Background
This lesson is a “foundational lesson” for the larger curricula, “Plastic Pollution and You” developed by educators from New York Sea Grant. The full curriculum offers this introduction and 14 additional lessons.
WHAT IS MARINE DEBRIS? The National Oceanic and Atmospheric Administration (NOAA) defines marine debris as any persistent solid material that is manufactured or processed and directly or indirectly, intentionally or unintentionally, is disposed of or abandoned into the marine environment or the Great Lakes. Additionally, marine debris also includes land-based debris that is intentionally or unintentionally littered or dumped into rivers and streams or enters the watershed through storm water discharges and improper waste management practices.
WHAT IS PLASTIC POLLUTION? One of the most common forms of marine debris is plastic pollution. Plastic pollution is the accumulation of plastic objects and particles (e.g. plastic bottles, bags and microbeads) in the Earth’s environment that adversely affects wildlife, wildlife habitat, and humans.
Objectives
The Plastic Pollution and You curriculum is designed to supplement existing educational materials on plastic pollution and marine debris that connect students to these issues in their watershed.
We offer these materials as extension activities that incorporate the social, economic, and public policy context of one of the most pressing environmental issues our society faces – plastic pollution and marine debris.
To build upon the existing efforts to educate students on the ecological impacts of this issue, we have created a cross disciplinary curriculum that can be adapted to a wide range of grade levels. These activities will not only increase environmental literacy and develop interest in environmental careers, but also deepen the understanding of the inequities that many students, educators, and communities contend with and how we can all play a role in addressing them. We have found that a broader approach to environmental education that incorporates civic responsibility and environmental justice components is engaging for educators and students and can empower them to respond to environmental issues in their own communities.
Finally, we would like to encourage educators to adapt these activities to the individual needs of their students and classrooms. Our goal was to create lesson plans that are flexible and versatile
enough to accommodate rapidly changing learning environments and instructional time. Many of these activities can be used in-person or virtually and can be shortened or lengthened, depending on individual needs.
Lesson Alignment
The lessons that make up the Plastic Pollution and You curriculum are aligned to the following standards documents:
New York State P-12 Science Learning Standards & Next
Generation Science Standards | LINK
New York State Social Studies Learning Standards and K-12
Framework | LINK
English Language Arts Standards & Literacy in History/
Social Studies, Science, and Technical Subjects Standards | LINK
Materials
- K (know) -W (wonder)-L (learned) chart (Flip chart, white board, Google Docs, or other method of recording responses)
- Large bin filled with common plastic items- NOTE: For a list of suggested items see the recycling chart in the lesson entitled “Plastic Pollution and You- Types of Plastic Lesson 1.3”.
- Plastic Pollution and You– Full Curricula | LINK
Time Required
This introductory lesson should require less than a typical class period.
Activity Set-Up
Place a large plastic container filled with common plastic items in the front of the classroom and ask students to make observations and ask questions about the items.
Lesson
After discussing their observations, ask students to spend 1-2 minutes writing down what they noticed (what did they see, what did it make them think about, where have they seen these items before), and what they wonder (what questions do they have about the contents of this container).
Students should write as much as they know about plastic, as well as the questions they have about plastic, for 60 seconds. This will activate any prior knowledge about plastics or their experiences with plastic usage. They can use blank paper, multiple sticky notes, or a chart.
After the individual free-writing, the class will fill in the K-W-L chart as a whole group using individual sticky notes or markers on a large piece of chart paper, white board, or digital tools like Google Docs.
- First, students will fill in the “K” column based on their 60-second free write.
- Second, either with a partner or in groups, students will come up with a list of things they would want to learn about. These can be written as questions. As a group, fill in the “W” column based on student suggestions.
- Third, explain to students that the “L” column will be completed after they have completed other activities from the lessons and they have acquired new knowledge.
Educator Note: This activity should be revisited when other activities from the curriculum are completed. Students will gain knowledge to complete the “L” column and may also develop new questions for the “W” column. It is important to circle back to questions students have identified to acknowledge and build off of their curiosity. It can be used as a launching point for student questioning and discovery.
This lesson is part of a larger curriculum, Plastic Pollution and You.
