Phase 1 - Students prior knowledge of air quality and the history of air quality

• With guidance, constructs a mind map recording air and air pollution issues
• Identifies that air pollution had significant impacts during our past
• Demonstrates an appreciation of life during times of severe pollution 

• Prior learning – Students construct individual mind maps in pencil on poster paper as an overview of air quality. As the unit progresses, students should be encouraged to revisit their mind map to extend or modify it. Encourage students to discuss, with the class, their experiences with air quality (e.g. what does air quality mean to them)
• Discuss with the class the theory that dinosaur extinction was a result of a meteor colliding with the Earth, sending debris into the sky blocking out the sun
• Discuss qualitatively with the class the differences between pre- and post-industrial revolution times in terms of pollution generally, and air pollution specifically
• Students write an entry into the diary of a time traveller describing the conditions in one of the above scenarios

Prescribed focus areas
Outcome 4.5

4.5 describes areas of current scientific research.

Core content 4/5.4

Students will learn about:

4/5.4 implications of science for society and the environment to:

1. discuss viewpoints about some issues with a major scientific component

Outcome 4.9

A student:

4.9 describes the dynamic structure of Earth and its relationship to other parts of our solar system and universe.

Core content 4.9.4

Students will learn about

4.9.4 the atmosphere to:

1. describe the importance of atmospheric gases, including ozone and greenhouse gases, to life on Earth