Earth Science

<!--td {border: 1px solid #cccccc;}br {mso-data-placement:same-cell;}-->  Introductory reading on the sources and impacts of derelict fishing gear.

<!--td {border: 1px solid #cccccc;}br {mso-data-placement:same-cell;}-->  A listening exercise where students predict and act out the movement of litter from a stream, through a watershed, into the ocean.

<!--td {border: 1px solid #cccccc;}br {mso-data-placement:same-cell;}-->  A simple experiment demonstrating the bouyancy of several common types of debris and their potential behavior throughout the ocean's currents.

<!--td {border: 1px solid #cccccc;}br {mso-data-placement:same-cell;}-->  A coloring and sorting activity identifying an then discussing different types of debris hidden in a picture.

This brief reading passage discusses types, sources, and impacts of marine debris, including an anecdote about recovery from Hurricane Katrina in Mississippi.

In this lesson, students assess where particles are suspended in the water column (using a premade plastic slurry). Next, the slurry is mixed into a tub of water that is designed to mimic seawater and students take samples to assess the amount, size, and type of the particulates. Students relate this activity to what they might actually find in the ocean.

In this lesson, students analyze the Ocean Conservancy’s International Coastal Cleanup data to make inferences about which countries documented the most amount of marine debris and the types of debris found/collected. Students also answer prompts about why some states or countries had much higher amounts of marine debris reported than others.

In this lesson, students are presented with background information about marine debris – what it is, its origins, and current statistics. Students will engage in a brief discussion about its impacts. Afterward, students are given handouts to review the scientific process. Students are asked to come up with three research questions about the prevention or removal of marine debris.

In this lesson, students build a model showing how water flows through a system and evaluate different management practices to see how they might reduce the amount of marine debris that enters the marine environment. The models in this lesson could be used as a classroom demonstration or traditional lab investigation for students, depending on time efficiency of instructor and students.

In this lesson, students make observations about what is in their classroom trash receptacle (or various trash items brought by instructor). Students then go outside to collect trash from the surrounding area and record what they find using the NAMEPA Trash Data form.

This lesson plays on students’ creativity by asking them to design a machine that collects debris in the ocean without impacting wildlife.

In this lesson, students are introduced to marine debris and participate in a role-playing exercise acting as beachgoers, boaters, homeowners, factory managers, or managers of a waste disposal company. Students discuss their role and how they can manage or prevent marine debris. Students then make a commitment to decreasing their plastic consumption.

Students will find creative new uses for common debris items like bottle caps. 

Students will extend their experience in the cleanup by discussing and analyzing ways to prevent marine debris from entering the environment, including Reduce/Reuse/Recycle strategies, Personal habits; Policy change, etc. Using a 4-corners style activity, students will separate debris materials (from the debris deck) into categories for Reduce/Reuse/Recycle/Other.

This lesson includes discussions and activities meant to help students process and analyze their cleanup experience. Students will reflect on the strangest trash item collected and tell the story of its journey to the cleanup site using a medium of their choice (writing, drawing, skits, etc.).