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If applicable, work with the TfS coordinator at
your school to participate in one activity normally performed as part of the
TfS program. |
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Design
and distribute a flyer for students about how they can help improve air quality
at a school |
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Have
a scent-free day at school, where no one uses perfumes or scented lotions or
body oils. Ask all classes to participate. |
| Do
a project about how air affects health (i.e. asthma and fresh air; asthma
triggers) and present it to other classes. |
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Do
a role-play or short drama on why clean air is important to students. Present
it to your class or school. |
| Perform some air monitoring experiments for a
class project, such as the Detecting Air Pollution test (contact Program
Coordinator to receive a copy). |
| Do a role-play or drama about what the Green
Flag Team (GFT) found at your school and why awareness is important. |
| Do
a photo project about air quality at your school by documenting what the GFT
found on the checklist. |
| Take a tour of the outside of your school to
find sources of air emissions from nearby industry. Do a photo project of
emissions near your school. Present or display it. |
| Make
a video or drama about a clean smelling school locker or dressing room. Present
it to your class or school. |
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Shadow a maintenance employee or facility
manager at school for a period of time. Write a report about the importance of
their job. Present it to your class or school. |
| Research
how the nose receives and interprets smells. Present it to your class or
school. |
| Create a handbook or a written IAQ policy for
the school to use. |
| Draft
an Indoor Air Quality guideline policy for your school. Ask your
principal to approve it |
| If
your school is located near a source of air pollution like a landfill or
smokestack, lobby decision-makers to request air monitoring of school grounds
due to emissions from external sources beyond school personnel’s control. |
| Ask a teacher to track test scores from the
previous year to compare to the year you implemented air quality improvements.
Is there is a level of improvement in test scores? |
| Conduct
student-oriented air monitoring projects at school/home. Report your findings. |
| Take
photos of where your buses idle at school. Do students breathe these
fumes? Attempt to convince the school to pass a diesel idling policy,
which moves buses away from air intake vents or entirely off site. (See model
diesel idling policies in IAQ resource packet). |
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http://www.epa.gov/region01/students/pdfs/activ5.pdf
“Breathing Room”, for grades 9-12, teaches students
about indoor air pollution and its impacts on health. Activity involves
calculating the ventilation volume of the classroom.
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http://www.epa.gov/region01/students/pdfs/activ7.pdf
“Inventing a Monitor”, for grades 6-12, teaches students
about indoor air pollution, and gets them to think about ways that particulates
could be collected and monitored.
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