Endorsed by: 
EPA-456/B-05-001 

November 2006 

AQI Toolkit


For Weathercasters


U.S. Environmental Protection Agency


Office of Air Quality Planning and Standards


Research Triangle Park, NC 27711


This Toolkit is available online at: www.airnow.gov 2 Printed on recycled paper 
Contents


Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii


Toolkit Overview


Your Role in Air Quality Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1


What’s in the Toolkit? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1


Quick Prep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2


Presentations


Grades 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3


Key Messages

Transparencies (see enclosed CD for PowerPoint presentation)


. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5


Notes Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7


Student Handout. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9


Transparencies (see enclosed CD for PowerPoint presentation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13


Grades 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15


Key Messages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17


Notes Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19


Student Handout. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21


Transparencies (see enclosed CD for PowerPoint presentation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25


Civic Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27


Key Messages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29


Long version: Civic Groups presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31


Notes Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33


Short version: Civic Groups presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35


Notes Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39


Handout for Civic Groups/Adults. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41


Optional Additional Activity for Civic Groups: Jeopardy Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45


Civic Groups — Long version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49


Civic Groups — Short version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51


Additional Resources for Weathercasters 

Air Pollution and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53


Tips for Weathercasters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55


Air Quality Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57


AirNow Air Quality Mapping and Forecasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61


Supplementary Air Quality Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63


AQI Toolkit for Weathercasters i Contents 
Teacher Resources


Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67


Air Quality Activities: Grades 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71


Breathing, Exercise, and Air Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73


Particle Pollution: How Dirty Is the Air We Breathe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77


Air Pollution: What’s the Solution? — The Ozone Between Us. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79


Air Quality Activities: Grades 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83


Tracking Air Quality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85


Smog Alert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99


“What’s Riding the Wind” in Your Community?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103


Smog City . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109


Background Information and Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111


Air Pollution and Health Facts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113


What Is the Air Quality Index? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115


Additional Air Quality Resources for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117


CDs 

CD#1 

Electronic Copies of Presentations and Handouts 

CD#2 

Forecast Earth: Air Aware Video (About Air Pollution and Health) 

Contents ii AQI Toolkit for Weathercasters 
Acknowledgments


Thanks to the following meteorologists and school teachers who reviewed earlier versions of this 

Toolkit and provided insightful suggestions for making it more effective: 

Meteorologists: 

Kristin Boyko, The Weather Channel 

Jen Carfagno, The Weather Channel 

Greg Fishel, WRAL-TV, Raleigh-Durham, Fayetteville, North Carolina 

Mish Michaels, CBS-Boston 

Jay Searles, News Channel 15, Champaign, Illinois 

Teachers: 

Jenny Helmick, private middle school, Massachusetts 

Justin Iero, Baileywick Elementary School, Raleigh, North Carolina 

AQI Toolkit for Weathercasters iii Acknowledgments 
Notice 

This document has been reviewed in accordance with U.S. 

Environmental Protection Agency policy and approved for publication. Mention of trade names or commercial products does not constitute endorsement or recommendation for use. 
Toolkit Overview


GOOD 

MODERATE 

UNHEALTHY FOR SENSITIVE GROUPS 

UNHEALTHY 

VERY UNHEALTHY 
Toolkit Overview 

Welcome to the Air Quality Index (AQI) educational toolkit for weathercasters.


This toolkit was designed by the U.S. Environmental Protection Agency (EPA)


for weathercasters who make educational presentations to schools and civic


groups. The toolkit contains key materials to help audiences understand how they can use the AQI to


find out about local air quality and how they can protect their health when the air is polluted. 


Your Role in Air Quality Awareness 

Air pollution is a serious public health issue. Because of the linkage between weather and air pollution, weathercasters play an important role in raising air quality awareness. Like many weathercasters, you may be incorporating air pollution alerts and associated health messages into your weathercasts. Presentations by weathercasters offer another powerful venue for educating school children, 

families, teachers, and civic groups about air quality and health. 

Two pollutants in particular, ozone and particle pollution, are often found at unhealthy levels in 

many parts of the United States. Real-time data and forecasts for ozone and particle levels, as well 

as messages about how to protect health, are now available to the public through many channels, 

including EPA’s AIRNow web site (www.airnow.gov). EPA and others are working to help educate 

the public about the resources they can use to protect their health from air pollution. 

What’s In the Toolkit? 

Presentations 

■ Key Messages — Bullet point lists of key air quality messages for each presentation (for Grades 

3-5, Grades 6-8, and Civic groups). 

■ Notes Pages — Printed black-and-white copies of slides and talking points for each slide. Long 

and short versions for civic groups are provided to accommodate available presentation time. 

■ Handouts - Simple one- or two-page, age-appropriate handouts for students and adults. 

■ Transparencies - A set of overheads (in both transparency and PowerPoint formats) for each 

presentation. Long and short versions for civic groups are provided to accommodate available 

presentation time. 

Additional Resources for Weathercasters 

■ Fact Sheets - Basic information on the AQI, air quality mapping and forecasting, the health 

effects of air pollution, and relevant publications and web sites for further information. 

■ Optional Additional Activity — For Civic groups. 

Materials to Leave with Teachers 

■ A set of Classroom Activities.

■ Background Information on air pollution, health, and the AQI. 

■ Other Resources - Descriptions of additional curricula, classroom activities, publications, and 

web sites. 

AQI Toolkit for Weathercasters 1	 Toolkit Overview 
CDs 

■ Electronic copies of the presentations and handouts in this toolkit. 

■ A copy of Forecast Earth: Air Aware video — Produced in 2004 by The Weather Channel and EPA. 

Quick Prep 

■ Read the fact sheets in this toolkit to familiarize yourself with the AQI, the health effects of air 

pollution, and air quality mapping and forecasting. 

■ Visit EPA’s AIRNow web site at www.airnow.gov for further information about the AQI and to 

obtain local air quality information. 

■ Use the Key Messages and Notes Pages in this toolkit to prepare for the presentation. 

■ Checklist:


✓ Your presentation notes or script


✓ CD or overhead transparencies 


✓ One copy of the appropriate handout for each participant


✓ For schools, a set of the Materials to Leave with Teachers


Toolkit Overview	 2 AQI Toolkit for Weathercasters 
Presentations


GOOD 

MODERATE 

UNHEALTHY FOR SENSITIVE GROUPS 

UNHEALTHY 

VERY UNHEALTHY 
Grades 3-5


3

Key Messages: Grades 3-5 Presentation 

■ Breathing dirty air is not good for people. For example: You might feel


like it’s harder to breathe, you might cough, or your chest might feel


tight.


■ You can help protect your health when the air is dirty. Here are three things you can do. 

1.	 Find out how clean your air is each day. 

•	 You can do this by checking the AQI, just like checking the weather report. The AQI (or 

the Air Quality Index) uses colors to tell you how clean or dirty the air is. For example, 

green means the air is clean. Red means the air is unhealthy. 

•	 You can always find the AQI on the Internet at a site called AIRNow at: 

www.airnow.gov . You also might hear about the AQI on TV during the weather forecast 

or on the radio, or you might see it on the weather page in the local newspaper. 

•	 Tell your parents about the AQI so they can check how clean or dirty the air is. 

2.	 If you play outside when you know the air is polluted, you can protect your health by taking 

it easier. For example, walk instead of run, take breaks often, or play outside at another 

time or on another day when the air is cleaner. 

3.	 If you notice any signs when you are playing outside like coughing, pain when you take a 

deep breath, chest tightness, or wheezing, stop playing and tell an adult. 

•	 If you have asthma, pay special attention on polluted days. If you think you or a friend 

may be having an asthma attack, tell an adult. 

AQI Toolkit for Weathercasters 5	 Key Messages: Grades 3-5 
Notes Pages:


Grades 3-5


7

• Now I’d like to talk about air, which is a big part of weather. 

K.C. Chameleon and his friends will help me do this. 

• We’re all breathing all the time. With every breath, what do we 

take in? (Response: “Air”) 

• You can feel the air right now on your hand if you just swing it 

gently back and forth. 

• Most of the time, the air looks clear. But have any of you ever 

seen air when it wasn’t clear? Sometimes the air can look a 

little dirty, or smoky, or hazy, like this. (show next slide) 

Notes Pages: Grades 3-5 1 
• These pictures show the same place with clean air and dirty air. 

• Sometimes when air looks dirty, that can be a sign that pollution 

is in the air. 

• Does anyone know what pollution is? 

• That’s right. Pollution means that the air is dirty from things like 

dust, chemicals, or soot (soot is a black substance, like that in 

chimneys, that is formed from burning things like wood or oil). 

Notes Pages: Grades 3-5 2 
• Here K.C. is showing us some of the biggest pollution sources: 

cars and trucks, factories that make things like desks and chairs, 

power plants that make electricity, some ordinary products like 

house paints, and many other things. Also, things in nature, like 

forest fires and volcanoes, can pollute the air. 

• What do you think happens when people breathe air that is dirty? 

• Breathing dirty air is not good for people. For example: You 

might feel like it’s harder to breathe, you might cough, or your 

chest might feel tight. 

• How can you protect yourself from dirty air? 

Notes Pages: Grades 3-5 3 
• Sometimes you can see when the air is dirty, but sometimes you 

can’t. So we need another way to tell if our air is dirty. 

• To do that, we can use something called the Air Quality Index, 

or AQI for short. Let’s take a look at what that is. 

Notes Pages: Grades 3-5 4 
• The AQI uses colors to tell us how clean or dirty the air is. 

• Which color do you think means the air is clean? Green, 

the same color that traffic lights use to tell you it’s OK 

to go, means the air is clean. 

• Which color do you think means the air is really dirty? It’s the 

darkest color: Purple. 

• Maybe you’re wondering: How can I find the AQI? Checking the 

AQI is like checking the weather report. 

Notes Pages: Grades 3-5 5 
• You can always find the AQI on the Internet at a site called 

AirNow at: www.airnow.gov 

Notes Pages: Grades 3-5 6 
• When the air is polluted, sometimes you’ll hear about it on TV 

during the weather forecast. 

Notes Pages: Grades 3-5 7 
• Sometimes you, or your parents, can find it on the weather page 

in the newspaper. 

• So finding out how clean or dirty the air is each day is one thing 

you can do to protect your health. Here’s another thing you can 

do. 

Notes Pages: Grades 3-5 8 
• Exercise and playing outside are good for you. But when the air 

is dirty, you should take some simple steps to protect your 

health. 

• If you play outside when you know the air is polluted, 

you can take it easier. That could mean, for example, walking 

instead of running, taking frequent breaks, or planning to play 

outside at another time or on another day when the air is cleaner. 

• Let’s think why this makes sense. Do you breathe more when 

you’re very active or when you’re taking it easier? 

• We don’t breathe as hard when we’re taking it easier, which is a 

good thing if the air is polluted. 

• Here’s another thing you can do. 

Notes Pages: Grades 3-5 9 
• If you notice any signs when you are playing outside—like 

unusual coughing, pain when you take a deep breath, chest 

tightness, or wheezing—stop playing and tell an adult. 

• If you have asthma, a lung condition that can sometimes make it 

difficult to breathe, pay special attention on polluted days. If you 

think you or a friend may be having an asthma attack, tell an adult. 

• Let’s review the three things you can do. 

Notes Pages: Grades 3-5 10 
• If you can, find out what the air quality color is each day. You 

might want to tell your parents about the AQI colors so they can 

help you check how clean or dirty the air is. 

• If the air is dirty, take it easier when you play outside, or change 

your play time to when the air is better. 

• If you have a hard time breathing when the air is dirty, tell an 

adult. 

Notes Pages: Grades 3-5 11 
• Here’s a cool website where you can learn more about the air 

quality colors and what they mean. 

• Here you can learn more about air pollution and the AQI and 

play some games. 

Pass out handout 

• This handout reminds you about what you can do. It also shows 

you where this kids’ website is and where you or your parents 

can go to get AQI information. 

Notes Pages: Grades 3-5 12 
Student Handout:


Grades 3-5


9


Transparencies:


Grades 3-5


13













Grades 6-8


15

Key Messages: Grades 6-8 Presentation 

■ Breathing polluted air is unhealthy. For example, you might find it more


difficult to breathe, you might cough or wheeze, or your chest might feel


tight.


■ You can’t always tell if the air is polluted by how it looks. The Air Quality Index, or AQI, can 

help. 

■ Two main types of air pollution are ozone pollution and particle pollution. 

■ The ozone we breathe at ground level is bad. But very high in the atmosphere is a natural layer 

of ozone that is good because it protects us from the sun’s harmful ultraviolet rays. A rhyme 

that can help you remember this is: “Ozone: Good up high, bad nearby.” 

■ You can protect your health in three ways when the air is polluted: 

1.	 Find out the air quality each day. 

•	 You can do this by checking the AQI (the Air Quality Index), just like checking the 

weather report. The AQI uses color-coded maps and health messages to tell you how 

clean or polluted the air is. For example, green means the air is clean. Red means the air 

is unhealthy for everyone. 

•	 You can always find the AQI on the Internet at a site called AIRNow at: 

www.airnow.gov . You also might hear about the AQI on TV during the weather forecast 

or on the radio, or you might see it on the weather page in the local newspaper. 

2.	 If you’re outside when you know the air is polluted, you can protect your health by taking it 

easier. It’s important to exercise and be active to maintain good health. But when the air is 

polluted, you can reduce the time you spend exercising, walk instead of run, take frequent 

breaks, or go outside at another time or on another day when the air is cleaner. 

3.	 If you notice any symptoms when you’re outside like coughing, pain when you take a deep 

breath, chest tightness, or wheezing, stop your activity and tell an adult. This is especially 

important if you have asthma. 

■ Both people’s activities (such as transportation, energy use, and materials production) and 

nature (such as forest fires and volcanic eruptions) can cause air pollution. 

■ You can help reduce pollution. For example, turn off lights and equipment that use energy 

when you don’t need them. Walk, bike, carpool, or use public transportation when possible 

instead of having someone drive you. 

AQI Toolkit for Weathercasters 17	 Key Messages: Grades 6-8 
Notes Pages:


Grades 6-8


19

• Now I’d like to talk about how weather relates to air pollution, 

and how air pollution can affect your health. 

• To do this, I’m going to begin by asking you some true or false 

questions. 

• True or false: Rain can have an effect on air pollution. [Correct 

response: true] 

• True. Rain can help to remove pollutants from the atmosphere. 

The intensity of the rain determines how much it actually cleans 

the air. The harder it pours, the more pollutants get removed 

from the air. But the rain deposits pollutants from the air onto 

the surface of the ground, which can contribute to water 

pollution. 

Notes Pages: Grades 6-8 1 
• True or false: Other types of weather can also have an effect on air 

pollution. [Correct response: true] 

• True. Wind can affect air pollution. Wind can move air pollution to 

different places, sometimes hundreds of miles away. 

• What other kinds of weather conditions do you think can affect air 

pollution? [You may want to wait for a few responses] 

Notes Pages: Grades 6-8 2 
• High and low pressure have a lot to do with the levels of pollution 

in the air. 

Notes Pages: Grades 6-8 3 
• High pressure compresses more molecules of air into a smaller 

space. 

• Low pressure allows molecules of air to occupy a larger area. 

Notes Pages: Grades 6-8 4 
• In low pressure systems, rising parcels of air create motion and 

mixing in the atmosphere. 

• This mixing generally keeps pollutants from building up. 

• The rising air also often causes clouds, rain, and thunderstorms to 

form. 

Notes Pages: Grades 6-8 5 
• High pressure systems do not allow air – or pollutants – to rise, so 

pollutants stay where they are and build up. 

• Sunshine, high temperatures, and light winds often occur in high 

pressure systems. 

• On clear days, sunlight and high temperatures can “bake” certain 

chemicals, causing them to react and form ozone, one type of air 

pollutant. 

Notes Pages: Grades 6-8 6 
• These are the basic formulas for poor and good air quality. 

Notes Pages: Grades 6-8 7 
• This photo demonstrates pollutants being trapped in lower levels of 

the atmosphere. Why? Because if the air can’t move, pollutants are 

trapped, stay where they are, and build up. 

Notes Pages: Grades 6-8 8 
• There are many sources of air pollution, such as cars, 

factories, power plants that produce electricity, some 

ordinary products like house paints, and many other things. 

• Sometimes nature can pollute the air. The bottom two 

photos show a forest fire and a volcano, both of which can 

pollute the air. 

• If you lived near a forest fire, what do you think it would 

feel like to breathe the air that day? [Wait for an answer or 

two.] 

• The air would be very smoky, and it might make you cough, 

or irritate your eyes, or you might find it harder to breathe. 

• Forest fires and volcanoes put small particles into the air. 

Particle pollution is one type of air pollution that can come 

from both natural sources like these and from people’s 

activities. 

Notes Pages: Grades 6-8 9 
• Here’s another type of pollution. The top picture shows Boston when the air is 

clean. The bottom picture shows Boston when the air is polluted with something 

called “smog.” 

• Smog is a combination of pollutants, two of which we’ve mentioned: ozone and 

particles. Both of these pollutants can affect our health. 

• Here’s another true or false question: Sometimes ozone in the air is a good thing. 

[Correct response: true] 

• True. Ozone in the air we breathe here at ground level is bad. But very high up in the 

atmosphere (in the stratosphere, which extends up from about 6 to 30 miles), there’s 

a natural layer of ozone that protects us from getting too much radiation from the 

sun. 

• Here’s another question—true or false: You can always tell when the air is polluted 

by how it looks. [Correct response: false] 

• False. Polluted air often does look dirty. But sometimes air that looks clean might in 

fact be polluted. 

• You can check the air quality each day by looking at color-coded maps and health 

messages, like the map on the next slide. 

Notes Pages: Grades 6-8 10 
www.airnow.gov

• This ozone map comes from an Internet website called 

AIRNow where you can check daily air quality for many 

different locations. This particular map shows the air quality 

and related health messages for several Midwestern states at 

8:00 a.m. on June 25, 2003. 

