ABC (Australian Broadcasting Corporation)



Teacher Resource

Ocean Rubbish Clean-up

[pic]

1. Discuss the BTN story with another student. Record the main points of your discussion.

2. Complete this sentence. The rubbish found in the Pacific Ocean is also known as the Great __________ Patch.

3. Who is Boyan Slat?

4. When did Boyan start thinking of ways to help reduce ocean rubbish?

5. How many pieces of plastic do Aussies throw away each year?

6. How is ocean rubbish impacting on marine life?

7. Describe how Boyan’s invention works.

8. What powers the giant snake-like invention?

9. How many ‘giant snakes’ will they use to collect rubbish in the Pacific Ocean by 2020?

10. What do you understand more clearly since watching the BTN story?

[pic]

Class Discussion

Hold a class discussion about the issues raised in the BTN Ocean Rubbish Clean-up story. Use the following questions to help guide discussion:

• What do you know about ocean rubbish?

• How does rubbish get into the ocean?

• Why is ocean rubbish a problem?

• What impact does ocean rubbish have on marine life?

[pic]

KWLH

Record what students know about ocean rubbish and its impact on people, animals and the environment on a mind map. What questions do they have about what they have learnt in the BTN story? The following KWLH organiser provides students with a framework to explore their knowledge on this topic and consider what they would like to know and learn.

|What do I know? |What do I want to know? |What have I learnt? |How will I find out? |

| | | | |

[pic]

Topics of inquiry

Students will determine a focus for their ocean rubbish inquiry within an area of interest, for example, make a prediction or develop a key research question.

• Why should we protect our oceans? Write a persuasive piece of writing explaining your reasons.

• What might happen if we don’t look at the ocean pollution problem? What will our oceans look like in 30 years’ time? Make some predictions.

• How can individuals make a difference and help reduce ocean pollution? Look at the way individuals like Charles Moore and Boyan Slat have increased awareness about the issue. Think about the responsibility of individuals, communities and the government. Think of ways you can make a difference at home and at school.

• What happens to the plastic you throw away? Explore the journey of plastic into our oceans. Watch this TED-Ed video to find out what really happens to the plastic you throw away.

• How can we convince people that this is a serious problem? Think of creative ways to raise awareness about the issue of ocean rubbish.

[pic]

Six Hat Thinking

As a class, use Edward De Bono’s Six Hat Thinking to explore ocean rubbish. Make your own coloured hat cut-outs and place on the floor.

Students will take it in turns answering questions in relation to what they already know about the issue, what they have learned from the BTN Ocean Rubbish Clean-up story and what they want to learn further about the topic.

Download this worksheet for students to respond to a range of questions about ocean rubbish.

Reflection

After this activity, ask students to reflect on what they have learnt. Students can include details about how their thinking on this issue has changed and why they think we should act.

Creativity

In small groups, students will brainstorm innovative ways to clean up the rubbish found in our oceans. Encourage creativity during this activity and give students the time to explore their thinking and illustrate their ideas. Students will then share their ideas with the class, taking it in turns explaining how their creations will help reduce the amount of rubbish in our oceans. Encourage the class to ask questions about the other groups’ creations and then reflect on their own learning.

• What was challenging about this activity?

• What did you enjoy about this activity?

[pic]

Visual literacy

Find a range of photographs online which show the impact of ocean rubbish. Examine the photograph/s and respond to the following:

• Write a short paragraph describing what you see in the photograph or artwork.

• What does the image tell you about ocean rubbish?

• How does the image make you feel?

• Create a caption for each image.

Further investigation

• Imagine you are a scientist examining the impact of ocean rubbish. Explain using scientific words and terms why we have ocean pollution and its impact on marine life. In your description include one or more of the following terms: marine life, ocean currents, ecosystem, great garbage patch, plastic pollution, gyre.

• Could ocean pollution have been avoided? Research the different ways people are preventing plastic pollution.

[pic]

How often do you use plastic?

Students will get a snapshot of how often they use products that contain plastic. Explain to students that plastic is used in many products from computers to pens and a pencil case. It’s in our clothes, food packaging, hand-held devices, cars, mattresses, and TV screens.

Ask students to create and complete their own class survey about their daily plastic consumption. Below are some example survey questions:

• What do you use that contains plastic?

• Which items are single use plastics?

Students will keep a diary to help them track how much plastic they use and then think about how they can reduce the amount of plastic they consume. Below are some guidelines for keeping a diary:

• Choose an average time of the day, for example, when you are making breakfast in the morning or during your lunch hour at school (eating lunch and playing in the school yard).

• Keep a track of the plastic items you use over a 1-hour period. Record how long you use the item for and if it is a single use plastic. Include every item that contains plastic, even if you use or touch it more than once. Take photos of the items that you record as part of your documentation.

• Add up the total number of times you used/touched plastic over 1 hour. What was surprising about your results? Compare your results with your classmates.

• Think of ways that you can reduce the amount of plastic you use, especially single use plastic. List some alternatives.

[pic]

Aussie kids’ campaigns

See below for a collection of BTN stories which focus on kids campaigning to reduce plastic pollution. After watching any one of the BTN videos ask students to respond to the discussion questions which can be found on the story page. Teacher resources are also provided for some of these stories.

|[pic] |[pic] |

|Video |Video |

|[pic] |[pic] |

|Video Resource PDF |Video Resource PDF |

| | |

Campaign

Students will design a public education campaign to raise awareness about ocean rubbish and the damage it is doing to the ocean ecosystem. Students will need to think about their campaign’s aim, target audience and the value of raising awareness in their school community. Students can use Canva to design a poster which can be put up around their school and the wider community.

[pic]

ABC News – Giant rubbish collection device deployed to clean up huge island of floating plastic garbage in Pacific Ocean



BTN – Plastic Ocean Campaigner



BTN – Ocean Rubbish



BTN – Plastic Pollution Problems



BTN – Microplastic Oceans



The Ocean Clean-up – Technology



The Ocean Clean-up – The Great Pacific Garbage Patch



-----------------------

Episode 27

18th September 2018

[pic]

Students will investigate the impact that ocean pollution has on people, animals and the environment. Students will explore how much plastic has infiltrated our lives by conducting a survey and diary.

[pic]

HASS – Year 4

The use and management of natural resources and waste, and the different views on how to do this sustainably.

Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions.

HASS – Years 5 & 6

Work in groups to generate responses to issues and challenges.

HASS – Year 7

Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects.

Collaborate to generate alternatives in response to an issue or challenge and compare the potential costs and benefits of each.

Science – Years 5 & 6

Scientific knowledge is used to solve problems and inform personal and community decisions.

Image Example - Link

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download