Sustainability Education in the Classroom: Air Quality and Health Resource Package for

Educators in Prince George, BC

Published by Fraser Basin Council, Upper Fraser Region, 207 - 155 George Street, Prince George, BC

Project Management:

Laurel Brown, Program Coordinator: Air Quality, Health and Air Quality Health Index

Content and Lesson Plans:

Clean Air Champions is a national charity committed to educating Canadians, particularly youth, on the interconnections between environmental and health issues and offers free curriculum-connected programs to schools and communities across Canada. www.cleanairchampions.ca

Athletes Inspiring Action for the Environment

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ContentsACKNOWLEDGEMENTS

INTRODUCTION AND CONTEXT

Considerations for Teaching about Sustainability……………….8

Air Quality and Our Health……………………………………...9

Air Quality in Prince George, British Columbia……………….11

SCIENCE

Science 6 – Air Pollution, Allergies and Asthma………...S6 AA 1

Science 7 – Air Pollution, Allergies and Asthma………...S7 AA 1

Science 8 – Air Pollution, Allergies and Asthma………...S8 AA 1

Science 9 – Air Pollution, Allergies and Asthma………...S9 AA 1

Air Pollution, Allergies and Asthma Student

Worksheet and Teacher Answer Key…………………..SW AA 15

Science 10 – On a Scale of 1 to 10……………………....S10 OS 1

Science and Technology 11 – On a Scale of 1 to 10 ……S11 OS 1

SOCIAL STUDIES

Social Studies 6 – Choosing to Act……………………..SS6 CA 6

Social Studies 7 – Choosing to Act……………………..SS7 CA 7

Social Studies 8 – Choosing to Act……………………..SS8 CA 8

Social Studies 9 – Choosing to Act……………………..SS9 CA 9

Social Studies 11 – On a Scale of 1 to 10……………...SS11 OS 1

Social Studies 11 – Sharing the Air……………………SS11 SA 1

Civic Studies 11 – Sharing the Air…………………….CS11 SA 1

MATHEMATICS

Mathematics 6 – Statistics and Probability: Air Quality

Activity………………………………………………….M6 AQ 1

Mathematics 7 – Statistics and Probability: Air Quality

Activity………………………………………………….M7 AQ 1

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Mathematics 9 – Statistics and Probability: Air Quality

Activity………………………………………………….M9 AQ 1

PHYSICAL EDUCATION/HEALTH

Physical Education 6 – Breathing Easy……………….…..P6 BE 1

Physical Education 7 – Breathing Easy……………….…..P7 BE 1

Physical Education 8 – Breathing Easy……………….…..P8 BE 1

Physical Education 9 – Breathing Easy……………….…..P9 BE 1

Breathing Easy Student Worksheet……………………....SW BE 1

Physical Education 10 – 20,000 Breaths a Day………….P10 BD 1

Physical Education 11/12 – 20,000 Breaths a Day…...P11/12 BD 1

Career and Personal Planning 12 – 20,000 Breaths a Day……………………………………………………..CP11 BD 1

20,000 Breaths a Day Student Worksheet……………….SW BD 1

GEOGRAPHY

Geography 12 – On a Scale of 1 to 10…………………...G12 OS 1

Geography 12 – Sharing the Air…………………………G12 SA 1

CHEMISTRY

Chemistry 11 – On a Scale of 1 to 10 ……………………C11 OS 1

EXTENSIONS

Active Transportation……………………………………………..13

Air Pollution Illustration – Getting Active Exercise……………...13

Airsick: An Industrial Devolution………………………………...13

AQHI……………………………………………………………...13

Commuter Challenge……………………………………………...14

Connections: Our Food Source and Air Quality………………….14

Data Analysis……………………………………………………..14

Exploring the Complexities of Air Quality……………………….15

Implementing Change –Getting Active Exercise………………...20

Indoor Air Quality Activity………………………………………20

Interview………………………………………………………….20

Local Relevance…………………………………………………..20

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Me to We………………………………………………………….20

Mind Map…………………………………………………………21

Monitoring Heart Rate and Breathing – Getting Active Exercise...21

Novel Study: The City of Ember or Green Boy…………………...22

Timeline…………………………………………………………...22

Walkscore…………………………………………………………22

EXPERIMENTS

Car Exhaust Experiment……………………………………….....23

Solar Oven Challenge…………………………………….............26

SCHOOL WIDE ACTIVITIES

Anti-Idling Campaign…………...…………………………………27

Air Quality Public Awareness Campaign ……...…………………28

Active Transportation Campaign……………………...…………..28

School Flag Program………………………………………...….....29

School Greening Projects……………………………………….....29

FIELD TRIPS

Ministry of Environment, Air Quality Monitoring Stations…….....30

UNBC’s Bioenergy Centre………………………………………...30

City of Prince George, District Energy System …………………...30

Recycling and Environmental Action Planning Society……….......31

The Exploration Place Museum…………………………………....31

Walking Tour……………………………………………………....31

APPENDICES

Appendix A: Additional Resources and Opportunities

District Learning Commons Resources…………………….32

BC Air Quality Website…………………………………….34

BC Green Games…………………………………………...34

The Canadian Lung Association…………………………....34

Centre for Ecoliteracy……………………………………....34

Clean Air Champions……………………………………….35

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Clean Air Kids……………………………………………....35

EarthCARE Canada………………………………………....35

Green Learning/The Pembina Foundation………………….35

The Green Squad…………………………………………....36

Indoor Air Quality IAQ Tools for Schools Action Kit……....36

Northern Health Authority………………………………….36

The Prince George Public Library………………………….36

World Wildlife Fund Green CommUnity School Grants Program……………………………………………………..36

Appendix B:

Air Pollutants Briefing Notes ……………………………..37

Air Aware Fact Sheet: Asthma ……………………………42

Air Quality Objectives and Standards…………………......43

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Acknowledgements

A special thanks is extended to the teachers throughout Prince George who reviewed materials and provided feedback for the development of locally relevant resources. Thank you to Monica Berra, District Vice-Principal Curriculum & Instruction for her guidance and assistance at the school district level.

Information contained in this publication or product may be reproduced, in part or in whole, and by any means, for personal or public non-commercial purposes, without charge or further permission.

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INTRODUCTION AND CONTEXT

Considerations for teaching about sustainability

Education incorporating sustainability can help students:

Build essential skills of critical thinking, collaboration and communication.

Prepare for challenges of current day society and the global context.

Improve engagement in learning. Connect to their community and inspire active

citizenship.

Teaching youth to be effective citizens in the twenty first century will require a strategic plan. Editors Tim Grant and Gail Littlejohn of the Teaching Green teachers’ resources books recommend the following:

1. Education should emphasize connections with other people, species and between human activities and the planetary systems.

2. Education should help students move from awareness to knowledge to action.

3. Learning should extend into the community.4. Learning should be “hands-on.”5. Education should integrate subject disciplines. 6. Education should be future oriented. 7. Learning should allow for media literacy, using

current applications of media. 8. Education should integrate traditional

knowledge. 9. Teachers should be facilitators and co-learners.