• The color scale to the right of the map is called the Air 

Quality Index, or AQI, which is a way to report daily air 

quality. The AQI colors tell us how clean or polluted the air 

is. 

• What is this map telling us about the air quality in the 

Midwest on this day at 8:00 a.m.? [Wait for a response] 

• The map is mostly green, so the air quality is mostly “good” 

for ozone pollution at this location at this time. 

• Let’s go forward in time on that same day and see whether 

the air quality has changed. 

Notes Pages: Grades 6-8 11 
www.airnow.gov

• Now it’s 10:20 a.m. on the same day. What’s happening to 

the air quality in this area? [Point to yellow area] [Correct 

response: It’s getting worse.] 

• The color is yellow, so the AQI is telling us that the air 

quality is “moderate,” which means just a little polluted. 

• The health message that goes along with the yellow AQI 

color is: “Unusually sensitive people should consider 

reducing prolonged or heavy exertion outdoors.” 

Notes Pages: Grades 6-8 12 
www.airnow.gov

• Now it’s 4:40 p.m. on the same day. What is the air quality in these 

parts of the Midwest? [Point to an orange area, then a red area.] 

[Correct response: “Unhealthy for sensitive groups” (orange), and 

“Unhealthy” for everyone (red)] 

• It’s “unhealthy for sensitive groups” (for orange) and generally 

“unhealthy” for everyone (for red). 

• “Sensitive groups” are people who are more likely to be affected by 

air pollution, which includes children, because you are still growing 

and your lungs are still developing. 

• For ozone, sensitive groups include people with lung diseases 

(including asthma), and active adults and children. 

• For particle pollution, sensitive groups include people with heart or 

lung disease (including asthma), older adults, and children. 

• When the AQI is orange, the health message is that sensitive groups 

should reduce prolonged or heavy exertion outdoors. When the AQI is 

red, the air is unhealthy for everyone; all people should reduce such 

activities. 

Notes Pages: Grades 6-8 13 
www.airnow.gov

• Now it’s 8:00 a.m. the next day. The map is again green, 

showing us that the air quality is much better. 

• The pattern we saw in the Midwest maps is very typical for 

ozone pollution: Ozone is often worse in the summer, and 

worse in the mid-afternoon to early evening, because 

sunlight and higher temperatures “bake” the pollution from 

sources such as car exhaust, gasoline vapors, factory 

emissions, and chemical solvents, and form ozone. 

Notes Pages: Grades 6-8 14 
• There are several things you can do to protect your health. 

• First, you can check whether the air is polluted each day. 

You can check out the AQI daily on the Internet at the 

AIRNow website. Also many newspapers and TV and radio 

weather forecasts include air quality reports. 

• If you find out that the air is polluted, here are some things 

you can do. 

Notes Pages: Grades 6-8 15 
• Exercise is important to staying healthy, so it’s good to be 

outside. But when the air is polluted, take it easier when 

you’re outside. That might mean not running around as 

much as you normally would, or for as long a time. Or take 

frequent breaks, or plan to be outside at another time or on 

another day when the air is cleaner. 

• Let’s think about why this makes sense. Do you breathe 

more when you’re active, or when you’re taking it easier? 

[Correct response: when active] 

• We breathe harder when we’re active, which means we can 

breathe in more dirty air if the air is polluted. 

• Here’s another thing you can do. 

Notes Pages: Grades 6-8 16 
• If the air is polluted and you notice any symptoms like 

unusual coughing, or pain when you take a deep breath, or 

chest tightness, or wheezing, stop your activity and tell an 

adult. 

• This is especially important if you have asthma, because air 

pollution can aggravate asthma. 

Notes Pages: Grades 6-8 17 
• There are also things you can do to reduce air pollution, 

such as turning off lights and equipment that use energy 

when you don’t need them. Cutting back on electricity helps 

power plants cut back their pollution. 

• Also, instead of having your parents drive you all over the 

place - walk, bike, carpool, or take the bus, train, or subway 

if you can when the air quality is good. But remember, your 

safety always comes first! 

Notes Pages: Grades 6-8 18 
www.smogcity.com

• Here’s a cool website called Smog City where you can 

learn more about how people and weather affect air 

pollution. 

Pass out handout 

• This handout tells you how you can visit Smog City on the 

Internet and how you can get to the AIRNow website to 

check air quality. 

• It also reminds you about what you can do to protect your 

health when the air is polluted. 

• In 2007, “Smog City 2” will be available, which will 

include particle pollution in addition to ozone. 

Notes Pages: Grades 6-8 19 
Student Handout:


Grades 6-8


21


Transparencies:


Grades 6-8


25











www.airnow.gov
www.airnow.gov
www.airnow.gov
www.airnow.gov




www.s
Civic Groups


27

Key Messages: Civic/Adult Presentation 

■ Breathing polluted air is unhealthy, but you can’t always tell if the air is


polluted by how it looks. The Air Quality Index, or AQI, can help.


■ Two main air pollutants are ozone pollution and particle pollution. Ozone pollution is invisible 

and is formed when certain chemicals react in the presence of heat and sunlight. Ozone pollution may aggravate asthma and bronchitis, and cause premature aging of the lungs. Particle 

pollution (microscopic particles of dust, dirt, smoke, and liquid droplets) can aggravate asthma 

and cause bronchitis or even premature death due to heart or lung disease. Symptoms from 

breathing polluted air can include coughing, breathing difficulties, and asthma attacks. 

■ There are two types of ozone. The ozone we breathe at ground level is bad. But very high in the 

atmosphere is a natural layer of ozone that is good because it protects us from the sun’s harmful ultraviolet rays. 

■ Some people are at greater risk from breathing ozone pollution or particle pollution. Sensitive 

groups for ozone pollution include active children and adults, and people with lung disease. 

Sensitive groups for particle pollution include people with heart or lung disease, older adults, 

and children. 

■ You can protect your health in three ways when the air is polluted: 

1.	 Find out the air quality each day and the forecast for the next day by checking the AQI 

(Air Quality Index), like you would the weather report. The AQI uses color-coding to represent air quality ranging from good (green) to very unhealthy (purple). You can find the 

AQI and related health messages on the Internet at: www.airnow.gov . Some newspapers and TV or radio weather reports also include the AQI. 

2.	 If you’re outside when you know the air is polluted, protect your health by taking it easier. For example, walk instead of run, exercise for half your normal time, or exercise at 

another time or on another day when the air is cleaner. Exercise away from busy roadways. 

3.	 If you notice symptoms when you’re outside, such as coughing, pain when taking a deep 

breath, chest tightness, or wheezing, stop what you’re doing and switch to a less strenuous activity. This is especially important if you are a member of a sensitive group—for 

example, if you have asthma or lung disease. Check with your doctor if you have these 

symptoms. People with heart disease should check with their doctor before engaging in 

vigorous outdoor exertion when particle levels are high. 

■ People’s activities (such as transportation, energy use, and materials production) and nature 

(such as forest fires or volcanic eruptions) can cause air pollution. 

■ You can help reduce pollution: Drive less—walk, bicycle, carpool, or use public transportation 

when possible. Turn off lights and appliances when you don’t need them. Cut back on heating 

and cooling when you can. Insulate your home. Only run full loads in your washing machine 

and dishwasher. Purchase energy-efficient products (look for the “Energy Star” label). 

AQI Toolkit for Weathercasters 29	 Key Messages: Civic Groups 
Long version:


Civic Groups presentation 


31

Notes Pages: Civic Groups


Long version 


33

• I’d like to talk about how weather relates to air pollution, and how air 

pollution affects health. 

• Air pollution can have a number of health effects, some of which can be 

quite serious. 

• The good news is that there now are several things you can do to protect 

your health when the air is polluted. The best way to protect your health is 

to find out when pollutant levels are high in your area, using the Air 

Quality Index, or AQI, and take simple precautions to minimize your 

exposure. 

• I’m going to start by making some statements about weather and air 

pollution and ask whether you think they are fact or fiction. First I will ask 

everyone who thought the statement was true to yell out “fact.” Then I’ll 

ask everyone who thought it wasn’t true to yell “fiction.” 

• [Note: Depending on the “personality” of the group you are talking to, 

you can also get their votes by asking them to raise their hands rather 

than using a voice vote if this feels more comfortable.] 

Notes Pages: Civic – Long 1 
• First fact or fiction statement: “When weathercasters give 

the weather forecast live on the evening news, they point to 

a blank screen, not a map, to show you what the weather is 

going to be.” 

• If you think this statement is true, on the count of three, yell 

out “fact.” If you think this is false, yell out “fiction.” 

• [Elicit the “fact” and “fiction” responses from the 

audience.] 

• The statement is true. We weathercasters are always 

pointing to a blank screen when we give you the weather 

forecast. The maps you see are put into the image 

electronically. You get to see them, but we don’t. 

Notes Pages: Civic – Long 2 
• Here’s another statement. Fact or fiction? 

• [Elicit the “fact” and “fiction” responses from the 

audience.] 

Notes Pages: Civic – Long 3 
• True. Weather can affect air pollution in a number of ways. 

• For example, the wind can move air pollution around, blowing it away 

from its source, and into areas hundreds of miles away - into other 

states and even other regions entirely, where it can have a significant 

impact on air pollution levels. 

• One example of this is air pollution from power plants in Ohio, which 

often is transported to the New England and Mid-Atlantic states. This 

makes it a challenge for some New England and Mid-Atlantic cities to 

comply with air pollution regulations, because they can’t control 

pollution from sources in other states. 

• Weather can also affect air pollution in other ways. Sunlight and warm 

temperatures can contribute to the formation of certain types of air 

pollution. 

• Also, during thunderstorms, the fast-moving air disperses pollutants, 

and the rain cleanses the air. 

• High pressure and stagnant conditions can also affect air pollution. In 

a high pressure system, the air is stagnant, which keeps pollutants 

where they are. 

Notes Pages: Civic – Long 4 
• Air pollution comes from a number of different sources. 

• Vehicles, power plants, and chemical plants are some of the 

biggest pollution sources. 

Notes Pages: Civic – Long 5 
• Here’s another statement - fact or fiction? 

• [Elicit the “fact” and “fiction” responses from the 

audience.] 

Notes Pages: Civic – Long 6 
• Fiction. 

• There are several natural sources of air pollution, including 

forest fires and volcanoes. 

Notes Pages: Civic – Long 7 
Ozone Pollution Particle Pollution

• I’m going to talk about two types of pollutants today: ozone 

pollution and particle pollution. 

• The Air Quality Index, or AQI, provides daily, color-coded maps 

and health information about these pollutants. 

• The AQI can be found on EPA’s AIRNow website, which looks 

like this. 

• The AQI can also often be found in newspapers in the weather 

section, and also on TV and radio news reports. 

Notes Pages: Civic – Long 8 
• Ozone pollution is formed when pollutants called nitrogen oxides 

and volatile organic compounds, or VOCs, react in the presence of 

heat and sunlight. 

• Vehicle exhaust, industrial emissions, gasoline vapors, and 

chemical solvents are some of the major sources of NOx and VOCs 

. 

Notes Pages: Civic – Long 9 
• Here’s another fact or fiction statement for you. 

• [Elicit the “fact” and “fiction” responses from the audience.] 

Notes Pages: Civic – Long 10 
• Fact. Ozone in the air we breathe here at ground level is bad. 

• But very high up in the atmosphere, there’s a natural layer of ozone 

that protects us from getting too much of the sun’s harmful 

ultraviolet radiation. 

Notes Pages: Civic – Long 11 
• Because heat and sunlight are needed to form ground-level ozone, 

ozone levels are a concern in warmer months. 

• This is another way in which weather influences air pollution. 

• In fact, the length of the ozone season varies depending on the 

weather. Southern and southwestern states may have an ozone 

season that lasts nearly the entire year. For more northern states, 

the ozone season generally is limited to summertime. 

• Wind can transport ozone hundreds of miles from where it formed, 

so it can be found in both urban and rural environments. 

Notes Pages: Civic – Long 12 
• Ozone can trigger a variety of health problems, including 

aggravated asthma and increased susceptibility to respiratory 

illnesses like pneumonia and bronchitis. 

• Symptoms to watch for when ozone is at unhealthy levels in the air 

include: coughing, pain when taking a deep breath, and breathing 

difficulties, especially when you are active or exercising outdoors. 

• But health damage from ozone can also occur without any 

noticeable signs. Repeated exposures to ozone can change the 

structure of the lungs, leading to premature aging of the lungs. 

Notes Pages: Civic – Long 13 
• Some people are more sensitive to ozone than others. 

• Scientists estimate that about one in three people in the United 

States is at higher risk for experiencing ozone-related health 

effects. 

Notes Pages: Civic – Long 14 
• Ground-level ozone also is not good for the environment. It 

damages plants and trees and reduces crop and forest yields. 

• So, ozone pollution often is not good for people and not good for 

our environment. 

Notes Pages: Civic – Long 15 
• Another key air pollutant that can affect people’s health is 

called particle pollution. 

• Particle pollution is caused by many human activities and by 

some natural sources. 

• It’s formed directly from sources such as vehicles, factories, 

power plants, and smoke from forest fires. 

• Particle pollution can be higher near busy roads and 

factories. 

• Particle pollution is also formed indirectly by weatherrelated conditions or events. 

• Particle pollution can occur at any time of year, but it can be 

especially bad during winter, when the weather is calm, 

allowing particle pollution to build up. 

• This phenomenon is called a temperature inversion. 

Notes Pages: Civic – Long 16 
• In a temperature inversion, cold air is trapped under warmer air 

above it. 

• This is a reverse of normal conditions, in which temperature 

decreases as you go higher in the atmosphere. 

• During an inversion, air pollution is also trapped under the warmer 

air. 

• The photo on the left shows an inversion over the city of Boston. 

• The photo on the right shows an inversion in a rural area. 

• When particle pollution levels are high outside, as in these pictures, 

they are often high indoors as well. 

Notes Pages: Civic – Long 17 
• Particle pollution consists of tiny, microscopic particles of dust, 

dirt, smoke, and liquid droplets containing any number of 

chemicals. 

• This photo shows particle pollution from Montana forest fires in 

the year 2000 in the Bitterroot Valley. This was actually a day of 

light smoke during the fires. 

• The smaller particles are the greatest health concern because they 

can penetrate deep into your lungs and may even get into your 

bloodstream. 

Notes Pages: Civic – Long 18 
• You can see that particle pollution causes quite a range of health 

effects, from coughing and chronic bronchitis to aggravated asthma 

and heart disease, and even premature death in people with heart or 

lung disease. 

• Many studies link particle pollution levels with increased hospital 

admissions and emergency room visits. 

Notes Pages: Civic – Long 19 
• As with ozone pollution, some people are considered to be at 

greater risk from particles than others. 

• People with heart or lung disease are at risk because particle 

pollution can aggravate these diseases. 

• Many studies show that when particle levels are high, older adults 

are more likely to be hospitalized, and some may die of aggravated 

heart or lung disease. 

• Children are at risk because their lungs are still developing, they 

breathe more air per pound of body weight, and they are usually 

very active. 

Notes Pages: Civic – Long 20 
• Particles also affect the environment. They are a big part of haze, 

which reduces visibility. 

• You may have noticed haze when visiting national parks. We often 

don’t get the views we expect at our treasured natural areas due to 

haze. 

• The left side of this slide shows the Great Smoky Mountains 

National Park on a hazy day; the right slide shows the same area on 

a clear day. 

• Particles also make rain and other forms of precipitation more 

acidic, which harms the environment in a number of ways. 

• So, as with ozone pollution, high levels of particle pollution often 

are not good for people and not good for our environment. 

Notes Pages: Civic – Long 21 
• Here’s another fact or fiction statement for you. 

• [Elicit the “fact” and “fiction” responses from the audience.] 

Notes Pages: Civic – Long 22 
• Fiction. Polluted air often does look dirty. But sometimes air that 

looks clean may be polluted. 

• On EPA’s AIRNow Web site, you can check whether the air is 

polluted and can get air quality forecasts for your area. 

Notes Pages: Civic – Long 23 
www.airnow.gov

• Here is an example of the type of maps and health messages you can 

get from the Air Quality Index on the AirNow Web site. 

• Let’s take a look at one of these maps and see what it tells us about 

ozone levels. 

• This map shows the air quality in the Midwest at at 8:00 a.m. on June 

25, 2003. 

• The color scale to the right of the map is the Air Quality Index, or 

AQI, which is an index for reporting daily air quality. 

• It tells us how clean or polluted the air is and whether there are any 

health concerns. 

• What is this map telling us about the air quality in the Midwest on this 

day at 8:00 a.m.? [Wait for response.] 

• The map is mostly green, so it’s telling us that the air quality is mostly 

“good” all over this area of the Midwest. 

• Let’s go forward in time on that same day and see whether the air 

quality changed. 

Notes Pages: Civic – Long 24 
www.airnow.gov

• On this map, it’s now 10:20 a.m. on the same day in the 

Midwest. What’s happening to the air quality in this area? 

[Point to yellow area] [Wait for a response] 

• It’s getting worse. The color is yellow, so the AQI is telling 

us that the air quality is “moderate,” which means just a 

little polluted—a level that only unusually sensitive people 

need to be concerned about. 

• Let’s look at the air quality a few hours later. 

Notes Pages: Civic – Long 25 
www.airnow.gov

• Now it’s 4:40 p.m. on the same day. What is the air quality 

in these parts of the Midwest? [Point to an orange area, 

then a red area.] [Wait for responses] 

• For orange, it’s “unhealthy for sensitive groups” which, for 

ozone, are people with lung disease, and active adults and 

children. For red, it’s “unhealthy” - everyone should limit 

prolonged or heavy outdoor exertion. 

• Now let’s look at the map the next morning. 

Notes Pages: Civic – Long 26 
www.airnow.gov

• The map is green again, showing us that the air quality is 

much better. 

• Let’s review what we saw about ozone levels on the 

Midwest maps: The air quality was good in the morning, it 

got worse in the afternoon and evening, and then it got better 

during the night. 

• This is very typical for ozone pollution. Ozone is worse in 

warmer temperatures and often worse in the afternoon and 

early evening. 

