1 What is Pollution?

OVERVIEW we have nothing in common with

Think about all the things you used or touched people from the past. We know
today: water, clothes, carpeting, the plastic that people lived in our town
wrapper of a loaf of bread, newspaper, televi- before us, maybe even a long
sion set, a car or school bus, and many others time before us. But our connec-
that make our lives safer, easier, and more tion with the past is greater than
comfortable. Although all these things have that. You are breathing
benefits, there are consequences of produc- the same air and drinking
ing, using, distributing, and disposing of these the same water that your grand-
items. parents, great-grandparents, the Pilgrims, and
even the dinosaurs breathed and drank!
When human activities release harmful sub-
stances into the environment, in quantities or This is because the Earth is a closed
concentrations that can cause harm to system. The air that the dinosaurs breathed
humans or other living things, the result is did not disappear after they breathed it—the
called pollution. Pollution is created, and can particles of air came back together and re-
be found in, almost any setting (residential, entered the atmosphere to be breathed by
industrial, commercial, institutional, and other animals. The water they drank has gone
agricultural) and any type of community through the water cycle countless times
(urban, rural or suburban). These types of pol- before coming to your local well or water
lution are not separate and distinct but affect supply.
each other. For example, pesticide or herbi-
cide applied to farm fields may eventually find Earth is sometimes compared to a spaceship.
their way into groundwater, while components Aside from the occasional meteorite and
of automotive exhaust can combine with mois- receiving energy from the sun, it does not get
ture in the air and come back to the earth as new supplies of water, air or any other sub-
acid precipitation. stances. It must rely on and recycle the matter
and energy it has. The basic elements that the
Although there are many kinds of pollution Earth had millions of years ago will still be
(noise, light, radiation to name a few), this here millions of years from now, although per-
packet will primarily look at air, land and water haps in a different form.
pollution. The following background will pro-
vide more information about the movement of Cycles, Cycles, & Recycles
harmful substances in the environment and Nature uses air, water and land over and over
the three main types of pollution that impact again. This is nature’s form of recycling.
the Earth’s closed system. Energy in the form of sunlight provides the
power for these processes to occur.
BACKGROUND
Earth’s Closed System The Air (Oxygen) Cycle
It may seem to us that things that happened a No new air is added to the earth. When we
long time ago are very foreign to us, or that breathe we exhale carbon dioxide. Green

Environmental Pathways 13 1—What is Pollution? ?

 School buses and your family’s car produce
THE PARTS OF NATURAL DRY AIR
emissions that can pollute the air. The facto-
1% ries that make things such as desks, books
other gasses
and bicycles can also produce emissions that
78%
21 % nitrogen go into the air. In fact, all over the world,
oxygen
millions of vehicles and factories release air
pollutants. Still more of these pollutants come
from things that ordinary people do every day.
Here is a partial list of common things which
contribute directly to pollution in the air:
• Burning paper, plastic, leaves and trash
Source: Turk & Turk, Environmental Science, 1984.
• Heating homes with wood, coal and oil
• Using air conditioners
plants grow by using sunlight, water, and
• Smoking cigarettes, pipes and cigars
the carbon dioxide gas that people and other
• Driving cars, trucks, motorcycles, air
animals breathe out, and in turn they produce
planes and motor boats
the oxygen we need to breathe in. This
• Using lighter fluid to start outdoor grills
process is known as photosynthesis.
Without green plants all the oxygen in the air
All of these activities can pollute the air.
would eventually be used up and the earth
Sometimes you can smell the pollution, and
would no longer be able to support life.
sometimes, when the air looks hazy or smoky,
you can see it. However, even air that looks
The Air We Breathe
and smells clean can be polluted.
No matter where you go or what you do,
there is something that you have in common
with every other living person. When you are
The Cycling of Materials
walking to school or eating lunch, whether you
(Decomposition)
Wood, cotton and other materials produced
are awake or asleep, you are doing it. You are
by living things are broken down into atoms
breathing.
(simpler particles that are too small to be
seen) by microscopic plants and animals such
Whether outside playing or in the classroom
as bacteria and fungi. We call this process
learning, everyone has to breathe. In your life-
decomposition. The atoms will combine to
time you will breathe about 625,000,000
become new substances or new living things.
times. What will you be breathing? Air. Take
This is nature’s way of recycling matter and
away your supply of air and you could live for
turning it from one form to another.
only a few minutes.
Decomposition is particularly important in
maintaining our soil.
Air is one of our most valuable resources.
Clean air is a mixture of different gases, such
as nitrogen and oxygen, with small amounts
The Land We Depend On
Soil, dirt, land—no matter what you call it, it’s
of water vapor, argon, carbon dioxide, neon,
the material that makes up the top layer of the
helium and hydrogen. Unfortunately, there can
Earth. We build our homes on it, we raise food
be pollution in the air we breathe. Air pollution
in it, we mine resources such as coal beneath
occurs when harmful things are present or
it, we bury our garbage in it.
released into the air. These harmful things are
called pollutants and they come from many
sources.

