The Health Implications of Environmental Pollution
by Helen M. Norfleet
Pittsburgh Middle Gifted Center

"Humankind has not woven the web of life,
We are but one thread within it,
Whatever we do to the web, we do to ourselves.
All things are bound together. All things connect."

Index
Overview
Rationale
Objectives
Strategies
Classroom Activities
Annotated Bibliography/Resources
Appendices
Standards

I teach in a program for gifted students and many of these students can discuss environmental problems they’ve learned about in elementary school. It’s only when you question them, do they realize that they still have a lot to learn about the causes, effects, solutions, and that there are other points of view about environmental issues. Two years ago, we began to offer mini courses for our students at the Middle Gifted Center in an attempt to meet their needs and give them a choice of classes. This curriculum unit is being tailored to fit into the time constraints of the Gifted Center, but could be modified to meet the mainstream classroom. The classes are for one hour each week and we meet about 18 times each semester. (Totaling 36 times during the year.) This unit would be offered as a two semester course, with the intentions of giving the students an opportunity to develop one of the topics into an independent project during the second semester.

The curriculum unit, The Health Implications of Environmental Pollution " is an interdisciplinary, research based, technology driven unit aimed at increasing students’ knowledge level and awareness of how the environment affects their health. Activities are designed for middle school students, but could be modified for elementary or high school students. The unit is divided into three parts. Parts one and two focus on environmental problems and how they affect human health, and part three is devoted to the role of environmental organizations and stewardship. The environmental issues discussed include air pollution, and depletion of the ozone layer. Each of the parts mentioned will include from three to six lessons.

Lessons in Part One will examine issues related to the depletion of the ozone layer. Children spend a lot of time outdoors during recess, physical education classes, after-school activities, and participating in sports programs. While some exposure to sunlight is enjoyable and healthy, too much can be dangerous. Currently, one in five Americans develops skin cancer during their lifetime. Children are of particular concern since most of the average person’s lifetime sun exposure occurs before the age of 18. Educating students about UV-related health effects and steps for sun protection, ensures a healthy future for the next generation. In this section, students will take a close look at the risk of being overexposed to ultraviolet radiation and diseases such as sunburn, skin cancer, and cataracts. Students will participate in an internet study called, "SunWise" and the Gifted Center will become one of the partnership schools in the United States. Mainstream schools could also participate in the partnership. Real data will be collected for this study. The students and teacher will use the site to report and interpret daily measurement of ultraviolet radiation via a web site.

Lessons in Part Two will examine the health risks associated with air pollution. Current air pollution data will be used to emphasize and explain this topic. New cases of asthma have been on the increase in Pennsylvania. In l994, asthma affected an estimated 14.6 million Americans. That number represents a 75% increase since 1980. In December 1995, Vital and Health Statistics reported, 4.8 million children under the age of l8 had asthma. and over 10 million school days were missed annually due to hospitalizations or illness. Many of my students carry inhalers. A guest speaker will discuss the function of the lungs and the importance of understanding how asthma can be triggered by allergens and irritants.

Lessons in Part Three will examine the role of environmental groups such as the Environmental Protect Agency and Greenpeace in creating legislation and policies protecting the environment. Organizations such as these have worked to pass legislation for cleaner air and water, protection of wildlife, and safer work environments. Collective groups can be very powerful and at the same time disliked because of their views. This section will also emphasize the individual responsibility of each student to be knowledgeable and make good decisions regarding environmental issues and organizations.

Chief Seattle’s quote expresses his deep appreciation for the environment, and wisdom in understanding that man shares a bond with the earth. He recognizes that man is dependent on his natural environment for water, food, heat, shelter and material for clothing. I agree with his quote. Man does not think or act individually. He is part of a broader base uniting himself and his surroundings or environment. Seattle’s quote concisely summarizes man’s place in the world. Every individual is part of the environment, and is connected to something else. Realizing that man himself is only a thread in a vast universe is the beginning to understanding how infinitesimal he really is and how his actions have the capacity to upset the balance of his environment and cause environmental conditions in which he may thrive or perish. It is essential that each individual gain an understanding of the major concepts concerning the environment, so they can be applied to the decisions that must be made if man is to live in harmony with the environment.

Man has impacted the environment for as long as he has existed. Throughout much of history, pollution was not a major problem because people lived spread out over large rural areas. The most serious pollutant was human waste products. Pollution causing machines or automobiles had not been invented. Traditionally, the philosophy was, "Out of sight, out of mind." As cites grew and technology improved, so did pollution and all of the problems associated with it. To fully understand how technology and human activities lead to increased pollution, one must go back in history.

The Industrial Revolution took place in the United States during the 1800’s. Most historians agree that the Industrial Revolution was a great turning point in the history of the world. It changed the Western World from a rural and agricultural society to a basically urban and industrial society. New machinery and manufacturing practices were introduced. Work became easier and products were able to be produced faster and in larger quantities. Factories became the best way to be assured of uniform products. The development of the steam engine provided a new, cheap, and efficient source of power and means of transportation. By the late 19^th century, cities had became overcrowded and large amounts of waste had became a nuisance and unsanitary. Every major lake and river in the United States had been polluted. In other industrialized countries, air and water pollution had become an increasing concern. Forests and land were destroyed as miners searched for fuels and other materials needed for industry. Farmers saw the productivity of their land decrease because of overcultivation and over grazing.

Industrialization improved everyone’s way of life; however, many of the new manufacturing practices relied on coal-burning factories which produced large amounts of air and water pollution. These problems are still critical in most industrialized countries. Today, because technology has grown so rapidly, scientists can create potent chemicals to kill weeds and insects so that farmers can improve agricultural yields. Other chemicals allow for the development of plastics, which are used to create an endless assortment of household products. Technological advances in agriculture, industry, and transportation greatly improved man’s way of life. But most of these advances were made without consideration of the effects they would have on the environment or human health.