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Sustainability, for the purpose of this resource package, will be considered improving quality of life on an economic, social and environmental level both now and for future generations. It may be difficult as educators to incorporate new approaches or concepts into teaching; therefore this resource is designed for use with the existing British Columbia curriculum as a tool to assist in delivering prescribed learning outcomes. Today’s youth will be tomorrow’s citizens. Thus engaging youth in sustainability concepts should be done with urgency. Integrating sustainability issues into teaching will help prepare students to be responsible citizens who take care of the environment and resources available to them. As students investigate sustainability they will discover solutions are possible and implementing ideas can lead to healthier communities.

This resource package aims to aid the process of implementing the above strategies. Take from it what you can and build upon it as you see opportunity to.

Air Quality and Our HealthWhat is air quality?

Air quality is simply the state of the air around us. Clean, unpolluted, clear air would be considered good air quality. Whereas the presence of pollutants in the air, whether the result of natural or human causes, can reach high enough concentrations leading to poor air quality. Thereby air quality may describe the healthiness and safety of the atmosphere.

What is smog?Generally, pollution is unseen or invisible. However, at times the pollutants in an airshed can reach such high concentrations that the air may actually appear polluted. In larger urban centres, particularly in the summer, pollution may form smog, a brownish yellow or greyish white haze hovering over the skyline. Smog consists of particulate matter and ground level ozone.

What is particulate matter? Particulate Matter (PM)defined as either PM10 (1/8 the width of a human hair) or PM2.5 (1/20 the width of a human hair). These minute particles are released into the air in liquid or solid form and can include dust, dirt, soot and smoke. The sources of PM are vehicles, factories, construction activity, fires, naturally occurring windblown dust and vegetation.Other hazardous air pollutants may adhere to PM and increase their toxicity. PM can also be formed in the air by chemical reaction of gases such as nitrogen oxides, sulphur dioxide and carbon monoxide.PM, especially PM2.5, can penetrate deep into the lungs, damaging lung tissue and reducing lung function.

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What is ground level ozone?Ground Level Ozone (O3) is the main component of smog. It is not a primary air pollutant within the Prince George region.Ground level ozone is a compound formed in the lower atmosphere through the reaction of nitrogen dioxide (NO2) and other airborne substances, in the presence of ultraviolet light. Ground level ozone is the same as the ozone in the upper atmosphere. The only difference is elevation.Ground level ozone in low concentrations can irritate the eyes, nose and throat and can decrease lung function and physical performance.

How is air quality measured?Currently Prince George, BC has sixteen monitoring stations, the newest of which was installed at The Exploration Place Museum. A wide variety of pollutants in are being measured in the Prince George airshed including PM2.5, PM10, sulphur dioxide (SO2), nitrogen oxides (NOx), total reduced sulphur (TRS), ozone (O3), carbon monoxide (CO), and volatile organic compounds (VOCs). Data from the monitoring sites is collected and published by the Ministry of Environment. Air quality readings are updated throughout the day and are accessible at: http://www.bcairquality.ca/readings/index.html

How does air pollution affect health?Your lungs take in the air around you. PM2.5 can be made up of a mixture of microscopic solids, combustion products, metals and other toxins; this mixture is cause for a serious health concern. The small particles we breathe

deep into the lungs become lodged in the alveoli, eventually damaging lung function. Even low concentrations of PM2.5 can cause an array of both short- and long-term health effects.

Individuals with sensitivity to high pollution may experience a range of symptoms from uncomfortable to life threatening. People with pre-existing illness such as diabetes, lung disease (such as asthma, chronic bronchitis, emphysema, lung cancer) or heart disease will have greater sensitivity to air pollution than the average Canadian.

Other groups of people at higher risk include the elderly, children and athletes. With age comes the weakening of the heart, lungs and immune system and increase in health problems such cardiovascular disease or respiratory illness.

A child’s respiratory system and immunity is less-developed and air intake is more per kilogram of body weight than an adult. Youth have a tendency to spend more time being physically active outdoors, which can increase their exposure to air pollution. Similarly, athletes who may train and perform strenuous activity outdoors breathe more deeply and rapidly, allowing more potentially polluted air to enter the lungs. Symptoms they may experience may include cough, difficulty breathing and irritation of the throat, nose and eyes.

What is the Air Quality Health Index (AQHI)?

The Air Quality Health Index or AQHI for short is a scale to help increase understanding of what air quality means

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in terms of health impacts. It is a tool designed to help make decisions to protect personal health. The AQHI is particularly useful to those who are sensitive to air pollution or are considered at risk populations.

1-3 Low health risk4-6 Moderate health risk7-10 High health risk10+ Very high health risk

Current ratings can be found at www.airhealth.ca

The AQHI is calculated measuring: Ozone (03) Particulate Matter (PM2.5/ PM10)

Nitrogen Dioxide (NO2)

Air Quality in Prince George, British Columbia

The Prince George Air Improvement Roundtable (PGAIR) is a multi-stakeholder, community based, non-profit society that includes representatives from the municipal and provincial government, general public, business, industry, community groups, UNBC and Northern Health. Formed in 1998 as the Prince George Air Implementation Committee, PGAIR became a not-for-profit society in August 2008 following the completion of the Prince George Air Quality Management Plan (2007).

PGAIR is committed to researching, monitoring, recommending and implementing air quality improvements and to promoting public awareness and education in the Prince George airshed, with the goal of improving the air quality in the community. PGAIR has a long history in the community, provides valuable strategic direction to its members for improving air quality and implements a number of key air quality programs and initiatives.

PRINCE GEORGE AIR QUALITY MANAGEMENT PLANPhase One (1998-2006): This first phase broadly focused ion identifying and resolving air quality issues.

Achievement included the phase out of beehive burners, upgrading pollution control equipment at local pulp mills and the enactment of this first Clean Air Bylaw.

Phase Two (2006-2009): This phase included 42 recommendations focused mainly on the reduction of

particulate matter by working with industry, transportation, local government and residents. Several research projects were also undertaken to provide information for future phases and strategies.

Phase Three (2011-2016): The goal of phase III is to reduce particular matter from all significant sources by

40% in 2016 and focuses on reducing emissions from transportation, industry, commercial businesses and residents. These recommendations were developed

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through a consensus based decision-making process based on best available science and most current research.

PGAIR ONGOING PROGRAMS & INITIATIVESMonitoring Network Air quality monitoring sites in our airshed are funded by the members of PGAIR.

Costs include ongoing maintenance and annual upgrade of equipment.

Public Education and Awareness The goal for PGAIR is to educate and raise awareness on factors for maintaining

good air quality and the health and environmental effects of poor air quality. To this end, PGAIR has established an Education and Awareness Working Group.

Wood Stove Exchange Program / Burn It Smart Clinics Since 2008, PGAIR has been delivering the very successful Wood Stove Exchange

(WSE) program along with Burn It Smart clinics. The WSE program provides vouchers and education for people who are switching out their old wood burning stoves.

