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Ocean Trash Talk is a one-class introduction for primary students on the topic of litter in our oceans. During the activities, the students are encouraged to identify ways in which plastics are harming our oceans and to brainstorm and complete specific actions to address the problem.The students will begin the lesson with a discussion about ocean plastic pollution with a number of questions. The students will then brainstorm ways in which plastic is harming the ocean and share their ideas with the class via a piece of writing or a drawing. After watching a four-minute video, the students will discuss follow-up questions related to the video content. They will then brainstorm positive actions to help decrease the amount of plastic consumed. The students will then choose and commit to one new action and share it with family, friends and the school community.
As this resource is focused on the development of an awareness of the plastic litter issue, it does not explicitly teach any skills.
This lesson plan is a great way to introduce young students to the topic of plastic litter and its effects. A teacher could tie this lesson to the book "Join the No-Plastic Challenge" by Scot Ritchie.
The lesson could also be used to highlight the following eco-friendly dates:
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||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Through the discussion questions, the students are able to gain an understanding of the environmental, economic and social issues around the topic.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
The students commit to one new action to help reduce plastic pollution. They will share this action with their school community, their friends and family as well as the 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
This resource allows opportunities for the students to identify and express their values through the discussion questions and with the commitment to one new action to help diminish the amount of plastic litter they create.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not a focus of 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||Good|
The resource aims to educate, inspire and empower students to take actions to protect our oceans.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The teacher may have to develop with the students a more complete understanding of the past and how our dependence on plastics came to be but the sense of the present and a positive vision for the future is good within the resource.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource provides a variety of starter and follow-up discussion questions. Students are not geared toward one correct 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: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students brainstorm ideas with a partner or in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Unfortunately, there are no tools or suggestions for assessment provided with the resource.
|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.|
|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|
This is not the focus of 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||Satisfactory|
There are some extension activity ideas provided that the teacher could offer to those students who wish to explore the topic more in depth; however, they are not part of the core resource.
|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.|