Today, we have learned how hazardous waste threatens our personal health and the environment. News stories have caused the nation to be shocked to discover that toxic, or poisonous chemicals can be found in water supplies, in people’s backyards, and in our bodies. In some cases, entire communities have had to move because chemicals polluted everything around them. We’ve learned of higher rates of cancer linked to environmental pollution. The effects of second hand smoke have caused certain establishments to band smoking on their premise. New cases of asthma have been on the increase for the last few years, particularly in Pennsylvania. We are just beginning to look at how closely we are linked to the environment, and understanding that what we do to the environment can have serious implications for our health.

What is Environmental Pollution?

Environmental pollution is a term that refers to all the ways that human activity harms the natural environment. It is one of the most serious problems facing humanity and other life forms today. Thick, brown haze wraps around cities. Unwanted tires, appliances and other refuse float in streams. Oil spills kill thousands of wildlife each year. All of these are examples of environmental pollution. Many of us think of air, water, and soil pollution as distinct forms of pollution. However, each of the parts of the environment-air, water, and soil- depends upon the plants and animals living within the environment. The relationships among all the living and nonliving things in an environment make up an ecosystem. All ecosystems are connected.

Pollution can come from one specific location or from large areas. Pollution from sewage pipes spilling dirty water into a river is called point source pollution. Water that runs off farmland and carries pesticides and fertilizers into rivers, lakes and streams is called nonpoint source pollution.

Most of the pollution that threatens our planet today comes from products that people want or consider a "need". Automobiles provide the convenience of personal transportation, but create a large percentage of the world’s air pollution. Factories make products that we use and enjoy, but industrial processes can pollute. Pesticides and fertilizers help in growing large quantities of food but they can also poison the soil and waterways. Most people would like to reduce pollution but at the same time, we have grown accustomed to the conveniences of modern technology. Some would argue that reducing pollution is too costly and too inconvenient. In recent years science has made us think again about the cost of what we are doing to the environment. Many of the health problems on the increase today are directly linked to how we are treating the environment.

Types of Pollution

Environmental pollution can be grouped into categories. The main types include air pollution, water pollution, soil pollution, pollution that is produced from solid waste, hazardous waste, and noise pollution. When discussing pollution, it is difficult to look at each one as a separate type of pollution. The reason is that all parts of the environment are related to one another. When farmers spray pesticides on their crops, not all of the pesticides fall on each individual plant or insect. The pesticides harm bacteria and other helpful organisms in the soil. When it rains, the rain washes the pesticides into nearby lakes and streams, and it pollutes the water. Therefore, because of the close relationships, it’s important for students to understand that one part of the environment may affect other parts.

Air Pollution

Air pollution is defined as the contamination of the air by such substances as fuel exhaust and smoke. It can also be produced naturally when forest fires and volcanic eruptions shoot gases and particulates into the air and rain and wind scatter the particulates. The atmosphere consists of nitrogen, oxygen, and small amounts of carbon dioxide and other gases and particulates. Particulates are tiny particles which may be liquid or solid matter. They may be visible or invisible particulates. To keep the air in balance, plants use carbon dioxide and produce oxygen. Animals use up oxygen in return and produce carbon dioxide through respiration. Air pollution occurs when the natural processes can no longer keep the atmosphere in balance. Then air pollution turns clear, odorless air into hazy, smelly air that harms human health, kills plants, and damages property. Air pollution can be indoors or outdoors.

Most of the gases and particles that man puts into the air come from combustion processes. Every time a fuel is burned, some type of pollutant is released into the atmosphere. The furnaces in factories, homes, and office buildings put sulfur dioxide and nitrogen dioxide into the air. Sulfur dioxide harms the respiratory systems of humans and animals. Sulfur dioxide turns into sulfur trioxide. It then combines with water vapor to form sulfuric acid which corrodes metals. Airplanes and automobiles emit hydrocarbons, nitrogen dioxide and carbon monoxide into the air. Nitrogen dioxide combines with hydrocarbons and sunlight to form smog. Smog is one of the most common forms of air pollution and contains toxic forms of ozone. It irritates the eyes of people, damages their lungs, and causes headaches. It also injures plants. Carbon monoxide causes headaches and dizziness in humans. Hydrocarbons injure plants. When garbage and trash is burned, mercury and particles are released into the atmosphere. Mercury harms the nervous systems of humans. Particulates injure the respiratory systems of humans, reduce visibility, and affect climate.

Air pollution can be affected by weather conditions. Depending on the conditions, wind can scatter pollutants and rain and snow wash pollutants into the ground. When weather is stagnant over cities, pollutants are put into the air faster than weather conditions can dispose of them--particularly in large crowed cites. In these cases, thermal inversion occurs. Thermal inversion happens when a layer of warm air settles over a layer of cooler air that lies near the ground. The warm air holds down the cool air and prevents pollutants from rising and scattering. Air pollution also affects the weather by changing the average temperature of an area. Particulates scatter the sun’s rays and reduce the amount of sunlight that reaches the ground. This can cause the temperature in an area to drop. Gases like carbon dioxide and methane allow the sunlight to reach the ground, preventing the sunlight’s heat from rising out of the atmosphere and flowing back into space. When this develops, we have what is called the greenhouse effect.

Human activities and the burning of fossil fuels have increased the amount of greenhouse gases in the atmosphere. Some scientists believe the greenhouse effect is being intensified by our activities and is raising temperatures worldwide. This condition is called global warming. If temperatures continue to rise, global warming could melt glaciers and polar icecaps, causing flooding in coastal areas. It should be noted that not all scientists share the same views about global warming. Opposing groups believe the rising temperatures are normal and have always existed. The current shift in rainfall patterns, droughts and severe tropical storms are cyclical.

