Clean Air Act Lesson Plan (1) Group Activity (3-4 people per group) [15 minutes] - Overgrazing

of cattle - Students write regulation/law (pick technique [can be more than 1] & draft regulation) - Students share their law and describe how they chose the technique they did and how they went about writing it (2) Lecture w/ PowerPoint [20 minutes] -Tell them to take notes because theyre going to be playing a game with the information. Slide 3: Harm-based - federal air quality standards to protect public health (NAAQS) and state regulation to meet those standards (SIPs) CAA sections 107, 108, 109, 110 Best Available Technology throughout the Act Technology forcing standards for tailpipe emissions which incentivize auto manufacturers to develop clean-fuel vehicles (Title II) Market-enlisting emissions trading program for sulfur dioxide Slide 4: (If a question is asked about hazardous pollutants:) The U.S. Congress amended the federal Clean Air Act in 1990 to address a large number of air pollutants that are known to cause or may reasonably be anticipated to cause adverse effects to human health or adverse environmental effects. 188 specific pollutants and chemical groups were initially identified as hazardous air pollutants (HAPs), and the list has been modified over time. Section 112 of the Clean Air Act governs the federal control program for hazardous air pollutants. "National emissions standards for hazardous air pollutants" (NESHAPs) are issued to limit the release of specified HAPs from specific industrial sectors. These standards are "technology-based," meaning that they represent the best available control technology an industrial sector could afford. The level of emissions controls required by NESHAPs are not based on health risk considerations: allowable releases and resulting concentrations have not been determined to be safe for the general public. The Clean Air Act does not establish air quality standards for HAPs that define legally acceptable concentrations of these pollutants in ambient air. (3) Group 1 Criteria Pollutants Pollutants Pictionary [20 minutes] Group 1 divides into two teams. A pair gets one of the seven criteria pollutants (draw out of a hat). They can spend a minute whispering to each other about how theyre going to draw the pollutant. Then they draw the pollutant. BUT: The guessers can only make 1 guess (they cant just run through the list of 7

pollutants) they can ask questions and then at the end of 1 min, confer with their teammates and make their guess. (3) Group 2 NAAQS Program - Catchphrase [20 minutes] Group 2 divides into two teams. Each pair gets a word/phrase/acronym (draw out of hat). They can spend a minute whispering to each other (or checking book/consulting us) about how theyre going to describe the word. Then they describe the word to their team. 1 min. timer someone acts as the timer. If they say any of the words in the phrase (e.g. agency if they get EPA), they lose that round. Teammates can guess while the pair is talking. Example (play with the group to show them how to do it): EPA (Environmental Protection Agency) This is a group within the federal government, its the expert group that writes regulations, like they write regulations under the Clean Air Act. Student draws a word out of a hat: SIP (State Implementation Plan) NAAQS (National Ambient Air Quality Standards) criteria pollutants CAA (Clean Air Act) market-enlisting technology-forcing harm-based best available technology mobile sources stationary sources Prevention of Significant Deterioration (PSD)