Bird's Eye View Lesson Plan
oEPA
November 2019
Grades: K-5
Subject: Science
NGSS (DCI) Connections: ESS3.C
Time: 2 Class Periods (1 Week Apart)
Student Objectives
Name examples of natural and man- made
air pollution.
Describe some ways that people pollute
the air.
Observe and compare air samples.
Explain how air pollution may affect us in
our daily lives.
Materials
Wire coat-hangers
Knee high hose (tan or white)
Scissors
Stapler
Petroleum jelly
Q-tips
Magnifying glass
Tape or rubber bands
Butcher paper
and dust are stirred into the air when a person walks
down the streets or moves from room to room
indoors. Vehicles traveling along dry dirt or gravel
roads also stir up dirt and dust.
Particulate matter (PM) added to the air mixture
in the form of dust might be made up of bacteria,
microscopic organisms, pollen, animal dander or
other substances. The extremely small size of these
particles makes them a risk to humans because they
are easily inhaled deep into the lungs where they
can contribute to a variety of adverse health effects.
The human respiratory tract has built-in, self-
cleaning mechanisms designed to keep foreign
particles out of the lungs. Some air pollutants can
impair or halt these mechanisms, thereby paving the
way for other pollutants to travel deeper into the
lungs. Conditions ranging from sore, dry throats to
asthma and bronchitis have been shown to have
some connection with air pollution levels. Apart
from adverse health effects, air pollutants can
create ugly blankets of smog or mists that spoil the
natural beauty of our surroundings and affect
vegetation. Plants need clean air, sunlight, and
water for healthy growth and foreign substances in
the air can hinder the plants ability to take in these
essential nutrients.
Setting the Stage
Background Information
People pollute or make the air dirty in many
different ways. Perhaps the most obvious
pollutants are those linked to fuel combustion,
seen often in factories, power plants and
emissions from vehicles. People pollute the air
simply by moving around. For example, particles
Have the students construct the "flying bird."
Kindergarten teachers may want an assistant to help
the students make their birds. Teachers can pre pa re
the coat hangers ahead of time for younger
students.
Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/B-19-002
Air Quality Flag
PROGRAM

-------
Bird's Eye View Lesson Plan
oEPA
November 2019
Activity
Building the Birds
1.	Have students cut out the bird parts.
2.	Ask each student to write their name on
the back of the tail feathers.
3.	Students can color the head and tail
feathers.
4.	Grasp a wire hanger by the handle. In the
center bottom, pull and stretch the hanger
into a diamond shape.
5.	Pull the knee high stocking onto the
pointed part of the hanger and pull the
stocking toward the handle until it fits
snugly.
6.	Secure the top of the hose with staples,
tape or rubber bands.
7.	Staple the head, wings, and tail feathers to
the bird.
8.	Using a Q tip spread a small amount of
petroleum jelly on the wings (NOTE: Be
sure the students apply the petroleum jelly
to the wings only).
Hanging the Birds
1.	Help the students hang the birds at
different locations inside and outside the
classroom; playground, trees, breezeway,
parking lot, school bus area, cafeteria, ball
field, etc.
2.	Make a chart listing the locations of the
birds.
4.	Collect the birds if there is a threat of rain.
Place the birds back outside after the rain
has passed.
5.	After one week (or two) have the students
collect their birds.
Collection and Comparison of the Birds
6.	Have the students guess and chart their
predictions as to which birds will be the
dirtiest.
7.	Collect the birds and place on a table or floor
covered with butcher paper.
8.	Students may visually select the bird showing
the most and least signs of pollution. Help
students identify the locations of the
greatest and least pollution. Ask if they know
the reason for the differences.
9.	Give the students hand-held magnifying
glasses to examine the bird's wings. Stress to
students that the smallest particles can be
the most dangerous and that there are
particles present they cannot see, even with
the magnifying glass.
10.	Discuss with the students the implications
that if the birds are "dirty" or polluted due to
the air, then our lungs must be dirty too. Ask
how they think this may affect their health,
especially their breathing. Help them think of
things we can do to protect our lungs.
Examples: avoid burning trash or leaves;
wear masks when working around saw dust;
walk instead of driving; avoid exercise near
busy roadways, etc.
2 | Page
Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/B-19-002

-------
Bird's Eye View Lesson Plan
oEPA
November 2019
LTj
Q.
01
to
<3-
o.

Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/B-19-002
Air Quality Flag
PROGRAM

-------
Bird's Eye View Lesson Plan
v>EPA
November 2019

-------
Bird's Eye View Lesson Plan
REMINDER - DO NOT COLOR WINGS!
v>EPA
November 2019

0
\J
Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/B-19-002
Air Quality Flag
PROGRAM

-------