Long-term effects of Plastic Waste in Oceans

705

Ms. Lodi

vlodi@newdesignmiddle.org

Topic

Long-term effects of plastic waste

Location

The world/The World’s oceans- International Perspective

Social Problem

The problem is that there is too much plastic waste that is causing pollution in the world and in the world’s oceans.

 

                                                                                                  

 

 

 

INTRODUCTION

            Plastic was created synthetically in 1907. Plastic did not exist before 1907. Plastic is a synthetic material that's not biodegradable. That means that once it is created, it can never leave the earth naturally. Compared to wood or cardboard that naturally decomposes after a period of time.

Because of this, the plastic we produce and use eventually turns to waste. Since there is no place for the plastic to go, it eventually makes its way to our oceans.

There are currently 8 million tons of plastic in the ocean. This waste poses a great threat to animal life that are found there. And since we keep on creating plastic this number is likely to continue to increase unless we take measures to reverse this number.

         

TASK

         Students will create a 10 slide Google Slideshow presentation that outlines the environment problems with using plastic. Students will spend 2 class periods collecting data. 2 class periods writing about the research they collected, and 2 class periods creating their slideshow. 

 

 

PROCESS/RESOURCES

For the 2 class periods that students collect data and perform research:

Students will be provided with 3 columns of information; articles, videos, and pictures/miscellaneous media. In each column, there will be up to 10 different resources of information, IE 10 different articles to choose from, 10 different videos to choose from, and 10 different pictures/miscellaneous media to choose from. Students will have to pick 3 sources from each column. (Certain students will have to choose more or less depending on their level. Also, audio versions of articles will be available as well.

Students will be given a note catcher template to fill out their notes and thoughts of each part of the information they chose to research

Students will follow the PPA steps to complete their projects, and will use the PPA steps in their slideshow and presentation.

The 6 Steps of the Public Policy Analyst (PPA)

  1. Define the Problem What is the problem?
  2. Gather the Evidence  What is the evidence?
  3. Identify the Causes What are the causes?
  4. Evaluate an Existing Policy What is the existing policy?
  5. Develop Solutions What policies can we create to correct the problem?
  6. Select the Best Solution  What is the BEST policy to correct the problem?

 

For the 2 class periods that students spend writing about the research they collected.

Class Period 1

Students will spend one class period making sure the notecatchers they used for their research are completed. They will then fill out a note catcher/graphic organizer where they try to find themes in their research and vocabulary words that are frequently used throughout their research.

Class Period 2

Students will use their research as a guide, and will write about their opinions and thoughts about their research. Students will use the PPE steps as a guide to the structure of how they will present their research.

For the 2 class periods that students create the slideshow:  

Students will be broken into 2 groups of 4 students. Every group will have a group leader/time-keeper, a group visual expert, a group copy editor and a group organizational expert.

Students will spend half a class period discussing their research and findings, and also coming up with a theme for their slideshow based on all of their research.

After students decide on a theme, they will start to map out an outline for their Google Slideshow presentation.

For the second period they work on these projects, the groups will create an outline map for their presentation where they will each use their different roles to contribute to the project.

Students will discuss the issue of plastic waste found in the ocean and incorporate the steps of the PPE to their presentation.

Groups will be broken up into 4 different roles 

-          The group-leader/timekeeper will make sure that the group is on-task and working cohesively. The group leader will also help trouble-shoot with any issues or problems group members may have, and help assist each member of the group. The group leader will also keep track of time and make sure that the group is on-time, and tasks are being completed in a time-sensitive manner.

-          The group visual expert will help make decisions regarding aesthetics of the Google Slideshow. They will create the theme of the slideshow, and choose the pictures/gifs/videos and other media that is used for the slideshow.

-          The group copy-editor will create the writing for the slideshow. The copy-editor will create a copy for the entire slideshow, and determine how the group's thoughts and ideas will transform into written words.

-          The group organizational expert will make sure that the visual aesthetic and written words of the slideshow combine seamlessly. The organizational expert will take the visuals and the copy and combine them to create the slideshow.

-           

Resources:

●     https://sentientmedia.org/ocean-pollution/

●     https://www.azocleantech.com/article.aspx?ArticleID=1168

●     https://wwd.com/sustainability/environment/vuori-eliminate-plastic-waste-oceans-1234702116/

●     https://www.youtube.com/watch?v=6HBtl4sHTqU
https://www.youtube.com/watch?v=ju_2NuK5O-E

●     https://www.youtube.com/watch?v=vrPBYS5zzF8

●     https://www.youtube.com/watch?v=MNFUwVcpZAI

●     https://www.youtube.com/watch?v=HQTUWK7CM-Y

●     https://www.youtube.com/watch?v=cwTDvqaqPlM

●     https://www.onegreenplanet.org/environment/petition-ban-single-use-plastics-to-save-our-oceans-and-marine-animals/

●     https://www.hellenicshippingnews.com/from-trash-to-treasure-the-ocean-cleanup-story-continues/

 

EVALUATION

TASK

Research/Data Collection

Writing about research 

Google Slideshow

 

3

- 9 pieces of data were researched

- Writing is thorough, comprehensive, on-task and relevant to the topic. 

- Slideshow is 10 sides long.

- 9 different forms were filled out completely about the research

- Writing does not have any typos, and is grammatically correct. 

- There is a distinctive theme to the slideshow

- Data was compiled in clear, concise writing.  

 

- Slideshow is informative and cohesive

 

 

- There are pictures and media the compliments the text of the slideshow. 

 

 

- Each team member contributed to the slideshow equally. 

2

- 5-8 pieces of data were researched

- Writing is mostly thorough, but slightly off-task 

- Slideshow is 6-9 slides

- 5-8 forms were filled out about the data that were collected

- Writing has few typos, and few grammatical errors

- There is a theme to the slideshow, but it is not consistent throughout the entire slideshow

- Data was mostly clear and concise, but there were some missing pieces of information. 

 

- There are some pictures and media that complement the text

 

 

- Most team members contributed to making the slideshow

1

- Less than 5 pieces of data were researched

- Writing is not thorough and is off-task

- Slideshow is under 5 slides

- Less than 5 forms were filled out about the data that were collected

- Writing has many typos and grammatical errors

- There is not a distinctive theme to the slideshow

- Data collected and written about were not clear or concise and confusing to read

 

- There are very few or no pictures and media in the slideshow. 

 

 

- Less than half of the team members contributed to making the slideshow. 

 

CONCLUSION

       Students will apply what they learn during their research to a presentation where they share the damage of single use plastic to the environment. Working on this project will help them conceptualize how damaging single use plastic is. They will be able to use the information they learned to make better decisions about recycling, and what products they buy and use in the future.

 

STANDARDS

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

RI. 7.8- Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.

 

RI. 7.9- Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

 

ELA 8.2 W:  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

 

ELA 8. 4 W:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.