- Review Process
- Take Action
- A project of
Students will be introduced to the term hidden plastics and will participate in an activity that analyzes everyday items that could potentially contain these materials. Students will view the Hidden Plastics video and explore the associated infographic from the 10,000 Changes website to learn more. The lesson plan is designed to dive deeper into the plastic issue and move towards taking action.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
Students conduct their own research and consider different points of view regarding more environmentally friendly/plastic free options.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Consideration of all three dimensions are required when searching for an environmentally friendly/plastic free option.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students research alternative solutions for household items with hidden plastics. The video and infographic show the complexity of the hidden plastic issue
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Students will research how they can replace an item containing hidden plastics that they use every day with a more environmentally friendly one. They will create an awareness campaign in their school and community.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students create an awareness poster to highlight how they believe others could replace some items with more environmentally friendly items.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The activity encourages students to look for a more environmentally friendly alternative.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students analyze everyday items in their home that could potentially contain hidden plastics.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students will determine how best to replace an item containing hidden plastic with a more environmentally friendly option. They are not steered towards a right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
Students will research how they can replace an item containing hidden plastics that they use every day with a more environmentally friendly one.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The activities include visual, auditory and kinesthetic approaches.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Students will map out the hidden plastic items they use in their homes and everyday lives.
|Experiential Learning: |
Authentic learning experiences are provided
Students participate in a think-pair-share activity with other students and compare their lists.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
A few assessment opportunities are provided.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students participate in a gallery walk of the projects and create an awareness campaign for the school and community.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Not considered in this resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
A few suggestions are provided to extend the learning.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|