Breathe Utah Storyline Narrative (8.4)
This storyline will take students through the process of explaining that air is a natural resource. That the quality of the air is caused by the geological processes of Utah and engage in argument to find evidence the activities of humans that live in the area impacts their air quality. They will also design a solution to change their behavior to minimize the effect of their behaviors on air quality in their area.
How do geological processes cause cold air pools?
Students will explain how a cold air pool develops caused by the mountains surrounding Utah valleys. They will consider clean air as a natural resource that is available in an uneven distribution due to the geologic process that formed the mountains.
During the winter cold air is trapped along with the pollutants.
What are the pollutants and where do they come from?
The number of children admitted into hospitals for respiratory problems increase on days when the PM2.5 count is excessive.
How does per capita consumption of fossil fuels effects our air? What are the pollutants that cars put into the air?
Students will analyze data from an air pollution study as well as facts about health issues and use the data as evidence to argue the effect of using natural resources (fossil fuels and mineral ore) on the atmosphere and on public health.
What are the effects of the pollutants that we put into the air during inversions on our health?
What are the pollutants and how did they get into the air?
Students will collect data on the amount of time cars spend idling. They will use the data to calculate the effect of per capita consumption of gasoline on Earth’s atmospheric system by calculating how much idling costs in fuel consumption, carbon [dioxide] emission, and air pollutants. Calculations will be used as evidence to engage in argument about the effect of per capita consumption of fossil fuel on Earth’s atmospheric system.
Air is a natural resource that needs to be managed. There is a significant amount of fossil fuels being wasted during idling.
How much gas and money does my family car waste idling? How could that amount be reduced?
Particulate Matter is created when fossil fuels are being burned. Solutions to reduce the amount of PM will be designed.
How could these plans be carried out successfully?
Students will collect data on the amount of time cars spend idling at their school. They will use the data to calculate how much idling costs in fuel consumption, carbon [dioxide] emission, and air pollutants. Calculations will be used as evidence to argue for an idle free school zone. Students will design a solution to mitigate the effects of idling and will evaluate competing designs. They will use a systematic process to determine which solution best meets the criteria and constraints of the idling problem at their school and will implement the selected solution.
What are some solutions to reducing the amount of idling time and why is this important at schools?
How could I design an argument to convince others to reduce the amount of time their vehicles idle?
Students will investigate possible solutions to air pollution in relation to per capita consumption of fossil fuels. Fossil fuels being introduced as the cause, air pollution as the effect. Students will develop an argument to share concerning the solution of their choice to reduce the effect of idling.
Air is a critical natural resource that needs to be managed. We have a responsibility to educate others.
What demographics could your education plan have the most impact on? What marketing solutions need to be employed?