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CLEAN SCHOOL BUS
Dear Teachers:
This guide offers four modules that support the teaching of concepts found in the Clean School Bus
USA Idle-Reduction Campaign literature. The modules include Health, Science, Social Studies, and
Math and are intended to be teaching tools and suggestions that you can choose from, based on your
needs. It is recommended that you review the Teacher's Prep for each module so that you understand
the overall concepts and the importance of reducing emissions from diesel engines.
Each module contains the following sections with an Appendix at the end of the entire Guide:
Overview
Teacher's Prep
Classroom Questions & Answers
Classroom Activities [Note: Activities with an asterisk (*) have been provided by Minnesota
North Star Chapter of the Sierra Club and whose Web site is: www.northstar.sierraclub.org1
Research Activities
Appendix: Bonus Word Search Games (NOTE: Three word search games of varying degrees of
difficulty are included on the CD that accompanies the Idle-Reduction Kit, as well as in the
Appendix of this Guide. Select an appropriate one to be used by your students to review terms
used when discussing the need for idle-reduction programs.)
The United States Environmental Protection Agency's (EPA) Clean School Bus USA Team would
appreciate your comments on the appropriateness of the material for students from grades three
through eight. A feedback form is provided with your Idle-Reduction Kit. If you use the Teacher's
Guide materials, please give us your comments on their effectiveness and how they could be improved
by simply attaching extra pages to the feedback form we ask you to FAX back to us. Thank you for
your interest in educating your students about the importance of idling reduction and the benefits to
their health and the environment. If you have any questions, please either call the Clean School Bus
phone line at 734-214-4780 or email us at CleanSchoolBusUSA@epa.gov.
The Clean School Bus Team
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TABLE OF CONTENTS
Modules and Sections
Page Number
Health
Overview
Teacher's Prep
Classroom Question & Answers
Classroom Activities
Research Activities
5
5
12
Science
Overview
Teacher's Prep
Classroom Question & Answers
Classroom Activities
Research Activities
15
15
15
15
16
17
Social Studies
Overview
Teacher's Prep
Classroom Question & Answers
Classroom Activities
Research Activities
19
19
19
19
20
22
Math
Overview
Teacher's Prep
Classroom Question & Answers
Classroom Activities
Research Activities
25
25
25
25
26
28
Appendix: Word Searches (Three Levels)*
*(NOTE: You can create your own word search puzzles online at:
http://puzzlemaker. school, discovery. com/War dSearchSetupForm. html)
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Subject Area: Health
Overview
This module is used to discuss functions of the lung and heart and how air pollution may affect healthy
children and adults that have existing health concerns. It also provides students with an understanding
of how the air pollution from idling buses might impact the occupants in the school and how people
affected with asthma may feel when they are having difficulty breathing.
Teacher's Prep
How healthy lungs work
Lungs draw air into (inhale) and out of the body (exhale) through either the nose or mouth. The lungs
transfer oxygen into the bloodstream to help the body use food and its nutrients and remove carbon
dioxide (CO2), a waste product, from the bloodstream. The nose helps you detect odors and filters
some of the large particles in the air you breathe so they won't enter your lungs.
How a healthy heart works
The heart is like a pump that delivers blood throughout your body. By contracting like a pump, the
heart forces the blood to move throughout your body's blood vessels. The blood delivers oxygen to
the cells that, along with nutrients from the food that you eat, give your body energy. Your blood also
helps remove carbon dioxide and other waste products from the cells, so that waste is removed from
the body.
Children vs. Adults
Unlike adults, children's organs (e.g., like their lungs and heart), are still developing. Their organs
may be more sensitive to things that they encounter. Children breathe at a faster rate than adults, and
they can be exposed to different elements than adults because of different daily activities. Children are
usually not as tall as adults, and they may be outdoors playing and near areas that contain diesel fuel
exhaust.
Environmental Pollutants Found in the Air
The Earth's atmosphere is primarily made up of invisible gaseous substances. Most of the major air
pollutants are gaseous substances that can't be seen but can adversely affect human health, as well as
damage the environment. Among the major ambient air pollutants that may reasonably be anticipated
to endanger public health are carbon monoxide, lead, nitrogen oxides, sulfur dioxide, ozone, and
particulate matter. (See Table # 1 to understand more about these pollutants, their sources, and
effects.) To protect public health and welfare, the United States Environmental Protection Agency
(EPA) has set national emission standards for these pollutants. These are known as National Ambient
Air Quality Standards (NAAQS). Additional pollutants, known as hazardous air pollutants or air
toxics, can affect people's health, whether it is something that is an immediate (acute) health affect, or
something long term, like cancer. In order to prevent those and other potentially dangerous air
pollutants from reaching harmful levels, we need to monitor the environment. By monitoring the
environment, we are able to identify emission sources.
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Subject Area: Health (cont.)
Teacher's Prep (cont)
Respiratory & Cardiac Problems & Environmental Air Pollutants
When the heart or lungs are damaged, diseased, or are more sensitive (like being very young or old, or
having specific allergies, etc.), things like air pollutants may affect how these organs work. Many
students have asthma or know of someone with this respiratory problem. Asthma is a long-term
(chronic) respiratory disease, but it is treatable if managed properly. Proper asthma management
includes avoiding certain "triggers." When a person with unmanaged asthma encounters something
that triggers a reaction in their lungs that is non-typical, they can have an "asthma attack." During an
asthma attack, airways become inflamed and narrow. Sometimes extra mucous is produced, resulting
in asthma symptoms (see Figures 1 and 2). Asthma attacks can range in severity, so people with
asthma should understand their triggers and avoid certain environmental pollutants that may irritate
their lungs. Other lung problems that are caused by or impacted by environmental pollutants include
bronchitis (or inflammation of the bronchiole tubes in the lungs), coughing or other respiratory
irritations, and difficulty breathing.
