Air Quality Health Index classroom kit, grades 5 and 6, health: chapter 6
Station 3: Jumping to Conclusions
Students describe and predict local air quality conditions using real-time weather data. Then, they are introduced to writing conclusions and the language of science using a modern, research-based twist to a sentence completion task.
Collecting data in real-life contexts
Using evidence to develop predictions and explanations
A complete set of provincial and territorial curriculum links can be found at the end of the stations.
- Describe and predict local weather conditions
- Gather information about weather conditions for various regions of Canada
- Strategies for recording, using, and interpreting information
- Use a variety of observational techniques and tools
- Tape or glue
- Student Instructions (1)
- Student Handout 3A (1 per group or 1 per student)
- Student Handout 3B (1 per group or 1 per student)
- Bookmark the following website on the in-class browser: Environment Canada Weather website: www.weather.gc.ca
Berber-Jiménez, L., Montelongo, J., Hernandez, A., Herter, R., and D. Hosking. (2008). Helping students write better conclusions. The Science Teacher, 75(3), 56-61.
Canadian Lung Association. Pollution & air quality.
CBCNews.ca. No indoor tanning for children: study. April 24, 2003
Khan, Ian. (Personal communication with Environment Canada meteorologist. June 12, 2009).
The UV Index & Your Local Forecast. Health Canada.
Fill in the blanks.
Sentences to include in final conclusion and their correct order:
9. The link between cloud cover and air quality, UV, and temperature was explored to find out if people can look at the sky to prepare for going outdoors.
8. Different dates were picked and the cloud cover, AQHI, UV, and temperature were recorded.
3. AQHI, UV, and temperature went up and down over time.
6. Temperature was highest on sunny days, but it was also sometimes cold on sunny days.
10. UV was highest on sunny days but was still above 3 (moderate) on cloudy days.
4. AQHI was low or moderate on some cloudy days and some sunny days. There were hazy, sunny days with a very high AQHI.
7. Looking at the sky is not a good way to predict the air quality or the temperature. It does help predict UV, but the UV index is still needed to prepare for cloudy days.
Station 3: Student Instructions
1. To complete Student Handout 3A, read the following background information on two health and weather tools:
Air Quality Health Index
The AQHI is a tool that helps Canadians protect their health from air pollution. It assigns a number and a colour that helps people know the health risk that air pollution poses that day. To get the number, scientists measure toxic gases and dust in the air. The higher the number, the greater the risk from air pollution, and the greater the need to change your activities.
The ultraviolet (UV) index is a tool that helps Canadians protect their skin from the strength of the sun's UV rays. It also assigns a number that helps people better understand the health risk from too much sunshine. To get the number, scientists measure the location, cloud cover, and precipitation (e.g., rain, snow). The higher the number, the stronger the UV rays, and the greater the need to protect yourself.
2. In a browser, load the Environment Canada Weather website.
3. Click on your province or territory or click your closest location on the weather map.
4. Complete Handout 3A.
5. Handout 3B will help you write better conclusions. First choose the correct vocabulary word to complete each sentence. The sentences are scrambled (they are not in order).
6. Cut out the sentences and sort them into ones that belong and ones that do not.
7. Unscramble the related sentences and rearrange them to make sense using tape or glue. They will make a conclusion about what you can tell about air quality, temperature, and UV from looking at the sky.
Station 3: Student Handout 3A
Write your ideas here.
1. Record the current conditions in your community and in one city in Canada that is not near your community.
Sunny or cloudy? (check one)
Distant Canadian City
Sunny or cloudy? (check one)
2. In one colour, highlight any similarities between the two locations.
3. If you were travelling to that distant city today for a walking tour, how would you prepare?
Station 3: Student Handout 3B
Write your ideas here.
1. Follow the student instruction sheet and use the graphs to help write and arrange the conclusion.
- __________________ are affected by the full moon.
- There are many interesting __________________ for men and women that connect health and science.
- AQHI, UV, and temperature went up and down over ____________________.
- __________________ was high on some cloudy days and some sunny days.
- Indoor __________________ beds can more than double your risk of skin cancer.
- __________________ was highest on sunny days, but it was also sometimes cold on sunny days.
- Looking at the sky is __________________ a good way to predict the air quality or the temperature. It does help predict UV, but the UV index is still needed to prepare for cloudy days.
- Different dates were picked and the cloud cover, AQHI, UV, and temperature were __________________.
- The link between cloud cover and air quality, UV, and temperature was explored to find out if people can look at the sky to __________for outdoors.
- _____________________ was highest on sunny days but was still above 3 (moderate) on cloudy days.
2. Now, cut out each sentence and sort them into ones that belong and ones that do not.
3. Then, unscramble the related sentences and put them in order using tape or glue. Read the final conclusion over when you are finished.
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