why study indoor air pollution? - dnrec.state.de.us · radon odors second hand smoke ... high...

High School and Middle School Air Quality Education Program

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GRADES: 7-11SUBJECTS: Social Science, Science,

Health, Geography, Civics, Govern-ment, Environmental Science,History

TIME: @ 3 1/2 Hours; 2 1/3 Blocks or5 periods

STATE STANDARDS:Civics Standard 3 - Citizenship, P.I.

C.416 - Grades 9-11Geography Standard 1 - Maps, P.I.s

G.402, G.404 - Grades 9-11; 7.421,8.421 - Grades 7-8

Geography Standard 2 - Environ-ment, P.I.s G.406, G.408 - Grades9-11; 7.423, 8.423 - Grades 7-8

History Standard 1 - Chronology, P.I.sH.401, H.402 - Grades 9-11; 7.427,7.429, 8.427 8.428 - Grades 7-8

History Standard 3 - Interpretation,P.I. H.408 - Grades 9-11

Science Standard 5 - Earth’s Dy-namic System (Components ofEarth) 5.12; P.I. 9.75 - Grades 9-11

Science Standard 8 - Ecology(Interaction of Humans WithinEcosystems) 8.31; P.I. 9.75 - Grades9-11

OVERVIEW OF THE LESSON

Scope and Purpose of the Lesson:

This lesson contains a variety of activities to aid students in becoming awarethat indoor air pollution can have significant health effects.

Topics Addressed:

Indoor air quality problemsMajor indoor air pollutantsSources of indoor air pollutantsPeople most susceptible to indoor air pollutionBiological contaminantsDust mitesFungi, molds, mildewRadonOdorsSecond hand smokeHealth consequences of indoor air pollutionIndoor air quality control measures

Synopsis of the Lesson:

This lesson contains six activities that use a variety of instructional strategiesand is focused around the organizing question of “Why Study Indoor AirPollution?”

LEARNING OBJECTIVES

Students will be able to:Identify major indoor air pollutantsDescribe sources of indoor air pollutantsIdentify the people who are most susceptible to indoor air pollutionExplain the health consequences of indoor air pollutionConduct an indoor air quality check on their homeDescribe indoor air quality control measures

BACKGROUND

Most people are aware that outdoor air pollution can damage theirhealth but many do not know that indoor air pollution can also have signifi-

WHY STUDY INDOORAIR POLLUTION?

WHY STUDY AIR POLLUTION?

cant health effects. Environmental Protection Agency (EPA)studies of human exposure to air pollution indicate thatindoor levels of pollutants may be 2-5 times, and occa-sionally more than 100 times, higher than outdoor levels.These levels of indoor air pollutants may be of particularconcern because the average American is indoors nearly90 percent of the time, and more than half of this is spentin the home.

LESSON PROCEDURE

INTRODUCTION OF LESSON

Start the lesson with a Warm-up, Mind Set, or AnticipatorySet on the overhead or chalk board. The WARM UP andTHINK-PAIR-SHARE ACTIVITY should take about 15 minutes.

1. WARM UP, MIND SET OR ANTICIPATORY SET - Explainthe differences between indoor and outdoor air pollu-tion. This Warm Up should be written on the chalkboardor on the overhead (see Overhead Transparencies). Givestudents 3 to 4 minutes to respond in writing.

2. THINK-PAIR-SHARE ACTIVITY - Divide the class intopairs and ask each pair to share their answers to the WarmUp and come to a consensus on their responses. Nexthave the shortest of each of the pairs of students sharetheir consensus with the entire class. (10 minutes)

3. LESSON OBJECTIVES - The lesson objectives should bepresented on an overhead or on the chalk board (see Over-head Transparencies). These should be read and ex-plained to the class. (2-3 minutes)

OPTION: You may want the students to copy the lessonobjectives in their notebooks.

ACTIVITY 1: Reading

1. Description/Overview of Activity:Students will work individually to complete Reading #1 andStudent Worksheet #1 to develop a background and un-derstanding of Indoor Air Pollution.

2. Materials Needed:Reading #1Student Worksheet #1

3. Performance Indicators of the Activity:Geography P.I. G.408; 7.423, 8.423Science P.I. 9.75History P.I. H.402, 7.429, 8.427

4. Preparation for Activity:Make copies of Reading #1 and Student Worksheet #1.

5. Activity Outline and Directions to the Teacher:

STEP 1: Students will now complete Reading #1 to developa better background and understanding of Indoor Air Pol-lution. Give the students Reading #1 and StudentWorksheet #1 and ask them to complete both the read-ing and the worksheet individually. (15 minutes)

STEP 2: CLASS DISCUSSION - Have the class brieflydiscuss Reading #1 and their answers to StudentWorksheet #1—see answer sheet in Teacher Materials (10minutes).

ACTIVITY 2: Indoor Air Quality Check

1. Description/Overview of Activity:Students will conduct a Home Indoor Air Quality Check oneach of their homes in this activity.

2. Materials Needed:Handout #1

3. Performance Indicators of the Activity:Geography P.I. G.408; 7.423, 8.423Science P.I. 9.75

4. Preparation for Activity:Make copies of Handout #1


STEP 1: Give students Handout #1 and ask them to com-plete the Home Indoor Air Quality Check on each of theirhomes. Emphasize the necessity of including the numberof yes answers in each question. Ask each student to addup the total yes answers to give them an idea of the airquality in their homes. In general, more than ten yes an-swers may indicate poor indoor air quality in their home(10 minutes).