There are a variety of heart problems that can be affected by air pollution, specifically "particle
pollution." Problems can include irregular heart beats and non-fatal heart attacks. People that are more
sensitive to air pollution or have respiratory and/or heart diseases should be aware of the air pollution
in their community. EPA has information about air quality available through brochures ("Smog: Who
does it Hurt?" at: http://www.airnow.gov/index.cfm?action=health2.index, and "AQI - Air Quality
Index" at: http://airnow.gov/index.cfm?action=aqibroch.index) as well as its air quality website
(www.airnow. gov)
EPA, along with state and local agencies, monitors air quality by measuring how clean or dirty the air
is. You can find out about the pollution levels in your community by visiting the AirNow website at
http://www.airnow.gov/ to get an idea of what pollution levels are projected for next few days.
Some areas of the country even have a service that will email or page you with a notification of the
local air quality forecast. This program, EnviroFlash, allows people concerned about their health or
their family's, the ability to adjust their plans for unhealthy air quality days.
Firgure#l: Figure #2:
Healthy bronchial tube in lung Bronchial tube inflamed and showing signs of excess mucus
during an asthma attack
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Subject Area: Health (cont.)
Teacher's Prep (cont)
Table 1: Sources of Air Pollution and Their Health Effects - Major Man-Made Air Pollution
POLLUTANT
Carbon Monoxide (CO)
Lead (Pb)
Nitrogen oxides (NOx)
Ozone (03)
Particulate matter (PM)
Sulfur dioxide (SO2)
DESCRIPTION
Colorless, odorless
gas
Metallic element
Gaseous compounds
made up of nitrogen
and oxygen
Gaseous pollutant
Smog
Very small particles
of soot, dust, or
other matter,
including tiny
droplets of liquids
Gaseous compound
made up of sulfur
and oxygen
SOURCES
Vehicles (e.g., lawn
mowers,
motorcycles)
burning gasoline
Indoor sources
including kerosene,
wood-burning,
natural gas, or coal-
burning stoves and
heaters
Vehicles burning
leaded gasoline
Metal refineries
Vehicle exhaust
Power plants
burning fossil fuels
Coal-burning stoves
Vehicle exhaust and
certain other fumes
Formed from other
air pollutants in the
presence of sunlight
Diesel engines and
vehicle exhaust
Power plants
Industries
Wood stoves
Coal-burning power
plants and industries
Coal-burning stoves
ป Refineries
SIGNS/EFFECTS
Headaches, reduced
mental alertness,
death
Heart damage
Brain and kidney
damage
Contaminated crops
and livestock
Lung damage
Reacts in
atmosphere to form
acid rain
Deteriorates
buildings and
statues
Damages forests
Forms ozone &
other pollutants
(smog)
Lung damage
Eye irritation
Respiratory tract
problems
Damages vegetation
and crops
Heart and lung
damage
Eye irritation
Reduces visibility
Discolors buildings
and statues
Eye irritation
Lung damage
Kills aquatic life
Reacts in
atmosphere to form
acid rain
Damages forests
Deteriorates
buildings and
statues
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Subject Area: Health (cont.)
Classroom Questions & Answers
Q: What is "air pollution?"
A: Air pollution makes the air dirty. It can affect our health and can come from a variety of sources.
Sometimes, air pollution comes from nature, like from erupting volcanoes. However, the majority of
the air pollution is manmade and comes from factories or power plants, cars, trucks, buses, and even
your family's activities like smoking cigarettes or mowing the lawn with a gasoline powered engine.
Q: What is diesel exhaust?
A: Diesel exhaust is the smoke that you see and other elements that are too small to see, that are
discharged into the air when diesel fuel is burned, thus contributing to air pollution.
Q: Why are kids more harmed by air pollutants, including diesel exhaust, than adults?
A: Kids' respiratory systems are still developing, and kids have a faster breathing rate.
Q: How can we find out about how clean or dirty the air is?
A: Visit the AirNow website at http://www.airnow.gov/. Talk to state or local air pollution agencies,
or talk with the local chapter of the American Lung Association for more information.
Related questions/discussion points
Name a lung disease.
What is heart disease?
What is asthma?
How many cases of asthma in school kids were reported for our school district last year?
What kinds of health conditions can young students develop because of breathing air pollution?
Classroom Activities
Activity #1: Team Audit*
Create school campus questions related to possible pollutants that impact the health of the students and
staff. Teams can investigate, analyze, and problem solve. Examples:
Where do the buses park?
Where are the school's air-intake vents?
In addition to school buses, what other trucks or cars come to school? (e.g., food or supply
delivery trucks, mail trucks, UPS trucks, cars dropping off/ picking up students)
Do any of these cars, trucks, or buses leave their engines running (idling) while at school?
Does air pollution from idling vehicles entering the school? Why?
Are there any other sources of outdoor air pollution around the school that might impact the
health of students and staff? Are there sources of indoor air pollution in the school as well?
What is the Air Quality like today in your area? What does "Air Quality" mean?
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Subject Area: Health (cont.)
Classroom Activities (cont.)
Additional Resources for Performing Assessment
EPA's Healthy School Environments Assessment Tool (SEAT) (www.epa.gov/schools)
EPA's Indoor Air Quality Tools for Schools (www.epa.gov/iaq/schools) and refer to "Walkthrough
Checklist"
Activity #2: Understanding the Importance of Good Respiratory Health
Materials Needed:
Have enough small diameter straws for participating students to use.
NOTE: Students participating in the session should not have any physical limitations. If anyone has
breathing problems or problems with physical exertion, make sure they understand that they don't
have to participate.
