- Review Process
- Take Action
- A project of
The resource is one of 12 found in Green Learning’s ECO 360- a comprehensive study of the circular economy. This particular lesson encourages students to use the 5R approach to reduce plastic consumption. Learning is based on the Plastics Pollution Primer and Action Toolkit that provides students with
• background information on the nature of plastic pollution and its effects on the environment and human health.
• direction and tools for determining their personal plastic footprints
• details of the 5 R approach to limit plastic production & consumption
• examples of successful plastic reduction efforts
• direction, tools and support for launching individual and/or class action projects
All materials required for students and teachers are included in the resource.
Data collection and analysis
This lesson will be of particular interest to chemistry and biology teachers looking to connect knowledge and content to important current issues and to the student's own experience. It will also help students see how the integration of subject knowledge (chemistry and biology in this case) is required for a deeper understanding of complex issues and events.
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||Very Good|
Much of the learning is based on the students' evaluation of their own practices and experience. Any information provided is science based and all data is from reliable sources and is current.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Plastics in the environment provides an excellent example of the need to balance economic, environmental and social considerations. The environmental and social (health) impacts of economies built on consumption is well demonstrated.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
Many of the descriptions and activities in the lesson illustrate the size and complexity of the problem of plastics in our environment. Attention is also given to how the implementation of technology to improve the economy or society or the environment will often result in both intended and unintended consequences.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
Personal and community action based on what has been learned is a core component of the lesson. Students are encouraged and supported in their efforts.
|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
While the footprint exercise is based on personal reflection of lifestyle, there are no explicit requirements for students to express their feelings about what they learned.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
The purpose of the lesson does not include this criterion.
|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 students learn how the accumulation of plastics impacts ecosystems, with special attention given to marine environments.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students are connected to the issue through an accounting and analysis of their own consumption habits.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Some sense of plastics production and consumption over time is provided. Attention to the 5R's and successful efforts to limit plastic pollution provides an optimistic outlook for the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The students investigate their own culpability in the problems created by plastic production and consumption.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This issue connects the fields of biology and chemistry and the primer used in the lesson effectively demonstrates this integration.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
While highly structured, the lesson is based on students answering the question, 'what is my plastic consumption footprint'. The tools used and the procedure followed are determined by the resource.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Much of the learning about plastic pollution involves reading. The practical nature of the footprint activity will however appeal to a variety of abilities and learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Both the footprint calculation and the action project provide for learning in a 'real world' context.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
The lesson has been designed for individual learning. Group opportunities do exist within the action project assignment but are not priorities in this design.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Suggestions for formative assessment are 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.|
|Peer Teaching||Poor/Not considered|
Peer teaching opportunities can occur with the implementation of the action project but are not explicitly called for.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
A number of case studies are provided in the resource's 'primer'.
|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|
Students do not have choice over content, but they do determine what action to take and how it will be implemented.
|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.|