• This is because ozone needs warmth and sunlight to form. 

• Also, increased traffic during the late afternoons and 

evenings can contribute to more ozone formation. 

Notes Pages: Civic – Long 27 
• If you have access to the Internet, you can visit the AIRNow 

website whenever you want to check the air quality and get 

air quality forecasts for your area, just like checking the 

weather. 

• Or check your newspaper or listen to your local TV or radio 

station, which may include the AQI in their weather report. 

• The AIRNow site also gives you specific health messages 

about how to protect your health when the air is polluted at 

the different AQI levels. 

• [Add local station information here, if applicable] 

Notes Pages: Civic – Long 28 
• If you find out that the air is polluted, here are some things 

you can do to protect your health. 

• Exercise is important to staying healthy, so it’s important 

not to use air pollution as an excuse to avoid exercise! 

• But when the air is polluted, it’s a good idea to take it 

easier when you’re active outside. 

• That might mean, for example, walking instead of jogging, 

or exercising for half your normal time. 

• That’s because when we’re taking it easier, we don’t 

breathe in as much polluted air. 

Notes Pages: Civic – Long 29 
• Here’s another thing you can do. 

• You can reduce your exposure to polluted air by changing 

when or where you exercise. 

• For example, when ozone is at unhealthy levels in the air, 

you can plan outdoor activities when ozone levels are lower, 

usually in the morning or evening. 

• When particle pollution is in the air, you can plan outdoor 

activities when particle levels are lower. This can vary from 

place to place, so check AIRNow. 

• To reduce your exposure to particle pollution, try to exercise 

away from busy roadways. 

Notes Pages: Civic – Long 30 
• Here’s a fourth thing: Pay attention to your body. 

• If the air is polluted and you notice any symptoms like 

unusual coughing, pain when you take a deep breath, chest 

tightness, or wheezing, stop your activity and instead choose 

a less strenuous activity. 

• This is especially important if you are a member of a 

sensitive group—for example, if you have asthma or lung 

disease. 

• If you have lung disease and notice these symptoms when 

the air is polluted, check with your doctor about what to do. 

• If you have heart disease, check with your doctor before 

engaging in vigorous outdoor activities when particle 

pollution levels are high. 

• If you have heart disease and notice symptoms, follow your 

doctor’s advice. 

Notes Pages: Civic – Long 31 
• In addition to protecting yourself from pollution, you can also take 

steps to help prevent pollution. 

• These steps include: 

< When possible, reduce how much you drive by walking, 

biking, carpooling, or taking public transportation. 

< Turn off lights and other appliances when you don’t need 

them. 

< Cut back on heating and cooling when you can. 

< Insulate your home and run full loads in your appliances 

(washing machine, dishwasher, etc.) so you’re only using 

the energy you really need. 

< And, when purchasing a product that uses energy, whether 

a vehicle or an appliance, look for one that uses energy 

efficiently. For instance, look for the EnergySTAR label. 

Notes Pages: Civic – Long 32 
• Thank you. I hope you found this information useful. 

• Here is a handout with more information about the AQI, and about air 

quality and your health. 

• [Pass out handout] 

Notes Pages: Civic – Long 33 
Short version:


Civic Groups presentation 


35

Short Version: Civic Groups Presentation


This presentation is an abbreviated version of the longer presentation for Civic Groups provided earlier in this toolkit. A longer and more detailed presentation than those for school-aged children is 

appropriate for civic/adult groups; however if time is limited, you can use this shorter version. The 

long version contains 33 slides; this short version includes 15 slides. The Key Messages, Handout, 

and Optional Activity provided for Civic Groups are relevant for both the short and long versions. 

AQI Toolkit for Weathercasters 37 Presentations: Civic Groups 
Notes Pages: Civic Groups


Short version


39

• I’d like to talk about air pollution and your health, and how 

weather can affect air pollution. Breathing polluted air is unhealthy, 

but you can’t always tell the air is polluted by how it looks, like 

you can in these pictures. 

• Air pollution can have a number of health effects, some of which 

can be quite serious. 

Notes Pages: Civic – Short 1 
• The Air Quality Index, or AQI, can help you find out when 

pollution levels are high and could contribute to health 

problems. The AQI also provides related health messages. 

• The AQI uses color-coding to represent air quality ranging from 

good (green) to purple (very unhealthy). 

• You can find the AQI on the Internet at EPA’s AIRNow 

website at: www.airnow.gov. Also, many local newspapers and 

TV and radio stations include the AQI as part of the weather 

report. 

Notes Pages: Civic – Short 2 
• Air pollution comes from a number of different sources. 

• Vehicles, power plants, and chemical plants are some of the 

biggest pollution sources. Some things in nature, like forest 

fires or volcanoes, also can cause air pollution. 

Notes Pages: Civic – Short 3 
• I’m going to talk about two types of air pollutants today: ozone 

pollution and particle pollution. 

• Ozone pollution is formed when pollutants called nitrogen oxides 

and volatile organic compounds, or VOCs, react in the presence of 

heat and sunlight. This is one way that weather affects air pollution. 

• Vehicle exhaust, industrial emissions, gasoline vapors, and 

chemical solvents are some of the major sources of NOx and 

VOCs. 

• Weather can also affect air pollution in other ways. For example, 

the wind can move air pollution around, blowing it away from its 

source, into areas hundreds of miles away, where it can have a 

significant impact on air pollution levels. 

Notes Pages: Civic – Short 4 
• Ozone in the air we breathe here at ground level is bad. 

• But very high up in the atmosphere, there’s a natural layer of ozone 

that protects us from getting too much of the sun’s harmful 

ultraviolet radiation. 

Notes Pages: Civic – Short 5 
• Because heat and sunlight are needed to form ground-level ozone, 

ozone levels are a concern in warmer months. 

• This is another way in which weather influences air pollution. 

• In fact, the length of the ozone season varies depending on the 

weather. Southern and southwestern states may have an ozone 

season that lasts nearly the entire year. For more northern states, 

the ozone season generally is limited to summertime. 

Notes Pages: Civic – Short 6 
• Ozone can trigger a variety of health problems, including 

aggravated asthma and increased susceptibility to respiratory 

illnesses like pneumonia and bronchitis. 

• Symptoms to watch for when ozone is at unhealthy levels in the air 

include: coughing, pain when taking a deep breath, and breathing 

difficulties, especially when you are active or exercising outdoors. 

• But health damage from ozone can also occur without any 

noticeable signs. Repeated exposures to ozone can change the 

structure of the lungs, leading to premature aging of the lungs. 

Notes Pages: Civic – Short 7 
• Some people are more sensitive to ozone than others. 

• Scientists estimate that about one in three people in the United 

States is at higher risk for experiencing ozone-related health 

effects. 

Notes Pages: Civic – Short 8 
• Another key air pollutant that can affect people’s health is 

called particle pollution. 

• Particle pollution is formed directly from sources such as 

vehicles, factories, power plants, and smoke from forest 

fires. 

• Particle pollution can be higher near busy roads and 

factories. 

• Particle pollution is also formed indirectly, for example, by 

weather-related conditions or events. Particle pollution can 

occur at any time of year, but it can be especially bad during 

winter, when the weather is calm, allowing particle pollution 

to build up often due to high pressure systems and stagnant 

conditions. In a high pressure system, the air is stagnant, 

which keeps pollutants where they are. 

• Also during thunderstorms, the fast-moving air disperses 

particle pollution, and the rain cleanses the air. 

Notes Pages: Civic – Short 9 
• Particle pollution consists of tiny, microscopic particles of dust, 

dirt, smoke, and liquid droplets containing any number of 

chemicals. 

• This photo shows particle pollution from Montana forest fires in 

the year 2000 in the Bitterroot Valley. This was actually a day of 

light smoke during the fires. 

• The smaller particles are the greatest health concern because they 

can penetrate deep into your lungs and may even get into your 

bloodstream. 

Notes Pages: Civic – Short 10 
• You can see that particle pollution causes quite a range of health 

effects, from coughing and chronic bronchitis to aggravated asthma 

and heart disease, and even premature death in people with heart or 

lung disease. 

• Many studies link particle pollution levels with increased hospital 

admissions and emergency room visits. 

Notes Pages: Civic – Short 11 
• As with ground-level ozone, some people are considered to be at 

greater risk from particles than others. 

• People with heart or lung disease are at risk because particle 

pollution can aggravate these diseases. 

• Many studies show that when particle levels are high, older adults 

are more likely to be hospitalized, and some may die of aggravated 

heart or lung disease. 

• Children are at risk because their lungs are still developing, they 

breathe more air per pound of body weight, and they are usually 

very active. 

Notes Pages: Civic – Short 12 
• Visit the AIRNow website to check the air quality and get air quality forecasts for your area, just like checking 

the weather. Or check your newspaper or listen to your local TV or radio weather report, which may include 

the AQI. [Add local station information here, if applicable.] 

• Exercise is important to staying healthy, so it’s important not to use air pollution as an excuse to avoid 

exercise! But when the air is polluted, it’s a good idea to take it easier when you’re active outside. That might 

mean, for example, walking instead of jogging, or exercising for half your normal time. 

• You can reduce your exposure to polluted air by changing when or where you exercise. For example, when 

ozone is at unhealthy levels in the air, plan outdoor activities for times when ozone levels are lower, usually in 

the morning or evening. 

• When particle pollution is at high levels in the air, plan outdoor activities for times when particle levels are 

lower. This can vary from place to place, so check the Air Quality Index. To reduce your exposure to particle 

pollution, try to exercise away from busy roadways. 

• Pay attention to your body. If the air is polluted and you notice symptoms like coughing, pain when you take a 

deep breath, chest tightness, or wheezing, stop what you’re doing and find another, less intense activity. This is 

especially important if you are a member of a sensitive group—for example, if you have asthma or lung 

disease. 

• If you have lung disease and notice these symptoms when the air is polluted, check with your doctor about 

what to do. 

• If you have heart disease, check with your doctor before engaging in vigorous outdoor activities when particle 

pollution levels are high. If you have heart disease and notice symptoms, follow your doctor’s advice. 

Notes Pages: Civic – Short 13 
• In addition to protecting yourself from pollution, you can also take 

steps to help prevent pollution. 

• These steps include: 

< When possible, reduce how much you drive by walking, 

biking, carpooling, or taking public transportation. 

< Turn off lights and other appliances when you don’t need 

them. 

< Cut back on heating and cooling when you can. 

< Insulate your home and run full loads in your appliances 

(washing machine, dishwasher, etc.) so you’re only using 

the energy you really need. 

< And, when purchasing a product that uses energy, whether 

a vehicle or an appliance, look for one that uses energy 

efficiently. For instance, look for the EnergySTAR label. 

Notes Pages: Civic – Short 14 
• Thank you. I hope you found this information useful. 

• Here is a handout with more information about the AQI, and 

about air quality and your health. 

• [Pass out handout] 

Notes Pages: Civic – Short 15 
Handout for


Civic Groups/Adults


41

You probably check your local weather forecast every day, 

but there’s another forecast out there you should be checking, too. This forecast, known as the Air Quality Index, or AQI, can 

help you plan your activities to protect your health. In just minutes, this 

important tool lets you know: 

The AQI: 

Your Forecast to Breathe By 

•	 What today’s and tomorrow’s air pollution levels are forecast to be in your community. 

•	 Who's at risk from air pollution. 

•	 Simple steps you can take to protect your health. 

How can air pollution affect my health? 

•	 About 160 million Americans—over half the U.S. population—are exposed to unhealthy levels of groundlevel ozone or particle pollution every year. 

•	 Breathing ground-level ozone and particle pollution can cause serious health effects. Ozone pollution can 

cause respiratory symptoms and premature aging of the lungs. Particle pollution can cause bronchitis, heart 

problems, and even premature death due to heart or lung disease. Both ozone and particle pollution can 

aggravate asthma. 

•	 Some people are at greater risk from breathing ozone pollution or particle pollution. Sensitive groups for 

ozone pollution include active children and adults, and people with lung disease. Sensitive groups for particle pollution include people with heart or lung disease, older adults, and children. 

What can I do to protect my health? 

•	 You can reduce your exposure to air pollution by using AQI forecasts to plan your day. When the AQI predicts unhealthy air pollution levels, take it easier. By doing so, you will take less polluted air into your 

lungs. Choose a less vigorous activity (walk instead of jog, for example) or spend less time doing it. Or, 

reschedule your activities for times when air quality is expected to be better. 
Where can I find air quality information for my community? 

•	 You can find daily air quality information and forecasts for ozone and particle pollution on the Internet at 

the AIRNow web site (www.airnow.gov). This site also provides links to state and local air pollution agency 

web sites and air quality e-alerts. 

•	 In many communities, you can also get air quality information on the television and radio, in your local 

newspaper, and on state and local telephone hotlines. 

How does the Air Quality Index (AQI) work? 

The AQI is a simple, color-coded scale that tells you how clean or polluted your air is and how you can protect 

your health. Air quality forecasts use these color codes to help you quickly identify how polluted the air is. 

When the AQI is . . . . . . air quality conditions are: 

Green Good 

Yellow Moderate 

Orange Unhealthy for Sensitive Groups 

Red Unhealthy 

Purple Very Unhealthy 

Where can I get more information? 

Visit AIRNow (www.airnow.gov) for air quality information and forecasts for more than 300 cities across the 

U.S., links to state and local air quality web sites, and real-time air quality maps and visibility via webcams. 

Visit www.airnow.gov (click on "Publications" on the left side of the web page) for free U.S. EPA publications: 

•	 Air Quality Index—A Guide to Air Quality and Your Health 

•	 Air Quality Guide for Ozone 

•	 Air Quality Guide for Particle Pollution 

•	 Particle Pollution and Your Health 

•	 Ozone and Your Health 

•	 Smog—Who Does it Hurt? 

•	 Summertime Safety: Keeping Kids Safe from Sun and Smog 
Optional Additional Activity for


Civic Groups: Jeopardy Game


45

Jeopardy Game 

(followup to slide presentation if time allows) 

• Now let’s play “Jeopardy” for a couple of minutes to review some of the key points about 

air quality. Following the typical Jeopardy format, I will give you the “answers.” Raise 

your hand if you have a question that corresponds to that answer. The only rule is that the 

question has to have something to do with air quality or air pollution. 

[Note: Examples of questions are given below. The actual wording of the responses from 

audience members will vary. If someone gives a wrong response, ask for another response until 

you have a correct response from an audience member. ] 

• Here’s the first answer: “AIRNow.” Who’s got a question for it? 

• [Take response(s). Example response: What is the name of EPA’s web site that provides 

daily air quality information and forecasts?] 

• Here’s the second answer: “Sensitive groups.” Who’s got a question for it? 

• [Take response(s). Example responses: What are people with asthma, heart disease, or 

lung disease; children; and/or older adults called with respect to air pollution? What is 

the term for people who are more sensitive to air pollution?] 

• Here’s the third answer: “Take it easier when you’re active outside.” Who’s got a 

question for it? 

• [Take response(s). Example response: What is a good thing to do when air pollution 

levels are elevated?] 

• Here’s the fourth answer: “Ozone.” Let’s see if we can come up with several questions for 

this one. 

• [Take several responses if possible. Example responses: What pollutant can’t be seen in 

air? What pollutant can harm health even at low levels and even after exposure has 

ended? What pollutant is formed by the reaction of VOCs and nitrogen oxides in sunlight 

and heat? What pollutant is worse in warm months?] 

• And the final answer is” “Green.” 

• [Take response(s). Example response: What AQI color means the air is healthy?] 
Transparencies: Civic Groups


Long version


49








Ozone Pollution Particle Pollu















www.airnow.gov
www.airnow.gov
www.airnow.gov
www.airnow.gov






Transparencies: Civic Groups


Short version


51
















Additional Resources 


for Weathercasters


GOOD 

MODERATE 

UNHEALTHY FOR SENSITIVE GROUPS 

UNHEALTHY 

VERY UNHEALTHY 
Air Pollution and Health:


Key Facts for Weathercasters


Like the weather, local air quality can affect people’s daily lives. Millions of people live in areas 

where air pollution can cause serious health problems. Ground-level ozone and particle pollution 

are the two key air pollutants that pose health concerns in the United States. 

Health effects of ozone. Ground-level ozone, a component of smog, can aggravate asthma and 

bronchitis and cause coughing, throat irritation, chest tightness, wheezing, shortness of breath, 

painful or difficult breathing, and premature aging of the lungs. 

Health effects of particle pollution. Particle pollution, also a component of smog, can irritate the 

eyes, nose, and throat; cause chronic bronchitis, coughing, chest tightness, shortness of breath, and 

painful or difficult breathing; aggravate asthma; and even result in premature death in people with 

heart or lung disease. Particle pollution may be worse near busy roads or factories, and unhealthy 

levels may occur outdoors or indoors. 

Some people are particularly at risk for health problems from air pollution. People with lung diseases, 

and children and adults who are active outdoors, are at greater risk from ground-level ozone. 

People with heart or lung disease, older adults, and children are at greater risk from particle pollution. 

How people can protect their health from the effects of air pollution. To help protect their health 

from ozone and particle pollution, people can check the Air Quality Index daily, and take it easier 

when the air is polluted and they are active outside. They can also choose to exercise outdoors 

when ozone or particle pollution levels are lower, and exercise away from busy roadways to avoid 

particle pollution. If someone is having difficulty breathing or chest pain, he or she should stop 

strenuous activity and do something less active instead. People with asthma or lung disease should 

check with their doctors if they have any symptoms. People with heart disease should check with 

their doctor before engaging in vigorous outdoor exertion when particle levels are high. 

Weather, air pollution, and health. Particle pollution may occur at any time of year, but may be 

worse in the winter. Ozone is of most concern in warmer months, since sunlight and warm temperatures increase ozone formation. Wind can move air pollution away from its source, making the air 

cleaner in that area, and blow the pollution hundreds of miles away. High pressure systems and 

temperature inversions can keep air pollution in one location. 

