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The Ocean and Plastic Pollution

What you need

Chart paper, markers or sketch pens, printouts of the five roles, and a projector for the photographs if you have one.

The manual states these. What it does not state is not here.

Adapted from a United Kingdom primary-school worksheet. Two cautions. The causes / impacts / solutions TABLE did not survive extraction from the source document — its three columns were flattened into one run of text, so read it against the original rather than aloud, and print the table from the original if you are handing it out. And the consumption figures inside it are British, the coffee-cup figure included; the ocean facts in the true-or-false round are global and are WWF's. An earlier note on this session claimed it had been contextualised to the Indian Ocean. It had not. India has the longer coastline stake in this subject and no Indian figure for it is carried here, which is a gap to fill rather than to paper over.

How it runs

The teaching sequence as the manual gives it.

  1. 01

    Show a photograph of a beach buried in plastic, and read out what was found on the Cocos (Keeling) Islands.
  2. 02

    The Cocos (Keeling) Islands are a remote group in the Indian Ocean, an Australian territory about 1,300 miles off the north-west coast of Australia, with fewer than 600 people living on them. A study published in the journal Scientific Reports estimated that they carry 414 million pieces of plastic, weighing 238 tonnes.
  3. 03

    The researchers surveyed seven of the 27 islands. They marked out strips of beach, counted every piece of plastic inside them, dug four inches down to find what was buried, and scaled the result up to the whole beach area. Of the 414 million pieces, 380 million were under the sand. Most of it was single-use — bottle caps and straws — along with an estimated 977,000 shoes and sandals and 373,000 toothbrushes. Nobody on the islands threw any of it away. It arrived.
  4. 04

    Split the class into groups of five or six and give each group the five roles below, one per student where the numbers allow.
  5. 05

    Each group reads all five positions before arguing any of them.
  6. 06

    Working together, the group lists the causes, the impacts and the possible solutions.
  7. 07

    Each student then takes one role and writes on chart paper what that person would do. Every group presents its answer to one question: if you were in their place, what would you actually do? After the presentations, take comments from the rest of the class, then widen the discussion from these islands to ocean plastic everywhere. The figures above are reported here: https://e360.yale.edu/digest/scientists-find-238-tons-of-plastic-waste-on-remote-indian-ocean-islands
  8. 08

    Role 1 — manager of the islands' tourist office
  9. 09

    Tourism is the money this place runs on. But the beaches are full of litter, most of it food packaging and plastic bags left behind, and you are afraid visitors will stop coming. If they do, the hotels and the shops lose first.
  10. 10

    You think the council should clean the beaches properly and provide bins and recycling that actually work.
  11. 11

    Role 2 — environmentalist
  12. 12

    The plastic left on the beaches is going into the sea and killing wildlife. For you the argument about how to dispose of plastic waste is the wrong argument — the question is how to make less of it in the first place. You believe most of the plastic households throw away arrived as shop packaging.
  13. 13

    You want a tax on all plastic packaging, the way there is one on plastic bags.
  14. 14

    Role 3 — resident of the islands
  15. 15

    You live here because of the beaches, and they get worse every year. You help run a clean-up every year and the rubbish comes back. Visitors picnic and leave their litter behind, the bins are always full, and whatever does not fit blows into the sea.
  16. 16

    You know that this poisons the water and kills the animals in it.
  17. 17

    Role 4 — shop manager
  18. 18

    You run the island's shop. Customers want good food at low prices. Plastic packaging keeps food fresh and clean, and it is strong, so less is damaged getting here and less is wasted.
  19. 19

    You want to keep your customers and keep your prices down. If you do not, they will buy somewhere else.
  20. 20

    Role 5 — local councillor
  21. 21

    Plastic is a serious problem here, and you need the visitors to keep coming because they bring the money. But bins, collection and recycling cost the council a great deal, and the council also pays for transport, care for the elderly, schools, libraries and parks. Somebody has to fund the rubbish, and you have to say who.
  22. 22

    You are chairing the meeting. Make sure every person gets heard, and press each of them on what they would actually do.

Talking about it

Discussion points, worked examples and the handouts the manual prints with this session.

Points for discussion

Causes, impacts and solutions. This is a three-column table in the original, and it came out of the file as one run of text — print it from the original if you are handing it out. Cause: plastic thrown in the bin when it could have been reused or recycled · Impact: severe digestive problems, untreated, in animals that swallow it · Solution: ban single-use plastics, promote biodegradable and recyclable alternatives, make recycling work. Cause: plastic in the bin goes to landfill and blows away, because it weighs almost nothing · Impact: birds are fooled by the bright colours and get tangled in debris; research has found plastic in or around the bodies of 44 per cent of seabird species, and in cetaceans and sea turtles · Solution: carry a reusable cup or flask — around 2.5 billion coffee cups are thrown away every year in the United Kingdom, which is seven million a day. Cause: littering, with rain and wind carrying plastic into drains, streams and rivers and finally the sea · Impact: studies have found that half the sea turtles in the world have swallowed plastic · Solution: avoid plastic straws, which can take up to 200 years to break down. Cause: illegal dumping of waste · Impact: other animals in the food chain are more likely to eat plastic · Solution: avoid cling film and use reusable food wraps instead. Cause: things put down the drain, such as wet wipes and cotton buds · Impact: studies have found that toxins in plastics cause health problems, including damage to the immune system · Solution: carry a reusable water bottle, and ask shops to let people fill their own. Cause: microplastics and microfibres released into the water when clothes are washed in a machine · Impact: plastic pollutes water as it breaks down, and breaking down uses up oxygen, which makes survival harder for marine animals · Solution: use reusable containers and mugs. Plastic also carries species to places they could never otherwise reach, which threatens whole marine ecosystems. The consumption figures in this table are British.

A true-or-false round from WWF; the answers are below it. 1. Oceans cover about 70 per cent of the planet's surface. 2. Only 30 per cent of the ocean is protected. 3. About half the oxygen we breathe comes from the ocean. 4. Fishing line can take 300 years to break down in the sea. 5. By 2050 the oceans could hold more plastic than fish. 6. About 75 per cent of plastic waste is properly recycled. 7. Over 80 per cent of the pollution in the sea comes from activities on land. 8. Microplastics are found in over 75 per cent of sea molluscs. ANSWERS. 1. True — oceans cover 71 per cent of the surface. 2. False — only 4 per cent of the ocean has any form of protection. Ask the class what they make of that. 3. True — phytoplankton, the tiny plants of the sea, make about half the oxygen we breathe. 4. False — some sources put it at twice as long, 600 years. 5. True — we produce far more plastic than we did fifty years ago, and production is expected to double again in the next twenty. 6. False — just 9 per cent of all plastic is recycled; about 40 per cent goes to landfill and a third ends up in ecosystems. 7. True — most waste reaches the sea in the end. 8. True — research found microplastics in up to 80 per cent of mussels taken from British waters. These are WWF's global figures, except the last, which is British.

Where this comes from

Bridge the Gap is a compilation. This is what the manual records for this session.

Adapted by Swechha from a Year 5 worksheet published by Godinton Primary School, Kent, United Kingdom: https://godinton.kent.sch.uk/media/2911/year-5-the-oceans-and-plastic-pollution-2.pdf — the true-or-false questions in it are WWF's. An earlier note on this session said it had been contextualised to the Indian Ocean. It had not, and the UK figures it still carries are now labelled as UK figures.

Before you start sets out where the compendium as a whole comes from.

Next

Where to go from here.