Idle Free Program The goal of the anti-idling program is to reduce emissions and improve air quality by

reducing fuel consumption.

SOME OF THE IMPROVEMENTS TO OUR AIRSHEDPlaza 400 Monitoring Station shows:

1987-2009: a 73% decrease in Total Reduced Sulphur (TSR) (odour) 1995-2009: a 28% decrease in particulate matter (PM10) 1998-2009: a 16% decrease in particulate matter (PM2.5)

Canfor Pulp’s “Green Transformation Project” - 2011 PG Pulp Mill Odour Reduction Project: set to achieve target reduction of TSR by

60% Northwood Pulp Mill Green Transformation Project: results beyond expectations

for 50% particular emission reduction and 70% reduction in TSR.

CITY OF PRINCE GEORGE’S ROLE

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The involvement of the City of Prince George and its representatives has been integral to PGAIR’s mandate and achievements since 1998. The participation of the City and its continued support in the development and implementation of all phases of the Prince George Air Quality Management Plan is essential for the overall improvement of air quality in the Prince George airshed. City of Prince George representatives for PGAIR have been invaluable in the design and implementation of PGAIR’s other programs and initiatives and their continued involvement is essential for program delivery.

EXTENSIONS

Active TransportationChallenge students to use forms of transportation other than cars for a period of time. Students that come by bus could choose a location close to their home that they visit frequently (or they could be the ―tally recorders or ―cheerers for their group). Divide the students into small groups and have them choose a name for their group. Post the group names on a poster board. Place a check mark beside the group name each time a student in that group used active transportation for getting to school (or another location they choose to travel to from their home). When the time is up, select the group with the most check marks and award them the ―Commuter Challenge prize. You could award certificates and/or create awards like a golden shoe award (paint an old running shoe with a water-based gold paint and glue it to a piece of wood).

Air Pollution Illustration - Getting Active Exercise This activity will illustrate issues related to air pollution and the impact of poor air quality. Divide the class into two groups with one group called CLEAN AIR and the other group called AIR POLLUTION. Mark out a rectangular playing area with a start area on one end and a finish area on the other end (if using the gym, use the whole gym). The center is the pollution zone. The CLEAN AIR team will line up in the start area, and their goal is to run across the pollution zone to the finish zone. The AIR POLLUTION team will need soft-foam balls, and their goal is to tag members of the CLEAN AIR team as they cross through the pollution zone with the soft-foam balls. If a CLEAN AIR player is hit with a ball, they return to the start area and sit down. Once all of the players are either sitting in the start zone or have entered the finish zone, the game is over. You can switch players on the two teams and increase or decrease the number of Air Pollution team members to illustrate better or poorer air quality days.

Airsick: An Industrial DevolutionLucas Oleniuk, a photographer with the Toronto Star, illustrates climate change and the state of our environment using 20,000 images in this short video clip (6 minutes). Share the video with your students and have them respond with a written reflection paper, creative writing, artwork, discussion or a proposed plan for action.

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http://vimeo.com/10869650

AQHIRecord the AQHI (http://www.ec.gc.ca/cas-aqhi/)for a location closest to your school over the school year. Use a spreadsheet to track the information. The spreadsheet could also include the weather and temperature for each day (Weather Network). The data could be used to compare the AQHI with weather patterns and seasonal effects. Students could provide information for announcements or postings on the school’s bulletins for days that the AQHI is moderate to very high. They may wish to include other health information such as the UV rating and Pollen report (both are found on the Weather Network - http://www.theweathernetwork.com).

Commuter Challenge Host a Commuter Challenge to include staff, students, parents and local celebrities. Include three to five people and assign a mode of transportation to each person (e.g., bus, car, bike, long board, and walking). Determine one starting point for all participants and set the end point as the school. Assign a time for participants to leave, and ensure that the start timer and end timer are synchronized. Create a large poster display to list the different participants and their times and post the results in school newsletters or bulletins. Invite the media to share in the event and to share the results.

Connections: Our Food Source and Air QualityAsk students to investigate and explore the source of their food. Questions they may ask include: Where is it grown? How do we know? What types of food are imported and from where? What food can be grown locally? As they discover more about the food that they consume connect the food sources to air quality in those regions. Students will have to investigate current air quality conditions for the areas where food is sourced. What pollutants could be found in food sourced from the ocean? What harm can poor air quality have on the nutritional value of the food? How does air pollution affect food systems? What can students do about the food they eat? What can they do about global and local air quality? The following links may be helpful:Agri-Food Trade Service, Government of Canada Websitehttp://www.ats-sea.agr.gc.ca/stats/4679-eng.htmCanadian Food Inspection Agencyhttp://www.inspection.gc.ca/food/eng/1299092387033/1299093490225

Data AnalysisConduct an activity or project using current local data. BC Mathematics for Grades 2 through 7 has prescribed learning outcomes specific to data analysis. When educating students on these prescribed learning outcomes take a look at the data made available through http://www.bcairquality.ca/readings/index.html Using local relevant data can increase interest in the learning of such data analysis concepts.When accessing the link above:Select a municipality, such as Prince George. A map with the local monitoring stations will appear, from which each monitoring site will provide location specific data when clicked.

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To see each reading in more detail, scroll over the pollutant of choice and click. Data will be presented in line graph format.

Exploring the Complexities of Air Quality

Abstract Students demonstrate the issue of air quality as complex as they explore its contributors and discuss solutions through a visual exercise.

Logistics Time Required

Class Time: 1 hour Prep Time: 10 minutes

Materials Air Quality Issues Cards, 1 per student (or 1 per pair if class size is

greater than 15 students). Fold and seal the cards so the information is not revealed.

White board or Large Bulletin Board

Learning ObjectivesStudents will: Visually experience the connections and complexities of air quality issues Understand how a change in one issue can positively and negatively affect a change in

another issue Be introduced to systems thinking

Inquiry QuestionsWhat makes the issue of air quality complex?

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How does change in one air quality contributor affect other air quality contributors?How are solutions to air quality problems interconnected?

Classroom ImplementationPart A

1. Project or write the following quotes for the class to see. Allow students to create a journal entry in response to one of the quotes.

“Man is not born to solve the problem of the universe, but to find out what he has to do; and to restrain himself within the limits of his comprehension.”

-Johann Wolfgang von Goethe

“Remember, always, that everything you know, and everything everyone knows, is only a model. Get your model out there where it can be viewed. Invite others to challenge

your assumptions and add their own.”-Donella H. Meadows, Thinking in Systems: A Primer

2. After they write for a 5 to 10 minutes, lead a class discussion about the quotes, allowing students share their thoughts.

3. Inform students that they will now conduct an exercise that will explore the complexities of air quality.

Part B

1. As a class arrange classroom if necessary so that students can all see and hear one another. This can be in the form of a circle or simply open posture to their peers at desks or tables.

2. Introduce the concept of mind mapping. Invite one student to write “Air Quality” at the center of the board.

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Students are introduced to the idea of complexity.

Students create a mind map of interconnectedness as they explore air quality.