Sources of ground-level ozone. Ozone is formed when certain pollutants (nitrogen oxides [NOx] and 

volatile organic compounds [VOC]) react in the presence of heat and sunlight. Sources of NOx and 

VOC include vehicle exhaust, industrial emissions, gasoline vapors, and chemical solvents. 

Sources of particle pollution. Particle pollution consists of microscopic particles of dust, dirt, smoke, 

and liquid droplets. Particle pollution may be caused by human activities (such as emissions from 

vehicles, factories, or power plants) or natural sources (such as forest fires or volcanic eruptions). 

Studies on the health effects of air pollution. Results of many scientific studies over several decades 

provide compelling and consistent evidence about how air pollution can affect people’s health. For 

example: 

■ In a study on children’s health, the California Air Resources Board tracked air pollution exposure 

and the health of approximately 5,500 children from twelve different communities in southern 

California for 10 years (1993 to 2003). The findings suggest that air pollution harms children’s 

AQI Toolkit for Weathercasters	 53 Additional Resources for Weathercasters 
lungs for life, and that air pollution may actually cause, not only aggravate, asthma (Peters, 

2004). 

■ A study of 500,000 adults in over 100 American cities found that prolonged exposure to fine 

particle pollution significantly increases the risk of dying from lung cancer and cardiopulmonary 

causes (Pope et al., 2002). 

■ Policies to reduce car traffic during the Olympics also reduced peak ozone concentrations by 28 

percent and hospitalizations for asthma by almost 20 percent (Friedman et al., 2001). 

■ A study of 5,000 people in the Netherlands from 1986 to 1994 found that people living near a 

main road and exposed to traffic-related particle pollution were almost twice as likely to die 

from heart or lung disease compared to people living further from traffic (Hoek et al., 2002). 

■ Increases in particle pollution have been associated with a rise in the incidence of asthma 

attacks among adults with asthma (Desqueroux et al., 2002). 

■ A study in Erie County, New York (excluding the city of Buffalo) found that children living in 

neighborhoods with heavy truck or trailer traffic within 200 meters of their homes had 

increased risks of asthma hospitalization (Lin et al., 2002). 

■ During the year that a steel mill in Utah Valley was temporarily closed, particle pollution 

dropped by half, and children’s hospital admissions for respiratory problems were two to three 

times lower than usual (Pope, 1989). 

Reference information for the above studies and additional health studies is included in Supplementary Air Quality Resources in this 

Toolkit. 

Additional Resources for Weathercasters 54	 AQI Toolkit for Weathercasters 
Tips for Weathercasters:


How to Introduce AQI Forecasts to Your Viewers


■ Include AQI information in your forecast every day. You can refer to air quality or you can mention the pollutants—ozone and particles—to draw a distinction between the two. 

■ Use key messages along with a supporting health message (what actions people should take) in 

your on-air script. 

Sample Script (Ozone forecast is code orange):

•	 “Tomorrow’s forecast is code orange—that means air quality is unhealthy for sensitive 

groups. The primary pollutant of concern is ozone. 

•	 If you are in a sensitive group, including people with lung disease (such as asthma), or 

active adults and children, cut back your strenuous outside activities or reschedule them 

when air quality is better. You might want to go for a walk instead of a jog.” 

Sample Script (Particle pollution forecast is code orange):

•	 “The air quality forecast for tomorrow is unhealthy (or code orange) for particle pollution, 

which means air quality is unhealthy for people with heart or lung disease (such as asthma), 

older adults, and children. 

•	 If you are in a sensitive group, including people with heart or lung disease (such as asthma), 

older adults, and children, cut back your strenuous activities or reschedule them when air 

quality is better. Coaches, it’s a good idea to rotate your players, especially if any have asthma.” 

■ Offer a link to the AIRNow web site on your station’s web site and mention it in your on-air 

script for people who would like more information on air quality issues. 

For Example:

•	 For more real-time information on air quality, go to our web site at [Insert site] or EPA’s 

web site at: www.airnow.gov 

■ Use graphics to help relay your on-air message. Graphics that you can adapt or use “as is” can 

be downloaded from EPA’s web site at: www.airnow.gov (then search on “graphics”) 

AQI Toolkit for Weathercasters	 55 Additional Resources for Weathercasters 
Air Quality Index: Fact Sheet for Weathercasters 

Developed by the U.S. Environmental Protection Agency (EPA), the Air Quality Index, or AQI, provides a standard, uniform index for reporting daily air quality. The AQI helps make daily air quality 

information as easy to understand as weather forecasts. It is now used in local air quality reports 

and forecasts nationwide to tell the public how clean or polluted the air is, and how they can protect their health at different levels of pollution. 

How the AQI Works 

The AQI is essentially a yardstick that runs from 0 to 500. The higher the AQI value, the greater the 

level of air pollution and the greater the health concern. For example, an AQI value of 50 represents 

good air quality with little potential to affect public health, while an AQI value over 300 represents 

hazardous air quality. 

An AQI value of 100 generally corresponds to the national air quality standard for the pollutant, 

which is the level EPA has set to protect public health. AQI values below 100 are generally thought 

of as satisfactory. When AQI values are above 100, air quality is considered to be unhealthy—at first 

for certain sensitive groups of people, then for everyone as AQI values get higher. 

Understanding the AQI 

To make it easier to understand, the AQI is divided into six categories: 

Air Quality Index Values Levels of Health Concern Colors 

When the AQI is in this range: ...air quality conditions are: ...as symbolized by this color: 

0 to 50 Good Green 

51 to 100 Moderate Yellow 

101 to 150 Unhealthy for Sensitive Groups Orange 

151 to 200 Unhealthy Red 

201 to 300 Very Unhealthy Purple 

301 to 500 Hazardous Maroon 

Each category corresponds to a different level of health concern: 

■ “Good” - The AQI value for a particular community is between 0 and 50. Air quality is considered satisfactory, and air pollution poses little or no risk. 

■ “Moderate” - The AQI for a community is between 51 and 100. Air quality is acceptable; however, for some pollutants there may be a moderate health concern for a very small number of 

people. For example, some people who are unusually sensitive to ozone may experience respiratory symptoms. 

■ “Unhealthy for Sensitive Groups” - When AQI values are between 101 and 150, members of sensitive groups may experience health effects. This means they are likely to be affected at lower 

levels than the general public. For example, people with lung disease are at greater risk from 

exposure to ozone, while people with either lung disease or heart disease are at greater risk 

from exposure to particle pollution. The general public is not likely to be affected when the AQI 

is in this range. 

AQI Toolkit for Weathercasters	 57 Additional Resources for Weathercasters 
■ “Unhealthy” - Everyone may begin to experience health effects when AQI values are between 

151 and 200. Members of sensitive groups may experience more serious health effects. 

■ “Very Unhealthy” - AQI values between 201 and 300 trigger a health alert, meaning everyone 

may experience more serious health effects. 

■ “Hazardous” - AQI values over 300 trigger health warnings of emergency conditions. The entire 

population is more likely to be affected. 

AQI Colors 

EPA has assigned a specific color to each AQI category to make it easier for people to quickly 

understand whether air pollution is reaching unhealthy levels in their communities. For example, 

the color orange communicates that conditions are “unhealthy for sensitive groups,” while red 

means that conditions may be “unhealthy for everyone,” and so on. Over time, as local air quality 

reports become more available, the public is becoming increasingly familiar with the meaning of 

the AQI colors. 

How a Community’s AQI is Calculated 

Air quality is measured by monitors that record the concentrations of the major pollutants each day 

at more than a thousand locations across the country. These raw measurements are then converted 

into AQI values using standard formulas developed by EPA. An AQI value is calculated for each pollutant in an area (ground-level ozone, particle pollution, carbon monoxide, sulfur dioxide, and 

nitrogen dioxide). The highest AQI value for the individual pollutants is the AQI value for that day. 

For example, if on July 12 a certain area had AQI values of 90 for ozone and 88 for sulfur dioxide, 

the AQI value would be 90 for the pollutant ozone on that day in that area. 

When and How the AQI is Reported to the Public 

In large cities (more than 350,000 people), state and local agencies are required to report the AQI 

to the public daily. When the AQI is above 100, agencies must also report which groups, such as 

children or people with asthma or heart disease, may be sensitive to those pollutants. Many smaller 

communities also report the AQI as a public health service. 

Many cities also provide forecasts for the next day’s AQI. These forecasts help local residents protect their health by alerting them when warranted to plan their vigorous activities for a time when 

air quality is better. 

The AQI is a national index, so the value and colors used to show local air quality and the levels of 

health concern are the same everywhere in the United States. AQI reports for areas across the U.S. 

are always available on the Internet at EPA’s AIRNow web site: www.airnow.gov . The AQI is also 

frequently reported in local newspapers, on local television and radio stations, via e-alert systems, 

and on many state and local telephone hotlines. 

Typical AQI Values in Most Communities 

In many U.S. communities, AQI values are usually below 100, with values greater than 100 occurring just several times a year. Typically, larger cities have more severe air pollution problems, and 

the AQI in these areas may exceed 100 more often than in smaller cities. AQI values higher than 

200 are infrequent, and AQI values above 300 are extremely rare. 

AQI values can vary from one season to another. In winter, for example, carbon monoxide may be 

high in some areas because the cold weather makes it difficult for car emission control systems to 

Additional Resources for Weathercasters 58	 AQI Toolkit for Weathercasters 
operate effectively. In summer, ozone may be a significant air pollutant because it forms in the 

presence of heat and sunlight. Particle pollution can be elevated at any time of the year. 

AQI values also can vary depending on the time of day. For example, ozone levels often peak in the 

afternoon, while carbon monoxide is usually a problem during morning or evening rush hours. 

Particle pollution can be high at any time of day. 

Introducing AQI Forecasts to Your Viewers 

Increasingly, weathercasters are providing local air quality information and forecasts as part of their 

daily TV and radio weather reports. Because of the connection between air quality and weather, 

weathercasts provide a natural venue for communicating air quality information to the public. The 

AQI provides an important tool to help you do this efficiently and effectively. Including air quality 

information in a weather report takes just a few seconds and provides an important public health 

service. 

You can find daily information on local air quality and forecasts to use in your weather reports on 

EPA’s AIRNow web site at www.airnow.gov 

Standard advisory statements for each AQI level are also available at: www.airnow.gov . Search for 

Air Quality Guide for Particle Pollution - click on the (usually first) entry entitled “AIRNow - TV 

Weather - Air Quality Guide for Particle Pollution - Air Quality Index (AQI) At-A-Glance Messages”. 

This version of the Guide includes statements for particle pollution, ozone, and combined particle 

pollution and ozone. 

Note that these advisory statements have been carefully crafted based on data from health studies 

and should not be altered. Also, note that the statements for ozone and particle pollution advise 

people to take it easier outside when the air is polluted, but do not advise them to remain indoors 

(with one exception: the advisory statement to sensitive groups when particle pollution is at hazardous levels, which are rarely reached in the U.S.). 

Including daily AQI information in your forecast will allow the public to become familiar with the 

AQI and know that your forecast is a reliable source for local air quality information. 

AQI Toolkit for Weathercasters 59 Additional Resources for Weathercasters 
AIRNow Air Quality Mapping and Forecasting 

Introduction 

EPA’s AIRNow program collects air quality data and smog observations and forecasts for over 300 

metropolitan areas across the country. Gridded data maps are available free to weather service 

providers. These data provide four types of information: 

■ Air quality forecasts. Similar to maximum temperature forecasts, these air quality forecasts represent the maximum smog levels expected for the current day, next day, and beyond. The forecasts are issued by meteorologists in each state, collected by the AIRNow program, and distributed free of charge to weather providers. 

■ Current air quality conditions. Like current temperature, the current air quality values provide 

the highest Air Quality Index (AQI) reading observed in each city. 

■ Previous day’s AQI maximum. This data value provides the peak AQI reached at any monitor in 

each city. 

■ Educational resources for broadcasters. The AIRNow web site includes air quality information 

specifically for radio/television broadcasters at: www.airnow.gov (click on ”Weathercasters” on 

the left side of the web page; also from the main AIRNow web page, search on “media”). 

Forecast Frequency and Data Files 

Air quality agencies throughout the United States typically issue their forecasts once or twice a day. 

Agencies usually submit the forecasts in the late morning to early afternoon (local time), with all 

forecasts completed by 1700 ET (2100 UTC) each day. Current observations are updated hourly. Data 

are stored in an ASCII file that contains the latest forecasts and observations for all cities. 

The AIRNow Data Management Center’s FTP Internet site includes two sets of data. One data set — 

“outgoing\forecasts” — typically contains forecasts for the current and next day; for some cities, the 

file contains forecasts for two to five days. Current observations for each city and the previous day’s 

maximum AQI readings are also provided. The second data set — “outgoing\grids” — contains one 

hour’s worth of gridded observations (or previous day’s peak). Both of these data sets can be 

accessed through the Data Management Center’s FTP Internet site at: ftp.airnowdata.org . Additional 

information on file format specifications and forecast issuance is provided at: www.airnow.gov (click 

on “Weathercasters” on the left side of the web page and choose “AIRNow Fact Sheet”). 

Guidelines for Using AIRNow Data, Forecasts, and Advisories 

■ Air quality data, forecast values, and advisory statements should be disseminated as received 

and not altered in any way. 

■ All end-users who receive air quality, forecast, and advisory information should be provided 

with the most current data available when possible. Current updates are particularly important 

when advisories are issued by state/local air quality agencies. The AIRNow program updates all 

data hourly. 

■ State and local agencies are the authority for issuing air quality forecasts and advisories. 

■ Credit should be given to the appropriate source—either EPA AIRNow or the state/local air quality agency if known. 

AQI Toolkit for Weathercasters	 61 Additional Resources for Weathercasters 
■ AIRNow observational data are not fully verified or validated and should be considered preliminary. As such, they should not be used to formulate or support regulation, guidance, or any 

other government or public decision. 

■ Observed air quality and forecast values should be disseminated in accordance with the Air 

Quality Index and corresponding RGB colors as follows: 

AQI Level Color R G B 

Good Green 0 228 0 

Moderate Yellow 255 255 0 

Unhealthy for Sensitive Groups Orange 255 126 0 

Unhealthy Red 255 0 0 

Very Unhealthy Purple 153 0 76 

Hazardous Maroon 76 0 38 

Questions regarding AIRNow data, forecasts, and advisories should be directed to: 

AIRNowDMC@sonomatech.com and white.johne@epa.gov 

Additional Resources for Weathercasters 62	 AQI Toolkit for Weathercasters 
Supplementary Air Quality Resources 

The Air Quality Index 

EPA’s AIRNow Web site. The U.S. EPA’s AIRNow web site provides the public with easy access to air 

quality information. The web site offers real-time air quality conditions and daily air quality forecasts for more than 300 cities across the U.S. It also provides links to more detailed state and local 

air quality web sites, and supplies real-time images of air quality and visibility via webcams in a 

number of locations. Available at: www.airnow.gov 

The AIRNow web site also provides a chart to easily link the AQI colors with air quality and health 

risks. This chart and related information can be found by visiting the AIRNow web site homepage 

(www.airnow.gov) then clicking on “Air Quality Index” on the menu bar on the left; the chart is on 

the bottom of this page. 

EPA’s AIRNow web site also includes a children’s section - see: www.airnow.gov (click on “Kids” on 

the menu bar on the left). This web site explains the Air Quality Index (AQI) to children. It uses 

games, targeted for K-1 and ages 7-10, to teach children about the AQI and how they can moderate their activity to play safely outside when air pollution is elevated. 

EPA AQI Publications. Available in pdf and html formats (print versions can be requested free of 

charge) at: www.airnow.gov - click on “Publications” on the menu bar on the left for the following 

publications, among others: 

■ Air Quality Index - A Guide to Air Quality and Your Health. Explains EPA’s Air Quality Index (AQI) 

and the health effects of major air pollutants. 

■ Air Quality Guide for Ozone. Provides information about ways to protect health when ozone levels reach the unhealthy range, and ways to help reduce ozone air pollution. 

■ Air Quality Guide for Particle Pollution. Provides information about ways to protect health when 

particle pollution levels reach the unhealthy range, and ways to help reduce particle air pollution. 

Air Quality Mapping and Forecasting 

EPA Publications. Available at www.airnow.gov - click on “Publications” on the menu bar on the left 

for the following publications: 

■ Guidelines for Developing an Air Quality (Ozone and PM2.5) Forecasting Program. Provides technical guidance to help air quality agencies develop, operate, and evaluate ozone and PM2.5 

forecasting programs. Includes: 1) background information about ozone and PM2.5 and the 

weather’s effect on these pollutants; 2) a list of how air quality forecasts are currently used; 3) 

a summary and evaluation of methods currently used to forecast ozone and PM2.5; 4) steps to 

develop and operate an air quality forecasting program; and 5) information on the level of 

effort needed to set up and operate a forecasting program. 

■ Ozone Monitoring, Mapping, and Public Outreach: Delivering Real-Time Ozone Information to

Your Community. Provides step-by-step instructions about creating an ozone monitoring, mapping, and public outreach program at the local community level. 

AQI Toolkit for Weathercasters	 63 Additional Resources for Weathercasters 
■ Guideline for Reporting of Daily Air Quality - Air Quality Index (AQI). Provides guidance to aid 

local agencies for reporting air quality using the AQI, as required in Part 58.50 of 40 CFR and 

according to Part 58 of 40 CFR, Appendix G. 

TV Weather Links and Reference Materials for Air Quality. Available at: www.airnow.gov - click 

“Weathercasters” on the menu bar on the left for the following materials, among others: 

■ Talking Points for Meteorologists. This document summarizes the health messages and recommended actions for ozone and particle pollution at each AQI level. 

■ Myths and Facts for Meteorologists. This page contains basic information about ozone and particle pollution and their health impacts. 