Activity:
Try to answer the questions: What does it mean to have healthy lungs and heart? What does it feel
like when someone has an asthma attack?
Have the students measure their breathing rate and pulse at rest. Record those measurements down.
Have those students who don't have any physical health issues jog in place for 45 seconds. Measure
their pulse rate and breathing rate after 45 seconds. Have students count their heart beats for six (6)
seconds and multiply by 10 to yield beats per minute.
Wait five minutes while the students' breathing and pulse rates return to normal. To find out what an
asthma attack may feel like, have students jog in place again for 45 seconds.
After the 45 seconds, immediately have the students pinch their noses and breathe only through the
straw. Tell them if they need to, they can breathe without the straw. Ask them how it felt.
Try to measure pulse rate and breathing rate after the straw exercise. Do they notice any difference?
Activity # 3 Where's that Odor?**
**From Project A.I.R.E: Air Information Resources Education (K-l2). For online access to this
and other exercises, go to: http://www.epa.gov/regionl/students/teacher/aire.html
This exercise lets students use their noses as monitoring devices to determine the source of odors
introduced into the classroom and demonstrates how air pollution (from sources like idling school
buses) can distribute in an environment. It helps students recognize the role citizens play in
environmental cleanup.
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Subject Area: Health (cont.)
Classroom Activities (cont)
Activity # 3 Where's that Odor?** (cont.)
Students will use their sense of smell to detect and recognize odors using their noses as air monitoring
devices. Odor is the subjective perception of the sense of smell (olfaction). They will learn that not
everyone has the same ability to smell objects at the same levels (or concentrations). The minimum
concentration (threshold) of an odor that can be detected and identified through the sense of smell
depends on how the odor is presented (such as flow rate and purity) and the sensitivity of the olfactory
cells in the nose, which vary from person to person. Odors usually are identified at higher levels than
what the nose can actually detect as being an odor. These levels are known as "thresholds." Odor
thresholds are the concentrations (or amounts) of the odor that are detected or identified. For
example, the detection threshold of ammonia is about 17 parts-per-million (ppm) [NOTE - this unit of
measure ("ppm") is common for concentrations measured on a volume basis), and the recognition
threshold is 37 ppm. ]
Materials Needed:
Blue, red and yellow food coloring, sandwich size containers, chalkboard or flipchart, colored chalk or
markers, and vanilla extract, vinegar, and/or minty mouthwash (or other odorous liquids that do not
irritate the respiratory systems of students or staff).
Instructions:
Before class begins, mix the blue, red, and yellow food coloring to make a color that is similar to the
color of vanilla extract. You may also use other substances to make a solution that is similar in
appearance to vanilla extract, but they should create as little odor as possible. Using the tops of the
sandwich containers, put a small amount (just enough to cover the lid surface) of vanilla extract in one
of the container lids. Put a small amount of the other liquids that have odor in other container lids.
Then put equal amounts of a look-alike liquid in the remaining container lids. Place the lids around
the room and cover them with the inverted container. On the chalk board, draw two maps of the
classroom: one for charting time and the other for charting odor intensity. Students should have a
worksheet for tracking both measures.
When class begins, explain how determining what and where air pollutants come from (monitoring) is
an important part of protecting people and the environment. Detection (what is there) of pollutants can
be accomplished by different kinds of monitoring devices (tools). A simple example of visual
detection is the dirt on the classroom window where pollutants have stuck to (or have been deposited
on) the glass. When you breathe, the hairs in your nose act like a monitoring tool by filtering dust, and
special cells (olfactory) in the back of the nose allow you to identify some chemicals in the air.
Explain that because monitoring tools are expensive and take longer to use, than you have in class, the
students will use their noses to detect and identify air chemicals. Instruct them to use their noses like
scientists would use a monitoring device to detect and estimate the strength (volume or intensity) of an
odor and to determine the source of the odor.
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Subject Area: Health (cont.)
Classroom Activities (cont.)
Activity # 3 Where's that Odor?**(cont.)
Explain to the students that they will need to map the classroom to chart the results of the experiment.
You can take the chart below, or go to the Web link provided at the beginning of this exercise, to
provide students with their own worksheets. As students map the room on their own chart, you do the
same on the chalk board. Fill in the maps to show the location of each student.
Make sure each student understands where they are on the map. When the maps are complete, briefly
describe the experiment. Tell students the idea is to record when they first smell an odor and to
measure how strong it is at various times. Go over the time and intensity (strength) measurements and
make sure everyone understands how to fill out the worksheet. (Plan on taking extra time for this when
doing the experiment in lower grade levels.)
WHERE'S THAT ODOR?
Classroom Map
TIME
A=
B=
C=
D=
Front of
Back of
classroom
classroom
INTENSITY
1 No odor detected at all
2 Begin to smell the odor
3 Odor is strong
4 Odor is very strong
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Subject Area: Health (cont.)
Classroom Activities (cont.)
Activity # 3 Where's that Odor?**(cont.)
When ready, remove covers from the sources containing liquids throughout the room. Leave the lids
uncovered for two minutes. Announce the time every 30 seconds. (For example, "A" on the
worksheet would be T+30 seconds; "B" would be T+60 seconds, and so on). Remind students to find
their place on their worksheet map and fill in the letter (time) and number (intensity) the FIRST TIME
they smell an odor. If they detect more than one odor, they should fill in the letter (time) and the
number (intensity) the first time they smell EACH odor.
At the end of two minutes, cover all the sources again. Call on a number of students in different parts
of the room. (If time permits, let all students participate.) Have each, in turn, come forward and mark
their location (in colored chalk/marker) on each of the maps on the board with the time and intensity
information they have recorded on their worksheet.