Acid rain is another form of outdoor air pollution. The term is used to describe rain, snow, sleet, hail or any other type of precipitation that is polluted mainly by sulfuric acid and nitric acid. These pollutants come mainly from the burning of coal, gas, and oil by cars, factories, and power plants. Acid rain is formed when sulfur dioxide and nitrogen oxides react with water vapor in the air. It is responsible for damaging buildings, bridges, and statues. It also kills fish, changes the pH of lakes and streams, damages forests and soil.

Chloroflurocarbons (CFCs) are chemicals used in refrigerators and air conditions and to make plastic foam insulation. These chemicals are pollutants that destroy the ozone layer in the upper atmosphere. The ozone layer shields the earth’s surface from more than 95% of the sun’s ultraviolet radiation. As the ozone layer is further damaged by chloroflurocarbons, it results in more ultraviolet radiation reaching the surface of the earth. Overexposure to UV rays damages plants and has been proven to increase the risk of cancer, cataracts and skin disorders.

Air pollution can exist indoors also. In recent years, the term sick building syndrome has emerged to refer to buildings where pollutants are trapped inside due to poor ventilation. Tobacco smoke, gases from stoves and furnaces, household chemicals, small fiber particles, hazardous fumes given off by building materials, glue, paint and insulation are the main types of indoor pollutants. Individuals exposed to these pollutants complain of headaches, eye irritation, and other health problems.

Within the last ten years, radon gas has become another indoor pollutant brought to the public’s attention. Radon is a radioactive gas given off through the decay of uranium in rocks within the earth. It has become a greater health risk as modern houses are constructed to be better insulated and more energy efficient. According to the 1999 Environmental Health Perspectives Forum’s data, radon exposure is thought to be causing as many as 14,000 deaths per year. It has developed the cliché as the silent killer.

Water Pollution.

The World Health Organization estimates that about 5 million people die every year from drinking polluted water. Water pollution occurs when people put so much waste into a water system that its natural cleansing processes cannot function properly. Water pollution can affect rivers, lakes, oceans, and ground water. Water pollution comes from businesses, farms, homes, industries, sewage, industrial chemicals, agricultural chemicals, and livestock wastes. Oils, industrial acids, and pesticides poison aquatic plants and animals. Phosphate detergents, chemical fertilizers, and animal manure supply excess nutrients for aquatic life. This type of pollution process is called eutrophication. Eutrophication begins when large amounts of nutrients flow into a water system. Thermal pollution is another form of water pollution. The water is clean heated water discharged by power plants into waterways. This type of pollution is serious because it harms fish and aquatic plants by reducing the amount of dissolved oxygen in the water . Oil and chemical spills are types of water pollution that kill wildlife, shellfish and birds each year.

In some parts of the world that lack modern sewage treatment plants, water becomes polluted because of improper separation of sewer wastewater from the clean drinking water. When this happens, disease-carrying bacteria in the waste contaminates the drinking water and cause illness such as cholera and dysentery. In cities with good sanitation, most human waste flows through underground pipes to special treatment plants that kill harmful bacteria and remove the solid waste.

Soil Pollution

Soil is one of the most valuable resources we have on earth, and must be conserved and managed. Most of our food is grown in soil and without fertile soil, farmers could not grow enough food to support the world’s people. Healthy soil consists of physical, biological, and chemical properties. When either of these properties is out of balance, plants can not get the nutrients they need to grow and produce food. Fertilizers and pesticides limit the ability of soil organisms to process wastes, which results in the soil not being productive.

Human activities can also damage soil. Poor irrigation practices in dry areas leave salt deposits behind when water is left to stand in fields. Crops can not grow in salty soil. Some scientists believe acid rain reduces soil fertility. Mining techniques and smelters contaminate soil with heavy toxic metals. Nuclear waste can contaminate soil for thousands of years. Chemical contamination can also be an issue.

Solid Wastes Pollution

Pollution caused by solid waste or garbage is the most visible forms of pollution. Americans discard 160 million tons of garbage each year. That is more garbage than any other country in the world. Junked automobiles, refrigerators, cans, stoves, packaging materials, metal scraps, eggshells, potato peelings, empty cartons, plastics pens, furniture and animal wastes are examples of some of the waste that ends up littering the sides of road, floating in lakes and streams, and sitting in unsightly dumps. These things are what ordinary people throw away each year. Industries and government facilities add millions of tons of other types of wastes, such as blood from hospitals, diseased body parts, syringes and bandages. Builders throw away construction debris. Factories discard thousands of poisonous chemicals. Nuclear power plants produce radioactive waste. The list goes on and on. Pollution from solid wastes has reached the crisis point.

For many of the past and present, dumping wastes into the environment has been considered part of the price to be paid for growth, modernization and convenience. But the price of this type of pollution has been high. Wastes dumped into the environment have killed and caused illness in millions of people. Some of the worst problems have resulted from drinking water or eating food polluted with human wastes. Hepatitis A, dysentery, typhoid and cholera are among the diseases spread in this manner. The effects from other wastes are sometimes slower to become apparent. Cancer-causing chemicals, or carcinogens, are common in many products of modern society. These chemicals enter the body as people breathe contaminated air, eat and drink contaminated food and water, and handle contaminated objects. According to the U.S. Environmental Protection Agency, 90% of all Americans, have measurable amounts of dioxins, benzene, dichlorobenzene, styrene and other suspected carcinogens in the body tissues.

Another price of wastes is the destruction of natural habitats and the plants and animals that depend on those habitats for their survival. Wetlands, have been polluted by water from factories. Meadows have been buried under mountains of trash. The bottom of oceans where lobster crawl have been poisoned by sewage dumped from city treatment plants.

Humans pay an aesthetic and economic price. No one wants to live in an environment polluted with wastes, smell a garbage dump, or find medical wastes washed onto a beach. Disposing of and the cleaning up of wastes is expensive. A site near Denver, Colorado, contaminated with hazardous wastes will cost $59 million to clean up. Not to mention, it is expected to take 4 years to clean up the site and possibly 45 years for the ground water to be safe enough to drink. This is only one of the many sites contaminated in the United States.