Air Pollution and Health 

Scientific Publications and Related Reports. Key reports on air pollution and health include: 

■ The American Lung Association. All of the ALA reports listed below are available at: 

www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=36864 

The American Lung Association State of the Air: 2004


Selected Key Studies on Ozone and Health (1997-2001)


Selected Key Studies on Particulate Matter and Health (1997-2001)


Annotated Bibliography of Recent Studies on the Health Effects of Air Pollution (2001-2002)


■ Balbus, J. and Y. Chee. 2004. Dangerous Days of Summer. Environmental Defense Fund. Ranks 50 

major population centers in the U.S. where air pollution impacts the greatest number of children. Available at: www.environmentaldefense.org/dangerousdays.cfm. 

■ Desquereux et al., 2002. Short-Term Effects of Low-Level Air Pollution on Respiratory Health of

Adults Suffering from Moderate to Severe Asthma. Environmental Research Vol. 98: 29-37. This 

study found that increases in particle pollution have been associated with a rise in the incidence of asthma attacks among adults with asthma. 

■ Friedman, M.S., K.E. Powell, L. Hutwagner, L.M. Graham, W.G. Teague. 2001. Impact of Changes

in Transportation and Commuting Behaviors during the 1996 Summer Olympic Games in Atlanta

on Air Quality and Childhood Asthma. J. Am. Med. Assoc. 285(7):897-905 (February). Policies to 

reduce car traffic during the Olympics also reduced peak ozone concentrations by 28 percent 

and hospitalizations for asthma by almost 20 percent. 

■ Gauderman, W.J. et al. 2004. The Effects of Air Pollution on Lung Development from 10 to 18

Years of Age. New England Journal of Medicine 351:1057-1067. 

■ Hoek, G., B. Brunekreef, S. Goldbohm, P. Fischer, P.A. van den Brandt. 2002. Association Between

Mortality and Indicators of Traffic-Related Air Pollution in the Netherlands: A Cohort Study. The 

Lancet 19:1203-1209. A study of 5,000 people in the Netherlands from 1986 to 1994 found 

that people living near a main road and exposed to traffic-related particle pollution were 

almost twice as likely to die from heart or lung disease compared to people living further from 

traffic. 

■ Hricko, A., K. Preston, H. Witt, J. Peters. 1999. Air Pollution and Children’s Health. Chapter 

excerpt from the 1999 Health Atlas of Southern California. Available at: 

http://hydra.usc.edu/scehsc/coep/coep_atlaschap.asp 

Additional Resources for Weathercasters 64	 AQI Toolkit for Weathercasters 
■ Kleinman, M. 2000. The Health Effects of Air Pollution on Children. Department of Community 

and Environmental Medicine University of California, Irvine. South Coast Air Quality 

Management District. Available at: www.aqmd.gov/forstudents/health_effects_on_children.pdf 

■ Lin, S., J.P. Munsie, S.-A. Hwang, E. Fitzgerald, M.R. Cayo. 2002. Childhood Asthma

Hospitalization and Residential Exposure to State Route Traffic. Environmental Research Vol. 88: 

73-81. A study in Erie County, New York (excluding the city of Buffalo) found that children living in neighborhoods with heavy truck or trailer traffic within 200 meters of their homes had 

increased risks of asthma hospitalization. 

■ Peters, J.M. 2004. Epidemiologic Investigation to Identify Chronic Effects of Ambient Air

Pollutants in Southern California. University of Southern California, Los Angeles; California Air 

Resources Board. This prospective study of about 5,500 children living in Southern California 

found serious adverse impacts to children’s lung function from exposure to air pollution. Study 

overview available at: www.arb.ca.gov/research/chs/over.htm . Abstract available at: 

www.arb.ca.gov/research/abstracts/94-331.htm 

■ Pope, C.A., R.T. Burnett, M.J. Thun, E.E. Calle, D. Krewski, K. Ito, G.D. Thurston. 2002. Lung Cancer,

Cardiopulmonary Mortality, and Long-term Exposure to Fine Particulate Air Pollution. J. Am. 

Med. Assoc. 287(9). A study of 500,000 adults in over 100 American cities found that prolonged 

exposure to fine particle pollution significantly increases the risk of dying from lung cancer and 

cardiopulmonary causes. 

■ Pope, C.A. 1989. Respiratory Disease Associated with Community Air Pollution and a Steel Mill,

Utah Valley. Am. J. Public Health 79(5):623-8. During the year that a steel mill in Utah Valley 

was temporarily closed, particulate pollution dropped by half, and children’s hospital admissions 

for respiratory problems were two to three times lower than usual. 

“Plain English” Publications

The following U.S. EPA publications are available in pdf and html formats at: www.airnow.gov ­

click on “Publications” on the menu bar on the left (print versions can be requested free of charge): 

■ Particle Pollution and Your Health. Describes who is at risk from exposure to particle pollution, 

what health effects may be caused by particles, and simple measures that can be taken to 

reduce health risk. 

■ Ozone and Your Health. Describes who is at risk from exposure to ozone, what health effects are 

caused by ozone, and simple measures to reduce health risk. 

■ Smog - Who Does it Hurt? This 8-page booklet provides more detailed information than “Ozone 

and Your Health” about ozone health effects and how to avoid them. 

■ Summertime Safety: Keeping Kids Safe from Sun and Smog. Discusses summer health hazards 

that pertain particularly to children and includes information about EPA’s Air Quality Index and 

UV Index tools. 

■ Ozone: Good Up High, Bad Nearby. Provides basic information about ground-level and high-altitude ozone. 

The following publication on smoke and air pollution was produced by the state of California: 

AQI Toolkit for Weathercasters	 65 Additional Resources for Weathercasters 
■ Wildfire Smoke: A Guide for Public Health Officials. This publication describes the health effects 

of smoke and provides detailed guidance on how to protect public health from wildfire smoke. 

Contact: www.arb.ca.gov 

Links

■ Southern California Environmental Health Sciences Center. Contains links to press releases, 

notices, and summaries of studies related to air pollution and health, as well as other environmental health research areas. Available at: http://hydra.usc.edu/scehsc/press.asp 

■ Air...ing the Truth About Indoor and Outdoor Air Pollution. American Lung Association web page 

providing basic facts about the numbers of people affected by air pollution. Available at: 

www.lungusa.org/site/pp.asp?c=dvLUK9O0E&b=107829 

Additional Resources for Weathercasters 66	 AQI Toolkit for Weathercasters 
Teacher Resources


GOOD 

MODERATE 

UNHEALTHY FOR SENSITIVE GROUPS 

UNHEALTHY 

VERY UNHEALTHY 
Introduction


Because children’s lungs and bodies are still developing, children are one of the sensitive groups at 

risk for health effects of air pollution. Air quality education empowers students and their families to 

know why and how they should protect their health when the air is polluted. The materials in this 

“Teachers” section of the toolkit, compiled by the U.S. Environmental Protection Agency, contain 

activities and resources you can use to teach students about the connections between weather, air 

pollution, and health concerns, as well as the actions they can take to protect their health and 

reduce pollution. The activities meet national education standards for science and health (see 

below). 

This “Teachers” section of the toolkit includes: 

■ Easy-to-implement activities appropriate for: 

• Grades 3 through 5 

• Grades 6 through 8 

■ Background information and resources: 

• Air Pollution and Health 

• What Is the Air Quality Index? 

• Additional Air Quality Resources for Teachers 

Education Standards 

The lesson activities in this toolkit meet the following National Science Educators Standards 

(www.nap.edu/html/nses/html) and National Health Education Standards (www.aahperd.org/aahe/ 

pdf_files/standards.pdf) (developed by the Joint Committee on National Health Education), as verified by an education expert: 

Activity Education Standards 

Breathing, Exercise, and Air Pollution Unifying Concepts and Processes 

Evidence, Models, and Explanation 

Constancy, Change and Measurement 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Personal Health 

Types of Resources 

Teacher Resources 67 Introduction 
Education Standards (cont.)


Activity Education Standards 

Particle Pollution: How Dirty is the Air We Breathe? Unifying Concepts and Processes 

Evidence, Models, and Explanation 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Types of Resources 

Changes in Environments 

Air Pollution: What’s the Solution? 

The Ozone Between Us 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Types of Resources 

Changes in Environments 

Tracking Air Quality Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Science in Personal and Social Perspectives 

Personal Health 

Populations, Resources and Environments 

Risks and Benefits 

Smog Alert Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Science in Personal and Social Perspectives 

Personal Health 

Populations, Resources and Environments 

Risks and Benefits 

Introduction 68 Teacher Resources 
Education Standards (cont.)


Activity Education Standards 

What’s “Riding the Wind” in Your Community? Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Science in Personal and Social Perspectives 

Personal Health 

Populations, Resources and Environments 

Risks and Benefits 

Smog City Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Teacher Resources 69 Introduction 
Air Quality Activities:


Grades 3-5


71

Breathing, Exercise, and Air Pollution 

Summary 

Air is essential to life. Humans and other animals use the oxygen they breathe along with the food 

they eat to produce energy. Increased physical activity raises the body’s energy demand, which 

increases consumption of oxygen and nutrients. When we are active, we notice an increase in 

breath rate. This is our respiratory system’s response to increased energy demand. 

More air flowing in and out of our lungs can increase our exposure to air pollution. As a result, 

active children, adults, and athletes are more vulnerable to the unhealthy impacts of air pollution. 

During episodes of unhealthy levels of air pollution, public health officials may advise that people 

reduce their outdoor activities (e.g., soccer, running). 

Grade Level 

Grades 3-5 

Estimated Time 

30 minutes 

Materials 

Stopwatch, watch, clock, or timer for each team (if using the classroom clock, the teacher or a 

student can be the timer for the whole class if there are not enough watches for each group) 

Student Worksheet (included) 

Relevant National Science and Health Education Standards 

Unifying Concepts and Processes 

Evidence, Models, and Explanation 

Constancy, Change and Measurement 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Personal Health 

Types of Resources 

Objective 

Students will: 

■ Observe and record how breathing changes with physical activity 

Teacher Resources 73 Air Quality Activities: Grades 3-5 
Directions 

1.	 Have students form research teams of 2-3 persons. In the 2-person groups, one student will 

time and record data while the other student will be the research subject. In the 3-person 

groups, one student will time, one will record data, and the last will be the research subject. If 

time permits, each team member can take a turn as the research subject. 

2.	 Hand out the Student Worksheet to each team. Hand out the stopwatches, if using them, or 

make sure the person acting as the timekeeper is ready. Each team will write their prediction on 

the Worksheet, answering the question, “Does a person breathe more or less during exercise?” 

3.	 Breathing at Rest. The subject is sitting down. The timer/recorder will give the subject the following instructions. “When I say start, begin counting your breaths. Breathe normally.” The 

timer tells the subject to start. After 1 minute, the timer asks the subject how many breaths he 

or she has taken. The timer records the number on the Worksheet under the subject’s name. 

4.	 Breathing during Exercise. The timer/recorder tells the subject, “When I say start, begin jumping 

up and down. After 15 seconds, I will say stop. Stop jumping and immediately start counting 

your breaths.” The timer tells the subject to start. After 15 seconds, the timer tells the subject 

to stop jumping. After an additional 15 seconds, the timer asks the subject for a breath count. 

The recorder writes the number of breaths on the worksheet and multiplies it by 4. The timer 

asks the subject, “Did you breath more or less when you exercised?” The recorder writes down 

the answer. 

5.	 Repeat Steps 3 and 4 until each team member has been the subject, if time allows for switching roles. 

6.	 Comparing results. Have each team make a chart or graph showing the results of their research. 

Have one member of the team present their prediction and results to the class. Discuss the variety of results. What other variables could cause widely varying results (e.g., physical condition, 

respiratory illness such as asthma)? How could the results for the whole class could be shown? 

Extension 

Have students play a quick game of basketball or walk quickly up and down a flight of stairs a few 

times rather than jumping up and down in place, if not too disruptive. 

Acknowledgments 

California Air Resources Board, The KnowZone 


URL: www.arb.ca.gov/knowzone/knowzone.htm


Air Quality Activities: Grades 3-5 74	 Teacher Resources 
Student Worksheet — Breathing and Exercise


Prediction: “Does a person breathe more or less during exercise such as jumping up and down?” 

How much more or less? ________________ (For example: Half as much? Twice as much?) 

A. Subject A: ___________________________________________ (name) 

Breaths in one minute at rest ______ 

Breaths after 15 seconds of exercise _____ x 4 = ________ 

Is the breathing more or less after jumping? ___________________ 

B. Subject B: ___________________________________________ (name) 

Breaths during one minute at rest ______ 

Breaths after 15 seconds of exercise _____ x 4 = ________ 

Is the breathing more or less after jumping? ___________________ 

C. Subject C: ___________________________________________ (name) 

Breaths in one minute at rest ______ 

Breaths after 15 seconds of exercise _____ x 4 = ________ 

Is the breathing more or less after jumping? ___________________ 

D. Present your results as a chart or graph. 

E. Why might it be important to be less active when air quality levels are unhealthy? 

What steps could be taken to limit activity and excessive strain on our lungs? (Discuss with 

class. Possible answer: Walk instead of run) 

Teacher Resources 75 Air Quality Activities: Grades 3-5 
Particle Pollution: How Dirty Is the Air We Breathe? 


Summary 

The atmosphere is almost completely made up of invisible gaseous substances. Most major air pollutants are also invisible, although large amounts of them concentrated in areas such as cities can 

be seen as smog. One often visible air pollutant is particle pollution, especially when the surfaces of 

buildings and other structures have been exposed to it for long periods of time, or when it is present in large amounts. Particle pollution is made up of tiny particles of solid matter and droplets of 

liquid, and can be produced by human activities or natural sources. Coal and oil burned by power 

plants and industries, and diesel fuel burned by many vehicles are the chief sources of particle pollution associated with human activities. Not all important sources are large scale, however. The use 

of wood in fireplaces and wood burning stoves also produces significant amounts of particle pollution in some local areas, although the total amounts are much smaller than those from vehicles, 

power plants, and industries. Natural sources of particle pollution include smoke from fires and volcanic ash, which can be blown about by the wind. 

Grade Level 

Grades 3-5 

Estimated Time 

30 minutes 

Materials 

Plastic squares (5 centimeters by 5 centimeters) 

Petroleum jelly 

Masking tape 

Blocks of wood 

White paper for each child or each group of children 

Relevant National Science and Health Education Standards 

Unifying Concepts and Processes 

Evidence, Models, and Explanation 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Types of Resources 

Changes in Environments 

Teacher Resources 77 Air Quality Activities: Grades 3-5 
Objectives 

Students will: 

■ Make a simple particle pollution tester 

■ Collect and observe particle pollution from the air 

Directions 

1.	 Tell the students, “As we look outside, we often see a clear blue sky. Where is the pollution? We 

are going to make a simple tester for air pollution so we can see the pollution.” 

2.	 Divide the class into groups. Have each group coat their plastic square with a thin, even coat of 

petroleum jelly. With masking tape, fasten the square, jelly side up, to the wooden blocks. 

3.	 Place the blocks outdoors on posts, fences, walls, and/or window sills. Leave them for 24 hours. 

4.	 Collect the blocks. In the classroom, remove the plastic squares from the blocks. Lay them on 

white paper. 

5.	 Let the students examine the pollution that collected on the petroleum jelly. 

6.	 Have the groups record the findings of their testers. 

7.	 Have groups share their findings with the other groups. Ask: Did you collect any dirt particles? 

How does your square compare to those of the other groups? In what places does the air seem 

to be the dirtiest? 

8.	 Say: We have seen particle pollution where we first saw none. Clean air is important for us to 

be healthy. What can we do to keep the air clean? (Possible answers: People could drive less. We 

can turn off lights and equipment when we’re not using them. Factories could reduce their pollution. We could use less polluting vehicles and equipment.) 

Extensions 

■ Have students write a paper and explain the differences they observed among the plastic 

squares. 

■ Have students take their tester home to test for particle pollution for 24 hours. Students then 

report to the class on their findings. 

■ Ask students to leave the tester outside for a week, a month (sheltered from precipitation). 

Students keep a journal of its progress each day and report to the class. 

■ Have students compile data on their findings and write the mayor about their samples. 

Reference 

Holt Science 6th. Holt, Rinehart, and Winston Publishers, New York. p. 257. 

Acknowledgment 

Texas Natural Resource Conservation Commission (TNRCC)


URL: www.tnrcc.state.tx.us/air/monops/lessons/partlesson4.html


Air Quality Activities: Grades 3-5 78	 Teacher Resources 
Air Pollution: What’s the Solution? 

The Ozone Between Us 

Summary 

At ground level, in the Earth’s atmosphere, ozone is an air pollutant that can damage human 

health, animals, and vegetation and is a key ingredient of smog. Many urban areas tend to have a 

lot of ground-level ozone, often because of local traffic and industry. Other more rural or suburban 

areas without major industry or large populations can have a lot of ground-level ozone if the ozone 

was transported by the wind from other communities. Motor vehicles, factories, and power plants 

are major sources of ozone pollution. This activity allows students to explore ozone levels in different areas of the country and develop an understanding of why more ozone pollution may be present in certain areas. 

Grade Level 

Grades 3-5 

Estimated Time 

20 minutes 

Materials 

Internet access 

Student Worksheet (included) 

Relevant National Science and Health Education Standards 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Life Science 

Organisms and Their Environments 

Science in Personal and Social Perspectives 

Types of Resources 

Changes in Environments 

Objectives 

Students will: 

■ Discover that ground-level ozone occurs in many areas of the country 

■ Discover that ground-level ozone problems are often associated with population centers 

Teacher Resources 79 Air Quality Activities: Grades 3-5 
Directions 

1.	 Have the class access the following Internet web site:


www.k12science.org/curriculum/airproj/lessonscore1.html


2.	 On this web site, have students open the pages for two items: 

Ozone Map 

Air Quality Guide for Ozone 

(Note: A modified version of the Student Worksheet is included in this Toolkit) 

3.	 With the class, answer the questions on the Student Worksheet. The students will be able to 

answer the questions using the Ozone Map and the Air Quality Guide for Ozone. 