Lead a student discussion about the results of the experiment. Ask why some students recorded
stronger odors sooner than others. Did the odor move in one direction more than another? If so, what
does that suggest about the way pollutants move in the air? Did anyone detect more than one odor.
Where did the odor(s) come from? The students' answer should point you to the real sources. (If not,
be prepared to point out the real sources and explain how real scientists might use additional trials or
put out more monitors to be sure the results are accurate.)
Describe why it is necessary to determine where contaminants, particularly invisible ones, are coming
from (health effects, environmental and ecological effects). Give some examples. Explain that if the
contaminants in the experiment had been harmful, finding out where they were coming from would
make it possible for their local officials and EPA to take steps to remove them.
Research Activities for Students
Activity #1: Have students research more about lung and heart diseases. Find out more about other
respiratory or heart diseases that are affected by air pollution.
Activity #2: Have students research more about why their health as young people is impacted by
certain environmental conditions more so than healthy adults.
Activity #3: Have students research more about asthma and what can either "trigger" an asthma
attack or exacerbate (make existing asthma worse) asthma symptoms.
Activity #4: If the students know someone with asthma who doesn't mind sharing this information,
have them interview the person about their asthma triggers, and ask whether they notice certain
environmental triggers that worsen their asthma. Ask about what it feels like when they have an
asthma attack and how they manage their asthma.
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Subject Area: Health (cont.)
Research Activities for Students (cont)
Activity #5: If there isn't anyone to share information with about how they cope with asthma, have
students contact the local chapter of the American Lung Association and see if they can work with the
school to invite a representative to the school to train students about asthma.
Activity #6: Research other sources of "particulate matter," like secondhand smoke, coal plants, and
wood stoves.
Activity #7: The earth's ozone layer occurs naturally in the stratosphere and provides a protective
layer shielding the Earth from harmful ultraviolet radiation. In the troposphere, it is a chemical
oxidant, a greenhouse gas, and a major component of smog. What are some of the sources for
tropospheric ozone? Have the students identify some of the common sources found in their
community.
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Subject Area: Science
Overview
This module should focus on fuel and define energy needs of the transportation industry. It should
cover how a diesel engine works and how it is different from a gasoline engine. Discussion should
focus on air pollutants that typically come from diesel engines and why they are exhausted into the air.
Finally, technologies that reduce pollutants in exhaust, as well as other technologies that are used to
save fuel by reducing idling times should be discussed. For your convenience, Web sites have been
suggested for further research and study during your preparation; however, using Internet search
engines for the areas you seek further information on will reveal numerous other optional sites.
Teacher's Prep
Gather information on the following:
Energy and why it is needed. (HINT: Go to the following online resource to learn more about
energy and fuels: http://www.fossil.energy.gov/education/index.html )
Different fuels used in transportation and how they relate to energy. (HINT: Go to the
following Web site to learn more about the history of energy and transportation:
http://www.rqriley.com/energy.htm )
How a diesel engine works (compression ignition) and on how a gasoline engine works (spark
ignition) so you can identify the differences. (HINT: Go to the following Web site for an
explanation of how a diesel engine works: http://auto.howstuffworks.com/diesel.htm and go to
the following Web site for an explanation of how a gasoline engine works:
http://auto.howstuffworks.com/engine.htm). Use this information to discuss the air pollutants
being exhausted by diesel engines during combustion of fuels while an engine operates.
Classroom Question & Answers
Q: A bus uses fuel to operate. What is fuel?
A: Just as food is fuel for humans to operate, engines need fuel to run.
Q: What is diesel fuel and what is diesel exhaust?
A: Fuel is an input and exhaust is an output of combustion in an engine. Diesel is a type of energy
burned by the engine to run a school bus or other diesel vehicles and equipment. Diesel fuel burns as
oil that is injected into hot compressed air. Diesel exhaust, on the other hand, is composed of waste
gases or fumes that escape from an engine that is burning diesel fuel.
Q: What is idling?
A: Idling is when the engine runs, but the bus is not moving. Sometimes, idling is necessary, like
when a vehicle is stopped at a traffic light or stuck in a traffic jam. Some idling is not necessary, like
when the driver is waiting for students at a field trip or has the engine running for more than the
recommended time of five to 15 minutes, especially when in standard operating conditions.
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Subject Area: Science (cont.)
Classroom Question & Answers (cont.)
Q: What positive things can result when drivers reduce the amount of time they allow the bus engine
to idle?
A: Drivers can save fuel, save money, reduce pollution, and protect children and the community from
breathing harmful pollutants when they reduce idling time.
Q: How much time do most bus manufacturers recommend an engine needs to warm up?
A: Five to 15 minutes.
Q: What should a bus driver do if s/he is driving behind a vehicle that shows visible exhaust or has
noticeable odor?
A: Drive farther behind it. The rule-of-thumb is to try to stay three to five bus lengths away from
vehicles with visible exhaust.
Related questions/discussion points
Are some diesel fuels cleaner than others?
What clean fuels can be used with buses? (e.g., ultra-low sulfur diesel, biodiesel, compressed natural
gas)
Why do people idle their car or bus engines?
What are some other types of fuels used in vehicles? What makes them different from diesel fuel?
Classroom Activities
Activity # 1: Comparative Sock Experiment*
Materials Needed:
Two new, white tube socks, heavy rubber band, oven mitt, diesel bus.
Time: 20 minutes.
Activity:
Before presentation, have one adult place one sock over the end of the tailpipe from a diesel vehicle.
If needed, secure the sock with a heavy rubber band. Start the engine and idle it for at least five
minutes. Remove the sock with an oven mitt, as the tailpipe will be hot. Turn the sock inside out to
compare it with the clean sock and visibly see the accumulated particulate matter.
