How Pollution Affects Weather

3rd grade class 303

Jodi Lara

INTRODUCTION

Congratulations! You have just been hired for the position of Air Pollution Inspector. We need to inform the public about the problem that pollution negatively affects the weather. Your expertise will help educate the public.

TASK

Pollution is a problem that affects our weather in NY.

Task 1: You will create a public service announcement in the form of a Google Slide presentation informing the public about how pollution affects our weather.

Task 2: You will create a poster persuading our community to take action against pollution.

PROCESS/RESOURCES

Tasks will begin as a whole group and then students will work in groups of 4 with designated roles. PPA Worksheet

Step 1: Whole Class

Define the problem: How does air pollution affect weather?

Visual: Air pollution NYC: Whole Class Discussion- What do you notice? What do you wonder?

Step 2: Gather Evidence: Discuss the charts.

How do we know this problem exists? What evidence do we have?

Analyze the chart/map

Read this article “How Weather Affects Air Quality” and discuss with your group.

Watch this video.

Step 3: Causes: What is causing air pollution?

Read this article “Weather and Air Quality” in groups and discuss.

View: Watch this video.

With your group, identify at least 3 causes of air pollution.

Step 4: Evaluate an Existing Policy

Regulatory and Guidance Information by Topic: Air

What are some policies currently in place to prevent air pollution in NYC?

Step 5: Develop Solutions.

Answer the question below by writing on the Padlet.

What are some ways we can solve the air pollution problem?

Step 6: Select the Best Solution

Evaluate solutions with your group. Which solution would be the most effective/feasible?

Helpful Guides:

Google Slides for Kids

Students will work step by step along with video to become acquainted with Google Slides and create a Google Slideshow about themselves.

Partnerships: PSA

PSA: Google Slides Success Criteria:

● Clearly and effectively present the problem.

● Introduce the problem and tell why it is a problem

● Causes to this problem

● Current policies in place

● Solutions to the Problem

● Use titles and graphics on each slide to help show the steps.

● Present the information using a strong, clear voice.

Review PSA success criteria

Students will use the information they have collected during the WebQuest, to create their slides with a partner.

Protect Our Beaches Poster Project: Success Criteria

● Strong Word Choice- Remember less is more. Try to get your message across in as few words as possible.

● Strong Image- Create a visual that will have a strong impact on the viewer.

● Persuasive: Provide a specific call to action and encourage New Yorkers to take action.

● Creativity/Neatness: Your poster should be creative and also appealing to whoever is viewing it.

EVALUATION

CONCLUSION

In this investigation you will learn that pollution is a problem that affects the weather. In your role as Air Pollution Inspector and through your PSA slideshows and posters, you will encourage others to take action against polluting in

STANDARDS

1.3.a Effective Research Strategies: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

1.3.b Evaluate Information: Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

1.3.c Curate Information: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

1.3.d Explore Real World Issues: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.

1.4.a Design Process: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

1.4.d Open-Ended Problems: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

1.5.c Decompose Problems: Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving.

1.6.c Models and Visualizations: Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.7.c Project Teams: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

1.7.d Local and Global Issues: Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.