Grade level: Grade 11.
Provincial curriculum links: Ontario and Pan-Canadian.
Subject: Geography.
Keywords: wind, relative humidity, smog, pollution, ozone, precipitation, ultra-violet, UV index, temperature, dew point, particulate, lower tropospheric air pollution.
This activity is an investigation of weather and lower tropospheric air pollution. Students will examine the variation in UV, and ground level smog and ozone. Through this activity students will collect data, investigate the implications of these indicators on human health and prepare a report.
This lesson is linked directly to the learning expectations described in the Ontario Curriculum for Grade 11 Physical Geography (CGF 3M). The activity may also be suitable for an advanced/gifted Grade 9 Geography of Canada (CGC 1D) class.
The learning expectations are also broadly applicable to other Canadian curricula.
Strand: Geographic Foundations: Space and Systems
Specific Lesson Goals:
demonstrate an understanding of the principal features of the earth's atmosphere;
explain the physical processes that create climate;
Strand: Human-Environment Interaction
Specific Lesson Goals:
evaluate the impacts of natural systems on people and their activities;
evaluate the impact of human life on natural systems;
Strand: Global Connections
Specific Lesson Goals:
analyze local, regional and global issues related to physical geography;
Strand: Understanding and Managing Change
Specific Lesson Goals:
analyze changes in natural systems caused by natural phenomena;
explain how human uses of the earth, including uses involving technology, cause change in natural systems;
Strand: Methods of Geographic Inquiry
Specific Lesson Goals:
use geographic skills, and methods, such as conducting field study to gather, analyze and synthesize ideas and information;
use a variety of methods and technologies to communicate the results of geographic inquiry and analysis effectively.
Introduce the lesson by reading representative newspaper headlines and articles that feature significant weather events and atmospheric pollutant conditions that have affected the local community. Discuss the need to measure and report various air and environmental quality indicators. Identify reliable sources to attain current information for such indicators as pollen and UV level (e.g. online, newspapers, television, radio, etc.)
Explain the significance of representative weather and pollution indicator data by interpreting sample values (or levels) with the aid of www.weathernetwork.ca
Review how to read a weather map. Brainstorm representative anecdotal descriptions for reporting weather conditions.
Discuss the objectives and procedures for the investigation.
Students will use Activity Sheet 1 as a recording instrument for data collected regarding the daily weather conditions for the local region.
Students should collect data daily for at least a two-week period by using both newspapers and online sources such as www.weathernetwork.ca, for forecast information.
Students should go outside each day into the school ground and complete the anecdotal observations section of Activity Sheet 1.
Provide time for the discussion questions on Activity Sheet 2.
Invite students to discuss their findings as a class. You may want to focus a general discussion around the causes and implications of weather and pollution patterns. Why are UV indexes higher now than in the past decades? Why are ozone levels higher in some areas of the world, yet, lower in other areas? How can the microclimates of school grounds be modified to benefit student health (e.g. provide more shade and vegetation)?
Specific discussion questions for a written or presented assignment are as follows:
Describe the changes in weather that you observed during the two-week study period. You may wish to use a table to organize your descriptions.
Describe the types of weather phenomena you observed. Include use of appropriate terminology (e.g. Cyclonic Precipitation).
Insert the most recent weather map collected during the two-week period.
Identify the warm and cold fronts.
Identify the direction the weather patterns are traveling.
Identify areas of low and high pressure.
Predict the weather for the next several days based on the weather map (during the next few days you may wish to assess how accurate your predication was).
Examine your environmental and air quality measurements. Describe how these indicators changed during the study period. You may wish to illustrate your description with graphic representations of your observations.
Examine your anecdotal descriptions of the daily weather conditions, the environmental and air quality indicators, and actual measured weather conditions.
Describe any correlation that may exist between weather conditions and environmental and air quality indicators. Include graphic illustrations and a table to organize your observations when appropriate.
What would be the optimal weather conditions for a school-wide recreation or picnic day? Include consideration of health concerns, as well as the type of weather that makes for an enjoyable day outside.
What school ground landscaping changes would you recommend be made to help reduce the effects of UV, particulates, pollen and ozone on student health? Justify your recommendations.
How could these principles be applied to the neighbourhood or to the whole town or city?
Completion of worksheets and quality of observations
Observation
Peer and self-evaluation
If you have access to tools such as barometers (to measure air pressure), outdoor thermometers (air temperature) and light meters (to measure incoming solar radiation), you could assign the students the responsibility of taking their own atmospheric measurements over a number of days.