? 1—What is Pollution? 14 Environmental Pathways

Soil is a mixture of minerals (clay, silt, sand, cycle). The
gravel), water, air and living and dead organic cycle begins A SOIL
matter. As you dig down into the ground, top- when heat PROFILE
soil will generally make up the first foot or so from the sun
of depth. If you were to dig beneath the topsoil causes water Organic
you would find layers of subsoil, bedrock, clay, to evaporate. material
or sand, depending on local geography. This water
Topsoil
comes from
10”
Soil appears to be unchanging and lifeless, the land, lakes,
but soils are really full of life and are always rivers and
changing. A teaspoon of healthy soil can con- especially the
tain billions of organisms ranging from simple oceans. The
bacteria and fungi to more advanced forms of sun-warmed Subsoil
life such as earthworms, insects and spiders. water vapor
The decomposition of organic matter is what rises into the
makes the soil rich and fertile. atmosphere
where it cools
The quality of the land can be damaged or and condenses
polluted by human actions. This usually into water
occurs because people do not understand drops that form
Bedrock
soils and make poor decisions about how to clouds and rain
use the land. Land pollution can occur in both or snow.
rural and urban areas. Here are some exam-
ples of land pollution: Plants are also
• Litter or trash on the land. part of the Source: IEPA, Air, Land &
• Pesticides or other chemicals building water cycle. Water, 1999.
up in the soil. The water that
• Oil dumped or spilled onto land. plants take up from the ground through their
• Residue from mines or industry piled up. roots is passed through their leaves by a sys-
• High concentrations of animal waste tem called transpiration.
from farms.
• Chemicals leaking from underground Eventually moisture returns to earth as pre-
tanks or landfills. cipitation. The water changes its form from liq-
uid, to gas, to liquid or solid (ice), and its loca-
These can either make the land itself toxic, tion from the lake or ocean to the air, to the
and so harm the animals or nutrients in the land, and back again.
soil so that it cannot support life. Land can
also be damaged by erosion, which occurs Some of the moisture that falls onto the land
when the topsoil is blown away by wind or in the form of rain or snow evaporates back
washed away by water. into the air. Some runs off into lakes,
streams, and rivers (surface water). The rest
The Water Cycle soaks into the soil and becomes groundwater.
Did you ever wonder where water comes
from, where it goes, and how it gets there? In Water in the soil that is not used by plants is
nature, water circulates endlessly through a collected in the spaces between soil particles
system called the water cycle (hydrologic and fills in the cracks and fractures in under-

Environmental Pathways 15 1—What is Pollution?

?
ground rocks. The special rock formations that your teeth. Industry must have water to make
hold and transmit water are called aquifers. all kinds of things that people use, such as the
The water in aquifers is referred to as ground- clothes you wear, the paper in this packet, the
water; the top of the groundwater level is steel, plastic and glass to make a car and the
known as the water table. items used to build your home.

Water, the Liquid of Life There is a lot of water on Earth. Eighty per-
Although it is the most common substance cent of Earth’s surface is covered with water,
found on earth, water should never be taken but only a tiny portion of it is usable as drink-
for granted. You cannot live without it. Your ing water. Ninety-seven percent of the earth’s
own body is two-thirds water, and you need water is salt water; another 2 percent is
about eight cups every day to stay healthy. frozen. All of our drinking water comes from
Take away your supply of water and you could the remaining 1 percent. Much of that is hard
survive for only a few days. to reach and exists in aquifers and under-
ground wells. Some of this water is already
Water is also needed to produce the food you polluted.
eat. Farmers need water to grow crops and to
raise animals. It takes about 15 gallons of Water is considered polluted when it contains
water to grow the wheat for one loaf of bread, substances that are harmful to people or
and about 4,000 gallons to produce a pound other life forms, or if its temperature or oxygen
of beef. You also need water for bathing, content renders it dangerous to living things.
washing dishes and clothes, and brushing

The Hydrologic Cycle

rain clouds
cloud formation
r e g
fro e v ap o ration i n fa llin
e

soil

transpi

va po
riv

evapoation from
evaporatio n from

p o nd

Precipitation
m

m
vegetation
from

ra
fr o

tio
streams

ration
tion

n
s
evaporation

ff
evapora

uno
c er
Evaporation rfa
su

surface runoff infiltration

groundwate
r t o v ege t a t i o n
percolation

g r oun soil
dwater to stre ams

s o il
gro und water in

groundw ater to river

deep percolation

Source: Miller, Environmental Science: Introduction, 1986.

? 1—What is Pollution? 16 Environmental Pathways

Here are just a few examples of water suspended in air, traveling through and joining
pollution: with other water molecules in rivers, lakes and
• Oil or fertilizer runoff from streets or fields streams. In the same way, pollutants can
• Laboratory chemicals dumped down move from one medium to another. For exam-
drains ple, toxic chemicals in the soil can leach into
• Soil runoff into rivers, lakes and streams aquifers and pollute drinking water.
• Release of heated water into waterways
• Raw sewage or animal waste entering Furthermore, when we try to clean up pollu-
waterways during floods or heavy rains tion after it has been generated, we some-
times end up just moving it from one location
CONCLUSION or medium to another. For example, the air fil-
These three types of pollution may seem to ters used in cars help keep air clean, but must
be separate, but in reality they are not. Air, eventually be disposed of themselves in land-
land and water constantly come into contact fills. Types of pollution are connected just as
with each other. Water molecules spend time air, land and water are connected.