The objective of the unit is to raise student awareness about the health risks associated with environmental pollution, and increase their knowledge as to how they can reduce those risks. Another objective of the unit is to develop strong analytical and decision making skills. Part three of the unit allows students to become acquainted with the role of environmental groups in changing legislation and policies relative to the environment. Environmental groups sometimes have hidden agendas and students need to be analytical thinkers to make good decisions regarding these groups. Lastly, the objective of the unit is to incorporate the use of technology into the lessons.

I see environmental education as a circular pattern. The first step is making students informed of the issues. When they are knowledgeable and informed, most of them will become concerned. When their concern level rises, most will want to become involved in some way, even if it just means changing their habits.

To teach this unit, it requires the teacher to have a good understanding of environmental pollution and how it affects human health. Environmental issues are complex and all are closely related to other issues. Therefore, substantial research was provided before introducing the lessons. Most of the activities are student-directed once the background research is given by the teacher. The activities are designed in a way that promotes cooperative learning, creative problem solving, development of research skills, oral and written communication skills and continued growth in the use of technology. These are all skills needed in the work place.

Part One: Health Risks Related to UV Radiation

While some exposure to sunlight can be enjoyable and healthy, too much can be dangerous. Overexposure to ultraviolet (UV) radiation can cause serious health effects, including sunburn blistering, skin cancer, cataracts, premature aging and immune system suppression. Over one million new cases of skin cancer are reported annually. Based on current statistics, one in five Americans develops skin cancer during their lifetime. The incidence of melanoma, the most serious type of skin cancer, is increasing faster than almost every other form of cancer. Children are of particular concern since the average person’s lifetime sun exposure occurs before the age of 18.

Without the sun’s light and heat, our planet could not support human, animal, or plant life. While it is necessary for our existence, the sun can threaten our health with its UV radiation. The sun gives out energy over a broad spectrum of wavelengths. Ultraviolet (UV) radiation has a shorter wavelength than visible blue or violet light. There are three types of UV radiation. They are UVA, UVB and UVC. UVA radiation is not absorbed by the ozone layer. UVB radiation is partially absorbed by the ozone layer and UVC is completely absorbed by oxygen and ozone in the atmosphere. UVA and UVB penetrate into the skin and eyes, and can cause skin cancer, cataracts and immune suppression.

Factors such as the time of day, year, latitude, altitude and weather conditions determine how much ultraviolet radiation reaches our bodies. Stratospheric ozone screens most harmful UV radiation. The ozone layer has thinned in certain areas of the world due to the emission of ozone-depleting chemicals. The sun reaches its highest point in the sky around noon. At that time, the sun’s rays have the least distance to travel through the atmosphere, and UVB levels are at their highest. In the early morning and late afternoon, the sun’s rays pass obliquely through the atmosphere, and the intensity of UVB is reduced greatly. Because the sun’s angle varies with the seasons, the UV intensity tends to be higher in the summer than other times of the year. The sun’s rays are strongest at the equator where the sun is most directly overhead and where UV rays must travel the least distance through the atmosphere. Ozone is thinner in the tropics as compared to the mid-and high-latitudes, so there is less ozone to absorb the UV radiation as it passes through the atmosphere. At higher latitudes the sun is lower in the sky, so UV rays must travel a greater distance through ozone-rich portions of the atmosphere and in turn exposure those latitude to less UV radiation. Cloud cover reduces UV levels, but not completely. Depending on the thickness of the cloud cover, it is possible to burn on a cloudy day even if it does not feel very warm.

The condition of the ozone layer is not expected to improve significantly until the middle of the 21^st century. Therefore, it is important that we change our sun behaviors now in order to protect our future health. Many believe that only lighter-skinned people need to be concerned about the effects of overexposure to the sun. Darker skinned people have more natural pigment, but the skin is still susceptible to many of the damaging effects of UV radiation. The incidence of skin cancer is lower in dark-skinned people, but it still occurs and is often not detected until later stages when it is more dangerous. The risk of other UV-related health effects, such as cataracts, premature aging of the skin, and immune suppression, is not dependent upon skin type.

UV-related health effects are largely preventable by instituting sun-protection practices early and consistently. The United States Environmental Protection Agency, suggests the following steps be taken to protect yourself from overexposure. Limit your time in the midday sun. The sun’s rays are strongest between 10 a.m. and 4 p.m. Seek shade when working or playing outdoors. Staying under cover is one of the best ways to protect yourself from the sun. Always use sunscreen. Apply a broad spectrum sunscreen with a Sun Protection Factor (SPF) of at least 15 or higher liberally on exposed skin and reapply every 2 hours when working or playing outdoors. Sunscreen should also be reapplied when toweling off, sweating, or after a extended periods of time in the water. The eyes, face, ears and the back of your neck should be protected with a wide brim hat that offers protection to areas particularly prone to overexposure to the sun. Wearing sunglasses that provide 99-100% UVA and UVB protection greatly reduces sun exposure which leads to cataracts and other eye damage. Many people like to use sunlamps and tanning parlors to look tanned. The artificial light source from these devices damages the skin and unprotected eyes. Lastly, the World Health Organization introduced what is called the UV index to the United States of America.

The UV index is a device that is used to measure the amount of the sun’s ultraviolet (UV) radiation that will reach the earth’s surface during the peak hours of sunlight. It provides important information to help people plan outdoor activities in a way that it prevents overexposure to the sun. Daily updates of UV levels can be found in the newspaper, television weather reports, radio, and internet sites. The United States is not the only country that issues a daily UV index update. Australia, Belgium, Canada, France, Germany, Japan and Sweden are example of other countries that give daily updates.