STEP 2: CLASS DISCUSSION - Check with the studentsto see how many of their homes indicated a poor indoorair quality rating. Write this number on the chalk board.Ask students if they learned anything about the sources ofair pollution in their homes. Conduct a brief discussion onindoor air pollution sources. (10 minutes)

ACTIVITY 3: Reading

1. Description/Overview of Activity:Students will now complete Reading #2 and StudentWorksheet #2 to find out more about the sources of in-door air pollution.

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2. Materials Needed:Reading #2Student Worksheet #2

3. Performance Indicators of the Activity:Geography P.I. G.408; 7.423, 8.423Science P.I. 9.75History P.I. H.402, 7.429, 8.427

4. Preparation for Activity:Make copies of Reading #2and Student Worksheet #2


STEP 1: Explain to students that they are now going to findout more about the sources of indoor air pollution by com-pleting Reading #2 and Worksheet #2. (15-20 minutes)

STEP 2: CLASS DISCUSSION - Conduct a brief large groupdiscussion on the sources of indoor air pollution by goingover Worksheet #2—see answer sheet in the TeachersMaterials (10 minutes).

ACTIVITY 4: Cooperative LearningActivity

1. Description/Overview of Activity:In this activity students will identify the eight major indoorair pollutants, their sources, and health effects.

2. Materials Needed:Handout #2Student Worksheet #3

3. Performance Indicators of the Activity:Geography P.I. G.402, G.408; 7.421, 8.421, 7.423, 8.423Science P.I. 9.75History P.I. H.401, 7.429, 8.427

4. Preparation for Activity:Make copies of Handout #2and Student Worksheet #3


STEP 1: Divide the class into Cooperative Learning groupsof 4 students each and arrange them heterogeneously bygender, race, and ability. Give each student a copy ofStudent Worksheet #3 and each group one copy of Hand-out #2 and ask the groups to work cooperatively to com-plete Student Worksheet #3 (20 minutes).

STEP 2: CLASS DISCUSSION - Bring the class backtogether and briefly discuss the health effects of indoor airpollution. (10 minutes)

ACTIVITY 5: Locating Sources ofIndoor Air Pollution

1. Description/Overview of Activity:In this activity students will locate sources of indoor air pol-lution in a typical home and the health effects of each.

2. Materials Needed:Handout #2 (from Activity 4)Handout #3Student Worksheet #4

3. Performance Indicators of the Activity:Geography P.I. G.402, G.408; 7.421, 8.421, 7.423, 8.423Science P.I. 9.75History P.I. H.401, 7.429, 8.427

4. Preparation for Activity:Make copies of Handout #2, Handout #3, and StudentWorksheet #4


STEP 1: Have the class move back into Cooperative Learn-ing Groups and give each student a copy of StudentWorksheet #4. Give each group one copy of Handout #3.The group task is to complete Student Worksheet #4 byusing both Handout #2 and Handout #3. (15 minutes)

STEP 2: CLASS DISCUSSION - Bring the class back to-gether and briefly discuss the control methods of indoorair pollution. (10 minutes)

ACTIVITY 6: Culminating Activity -Display Posters

1. Description/Overview of Activity:Students will apply what they have learned about indoorair to create display posters illustrating indoor air issues todisplay in the classroom or in school.

2. Materials Needed:Handout #4 - student instructionsScoring RubricArt Materials needed for postersScotch tape, scissors, glue, and rulersColored pens and markers

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3. Performance Indicators of the Activity:Geography P.I. G.404, G.406; 7.421, 8.421, 7.423, 8.423Science P.I. 9.75History P.I. H.408Civics P.I. C.416

4. Preparation for Activity:Photocopies of Handout #4 and Scoring Rubric. Have allthe necessary materials students will need to create theirposters—see materials list above. Students may work in-dividually, in pairs, or in groups for this activity. The teachershould make the decision if students will complete the post-ers individually or in groups. Do not give students a choicedue to potential problems over grading the posters.


STEP 1: Give each student a copy of Handout #4 and theScoring Rubric to complete their display posters. Explainto the students that these posters will be graded and thatthey should read Handout #4 and the Scoring Rubric care-fully before starting work on the posters (5 minutes).

STEP 2: Students should be given class time to work ontheir posters. Posters should be completed and turned inthe next day in order to give students time to put the finish-ing touches on them (30-45 minutes).

CONCLUSION

1. Refer the students back to the lesson objectives to see ifthey have mastered them. Go over them and ask the classas a whole to respond. (5 minutes)

EXTENDED ACTIVITIES

1. ENVIRONMENTAL ISSUE - Students will engage in anactivity to help their parents or guardians control indoorair pollution in their homes. Students will base their activ-ity on what they learned in this lesson. Students will thendo an oral report on controlling indoor air pollution.

2. RESEARCH PROJECT - Students will undertake researchand write a paper that explains how technology and hu-man needs have increased indoor air pollution (Studentswill research a set of historical materials on technologyand indoor air pollution over time).

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OVERHEADTRANSPARENCIES

INTRODUCTION OF LESSON 4

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OVERHEAD TRANSPARENCY: WARM-UP

EXPLAIN THEDIFFERENCES BETWEEN

INDOOR ANDOUTDOOR AIR

POLLUTION

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OVERHEAD TRANSPARENCY:LESSON 4 OBJECTIVES

Identify major indoor air pollutants

Describe sources of indoor air pollutants

Identify the people who are most susceptible toindoor air pollution

Explain the health consequences of indoor airpollution

Conduct an indoor air quality check on their home

Describe indoor air quality control measures

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STUDENTMATERIALS

LESSON 4 ACTIVITY 1

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INDOOR AIRPOLLUTION


Lesson 4 Activity 1

Reading 1

For many years the study of air pollution was almostentirely confined to outdoor air. Indoor air was generallyignored because the outdoor air problems were muchmore visible and considered to be much more serious.Acid rain, smokestack emissions, dust, automobile andtruck exhaust, and the smog and haze that plagued met-ropolitan areas placed heavy demands on the attention ofscientists and the government.