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Subject Area: Science
Classroom Activities (cont.)
Activity # 2: Three Paper Experiment*
Materials Needed:
Three pieces of heavy paper or index cards (with location and date marked on each piece), Vaseline,
string or duct tape, and magnifying glasses.
Time: 20 -30 minutes
Activity:
Collecting paniculate matter from various areas around school campus will allow students to visibly
analyze where and why accumulation is greatest.
Coat each paper with Vaseline. Hang one near the bus parking area, place the second in the school,
and put the third paper in a drawer or closet. After a specified time, remove the papers and compare
them with a magnifying glass. Prior to the experiment, have the class predict the outcomes.
Research Activities for Students
Activity #1: Have students determine their "energy footprint" based on their activities or equipment
used. For example: Can they compare the energy that it takes for them to get to and from school,
either in a car or by bus, or to use a computer for an hour?
Activity #2: Have students find out more about what fuel is used in the vehicles operated by their own
school district or the community's municipal vehicles. What kind of fuel do these vehicles use?
Activity #3: How many gallons of fuel are used by the school district or the municipality to operate
its vehicles each year? Can the estimated amount of fuel to be used during idling versus the amount of
fuel used overall be determined?
Activity #4: Have students research other types of engines that are used in vehicles. Are they more
efficient? Besides the way they operate the vehicles, do these impact the environment differently?
Activity #5: Have students learn about other forms of pollution control technologies, whether it is for
reducing air or water pollution.
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Subject Area: Social Studies
Overview:
This section focuses on how EPA regulates air quality, what air quality is, and how it impacts our
communities. Pollutants of concern are identified as well as some of the common sources that produce
them. Students should be able to determine air quality and know what steps can be taken to reduce the
impact of daily activities on the community air quality.
Community involvement with Idle-Management Policies and other pollution prevention measures will
be touched upon. Free materials available on the EPA Web site that can be used to help educate the
School Board and the City Council will be identified. (NOTE: Be sure to check the EPA Web site to
get more information from the Clean Air Act, and read the EPA publication "The Plain English Guide
to the Clean Air Act" (Publication Number 400-K-93-001), found via this link:
http://www.epa.gov/oar/oaqps/peg_caa/pegcaain.html)
Teacher's Prep
After reading the Clean Air Act (see Overview above) and its implications on community air quality,
discuss the National Ambient Air Quality Standards (NAAQS), how they are set; Hazardous Air
Pollutants (HAPs); and Mobile Source Engine & Fuel Standards. Reference briefly other air quality
concerns (e.g. chlorofluorocarbons [CFCs], etc.). Visit the following Web sites for more information:
Air Toxics: http://www.epa.gov/air/toxicair/newtoxics.html
NAAQS: http://www.epa.gov/air/urbanair/6poll.html
Mobile Sources: http://www.epa.gov/otaq/invntory/overview/examples.htm
Discuss what constitutes good or bad air quality. How does bad air quality impact our community's
health, jobs, etc.?
Discuss the Air Quality Index (AQI) and EnviroFlash. Visit http://www.airnow.gov
Discuss actions that are recommended for the general community to take on poor air quality days.
Discuss what an Idle-Management Policy is, how it relates to pollution prevention, and suggestions for
implementing a community or school policy.
Classroom Questions & Answers
Q: What is stewardship?
A: Stewardship is the act of taking responsibility for and caring for the Earth or any part of it. This
includes taking responsibility for using resources and creating as little waste and pollution as possible.
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Subject Area: Social Studies (cont.)
Classroom Questions & Answers (cont.)
Q: What is an "Idling-Management Policy" or "Idle-Reduction Policy"? Does your school have such
a policy?
A: This policy is established by the school, the district, or the community. It specifies how much time
a school bus should be idling during certain conditions. It should outline any special concerns
pertaining to the bus driver, special needs children, safety, maintenance, and weather.
Q: What can our school district do to reduce air pollution from buses?
A: School districts can:
Plan for routine maintenance of buses
Encourage drivers to not follow other buses too closely (i.e., don't "caravan" too
closely)
Assign the newest buses to the longest routes
Implement a reduced-idling program for the school or district
Use free materials about the importance of reducing idling offered on EPA's Web site
Create a comfortable space inside the school building or bus depot
where bus drivers can wait and stay warm or cool.
Q: How can diesel exhaust harm our community?
A: Once diesel exhaust gets into the air, it can go anywhere that is open to it, such as fresh air intakes
and open doors and windows.
Related questions/discussion points
Have you or your family ever practiced stewardship over your environment? In what ways do you do
this?
What can we do to get the community involved in an Idle-Reduction Program?
Does your community meet EPA Air Quality Standards? Is your area in attainment?
Classroom Activities
Activity # 1: Team Posters* (3rd-5th grade level)
Materials Needed:
Poster paper, markers, and a main concept or issue related to clean air for each team.
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Subject Area: Social Studies (cont.)
Classroom Activities (cont.)
Design team posters to promote the discussion of issues and concepts related to clean air and
stewardship. The teams can hang their posters in school hallways or in the community to raise
awareness.
Activity #2: Role Playing*
Have students participate in role playing discussions with their parents, bus drivers, and a school
official concerning the school bus diesel idling issue. Find out some of the concerns - both pros and
cons - in limiting school bus idling. Check out EPA's Web site to see if there are answers to the
concerns that are raised, (www.epa.gov/cleanschoolbus).
Activity #3: Air Quality in My Community (7th-8th grade level)
Materials Needed: Inquisitive minds, access to the Internet or a library.
