

Option B: You are a journalist working for Healthy Living Magazine. You have been assigned the task of writing an article on the sources and health effects of outdoor air pollution. In your article you must include the following information:

For each pollutant include the following information:

• Air Quality Standard (not for VOC)

• description

• sources

• human health effects – this should be discussed in detail since this will be of primary interest to your readers.

Each of the following pollutants should be discussed:

• Carbon Monoxide

• Nitrogen Oxides

• Sulfur dioxide

• Volatile Organic Compounds (VOC)

• Particulate Matter

• Ozone

• Lead

Include at least one relevant graphic in your article and make sure you make reference to it in your text

(See Chapter 21 in your book for more information).

Option C: Create a game, or series of trading cards, for children to help them learn about the dangers of air pollution. In your game you must include the following:

For each pollutant include the following information:

• Air Quality Standard (not for VOC)

• description

• sources

• human health effects – this should be discussed in detail

Each of the following pollutants should be discussed:

• Carbon Monoxide

• Nitrogen Oxides

• Sulfur dioxide

• Volatile Organic Compounds (VOC)

• Particulate Matter

• Ozone

• Lead

Since your game is for children you must use appropriate “kid friendly” language and lots of pictures.

If you create a game you must provide instructions on how the game would be played (See Chapter 21 in your book for more information).

Note: Other ideas for presenting the information may be possible. Get approval from Mr. Cyphert first. Ex: comic strip, video diary, puzzle, etc.

|CATEGORY |20 |15 |10 |5 |

|Pollutant Information |All information about |All information about |All information about |Some information about |

| |standards, description, |standards, description, |standards, description, |standards, description, |

| |sources, human health |sources, human health |sources, human health |sources, human health |

| |effects well described and |effects described. |effects mentioned. |effects missing. |

| |easy to understand. | | | |

|Graphics/Pictures |Graphics go well with the |Graphics go well with the |Graphics go well with the |Graphics do not go with the |

| |content and there is a good |text, but there are so many |text, but there are too few |accompanying text or appear |

| |mix of text and graphics. |that they distract from the |and the project seems |to be randomly chosen. |

| | |text. |"text-heavy". | |

|Attractiveness & |The project has |The project has attractive |The project has |The project formatting and |

|Organization |exceptionally attractive |formatting and |well-organized information. |organization of material are|

| |formatting and |well-organized information. | |confusing to the reader or |

| |well-organized information. | | |user. |

|Creativity |The project is a very |The project is a creative |Project is very basic but |Project is basic and shows a|

| |creative representation of |representation of the |shows time and effort. |lack of time and effort. |

| |the activity. Student put a |activity and shows time and | | |

| |great deal of time and |effort. | | |

| |thought into project. | | | |

|Sources |Websites (at least 3) are |Websites (at least 3) are |Websites are included but |Websites are missing and/or |

| |listed in MLA format and are|listed in an organized |not organized. |inactive. |

| |easy to understand. |format, but with errors in | | |

| | |MLA formatting. | | |

APES Criteria Air Pollutants Activity Rubric

Total: ______/100

Organize Your Information

|Pollutant |Air Quality Standard |Description |Sources |Human Health Effects |

|Carbon Monoxide | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Lead | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Nitrogen oxides | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Pollutant |Air Quality Standard |Description |Sources |Human Health Effects |

|Particular matter | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Sulfur dioxide | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Tropospheric ozone | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Volatile Organic Compounds | | | | |

|(VOCs) | | | | |

| | | | | |

| | | | | |

| | | | | |

| |N/A | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download