Math

Students will observe and record litter they see in their neighborhood, reflect on how the litter came to be there, then make predictions on how the littered items might make their way to the ocean. Students will compare the litter they have observed with data collected during the International Coastal Cleanup.

Over the span of a week, students keep a log of the types and amounts of trash they generate, and how they dispose of that trash. Students also learn which items were (or could/should have been) recycled, and which items could become marine debris.

Students learn about different trash items and define “marine debris” through a discussion about these items. Students then categorize debris and use statistics and graphing to describe the types and amounts of marine debris that are found each year.

Students perform experiments to examine whether or not trash can float, blow around, or wash away. The effects of these characteristics on marine debris in the environment are then discussed.

Students will first define marine debris, discuss its possible impacts, and then sort household trash items into different categories to learn about different sources of marine debris. Older students then use statistics and graphing to better understand the types of marine debris that are collected each year.

<!--td {border: 1px solid #cccccc;}br {mso-data-placement:same-cell;}-->  Students will review and analyze a data set from a local marine debris cleanup. After drawing conclusions about the data, they will use it as evidence for a campaign to prevent marine debris.

A timed activity/game demonstrating the difficulty of distinguishing "food" from plastic debris for marine life like seabirds.

Using the NAMEPA Trash Tracker form, students record their waste for two weeks (time may vary). The first week, students record the items they throw away without changing their normal behavior. The second week, students attempt to reduce the waste they throw away and compare their data from each week.

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 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.

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.).

Student "Green Teams" analyze school waste, work with school and community partners to reduce, reuse and recycle materials, and set goals to make a difference locally and globally. This activity is available for Grades 4-5, 6-8, and 9-12, within the "Solutions" unit. 

Plastic pellets (also called “nurdles”) are small pre-production pieces that are shipped around the world to factories that melt them to produce a variety of products. Pellets are often lost during transit, and because they float can be found throughout the ocean and on beaches everywhere.