Eventually, problems associated with the air webreathe indoors began to attract attention. Legionnaires’Disease and a variety of other human ailments led to suchphrases as “sick buildings.” Many health experts begancalling for studies of the hazards of indoor air. Once theissue was raised, it was found that concerns about indoorair pollution in large buildings ran parallel to other con-cerns. For example, second-hand tobacco smoke carriedby indoor air has been implicated as a significant healthhazard for nonsmokers.

Most people are aware that outdoor air pollution candamage their health but many do not know that indoor airpollution can also have significant health effects. Environ-mental Protection Agency (EPA) studies of human exposureto air pollutants indicate that indoor levels of pollutants maybe 2-5 times, and occasionally more than 100 times, higherthan outdoor levels. These levels of indoor air pollutants maybe of particular concern because the average American isindoors nearly 90 percent of the time (working in offices, fac-tories, stores, schools, and other enclosed indoor spaces),and more than half of this is spent in the home.

Just as uncontrolled industrial processes can foul theair outside, many of industry’s products, wonderful asthey are, can contribute to air pollution in our homes. Andthis pollution can be trapped indoors. In past years, ourneed to save energy encouraged us to conserve it wherewe could. So we made our houses airtight, adding stormwindows and insulation. We applied weather-strippingand caulking to seal cracks, and have increasingly turnedto kerosene, wood and coal to help heat our homes. How-

ever, we have often ignored the effects of these measureson indoor air quality. This is the reason, researchers havefound air pollution can be much greater inside the homethan outside.

In recent years, comparative risk studies performedby EPA and its Science Advisory Board have consistentlyranked indoor air pollution among the top five environmen-tal risks to public health. Good indoor air quality is an im-portant component of a healthy indoor environment.

Failure to respond promptly and effectively to indoorair quality problems can have serious health conse-quences. Indoor air problems can be subtle, and do notalways produce easily recognized impacts on health, well-being, or the home. In some cases, only one or a fewindividuals may be strongly affected by what appears onthe surface to be psychosomatic in nature because themajority of the people living in the house do not appear tohave any symptoms.

The people who are especially susceptible are the veryones who spend the most time at home. Children, preg-nant women, the elderly, and people with lung diseasebecome the major victims of indoor air pollution. Thesame concentrations of pollutants can result in higher bodyburden in children than adults because children breathea greater volume of air relative to their body weight. Forthis and other reasons, air quality in homes is of particularconcern. Proper maintenance of indoor air is more than aquality issue, it encompasses safety and stewardship ofour investment in our family and home.

What makes indoor air pollution worse is that many ofthe contaminating substances give no warning and producevague and sometimes similar symptoms that are hard topin down to a specific cause. Some produce symptoms yearslater, when it’s even harder to discover the cause.

Fortunately, based on research already done and re-cent research done on a variety of indoor pollutants, wecan identify many of these harmful substances.

Source: Indoor Air Quality. EPA

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Name: ____________________________________________________ Date: __________________________________Class: ____________________________________________________ Block or Period: __________________________

1. Explain why indoor air for a long time was generally ignored. ______________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

2. What eventually brought the attention of indoor air to many health experts? ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

3. Compare the amount of human exposure to indoor and outdoor air pollution today. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

4. Why are the levels of indoor air pollutants of particular concern? ____________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

5. Explain how our need to conserve energy has led to greater indoor air pollution. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

6. Identify the people who are most susceptible to indoor air pollution and why. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________



Lesson 4 Activity 1Student Worksheet 1

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7. Why are children more susceptible to air pollution? _______________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

8. Explain why failure to respond promptly and effectively to indoor air quality problems can have serious health consequences. _________________________________________________________________________________________

_________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________

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TEACHERMATERIALS

LESSON 4 ACTIVITY 1

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Lesson 4 Activity 1Answer Key to Student Worksheet 1

1. Explain why indoor air for a long time was generally ignored.Indoor air was generally ignored because the outdoor air problems were much more visible and considered to bemuch more serious. Acid rain, smokestack emissions, dust, automobile and truck exhaust, and the smog and hazethat plagued metropolitan areas placed heavy demands on the attention of scientists and the government.

2. What eventually brought the attention of indoor air to many health experts?Eventually, problems associated with the air we breathe indoors began to attract attention. Legionnaires’ Diseaseand a variety of other human ailments led to such phrases as “sick buildings.” Many health experts began calling forstudies of the hazards of indoor air. Once the issue was raised, it was found that concerns about indoor air p o l l u -tion in large buildings ran parallel to other concerns.

3. Compare the amount of human exposure to indoor and outdoor air pollution today.Environmental Protection Agency (EPA) studies of human exposure to air pollutants indicate that indoor levels ofpollutants may be 2-5 times, and occasionally more than 100 times, higher than outdoor levels.

4. Why are the levels of indoor air pollutants of particular concern?These levels of indoor air pollutants may be of particular concern because the average American is indoors nearly 90percent of the time, and more than half of this is spent in the home.

5. Explain how our need to conserve energy has led to greater indoor air pollution.In past years, our need to save energy encouraged us to conserve it where we could. So we made our houses airtight,added storm windows and insulation. We applied weather-stripping and caulking to seal cracks, and have increas-ingly turned to kerosene, wood and coal to help heat our homes.

6. Identify the people who are most susceptible to indoor air pollution and why?The people who are especially susceptible are the very ones who spend the most time at home including children,pregnant women, the elderly, and people with lung disease

7. Why are children more susceptible to air pollution?The same concentrations of pollutants can result in higher body burden in children than adults because childrenbreathe a greater volume of air relative to their body weight.

