In this task students are organized into “expert groups.” Each group of students receives only one component of five different air quality informational resources (a press release, fact sheet, map, data, or chart). In Activity 2, group studies its set of materials and answers questions particular to this material, and each student thus becomes an “expert.” Students then “jigsaw” into new groups for Actrivity 3. Each of the new groups has one representative from each of the original groups to serve as an expert on the resource material which that student studied.

There are five sets of resource materials, A through E, and related questions. Plan a way to divide your class into five groups. Each member of a group should receive a copy of the resource material assigned to their group. Write a code on each student's resource material to facilitate “jigsaw” regrouping that occurs later in the task. Write A1, A2, A3, A4, and A5 for the five students in Group A. Similarly, code groups B through E. When students “jigsaw” all the 1's will form a new group, all the 2's form a group, etc. Adjust the pattern to fit your class size and the group size you prefer.

Introduction.

Before passing out the Student Booklet, ask your students to take a deep breath and hold it. Tell them to keep on holding their breath while they listen to you. Read or paraphrase the following:

We all know breathing is vital, yet we often take it for granted. Maybe we could try to estimate or count the number of times a day that we take a breath. How many? Hundreds or thousands per day? Don't stop holding your breath yet! I just have a few more minutes to talk! Oh. . . OK, you can breath again. It feels good to breathe again doesn't it? Now think about the air we were breathing. What kinds of gases are in the air that we might breathe? Most of the air we breathe is healthy for us, but sometimes. . .

Activity 1.

Group students into pairs. Distribute Student Booklets. Have students follow along as you read the directions to Activity 1. Allow three minutes for students to write their own questions. Have pairs share their questions with the class. As they share, write the questions on the board. Make sure the list includes questions which refer to stating the problem, its causes and effects, and possible solutions. The list could include the following kinds of questions. If these are not included, add them.

How does an air quality alert affect you?
Does an air quality alert affect different people differently?
What are the causes and effects of this problem in Maryland?
What regions of the state are affected?
Is the problem in Maryland different at different times of the day or year?
Is the problem getting better or worse?
How many “code red alerts” were there last year?
What should you do during an alert?
What are we doing to stop this problem?
What would make the problem in Maryland worse?

Activity 2.

Divide the class into five groups, A through E. See Student Groups information above. Have students follow along as you read the introduction to Activity 2. Distribute appropriate resource materials and related questions to each individual in a group. Remind students to use the dictionary, atlas, or encyclopedia if needed to help them understand the resource materials.

Activity 3.

Regroup students into their new “jigsaw” groups. Point out the code you wrote on the resource materials. Each new group should have a representative from each of the original expert groups. See Student Groups information above.

Have each group select a spokesperson to represent the ideas of their group during a class discussion. Remind them that each student has something to contribute to the discussion and that each student should be able to answer the questions. Allow time for group discussion, then lead a class discussion of the group answers to the three questions listed below and in the Student Booklet. Be sure to ask students to support their answers with data from the resource materials.

1. Describe the air quality problem in Maryland
2. What are the causes and effects of the air quality problem in Maryland?
3. Is the air quality problem in Maryland getting better or worse?

Activity 4.

A series of questions is listed in the Student Booklet. You may choose to discuss these questions as a class, have students select one or more to answer individually or as a group, or have students complete all questions for homework. Allow time for students to share their responses in small groups or as a class.

Activity 5.

Have students complete this activity independently.

You may want to focus on particular activities to evaluate student progress on a certain indicator and outcome. For the purposes of this exemplar task, sample scoring tools are provided for Activities 1, 2C-1a, 2C-2, 2D-1a and 1b, and 2D-2.

Activity 1. Think about where you live and the quality of the air you breathe. Work with a partner to write four questions about air quality that you would ask of a scientist from Maryland Department of Environment. For instance, how many alerts are issued each year?

Activity 2, Resource C-1a. Look at the chart, Levels of Ozone During July 1995, that your teacher has given you. Data at the bottom of the chart show the maximum ozone level recorded for each two hour period, and the average level for each time period. Make a line graph that shows how the average ozone level changes during the course of the day. Be sure to include all necessary graph elements.

Activity 2, Resource C-2. What time of day should you be most concerned about ozone levels? Support your answer with data from the chart.

Activity 2, Resource D. Score 1a and 1b together.