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This lesson plan educates students about the omnipresence of plastic, explains the negative impact of plastic on the environment, and helps them reflect on different alternatives that could be used instead of plastic by encouraging them to become more eco-friendly.
Through a series of short videos and a personal plastic audit, students will reflect and share their findings to inform and educate other students in the school.
This resource teaches students how to analyze and use their critical thinking skills when looking at plastic consumption.
This critical thinking lesson would be great introduction to 3R case studies or for units focusing on environmental issues, waste management, responsible consumption. Curricular links for Science units dealing with environmental issues, habitat, and climate change. Geography and social studies units that emphasize the link between human activity, and environmental and economic sustainability issues.
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||Satisfactory|
Emphasis is placed on the fact that plastic pollution is an issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The activity requires students to consider the various causes and impacts of plastics in our environment and provide opportunities to finding solutions.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The videos present an appropriate representation of the complexity of the issue and gives examples of simple steps to becoming more eco- friendly.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students conduct a personal audit of their plastic use and look at alternative solutions. Students share and discuss their results and alternatives to plastic use.
|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
The resource includes activities that require students to identify, clarify and express their own feelings about the issue of plastic pollution.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
All the activities raise awareness of and promote concern for the natural world.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students document the different types of plastic they use over two days with details of the purpose of use, including advantages, disadvantages and alternatives.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Students will be made aware of the increasing consumption over time and it’s acceleration of plastic pollution in the environment.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students collect and analyze their own data by looking at their own family’s consumption of plastic.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The content and process objectives offered in this resource address outcomes in science, social studies, and citizenship education.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The resource begins with videos that are used as inquiry activities to demonstrate the amount of trash individuals generated and how much of that trash could impact the natural environment.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The lesson offers different instructional approaches such as videos, discussions, collaboration, and reflection.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students have the opportunity to share in groups during one of the activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
An idea of a formative assessment tools is included.
|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.|
This is done through group discussions.
|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|
|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||Poor/Not considered|
|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.|