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Plastics in the Environment

Eco 360

Secondary

Description

The resource is one of 12 found in Green Learning’s ECO 360, a curriculum that provides a comprehensive study of the circular economy.  In this lesson students will uncover how much plastic waste is currently in our environment, where it can be found, how it effects natural systems and what is being done to address the problem. Information is provided to students via two resource tools; a ‘backgrounder’ detailing why plastics are a huge problem and a ‘documentary film’ that examines the social, political, economic and environmental dimensions of the issue.  

A good deal of attention is paid to the role of technology in advancing innovative solutions to the plastics problem.  Questions are provided to help students consolidate key ideas presented in the film and to promote further discussion and investigation.

General Assessment

What skills does this resource explicitly teach?

This lesson is focused on content.  It does not teach skills.

Strengths

The documentary film which is the centrepiece of this resource provides an excellent description of the plastics problem.  Upon viewing and discussing, students will see this issue as one that it is

  • important
  • relevant
  • complex
  • multidimensional
  • requiring systems thinking

Recommendation of how and where to use it

In addition to its focus on plastics in the environment as part of Eco 360's examination of the circular economy, this lesson and the video in particular will be of interest to teachers wishing to examine human impacts on the environment, responsible consumption, intended and unintended consequences of technology and sustainable development.

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 9
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      • Science
        • Step 4Relevant matches
        • Environmental Chemistry
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 30: Chemistry and the Environment
  • British Columbia
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
  • Manitoba
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      • Science
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        • Senior 2 Science: Dynamics of Ecosystems
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        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
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      • Science
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        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
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    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 10
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      • Science
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
    • Grade 12
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      • Environmental Science
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
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    • Grade 12
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      • Environmental Science
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        • Environmental Science 3205: Introduction to Environmental Science
  • Northwest Territories
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    • Grade 12
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      • Science
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        • Science 30: Chemistry and the Environment
  • Nova Scotia
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    • Grade 10
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        • Science 10: Sustainability of Ecosystems
  • Nunavut
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    • Grade 9
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      • Science
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        • Chemistry and the Environment
        • Knowledge and Employability Science: Environmental Chemistry (Social and Environmental Contexts Emphasis)
    • Grade 11
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      • Science
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        • Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
        • Experiential Science 20, Marine Systems: Ocean Ecology
    • Grade 12
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      • Science
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        • Science 30: Chemistry and the Environment
  • Ontario
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    • Grade 9
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        • :Biology: Sustainable Ecosystems
    • Grade 11
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Reducing and Managing Waste
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
  • Prince Edward Island
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    • Grade 9
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      • Science
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        • Science 9: Decisions and Perspectives
    • Grade 12
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      • Environmental Science
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        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
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    • Grade 10
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      • Science & Technology
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        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science and the Environment: The Material World
  • Saskatchewan
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    • Grade 10
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      • Science
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        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Human Population and Pollution
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.

Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Science and Technology (1)

  • Appropriate Technology

Waste Management (2)

  • Rethink, Reduce, Reuse, Recycle
  • Source Reduction

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Effort has been made to show both the good and bad of plastics.  Technology is also shown to have both intended and unintended consequences.

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 Very Good

The video does an excellent job in revealing how the economics, social behaviors and environmental impacts that create the issues related to  plastics are so highly interrelated.

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

The lesson reveals the dynamic of economic and social factors that have given rise to the mass production and demand for plastic products and the complex problems these factors have created for the environment.  Attention is also given to the fact that in multi dimensional issues such as this, the use of technology will often result in both intended and unintended consequences.

Respects Complexity:

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

Acting on Learning Poor/Not considered

There are no action project requirements in the lesson.

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 Satisfactory

The guiding questions provided require students to clarify and express their own thoughts and ideas concerning problems created by plastic production and consumption.

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 addressed in the lesson.

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

The film does an excellent job in revealing the impact of plastics on our air, water and land in such a way as to encourage a personal connection to the natural world.

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 Satisfactory

The film includes a number of Canadian case studies and students will be able to relate directly to many of the examples provided. 

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 Very Good

The lesson does an excellent job in describing changes over time in the production, use, demand and  damage done by plastic products.  Although the complexity of the environmental challenges ahead is highlighted, students are also presented with many examples of successful efforts to reduce plastics in our environment on the part of individuals and industry.  A focus on the role being played by technology provides much reason for optimism for the future.

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

The complexity of the 'plastics in our environment' issue is well represented and as such conveys the reality that there is no one cause and no one answer. 

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 particularly relevant to the teaching of science and technology, the  tools used to provide information could support outcomes in geography and social studies as well.

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 Poor/Not considered

The lesson design does not include inquiry learning.

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

The lesson is content focused and limited in the learning strategies used. If completed on-line, students will read, view a film and answer questions. If conducted in class, there is opportunity for discussion.

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 Poor/Not considered

Experiential learning opportunities are not provided in this lesson (but are employed in other Eco 360 activities).

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 Poor/Not considered

Cooperative learning strategies are included in the lesson design.

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 Poor/Not considered

Other than discussion questions that accompany the film, there are no assessment tools or suggestions 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 Poor/Not considered

Peer teaching opportunities are not present.

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 Very Good

The film presents a number of excellent case studies, many of which highlight Canada and Canadians.

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

Student activities are largely prescribed.

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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