The UV index is referred to as a number rating from 0-10 plus. The table below summarizes the rating:

Most people should be able to stay in the sun during the peak sunlight hours with an Index Value of 1 to 2. Although there is a low risk for a value of 3 to 4, people with fair skin can burn. Sunscreen with a Sun Protection Factor (SPF) of at least 15 should be used to protect the skin for burning. A value of 5 to 6 means there is a moderate risk if protection is not taken, especially for fair skinned people. They may burn in as little as five minutes and long periods in the sun should be avoided between 10 a.m. and 4 p.m.. A value of 10 or above means there is a very high risk of overexposure. Extreme caution should be taken, especially for fair skin that burns easily. A sunscreen should be applied every two hours and other protection should be taken such as wearing a hat.

Students will be able to:

Identify each layer of the atmosphere.
Define UV index.
Explain the factors that determine the UV index.
Explain the health risks from overexposure to UV radiation
Explain the steps they can take to protect themselves from overexposure to the sun.
Record the daily UV index and weather conditions for the city of Pittsburgh on the Internet.
Graph Pittsburgh’s UV data and present a written analysis of their findings.
Conduct a survey of the school’s infrastructure and develop a "Sun Wise" policy for the school.
Design and publish a brochure/coloring book to educate other students on ways to protect themselves from overexposure from the sun.

Materials: Computer, newspaper or television for daily UV index, graph paper, ruler, tape measure, and colored markers.

To begin this lesson, at the start of class give each student an envelope that contains layers of the atmosphere cut up in pieces and the handout of a large circle that represents earth. Ask the students if they can put each of the layers of the atmosphere in the correct order. Give adequate time for each student to complete the activity. (Don’t have the students glue the puzzle pieces down. They can be used as a class set if they are laminated and put on pieces of tag board.) After each student has finished, have several of the students tell how they arranged the layers. If none of the students answered correctly, the teacher should start at the bottom and have each student arrange the layers in order. Begin the discussion by explaining how each layer protects our environment. Ask these questions: What is happening to the Ozone layer? What is causing the Ozone layer to have a hole? Is the hole bigger over certain parts of the earth? How do you know a hole is in the Ozone layer? Should we be concerned? Why are we concerned? How do meterologists let people know when they should be concerned for their health? This question could be assigned as a home work question. It would prepare students for the next lesson.

Lesson Two: Understanding the UV Index and Health Risks

Begin the class by asking the question asked previously, " How do meterologist let people know when they should be concerned for their health?" Let students give responses to the question. Afterwards, discuss the term UV Index and how it can be used to help plan the activities they should participate in outdoors on a particular day. Inform the students that they are to work collaboratively in teams of four to review the factors that determine the UV index and health risks. Students can research information on the Environmental Protection Agency website to gather this information. The website address is www.sunprotectioninfo.com/uv.shtml. Students should compile a list of the factors and health risks.

This lesson requires the school to become a partner school in the National SunWise School Program. Therefore, teacher preparations need to begin three to four weeks before getting started with this part of the curriculum. The SunWise School Program is an environmental and health education program that raises student’s awareness of stratospheric ozone depletion, UV radiation, and sun safety practices. The Program was developed by the U.S. Environmental Protection Agency in 1999, and implemented in the 2000-200l school year. The first step is completing the registration form to become a partnership schools. At the time of registration, the school is given a reporting number for confidentiality. Interested teachers can participate in the program by calling 1-800-296-1996 or logging onto the website: www.epa.gov/sunwise/join.html.

Ask the students, " How would you like to participate in a national study that keeps track of the UV index in Pittsburgh?" The teacher will discuss the purpose of the study and the role each of the students will play during the study period. Computers will be necessary to complete this study. A log sheet can be placed on a wall listing the names of each student in the class. This will allow the students to keep track of whose turn it is to enter the information on the computer. The teacher should demonstrate how to log onto the site and enter the first data for the study. Afterwards, the students will report the UV index for the city of Pittsburgh each day on the internet along with other students from across the United States. This data will be collected and compiled daily by the Environmental Protection Agency. Recording the data only requires a few minutes and the teacher might consider assigning each student an opportunity to record the data over the recording period. It should be noted that students will record the UV index on the computer each day before starting the other activities in this part of the curriculum.

Lesson four requires the students to conduct a survey of the school’s infrastructure. Teacher will discuss the term infrastructure. Depending on the location of the school, this will require the students to survey the playgrounds, baseball field, trees, interviewing the gym teachers or coaches of sports activities to obtain when students are taken outdoors. Allow the students an opportunity to develop the questions they would like to ask the teachers. One question that might not be thought of is, "Do gym teachers and coaches talk to their students about protecting themselves from overexposure to the sun?" A sketch of the playground should be drawn illustrating where the play areas are and location of any trees. This opportunity would be a good time to have the students take measurements of the play area in case they would like to propose changes in its’ design. Upon returning to the classroom, an assessment of the playground should be made by the team along with teacher responses. After the list has been compiled, as a team they should begin to brainstorm how the health risks might be reduced for students at their school during recess, participating in sports activities, etc.

Each of the activities has been leading up to the students designing a Sun-Wise policy for the school. As a team, students will develop a policy that reflects an educational component for all students and recommendations on how students might be protected while on the playgrounds, and participating in sports activities. Students can present their Sun-Wise policy orally to the principal, gym teachers, coaches and other teams.

Lesson six will allow the students to collect the UV data from the EPA’s website. This information can be compared nationally, with only a few surrounding cities, or by only looking at Pittsburgh’s data.. For our purpose, focus will be given to Pittsburgh. Students can use traditional and electronic means to organize the information. Students will report the results of their investigation including procedures, graphs illustrating the UV data, a comparative analysis of the weather conditions and UV index, and write a conclusion for the study.