General EE Resources
• Association of Illinois Soil and Water • Illinois State Geological Survey
Conservation Districts (AISWCD) Provides information on Illinois geology and
Lists resources and programs available through online publications and maps such as the
the AISWCD which includes contests, projects, Illinois Surface Topography map.
education tools and a Local Outreach/Education [Link]
Directory. [Link]/
• National Resources Conservation Service
• Environmental Literacy Council (NRCS) - Soil Education
Offers a number of teacher resources as well Provides information regarding soil facts,
as a wealth of information on the environment. state soils, tools for educators and much
[Link]/[Link] more. [Link]

• Illinois Department of Agriculture • University of Illinois Extension -

[Link] Schools Online
An interactive web site, targeted towards third
• Illinois Department of Commerce and Economic through fifth grades, can be used by parents
Opportunity [Link] and students to learn about the world around
them, as well as a useful tool for teachers.
• Illinois Department of Natural Resources [Link]/schoolsonline/
[Link]/lands/education
/[Link] • U.S. EPA
[Link]
• Illinois Department of Public Health
[Link] • Office of Solid Waste Educational Resources
[Link]/epaoswer/education/[Link]
• Illinois Environmental Protection Agency • Teacher Center [Link]/teachers/
[Link]
• U.S. Geological Survey
• Illinios Recycling Association [Link]
[Link]

Environmental Pathways 17 1—What is Pollution? ?

 “Drawing Out” Pollution
Activity Overview
Subject: Art In this activity students share what they know about pollu-
Science tion, identify pollution in their community and expand their
understanding of different types of pollution.
Skills: • Observing
• Comparing/ Background
Contrasting Although not all pollution is visible, most of us are not far
• Organizing from an example of a possible pollutant or the effects of
• Researching
pollution. It can be as obvious as a billowing smokestack, or
as subtle as a plot of ground where no plants have grown for
Concepts: 1. A-E
a long time.
Objectives: Students will:
1) identify forms of pollution Below are some ideas of what you might have students look
and describe the effects that for if they were searching for sources of pollutants:
various pollutants can have • Evidence of fossil fuels being burned (dark smoke
on people, wildlife and plants. from vehicle exhaust or smokestacks)
• Solid waste that is not properly disposed of
2) describe relationships (litter, oil, tires, appliances)
between various forms of • Signs that toxins or dangerous chemicals are
pollution and human actions. being used (signs saying a lawn has been treated
with weed killer or fertilizer, crop dusters)
State Standards: • Discharge through pipes in watersheds into
Science: 11.A.2 b, c, d, e streams, lakes, ponds, rivers
Social Science: 17.C.2 c
Physical Dev. & Health: If actual sources of pollution are difficult to identify, consider
22.C.3 a having students look for animals or things that may have
been affected by pollution and work backward to determine
Vocabulary: • pollutant the cause, such as:
• pollution • Unusual number of dead plants or animals
• Statues or buildings that appear excessively dirty
Setting: Indoor and Outdoor or corroded
• Signs that toxins or chemicals have been released
Materials:
in the area (odd smells)
• blackboard and chalk
• Oil slicks on the surface of a body of water
• clipboards
• poster board or butcher
paper
Preparation
• crayons, markers, pencils 1. Review vocabulary and background information on
• tape “What is Pollution,” pages 13-17.

Time: One or two class 2. Scout the proposed path for the student walk either on
periods school grounds or within the community. Try to plan a route
that will allow students to find examples of pollution. It might

? 1—What is Pollution? 18 Environmental Pathways

be helpful to arrange for the assistance of find at least one example for each type of pol-
other adults who are aware of objectives of lution: air, land and water.
this activity.
7. Create a large chart on posterboard or
Procedure butcher paper with columns for each of the
1. Ask students to imagine what life would
be like without clean air, land or water. Ways to Classify Pollution
Air Land Water
2. Have students brainstorm a list of as Pollution Pollution Pollution
many things as they can that might contami-
nate, or make unsafe, the air we breathe, the
land we live on, or the water we drink. Have
students share their ideas and write their sug-
gestions on the board. Ask students if they
know what word people use to describe the
types of things they have listed.
Answer: Pollution or Pollutants.
three categories of pollution. Have students
3. Discuss what the term pollution means take turns placing their pictures into the
and explain the three basic types. different categories.

4. Take students on a walk outdoors to look 8. As a group, review and discuss the
for pollution or pollutants. Have the students finished chart. Ask students the following
bring paper, clipboards and a pencil. During questions:
the walk have students find examples of pollu- • Do any items appear in more than one
tion on land, in the air and in water. As stu- category?
dents spot different examples, have them • Can something pollute two different things,
explain how each one could pollute, and what such as air and water, or land and water?
kinds of plants or animals could be affected by If so, how?
each one. For example, oil in the parking lot • Can people always see, hear and smell
could wash into a storm drain which empties pollution?
into a creek or river; aquatic insects, fish, • Which examples might affect people’s
frogs, turtles, and plants could be affected. health?
Also, ask students what might have caused • Which examples might affect plants or
each form of pollution. For example, how did animals?
the oil get on the parking lot in the first place?
9. Return to the answers given in step one.
5. Have students record what they find and Do students feel they are living in a clean
have them indicate how many times they see environment? Why or why not?
certain types of pollution.
Wrap Up
6. Back inside, have students draw pictures Assessment
of pollutants they spotted on the walk. They • Distribute copies of the Urban, Suburban
can continue to research examples of pollu- and Rural Assessment of Drawing Out
tion by looking through magazines, newspa- Pollution, pages 21, 22 and 23. Students
pers, and the Internet. Students should try to should circle items in the pictures that are

Environmental Pathways 19 1—What is Pollution?