Extensions 

Several resources are available to obtain more information about ground-level ozone for your students. Visit the “Links” section of the above web site, and EPA’s AIRNow web site at 

www.airnow.gov 

A videotape entitled Ozone DoubleTrouble is available from the U.S. EPA that may be helpful for 

introducing the topic of ground-level ozone. The video discusses two ozone problems — the formation of too much ground-level ozone (discussed in this activity), and the deterioration of the protective upper-level ozone layer (not covered in this activity). (Contact: EPA Office of Air Quality 

Planning and Standards (OAQPS), Education and Outreach Group at: 

www.epa.gov/air/oaqps/eog/contact.html ) 

Acknowledgment 

The Air Pollution: What’s the Solution? project was developed by the U.S. EPA, the Northeast States 

for Coordinated Air Use Management, and the Center for Innovation in Engineering & Science 

Education. URL: www.k12science.org/curriculum/airproj 

Air Quality Activities: Grades 3-5 80	 Teacher Resources 
Student Worksheet 

Air Pollution: What’s the Solution? 

The Ozone Between Us 

Name: _________________________________ Group: _______________ 

Ozone Map 

Review the Air Quality Guide for Ozone, including what the different colors mean. Then study the 

Ozone Map and answer the following questions: 

1.	 Find Los Angeles, CA on the map. What color is it? Circle:


Green Yellow Orange Red Purple


2.	 Find a city on the map that is red. Write the city and state below. 

3.	 Find two orange cities on the map. Write the city names and states below. 

4.	 Are there any green cities on the map? If so, list three. 

5.	 Where are most of the red and orange areas on the map, near or far away from cities? 

6.	 Write a sentence that compares the kinds of places where green areas are found and the kind 

of areas where red and orange areas are found. 

7.	 Can you think of any reasons why more ozone pollution would be found in the red areas? 

8.	 What are the cautions, or health concerns, for orange areas? If you lived in an area with orange 

ozone levels, do you think you would be affected? How? 

Teacher Resources	 81 Air Quality Activities: Grades 3-5 
Air Quality Activities:


Grades 6-8


83

Tracking Air Quality 

Summary 

In this activity, students locate and study color-coded maps from the Internet showing air quality 

data for their area. By graphing the data from these maps and discussing the results, they learn 

how clean or polluted the air they breathe is, the extent of the ozone season in their area, and the 

relationship between weather and air pollution. While learning about air pollution, they build their 

research, graphing, and critical thinking skills. 

Through this activity, they also become familiar with the Air Quality Index—a standard index for 

reporting daily air quality to the public. Students learn how the different colors of the AQI scale 

correspond to different levels of health concern. They also learn who may be affected at different 

levels of ozone pollution and what steps can be taken to protect health from air pollution. 

Grade Level 

Grades 6-8 

Relevant National Science Education Standards 

Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Science in Personal and Social Perspectives 

Personal Health


Populations, Resources and Environments


Risks and Benefits


Estimated Time 

30 minutes - 1 hour per session (6 sessions, optional) 

Materials 

Internet access


Student Worksheets (included with this toolkit) 


Colored pencils in black, green, yellow, orange, red, and purple


Objectives 

Students will: 

■ Observe air quality changes and the impact of weather on air quality 

■ Demonstrate data gathering and analysis skills and graphing skills 

■ Apply techniques of comparison and critical thinking 

Teacher Resources 85 Air Quality Activities: Grades 6-8 
Directions 

This activity has a number of variations, all of which involve accessing, observing, and gathering 

data from AQI color-coded air quality maps on the Internet. Students can be assigned an activity 

on their own, if they have individual access to the Internet. Or, they can work in teams; each team 

will need Internet access. If teams are used, the work can be divided in a number of ways. For 

example, each team can graph data for a different year (in which case three teams can be used) 

and then the teams can compare their data. Or, each team can focus on air quality data for a particular month in each of the three years. The team then can summarize the data for that month 

and note any trends. 

Accessing and Navigating Air Quality Maps 

1.	 Explain that students will research and graph daily changes in ozone levels for their geographic 

area. 

2.	 Provide students with copies of the graph of “Air Quality Versus Time” (Student Worksheet #1). 

(This graph, provided with this toolkit, has an “x” axis labeled “date” with a scale of 31 days and 

a “y” axis labeled “Air Quality Index” with a scale of 0 to 300. Note: The AQI scale actually runs 

to 500, but pollution levels in the U.S. virtually never rise above 300, a hazardous level that 

would trigger health warnings of emergency conditions). 

3.	 Have each team access the following Internet data: 

Air quality maps at: www.airnow.gov - click on “Archives” on the list to the right of the map 

shown, then: 

a)	 Click on your geographic area on the map. 

b)	 On the next screen, select the month and year to be researched, the region, and select 

“Ozone,” then click on “See Map Archives”. 

c)	 Click on the first map, which provides data for the first day of that month. The next screen 

shows three maps. The activities will focus on the first two maps: “Ozone - AQI Loop,” 

which shows a “movie” of the progression of ozone pollution throughout the day, and 

“Ozone - Peak AQI,” which shows the highest ozone reading for the day. 

4.	 Ask students to observe the color-coded AQI scale to the right of the maps. Each color corresponds to a segment of the AQI scale. Ask students to use the colored markers to mark these 

segments on the “y” axis of their Worksheet graph as follows: green = 0 to 50; yellow = 51 to 

100; orange = 101 to 150; red = 151 to 200; purple = 201 to 300. Have students label these 

segments as indicated in the key: good, moderate, unhealthy for sensitive groups, unhealthy, 

very unhealthy (alert). 

5.	 Ask students to click on any of the colors displayed on the AQI scale to the right of the maps. 

This will take them to the Air Quality Guide for Ozone. Ask them to look at this guide and notice 

that the right-hand column has specific messages about how people can protect their health at 

each different level of ozone pollution. 

6.	 Now students are ready to research and record data on their graphs. To do this, students will 

need to go back and forth between the three pages mentioned above: (1) the first page which 

allows you to choose the different sets of maps by selecting the desired region, month, year, 

and pollutant; (2) the second page which shows all maps for a single month (note that students can navigate from one month to the next by clicking on the triangles to the left [for preAir Quality Activities: Grades 6-8 86	 Teacher Resources 
vious month] and right [for the next month] of the month and year listed on top of the maps; 

and (3) the third page which shows three maps for an individual day within the month (the 

activities below use only the first two of these maps: AQI Loop and Peak AQI). 

Activity 1: Graph Ozone Levels for the Warm Months of the Year 

Estimated Time: 1 hour (or more depending on the number of students and the number of questions you 

ask them to answer) 

Summary: At ground level, ozone forms when the pollutants nitrogen oxides (NOx) and volatile 

organic compounds (VOC) react in the presence of heat and sunlight. Therefore, ozone tends to form 

in warm weather. Each area’s ozone season will be as long or as short as the number of warmer 

months. For this activity, students observe how ozone levels change over several consecutive months 

and record their observations on the graph “Air Quality Versus Time” (Student Worksheet #1 provided 

with this toolkit). If possible, ask students to gather data for all warmer months (i.e., months when 

temperatures tend to be consistently in the 70s or higher), as well as the cooler month just before 

and after the warm months. Students should have a separate graph for each month. They can gather 

each month’s data fairly quickly by observing the page that displays all maps for that month. Though 

the maps are small, the colors can be observed reasonably well. If there is any question about what 

the colors are on the map, students can click on the map to observe it in a large size. For each day 

of each month, ask students to record on their “Air Quality Versus Time” graph for that month the 

highest AQI color they see. For example, if they see the colors green, yellow, and orange on a map, 

they should record that day as “orange” by marking the highest AQI level on the “orange” segment 

of the “y” axis (i.e., all orange days are marked as “150” which is the highest AQI level for orange; all 

green days are marked as “50” which is the highest AQI level for green, etc.). 

Now ask students to fill out the table “Total Number of Days Each Month with Elevated Ozone 

Levels” (Student Worksheet #2 provided with this toolkit) to record the total number of days in 

each month with ozone levels that were green, yellow, orange, and red. 

After preparing the graphs and table students can be asked any or all of the following questions: 

1.	 What was the first day for that year when ozone levels were elevated (i.e., yellow or higher)? 

2.	 What was the last day for that year when ozone levels were elevated? 

3.	 Which month had the most green days? 

4.	 Which month had the most yellow days? 

5.	 Which month had the most orange days? 

6.	 Which month had the most red days? 

7.	 Which month had the most purple days? 

8.	 What was the longest ozone “episode”? In other words, what was the most number of days in a 

row that ozone was elevated in any of these months? 

9.	 Which month of the year was the worst month for ozone (i.e., had the most days when ozone 

was higher than green)? Which was the next worse ozone month? 

10. Rank the months according to how bad they were for ozone, starting with the worst month at 

the top and the best month at the bottom. Now think about how hot these months are. What 

do you notice about ozone levels in hotter months? 

Teacher Resources	 87 Air Quality Activities: Grades 6-8 
11. How many days total over all these months were ozone levels elevated (i.e., higher than green)? 

12. What percentage of days over these months were ozone levels elevated? 

13. Who are the people that must be careful when ozone is at an orange level (“Unhealthy for 

Sensitive Groups”) or above? (Refer to the health messages on the Air Quality Guide for Ozone 

at: www.airnow.gov - search the web site for “Air Quality Guide for Ozone”. Note: The answer is: 

Active children and adults and people with respiratory disease such as asthma.) 

Activity 2: Compare Ozone Levels Over Three Years 

Estimated Time: 30 minutes (to answer the questions below after students have prepared the graphs and 

tables as described under Activity 1) 

Ask students to create the graphs and table described under Activity 1 for three archived years of 

ozone data. For each of the questions given under Activity 1, have students compare the answers 

for the three years to answer these additional questions: 

1.	 Which year had the longest ozone season (i.e., the time period from the first day ozone was 

observed to the last day)? 

2.	 When you ranked the months from worst to best based on number of days of elevated ozone, 

were the results the same for each year or different? Does there seem to be any pattern to 

when ozone levels are elevated in this area? How would you describe that pattern? 

3.	 Children can be sensitive to ozone when it reaches orange levels (see Activity 1). During what 

time period of the year might it be a good idea to check the AQI forecast regularly? 

Activity 3: Graph and Compare Ozone Levels in One Region of the 

U.S. versus Another 

Estimated Time: 20 minutes (after students have prepared the graphs and tables as described under 

Activity 1 for both regions) 

Summary: Different areas of the U.S. have significantly different ozone seasons depending on a 

number of factors, including climate, pollution sources, and regional transport of pollution away 

from one area and into another. For this activity, students will create the graphs and table as 

described under Activity 1 for the same year for two very different areas of the United States. They 

will answer the questions listed under Activity 1 for each area, and then compare the two areas by 

answering these additional questions. This will be most interesting if you pick an area that contrasts with your region. For example, if you live in an area where ozone is less often a problem (for 

example, the Northwest or Hawaii), have students compare that to areas with more frequently elevated ozone levels (such as California, the South and Southwest, and the Mid-Atlantic and 

Northeast states)—or vice versa. Once the graphs and tables have been prepared, ask students to 

use the data to answer the following questions: 

1.	 Which region has the longest ozone season? By how much do the two seasons differ? Do you 

think this is related to temperature in these areas? 

2.	 Compare the total number of days in each region that ozone was elevated. How much worse 

was ozone pollution in one region versus the other? 

3.	 Compare the length of the longest ozone episode in the two regions. Was the longest ozone 

episode in the region during the longest ozone season? 

Air Quality Activities: Grades 6-8 88	 Teacher Resources 
Activity 4: Graph and Compare Ozone Levels Over the Course of 

the Day 

Estimated Time: 45 minutes 

Summary: Ozone levels tend to be lowest in the morning, rise during the afternoon, and then 

decline during the evening. This is because (1) temperature and sunlight catalyze the formation of 

ozone, and (2) the pollutants from human activities (such as transportation) that react to form 

ozone tend to increase during the day and be lowest at night. 

For this activity, students will hypothesize what they expect to observe about ozone levels over the 

course of a day based on an understanding of how ozone is formed. They will then observe actual 

ozone levels over the course of three days to test whether their hypothesis is correct. They will 

record their observations on the table called “Daily Air Quality for ____” (Student Worksheet #3 

provided with this toolkit). The rows of the table are marked off in 1-hour increments. The columns 

correspond to the ozone level (as indicated by the AQI color) for each day. 

Start the activity by explaining that ozone at ground level is not emitted directly. Rather, it is 

formed when two types of pollutants (nitrogen oxides and volatile organic compounds) react in the 

presence of heat and sunlight. Explain that sources of nitrogen oxide and volatile organic compound pollution include cars, power plants, and chemical plants. Ask students: If ozone needs heat 

and sunlight to form, when during the day do you think ozone levels will be highest? Then ask 

them to record data, as described below, to test their hypothesis. 

For this exercise, students should use ozone maps from an area of the U.S. that tends to have elevated ozone levels in warm months (California and the South are good choices). Ask students to go 

to the page showing maps of one of these areas for July or August. From this month, ask them to 

click on a map that shows ozone at an orange or preferably red level. When they click on that map, 

they will go to the page that shows three larger maps of this area for that day. For this exercise, 

ask them to focus on the top map: Ozone — AQI Loop. This map loops through the ozone levels for 

that day in 20-minute increments. The date and time are shown at the bottom of the map. The animation is rapid, but tell students they can freeze the animation by clicking on the “escape” button 

on their keyboard. By doing so, they can record the highest AQI level (color) for each hour (i.e., 8 

a.m., 9 a.m., etc.) starting with the earliest time ozone levels are provided and ending with the latest time. After they have recorded the ozone level, they will need to click the “back” key and then 

the “forward” key at the top of the browser to start the animation again. After the students have 

filled out all the ozone levels for one day, they should pick another day that has red or orange levels and do the same thing. Then, they should repeat for a third day. At this point, they should have 

enough data to answer the following questions: 

1.	 Of the three days, what was the earliest time that ozone was elevated (i.e., above green)? 

2.	 Of the three days, what was the latest time that ozone was elevated? 

3.	 For each day, what time of day was ozone level the highest? 

4.	 For each day, what time of day was ozone at the green level (i.e., not elevated)? 

5.	 Based on these data, was your hypothesis about ozone correct? 

6.	 When ozone levels are elevated, especially to an orange or red level, it’s a good idea to take it 

easier when you’re outside (so you don’t breathe as much or as deeply). If the air quality forecast predicts ozone pollution for a summer day, what time of day should you think about taking 

it easier? 

Teacher Resources	 89 Air Quality Activities: Grades 6-8 
Activity 5: Graph Real-Time Ozone Data for a Month During Ozone 

Season 

Estimated Time: 20 minutes the first day, 5 minutes per day after that, and 20 minutes for discussion on 

the final day. 

If school is in session in your area during the ozone season, students can track the actual ozone 

forecast and levels each school day for a month. They can compare the forecast data to the actual 

data to see how accurate the forecasts are. They can also track the peak temperature each day to 

see whether there is a correlation between ozone levels and temperature. 

Each day, at the same time of day if possible, have students record the following data on the “Daily 

Ozone Forecast, Peak Ozone Level, and Daily Peak Temperature” table (Student Worksheet #4 

included with this toolkit): 

■ Ozone forecast. Ask students to visit the AIRNow web site at: www.airnow.gov . Ask them to 

record the day’s forecast by clicking on “Local Forecasts and Conditions” which is on the right 

side of the web page, then click on the region of interest. This will bring them to a page that 

provides “Current AQI” and “Forecast” for the city. Students should record both forecasts (as 

available) for ozone on the table. 

■ Yesterday’s peak ozone level. Then ask students to record the peak ozone level for that city for 

the prior day. Students can access yesterday’s peak level data for the area by going to 

www.airnow.gov and clicking on “Archives” (to the right of the national map) then selecting the 

area of interest, then clicking on ”See Map Archives” (which should already list the current 

month; if not, enter the correct month, year, and region, and select “Ozone”). Then click on the 

map for the previous day. They can then observe the second map on the page “Ozone — Peak 

AQI” and record the highest color AQI level for their city on that day. 

■ Yesterday’s peak temperature. Ask students to record the peak temperature by going to 

www.wunderground.com then entering the city name and state in the box at the top of the 

page, and clicking on the icon just to the right of the box. This will take them to a page of data 

for that city. Ask them to scroll down the page to an area call “History & Almanac.” In this box 

they will find yesterday’s maximum temperature, which they should record on their tables. 

Once students have gathered a month’s worth of data, they can answer the following questions: 

1.	 For each day of the month, compare the forecast ozone level with the actual ozone AQI level. 

For how many days did the forecast accurately predict the day’s ozone level? For how many 

days did the forecast predict that ozone levels would be higher than they were? For how many 

days did the forecast predict ozone levels would be lower than they were? 

2.	 Calculate the average temperature for all days when the ozone level was green. Then calculate 

the average temperature for all days when the ozone level was yellow, for all days when the 

ozone level was orange, and for all days when the ozone level was red. What do you notice 

about temperature and ozone levels? 

3.	 What ideas do you have for reducing ozone pollution during the day? (Possible answers include: 

drive less by walking, biking, carpooling, or using public transportation; turn off lights and 

equipment when you aren’t using them.) 

Air Quality Activities: Grades 6-8 90	 Teacher Resources 
Activity 6: Compare Ozone and Particle Pollution 

Estimated Time: 30 to 60 minutes depending on how many months of data are gathered. 

Summary: Particle pollution and ozone behave in very different ways. Ozone forms in warm weather 

and is generally highest in the afternoon and early evening. Particle pollution can be high at any 

time of year and any time of day. It can be particularly bad in winter during inversions, when warm 

air traps pollution in a location for a period of time. For this activity, students will gather data for 

levels of particle pollution throughout the year and compare these data with what they have 

observed for ozone in the earlier activities. 

From the www.airnow.gov web site, ask students to click on “Archives,” then select the region 

“Northeast,” click on “Go,” and select the region “New England” and the pollutant “ParticlesPM2.5”. 

