Environmental Protection and Healthy Life
(Key Stage 1/2)
Life Event Exemplar
The mystery of air pollution
Learning Objectives / : / 1. To understand Hong Kong’s “Air Quality Health Index” and the relationship between air pollutants and health.2. To understand the relationship between living habits and air quality, so as to reflect upon their own living and then cultivate green habits.
Values and Attitudes / : / Care, responsibility, commitment
Materials / : / Appendix 1: “The mystery of air pollution” PowerPoint
Appendix 2: “My Pledge” Worksheet
Appendix 3: “Air pollutants” Reference materials
Procedures:
Steps (For reference) / Key learning pointsActivity 1: “The mystery of air pollution”
1. Teacher asks students the following questions: (PowerPoint presentation: page 1)
Which part of Hong Kong does the picture show?
(Victoria Harbour)
Which picture do you think is prettier? Why?
Why don’t you think the Victoria Harbour in Picture 2 is beautiful?
(hazy, blurred, with air pollution)
2. Scoring Activity: (PowerPoint presentation, pages 2-4)
Ask students to rate the air pollution in the picture.
3. Conclusion: (PowerPoint presentation, pages 5-6)
As air quality changes over time, the Environmental Protection Department (EPD) has specially designed a set of Air Quality Health Index (AQHI) to provide more timely and useful air pollution information to the public.
Source: Environmental Protection Department, HKSAR Government, Air Quality Health Index, http://www.aqhi.gov.hk/en.html
Source: Environmental Protection Department, HKSAR Government, Air Quality Health Index - Health Advice, http://www.aqhi.gov.hk/gt/health-advice/sub-health-advice.html / Ø The purpose of the warm-up activity is to motivate students and raise their awareness of air pollution
Ø The activity enables students to understand the meaning of “Air Quality Health Index”
Ø With the help of PowerPoint, teacher introduces students how to search and read the Environmental Protection Department’s “Air Quality Health Index”
Activity 2: Playing the video
1. Ask students the following questions before playing the video:
Have you ever encountered a day with air pollution at brown (very high) or black (severe) level? How does it affect your life?
What is the relationship between the “Air Quality Health Index” and our life?
2. Play the video“Clean Air and You - Air Quality and Health” (4 minutes)
Source: Environmental Protection Department, HKSAR Government, First Series of “Clean Air and You”,
http://www.epd.gov.hk/epd/english/environmentinhk/air/prob_solutions/clean_air_you.html
3. Teacher asks students the following questions:
What disease may air pollution cause?
What is PM10 and PM2.5? What harm will they bring to us?
Besides PM10 and PM2.5, what other substances in the air will affect our health?
What is the relationship between air pollutants and our lifestyle?
4. Conclusion:
Our living habits will affect the quality of air and the degree of air pollution will affect our health directly. What should we do? / Ø Introduction of the theme: the relationship between air pollution and our lives
Ø Teacher may try to guide students to further study the relationship between air quality and life in the briefing of the Environmental Protection Department’s Health Advice
Ø The film focuses on different air pollutants and their main sources, as well as the impact of different pollutants on our human body to raise students’ awareness to air pollution and health
Ø Teacher may pause the video at their own discretion and ask questions to help students obtain information (the recommended pause is 1:50 minutes)
Activity 3: Group discussion
(Teachers may skip Activity 3 and move on to Activity 4 for Key Stage 1 learners)
1. Teacher asks students to divide into 3-4 groups.
2. Teacher asks students to discuss how to improve the air quality by having appropriate living habits.
3. Students report.
4. Conclusion:
There are many bad habits in life that will affect the environment and the air adversely, but as long as we work together to get rid of bad habits and practise green living, both our health and the environment will be improved. / Ø Teacher may advise students to select either “living” or “traffic” and think about how their habits in the area affect air quality, raising students’ concern about “energy saving and emission reduction”
Ø Teacher can write down students’ “energy saving & emission reduction” proposal on the blackboard, so that they can make use of them later during the “My Pledge” activity
Suggested Activity 4: Playing the video
1. Play the video“Clean Air and You – Green Lifestyle” (3:45 minutes)
Source: Environmental Protection Department, HKSAR Government, First Series of “Clean Air and You”,
http://www.epd.gov.hk/epd/english/environmentinhk/air/prob_solutions/clean_air_you.html
2. Teacher’s question:
What are the new measures suggested by the short film so that we can work together to protect our health through improving the air quality?