?
potential sources of pollution. They should Resources
explain how each item circled might cause • Lake Notes - Septic Systems Fact Sheet
pollution and what or whom it might affect. Information on how a septic system works,
Possible answers can be found on page 24. signs of problems, suggestions for avoiding
pollution. IEPA (see order form in appendix)
Extensions
Interdisciplinary • Lake Notes - Fertilizers and Pesticides:
• Read aloud the story “The Cat in the Hat Options for Lawn and Garden Use Fact Sheet
Comes Back” by Dr. Suess (available through Information on safe fertilizer application,
most public libraries). Although generally con- integrated pest management, and safe use of
sidered appropriate for younger audiences, pesticides. IEPA (see order form in appendix)
this is an excellent example of a book with
deeper meanings for students to explore. Ask • Lake Notes - Home and Yard Fact Sheet
students what represents pollution in the story Information on what you can do in your home
(the pink stuff). Have students discuss the var- and yard to prevent pollutants from getting
ious ways that the cat tries to get rid of the into lakes and streams. IEPA (see order form
pollution (moving it from one place to another, in appendix)
breaking it into little pieces). Ask them if peo-
ple sometimes think about pollution this way. • World of Fresh Water (PDF Version)
Have them consider how the cat finally got rid Use these activities to help your students
of the pollution (a voom, a mysterious understand the effects of pollutants on lakes,
machine that gets rid of anything). Ask rivers, and streams. Grades 4-6 (66 pages)
students if they understand how it works. Do [Link]
they think such a machine exists to get rid of [Link]
pollution, why or why not? (Answer: No, once
pollution is generated, it generally takes time, • Project A.I.R.E - Air Pollution Background
energy and effort to remove it. Also, some Information (PDF Version) Fact sheet on air
trash is reused or recycled, not simply pollution and ways to detect and prevent it.
disposed of.) [Link]
rd_airpol.pdf
Community
• As a part of step 8, have students list pollu- • Desdemona’s Splash! (CD-ROM)
tion prevention solutions for each of the pollu- Interactive game on water quality and the
tants or pollutions identified. For example, if oil environment, specifically how activities in a
is found in the parking lot, students could sug- watershed affect water quality.
gest checking vehicles for oil leaks and pro- CTIC, 1220 Potter Drive, #170, West
viding routine maintenance. Then have stu- Lafayette, Indiana 47906, 765/494-9555
dents determine if the solution will cause
more harm than good. • Environmental Education Holdings
The EPA Region 5 library contains a variety of
Technology environmental education materials to assist
• Have students research information on types teachers in the classroom. For a listing of
of pollution and local pollution sources on the EPA’s Region 5 environmental education
Internet. One resource for information on local holdings, please visit the following web site:
pollution sources is Enviromapper at [Link]
[Link] [Link].

? 1—What is Pollution? 20 Environmental Pathways

 Urban Assessment of “Drawing Out” Pollution
Directions: Circle the items which are potential sources of pollution. Explain how each item you
circled might cause pollution and whom or what it might affect.

Source: Desdemona’s Splash! 1997 (Adapted)

Item How it Might Whom or What it

Circled Cause Pollution Might Affect
Example:
motor oil stains rain can wash oil into storm drain that humans, animals
at Fast Lube empties to lake or stream.

Environmental Pathways 21 1—What is Pollution?

?
 Suburban Assessment of “Drawing Out” Pollution
Directions: Circle the items which are potential sources of pollution. Explain how each item you
circled might cause pollution and whom or what it might affect.

Source: Desdemona’s Splash! 1997 (Adapted)

Item How it Might Whom or What it

Circled Cause Pollution Might Affect
example:
person spraying toxic chemicals may get into water supply. humans, good insects, animals
garden pesticides

? 1—What is Pollution? 22 Environmental Pathways

 Rural Assessment of “Drawing Out” Pollution
Directions: Circle the items which are potential sources of pollution. Explain how each item you
circled might cause pollution and whom or what it might affect.

Source: Desdemona’s Splash! 1997 (Adapted)

Item How it Might Whom or What it

Circled Cause Pollution Might Affect
example:
trash dumped can pollute lakes or streams, toxic chemicals humans, animals
along river bank may get into water supplies.

Environmental Pathways 23 1—What is Pollution?

?
 Possible Answers for (this is not meant to be an inclusive list):
Urban Assessment of “Drawing Out” Pollution
Item How It Might Whom or What It
Circled Cause Pollution Might Affect
example: motor oil stains at rain can wash oil into storm drain that humans, animals
Fast Lube empties to lake or stream.
gasoline pump nozzle may release toxic fumes, under- humans, plants, animals
ground storage tanks may leak.
truck or car exhaust releases pollutants into the air. fish, animals
litter may get into storm drain, ugly. fish, aquatic insects

exposed soil at construction site rain can wash soil into storm drain that humans, fish
empties to lake or stream.

pet waste rain can wash nutrients and bacteria into humans, fish, aquatic
storm drain that empties to lake or stream. insects

leaking cans from autobody and rain can wash chemicals into storm drain humans, good insects,
paint shops that empties to lake or stream. animals

Suburban Assessment of “Drawing Out” Pollution

Item How It Might Whom or What It
Circled Cause Pollution Might Affect
example: person spraying garden toxic chemicals may get into water supply. humans, good insects
pesticides and animals

person applying lawn chemicals toxic chemicals may get into water supply. humans, animals

person cleaning paint rollers toxic chemicals can wash into storm drain humans, plants, animals
that empties to lake or stream.
car exhaust releases pollutants into the air. humans, fish, aquatic insects

motor oil on driveway rain may wash oil into storm drain that fish, animals
empties to lake, or stream.

litter may carry chemicals that can get into humans, fish
storm drain, ugly.

dogs rain can wash nutrients and bacteria into humans, birds, fish, animals
storm drain that empties to lake or stream.