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8. Explain why failure to respond promptly and effectively to indoor air quality problems can have serious health conse-quences. Failure to respond promptly and effectively to indoor air quality problems can have serious health consequences.Indoor air problems can be subtle, and do not always produce easily recognized impacts on health, well-being, or thehome. In some cases, only one or a few individuals may be strongly affected by what appears on the surface to bepsychosomatic in nature because the majority of the people living in the house do not appear to have any symptoms.

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STUDENTMATERIALS

LESSON 4 ACTIVITY 2

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Lesson 4 Activity 2HANDOUT #1

DISPLAY POSTERSTUDENT DIRECTIONS

DIRECTIONS: Answer “yes” or “no” to each of the following questions in Column 1 and the number

of yes or no answers in Column 2.

YES/NO NUMBER

______ ____ 1. Do you have any unvented gas appliances?

______ ____ 2. Do any household members smoke? (Add one “yes” for each)

______ ____ 3. Do any furry pets live indoors? (Add one “yes” for each pet)

______ ____ 4. Do you have any house plants?

______ ____ 5. Are insecticides or pesticides used indoors?

______ ____ 6. How many cars are parked in an attached enclosed garage? (Add one “yes”for each car)

______ ____ 7. Are any of the following hobbies conducted indoors: woodworking, jewelrymaking, pottery or model building?

______ ____ 8. Do you use pressurized aerosol canisters?

______ ____ 9. Is part of your living area below ground?

______ ____ 10. Is you house insulated with urea formaldehyde or asbestos?

______ ____ 11. Are heating vents corroded or rusted?

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______ ____ 12. Do burner flames on gas-heating or cooking appliances appear yellowinstead of blue?

______ ____ 13. Are there unusual and noticeable odors?

______ ____ 14. Is the humidity level unusually high or is moisture noticeable on windowsor other surfaces?

______ ____ 15. Does the air seem stale?

______ ____ 16. Are any of the following symptoms noticeable among residents: headaches,itchy or watery eyes, nose or throat infection or dryness, dizziness, nausea,colds, sinus problems?

______ ____ 17. Is the house temperature unusually warm or cold?

______ ____ 18. Is there a noticeable lack of air movement?

______ ____ 19. Is dust on furniture noticeable?

______ ____ 20. Is dust or dirt staining walls, ceilings, furniture or draperies?

______ ____ 21. Was your home weatherized recently?

______ ____ 22. Are any family members less than 4 or more than 60 years old?

______ ____ 23. Is anyone normally confined to the house more than 12 hours per day?

______ ____ 24. Does anyone suffer from asthma or bronchitis, allergies, heart problems orhypersensitivity pneumonitis?

Give yourself one point for each “yes” answer to the preceding question.

______ TOTAL “YES” ANSWERS - In general, more than 10 yes answers may indicate poor indoor airquality in your home.

Source: Test Your I. A. Q. American Lung Association

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STUDENTMATERIALS

LESSON 4 ACTIVITY 3

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SOURCES OF INDOORAIR POLLUTION


Lesson 4 Activity 3

Reading 2

Over the past several decades, our exposure to indoorair pollutants has increased due to a variety of factors, in-cluding the construction of more tightly sealed buildings, re-duced ventilation rates to save energy, the use of syntheticbuilding materials and furnishings, and the use of personalcare products, pesticides, and housekeeping supplies. Inaddition, our activities and decisions, such as deferring main-tenance on home equipment to save money, can lead toindoor air problems.

The indoor environment in any building is a result of theinteractions among the site, climate, building structure andmechanical systems (as originally designed and later modi-fied), the construction techniques used, contaminant sources(what is outside, inside, and part of the building), and build-ing occupants.

Indoor air pollutants can originate within the buildingor be drawn in from outdoors. If pollutant sources are notcontrolled, indoor air quality problems can arise, even ifthe heating, ventilating, and air conditioning system (HVAC)is properly designed, operated, and maintained. Air con-taminants consist of particles, dust, fibers, bioaerosols,and gases or vapors.

Biological contaminants are one of the major indoor airpollutants. These pollutants include bacteria, fungi (mold andmildew), viruses, animal dander, cat saliva, dust mites, and pol-len, all from different sources. Bacteria are carried by people,animals, and soil and plant debris. Mold, mildew, and bacteriacan grow in central air systems as well as in standing water oron water-damaged materials and wet surfaces. Viruses aretransmitted by people and animals. House pets carry animaldander. Dust mites are found in any damp, warm area. Pollenfrom outdoor plants is commonly found inside too. Health ef-fects from biological contaminants can range from mild aller-gies to much more serious health problems.

Dust mites are one of the most powerful biologicalcontaminants, triggering allergic reactions, including se-vere asthma, in many people. They are related to ticks andspiders and thrive at temperatures around 25 degrees Cel-

sius. These mites are found most commonly in house dustand in locations where organic debris, such as skin danderor insect parts, accumulates. They also are frequently foundin food products. Humid or damp conditions usually lead toan increase in dust mites. Since dust mites are microscopicin size, they are easily overlooked. In a British study by Rob-ert Harwood and Maurice James, a sampling of room airduring and immediately following bed making found therewere 44 to 136 mites per gram of airborne dust.

Although most bacteria are beneficial, there are a fewforms of bacteria that are harmful, sometimes fatal, tohumans. Transmission usually occurs indoors in two dif-ferent ways. Bacteria can enter through the lungs whendroplets that have been breathed, coughed, or sneezedout by an infected person are inhaled. Tuberculosis, diph-theria, whooping cough, and Legionnaires’ Disease are afew of the diseases which can be contracted in this man-ner. Potentially pathogenic and allergy-causing bacteriahave also been isolated from home and commercial heat-ing and air conditioning systems.