3. Hand out the Air Quality Issues Cards to students. If the class is larger than 16, hand out one card per pair. Ask students to keep cards sealed.

4. Invite students to add to the mind map with contributors to air quality. Be sure to expand into some detail for each contributor. For example, weather: which type of weather conditions affect air quality and how.

5. If students have exhausted ideas, allow all the students to open their Air Quality Issues Cards. The cards can be used to supplement or inspire ideas that have not already been mentioned.

6. Conclude the lesson with a discussion using the reflection questions below.

Part C

1. Why might it be helpful to understand existing air quality contributors as well as how and why they are interconnected?

2. How can understanding the connections between contributors to air quality help us find solutions to the problems surrounding poor air quality?

For Advanced Students:

Introduce concepts of systems thinking:• A system is composed of parts.• All the parts of a system must be related (directly or indirectly)• A system is encapsulated, has a boundary.• The boundary of a system is a decision made by an observer, or a group of

observers.• A system can be nested inside another system.• A system can overlap with another system.• A system is bounded in time.• A system is bounded in space, though the parts are not necessarily co-located.• A system receives input from, and sends output into, the wider environment.• A system consists of processes that transform inputs into outputs.

3. Understanding the interconnectedness of parts of an issue can often be the first step in problem solving. Interconnectedness is an important and key concept in “systems thinking.” By understanding that a system consists of parts that are connected or related, we can begin to see when and where we can intervene in a system to make change. What are some examples of places we could intervene in the system outlined with the mind map and maximize positive connections between various components? Have the students discuss the idea of intervening in a system and making positive changes.

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Students reflect on concepts from exercise using reflection questions.

4. Identify how one action can have a snowball effect, a triggering of other reactions in the system with positive results. Consider an action that could trigger a series of negative results. Are there any small changes that could multiply into large or widespread change in air quality?

TECHNOLOGY TRANSPORTATION(rail, plane, fleet, etc.)

ECONOMY INDUSTRY(mining, forestry, factory,

restaurants, etc.)

WEATHER (sunlight, wind, etc.)

HEALTH CARE(medical services, treatment,

awareness)

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HUMAN BODY SYSTEMS(response to pollutants, respiratory

and cardiovascular illnesses)

POLLUTANTS(ozone, particulate matter, nitrogen

dioxides, sulphur dioxides, road dust, wood smoke, etc.)

HEATING METHODS(wood heat, natural gas, electric, diesel

generator, etc.)

FEDERAL AND PROVINCIAL POLICY(Environment Canada, Ministry of

Environment)

LOCAL POLICY (City bylaws)

FOOD PRODUCTION/CONSUMPTION(local, imported, pesticide use, organic)

ENERGY PRODUCTION(coal, hydroelectric dams, wind, solar)

EDUCATION(schools, public campaigns, etc.)

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PERSONAL TRANPSORTATION INCLUDING ACTIVE TRANSPORTATION

(biking, walking, carpooling, single occupancy vehicle, public transit)

LAND USE PLANNING(city planning, zoning for industry,

agriculture, residential)and

TOPOGRAPHY(geographic layout of the populated

area including valley or flat land)

Implementing Change- Getting Active Exercise To illustrate how hard it is to make changes to how we do things, divide the students into two groups and have them complete a number of tasks in two different rotation orders. This can be done in the gymnasium, outdoors or in another large space. Have each group complete the rotation at least once (you may wish to have them complete the same rotation more than once). Change the order of the tasks, and have each group complete the new rotation (at least once). Ask students to identify how many times (or turns) it took for each group to get the new rotation correct. How does this compare to our efforts to make change to routines in our daily lives? Discuss the challenges involved in implementing change on a larger scale.

Task rotation: shoot a small ball into a container, bounce a ball three times, juggle two bean bags, run around the room once, do five sit-ups, and do five jumping jacks.

Indoor Air Quality ActivityStudents can research indoor air quality to learn ways to ensure that the places where they spend time indoors have good air quality. There are many indoor air quality topics that students could research such as asbestos, tobacco smoke, carbon monoxide, moisture and mould, chemical contaminants and lead. Canada is one of the world’s largest asbestos producers and exporters – more than 95% of what Canada produces is exported. Asbestos is classified as hazardous to health and is under restricted use in Canada.

InterviewAsk students to interview someone with asthma. This activity/homework assignment could be done in connection with another course, such as Language Arts where the students develop the guide themselves to conduct the interview.

Local RelevanceShare a local community example of success in reducing air pollution. Discuss whether students were aware of the story and how their awareness could impact their perspective on what is happening locally. Discuss where and how students might find this kind of information. For example, Canfor Pulp Limited Partnerships has done a number of projects

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to improve environmental performance and to reduce emissions. Check out what they have done by visiting the following website: http://www.canforpulp.com/greentransformation/projects/overview.asp

Me to WeShare the Me to We Campaign as a powerful example of youth leading and helping to shape change. While not everyone can contribute in the way that the Keilburgers have, Me to We is a powerful example and speaks to the abilities and potential of young people to create positive change.

At the age of 12, Craig Keilburger decided to take action to reduce the amount of child labour in the world. He started his own organization. Craig and his brother Marc now run Me to We, an international organization helping children go to school instead of having to work. The two brothers travel all over the world, motivating other youth to be leaders in their communities and creating new opportunities for young people with few or no opportunities in countries with many difficulties. (Source: http://metowe.com)

Mind MapAsk students to work in groups to create a mind map that compares the strengths and challenges between two countries and suggest solutions to challenges. Ask the groups to share their thoughts.

Monitor Heart Rate and Breathing - Getting Active ExerciseKnowing your heart rate helps you measure your exercise level and progress in a fitness program. Ask each student to develop a personal physical fitness goal. Ask them to pick one moderate- to vigorous-intensity physical activity to focus on over a period of weeks. Over a period of weeks students measure and record their breathing and heart rate during this activity, and then analyze the impact of regular physical activity on their breathing and heart rate. With the class discuss the principles of fitness training – FITT- frequency, intensity, time and type. Share information about target heart rates during exercise using the Target Heart Rate Calculator. http://exercise.about.com/cs/fitnesstools/l/bl_THR.htm

To monitor their heart rate, students count their rate for 10 seconds and then multiply by 6 to record their heart rate per minute. To find their pulse:

Radial Pulse: Using the tips of your middle and index finger of the right hand, place these fingers on your other wrist (palm facing up) just below the base of the thumb.

Carotid Pulse: Using the middle and index finger of the right hand, find the carotid artery. This artery is found on the neck between the windpipe and the neck muscle, just under the lower jawbone.

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Students will feel a pulse once they have found the artery. Have them hold the two fingers in place while counting the pulse for 10 seconds.

Give an activity handout for students to take home for the duration of this assignment. When the period of weeks is complete, ask students to return the analysis to class and discuss the results together during a class period.

Novel StudyThe City of Ember written by Jeanne DePrau and Green Boy by Susan Cooper are appropriate novels for English grades 5 to 7. Use either one of these books as a means of integrating curriculum. Both novels address ideas and concepts of energy generation and use, pollution, human behavior and technology. Linkages can be found in the content of these books with Social Studies and Science 5, 6 and 7. Multiple study guides and teaching resources can be found online for these two books.