Ozone is a colorless gas that can be found in the air we breathe, and is a major element of urban smog. It exists naturally in the Earth’s upper atmosphere, known as the stratosphere, where it shields the Earth from the sun’s ultraviolet rays. When ozone is found close to the Earth’s surface it is a harmful air pollutant. It is bad for humans and plant life. It is estimated that ground level ozone is responsible for $500 million in reduced crop production in the United States each year. Ozone can limit a person’s ability to take a deep breath, cause coughing, throat irritation, and breathing discomfort. Repeated exposure can lower a person’s resistance to respiratory diseases, damage lung tissue, and worsen chronic lung diseases such as asthma or bronchitis.

Children and individuals with pre-existing lung problems are especially sensitive to ground level ozone. Asthma is a chronic disorder that restricts breathing and can, if uncontrolled, result in death. Everyday life is filled with allergens and other precipitating factors that can trigger an asthma attack. Allergic reactions from pollens, feathers, mold, animals, foods, and house dust are known triggers. Even a common cold or pneumonia can cause concern. Emotional stress and excitement, vigorous exercise, cold air, occupational dust and vapors can stimulate an asthma attack. Air pollution from cigarette smoke, grains, ozone, sulfur dioxide, and auto exhaust are environmental factors that can bring on an attack.

Volatile organic compounds (VOCs) such as those that come from motor vehicle exhausts, industrial emissions, gasoline vapors, and chemical solvents are precursors to ground ozone. Strong sunlight and hot weather causes ground level ozone to form in harmful concentrations in the air. When ozone concentrations reach unhealthy levels, an Ozone Action Day may be called by state or local air quality agency. Local newspapers, report the Air Quality Index as being in the good range or unhealthy range. Listed below is the Air Quality Guide for Ozone.

Air Quality Air Quality Index Protect Your Health

Good                              0-50                                                      No health impacts are expected when air quality is in                                                                                                      this range.                                                         

Moderate                      51-100                                                    Unusually sensitive people should consider limiting                                                                                                       prolonged outdoor exertion.                             

Unhealthy for                  101-150                                                   Active children and adults, and people with
Sensitive Groups                                                                             respiratory disease, such as asthma, should
                                                                                                     avoid prolonged outdoor exertion; everyone else,
                                                                                                     especially children, should limit prolonged
                                                                                                    outdoor exertion.

Unhealthy                      151-200                                                    Active children and adults, and people with respiratory                                                                                                        disease, such as asthma, should avoid prolonged                                                                                                        outdoor exertion; everyone else, especially children,                                                                                                        should limit prolonged outdoor exertion.

Very Unhealthy              201-300                                                  Active children and adults, and People with respiratory                                                                                                      disease, such as asthma, should avoid all outdoor                                                                                                      exertion; everyone else, especially children, should limit                                                                                                      outdoor exertion.

Students will be able to:

Name at least three known health related diseases caused by ground level ozone.

Identify the major causes of ground level ozone.

Identify triggers that cause asthma.

Explain the Air Quality Index and how Ozone Action Days are determined.

Prepare a powerpoint presentation illustrating how Pittsburgh ranks in educating patients about asthma and present an action plan that promotes patient education and care.

Use the internet to find and analyze current air quality data.

Assume the role of a new reporter and present an air quality report for one of the cities selected.

Construct a simple particulate detector that collects particulates samples from their community.

Compare the quantities of particulates found in various locations.

Materials: Computers, Smart Board, Worksheet on Asthma Triggers For Children, Worksheet on The Clubhouse Kids Asthma Quiz, tag board, masking tape, petroleum jelly, ruler, pencil, string, pointing stick and reporter’s desk for presenting newscast.

Begin the lesson by asking students, " Does the environment has affect your personal health.?" Pose a second question, "Does anyone know someone that has a disease related to environmental pollution?" After student responses, the teacher will give a brief lecture informing students of how environmental pollution affects human health and give current statistics on the rise of certain diseases due to pollution, particularly asthma. Teacher will give students the worksheet entitled, The Clubhouse Kids Asthma Quiz and allow students to complete the form. Teacher will give the correct answer for each question and allow students to score themselves. Afterwards, all questions will be discussed. Teacher will go on to present the Worksheet entitled, Asthma Triggers for Children. Time will be allowed for students to complete the worksheet. When the worksheet is completed, students will identify the eleven triggers on the sheet and discuss why they are triggers.

This is a multidisciplinary lesson that requires students to have access to a computer. Students will assume the role of Health Care Educators while working in teams of three to complete this lesson. Shulman, Ronca and Bucuvalas, Inc, a research firm specializing in health issues, was funded by Glaxo Wellcome Inc., a research-based pharmaceutical company to conduct a four year study of Asthma in America.. The study and data is published on the website: www.asthmainamerica.com/cities/pittsburgh.html for the nation. However, for our purposes, Pittsburgh will be our study group. One thousand eight hundred and twelve households were screened in metropolitan Pittsburgh , yielding a sample of 123 residents with asthma. The study revealed some interesting data about how much asthmatics and nonasthmatics knew about their disease. It also revealed a communications gap between patients and providers of medical care. The class will pretend that the results of the study have just been released. The Health Care Industry is embarrassed by the study and seeking a way to better educate the residents of Pittsburgh about Asthma. As Health Care Educators, the students will review the study conducted by Shulman, Ronca, and Bucuvalas and design a community plan to educate Pittsburgh’s residents. The teacher can assign teams to prepare a powerpoint presentation designed to educate students in a school setting, senior citizen group, community group, and business setting. Teacher may also consider having one of the groups, use puppets as a tool to educate, especially for the school setting. Students will complete a written summary of the study, make financial projections on the cost of implementing their educational plans, make recommendations to the Health Care industry regarding in office training of how patients use inhalers, and peak flow meters. A guest speaker would compliment this lesson .

