Particle Pollution Activity - Paper Wad Game
Grades: 6-8
Subject: Science
NGSS Connections: ESS3.C, MS-LS1-3
Time: 15 minutes
Student Objectives
Define particle pollution
Discuss potential sources of particle
pollution
Identify health problems associated with
particle pollution and how our bodies
work to protect us
Materials
•	Swim noodle
•	Golf ball
•	Grain of sand
•	Baseball-size paper wads (25 +/- paper
wads depending on the number of
participants) - these represent coarse
particles in particle pollution.
•	Marble-size paper wads (50 +/- paper
wads depending on the number of
participants) - these represent fine
particles in particle pollution.
Background Information
In this activity, students pretend to be cilia, tiny
hairs that protect and filter out particles in the
lungs. As cilia, participants wave their arms and
smack away particle pollution in the form of paper
wads.
December 2020
Particle pollution, also called particulate matter
(PM), is a combination of tiny solid and liquid
materials found in the air. Examples include dust,
pollen, mold, and even metals. Potential sources
include industries, power plants, automobiles, fires,
construction sites, and unpaved roads.
Air monitoring stations throughout the US
measure particle pollution of various ranges, but
most monitor for PM2.5 and PM10.
•	PM2.5- "fine particles" that are smallerthan
2.5 micrometers in diameter.
•	PM10- both "fine particles" (PM2.5) and
"coarse particles" (PM10-2.5)
o PMio~2.5 — "course particles" that are
larger than 2.5 micrometers in diameter
and smallerthan 10 micrometers in
diameter.
The largest fine particle (measuring 2.5
micrometers in diameter) is almost 30 times smaller
than the average human hair (averaging 70
micrometers in diameter).
HUMAN HAIR
50-70)im
(microns) ir diameter
CPM2.5
Combustion particles, organic
compounds, metals, etc.
< 2.5 Jim (microns)in diameter
fcPMlo
Dust, pollen, mold, etc.
<10 Jim (microns) in diameter
90 |im (microns) in diameter
FINE BEACH SAND
Image courtesy of the U.S. EPA
Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/F-20-005
Air Quality Flag
PROGRAM

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Setting the Stage
•	Tell students that they are going to play a
game where each of them will pretend to be
cilia - tiny hairs in the lungs that filter out
dust and other particles we breathe in. They
will have to block particles (paper balls)
from going past them!
•	Lead a discussion with students about how
we know air pollution exists. Are air
pollutants visible, can we use any of our
senses to detect some or all of them?
•	Have students give examples of visible air
pollutants (e.g., smoke, dust, smog, etc).
•	Define PM for the students by sharing the
"Background Information" above. This
information can also be found on the EPA
website; the link is listed in the additional
resources section at the end of this
document.
•	Use the materials you collected as props to
model the relative size of particulate
matter for students. Tell them the swim
noodle represents a strand of human hair,
the golf ball represents PMio and the grain
of sand represents PM2.s"fine particles" in
the image.

Activity
1.	Have students stand in an open area
(outside, gym, etc.) at least an arms-length
distance from one another. Tell them they
are the cilia in lungs.
2.	As cilia, students are responsible for
protecting the lungs from particle pollution
(paper wads). Tell cilia (participants) to wave
their arms and if a paper wad comes near
them to smack it away. Depending on the
size of the group you may need another
volunteer to help you throw particle
pollution (paper wads) at the cilia (students).
3.	After throwing particle pollution (paper
wads) at the cilia (students), ask them if it
was easy or difficult protecting the lungs
from the coarse particle pollution (paper
wads).
4.	Tell the cilia (students) that they now will be
protecting the lungs from fine particles
(PM2.5 in the image). NOTE: you will only be
using the marble-sized paper wads during
this section of the activity.
5.	Tell the cilia (students) to again wave their
arms and if a paper wad comes near them to
smack it away. Again, depending on the size
of the group, you may need another
volunteer to help you throw particle
pollution (paper wads) at the cilia (students)

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Particle Pollution Activity - Paper Wad Game
Activity (Cont.)
December 2020
Additional Resources
6. After throwing particle pollution (paper
wads) at the cilia (students) ask them if it
was easy or difficult protecting the lungs
from the fine particle pollution (paper
wads). Ask students if it was easier or
more difficult protecting the lungs from
the coarse particles or fine particles.
Reference
U.S. EPA. Particulate Matter: Basic Information.
https://www.epa.gov/pm-pollution
Teens Health. Lungs and Respiratory System.
https://kidshealth.org/en/teens/lungs.html
7.	Collect all the paper wads. Tell the cilia
(students) that they now will be protecting
the lungs from fine and coarse particles in
particle pollution. NOTE: you will be
throwing both the baseball-sized paper
wads and marble-sized paper wads in this
section of the activity.
8.	Tell the cilia (students) to again wave their
arms and if a paper wad comes near them
to smack it away.
9.	Discuss ways to reduce particle pollution.
Examples include:
•	prohibiting smoking indoors,
•	reducing use of candles, woodstoves,
and fireplaces,
•	only burning dry, seasoned wood,
•	ensuring woodstoves are EPA-certified
(and replacing woodstoves that are not
EPA-certified),
•	never burning garbage, and
•	using public transportation, carpooling,
biking, or walking to reduce
automobile emissions.
Adapted from the Air and Waste Management Association
Environmental Resource Guide for Air Quality
EPA-456/F-20-005
Air Quality Flag
PROGRAM

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