Timeline Print six copies of the “Choosing to Act- A Fork in the Road Timeline.” See Table of Contents to locate this document. Divide the students into six groups and provide each group with a copy of the worksheet. If you wish, you can remove the dates from the timelines and have students complete research to identify the year. Ask the students to cut out the squares and create a timeline of the information. Ask the groups to identify the timeline fact that was most surprising to them.

Walk ScoreTransportation is one of the biggest contributors to climate change and ground level ozone (a component of smog). Close to 30% of the total energy consumed in Canada is for transportation. More than 50% of all of the energy we use for transportation is used for personal vehicles. Choosing more active types of transportation is a great way to increase activity levels while also reducing air pollution and the greenhouse gas emissions that contribute to climate change. Have students use Google Maps — http://maps.google.ca— to get directions for different ways of getting to school. Students enter their home address, and then click on ―Get Directions and enter the school address. Google Maps will create a map indicating the driving route from their home to school. Click on the icons on the left to get directions for taking the bus, walking, or biking. Google Maps also provides the distance and estimated travel time.

Walk Score — http://www.walkscore.com— can help students compare the walkability of

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different neighborhoods. Have students enter their home addresses and compare the walk scores of different communities. The map lists local restaurants, shops, schools, and parks, and the distance to each.

EXPERIMENTS

Car Exhaust Experiment

(Adapted from “What’s Making it Brown Outside? Collecting and Measuring Particulate Matter” www.airinfonow.org/pdf/Curricula Brown WithGraphic.PDF PDF no longer available).

Possible BC Curriculum Linkages: Science 7 Processes of Science

Hypothesizing Modeling

Life Science Assess the requirements for sustaining healthy ecosystems Evaluate human impacts on local ecosystems

Physical Science Conduct investigations into properties of matter Classify substances as elements, compounds, and mixtures Measure substances and solutions according to pH, solubility, and

concentration

NOTE: Rainy weather will interfere with the results of this experiment.

Students will:1. Identify gaseous and solid pollutants in the atmosphere.2. Observe an experiment that illustrates how to capture particulate pollutants

and identify which vehicle gives off more particulates.3. Conduct an experiment capturing particulate pollutants and determine

which sources emit high amounts of particulate.

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Materials Needed: Scissors Six coffee filters Six 3" x 5" index cards Microscope or magnifying glass Access to six motor vehicles Particulate Scale (provided)

Hypothesis:Older vehicles, and those using diesel fuel, will produce more particulate matter emissions.

Procedure:1. Prior to performing this experiment, find six people who are willing to be

interviewed by students and have their automobiles tested (if possible, include a diesel school bus and an older leaded gas vehicle).

2. Divide the class into six groups. Cut the coffee filter into 2"x4" rectangular pieces. Have each group glue one piece of coffee filter to their index card.

3. Allow your students to see the six vehicles you are going to test. Ask them to guess which vehicles will produce the most and least particulate pollution and have them write down why they chose as they did.

4. Assign one vehicle to each student group.

5. Assign one student from each group to interview the vehicle’s owner to determine how old the vehicle is, when it was last tuned, what type of fuel it uses, etc. Have another student write the car owner’s name, vehicle year and make on the back of the card. When the interviews are complete, have owners start their cars. Have another student from each group hold the index card approximately 6 inches from the automobile exhaust pipe for one minute.

CAUTION: Do not allow the students to touch the tailpipe and have everyone avoid breathing the fumes. Do this experiment in a well-ventilated area.

6. After each group has tested their vehicle, bring the index cards back to the classroom and look at the cards under a microscope, or with a magnifying glass. Using the particulate scale (see below), have the students estimate the number of particulates per square inch on their card. Have the students write the approximate number of particles per square inch on their card.

7. Have one student from each group bring their card to the board and relay

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their findings to the class. As a class, display the cards from least amount to greatest amount of particulates.

Conclusion:Based on your observations, do the results of the experiment support or reject your hypothesis? Why or why not?

1. Have the students discuss which cars gave off more particulate pollution; was it older cars, larger cars, diesel-fueled cars, cars that hadn’t been tuned in a long time?

2. What conclusion do the students draw from this investigation?

3. Would it matter if the car is regularly tuned up?

4. What other car maintenance factors could influence its emissions?

5. Have the students describe any relationship they see between the answers to the interview questions and the level of particulates on the scale.

6. Have the students graph the age of the automobile versus the number of particulates per square inch.

7. What other ways do vehicles contribute to particulate pollution?

8. Do you think the type of fuel used is also responsible for the amount of particulate emissions?

9. Would you expect solar-, electric-, or compressed natural gas-powered vehicles to have more or less emissions?

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Solar Oven Experiment

From GreenLearning Canada invite students to participate in the Annual Solar Oven Challenge. Details found at re-energy.ca

Possible BC Curriculum Linkages: Science 5Earth and Space ScienceScience 6Physical ScienceScience 20Earth and Space Science

“The sun is the ultimate renewable energy source. Every day for about ten billion years, the sun has poured out unimaginable amounts of energy. The Earth, orbiting at a distance of 150 million kilometres from the sun, intercepts a tiny fraction of this solar output. At the Earth's surface, incoming energy from the sun is absorbed by the land, water and atmosphere, and converted into measureable heat. This heat acts like a giant engine, creating winds and currents in our atmosphere, oceans, and rivers.

Most of the sun’s energy is emitted as visible light. To harness the sun as a source of energy, we need to convert it from visible light into heat or electricity. Use the re-energy.ca construction plan to build your own solar oven that really cooks! You can also use our plan to design your own and consult the many other models provided in the Links. Canadian classes can enter our Annual Solar Oven Challenge.”

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SCHOOL WIDE ACTIVITIESAnti-Idling CampaignIdling is an issue at schools as buses and cars run as they wait to drop-off and pick-up students. As a result, children end up breathing in the unnecessary exhaust. Stopping the practice of idling is one way to improve air quality and respiratory health in your community.

To develop your own anti-idling campaign check out some of the resources through the links below for program ideas:

Idle Free BChttp://www.idlefreebc.ca

HASTe: Hub for Active School Transporation: Anti-Idling Cookbookhttp://www.hastebc.org/tools/anti-idling-cookbookFind Idle Free Resources, Pledge Forms, Posters, Lesson plans and more. Links to French language resources are also located on the website.

BC Air Quality: Provincial Idle Reduction Initiative http://www.bcairquality.ca/topics/idling/index.html

Pacific Resource Conservation Society“Idle Off” is an activity that can be used in the classroom to help students understand the environmental impact of leaving an engine idling. http://www.hastebc.org/files/idle_off-2_0.pdf

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AirwatchNW: A Collaborative Work of the Northwest Air Quality AgenciesAirwatchNW provides information on how to begin a program including an Action Timeline. Templates of letters for parents and principals can be found on the web page. Check out the link below: http://www.airwatchnw.org/anti-idling-programs/

Natural Resource Canada at their website:http://oee.nrcan.gc.ca/idling/idling.cfm

Contact the Fraser Basin Council at (250) 612-0252 to acquire “BC is Idle Free – Turn Engine Off” signs for your school.