Then click on “See Map Archives”. Tell them that they will access data for an entire year. Have students begin with the month of January (select the year 2004 or later as particle pollution data are 

not available on AIRNow before October 2003.) Have students access the screen that shows the 

data for the entire month of January, and then have them click on January 1. Ask them what difference they observe between the particle pollution map and the ozone map. (Answer: Particle pollution readings are given as dots/circles whereas ozone maps have continuous bands of color). 

Explain that this is because particle pollution is more localized than ozone, so you can’t predict as 

accurately that the particle levels between two areas where they are measured will be the same as 

at the measured locations. 

Ask students to look at the second map on the page for each day in the month and record on the 

table “Frequency of Particle Pollution” (Student Worksheet #5 included with this toolkit) the number of locations (i.e., circles) that reported yellow AQI particle levels, orange particle levels, red, and 

purple particle levels. Have students do this for all twelve months of the year, if possible (or have 

them record for four months in different seasons: e.g., January, April, July, and October). (Ideally 

students can be divided into several teams and each record data for one or two months to cover 

the whole year.) Then have students answer these questions: 

1.	 Were there any months when particle pollution was never elevated above the green level? 

2.	 Are there any times of year when particle pollution appears to be worse? How does this compare with ozone? 

Explain that particle pollution affects health in a different way than ozone, so the advice given to 

protect your health when particle pollution is elevated is different than the advice given for ozone. 

Have students access the Air Quality Guide for Particle Pollution either by clicking on the AQI colors 

to the right of the particle pollution maps, or by going to www.airnow.gov and searching for Air 

Quality Guide for Particle Pollution. Ask: 

1.	 Who is sensitive to particle pollution? 

2.	 How does this differ from who is sensitive to ozone pollution? 

3.	 If you have asthma, at what AQI level should you consider taking it easy when you are active 

outside? (Answer: Orange, unless you are unusually sensitive, in which case, yellow.) 

Teacher Resources	 91 Air Quality Activities: Grades 6-8 
Additional Followup Activities 

If it is winter and you live in an area that tends to have inversions in winter, students can track 

real-time air pollution data for particle pollution, as well as temperature and wind speed, as 

described for ozone under Activity 5. Also, have students track local weather reports for information 

on when temperature inversions are occurring and report back to the class. 

■ Ask students: What did you observe with respect to particle pollution levels during the inversion? Is there a relationship between cold temperatures and inversions? Is there a relationship 

between wind speed and inversions? 

■ Have students write a report on what a temperature inversion is. 

Suggested Reading 

Albers, D. 1989. What Makes a Rainy Day? Sierra 74, p. 104 (November). 

Baines, J. 1990. Conserving Our World, Conserving the Atmosphere. Austin, TX: Steck-Vaughn


Company.


Catherall, E. 1990. Exploring Weather. Austin, TX: Stech-Vaughn Company.


Climate: Worldwide Weather Threatens Millions. 1989. USA Today Magazine 117, p. 1 (April). 


Cosgrove, B. 1991. Eyewitness Books: Weather. New York: Alfred A. Knopf.


Freiman. C. and N. Karkowsky. 1993. Weathering the Summer of 1993. Science World 50 (22)


(October).


Gibbons, G. 1992. Weather Forecasting. New York: Chelsea House Publishers.


Project A.I.R.E. Tracking Air Quality. URL: www.epa.gov/region01/students/pdfs/warm_e.pdf


Trefil. J. 1990. Modeling Earth’s Future Climate Requires Both Science and Guesswork. Smithsonian


21, p. 28 (December).


Air Quality Activities: Grades 6-8 92	 Teacher Resources 
Student Worksheet #1: Activities 1, 2, and 3 Teacher Resources 93 Air Quality Activities: Grades 6-8 
Student Worksheet #2: Activities 1, 2, and 3 

Air Quality Activities: Grades 6-8 94 Teacher Resources 
Student Worksheet #3: Activity 4


Daily Air Quality for ______________ 

Highest AQI Color 

Observed on _____ (Date) 

Highest AQI Color 

Observed on _____ (Date) 

Highest AQI Color 

Observed on _____ (Date) 

12 a.m. 

1 a.m. 

2 a.m. 

3 a.m. 

4 a.m. 

5 a.m. 

6 a.m. 

7 a.m. 

8 a.m. 

9 a.m. 

10 a.m. 

11 a.m. 

12 p.m. 

1 p.m. 

2 p.m. 

3 p.m. 

4 p.m. 

5 p.m. 

6 p.m. 

7 p.m. 

8 p.m. 

9 p.m. 

10 p.m. 

11 p.m. 

Teacher Resources 95 Air Quality Activities: Grades 6-8 
Student Worksheet #4: Activity 5


Daily Ozone Forecast, Peak Ozone Level, and 


Daily Peak Temperature


Ozone Forecast 

Today: Tomorrow: 

Actual Peak Ozone Level Actual Peak Temperature 

Day: 1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

Air Quality Activities: Grades 6-8 96 Teacher Resources 
Student Worksheet #5: Activity 6 

Frequency of Particle Pollution 

Month: ____________

Number of Monitors 

Showing Yellow AQI 

Number of Monitors 

Showing Orange AQI 

Number of Monitors 

Showing Red AQI 

Number of Monitors 

Showing Purple AQI 

Day: 1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11

12 

13 

14 

15 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

26 

27 

28 

29 

30 

31 

Teacher Resources 97 Air Quality Activities: Grades 6-8 
Smog Alert 

Summary 

The expression “smog” was first used in “Turn-of-the-Century” London to describe a combination of 

“smoke” and “fog.” Smog occurred when water vapor in the air condensed on small particles of soot 

in the air, forming small smog droplets. Thousands of Londoners died of pneumonia-like diseases 

due to the poisonous air. Today, smog is usually produced photochemically, when chemical pollutants in the air, called “precursors” (notably nitrogen oxides and volatile organic compounds) are 

baked by the sun and react chemically to form other substances, such as ozone. The chemicals that 

form ground-level ozone (that is, ozone within the Earth’s atmosphere) are produced by a combination of pollutants from many sources such as automobile exhaust, smokestacks, and fumes from 

chemical solvents like paint thinner or pesticides. Weather conditions such as the lack of wind or a 

“thermal inversion” can cause smog to be trapped over a particular area. (A thermal inversion 

occurs when a layer of warm air in the Earth’s atmosphere traps cold air and pollution, including 

ground-level ozone, below it). 

Smog can cause health problems such as difficulty breathing, aggravated asthma, reduced resistance to lung infections, colds, and eye irritation. The ozone in smog also can damage plants and 

trees. The haze from smog can reduce visibility, which is particularly noticeable from mountains and 

other beautiful vistas such as National Parks. 

Severe smog and ground-level ozone problems often occur in many major cities, including much of 

California from San Francisco to San Diego, the mid-Atlantic seaboard from Washington, DC to 

southern Maine, and major cities of the Midwest. 

Grade Level 

Grades 6-8 

(Note: This activity can also be done with careful supervision for Grades 3-5) 

Estimated Time 

20 minutes 

Materials 

Clean, dry, wide-mouth glass jar (e.g., mayonnaise jar) 

Heavy aluminum foil 

Two or three ice cubes 

Ruler 

Scissors 

Stop watch or watch with second hand 

Matches 

Teacher Resources 99 Air Quality Activities: Grades 6-8 
Relevant National Science and Health Education Standards 

Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry


Understandings About Scientific Inquiry


Science in Personal and Social Perspectives 

Personal Health


Populations, Resources and Environments


Risks and Benefits


Objectives 

Students will: 

■ Create artificial “smog” in a jar 

■ Recognize that invisible air pollutants and weather conditions are involved in creating smog 

■ Understand that not all air pollution is visible 

■ Appreciate that human activities can cause air pollution 

■ Strengthen their observational skills and their ability to draw conclusions 

Directions 

Be careful! Teacher may want to (or be required to) use matches instead of having the students do so. If 

students use the matches, they should do so only under teacher supervision. 

1.	 Explain that the class will perform an experiment in which they will create artificial “smog” in a 

jar. Make sure that students understand that the jar is only a model, and models by nature are 

limited. For example, the purpose of this model is to illustrate the appearance and behavior of 

smog, not the composition or effects. It is important to understand that smog is not just a 

“smoky fog,” but a specific phenomenon. 

2.	 Select students to perform the experiment. Have them cut a strip of paper about 6 inches by 2 

inches. Fold the strip in half and twist it into a rope. 

3.	 Have them make a snug lid for the jar out of a piece of aluminum foil. Shape a small depression 

in the foil lid to keep the ice cubes from sliding off. Carefully remove the foil and set it aside. 

4.	 Have the students put some water in the jar and swish it around to wet all the inside of the jar. 

Pour out the extra water. 

5.	 The teacher (or possibly the students under teacher supervision) should light the paper “rope” 

with a match and drop it and the match into the damp jar. Put the foil lid back on the jar and 

seal it tightly. Put ice cubes on the lid to make it cold. (The ice cubes will make the water vapor 

in the jar condense.) Students must do this step very quickly, perhaps with some assistance. 

6.	 Ask students to describe what they see in the jar. How is this like real smog? What conditions 

in the jar produced “smog”? (Correct answer: Moisture and soot particles from the burning 

matches, plus carbon dioxide and other solvent vapors.) 

Air Quality Activities: Grades 6-8 100	 Teacher Resources 
7. Ask the students if they have ever seen smog (not fog). 

Extensions 

Have students put a glass thermometer (not plastic) into the jar before they do the experiment. 

Have them record the temperature before proceeding to step 4. Have them record the temperature 

again during step 5. Ask them to describe what the temperature did and why. Let them try it again 

without adding water. 

Assign students to small groups to answer the following questions and report back to class in two 

weeks. One group will consider the physical and chemical sciences and the other group will consider the health and ecological sciences. Each group should consider referring to several sources of 

information to answer the questions. Students could possibly interview a weather reporter or meteorologist at the local television or radio station or airport, or a health scientist from the city or 

county health department or air quality agency. 

(a) What conditions are necessary to produce smog in the air? Under what circumstances will 

these conditions exist in the city? How often are they likely? Can they be predicted in advance? 

(b) What are the health effects of smog on people? On plants and trees? Why doesn’t everyone in 

the city get sick or have similar symptoms from smog? What types of people are most sensitive 

to smog? 

Suggested Reading 

Bailey, D. 1991. What Can We Do About Noise and Fumes. New York: Franklin Watts.


Baines, J. 1993. Exploring: Humans and the Environment. Austin, TX: Steck-Vaughn Company.


Easterbrook, G. 1993. Winning the War on Smog. Newsweek 122 (23) (August).


Krupnick, A.J. and P.R. Portney. 1991. Controlling Urban Air Pollution: A Benefit-Cost Assessment.


Science 252 (26), p. 522 (April).


Pasternak, J. 1991. Long-Term Lung Damage Linked to Air Pollution; Respiratory Deterioration Is


Found in Areas Where Air Is Dirtiest. Los Angeles Times (29), p. A1 (March). 


Smog Blamed for Increase in Asthma Cases. 1991. Los Angeles Times (2), p. A1 (December).


Penny, M. 1988. Our World: Pollution and Conservation. Englewood Cliffs, NJ: Silver Burdette Press.


Rock, M. 1992. The Automobile and the Environment. New York: Chelsea House Publishers.


Scott, G. 1992. Two Faces of Ozone. Current Health 19 (2), p. 24 (September).


Study Finds Source of Canyon Haze. 1989. National Parks 63, p. 10 (July). 


Wald, M.L. 1993. Northeast Moving Toward Auto-Emission Goals. New York Times 142 (25), p. A12.


(March). 


Acknowledgment 

Project A.I.R.E. (Air Information Resources for Educators), U.S. EPA New England Educational 

Resources Library, Activity 14. URL: www.epa.gov/region01/students/pdfs/warm_e.pdf 

Teacher Resources 101 Air Quality Activities: Grades 6-8 
What’s “Riding the Wind” in Your Community? 

Summary 

Ever wonder what’s floating in the air? Wind-blown particles that we can easily see range in size 

from approximately 20 to 100 microns. For comparison purposes, a human hair is approximately 70 

microns in diameter. Although the movement of these wind-blown particles is more horizontal than 

vertical, a good collecting surface is a vertical plane. Sticky paper wrapped around a jar can be used 

as a sample collector and will work well to capture the particles. By having students make their 

own sample collector they will discover what actually floats in our air, determine what the sources 

of these particles might be, and learn which direction the particles come from. 

Grade Level 

Grades 6-8 

Estimated Time 

2.5 hours (over 2-3 days) 

Materials 

Small glass or plastic jar with a lid. Several jars that fit the same lid will allow for the collection of 

several samples. 

Plywood base (approximately 24” x 24”)


Wooden dowel (approximately 3” diameter, 30” long) 


2 Wood screws 


Compass 


Spray can of quick drying clear lacquer 


Double sided tape, or contact paper 


Blank directional graphic (included)


Sample Data Table and Graph (included) 


Relevant National Science and Health Education Standards 

Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry


Understandings About Scientific Inquiry


Science in Personal and Social Perspectives 

Personal Health


Populations, Resources and Environments


Risks and Benefits


Teacher Resources 103 Air Quality Activities: Grades 6-8 
Objectives 

Students will: 

■ Measure the number of larger particles in the air that are carried on the wind 

■ Determine the approximate direction these particles are coming from 

■ Consider sources of particles sampled during this activity 

Directions 

1.	 Assemble the sample collection stand as indicated in the picture above under “Materials”. 

2.	 Place the stand for holding the glass jar on a flat and safe area of the school grounds or roof. 

Try to keep the sampler as far away from obstructions as possible. 

3.	 Wrap one strip of double-sided tape around the jar. If using contact paper be sure that the 

sticky side is facing away from the jar. Fasten one edge to the jar with tape and be sure that 

the edges overlap and stick together so that the paper will stay on the jar. Mark the exposed 

edge as North. 

4.	 Screw the jar onto the cap on the stand and use a compass to be sure that the edge marked 

“North” is facing North. 

5.	 Leave the jar exposed for seven days. Then spray the paper with the lacquer to fix the particles 

collected and to avoid having additional particles adhere to the paper. 

6.	 After the lacquer dries, remove the tape or contact paper from the sampler and divide it into 

eight equal parts. One section of the strip will represent each direction, i.e., North, Northeast, 

East, etc. Label each section. 

7.	 Lay the tape on the table and estimate the percent of particle coverage for each section. Use 

the table below to record the class’s estimates. 

Direction N NW W SW S SE E NE 

Estimated 

Coverage 

Air Quality Activities: Grades 6-8 104	 Teacher Resources 
8.	 Hand out copies of the blank directional graphic (included) and have the students draw in the 

data from the table. For our purposes, assume that 2 cm = 10% coverage. The sample site will 

be at the center of the graph. For an example of how to interpret the data, have students 

review the attached Sample Data Table and Graph. 

9.	 When the directional graphics are finished, students should be able to look at them and start to 

form simplified ideas regarding what general direction particle pollution, and possibly other pollutants that affect your community, come from. 

After finishing the graphs, be prepared to discuss the following: 

1.	 From what direction did most of the particle pollution appear to come? 

2.	 What do you think the source of the material is? 

(Possible answers: Nearby dirt driveways, farm activity, metropolitan areas, vehicle exhaust, factory 

emissions, etc.) 

Acknowledgments 

Adapted from Air Pollution Control Association, Air Pollution Experiments for Junior and Senior High 

School Science Classes. Pittsburgh, PA, 1972 

Teacher Resources	 105 Air Quality Activities: Grades 6-8 
What’s “Riding the Wind” in Your Community?


Blank Directional Graphic for Entering Data 

Data Collection Site _____________________


Data Collection Dates ____________________


Air Quality Activities: Grades 6-8 106 Teacher Resources 
Sample Data Table and Graph


For example we estimate the strip above is covered as indicated in the table below. 

Direction N NW W SW S SE E NE 

Estimated 

Coverage 25% 10% 5% 15% 25% 10% 5% 5% 

Start with the estimated particle coverage that came from the north, 25%. Since 2 cm on the 

graph represents 10% coverage, a 5 cm line will represent 25%. Draw a bar north extending 5 cm 

from the center of your directional graphic. A 2 cm bar should extend towards the northwest, and 

so on. 

Teacher Resources 107 Air Quality Activities: Grades 6-8 
Smog City 

Summary 

The “Smog City” software program is an interactive tool that can help students make the connection between weather, human activities, and air pollution. The “Help” function in the Smog City 

program provides a brief explanation of ground-level ozone, on which Smog City is based, and of 

the items in the program that the students will use. For more information on ground-level ozone, 

see the Air Pollution and Health Facts and the Air Pollution: What’s the Solution? The Ozone Between 

Us activity in this toolkit. 

Grade Level 

Grades 6-8 

Relevant National Science Education Standards 

Unifying Concepts and Processes 

Evidence, Models and Explanations 

Science as Inquiry 

Abilities Necessary to do Scientific Inquiry 

Understandings About Scientific Inquiry 

Materials 

Internet access 

Presentation screen (optional) 

Writing paper 

Objectives 

Students will: 

■ Learn what weather conditions and human activities can affect air pollution 

■ Make and test hypotheses 

Duration 

20 minutes 

Directions 

1.	 Access the Smog City web site at www.smogcity.com . Click on “Run Smog City” on the left side 

of the toolbar, and project it on your presentation screen. 

2.	 Point out to the class each of the following items in Smog City: 

Weather conditions 

•	 Temperature 

•	 Inversion layer (a layer of warm air in the Earth’s atmosphere that traps cold air and pollution, including ground-level ozone, below it) 

Teacher Resources	 109 Air Quality Activities: Grades 6-8 
•	 Wind speed 

•	 Sunny or cloudy day 

Population level 

Emissions levels - from: 

•	 Cars and trucks 

•	 Off-road vehicles 

•	 Industry 

•	 Consumer products 

3.	 Have students access the Smog City program on their computers. Tell the students not to click 

on anything just yet (it’s very tempting!). Ask the students what they think would happen if 

they raised the emissions levels a lot from cars and trucks? 

4.	 Tell students to go ahead and raise the emissions levels significantly from cars and trucks only, 

click “Start,” and record the results. Did the change they expected to occur happen when they 

did this? 

