About this resource
This lesson addresses an ongoing problem in the community---the need to effectively recycle and/or find substitutes for plastic bags. The world's oceans are presently being devastated by plastic trash, and about 80% of that trash comes from land. Additionally, approximately 267 marine species have suffered from our litter, most of which is plastic. Yet just 2% of all plastic bags are recycled, therefore alternative ways to reuse plastic and/or recycle plastic bags are needed. This lesson focuses on preparing students to research this problem, identifying the questions that need to be asked, and focusing those questions so that successful research and solutions can be explored. Students will work independently and with peers to formulate a viable strategy or innovation to address problems with plastic.
Curriculum & Standards
Related General Curriculum / Common Core Area
Science
Related Curriculum / Common Core Standard
Develop a rich knowledge of science and the natural world: students become familiar with different modes of scientific inquiry, rules of evidence, ways of formulating questions, ways of proposing explanations, and the diverse ways scientists study the natural world and propose explanations based on evidence derived from their work.
Indicators: Formulate predictions, questions, or hypotheses based on observations. Locate appropriate resources.
What students will do
- Writes questions independently based on key ideas or areas of focus.
- Refines questions to guide the search for different types of information.
Resources Needed
- Computer and projector
- Whiteboard
- Dangers of Plastic Handout
- Copy of the book One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul
Lesson sequence & procedures
Hook:
(10 minutes): Ask students to share what they know about plastic bags: recycling, concerns, and how their disposal affects the environment. Show students the National Geographic video of 100 miles of marine debris that is The Great Pacific Garbage Patch. Collectively define the Great Pacific Garbage Patch as a collection of marine litter in the North Pacific Ocean and potentially destroys ocean life of all kinds. Note that other oceans, seas and large bodies of water are similarly affected by litter.
Pass out the informational handout "The Dangers of Plastic" which includes statistics about plastic trash in the United States as well as globally.
Direct Instruction & Guided Practice:
(10 minutes--Direct Instruction)
Ask students to describe what most surprised or concerned them about the Great Pacific Garbage Patch images or the Dangers of Plastic handout. Read One Plastic Bag: Isatou Ceesay and the Recycling Women of the Gambia by Miranda Paul to the students. Ask them to generate inquiry questions based on their preliminary ideas about how to better deal with the problems of plastic in their communities or elsewhere. Prompt students to generate sample questions. For example, if students suggested that Texas and other states are endangering the environment by failing to recycle plastic bags, turn this problem into a question for research such as "How many plastic bags are thrown away in Texas?" Or, "Are there effective recycling procedures in place in Texas for plastic bags?" Any questions about how recycling is handled, addressed, or not addressed in the community would be helpful.
(10 minutes--10 for activity, 10 for questions and discussion)
Students will view the short video "Microplastics" which addresses the damaging effects of plastic to oceans and ocean life. After viewing, the students will be asked to write a few additional questions that they may have about the problem such as "Where are recycling bins and centers located in our school, community or state? Where are they absent? How do other states better deal with plastic bags? What are some problems with plastic?" The teachers encourage students to inquire at the general level here. When all students have at least 1-2 questions, discuss resources available to find answers to their questions. Answers should include The City of Arlington website, EBSCO host Science electronic database, Earth Day Network website, Environmental Kids Club (EPA website), Think Green: Discover Education and books in the library's collection that address recycling, ecology, and tracking trash.
(5 minutes) The Science teacher explains the task for students: In teams of three, students will develop an idea for an innovative method or tool to promote recycling or upcycling of plastic bags. The librarian explains that in order to have a viable solution to this problem, they will need to use suggested electronic or print resources for research to establish an adequate understanding of the issue.
Independent Practice:
(20 minutes) Students are assigned to work in groups of three and the teachers remind the students to utilize the five guidelines for asking good research questions outlined on the white board:
1) Is the research question something I am concerned about? Are others affected by it as well?
2) Does the question seek to solve a problem?
3) Is it too general or too specific?
4) Can the question be answered within the time and resources that the students have?
5) What information is needed?
As the students work together to focus their questions, they will encounter new questions that need to be answered in order to better understand the problem. As teams, students discuss and write down on a piece of paper any questions that must be answered in order to get the information needed to generate ideas for an innovation to solve the community's plastic bag problem.
The Science teacher and librarian circulate the room and provide feedback on the quality of each question. Either the Science teacher or the librarian will review each team. During these feedback sessions, students may be provided with a list of additional questions they might research, such as what has worked in other communities in terms of successful recycling? Students should be guided in refining their general questions as they extract new information. Ask students to select their best question to share with other students. They may also determine some initial innovation ideas, if time allows.
Closing/Reflection:
(5 minutes) The class regroups, and teams are asked to share their best question with the group. The librarian tells the student that they will be using their questions to research their ideas during the next library class.
How learning is assessed
Students will be observed and assessed on the level of their engagement in discussions and activities.