Fungi are the plant group that includes molds, mushrooms,and yeast. They can grow as single cells (yeast) or as multicellu-lar filamentous colonies (molds and mushrooms). Since fungido not contain chlorophyll, they obtain their food by being eithersaprophytic (feeding on dead or decaying organic matter) orparasitic. High levels of potentially pathogenic or allergy-caus-ing mold have been isolated from many buildings.

Large amounts of human skin (organic material) areshed each minute in most buildings. This material collectsin air vents, rugs, and mattresses. These accumulationsprovide an excellent micro-climate for the growth and re-production of mites, bacteria, and fungi.

Gas from small leaks and improperly used gas appli-ances can build up to hazardous levels. Certain types ofbuilding materials used in constructing homes can give offdangerous fumes, such as the formaldehyde which is emit-ted from some plywood. Stoves, heaters, and fireplacesgive off smoke, soot, and gases that can be hazardous tohuman health.

Sometimes odors fool our senses; we may even de-liberately create fumes that produce a pleasant atmos-

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phere. Cooking food creates an enjoyable aroma, addingto our anticipation and enjoyment of the meal. However,some gases or particulate matter from cooking can add toindoor air pollution. Some may think the smell of a goodpipe is linked to romance or masculinity, but second-handsmoke is dangerous. New leather smells good to manyof us, but what we are smelling are the toxic chemicalsused in leather production. Many so-called air freshnersare deliberately sprayed into the air or allowed to evapo-rate to add a pleasant odor, but they add pollutants to theindoor air.

Radon is a colorless, odorless gas that occurs natu-rally. It is found in all types of rock and soil at varying con-centrations. It is found in most North American soils. Ra-don results from the radioactive decay of Radium-226. Itcan accumulate in basements and beneath buildingswhere there is little or no ventilation. At certain concentra-

tions, it can cause an increased risk of cancer. It has beenestimated that radon trapped in human living areas causesbetween 5,000 and 20,000 cases of lung cancer each yearin the United States. Studies by the EPA indicate that asmuch as 10 percent of all American homes, or about 8million homes, may have elevated levels of radon. Elevatedradon levels can occur anywhere, even if you live in anarea not noted for high radon levels. To find out if radonlevels exceed normal standards, homes must be tested.EPA has developed for each state a publication, called“EPA’s Radon Measurement and Proficiency Report,” thatlists firms and laboratories that have demonstrated theirability to accurately measure radon in homes.

Source: Air Quality Environmental Resource Guide.Air & Waste Management Association,Pittsburgh, PA

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Lesson 4 Activity 3Student Worksheet 2

Name: ___________________________________________________________ Date: ___________________________

Class: ___________________________________________________________ Block or Period: ___________________

1. Explain why over the past several decades, our exposure to indoor air pollutants has increased.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Describe the interactions that contribute to the indoor environment.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Identify one of the major indoor air pollutants and what it includes.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Describe dust mites.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Describe fungi.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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6. Explain how large amounts of human skin can cause air pollution problems.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Explain how pleasant odors can often times fool our senses.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What is Radon and what are its dangers?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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TEACHERMATERIALS

LESSON 4 ACTIVITY 3

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Lesson 4 Activity 3Answer Key to Student Worksheet 2

1. Explain why over the past several decades, our exposure to indoor air pollutants has increased.Over the past several decades, our exposure to indoor air pollutants has increased due to a variety of factors, includingthe construction of more tightly sealed buildings, reduced ventilation rates to save energy, the use of sythetic buildingmaterials and furnishings, and the use of personal care products, pesticides, and housekeeping supplies. In addition,our activities and decisions, such as deferring maintenance to “save” money, can lead to pollution problems.

2. Describe the interactions that contribute to the indoor environment.The indoor environment in any building is a result of the interactions among the site, climate, building structure andmechanical systems (as originally designed and later modified), the construction techniques used, contamnant sources(what is outside, inside, and part of the building), and building occupants.

3. Identify one of the major indoor air pollutants and what it includes.Biological contaminants are one of the major indoor air pollutants. These pollutants include bacteria, fungi (mold andmildew), viruses, animal dander, cat saliva, dust mites, and pollen, all from different sources.

4. Describe dust mites.Dust mites are one of the most powerful biological contaminants, triggering allergic reactions, including severe asthma,in many people. They are related to ticks and spiders and thrive at temperatures around 25 degrees Celsius. Thesemites are found most commonly in house dust and in locations where organic debris, such as skin dander or insectparts, accumulates. They also are frequently found in food products. Humid or damp conditions usually lead to anincrease in dust mites. Since dust mites are microscopic in size, they are easily overlooked.

5. Describe fungi.Fungi are the plant group that includes molds, mushrooms, and yeast. They can grow as single cells (yeast) or asmulticellular filamentous colonies (molds and mushrooms). Since fungi do not contain chlorophyll, they obtain theirfood by being either saprophytic (feeding on dead or decaying organic matter) or parasitic. High levels of potentiallypathogenic or allergy-causing mold have been isolated from many buildings.

6. Explain how large amounts of human skin can cause air pollution problems.Large amounts of human skin (organic material) are shed each minute in most buildings. This material collects in airvents, rugs, and mattresses. These accumulations provide an excellent micro-climate for the growth and reproductionof mites, bacteria, and fungi.