Air Quality Public Awareness Campaign The following steps are found in the Clean Air Champions School Wide Activities Section in their Air Aware Program. Clean Air Champions has given permission to copyright permission for this resource.

1. There are many ways to make people more aware of topics such as asthma, allergies, air quality and active living. To develop an effective public awareness campaign, you need to answer a number of questions: Who is the target audience (who do you want to impact)? What do you know about your audience? What is the key message you want your audience to know or the key action

you want them to take? What are the barriers or other challenges in communicating your message to

your audience or changing their behavior? You can find answeres to these questions by developing and implementing surveys of your target audience. Look for online survey tools such as SurveyMonkey to help you. Ask questions to find out how much your audience already knows about the topic, and find out what challenges and barriers you need to anticipate.

2. Research various public awareness campaigns to see what approach was taken and whether the campaigns had an impact. For example, http://www.mpaa.org/contentprotection/public-service-announcementshttp://www.health.gov.nl.ca/health/seniors/publicawareness.htmlhttp://www.everychild.ca

3. Determine an approach for your school that will increase the awareness of students and the school community regarding active living, asthma, allergies, and air quality. Your approach can be as simple as making announcements in school bulletins or on public address systems, or creating brochures or bookmarks, or you can conduct a full-fledged public awareness campaign. You may want

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students to make use of their social media groups to share information or links (e.g., Facebook, Twitter, YouTube).

4. Students can conduct a survey of the target audience after the campaign to determine the effectiveness of their campaign.

Active Transportation CampaignEncourage students and staff to choose modes of transportation that limit or eliminate the burning of fossil fuels. This could be done through an Active Transportation Campaign. There are lesson plans available that could help address sustainable transportation. HASTe: HUB for Active School Travel

http://www.hastebc.orgLesson plans and ideas can be found at: http://www.hastebc.org/tools/lesson-plans

School Flag ProgramHelp students, parents, school staff and the community be aware of daily air quality conditions using brightly colored flags that correspond with the Air Quality Health Index. These flags can be raised each day at the school to indicate the quality of air for that day. Blue would be indication of low health risk and ideal conditions for outdoor activities. Gray or green would indicate moderate risk and no need to modify activities unless experiencing symptoms or if the at risk population. Brown or orange would indicate high risk while everyone should consider reducing activities outdoors especially the at risk population. The red flag would indicate a very high health risk and everyone should reduce or reschedule strenuous activities outdoors. This program may be especially effective for schools with high incidence of asthma in the student body. http://www.airnow.gov/index.cfm?action=school_flag_program.index

School Greening ProjectsIdeas for school wide projects:

1. Installing solar panels2. Constructing edible gardens3. Installing rain barrels4. Starting composting programs5. Revitalizing school lunch programs6. Swapping out inefficient lighting7. Implementing recycling programs8. Painting eco-themed murals9. Building butterfly or rain gardens

Check out Windermere Secondary School’s successful Garden Project:http://bctf.ca/publications/NewsmagArticle.aspx?id=21905

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FIELD TRIPS

Ministry of Environment, Air Quality Monitoring StationsHave the Regional Air Pollution Meteorologist or other Ministry of Environment representative introduce students to the air quality monitoring equipment. Students will be invited to see the monitoring station up on the roof of the Plaza 400 Building located on the corner of 4th Avenue and Queensway Street. This tour provides an opportunity for students, grades 4 to 12, to see the type of technology used to give hourly updates on air quality levels in the city. Contact Dennis Fudge, Air Pollution Meteorologist at 250.565.4210 or Dennis.Fudge@gov.bc.ca

UNBC’s Bioenergy Centre Take your students on a tour of the University of Northern British Columbia’s award winning bioenergy project. Wood waste from the local sawmill is converted into energy to heat the university campus. This system allows for a reduction in fossil fuel consumption by 85%. A tour takes about an hour when students come with questions. For the best learning experience, it may be helpful for the class to have a brief discussion beforehand about energy and to consider the following:

1.      What heats your home in the winter? (furnace, electric baseboards, wood stove, etc.)

2.      What kind of fuel is used to heat your home? (natural gas, electricity, firewood, wood pellets, etc.)

3.      What happens to the fuel when it is burned or used?To book a student tour contact Amanda Drew, Energy Technician at 250.960.5790 or Amanda.Drew@unbc.ca Further information about the Bioenergy Centre can be found on the UNBC website: http://www.unbc.ca/green/energy.html

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UNBC's Bioenergy Plant, photo provided courtesy of the University of Northern British Columbia

City of Prince George, District Energy System District energy systems generate heat in a central location and distribute it through insulated piping to surrounding buildings, eliminating the need for individual natural gas boilers in each facility. Planning for the Prince George Downtown District Energy System (DDES) began in 1999. The system, inaugurated in 2012, will generate heat for institutional, corporate, and City-owned buildings in the downtown core. It will also achieve the additional objectives of reducing reliance on fossil fuels, keeping energy dollars in the community, and reducing the amount of particulate matter entering the Prince George airshed. As a result of the upgrades, including the electrostatic precipitator:

Emissions of particulate matter from wood combustion will be reduced by 30.7 tonnes per year, equal to removing 5,110 woodstoves from the airshed.

Truck traffic will be reduced by 300 trucks per year (52,500 km/year), reducing particulate matter emissions by approximately 70 tonnes per year.

Take students from grades 10 to 12 on a tour of the Downtown District Energy System. For more information or to book tour contact Kristy Brown, CTech City of Prince George, at 250 561-7518 or kbrown@city.pg.bc.ca

Recycling and Environmental Action Planning Society (REAPS)REAPS assists residents, businesses and institutions in waste reduction and choosing green practices. It was started with the mandate of fostering environmental stewardship in the region. Details about presentations and workshops from REAPS can be found on their website: http://www.reaps.orgTo book a field trip to the REAPS site call (250) 561-7327 or email Terri McClymont, Executive Director, terri@reaps.org

The Exploration Place MuseumThe Exploration Place Museum located next to Fort George Park offers a school program specifically exploring air quality and the impacts poor air quality have on health. This field trip activity is most appropriate for primary or intermediate students. Canfor Pulp Limited Partnerships in partnership with The Exploration Place has established an Interactive Display that youth can use to explore the background and monitoring of air quality in Prince George. To book a field trip to the museum or for more information go

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to the Online Booking Form at http://www.theexplorationplace.com/kid-s-programs/class-field-tripsIf your school is located within 5 kilometers of The Exploration Place, consider taking students to the museum by means of active transportation, such as biking. Attending the school program could become a day event, promoting active transportation by bicycling both ways and refueling with a picnic lunch in Fort George Park.