In this activity, students will be making particulate collectors to test for the presence of particulates in various areas of their community or home. Each student should make at least one particulate collector. To make the particulate collector, students will attach a l" (2-3 cm) piece of masking tape to the narrow side of a 2,5" x e’ card which the teacher will provide. Using a hole punch make a hole in the masking tape. The hole is for attaching a string which will hold the card. The masking reinforces the hole. Using a pencil, students are to write the following information on both sides of their card. "Please do not disturb, Air pollution experiment in progress. Thank you!" Have the students write their name of the card. If some students made more than one card, have them number each one so that they are not mixed up. Draw a 2 cm square on one side of the card. Use the pencil to divide the square into a grid of squares with 0.5 cm sides. The detector is completed at this point; however, a small amount of petroleum jelly needs to be placed in the middle of the square. It is not a good idea to have students spread the petroleum before they place it in the community. It will smear. Give each student a small amount of petroleum jelly in a piece of foil and toothpick. Then have them apply the jelly in a thin layer when they get home. Students should give some though as to where they will place their detector. A push pin, masking tape, or a string can be use to place the pollution detector in the community. On the assigned day, students will bring their pollution detectors to class, indicating where they placed it in their community. Using a magnifying lenses or microscope students will examine the particulates collected. The worksheets entitled, Detecting Air Pollution Data and Detecting Air Pollution Questions should be given to each student. Observations will be recorded on the sheets.

In this section, discussions should include the three economic sectors: "profit", "nonprofit" and "government" organizations. Student will select an environmental organization and research facts to determine which of the three economic sectors their group fits into. Give each student an Environmental Organizations Profile Sheet while completing the research. When the profile sheets are completed, one way of presenting this information would be to tell the students that an International Summit will be held to access the role of their organization in protecting the environment. Decorative flags, slogans, etc might decorate the room to create an atmosphere. During the summit, students will present their research on their organization and include a personal reason why their organization should receive support from the community at large.

After completing this part of the lesson, time can be given to cooperatively grouping students into organizations that focus on animals/plant protection, land, water or air issues. Students can plan an Earth Day activity to conclude this part of the curriculum unit.

Carson, Rachel, Silent Spring, Boston: Houghton Mifflin, 1962
Addresses the effects of pesticides on all life on earth.

Davis, Steven A., How to Stay Healthy In An Unhealthy World, New York: William Morrow and Company, Inc., 1983. A doctor’s guide to protecting yourself and your family from everyday environmental hazards. Encapsulates the most common dangers in provocative and informative discussions that alert you to effective precautionary and safety measures.

Fishman, Jack, and Robert Kalish, Global Alert: The Ozone Pollution Crisis, New York: Plenum Press, 1990. Tackles today’s most compelling environmental threats such as the high levels of ozone pollution, global warming and the erosion of the ozone layer. Gives the reader an understandable and thought provoking explanation of the interaction between science and policy.

Godish, Thad, Indoor Air Pollution Control, Michigan: Lewis Publishers, Inc., 1989.
Addresses indoor air polllution as a new public health concern. Written primarily as a reference work which contains an overview of the problems and discussions of source control measures for specific contaminants such as asbestos., combustion generated pollutants, radon, formaldehyde, volatile organic compounds, pesticides, and biogenic particles.

McCabe, Robert H. and R. F Mines, Man and Environment, Volumes 1 & 2, New Jersery: Prentice-Hall, 1972. Examines man and his values, responsibility to the future generations, and what must be done if man is to save his environment.

Meadows, Donella H. and Jorgen Randers, Beyond the Limits: Confronting Global Collapse, Envisioning a Sustainable Future, New York: Chelsea Green Publishing Company, 1993. Provides data collected for the past 20 years on the collapse of the environment and how we may be able to sustain our future if we change our behaviors.

Roa, Michael L. Environmental Science Activities Kit, New York: The Center for Applied Research in Education, Professional Publishing, 1993. Covers a wide range of environmental topics with ready-to-use lessons, labs and worksheets.

Steingraber, Sandra, Living Downstream: A Scientist’s Personal Investigation of Cancer and the Environment. New York: Vintage Books, 1998. Author shoulders the legacy of Rachel Carson by examining people, land, cancer and the environment.

Stewart, Charles T. Jr., Air Pollution, Human Health, and Public Policy, Massachusetts: D.C. Heath and Company, 1979. Examines the widely-held assumptions and attitudes of man’s ability to control his environment. The author takes a close look at the effects of air pollution on human health, the regulation of air pollution and the benefits of pollution abatement.

Tollison, Robert D., Clearing the Air: Perspectives on Environmental Tobacco Smoke, Massachusetts: D.C. Heath and Company, 1988.
Author examines the full range of evidence and points of view regarding environmental tobacco smoke from healthscientists, sociologists, labor union officials and corporate presidents. Complex issues such as the health effects of environmental tobacco smoke on nonsmokers, economic incentives and public policy, law and civil liberties are debated and analyzed.

http://www.asthmaameriaca.com/statistics.html
Provides statistics gathered about Americans with asthma.

http://www.epa.gov/sunwise/overview.html
Provides an overview of the Sunwise School program and how your school may participate in the program.

http://www.epa.gov/sunwise/actionsteps.html
Information on the action steps to protect children from being overexposed to untraviolet radiation.

http://www.epa.gov/airnow/consumer.html
Provides information on the air quality guide for ozone. Includes index range and steps to take when the air quality is unhealthy.

http://www.epa.gov/oms/04-ozone.html
Provides facts on the causes of ozone and the effects on human health.

http://www.epa.gov/regozan/ozoneday/osasthma.html
Special alert for people with asthma and other respiratory problem when the weather forecasters predict ozone action days.

http://www.lungusa.org/asthma/astastrig.html
Identifies allergens and other precipitating factors that can cause an asthma attack.

http://www.education-world.com/a_curr/currrso.shtml
Curriculum article on helping students breath easier at school.

http://www.asthmainamerica.com/cities/pittsburgh.html
Study conducted across America by Shulman, Ronca and Bucuvalas to find out how much patients with asthma knew about their disease. Data from each state can be viewed separately..