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7. Explain how pleasant odors can often times fool our senses.Sometimes odors fool our senses; we may even deliberately create fumes that produce a pleasant atmosphere.Cooking food creates an enjoyable aroma, adding to our anticipation and enjoyment of the meal. However, somegases or particulate matter from cooking can add to indoor air pollution. Some may think the smell of a good pipe islinked to romance or masculinity, but second-hand smoke is dangerous. New leather smells good to many of us, butwhat we are smelling are the toxic chemicals used in leather production.

8. What is Radon and what are its dangers?Radon is a colorless, odorless gas that occurs naturally. It is found in all types of rock and soil at varying concentra-tions. It is found in most North American soils. Radon results from the radioactive decay of Radium-226. It can accu-mulate in basements and beneath buildings where there is little or no ventilation. At certain concentrations, it cancause an increased risk of cancer.

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STUDENTMATERIALS

LESSON 4 ACTIVITY 4

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ur

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or

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rs, e

tc.),

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pla

ces,

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spir

ato

ry tr

act

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tatio

n a

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er

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e. P

ut a

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our g

as

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om

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mit

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sta

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esp

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ctio

n.

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lon

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pe

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use

ain

do

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2 le

vels

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ve b

ee

n fo

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dtr

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g a

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og

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osu

re to

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ga

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.to

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ch h

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ilot l

igh

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rse

lect

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ctri

c a

pp

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ste

ad

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RB

ON

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XID

E -

is a

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do

r-Sa

me

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oo

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urc

es

as

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og

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dio

xid

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du

ces

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ab

ility

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loo

d to

de

live

rH

ave

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ga

s ra

ng

e a

dju

ste

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as

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lso

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the

r co

mb

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oxy

ge

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l tis

sue

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rim

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me

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ge

inst

ea

d o

ffr

eq

ue

ntly

po

llute

s th

e o

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oo

r a

ir.so

urc

es

such

as

bu

rnin

g c

ha

rco

al,

ga

sth

e c

ard

iova

scu

lar

an

d n

erv

ou

s sy

ste

ms.

blu

e.

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ve g

as

or

oil

furn

ace

, ga

sSo

me

ho

me

s h

ave

co

nce

ntr

atio

ns

en

gin

es

run

nin

g in

atta

che

d g

ara

ge

s o

rV

ery

hig

h le

vels

ca

n c

au

se d

ea

th.

wa

ter

he

ate

r a

nd

ga

s cl

oth

es

dry

er

ab

ove

fed

era

l he

alth

sta

nd

ard

s.sh

ed

s, u

nve

nte

d k

ero

sen

e h

ea

ters

.in

spe

cte

d a

t le

ast

on

ce a

ye

ar.

Ne

ver

lea

ve a

n e

ng

ine

ru

n in

a g

ara

ge

.

FOR

MA

LDEH

YD

E (H

CH

O) -

is a

Is fo

un

d in

do

zen

s o

f ho

use

ho

ld p

rod

-C

an

ca

use

he

ad

ach

es,

diz

zin

ess

, le

tha

rgy,

Re

mo

ve th

e m

ajo

r so

urc

es;

incr

ea

sin

gg

as

tha

t ha

s a

str

on

g, u

np

lea

san

t sm

ell.

uct

s a

nd

in c

iga

rette

sm

oke

. Th

e m

ajo

rn

au

sea

, a

nd

ir

rita

tion

of

the

eye

sve

ntila

tion;

by

usin

g a

n a

pp

rop

riate

air

Pro

cess

of r

ele

ase

is in

cre

ase

d b

yso

urc

es

in th

e h

om

e a

re th

e r

esi

ns

ina

nd

up

pe

r re

spir

ato

ry tr

act

. Le

ng

thy

an

dfil

ter o

r hea

t exc

hang

er; o

r by

cove

ring

hig

h te

mp

era

ture

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d h

um

idity

.p

art

icle

bo

ard

, fib

erb

oa

rd,

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lyw

oo

dh

igh

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l exp

osu

re m

ay

trig

ge

r a

n a

sth

ma

sou

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s o

f th

e g

as

with

ap

pro

pri

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ne

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; an

d s

om

e a

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esi

ves,

ca

rpe

ta

ttack

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d c

an

ca

use

pe

rma

ne

nt s

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at-

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ting

s a

nd

se

ale

rs.

ba

ckin

g, u

ph

ols

tery

, an

d d

rap

ery

fab

ric.

ion

.

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DO

N (R

n) -

is a

ra

dio

act

ive

ga

sIs

fou

nd

in s

oil

surr

ou

nd

ing

ma

ny

Estim

ate

d to

be

the

se

con

d le

ad

ing

ca

use

Test

ing

is th

e o

nly

wa

y to

fin

d o

ut i

f ag

ive

n o

ff b

y so

il o

r ro

ck w

ith tr

ace

ho

me

s, p

art

icu

larl

y u

ran

ium

- co

nta

inin

go

f lu

ng

ca

nce

r, r

esp

on

sib

le fo

r th

ou

san

ds

pro

ble

m e

xist

s. B

e s

ure

to u

se a

am

ou

nts

of u

ran

ium

or

rad

ium

, as

soil

such

as

gra

nite

, sh

ale

, ph

osp

ha

te,

of r

ad

on

de

ath

s e

ach

ye

ar

in th

e U

.S.

test

kit

tha

t ha

s p

ass

ed

EPA

’s te

stin

gth

ese

ele

me

nts

de

cay.

an

d p

itch

ble

nd

ep

rog

ram

. To

da

y, h

omes

ca

n b

e m

ad

eto

re

du

ce r

ad

on

by

usi

ng

ra

do

n-

resi

sta

nt c

on

stru

ctio

n fe

atu

res.

