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Microplastics

Middle, Secondary

Description

Plastic pollution is often highlighted by visual images of huge ocean garbage patches and animals that have become entangled, but tiny microplastics that are less than 5mm long are a pervasive global threat that enter food chains causing damage to living organisms, including humans.  This innovative lesson that integrates classroom learning with technology introduces students to microplastics by exploring their sources, prevalence and how environmental citizenship can help reduce their occurrence.  The action-focused approach guides students  through a comprehensive exploration of the microplastics issue as they complete the following learning outcomes:

 

  • Define and identify microplastics and where they are found
  • Describe the complex systems and sources that contribute to microplastic pollution
  • Identify the key environmental consequences of microplastics on ecosystems, wildlife and the planet
  • Plan actions that can help reduce plastic waste at school, home and in their community
  • Use the Commit2Act platform to record and describe student success in achieving action goals

General Assessment

What skills does this resource explicitly teach?

  • Analyzing information and facts to make reasoned decisions
  • Problem-solving to develop sustainabilty solutions
  • Reflective thinking
  • Using digital tools to engage with learning

Strengths

  • Focuses on environmental responsibility as students develop, implement and track sustainability goals and actions
  • Provides an extensive list of additional content support materials
  • Well-organized with an accompanying slide presentation to guide the lesson
  • Provides authentic, current scientific information about plastic pollution
  • Integrates technology into the learning experience

Weaknesses

  • Lesson directs teachers to use the Ocean School "Take Action Toolkit" for ideas about developing action plans, but a simple instructional worksheet to guide students through the process of writing their plans is not included
  • Student action plans are submitted to the teacher but an assessment rubric is not included

Recommendation of how and where to use it

This resource supports Grade 6-9 Science curriculum objectives exploring human impacts on ecosystems, interactions between abiotic and biotic components of natural systems, ecological sustainability and conservation.  Students also learn valuable environmental citizenship skills as they describe goals to reduce plastic waste and become aware of the link between local action and global action.

This lesson is one of  a series of teaching resources on the Commit2Act.org website which feature important global concerns using a problem-solving approach that actively involves students in creating local solutions.  Teachers could use this lesson collection to develop a year-long service learning project during which a class develops an awareness of environmental issues while building community sustainability.

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.

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  • Alberta
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    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 9
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      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
      • Science
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        • Biological Diversity
        • Environmental Chemistry
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
  • British Columbia
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Manitoba
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
  • New Brunswick
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
  • Newfoundland & Labrador
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interaction of Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
  • Northwest Territories
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
  • Nova Scotia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Environmental Action
  • Nunavut
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Chemistry and the Environment
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
  • Ontario
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    • Grade 6
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      • Science & Technology
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        • Life Systems: Biodiversity
      • Social Studies
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        • People and Environments: Canada's Interactions With The Global Communty
    • Grade 7
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      • Science & Technology
        • Step 4Relevant matches
        • Life Systems: Interactions in the Environment
    • Grade 8
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      • Science & Technology
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        • Earth and Space Systems: Water Systems
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
  • Prince Edward Island
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: Decisions and Perspectives
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Environment in the Global Community
  • Quebec
  • Saskatchewan
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth
  • Yukon Territory
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.

Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Ecosystems (1)

  • Interdependence

Waste Management (1)

  • Source Reduction

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students are able to examine the causes and effects of microplastics from the context of environmental sustainability by using "mind mapping" that supports analytical thinking about the issues, challenges and solutions surrounding plastic waste.

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

Pupils learn that the urgency of addressing microplastic pollution is due to the widespread occurrence of this material.  Microplastics are already, and will continue to impact the health of our planet and could have significant economic and social consequences by reducing the availability and abundance of fish species in coastal communities dependent on a fishing livelihood.

 

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 Good

Learners will understand how the versatility of plastic has made it an essential material but this convenience has also made it easily disposable and despite progress in recycling programs, only a relatively small proportion of plastic waste is successfully diverted from landfills.  Solving the global plastics crisis depends on a concerted effort to eliminate multiple sources of this pollutant while exploring innovative technologies that can remove microplastics already present in the environment and develop new biodegradable packaging materials.

Respects Complexity:

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

Acting on Learning Very Good

Students brainstorm and plan action goals to reduce plastic waste and microplastics at school, home and in their community.  Individuals are able to record measurable results on the Commit2Act app and track the cumulative impacts of their class while sharing successes with other young people.

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 Good

By formulating action strategies pupils are able to identify and describe personal attitudes towards conservation and the environment.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Satisfactory

Pupils gain an awareness of how microplastic exposure can occur at higher rates in marginalized coastal communities that have insufficient waste treatment and are heavily dependent on shellfish and fish as protein sources.

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

Although students are not involved in any type of outdoor experience, they will develop an understanding of how personal changes can help protect the environment.

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 Good

The lesson provides a clear message that although microplastic pollution is a global issue, the solution begins with individual and community action.  Students identify locally-based targets with an emphasis on collaborative knowledge sharing and collective results which makes the experience more meaningful.

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

Students learn how microplastics have become an environmental threat from the context of the current global situation.  Pupil driven strategies for reducing their environmental impact support looking towards the future and the likelihood of long-lasting changes in the way they think about sustainability.

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 Very Good

By using KWL charts, mind mapping and brainstorming, the lesson supports critical thinking and analysis as students explore the microplastics topic with a solutions-oriented approach.

Open-Ended Instruction :

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

Integrated Learning Good

This resource has been developed to meet Science curriculum outcomes but ideas are provided for integrating other subjects into the learning experience, such as using mathematical skills to analyze and describe data or including an English Language Arts task such as writing an article about microplastics.

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 Good

The lesson provides a problem-based learning experience where students explore, think, ask and answer questions to build content knowledge and develop ideas.

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 Satisfactory

Definitive differentiation tools are not included, but the teacher guide contains an assortment of ideas and additional resources that can be used to modify content to suit various grade levels and student capacities.

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 Good

The lesson provides a participatory, student-centered experience in which learners build understanding by exploring a current, high priority environmental issue and implement authentic action strategies to reduce plastic pollution and build community sustainability.

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

Pupils work collaboratively to develop group organizational charts that identify key thoughts and questions about microplastics in the environment.  These group discussions are shared with peers to facilitate brainstorming sessions regarding action plans.

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 Satisfactory

A series of open-ended discussion questions can be used to determine student understanding as the lesson progresses and teachers are also encouraged to use student reflection journals as a formative assessment tool.  An exit ticket is also included that can be used to measure the success of the learning experience.

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 Very Good

Teachers establish a class group page on the Commit2Act app and students are challenged to log individual, plastic reduction steps and other daily sustainable lifestyle habits they have adopted.  This forum enables the class to track their impacts while sharing ideas, action strategies and environmental results with peers from many other locales.

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

The lesson presentation, videos and other support materials provide recent scientific information and facts about marine plastic pollution and highlight issues such as the Great Pacific Garbage Patch, which allows  students to explore an authentic, meaningful environmental problem.

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

Students are able to objectively analyze information about plastic and microplastic pollution and reflect on their learning to formulate personal sustainability goals.

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.

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