Time: 20-30 minutes
Find out how many days were good or moderate air quality days last year or last month in your
community. Visit the AirNow Web site or talk with your State Environmental Agency's Air
Monitoring Program to see if they can help you. Also, look at old copies of a major newspaper to see
how many days had green or yellow as their air quality index indicator.
How many days were not good air quality days (i.e., denoted as orange, red, or purple)? Of the days
that were not good air quality days, how many were school days, weekends, holidays, or days of
school summer break?
Have students think of reasons why these were not good air quality days such as the number and types
of sources of pollution, hot summer days that enhanced ozone, school days that may have had a
weather condition (inversion) and may have had more people driving while factories were operating
and more activity was occurring.
Activity #4: Teaching others:*
Materials Needed: Enough background information about air pollution caused by idling and its effect
on the community to be able to discuss these subjects with someone.
Time: 30-60 minutes
Activities:
Teach another class what you have learned about school bus idling.
Inform neighbors who live around the school campus and near school bus parking areas about the
benefits of idle-reduction policies.
Role play a school board meeting.
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Subject Area: Social Studies (cont.)
Classroom Activities (cont.)
Gather a few other interested students and meet with School Board or City Council Members about
idling concerns pertaining to school buses and other vehicles.
Activity #5: School and Community Outreach:*
Materials Needed:
Poster board, coloring pens, button making materials, index cards, and letter writing materials.
Time: 30-60 minutes
Activities:
Contact local grocery stores to decorate grocery bags with pictures from the Team posters on idle-
reduction.
Educate bus drivers and recognize drivers who do not idle their buses with class-generated buttons
they can wear.
Investigate and develop a school policy concerning the "No-Idling" issue.
Design cards inviting bus drivers inside the school building to a designated waiting area so they can
avoid idling their buses while they wait.
Write decision-makers or your local newspaper about idling concerns and offer suggestions about
policies that can be implemented to reduce idling.
Research Activities
Activity #1: Research what air quality is like in other countries. Have students make comparisons
between industrialized nations like the United States and Canada to what is going on in developing
countries like China. Are there ways that the United States and other developed countries are sharing
information on how to improve air quality with these developing countries?
Activity #2: Does your community or state environmental agency have a way for citizens to find out
about the air quality in the community? Help the students educate the community about air quality
and actions they can take to reduce air pollution when the air quality is poor. See the EPA Web page,
www. airnow. gov
Activity #3: Have the students work with the school's Transportation Department to determine
additional measures that can be taken to reduce air pollution from school buses. Questions that should
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Subject Area: Social Studies (cont.)
Research Activities (cont)
be asked by the students include: "Does the school/school district have a maintenance schedule for the
buses?" "How often are the buses inspected?" "What is actually done as a measure of routine
maintenance?" "How old are your school/school district's buses?" "Are newer buses assigned to
longer routes?" "Does the school district have an idle-reduction policy?"
To get free materials about improving air quality, go to EPA's Web site at:
www. epa. gov/cleanschoolbus)
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Subject Area: Math
Overview
This section focuses on using math to determine how much time and potential energy is wasted when
buses, cars, trucks, and other forms of transportation are left to idle. It should help students view their
daily activities from a new perspective of saving time, fuel, and money, while curbing the amount of
pollution emitted into the air.
Teacher's Prep
Fossil fuels, which continue to power our school buses, are at premium costs, and calculating savings
by reducing the amount of fuel used while idling unnecessarily is something that might be useful for
both the transportation manager and the students.
In addition, it is important for schools to recognize the important role they play in reducing emissions
in their community, by reducing idling in and around school property. By implementing an Idling-
Management Policy, sometimes called an Anti-Idling Policy or Idle-Reduction Policy, schools can
make sure that their buses don't waste fuel and don't contribute unnecessary emissions to the
community's air quality. Schools set an important example for other drivers in the community. These
policies are intended to offer guidance on limiting the amount of time buses should idle during warm-
up and while waiting for students. They should also identify any necessary safety and/or weather
condition exemptions.
Special support to meet the needs of the bus drivers, such as the right locations for bus drivers to wait,
queuing concerns, and having warming or cooling stations should also be discussed. Discuss what
guidance specific to bus drivers should be given such as making a point of turning the engine off as
soon as possible after arriving at loading or unloading areas.
Classroom Questions & Answers
Q: Do most drivers adhere to the Idle-Reduction policy, if there is one? If there isn't one, can you
find an example policy on the Internet? (HINT: Visit www.epa.gov/cleanschoolbus for more
information on idling).
Q: What is an average recommended time for idling school buses in standard weather conditions?
A: Five to 15 minutes.
Related questions/discussion points
How long do our school buses idle when they drop kids off or pick them up?
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Subject Area: Math (cont.)
Classroom Activities
Activity #1: Team Audit*:
Create school campus questions for teams to investigate, analyze, and problem solve. This will be
most useful for schools that haven't established an Idling-Management Policy or are not implementing
or complying with their existing Idling-Management Policy.
If the school is actively supporting its Idling-Management Policy, then assume it isn't and think about
what would happen if each school bus in the fleet was idling for at least an hour a day.
How many buses are used by the school every day? Do any of these buses make multiple runs to pick
students up or drop them off? If so, how many trips do they make?
What type of fuel is being used to run the buses?
How much fuel is being used on a monthly or yearly basis?
What is the average cost per gallon of diesel fuel in your community?
How long are buses idling during morning pickup? (report in minutes)
How long are buses idling during afternoon pickup? (report in minutes)
NOTE: If school district/school has more than 10 buses, then you may request students to measure
only five to ten buses.
What is the average bus idling time for the morning (in minutes)? What is the average bus idling time
for the afternoon (in minutes)? Graph the various bus idling times, with the x-axis being the bus
number (either morning or afternoon) and the y-axis being the number of minutes for idling. What is
the median amount of time that all the buses idle?