ASB

ESTO

S -

Th

e n

am

e is

giv

en

Ma

ny

of t

ho

usa

nd

s o

f asb

est

os

pro

du

cts

Ca

n c

au

se a

sbe

sto

sis

(sca

rrin

g o

f th

e lu

ng

Co

ver

exp

ose

d, i

nta

ct a

sbe

sto

s-co

nt-

to a

gro

up

of m

icro

sco

pic

min

era

l fib

ers

are

fou

nd

in th

e h

om

e—

in r

oo

fing

an

dtis

sue

), lu

ng

ca

nce

r a

nd

me

soth

elio

ma

, aa

inin

g m

ate

ria

l with

pla

stic

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uct

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fle

xib

le, d

ura

ble

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d th

at

floo

rin

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ate

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all

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ipe

insu

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lativ

ely

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com

mo

n c

an

cer

of t

he

lin

ing

tap

e to

pro

vid

e a

n a

irtig

ht s

ea

l. If

the

will

no

t bu

rn.

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est

os

fibe

rs a

rea

tion

sp

ack

ling

co

mp

ou

nd

s, c

em

en

t,o

f th

e lu

ng

or

ab

do

min

al c

avi

ty.

asb

esto

s m

ate

rials

is fl

aki

ng o

r da

ma

g-

ligh

t an

d s

ma

ll e

no

ug

h to

re

ma

inh

ea

ting

eq

uip

me

nt,

an

d a

cou

stic

ed

, be

su

re to

hir

e a

pro

fess

ion

al t

oa

irb

orn

e fo

r lo

ng

pe

rio

ds

of t

ime

.in

sula

tion

.so

lve

the

pro

ble

m.

Wh

y St

ud

y A

ir P

ollu

tion

?4

-27

PO

LLU

TAN

TSO

UR

CES

HEA

LTH

EF

FEC

TSC

ON

TRO

LS

BIO

LOG

ICA

L P

OLL

UTA

NTS

-Fu

ng

i an

d o

the

r m

icro

be

s ca

n b

e c

arr

ied

ind

oo

rsA

ho

st o

f illn

ess

es

an

d d

ise

ase

s m

ay

be

Cle

an

air

co

nd

itio

ne

rs, h

um

idifi

ers

Ma

ny

viru

ses,

ba

cte

ria

, mo

lds,

fun

gi

by

pe

op

le a

nd

fin

d n

ou

rish

me

nt i

n im

pro

pe

rly

culti

vate

d in

the

cir

cum

sta

nce

s ju

sta

nd

mic

rosc

op

ic m

ites

are

co

mm

on

,m

ain

tain

ed

air

co

nd

itio

ne

rs, h

um

idifi

ers

, de

-d

esc

rib

ed

un

de

r so

urc

es.

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ese

illn

ess

es

eve

n in

evi

tab

le, i

nd

oo

r a

ir p

ollu

tan

ts.

hu

mid

ifie

rs, a

nd

air-

cle

an

ing

filte

rs.

Pla

nts

,ra

ng

e fr

om

dis

com

fort

to s

eve

re il

lne

ss.

pe

ts a

nd

pe

sts

are

als

o p

ote

ntia

l so

urc

es

of

ind

oo

r a

llerg

en

s. H

igh

hu

mid

ity le

vels

ind

oo

rse

nco

ura

ge

the

gro

wth

of m

icro

sco

pic

du

st m

ites,

mo

lds

an

d m

ilde

w.

SEC

ON

DH

AN

D S

MO

KE

-Sm

oke

rs n

ot o

nly

en

da

ng

er

the

mse

lve

s, b

ut

Seco

nd

ha

nd

sm

oke

ha

s b

ee

n c

lass

ifie

dK

ick

the

cig

are

tte h

ab

it. R

efu

se to

This

is th

e s

mo

ke a

pe

rso

n m

ay

oth

ers

as

we

ll, th

rou

gh

se

con

dh

an

d s

mo

ke.

as

a G

rou

p A

ca

rcin

og

en

by

the

EPA

,a

llow

sm

oki

ng

in y

ou

r h

om

e.

inh

ale

fro

m s

om

eo

ne

els

e’s

This

kin

d o

f sm

oke

co

nta

ins

carb

on

mo

no

xid

e,

a r

atin

g u

sed

on

ly fo

r su

bst

an

ces

cig

are

tte, c

iga

r, o

r p

ipe

.fo

rma

lde

hyd

e, a

nd

ma

ny

oth

er

ga

ses

an

dp

rove

n to

ca

use

ca

nce

r in

hu

ma

ns.

It

pa

rtic

les.

is r

esp

on

sib

le fo

r 3

,00

0 lu

ng

ca

nce

rd

ea

ths.

It i

s a

he

alth

thre

at t

o th

ose

wh

o h

ave

he

art

an

d lu

ng

dis

ea

se.

TOX

IC C

HEM

ICA

LS -

Cle

an

ing

ag

en

ts, p

ers

on

al c

are

pro

du

cts,

Ca

n c

au

se d

izzi

ne

ss, n

au

sea

, alle

rgic

Re

ad

all

the

pri

nt o

n th

e c

on

tain

er

Po

tass

ium

hyd

roxi

de

, pe

rch

lor-

pe

stic

ide

s, p

ain

ts, h

ob

by

pro

du

cts

an

dre

act

ion

s, a

nd

eye

, ski

n, a

nd

an

d fo

llow

dir

ect

ion

s ca

refu

lly w

he

no

eth

yle

ne

, me

thyl

en

e c

hlo

rid

e,

solv

en

ts.

The

ave

rag

e h

om

e c

on

tain

sre

spir

ato

ry tr

act

irri

tatio

n.

usi

ng

pro

du

cts.