3. Conclusion:
There are many ways to improve air quality and protect your health. But the most important thing is whether we can take action. / Ø The short film mainly introduces the specific tips of “energy saving & emission reduction” in life to students:
ü Adjust temperature to 24-26 degrees when using air-conditioner
ü Take public transport
ü Take a walk instead of traveling by car
ü Drivers should switch off idling engines
ü Drivers should avoid sudden acceleration
ü Regular maintenance and inspection of vehicles
ü Turn off the electrical appliances that are not in use
ü Purchase electrical appliances with “Grade 1 Energy Label”
ü Minimize the use of electrical appliances
ü Replace the use of air-conditioner with a fan
ü Choose the suitable air conditioner
ü Reduce the use of compressed aerosol spray
ü use water-based paint
ü Support environmental protection measures of government
Activity 5: My pledge to act
1. Teacher distributes Appendix 2.
2. Ask students to fill in two specific measures that they are willing to take in “My actions”.
3. Ask students to fill in a message in “My promotion” which they are willing to promote to their family or neighbors.
4. Teacher invites students to read out their own pledge. Other students clap hands as encouragement and witness.
5. Ask students if they have the determination and ability to complete the task.
6. The activity lasts for 7 days. Students need to reflect if they are able to achieve the daily goals and make records on the worksheet. / Ø The purpose of the activity is to provide a platform for students to practise in life, and gradually establish the living habits of “energy saving”
Ø Teacher can use the worksheet and “extended activity” for classroom layout to create an encouraging atmosphere for students to put what they have learnt in practice
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The mystery of air pollution Learning and Teaching ActivitiesConclusion (for reference):
Air pollution is mainly caused by human activities. Therefore, we have the responsibility to improve the air quality, whether it is to protect the environment or to safeguard our health. To improve the air quality successfully, we must start from developing the appropriate habits personally and in family. Starting from today, we will work together for the future world.
Extended Activity:
“Classroom slogan creation”
Students are encouraged to design slogans with what have been learnt in today’s lesson. Teacher can post the slogans in the classroom and remind students to “save energy and reduce carbon” in their daily lives.
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The mystery of air pollution Learning and Teaching Activities / 健康飲食愛地球 學與教活動
Appendix 2
Name: ______Class: ______( )
“My actions”
In order to protect the environment and safeguard my health, I am willing to establish the following habits:
Goal (a)
Goal (b)
“My promotion”
I would like to promote the following living habits to my family and my neighbours:
Promotion
********************************************************************************
“My record” (if you can keep your promise on the day, please put a "ü" in the box.)
Date / Goal (a) / Goal (b) / Promotion
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7
* Summary: After the activity, I succeeded in completing my tasks for ______days.
Appendix 3
Reference materials
Air pollutants
Sulphur Dioxide (SO2) / Sulphur dioxide is a colourless, reactive gas that is odourless at low concentrations but has a pungent smell at very high concentrations. It is emitted primarily during the combustion of fossil fuels and the processing of sulphur-containing ores. The major sources of sulphur dioxide are fossil fuel-burning power plants, (generating electricity) and industrial boilers. Another source of sulphur dioxide is vehicular exhaust emissions.Nitrogen Oxides (NOx) / The many chemical species of the oxides of nitrogen are collectively termed as nitrogen oxides (NOx). This group of gases usually enters the air as a result of combustion processes which involve high temperatures, such as those produced by power plants and vehicular engines.
Nitric oxide (NO) / Nitric oxide is the main NOx emitted during combustion and it can be converted into nitrogen dioxide.
Nitrogen dioxide (NO2) / Nitrogen dioxide is a corrosive and highly oxidising light brown gas which has a characteristic pungent smell at high concentrations. It is the reaction of nitrogen dioxide with reactive organic substances, such as Volatile Organic Compounds (VOCs), in the presence of sunlight that produces ozone (see information on ‘Ozone and Photochemical Oxidants)’. Nitrogen dioxide is, therefore, an important part of urban haze or photochemical smog.
Carbon Monoxide (CO) / Carbon Monoxide (CO) is a colourless, odourless and tasteless gas which is a by-product from the incomplete combustion of any fuel which contains carbon. Industrial processes contribute to CO pollution concentrations, but the principle source of CO in most urban areas, such as Hong Kong, is the automobile.
Ozone and Photochemical Oxidants / Ozone is not a pollutant directly emitted into the air from particular activities characteristic of urban or industrial areas, and can, therefore, be referred to as a secondary pollutant. Ozone and other photochemical oxidants (such as peroxyacyl nitrates and aldehydes) are formed by the action of ultra-violet (UV) light from the sun on nitrogen oxides (a process called photolysis). Its production and concentration is dependent on the presence of primary pollutants as well as ultra-violet light. In the presence of volatile organic compounds, high concentrations of ozone are formed.
Respirable and Fine Suspended Particles (PM10 and PM2.5) / In Hong Kong, the ambient particulate matters (PM) are contributed mainly by the regional sources. Combustion sources, in particular diesel vehicle exhaust and emissions from power plants, are the major local sources of PM. Besides, fine particulates can be formed by atmospheric oxidation of SO2 and NOx. Although to a lesser extent, crustal dust and marine aerosols are also sources of PM. PM with particle sizes less than 10 microns, which are known as respirable suspended particulates or PM10. For those particles with particle sizes of 2.5 microns or less, which are commonly referred to as fine suspended particles or PM2.5.
Hydrocarbons / Hydrocarbons are organic compounds comprised exclusively of carbon and hydrogen. If the carbon atoms are linked together to form a straight or branched chain, the compound is an aliphatic. Aromatic compounds are characterised by carbon atoms being linked together in rings rather than in straight chains, such as benzene.
Source: Environmental Protection Department, HKSAR Government, Air Quality Health Index – Sources of Air Pollutants,
http://www.aqhi.gov.hk/en/health-advice/sources-of-air-pollutants6193.html?showall=&limitstart=
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