1.  Asthma will go away
a.  true
b.  false

2. The doctor will show you ways to control asthma
a. true
b. false

3. If you have asthma you cannot play like other children
a.  true
b.  false

4. Asthma is just a cough
a.  true
b.  false

Having cats or other animals around can make asthma worse
a.  true
b.  false

You can not catch asthma
a.  true
b.  false

Only a few people have asthma
a.  true
b.  false

Many children with asthma also have allergies
a.  true
b.  false

Many children with asthma also have allergies
a.  true
b.  false

Bronchi are the tubes in your lung
a.  true
b.  false

When you have asthma your bronchi become smaller-this makes it harder to breathe
a.  true
b.  false

When you have asthma your lungs make too little mucus
a.  true
b.  false

Smoke or pollen can cause an asthma attack
a.  true
b.  false

Some asthma medicines must be taken every day even if you feel OK
a.  true
b.  false

Some asthma medicines are used during an attack to make things better right away
a.  true
b.  false

A peak flow meter should only be used during an attack
a.  true
b.  false

Asthma triggers are the same for all people
a.  true
b.  false

When you can have asthma you can never be an Olympic athlete
a.  true
b.  false

When you have asthma it is important to keep a diary with what medicines ou took and when
a.  true
b.  false

Your doctor can tell you what your normal (predicted) peak flow should be
a.  true
b.  false

Only your doctor can tell you what your Green, Yellow, land Red zone numbers are
a.  true
b.  false

If you use an inhaler you should breathe in as fast as you can
a.  true
b.  false

When you use and inhaler you should hold your breath for at least five seconds
a.  true
b.  false

When you have asthma it is important to check with your doctor what to do when you have colds or the flu
a.  true
b.  false

The stuffing of a toy or fur can be a trigger
a.  true
b.  false

The bathtub can be a trigger
a.  true
b.  false

Molds can be a trigger
a.  true
b.  false

Wood can be a trigger
a.  true
b.  false

Pillows with feathers can be a trigger
a.  true
b.  false

Bugs in the house can be a trigger
a.  true
b.  false

31. Fumes from cleaning products can be triggers
a.  true
b.  false

Air pollution can be trigger
a.  true
b.  false

Cigarette smoke is a real problem for people with asthma
a.  true
b.  false

When you have asthma you should not exercise
a.  true
b.  false

Appendix B

Appendix C- Detecting Air Pollution Data

Name__________________________Class_______Date______________

Detecting Air Pollution: Data Collector #_____

Site of Placement:
address or location_____________________________________

Description of site/area: ________________________________________________

Prevailing winds from: _________________wind condition today: ______________

Sticky side facing (direction) ____________________Height above ground:_________

Possible pollution sources in the area (What and Where?):________________________

Collector Set Out: Date:_________ Day of week: ________________Time___________

Position (horizontal, vertical, or ?) ___________________________________________

Collector Picked Up: Date__________ Day of week_________ Time _____

Notes:

Draw the particulates on your collector:

Was the particulates light, moderate or heavy?

Can you identify any of the particles?

What are "particulates"?

________________________________________________________________________

What is the major single source of outdoor air pollution in the United States?

 

List the major stationary sources of air pollution in your community. For each one, list one thing that you could do to reduce its air pollution.

Source Action to Take

____________________________ ________________________

____________________________ _________________________

_____________________________ __________________________

Describe several things that you can do as an individual to reduce air pollution from transportation. Circle those that you are doing now or are willing to do in the future.

 

 

 

As an individual, it is sometimes difficult to address major problems such as air pollution. However, as individuals we can change our buying habits and collectively we can change the habits of industries. What actions can you suggest we take to change the habits of industries? (Example- Drive more efficient cars that pollute less.)

_____________________________________________________________________

Name of Environmental Organization:

Economic Sector: Profit Nonprofit Government

Year Created:

Location/Address:

Brief history of how the organization started:

Environmental Mission of the Organization:

Founder/Important people within the organization:

Important legislative policies to come from this groups’ effort:
Brief summary of at least three policies.

Educational efforts to create public interest:

Would you give financial or personal time to this organization?

Appendix F-Content Standards

The following standards have adopted by the Pittsburgh Public Schools, in accordance with the State Pennsylvania Department of Education, Content Standards for Science and Technology.

All students explain how scientific principles of chemical, physical, and biological phenomena have developed and relate them to real world situations.

All students demonstrate knowledge of basic concepts and principles of physical, chemical, biological and earth sciences.

All students use and master materials, tools and processes of major technologies, which are applied in economic and civic life.

All students explain the relationship among science, technology and society.

All students construct and evaluate scientific and technological systems using models to explain or predict results.

All students develop and apply skills of observation, data collection, analysis, pattern recognition, and scientific reasoning in designing and conducting experiment and solving technological problems.

All students evaluate advantages, disadvantages and ethical implications associated with the impact of science and technology on current and future life.

All students evaluate the impact on current and future life of the development and use of varied energy forms, natural and synthetic materials, and production land processing of food and other agricultural products.

All students demonstrate basic computer literacy, including word processing, software applications and the ability to access the global information infrastructure using current technology.

 

The following lists the Content Standards for an Environmental Science or Ecology Curriculum.

Environment and Ecology

All students understand and describe the components of ecological systems and their function.

All students analyze the effects of social systems, behaviors and technologies on ecological systems and environmental quality.

All students think critically and generate potential solutions to environmental issues.

All students evaluate the implications of finite natural resources and the need for conservation, sustainable agricultural development, and stewardship of the environment.

All students demonstrate an understanding of local, national, and international implications of environmental and ecological issues.