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Air Eco-Audit

11, 12
Essential questions
How does our school compare to other schools around the world in terms of air quality?
Why is air quality important, and why is monitoring it important?
Where on campus is air quality the best? Where is it the worst?
What can we do collectively to improve air quality on campus?

This module includes the following lessons:

Lesson 1: Eco-Action: School Air Eco-Audit: Exploring (Estimated time needed: Two 55-minute class periods)
This lesson begins with an introduction to green schools and a discussion about the benefits of a campus air audit. Then students investigate the importance of air quality inside and outside the school. They document critical factors that determine quality of air, taking note of the behaviors or structures in the school that can contribute to poor air quality. They also begin formulating questions and thinking about possible improvements for campus air quality.

Lesson 2: Eco-Action: School Air Eco-Audit: Analyzing (Estimated time needed: Two 55-minute class periods)
In this lesson, students use the data they gathered in Lesson 1 to note trends in air quality on campus. They do research and interview campus personnel to find answers to questions and address gaps in their data. Then they analyze the data they’ve gathered, reflect on its importance, and begin considering ideas for improving air quality on campus.

Lesson 3: Eco-Action: School Air Eco-Audit: Wrapping Up (Estimated time needed: Three 55-minute class periods)
In this lesson, students synthesize their data and ideas from Lesson 2. They share their results with the class and evaluate the effectiveness of the eco-audit. Students then strategize as a class and in small groups to plan how to recommend and promote progressive changes to more effectively manage air quality on campus.

Lesson 4: Eco-Action: Air Data Is Beautiful! (Estimated time needed: Three 55-minute class periods)
In this lesson, students learn how to communicate their recommendations for improving air quality on campus. They learn strategies for presenting data in interesting, relevant, and visually appealing ways, such as through infographics. Then students take the information they collected and analyzed in Lessons 1–3 and create a plan for communicating their recommendations to campus administrators, parents, students, and others. Finally, students execute their plans by writing letters to administrators, creating a showcase presentation of their findings, writing and performing public service announcements, and/or implementing concrete student action plans.

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