America's current student demographics reflect greater diversity than ever before. With the increased enrollment of Black and Latinx students in American schools (NCES 2019), the importance of providing science students with classroom experiences embracing diversity is greater than ever. Experiences that spark an interest in Science, technology, engineering, and mathematics (STEM) careers are imperative and careful lesson planning in the context of the "Next Generation Science Standards" ("NGSS") can help promote greater cultural responsiveness and improved STEM career expectations (Wild 2015). With this in mind, developing classroom-level curricula reflecting cultural responsiveness is necessary for science teachers to embrace. The lesson sequence presented in this article, designed for a 10th grade college preparatory Chemistry course, provides culturally responsive classroom experiences and learning opportunities that allow students to draw social meaning in a variety of diverse community contexts. Conducted over five class periods, the lesson uses a 5E approach to allow students to explore air pollution in the context of vehicle emissions, and to study the impact of this phenomenon on diverse communities. Bybee's (2013) 5E lesson model provides a constructivist approach to science instruction by incorporating five phases (Engage, Explore, Explain, Elaborate, and Evaluate) into phenomena-based lesson sequences as a means to support the development of students' critical thinking, creativity, communication, and collaboration skills in diverse classrooms. Each phase provides diverse students with opportunities to draw from their own experiences and knowledge to access the disciplinary objectives of science curricula.