Investigate healthcare costs and mortality rates related to air pollution in Canada. How are these effects different in various seasons, or in various regions of the country?
Investigate how and why trees can affect air pollution, AND how they are affected by pollution. Do different species of trees affect pollution differently? Are some species more sensitive to particular kinds of air pollution?
Investigate the impact of high altitude flight on Ozone depletion. Prepare a position paper that outlines your personal view on the acceptability of high altitude transportation.
Consider modern transportation methods for commercial goods. Prepare a report that outlines how changes to transportation subsidies and government regulations could reduce ground level pollution. You may wish to focus on transport trucks versus rail transport methods.
The best time of year for this activity is late fall or early spring.
There are a number of observable atmospheric characteristics for investigating weather and climatic conditions. One characteristic that is receiving wider attention is ozone in the lower troposphere (at ground level). Ground-level ozone is not the same as ozone in the stratosphere (upper atmosphere). Ozone can be a confusing topic for many people. In the upper atmosphere, ozone provides Earth with an important protective layer from the sun's radiation. However, in the lower atmosphere, ozone can be dangerous to human health. The depletion of upper atmospheric ozone is problematic because it allows in too much Ultra Violet radiation. Likewise, a buildup of ozone at ground level (often referred to as smog) can cause health problems. For example, recent research indicates that ground level ozone may be a contributor to childhood asthma.
Two environmental indicators - tropospheric ozone and UV - are becoming important measurements in daily weather broadcasts.
In this activity, students will investigate daily weather conditions including the correlation of high UV and ozone readings to certain weather conditions.
Students should have prior knowledge of the following ozone and UV terms and processes: chemical formula of ozone; a comparison of stratospheric and tropospheric ozone - how it is formed, where it is found, its effect on the biotic environment, how it is affected by human activities; human-caused ozone layer depletion; why ozone layer depletion is so severe above polar regions and why it changes seasonally; a comparison of UV-A, UV-B and UV-C radiation according to wavelength, energy content and effect on living things; the role of UV in the natural formation and breakdown of stratospheric ozone; UV index scale.
Students should have prior knowledge of the following weather and pollution related terms, concepts and skills: indicators; types of weather and pollution indicators, interpretation of these indicator values, how to read and interpret a weather map.
It is recommended that this investigation be conducted in the early fall or late spring.
Collect newspaper and magazine articles that feature weather events and atmospheric pollution concerns and issues, and representative weather maps for each season.
SAFETY NOTE: Consult your school board's policy regarding safety precautions for outdoor excursions and plan your trip accordingly. Be aware of any students with allergies to insect bites and plants and ensure they carry the required medications. Students should wash their hands after handling soil, plants and equipment. Encourage students to wear sunscreen and appropriate clothing (e.g. hat, long-sleeved shirt) to minimize the damaging effects of sun exposure.
For information on weather, visit: www.weatheroffice.ec.gc.ca
For information on weather, visit: www.theweathernetwork.ca
For information about air pollution, visit: www.ems.org/air_pollution/air_pollution.html
For information about air pollution, visit: www.lbl.gov/Education/ELSI/pollution-main.html
For information on American (Environmental Protection Agency) data regarding air pollution, visit: www.epa.gov/air/
For information about air pollution, visit: http://edugreen.teri.res.in/explore/air/air.htm
For a series of FREE posters on climate change across Canada (posters provided by Natural Resources Canada), visit: http://adaptation.nrcan.gc.ca/posters/post-affich_en.asp?Poster=all
Date: ____________________________
Group Members: ________________________________________________________
During the two week study, record your daily observations for the following variables: relative humidity, temperature, the "feels like" temperature, wind direction, dew point, pressure and cloud ceiling. Also, include important air quality indicators such as particulate count, ozone, UV, pollen and any other pollutants you can find a reading for. Go out to the school ground and make anecdotal observations about the current weather.
Using www.weathernetwork.ca as a resource, investigate how to interpret the values for each indicator of air and environmental quality.
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Observation Data and Anecdotal Description |
Indicator |
Value |
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Date: _________________________ Anecdotal description of current weather conditions: Other pollutant data (include description): |
Wind |
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Humidity |
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Temperature |
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Feels like temp |
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Dew Pt |
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Pressure |
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Ceiling |
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Pollen |
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Ozone |
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Particulate |
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UV |
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Other |
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