Rural Assessment of “Drawing Out” Pollution

Item How It Might Whom or What It
Circled Cause Pollution Might Affect
example: trash dumped along can pollute lakes or streams, toxic humans, animals
river bank chemicals may get into water supplies.

farm chemicals leaking on ground rain may wash into lakes or steams. humans, aquatic insects, animals

exposed soil on stream bank rain may wash into lakes or streams. aquatic insects, fish

motor oil on the ground oil may get into the groundwater, can humans, fish, aquatic insects
wash into lakes or streams.
animal waste rain may wash waste into lake or stream. humans, fish, aquatic insects

tractor releases pollutants into the air. humans, plants, animals

farming area (exposed soil) rain may wash eroded soil into lake or animals, plants, aquatic life
stream.

? 1—What is Pollution? 24 Environmental Pathways

 “Sock It” to Air Pollution
Activity Overview
Subject: Science In this demonstration students will observe that air pollution
is not always visible and that not all vehicles produce the
Skills: • Predicting same amount of pollutants.
• Interpreting
Background
Concepts: 1. A, C, N, R
Motor vehicles—cars, trucks, buses—are a major source of
3. A, F, G
air pollutants in North America today.
Objectives: Students will:
The United States Environmental Protection Agency has
1) be able to describe
established national air quality standards for six specific air
different sources of air
pollutants: sulfur dioxide, carbon monoxide, oxides of nitro-
pollution and some of the
gen, ozone, particulate matter and lead.
effects of air pollution.
These pollutants can cause health problems if they are
2) recognize that some types
breathed at high enough concentrations. The national air
of air pollution are invisible or
quality standards are meant to ensure that levels in the free
visible only under certain
air never get high enough to cause any such problems.
circumstances.
Standards at levels low enough to protect both human health
and welfare were set after much scientific research.
State Standards:
Science: 11.A.2 b, c, d
Carbon monoxide interferes with the transfer of oxygen in
13.B.2 b
the body. Lead, absorbed through the lungs, interferes with
cell metabolism. Ozone, sulfur dioxide, oxides of nitrogen,
Vocabulary: • air pollution
and particulates all irritate the lungs and nasal passages in
• particulates
various ways.
Setting: Indoor and Outdoor
Motor vehicles contribute directly or indirectly to all of those
air pollutants in varying amounts. The exhaust from a car
Materials:
that is running properly is essentially colorless. It contains
• three to five new white
mostly carbon dioxide and water vapor formed by fuel com-
tube socks
bustion, and these are harmless. But vehicle exhaust also
• access, keys, and per-
mission to run three to five
Emissions from Internal Combustion Engines
different vehicles
• an adult assistant
• copies of the “Sock It” to
Hydr
Air Pollution Automotive ocar
bons
Prediction Grid (p.26)
• clip boards Carbon Monoxide

s
Time: One class period c ulate
Parti
en
itrog
of N
des
Oxi

Environmental Pathways 25 1—What is Pollution? ?

contains small amounts of the other pollutants and airborne lead levels have fallen dramati-
mentioned above. cally in the last two decades. The experiment
in this section has to do with particulates.
Motor vehicles are the main source of carbon
monoxide in the air. It is an invisible, odor- Ozone is not emitted directly into the air. It is
less, poisonous gas created by incomplete formed by the action of sunlight on oxygen in
burning of fuel in a car’s engine. It can build the air, in the presence of hydrocarbons,
up to dangerous levels in an enclosed space oxides of nitrogen, and carbon monoxide. Of
like a garage, so be sure to perform the these “ozone precursors,” hydrocarbons are
experiment in this section outdoors, where the the most active in ozone formation, and this is
carbon monoxide and other pollutants can why they are important. Motor vehicles emit
blow away harmlessly. unburned or partially burned hydrocarbons
from their tailpipes. Hydrocarbons also evap-
Vehicles also emit oxides of nitrogen. Some orate from fuel tanks and systems.
of this is in the form of nitrogen dioxide, a
toxic gas which in higher concentrations is
brownish-red. It also is involved in the forma-
Preparation
tion of ozone. Vehicles emit small amounts of NOTE: Student safety needs to be considered
sulfur dioxide due to sulfur in the fuel as well. during this activity! Do not allow students to
inhale or stand in the direct path of exhaust.
Vehicles emit particulates—solid particles Do not allow students to touch the tailpipe
smaller than dust. Most such particulates are during or after this activity. The metal will be
the result of incomplete fuel combustion. extremely hot and can burn skin and clothing.
Diesel engines are especially prone to emit Use extreme caution and think through all
particulates. Formerly, most gasoline con- aspects of this activity before beginning!
tained lead additives to help control the com-
bustion process, and motor vehicles would 1. Locate three to five vehicles (school bus,
emit lead particulates from their tailpipes. diesel, new, old, alternative energy) that the
Leaded gasoline is no longer sold, however, teacher can start or have started during class.