Walking TourTake a walk with your students either through the neighborhood around the school or at another local location of your choosing. As you walk together encourage students to observe contributors to poor air quality. They should make a mental note of emitters as well as behaviors that were being practiced to reduce emissions. Invite them to write a brief report about their observations and allow for time as a class to discuss what was observed.

APPENDICES

Appendix A: Additional Resources and Opportunities as of March 2013

I. SD57 District Learning Commons ResourcesThe following is a list of relevant resources found at the local District Learning Commons.

DVD/Audiovisuala) BC Lung’s Making a Difference: Air Quality and Your

Health 4 Chapters, less than 8 minutes per chapter.

b) Addicted to plastic 85 minute DVDCall Number DVD 668.4 ADD This challenging video explores the widespread use of plastic in modern society and the issue of it ending up in the landfill and the ocean. It presents some creative ways in which various companies are reusing plastic for other purposes, such as railway ties.Target audience grades 6-12.

c) Ontario ecology: it is easy being green. 25 minute DVD Call Number DVD 917.13 ONTProduced by Canadian Geographic Kids this video presents some examples from Central Canada of positive green energy including the way in which cold

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water from Lake Ontario is being pumped into the city of Toronto to help cool some of the downtown skyscraper buildings. Target audience grades 3-7.

d) Environmental health. 23 minute DVDCall Number DVD 363.7 ENV

e) Transportation: traffic, fuel consumption and air pollution. 24 minute DVDCall Number DVD 363.7392 TRABill Nye discusses emissions sourced from transportation and introduces some of the new technologies designed to reduce contribution to air pollution from transportation. This film is created from an American car culture. Target audience grades 5-8.

f) Air quality. 23 minute DVDCall Number DVD 363.7392 AIRThis is an information rich video exploring key components of current air quality issues. Although it presents from a US angle, it has parallels to the Canadian context including our monitoring tools. Temperature inversions, Air Quality Index, technology to cut on pollution, primary and secondary sources of air pollution indoor burning, carbon monoxide and radon are all addressed in this short but effective video. Target audience grades 5-12.

g) Sustainability in the 21st Century. 23 minute DVD Call Number DVD 363.7 SUSProduced by Schlessinger Media this short video explores sustainable development, conservation of natural resources, and sustainable agriculture. Target audience grades 5-12.

Professional Resourcea) Teaching Green: The Middle Years: Hands-on Learning in

Grades 6-8. Edited by Tim Grant and Gail Littlejohn. (PROF 372.357 TEA)

b) Teaching Green: The High School Years: Hands-on Learning in Grades 9-12. Edited by Tim Grant and Gail Littlejohn. (PROF 333.7071 TEA)

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c) Smart by Nature: Schooling for Sustainability. Michael K. Stone. Center for Ecoliteracy. (Found in Learning Kit, Sustainability Education: Air Quality and the Healthy Lung). This book “offers inspiration by documenting the accomplishments of many schools [and] shares the lessons they have learned.”

d) EcoLiterate: How Educators are Cultivating Emotional, Social and Ecological Intelligence. Goldman, D., Bennett, L. and Barlow Z. Center for Ecoliteracy. (Found in Learning Kit, Sustainability Education: Air Quality and the Healthy Lung).

Learning Kita) Sustainability Education: Air Quality and the Healthy Lung

Suitability: Grades 2-12Components of the kit:

i. Sustainability in the Classroom: Air Quality and Health Resource Package for Educators in Prince George, BC

ii. Model of lungs (visual for healthy, cancerous, COPD and asthmatic lungs)

iii. Ecoliterate: How Educators are Cultivating Emotional, Social and Ecological Intelligence

iv. Smart by Nature: Schooling for Sustainabilityv. Air Quality and Health Index Poster

vi. Air Quality and Health Index Wheelsvii. Respiratory System Posters

viii. Asthma Society of Canada Youth Asthma Basics Booklets (Diagnosis, Triggers, Medications and Kids)

II. BC Air Quality Websitehttp://www.bcairquality.comAccess to hourly updates from actual monitoring stations across the province. Follow the link to “What is the Air Like Today?” to access your current location. Monitoring stations will have current air quality readings for various pollutants as well as the current meteorological readings.

III. BC Green GamesBritish Columbia’s Science World puts on an annual contest of environmental action for BC schools. Teams are encouraged to act upon an environmental

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challenge in their school or community and document it in a way it can be creatively shared. Winning teams will receive $1,000.http://www.bcgreengames.ca/home.html

IV. Canadian Lung Association http://www.lung.ca/home-accueil_e.phpThe Canadian Lung Association provides information to teachers, students and parents regarding respiratory health. Resources designed for various age levels and include interactive activities.

V. Center for Ecoliteracyhttp://www.ecoliteracy.org

VI. Clean Air Champions

Athletes Inspiring Action for the Environment

Clean Air Champions is a national charity committed to educating Canadians, particularly youth, on the interconnections between environmental and health issues and offers free curriculum-connected programs to schools and communities across Canada. www.cleanairchampions.ca Opportunities: A. Host a champion athlete at your school to inspire youth. Their Clean Air

Champions are committed and passionate about spreading the word to help reduce air pollution and climate change, and promote more active, sustainable lifestyles.

B. Check out their High School Climate Change ChallengeC. Air Aware Program, curriculum linked lesson plans with teacher guide.

Some of these activities have been customized and found in the “Lesson plans for teaching air quality” section of this resource package.

VII. Clean Air Kids Information sheets and games or activities that can be used by teachers and students for ages 5 to 11. http://www.clean-air-kids.org.uk/index.html

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VIII. EarthCARE Canada

“Involvement of students, school staff and senior staff is facilitated through a partnership modelthat focuses efforts and generates returns. Students are the drivers of the initiatives; their ideasand enthusiasm are embraced.”http://www.earthcarecanada.com/EarthCARE_Program/EarthCARE_lessons.asp#Lessons

IX. Green Learning/The Pembina FoundationRegister today to gain free access to teaching resources. Lesson plans in the EnerAction unit helps educators bring energy conservation and efficiency projects to middle school students, grades 4 to 7. Fourteen lesson plans spanning over various subjects including, science, social studies, language arts, fine arts and math can offer comprehensive teaching materials to address energy sustainability in the classroom. http://www.greenlearning.ca/eneractionLet your students get creative with the eCard system offered by Green Learning. An eCard is an electronic card about energy that you research, write, design and send using eCards. The title, text and image of your eCard form a powerful message that you can deliver to a family member, friend or a politician. http://ecards.greenlearning.ca

X. The Green SquadA project of the Natural Resource Defense Council, out of the United States, this program can help guide kids in how they can make their school a healthier place for both them and the environment. http://www.nrdc.org/greensquad/intro/intro_1.asp

XI. Indoor Air Quality IAQ Tools for Schools Action Kithttp://www.epa.gov/iaq/schooldesign/index.html

XII. Northern Health AuthorityThe Northern Health Authority provides regionally appropriate information on the issue of Air Quality under their Environmental Health page. See link below: http://www.northernhealth.ca/YourHealth/EnvironmentalHealth/AirQuality.aspx

XIII. The Prince George Public Library

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The Prince George Public Library has numerous resources available to the general public. Simply explore the catalogue through a key word search online or at the library in person.