Get more specific - ask the class: 

•	 What “ozone level” (green, yellow, orange, red, purple) did this change in settings result in? 

(See display) 

•	 Did the ozone level go up? 

•	 Did any associated ozone health warning appear or change when they did this? (See display) 

6.	 Repeat this exercise for the other items listed above, one at a time, as time allows. Each time, 

have the students press “Reset” before making a change. Ask them what impact they expect the 

change will have on the ozone levels. Then tell the students to make a dramatic change for one 

item (so that differences in ozone levels are more likely to occur). Have the students press 

“Start” and ask them to observe and record what happened and whether their hypothesis was 

correct. 

Mention to students that both emissions levels and population levels are things that are within 

the control of people, while weather conditions are not. 

Note: Smog City was developed under a U.S. Environmental Protection Agency grant and is a copyright of the Sacramento Metropolitan 

Air Quality Management District. Smog City is authorized for use as an educational and demonstration tool and may be downloaded for 

non-profit use by the general public, other agencies, associations, and educational institutions from www.smogcity.com. Smog City: 

Copyright 1999 Sacramento Metropolitan Air Quality Management District. 

Coming in 2007—Smog City 2, which will include particle pollution in addition to ozone, at: 

www.smogcity2.org 

Air Quality Activities: Grades 6-8 110	 Teacher Resources 
Background Information and


Resources for Teachers 


111

Air Pollution and Health Facts


Through regulation and voluntary change, levels of many air pollutants have decreased significantly 

in recent decades. Still, in many parts of the U.S. the air is often polluted at levels that can affect 

our health. In fact, about 160 million people—over half the United States population—are exposed 

to unhealthful levels of ground-level ozone or particle pollution every year. 

Ozone 

What is ozone? Ozone is an odorless, colorless gas composed of three atoms of oxygen. Ozone 

occurs naturally in the Earth’s upper atmosphere (the stratosphere) and as a pollutant at ground 

level. Stratospheric ozone protects us from the sun’s harmful ultraviolet rays. This beneficial ozone 

is gradually being destroyed by manmade chemicals. At ground level, ozone is a harmful pollutant 

formed when emissions from vehicles, power plants, and industrial sources react in the presence of 

sunlight and heat. 

When and where is ozone a concern? Because it needs heat to form, ozone pollution is a concern in 

warmer weather, particularly in the afternoon and early evening. Ozone can be transported by 

winds hundreds of miles from where it formed, so it can be found in both urban and rural environments. 

Can we see ozone in air? By itself, ozone in air is invisible, so we can be breathing harmful ozone 

levels even when the air looks clear. When ozone mixes with particles (described below), it forms a 

brown summertime haze known as “smog.” 

Why is ozone pollution bad? Ozone can trigger a variety of health problems, even at relatively low 

levels. Health effects from ozone include aggravated asthma and increased susceptibility to respiratory illnesses like pneumonia and bronchitis. Symptoms to watch for when ozone is in the air 

include coughing, pain when taking a deep breath, and breathing difficulties, especially when you 

are active or exercising outdoors. But ozone damage can also occur without any noticeable signs. 

And, for some people, several months of repeated exposure to ozone can permanently damage the 

lungs. Ozone is also bad for our environment, damaging plants and trees and reducing crop and forest yields. 

Who’s at risk from ozone pollution? People with respiratory problems are most vulnerable, but even 

healthy people and children who are active outdoors can be affected when ozone levels are 

unhealthy. This is because during physical activity, ozone penetrates deeper into the parts of our 

lungs that are most vulnerable to ozone. Scientists estimate that about one in three people in the 

United States is at higher risk for experiencing ozone-related health effects. 

Particle Pollution 

What is particle pollution? Particle pollution includes dust, soot, dirt, and liquid droplets. Some particles are large enough to be visible. Others can only be seen under a microscope. The smaller particles cause the greatest health concern because they penetrate deeper into the lungs and can even 

enter our bloodstream. 

What causes particle pollution? Sources of particle pollution include vehicles, factories, and power 

plants, as well as natural sources such as forest fires and volcanoes. 

When and where is particle pollution worst? Particle pollution can be high at any time of year. It can 

be especially bad during winter, when warm air above cold air causes “inversions” that can trap 

pollutants in one area for a period of time. Particle pollution can be higher near busy roads and 

Teacher Resources 113 Background Information 
factories, and can reach very hazardous levels in areas downwind of forest fires. Particle pollution 

can be high indoors, especially when outdoor particle levels are high. 

Why is particle pollution bad? Health effects from particles range from coughing and aggravated 

asthma to chronic bronchitis and even premature death. Many studies link particle pollution levels 

with increased hospital admissions and emergency room visits. If you have heart disease, particle 

exposure can cause serious problems in a short period of time—even heart attacks—with no warning signs. Particle pollution also has significant environmental effects. Particles are a major component of haze, which can reduce visibility, for example in national parks and other scenic vistas. 

Particles are a major contributor to “acid rain,” which harms the environment in a number of ways, 

including making lakes and other water bodies more acidic, which can harm the health of aquatic 

life; damaging trees and soils; and deteriorating buildings and statues. 

Who’s at risk from particle pollution? People with heart or lung disease are at risk because particle 

pollution can aggravate these diseases. Many studies show that when particle levels are high, older 

adults are more likely to be hospitalized, and some may die of aggravated heart or lung disease, 

perhaps because they have undiagnosed heart or lung disease. Children are at risk because their 

lungs are still developing and they are usually very active. 

Protect Your Health 

Because ozone and particles remain a significant public health concern in many areas of the U.S., 

the U.S. EPA, in partnership with federal, state, and local agencies and tribes, have set up a nationwide network for reporting daily air quality information and forecasts for these two pollutants. This 

information is available on the Internet at: www.airnow.gov , in newspapers, via radio and television announcements, and in some areas via air quality e-alerts. Daily air quality is reported using a 

standard, color-coded scale called the Air Quality Index, or AQI. The AQI makes air quality reports 

as easy to understand as weather reports. 

The best way to protect your health is to check the air quality level and forecast daily for your area, 

and the related health messages provided by the AQI. By doing so, you can find out when ozone or 

particle levels are elevated. You can also take simple precautions to minimize exposure, even when 

you don’t feel obvious symptoms. Precautions include: 

■ When possible, plan activities and exercise when pollution levels are lower (e.g., typically morning or evening for ozone). 

■ If pollution levels are unhealthy, take it easier when you are active outside. For example, reduce 

the intensity of your activity (e.g., go for a walk instead of a jog) or reduce the length of your 

activity. That way, you will reduce the amount of pollution you breathe. 

■ To reduce exposure to particle pollution, exercise away from busy roadways and other pollution 

sources. 

■ Check with your health care provider if you notice any symptoms (such as coughing, wheezing, 

difficulty breathing, or chest pain) when the air is polluted. This is especially important if you 

are a member of a sensitive group (i.e., for ozone - active children or adults, and people with 

lung disease; for particle pollution - people with heart or lung disease, older adults, and children). 

Background Information 114	 Teacher Resources 
What Is the Air Quality Index (AQI)?


The AQI is an index for reporting daily air quality. It uses a simple color-coded scale to tell you how 

clean or polluted your air is, and how you can protect your health at different levels of pollution. 

The AQI helps to make daily air quality information as easy to understand as weather forecasts. 

How Does the AQI Work? 

The AQI is essentially a yardstick that runs from 0 to 500. The higher the AQI value, the greater the 

level of air pollution and the greater the health concern. For example, an AQI value of 50 represents 

good air quality with little potential to affect public health, while an AQI value over 300 represents 

hazardous air quality. 

An AQI value of 100 generally corresponds to the national air quality standard for the pollutant, 

which is the level EPA has set to protect public health. AQI values below 100 are generally thought 

of as satisfactory. When AQI values are above 100, air quality is considered to be unhealthy—at first 

for certain sensitive groups of people, then for everyone as AQI values get higher. 

Understanding the AQI 

To make it easier to understand, the AQI is divided into six categories: 

Air Quality Index Values Levels of Health Concern Colors 

When the AQI is in this range: ...air quality conditions are: ...as symbolized by this color: 

0 to 50 Good Green 

51 to 100 Moderate Yellow 

101 to 150 Unhealthy for Sensitive Groups Orange 

151 to 200 Unhealthy Red 

201 to 300 Very Unhealthy Purple 

301 to 500 Hazardous Maroon 

Each category corresponds to a different level of health concern: 

■ “Good” - The AQI value for a particular community is between 0 and 50. Air quality is considered satisfactory, and air pollution poses little or no risk. 

■ “Moderate” - The AQI for a community is between 51 and 100. Air quality is acceptable; however, for some pollutants there may be a moderate health concern for a very small number of 

people. For example, people who are unusually sensitive to ozone may experience respiratory 

symptoms. 

■ “Unhealthy for Sensitive Groups” - When AQI values are between 101 and 150, members of sensitive groups may experience health effects. This means they are likely to be affected at lower 

levels than the general public. For example, people with lung disease are at greater risk from 

exposure to ozone, while people with either lung disease or heart disease are at greater risk 

from exposure to particle pollution. The general public is not likely to be affected when the AQI 

is in this range. 

■ “Unhealthy” - Everyone may begin to experience health effects when AQI values are between 

151 and 200. Members of sensitive groups may experience more serious health effects. 

Teacher Resources	 115 Background Information 
■ “Very Unhealthy” - AQI values between 201 and 300 trigger a health alert, meaning everyone 

may experience more serious health effects. 

■ “Hazardous” - AQI values over 300 trigger health warnings of emergency conditions. The entire 

population is more likely to be affected. 

How Is a Community’s AQI Calculated? 

Air quality is measured by monitors that record the concentrations of the major pollutants each day 

at more than a thousand locations across the country. These raw measurements are then converted 

into AQI values using standard formulas developed by EPA. An AQI value is calculated for each pollutant in an area (ground-level ozone, particle pollution, carbon monoxide, sulfur dioxide, and 

nitrogen dioxide). The highest AQI value for the individual pollutants is the AQI value for that day. 

For example, if on July 12 a certain area had AQI values of 90 for ozone and 88 for sulfur dioxide, 

the AQI value would be 90 for the pollutant ozone on that day. 

When and How Is the AQI Reported to the Public? 

In large cities (more than 350,000 people), state and local agencies are required to report the AQI 

to the public daily. When the AQI is above 100, agencies must also report which groups, such as 

children or people with asthma or heart disease, may be sensitive to those pollutants. Many smaller 

communities also report the AQI as a public health service. 

Many cities also provide forecasts for the next day’s AQI. These forecasts help local residents protect their health by alerting them to plan their vigorous activities for a time when air quality is better. 

The AQI is a national index, so the value and colors used to show local air quality and the levels of 

health concern will be the same everywhere in the U.S. You can always find AQI reports for areas 

across the U.S. on the Internet at EPA’s AIRNow web site: www.airnow.gov . The AQI is also frequently reported in local newspapers, on local television and radio stations, and on many state and 

local telephone hotlines. 

What Are Typical AQI Values in Most Communities? 

In many U.S. communities, AQI values are usually below 100, with values greater than 100 occurring just several times a year. Typically, larger cities have more severe air pollution problems, and 

the AQI in these areas may exceed 100 more often than in smaller cities. AQI values higher than 

200 are infrequent, and AQI values above 300 are extremely rare. 

AQI values can vary from one season to another. In winter, for example, carbon monoxide may be 

high in some areas because the cold weather makes it difficult for car emission control systems to 

operate effectively. In summer, ozone may be a significant air pollutant because it forms in the 

presence of heat and sunlight. Particle pollution can be elevated at any time of the year. 

AQI values also can vary depending on the time of day. For example, ozone levels often peak in the 

afternoon, while carbon monoxide is usually a problem during morning or evening rush hours. 

Particle pollution can be high at any time of day. 

Background Information 116	 Teacher Resources 
Air Quality Resources for Teachers 

Curricula and Classroom Activities 

Air Pollution: What’s the Solution?

This educational project, designed for students in grades 6-12, uses online, real-time air quality and 

weather data to guide students’ understanding of the science behind the causes and effects of 

ground-level ozone. Available at: www.k12science.org/curriculum/airproj/ 

Project A.I.R.E. (Air Information Resources for Educators)

The units in this package encourage students to think more critically and creatively about air pollution problems and the alternatives for resolving them. Topics covered include air quality, rainforests, 

radon, the creation of environmental laws, the greenhouse effect, and ozone. Designed for grades 

K-12. Available at: www.epa.gov/region01/students/teacher/aire.html 

Air Quality Lesson Plans and Data for Teachers (Texas Natural Resource Conservation Commission)

This site provides educators who teach kindergarten through 12th grade with background information, activities, and resources to teach the subject of air quality in the classroom. Available at: 

www.tnrcc.state.tx.us/air/monops/lessons/lesson_plans.html 

Air Quality Index for Kids: For Teachers

This EPA web site provides links to useful materials to help teach students about the Air Quality 

Index and related information. Available at: www.airnow.gov (click on “Teachers” on the menu bar 

on the left side of the web page). 

Eco Badge® Educational Products

Here you will find the Vistanomics “eco store” which sells air quality educational materials, including the Eco Badge® (a compact, easy-to-use device to measure ozone levels at home or in the work 

environment) and educational toolkits targeted for elementary, middle, and high school students. 

The site also provides examples of successful teacher programs using the Eco Badge. Available at: 

www.ecobadge.com 

EPA Teaching Center - Air Curriculum Resources

This page links to curricula and activities on a variety of environmental topics. Explore these links 

and find creative ways to teach your students about acid rain, indoor air pollution, ozone, radon. 

Available at: www.epa.gov/teachers/curric-air.htm 

Educator Resources for Air Defenders

This resource provides information about a science module called Air Defenders: The Quest for Clean 

AirTM, that is available for purchase. Targeted for students 10 and older, the Air Defenders kit provides resources to help students learn about the science of what happens to garbage when we burn 

it, the health and environmental consequences of burning waste, and how to analyze alternatives 

to open burning, such as composting, recycling, and landfilling. Available at: 

www.airdefenders.org/teacher/index.htm 

SunWise School Program

The SunWise School Program is an environmental and health education program designed to teach 

children and their caregivers how to protect themselves from overexposure to the sun. Available 

free of charge to schools, the SunWise Tool Kit contains cross-curricular classroom lessons and 

background information for K-8 learning levels. The Tool Kit consists of a variety of fun, developmentally appropriate activities that combine education about sun protection and the environment 

with other aspects of learning. Available at: www.epa.gov/sunwise 

Teacher Resources 117 Air Quality Resources 
Web Sites 

EPA’s AIRNow Web site

The U.S. EPA’s AIRNow web site provides the public with easy access to air quality information. The 

web site offers real-time air quality conditions and daily air quality forecasts for over 300 cities 

across the U.S.; provides links to more detailed state and local air quality web sites; and supplies 

real-time images of air quality and visibility via webcams in a number of locations. Available at: 

www.airnow.gov 

Note that the AIRNow web site also provides a chart to easily link the AQI colors with air quality 

and health risks; this chart and related information can be found by visiting the AIRNow web site 

homepage and clicking on “Air Quality Index” on the menu bar on the left; the chart is on the bottom of this page. 

Kid’s Air: EPA’s Air Quality Index (AQI) Web site for Kids

This web site explains the Air Quality Index (AQI) to children. It uses games, targeted for K-1 and 

ages 7-10, to teach children about the AQI and how they can moderate their activity to safely play 

outside when air pollution is elevated. Available at: www.airnow.gov (click on “Kids” on the menu 

bar on the left of the web page). 

Publications 

The following U.S. EPA publications are available in pdf and html formats (print versions can be 

requested free of charge) at: www.airnow.gov (click on “Publications” on the menu bar on the left 

of the web page): 

■ Air Quality Index - A Guide to Air Quality and Your Health. This booklet explains EPA’s Air Quality 

Index (AQI) and the health effects of major air pollutants. 

■ Air Quality Guide for Ozone. This guide provides information about ways to protect your health 

when ozone levels reach the unhealthy range, and ways you can help reduce ozone air pollution. 

■ Air Quality Guide for Particle Pollution. This guide provides information about ways to protect 

your health when particle pollution levels reach the unhealthy range, and ways you can help 

reduce particle air pollution. 

■ Particle Pollution and Your Health. This short, colorful pamphlet tells who is at risk from exposure to particle pollution (also known as particulate matter), what health effects may be caused 

by particles, and simple measures that can be taken to reduce health risk. 

■ Ozone and Your Health. This short, colorful pamphlet tells who is at risk from exposure to 

ozone, what health effects are caused by ozone, and simple measures that can be taken to 

reduce health risk. 

■ Smog - Who Does it Hurt? This 8-page booklet provides more detailed information than “Ozone 

and Your Health” about ozone health effects and how to avoid them. 

■ Summertime Safety: Keeping Kids Safe from Sun and Smog. This document discusses summer 

health hazards that pertain particularly to children and includes information about EPA’s Air 

Quality Index and UV Index tools. 

Air Quality Resources 118	 Teacher Resources 
■ Ozone: Good Up High, Bad Nearby. Ozone acts as a protective layer high above the earth, but it 

can be harmful to breathe at ground level. This publication provides basic information about 

ground-level and high-altitude ozone. 

The following publication is available in pdf format at: www.airnow.gov (search for the title): 

■ Facts About the Expanded AQI Forecasts. This brochure provides basic information for the public 

about AQI forecasts. 

Teacher Resources	 119 Air Quality Resources 
CDs


GOOD 

MODERATE 

UNHEALTHY FOR SENSITIVE GROUPS 

UNHEALTHY 

VERY UNHEALTHY 
AQI Toolkit for Weathercasters 121 CDs

CD #1 

■ PowerPoint slide presentations and handouts for Grades 3-5, Grades 6-8, and Civic Groups. 

CD #2 

■ Forecast Earth: Air Aware Video (About Air Pollution and Health). Produced in 2004 by The 

Weather Channel and U.S. EPA.