“Sock It” to Air Pollution Automotive Prediction Grid

Make Model Year Engine Type Fuel Used Rank Reason/Rationale Rank
(Chevy, Ford, etc.) (Blazer, Taurus, etc.) (2000, 1965, etc.) (V8, 4 cylinder, etc.) (Unleaded, diesel, (Predicted) (Actual)
natural gas, etc.)

? 1—What is Pollution? 26 Environmental Pathways

2. Make copies of the prediction grid, one per 7. Turn the socks inside-out and attach the
student or group. appropriate label. Arrange socks from most to
least dirty.
3. Create identification labels for the socks.
8. Compare the students’ predictions to the
Procedure actual results. Remind the students that they
1. Ask the students to identify sources of air are only seeing particulate matter, and that
pollution in the community. List these on the cars also produce large amounts of invisible
blackboard. The list should include automo- air pollutants such as carbon monoxide and
biles, power plants, wood or coal burning oxides of nitrogen.
stoves, factories, farming, and natural sources
such as brush fires. Wrap Up
Assessment
2. Explain to the students how a vehicle • In small groups, have the students review
burns gasoline or diesel fuel. Some of the fuel the findings and compare them to their predic-
is changed into energy to move the vehicle. tions. Have the groups come up with written
By-products of the process include heat and answers to the following questions, using
air pollutants which exit the vehicle through complete sentences:
the exhaust system via the tailpipe.
1. How closely did your predictions match the
3. Use the background information to discuss actual results?
the types of pollutants in vehicle exhaust.
2. What could have affected the differences in
findings between the different vehicles?
4. Have the students assemble in the parking
(Possible answers: type of fuel used, engine
lot. Distribute prediction grids (one per student
type, age of vehicle, maintenance).
or team). Have students rank which car they
predict will produce the most particulate mat-
3. Are the cars with the cleaner socks always
ter (i.e., the dirtiest sock). Have them explain the best choice? What else might you look for
their choices. Place a white tube sock over the in selecting a car? (Answer: No, because this
tail pipe of each vehicle. The elastic sock tops test does not measure all kinds of emissions,
should fit snugly over the tailpipes; if they do only particulate matter. Also, cars are selected
not, secure them with rubber bands. for different uses and to fulfill different needs;
the ‘cleanest’ car in your test may be too small
5. Ensure that the students are standing or expensive for some people, or may not
away from the vehicles and start the engines. have acceptable fuel efficiency.)
While the engines run have students compare
their predictions. Extensions
Community
6. After five minutes turn off the engines and • Find out if emission inspections are required
remove the socks from the tailpipes using in your area. Hypothesize and investigate why
oven mitts or heavy gloves. CAUTION: Tail emissions testing is required and if it is
pipes may be extremely hot; do not have required all over the state. Plan a field trip to a
students perform this step. vehicle inspection site, if feasible.

Environmental Pathways 27 1—What is Pollution? ?

Technology • Global Warming
• Discuss alternative modes of transportation This web site offers information on several topics
and alternative fuels. How do they differ in regarding global warming, such as the following:
terms of emissions produced? climate, emissions, impacts, actions and a resource
center. [Link]/globalwarming/ (or)
Multidisciplinary [Link]
• In small groups, have students research the content/[Link]
amount of unleaded and diesel fuel that is
sold in their neighborhood or town each • IEPA Bureau of Air - Air Team
month. Have teams compile their results and This site provides information on emissions
determine how many gallons of each type of testing and the vehicle inspection process.
fuel are burned every month/year. If students [Link]/air/vim/[Link]
determine this number is high, have them
research ways in which to reduce the amount • Illinois Green Fleets
of fuel consumption in their lives. [Link]

Resources • Inventing a Monitor (PDF)

• Air Facts - Criteria Pollutants Fact Sheet An activity from Project A.I.R.E. that has students
Information on six criteria air pollutants devising and testing methods to monitor
recognized by the U.S. EPA. IEPA (see order air pollution.
form in appendix) [Link]/region01/students/pdfs/[Link]

• AIRNow • Partners for Clean Air

Provides a wealth of information nationwide, [Link]
including hourly data on ozone and particulates.
[Link] • Project A.I.R.E.
Offers several different air-related warm-up
• Alternative Fuels Data Center exercises, activities and reading material.
This site provides useful information about [Link]/region01/students/teacher/[Link]
alternative fuel and alternative fuel vehicle
(AFV) technologies, programs, funding, Adapted From: “Let’s Sock Car Exhaust,” Environmental
regulations, contacts, and more. Resource Guide - Air Quality. Air and Water Management
[Link]/afdc Association. Pittsburgh, PA. 1991.

