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Plastic Education Kit: 10-11

Secondary

Description

The Plastic Education Toolkit is a series of seven related classroom lessons during which students will be made aware of their own plastic use and how their actions will have a direct impact on the environment around them. Through these interesting lessons, the hope is that youth will become leaders of change. 

Lesson 1: After watching the videos 'Oceans are Life' and 'The Majestic Plastic Bag', students will reflect in their workbook and have a discussion on what it means to be respectful to the environment. 

Lesson 2: Students will discuss their favourite foods and relate them to simple and complex food chains, they will draw a out a food chain, and explore what happens when plastic is added to the food chain. In this lesson there is also the option to take it to the lab, and dissect a seafood species. 

Lesson 3: After watching the video 'How does plastic end up in the ocean?' students will answer questions on movement of objects to the ocean, and make a list of how they can reduce their use of single use plastics at home. There is also the option to do a 3 day plastic challenge where students keep track of all the single use plastic they use. They then write a blog about their experience. 

Lesson 4: Students will do a brainstorm with the words Ocean Ecosystem, organize a shoreline clean-up in their area. Students do not have to live near a beach to host a clean-up, and explore everything they wash down the drain. 

Lesson 5: Students will be introduced to the hydrologic cycle, do some science experiment on warm and cold currents in the ocean, and discuss how plastic heats up the ocean and changes the climate. 

Lesson 6: Students will watch the video 'What happens to Microplastics in the Ocean', go for a walk around the school in search of different types of litter or recycling, decide if each piece of litter or recycling was made with plastic and categorize them, sort through those that contain plastic and divide them into smaller groupings. There is also the option to take students to the labs where they can try their hand at making Casein Plastic.

Lesson 7: Students will visualize they are at the ocean, write a love letter to the see, watch 'it's not you it's me', build a campaign in their community for a topic related to preventing plastic in the ocean, and create a pitch for their campaign. 

In addition to the teacher's guide, a unit plan and a student workbook can be found here.  

General Assessment

What skills does this resource explicitly teach?

  • How to write a blog
  • How to do a shoreline cleanup
  • How to write a letter
  • How to classify items

Strengths

  • This resource has a good quantity of background information for teachers
  • Suggestions of both formative and summative evaluations are provided throughout the lessons
  • A teacher unit plan is provided 
  • A student workbook to use throughout the lessons is provided
  • Additional resources are provided for each lesson. 
  • Action items for students are provided and connected to each lesson
  • Students are asked to participate in activities outside the classroom. 

Weaknesses

  • Some links do not work in the Teacher Toolkit
  • Activities for students with difficulties are not provided

Recommendation of how and where to use it

This resource would be perfect to use in Science classes when discussing ecosystems or to highlight World Oceans Day in early June.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14:Investigating Matter and Energy in the Environment
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
  • British Columbia
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Earth Science 11:The distribution of water has a major influence on weather and climate.
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
        • Weather Dynamics
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
        • Science 1206: Weather Dynamics
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
        • Science 2200: Weather Dynamics
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14:Investigating Matter and Energy in the Environment
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
        • Experiential Science 20, Marine Systems: Introduction to Oceanography
        • Experiential Science 20, Marine Systems: Ocean Ecology
        • Science 20: Changes in Living Systems
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
        • Science 10: Weather Dynamics
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
        • Biology 11: Interactions among Living Things
      • Science
        • Step 4Relevant matches
        • Oceans 11: Aquaculture
        • Oceans 11: Fisheries
        • Oceans 11: Marine Biome
        • Oceans 11:Structure and Motion
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14: Investigating Matter and Energy in the Environment
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
        • Experiential Science 20, Marine Systems: Introduction to Oceanography
        • Experiential Science 20, Marine Systems: Ocean Ecology
        • Science 20: Changes in Living Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(Univer.Prep.) Diversity of Living Things
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Reducing and Managing Waste
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Earth and Space Science, Weather Systems
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
        • Biology 521A: Interaction Among Living Things
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
        • Science and the Environment: The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Human Population and Pollution
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Changing ecosystems are maintained by natural processes.
        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Earth Science 11:The distribution of water has a major influence on weather and climate.

Themes Addressed

  • Ecosystems (2)

    • Biodiversity
    • Habitat Loss
  • Waste Management (1)

    • Rethink, Reduce, Reuse, Recycle
  • Water (1)

    • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Throughout the varied activities provided by this resource, students will get the chance to form opinions on plastics in oceans. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

A wide range of information is provided to students to gain a true understanding of the impact of human activity on Earth's oceans. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

Every lesson has an action item that students have to complete. For example, I pledge to reduce using single use plastic. As well, the end goal of the resource is to make a campaign for their community on the subject of preventing plastic in the oceans. 

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Throughout the lessons, students are asked to answer reflection questions where they can express their own beliefs and opinions. 

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 Very Good

This resource has a focus on healthy oceans. Some of the activities take students outside for a shore-line cleanup. 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Throughout this resource, learners are made aware of how their actions affect the oceans. As well, students will be building a campaign for their community to prevent plastic in the ocean. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students have the chance to voice their own opinions in the reflection questions that are provided in every lesson.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

While this lesson is mostly geared towards science classes, there is a multitude of other subjects that appear like literacy with letter writing. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

This resource has a variety of activities that meets the needs of visual, auditory, and kinesthetic learners. However, there are no strategies included for learners with difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

This lesson plan is information based and has some activities. Students will also do some simulations through labs. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

For some activities, students must work in small groups. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

For each lesson, formative and summative assessment ideas are provided. A rubric for the unit as a whole is also 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.
Peer Teaching Good

The end goal of this resource is to have students build a campaign for their community to prevent plastic in the oceans. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Multiple videos of real situations are used during the lessons. 

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 Very Good
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.