Approach
Discuss gases and matter in air. Where do they come from, how do they spread and how are they removed again from the air?
Integration of the material in this edition:
The material can be used in the context of "life in a town" or "urbanisation" and respective impacts on the people. It can also be used in the context of "wind and weather". You may in particular focus on the topic sources and sinks (formation and deposition of particles). If there is enough time in classes it is useful to combine part A and B of this edition in one teaching unit.
Objectives The pupils shall be trained to think in cycles They shall recognize that compounds are brought into the air, but also change in the atmosphere and leave it again. The pupils shall distinguish between wide scale (regions, continents) and small scale (town, street) distribution. Methodology
Part B introduces in simple consideration the complexity of environmental impacts. It promotes thinking processes in which the pupils bring several factors together and complement several levels to a complete image. Main foci are: 1) Distinguish between linear and circular thinking: compound A is transported from location 1 to 2 (linear), compound A is formed from reservoir 1, transported to location 2 and brought back to reservoir 1. 2) Monocausal and multicausal thinking: Compound X has its origin in source 1 (monocausal), compound X is composed of y and z, which have sources in 2, 3 and 4 (multicausal).
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