Activity #2: Calculating the Cost of Unnecessary Idling
Take a look at how idling school buses unnecessarily can be wasteful.
Calculate the average additional cost of the fuel for buses that idle too long. Assume that the school
bus uses a half gallon (0.5) of diesel fuel per hour of idling.
How long do the buses idle when they start up in the morning, on average? Report the calculation in
minutes. If trying to save time for this activity, refer to Math Activity # 1' s sample calculation.
How long do the buses idle when waiting for students at the end of the day, on average? Report the
calculation in minutes. If trying to save time for this activity, refer to Math Activity #1 's sample
calculation.
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Subject Area: Math (cont.)
Classroom Activities (cont)
If both the start up idling time and the waiting idling time fall into the range of the school district's
recommended idling times (typically five to 15 minutes), then the students may wish to assume that
the buses idle 30 minutes in the morning and afternoon, just to demonstrate the savings.
Determine the amount of time your school district's idling policy allows per bus for these activities
(This should be anywhere from five to 15 minutes for each bus and each idling event), and multiply
that number times the number of buses in use for the morning bus run (report in minutes). Add all of
the morning idling times of all buses together (report in minutes). Subtract the total idling time
allowed under the policy from the total number of minutes buses actually idle in the morning. This
calculation demonstrates how much unnecessary idling is occurring at the school, each day, in the
morning. Repeat this exercise for the afternoon run. Report both in minutes. Add the morning and
afternoon unnecessary idling times together and report in minutes. This is your school's daily
unnecessary idling for one day (that was monitored), in minutes.
Determine the number of school days in a month and multiply that number by the amount of time your
school bus fleet wastes on unnecessary idling for one day. This is your school's unnecessary idling for
one month.
Find out if your school bus fleet manager knows how much fuel is being used by the fleet's buses
when they idle. If the fleet manager doesn't know, assume a half gallon of diesel fuel is used for every
hour (0.5 gallons/hour) the school bus idles.
Take the annual idling time for your bus fleet (number of hours/month) and multiply that number by
the amount of fuel used when the bus is idling (0.5 gallons per hour of idling) to determine how many
gallons of diesel fuel are being wasted on unnecessary idling in one month.
Multiply the cost of diesel fuel, per gallon, by the number of gallons of diesel fuel used every month to
find out how much money the school or school district is wasting on unnecessary idling every month.
Determine how many months are in a school year. Multiply the number of months in a school year by
the number of gallons of diesel fuel used every month on unnecessary idling. This is the amount of
money being wasted on unnecessary idling in a school year.
Estimate the amount of time other vehicles use when idling.
In addition to school buses, what other vehicles come to school? (For example: food or supply delivery
trucks, mail trucks, UPS trucks, cars dropping off/ picking up students). Do any of these vehicles
leave their engines running (idling) while at school? Estimate the amount of time that they idle.
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Subject Area: Math (cont.)
Classroom Activities (cont)
Estimate the amount of time a car idles when used by parents who transport their kids to school.
Count how many parents or caregivers pick up students after school. Estimate the average time that
the parents/caregivers wait. Do they idle their cars?
Activity # 3: Story Problems
Here are some fun "story problems" for students to test their skills:
(additi on/sub tracti on)
It's cold outside and the bus driver decides to turn off his school bus engine and wait inside the school
for the kids to come out. He waits a total of 20 minutes inside because it's very warm inside the
building. For eight of those 20 minutes, he reads the newspaper. He also talks to another bus driver
for six minutes. The bus driver gets a phone call. How much time does the bus driver have left to talk
on the phone if he needs to go back to the bus after spending a total of 20 minutes inside the school
building? (Answer: six minutes)
(additi on/sub tracti on)
Twenty-seven kids are lined up to board the school bus. They make sure to they do not stand near the
tail pipe of the engine so they avoid breathing the diesel fumes. There are 42 seats on the school bus.
How many empty seats are there? (Answer: 15)
(additi on/sub tracti on)
The bus driver picks up a total of 24 kids at three different bus stops. At the first stop, there are 10
kids. At the second stop, there are 5 kids. How many kids are at the third bus stop? (Answer: nine)
(multiplication)
There are four idling school buses that are parked with their engines still running. On each of the four
buses, there are seven kids sitting down with the windows open. If you multiply the number of kids
the number of buses, how many students total may be affected by the idling engines? (Answer: 28)
Research Activities
Activity #1: Find out how many students ride school buses each year throughout the United States.
How many students are riding the bus in your school district?
Activity #2: Talk with the Transportation Director of your school district to find out how many buses
there are in the fleet and how many seats are available on the buses. Calculate the passenger capacity
and find out how different it is from the number of students riding the buses every day.
Are there large disparities between buses? For example, are any of the buses used for multiple runs to
and from school, or do some buses have a lighter than normal load?
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Subject Area: Math (cont.)
Research Activities for Students (cont)
Activity #3: How much time do students in your school district spend on the bus over a whole year?
Report it in each of the following ways:
As a fraction of a year.
As the total number of hours in a year.
As the total number of minutes in a year.
As the total number of seconds in a year.
Have students think about other activities that they do routinely, then have them calculate the amount
of time for those same activities. Examples include the amount of time they are in school, the amount
of time they spend doing homework, the amount of time they spend actively or exercising, and the
amount of time they spend watching television.