• Automobiles and Air Pollution (PDF)

Background information on the causes and
consequences of pollution caused by
automobiles.
[Link]/region01/students/
pdfs/rd_auto.pdf

? 1—What is Pollution? 28 Environmental Pathways

 Charting the Water
Activity Overview
Subject: Mathematics Students classify and graph the pollutants found in a fictional
Science river and hypothesize what caused the pollution in the
first place.
Skills: • Classifying
• Comparing/
Contrasting
Background
• Computing Water can be polluted in a number of different ways. One
• Matching way is for bathroom and factory wastes to flow through pipes
into waterways with no treatment. Another is for soil, animal
Concepts: wastes, fertilizers and pesticides to wash from farms into
1. A, D, F, J, N, P, R waterways. Soil, oils, chemicals and other substances can
2. B 3. R be washed in from city streets and construction sites. Some
wastes are diluted by water and others can be eaten by bac-
Objectives: Students will: teria. However, nature can only do so much. The wastes that
1) identify forms of pollution remain are sometimes poisonous; others can cause dis-
and describe the effects that
eases such as cholera, or change the makeup of streams so
pollutants can have on
that animals or plants cannot survive.
people, wildlife and plants.

2) describe relationships There are many types of substances that can be pollutants:
between various forms of oil products, poisonous chemicals, decaying plants, even
pollution and human actions. leaves. Many things that are not harmful by themselves or in
small quantities become pollution under proper circum-
State Standards: stances or in high concentrations. Generally, these can all be
Mathematics: 10.A.2 a, c classified into the following five causes of water pollution:
Science: 11.A.2 c, d • Organic includes human, animal and plant wastes and
13.B.2 e, f chemical substances created by or made from them;
Social Science: 17.C.2 c
• Inorganic includes litter and chemical fertilizers;
Physical Dev. & Health:
• Thermal refers to changes in the temperature of water
22.C.3 a
(either warmer or colder);
Vocabulary: • inorganic • Toxic includes herbicides, insecticides, lead, and other
• organic • sediment chemicals that are directly harmful to humans
• thermal • toxic or animals;
• Sediment includes the buildup of silt, clay, and other
Setting: Indoor particles in ways that affect the survival or health of an
Materials: ecosystem.
• 100 tokens each of eight
different colors It is easy to think that pollution is only caused by humans,
• large container but this is not the case. Volcanic eruptions are a source of
• Types of Water Pollution acid precipitation, and naturally occurring erosion can con-
handout (p. 32) tribute to sedimentation. It is important to understand that
• graph paper what makes pollution is not the source (whether it is natural
or caused by humans) but what kind of effect it is having on
Time: One class period
living things that depend on water.

Environmental Pathways 29 1—What is Pollution? ?

Preparation pollutants. Make sure that each team lists the
1. Make 100 tokens each of eight different colors on the chart in the same order.
colors of construction paper. Tokens should be
shaped into 1/2 inch squares. Put all of the 6. Explain that more than two units or tokens
tokens into a large container and stir so the of any pollutant is considered harmful to the
colors are thoroughly mixed. aquatic environment. Ask them to determine
which pollutants in their river would be likely to
2. Make one copy of the Types of Water cause the most damage to humans and
Pollution Worksheet for each student. environment.

Procedures Wrap Up
1. On the chalkboard list the five major types Assessment
of water pollution: organic, inorganic, thermal, • Have students hypothesize what may have
caused types of pollution in their river.
toxic and sediment. Discuss each, referring to
the background information if necessary.
• Have students debate the following: Water is
taken from a river, treated, used by people of
2. Distribute the Types of Water Pollutants the community, sent to a city sewage treat-
Worksheet to each student (p. 32). Discuss ment plant, and then returned to the river. Do
them in detail, and have the students match you think this is a form of water pollution or
each of the pollutants with one of the five recycling? Explain your answer.
causes of pollution. Explain how some of the
pollutants can fit into more than one category Extensions
(for example, animal waste can have charac-
Community
teristics of organic and sediment pollution
• Have students visit a wastewater treatment
because it can oversupply an ecosystem with
plant to deepen their understanding of the
nutrients and cause a buildup of particles in process of water purification and their own
the waterway possibly affecting the health of place in the water cycle.
the ecosystem).
Multidisciplinary
3. Assign one of the eight colors of construc- • Have students obtain and write a report on
tion paper to each of the eight pollutants (e.g., current national and state laws protecting
red = petroleum, yellow = acid precipitation). water quality.

4. Divide the students into three groups. Outdoor

Explain that each group will be a research • Have students visit a nearby body of water
team and will analyze the pollution content of and conduct water quality tests. Have them
a fictional river. Give each team a piece of hypothesize, based on their findings, what
graph paper and a small amount (about one kinds of pollutants are affecting that area.
tablespoon) of the 1/2 inch square tokens.
Technological
5. Instruct the teams to separate the tokens • Have students research how fertilizers,
by color. Have them count the number of each pesticides and other chemicals are tested for
pollutant and construct a simple bar graph safety before they are available for sale.
showing the relative concentration of the