XIV. World Wildlife Fund Green CommUnity School Grants Program“The grant program aims to support school projects that will connect students with nature, help reduce a community’s impact on the environment, increase understanding of environmental issues and solutions, stimulate environmental leadership, and inspire students and communities to take action.”http://c.studentawards.com/greencommunityprogram/Your school could be award up to $5,000 to implement their green project.

Appendix B:

Air Pollutants Briefing Notes

Particulate Matter

Subject: Pollutant Briefing Note

Location: Prince George, BC

Particulate Matter Pollution Description Particulate matter (PM) refers to solid particles and liquid droplets suspended in the air. It

includes aerosols, smoke, fumes, dust, ash and pollen. PM can be emitted directly from an emissions source (Primary PM) or can be formed from

chemical and physical reactions of gases in the air (Secondary PM) The size of the particles largely determines the extent of environmental and health damage

caused. For this reason, PM is classified into several categories including:

PM10 Airborne particulate matter with a mass median diameter less than 10 µm (“coarse PM”; 1/5th the diameter of a human hair)

PM2.5 Airborne particulate matter with a mass median diameter less than 2.5 µm (“fine PM”)

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PM0.1 Airborne particulate matter with a mass median diameter less than 0.1 µm (“ultrafine PM”)

Effects on Human Health and the Environment The greatest human health impacts are caused by the finer PM2.5 (including the PM0.1 fraction),

because they become lodged deep in the lungs, and the finest of these can cross into the bloodstream.

Numerous health studies have associated particle pollution with a variety of health and environmental effects1,2,34, including:

1 http://www.epa.gov/pm/health.html2 http://www.epa.gov/region7/air/quality/pmhealth3 https://northernhealth.ca/YourHealth/EnvironmentalHealth/AirQuality4 http://www.hc-sc.gc.ca/ewh-semt/air

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Human Health Various forms of heart and lung disease

Premature death in people with heart or lung disease

Reduced lung development, and development of chronic respiratory diseases in children

Aggravated asthma, bronchitis, and emphysema

Increased emergency room visits and hospital admissions for respiratory and cardiovascular illnesses

Increased respiratory symptoms, such as irritation of the airways, coughing or difficulty breathing

Environmental Health

Contribution to ground-level ozone formation (damaging to people, vegetation, and ecosystems)

Acid deposition (widespread effects on structures and ecosystems)

Regional haze (widespread effects on safety, tourism, and recreation)

People with respiratory diseases, as well as children and elderly people, are considered to be the most sensitive to the effects of fine particulate matter.

It is estimated that anthropogenic PM2.5 levels in BC (those above natural background levels) account for 74 deaths/year in the Northern and Interior Health Areas5. Of the communities studied, Prince George has the highest annual average concentration of PM2.5.

Proximity to PM emissions sources largely determines short- and long-term health impacts for individuals

Emissions Sources Industrial emissions (mainly pulp and paper manufacturing) and mobile sources (mainly road

dust) contribute the majority of PM10 and PM2.5 emissions to the Airshed as a whole. (Table 1) Mobile sources (mainly on-road dust and locomotives) are predicted to contribute the most to

PM10 and PM2.5 levels in the Downtown. (Table 1)

5 Elliot, T.C., Copes, R. (2011) Burden of Mortaility Due to Ambient Fine Particulate Air Pollution (PM2.5) in Interior and Northern BC. Can. J. Public Health. 102(5):390-93.

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Table 1 – PM emissions sources and their respective contribution to PM levels in the airshed as a whole (left) versus their contribution to PM levels in the Downtown (right) 6

 Category

 Sub-Category

Percent Contribution to Total Airshed Emissions Rates (2005 Inventory)

Percent contribution to Downtown Concentrations

(2005 model prediction)

PM10 PM2.5 PM10 PM2.5Permitted Industrial

Includes Sawmill and planing mill; Pulp and paper; Other wood products; Softwood veneer and plywood; Industrial inorganic chemical: Refined petroleum products; Others

28.5% 54.0% - -

Subtotal Permitted Industrial 28.5% 54.0% 13.5% 18.4%Commercial Heating 0.1% 0.2% 0.4% 0.9%

Misc. 0.5% 1.3% 0.8% 1.7%

Dust 5.6% 1.7% 2.9% 1.3%

Restaurants 2.6% 6.2% 6.0% 11.8%

Subtotal Commercial 8.8% 9.4% 10.1% 15.6%Residential Heating 2.2% 5.6% 4.4% 9.2%

Other 0.2% 0.6% 0.4% 0.9%

Subtotal Residential 2.4% 6.2% 4.8% 10.1%Mobile On-road dust 56.3% 21.0% 30.4% 14.0%

On-road mobile 0.4% 0.8% 2.5% 3.8%

Locomotive 2.2% 5.6% 5.4% 10.7%

Subtotal Mobile 58.9% 27.4% 38.2% 28.5%Other Sources City open burning 0.4% 1.0%    

Province open burning 0.9% 2.0%    

Subtotal Other Sources 1.3% 3.0% 1.6% 3.2%

Background   * * 27.20% 14.67%Secondary Formation   * * 4.53% 9.58%

Total 100.0% 100.0% 100.0% 100.0%Total Annual Tonnes Emitted (all sources)  8772 3549

*Background and Secondary Formation sub-categories cannot be expressed as emissions ratesNote: Major source contributions are highlighted in red

6 Prince George Air Quality Dispersion Modelling Study - Final Report. Prepared by Stantec. October 8, 2010.

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Long-term Trend (1995 to 2012)

Figure 1 – Long-term trend in PM10 and PM2.5 concentration (ug/m3) at the Prince George continuous monitoring stations. The red trendlines for the downtown monitoring station indicate a gradual 20% decrease in PM10 [R2=0.4] and 25% decrease in PM2.5 [R2=0.3] since the late 1990’s.

7-Year Trend (2005 to 2012)

Figure 2 – 7-year trend in PM10 and PM2.5 concentration (ug/m3) at the Prince George continuous monitoring stations. The red trend lines for the downtown monitoring station indicate a gradual 20% decrease in PM10 [R2=0.6] and 21% decrease in PM2.5 [R2=0.3] over the past 7 years.

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Annual Air Quality Objective

Figure 5 – Annual average PM2.5 concentration at the downtown-monitoring site from 1998-2012. The Provincial objective for the annual average is 8 ug/m3, indicated by the red line. Levels in downtown Prince George have been below the annual objective since 2005, with the exception of 2010, when high forest fire activity caused the annual average to slightly exceed the Provincial objective for the year.

Air Quality Advisories

There have been a total of eight air quality advisories issued to date in 2012 in Prince George –three in the spring due to dust, two in the summer due to wildfire smoke, and two in the fall and one in the winter due to high PM levels associated with wood burning and industrial emissions accumulating under stagnant atmospheric conditions.

For more information on air quality please visit: www.pgairquality.com

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