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dixA: Word Search
Clean Buses = Clean Air Level 1
M
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AIR BUS COUGH DRIVER EPA FUMES IDLE ODOR
ASTHMA CLEAN DIESEL ENGINE FILTER HEART LUNGS PARTICLES
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Appendix A: Word Search
Clean Buses = Clean Air Level 1 Solution
+ + + + CDSEMUFR
+ + + + + LI + + + IE
FILTEREE + + DV
SGNUL + + AS + LI
+ + + + + + + + NEER
+ + + + + + + + + HLD
ASTHMA+ + + GO +
PARTICLESUD +
HEARTR + + BOOE
ENIGNEIU + CRP
+ + + + + + SA+ + + A
(Over,Down,Direction)
AIR(8,11,NW)
ASTHMA(1,7,E)
BUS(9,9,SW)
CLEAN(5,1,SE)
COUGH(10,10,N)
DIESEL(6,1,SE)
DRIVER(12,6,N)
ENGINE(6,10,W)
EPA(12,9,S)
FILTER(1,3,E)
FUMES(11,1,W)
HEART(1,9,E)
IDLE(11,2,S)
LUNGS(5,4,W)
ODOR(11,7,S)
PARTICLES(1,8,E)
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Appendix A: Word Search
Clean Air = Clean Buses Word Search Level 2
B M R
Y R U
CUE
MAI
N T Y
N R R
HAG
T E R
S H A
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FUMES
HEALTH
HEART
IDLE
LUNGS
PARTICLES
POLLUTION
SCHOOL
SOOT
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Appendix A: Word Search
Clean Air = Clean Buses Word Search Level 2 Solution
+ R + LP + + + + EU + + + +
+ + E+A + + + + SSIDLE
+ A + AR + + + + + + E + + +
NT + + TAMHTSAPI + +
+ R + + IH + + G + OERDS
HA + + C + IN + LN + E + C
+ E + + L + UNLIA + V + H
SHAPEL + UG + I + I + 0
+ ESLS + TN + + R + R + 0
+ + MOTIE + + + + + D + L
+ + + UOH + FILTER + +
+ + + NFT + + + + + + + + +
+ + + + + + HGUOC + + + +
+ + + + + + + + + + + + + + +
(Over,Down,Direction)
AIR(11,8,S)
ASTHMA(11,5,W)
BREATHING(1,1,SE)
BUS(12,1,SW)
CLEAN(5,1,SW)
COUGH(11,14,W)
DIESEL(14,6,NW)
DRIVER(13,11,N)
ENGINE(7,11,NE)
EPA(5,9,W)
FILTER(8,12,E)
FUMES(5,13,NW)
HEALTH(1,7,SE)
HEART(2,9,N)
IDLE(12,3,E)
LUNGS(6,9,NE)
PARTICLES(5,2, S)
POLLUTION(12,5,SW)
SCHOOL(15,6,S)
SOOT(3,10,SE)
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CD
AvvendixA:
Word Search
Clean Air = Clean Buses
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Word Search Level
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CD
wendixA: Word Search
Clean Air = Clean Buses Word Search Level 3 Solution
+ + + H + R + + S + + +
P + + + E + + N + + + +
+ 0 + T+AOPARTI
+ + L + + IL + + + + +
+ I + LS + + T + + + +
F + HSU + + + H + + +
+ + IG + T + + + + + +
+ M + + U + I + + + + +
E + + + + 0 + 0 + + + +
+ + + + + + C + N + + +
+ + + + + + + + + + + +
+ + + + + + + + S+T +
+ + + + + + + CF + R +
+ + + + + + H + + UA +
TNEMNORIVNET
S + + + 0 + + + + + HL
A + + LEPA + + M+ +
F + + + + + + + A + + +
E + + + + + + + + + + +
T + + + + + + + + + + +
Y + + + + + + + + + + +
+ + + + + + + + + + + +
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+ + + + + + S
+ + + + G G +
C L E S N + +
+ + + U I T +
S + L + H + 0
+ E + + T + +
+ + I + A + +
+ + + G E + +
+ + + + R + +
+ + + + B E +
R + + + + + L
+ E + + + + +
+ A V + + + +
S + + I F 0 S
G 0 M S R + +
+ + + + + D +
+ + L E S E I
+ + + + + + +
+ + + 0 Z 0 N
+ + + + + + +
+ + + + + + +
+ + + + + + +
+ + + + + + +
+
I
D
L
E
0
+
+
+
+
+
L
+
S
+
+
D
B
E
R
+
+
+
+ E
+ X
+ H
+ A
+ U
+ S
S T
+ +
+ +
+ +
+ +
N A
A +
I L
+ +
+ S
U +
+ D
0 +
+ +
+ +
+ +
+ +
+ + +
+ + +
+ + +
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+ + +
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+ + +
+ + +
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0 + +
+ + E
+ + N
+ + I
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(Over,Down,Direction)
AIR(24,8,N)
ALLERGIES(21,13,NW)
ASTHMA(14,13,SW)
BREATHING(17,10,N)
BUS(20,18,NE)
CLEAN(25,12,W)
FILTER(1,6,NE)
FOSSIL(17,14,E)
FUEL(9,13,SE)
HEALTH(4,1,SE))
HEART(11,16,N)
IDLE(20,2,S)
Clean School Bus USA Idle-Reduction Teacher's Guide
36
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CLEAN SCHOOL BUS
COUGH(7,10,NW)
DIESEL(20,17,W)
DRIVER(18,16,NW)
EMISSIONS(1,9,NE)
ENGINE(25,23,N)
ENVIRONMENT(11, 15, W)
EPA(5,17,E)
EXHAUST(22,1,S)
LUNGS(15,5,NE)
ODOR(23,17,SW)
OZONE(16,19,E)
PARTICLES(8,3,E)
POLLUTION(1,2,SE)
SAFETY(1,16, S)
SCHOOL(9,12,SW)
SMOG(16,15,W)
SOOT(21,7,NW)
EPA-420-B-06-015 November 2006
37
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