? 1—What is Pollution? 30 Environmental Pathways

Resources
• Getting to Know Your Local Watershed experience. Learn how one person with a pas-
Provides overview information on “What is a sion for a cleaner river environment is making
watershed?” Explains different sources of quite a difference in our rivers today.
pollution that affect watersheds, and uses of [Link]
watersheds’ natural resources. [Link]
[Link]/KYW/Brochures/[Link] • Project WET (Water Education for Teachers)
Project WET is a K-12 national water educa-
• Illinois Water Quality Report tion program that teaches about people's rela-
This report provides an assessment of the tionship to water, including the history of
quality of the state’s surface and groundwater water, uses of water and water management.
resources, including waterbody specific infor- The activity guide contains hands-on water-
mation and maps. [Link]/water/ related activities that give teachers and stu-
water-quality dents opportunities to investigate our most
precious natural resource. These activities
• Drinking Water & Ground Water Kids' Stuff have been correlated to the Illinois Learning
This web page offers several games and Standards.
activities relating to groundwater and drinking
water, including the water treatment cycle. Teachers can obtain a copy of the activity
[Link] guide by attending a Project WET workshop in
their area. Project WET is co-sponsored by
• Water Quality: Potential Sources of Pollution, the IDNR and the IEPA. For information about
Middle School Edition the program go to: [Link]
This 24” x 36” color poster depicts point and education/CLASSRM/WILD/[Link] or
nonpoint sources of pollution. The reverse [Link]
side contains two activities, Dispersion of
Nonpoint Pollutants and How Substances Are • Get Involved
Measured in Water. Available online at: Learn how to participate with students around
[Link] the world in World Water Monitoring Day
[Link]
Celebrate Water Monitoring Month and order
• Wetlands, Oceans and Watersheds
outreach and educational materials.
Provides information on watersheds, different
[Link]/owow/monitoring/volunteer/
types of waterbodies and how to protect our
[Link]
resources. [Link]/owow
• Lake Education Assistance Program (LEAP)
• EnviroMapper for Water
The Illinois EPA offers a $500 grant available
This interactive tool is a web-based
to all Illinois schools and not-for-profit organi-
Geographic Information System (GIS)
zations for the study of lakes/ponds and their
application that displays information about
watersheds. This money can be used to
bodies of water in the U.S. It allows you to
purchase lake-related educational materials,
create customized maps and can display the
field trips, equipment and activities. Applic-
health of a river near you. [Link]/
ation deadlines are September 30 and
waters/enviromapper/[Link]
January 31. [Link]/water/
conservation-2000/[Link]. 217-782-3362.
• Living Lands and Waters
This non-profit organization offers wonderful
Adapted From: “Deadly Waters,” Project WILD Aquatic.
educational workshops with an up-close river Western Regional Environmental Education Council.
Bethesda, MD. 1992.
Environmental Pathways 31 1—What is Pollution? ?
 Types of Water Pollutants Handout
Sediments that are very danger-
Small particles of sand, soil, clay, and other miner- ous to humans. People
als are washed into rivers, lakes and streams from can contract cholera,
the land. Often these come from construction proj- typhoid fever, dysen-
ects or paved areas, but they can also come from tery, hepatitis, and
natural runoff or erosion. Stream channels and other diseases if they
harbors that have been filled with sediment often drink or come into con-
need to be dredged. Sediment can harm wildlife tact with water that has
by covering nests of fish or by clogging the gills of been polluted this way,
fish and shellfish. or if they eat fish or shellfish from polluted water.
Human and animal wastes also contain nutrients
Petroleum (gas/oil) Products and act as a fertilizer in water. Bacteria feed on
Oil spills, such as the Exxon Valdez spill, kill fish, the nutrients and use up all of the oxygen in the
seabirds, shellfish, and aquatic plants. However, water. This kills many aquatic animals and plants.
there are many other ways that petroleum prod-
ucts (such as oil, gasoline, and kerosene) can Inorganic Compounds
contaminate water. They can seep into groundwa- Detergents, pesticides, herbicides, salts, mineral
ter from damaged or corroded underground stor- compounds, and other inorganic compounds are
age tanks, be washed into waterways from drive- harmful to water ways. They come from factories,
ways, streets or service stations, or be released mines, agriculture, factories, households, and
from ships, refineries, or drills. Petroleum products sometimes from natural sources as well. Many of
are poisonous to many animals. Additionally, these chemicals are poisonous to fish and other
waterbirds cannot fly if they get oil on their feath- animals or cause damage to structures, such as
ers. boats or water purification equipment.

Heated or Cooled Water Fertilizers

Electric power plants generate large amounts of Runoff from farms, gardens, lawns and golf cours-
heated water. This warm water can’t carry as es sometimes contains excess fertilizers. When
much oxygen as cooler water. If oxygen cannot be high concentrations of these fertilizers get into
returned to the water, fish and other aquatic ani- water, they cause large amounts of algae to grow.
mals can be harmed. Cooler water is sometimes The algae feed on the nutrients in the fertilizer,
released by deep dams; this too can damage just as crops would; once they use up all of the
aquatic animals and plants that require warmer nutrients, the algae die and are themselves eaten
temperatures to survive. by bacteria. The bacteria use up all the oxygen in
the water, which makes the water unsuitable for
Organic Wastes fish, shellfish, and other animals.
Other organic wastes can also get into the water.
These include natural animal and plant products Acid Precipitation
such as wood pulp or food by-products. These Normal water is not usually acidic. However,
products also contain nutrients for bacteria and plants and animals can be harmed or killed by
algae. The concentration of bacteria will increase water that has been made acidic by inorganic
if too much organic waste gets into the water. chemical pollution.
These bacteria will then use up the oxygen in the
water, and fish will die.

Animal/Human Wastes
Untreated sewage and runoff from farms, stock-
yards, and barns can contain viruses and bacteria

? 1—What is Pollution? 32 Environmental Pathways