Be

su

re to

ha

vem

erc

ury

, pa

rad

ich

loro

be

nze

ne

,so

me

45

ae

roso

l pro

du

cts

alo

ne

.a

de

qu

ate

ve

ntil

atio

n fo

r th

e p

rod

uct

sa

nd

lea

d a

rse

na

te a

re ju

st a

few

.yo

u u

se.

Use

pu

mp

-typ

e p

rod

uct

sin

ste

ad

of a

ero

sols

an

d s

ub

stitu

teh

ou

seh

old

pro

du

cts

tha

t co

nta

in n

on

-to

xic

che

mic

als

for

on

es

with

toxi

cch

em

ica

ls.

Wh

y St

ud

y A

ir P

ollu

tion

?4

-28




Lesson 4 Activity 4

Student Worksheet 3

Name: ______________________________________________________________ Date: _______________________

Class: ______________________________________________________________ Block or Period: ______________

1. Using Handout #2, identify the eight major indoor air pollutants, their sources and health effects:A. Pollutant: ________________________________________________________________________________

1) Sources: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

B. Pollutant: _________________________________________________________________________________1) Sources: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

C. Pollutant: _________________________________________________________________________________1) Sources: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

D. Pollutant: _________________________________________________________________________________1) Sources: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4-29


2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

E. Pollutant: _________________________________________________________________________________1) Sources: _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

F. Pollutant: _________________________________________________________________________________1) Sources: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

G. Pollutant: _________________________________________________________________________________1) Sources: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

H. Pollutant: _________________________________________________________________________________1) Sources: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Health Effects: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4-30


STUDENTMATERIALS

LESSON 4 ACTIVITY 5

4-31


IS YOUR HOME HOME MAKING YOU SICK?High School and Middle School Air Quality Education Program

Lesson 4 Activity 5

Handout 3

Bedroom1. Air conditioner2. Humidifier and/or

dehumidifier3. Kerosene heater4. Bed

Kitchen5. Gas appliances6. Cleaning products

Garage7. Paints and hobbie

materials8. Pesticides9. Automobile engine10.Lawn mower

Bathroom11. Personal care products

Living Room Basement Outdoors12. Fireplace 16. Furnace (not shown)/ 17. Charcoal grill13. Wood or coal stove (not shown) gas water heater/ 18. Soil14. Carpets and drapes gas clothes dryer15. Panelling

Source: Air Pollution in Your Home? American lung Association

Review the diagram below to see ifyou have a source of indoor airpollution in you home. If yoursymptoms perisit, see a doctor! Askyour doctor to consider whetheryour symptoms may be caused byyour exposure to indoor pollutants.

18

4-32


IS YOUR HOMEMAKING YOU SICK?


Lesson 4 Activity 5

Student Worksheet 4

Name: _________________________________________________ Date: _____________________

Class: _________________________________________________ Block or Period: ____________

DIRECTIONS: Using the diagram of a house (handout 3), identify the sources of indoor air pollution anddescribe the solutions suggested in Handout 2.

1. Bedroom sources:1. ___________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ___________________________________________________________________________a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

3. ___________________________________________________________________________a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. ___________________________________________________________________________a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

II. Kitchen sources:5. ____________________________________________________________________________

a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

4-33


6. ___________________________________________________________________________a) Controls:_________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

III. Garage sources:7. ___________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. ___________________________________________________________________________a) Controls:_____________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

9. ___________________________________________________________________________a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. __________________________________________________________________________a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV. Bathroom sources:11. __________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

V. Living Room sources:12. __________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. __________________________________________________________________________a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________

4-34


14. __________________________________________________________________________a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________

15. __________________________________________________________________________a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VI. Basement sources:16. __________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

VII. Outdoor sources:17. __________________________________________________________________________

a) Controls:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

18. __________________________________________________________________________a) Controls:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________

4-35


STUDENTMATERIALS

LESSON 4 ACTIVITY 6

4-36


DESCRIPTION: You will apply what you have learned in this lesson on indoor air pollution and mea-

sure the application of knowledge and skills from the performance indicators of the lesson.

Directions:

1. You will participate in a culminating activity by creating a Display Poster on Indoor Air Pollution.

2. You should be as creative as possible making sure you communicate the message concerningindoor air pollution.

3. Be sure you are clear which pollutant(s) you are addressing.

4. Be sure to identify the source(s) of indoor air pollution.

5. Be sure to depict the health effects.

6. Be sure to communicate the method of controlling this air pollution problem.

INDOORAIR ISSUE


Lesson 4 Activity 6HANDOUT 4

DISPLAY POSTERSTUDENT DIRECTIONS

4-37




Lesson 4 Activity 6

4 – The air pollution issue is clear and well portrayed3 – The air pollution issue is clear and somewhat portrayed2 – The air pollution issue is vague and somewhat portrayed1 – The air pollution issue is vague and not well portrayed

0 1 2 3 4

1. Depiction of Indoor Air Issue _____ _____ _____ _____ _____ x 5 = _____P.I. C.416

2. Pollutant(s) identified _____ _____ _____ _____ _____ x 5 = _____P.I. 9.75 (Science)

3. Source of indoor pollutants _____ _____ _____ _____ _____ x 5 = _____P.I. H.401

4. Depiction of health effects _____ _____ _____ _____ _____ x 5 = _____P.I. G.408

5. Method of controlling problem _____ _____ _____ _____ _____ x 5 = _____P.I. 9.75 (Science); H.408;G.404

GRADE _________

SCORING RUBRIC FOR STUDENT DISPLAY POSTER

4-38

why study indoor air pollution? - dnrec.state.de.us · radon odors second hand smoke ... high...

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