Author: Sara Chavarria
Editor: Stephanie Nardei

Handout 1
Maps of local city (see resources below)
Blank overhead sheets.

Activity
Days 1 and 2

1. As students walk in, hand them a copy of Handout 1 to read.
2. When done, discuss the article. Use an overhead to record student feedback so they may record their notes. Make sure the issue of lung health and how it is compromised is understood. Students will understand one of our greatest sources of pollution is not the factory, but our vehicles.
3. Have students generate a list of cities with these problems. When done, pose the following questions:
1. Are all the cities large industrial cities?
2. Are there any small towns? What would make a small town unhealthy?
3. Is anyone safe that lives in any sort of city? Who?
4. What are the diseases that can result from a compromised lung function?
5. –Other questions generated by teacher or students --
4. After discussion ask students to answer the following question on a separate sheet of paper to turn in.
1. What are the pollution issues in our community?

2. As a class, generate a list of pollution issues and add health issues to it.

5. In teams of three, design a 2-4 page proposal for your city (or city closest to you) with details how to better improve air and water quality.
1. Part 1: Introduction

1. Introduce your city
2. Give brief history.
3. Identify where it is located in the USA.

2. Part 2: Health Issues

1. Identify communities at higher geographic risk for different types of pollution. (You might want to create a table of communities and the types of pollution that affects them.)
2. Address a means to minimize:
   • Car exhaust fumes
   • Factory fumes
   • Waste disposal
   • Soil contamination
   • Noise pollution
   • Any other ideas
3. Address a means to make water quality more secure if necessary.

3. Part 3: Proposed changes
   • Include a map of your city and overlays using overhead sheets showing those changes.

6. Turn the assignment in

Closure
End of Day 2:
Pose the following questions to students:

• You were not asked to think about cost. Does it appear that the cost of these changes is too expensive to effectively initiate change? Yes or No. Discuss.
• What is more important - Your health and the health of your future children or the expense of fixing a pollution problem now, because it is too expensive for the city to initiate?

Students should defend their answer in a short reflective piece.

Homework
If students need more time on their proposal they can finish it at home.

Embedded Assessment
Group proposals, reflective piece and participation in class discussion can be assessed.