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article
- National Geographic: The World’s Plastic Pollution Crisis Explained
- National Geographic: Message on a Bottle: How One Expedition Is Engaging Communities to Learn About Plastic Waste
video
1. Engage students in a discussion about plastic pollution as a world problem.
- Remind students that they are working to address the problem of plastic pollution around the world by using their community as a starting place to make a change.
- Have students form groups of three that will be their policy proposal groups from this point forward.
- Ask students to discuss the following in their policy groups:
- Do you think plastic pollution is a world problem? Explain your reasoning.
- Have students share out what their group discussed and record responses.
- Read the first paragraph of the article The World’s Plastic Pollution Crisis Explained to the class.
- Ask students to discuss the following with their policy proposal group members:
- How does this passage challenge, change, or confirm our thinking?
- Should we care about plastic pollution outside of our community? Why or why not?
2. Introduce students to the National Geographic “Sea to Source: Ganges” river expedition.
- Share with students that as a model for this project, they are going to learn about a place that is severely impacted by plastic pollution and what a female-led team of scientists is doing to combat the problem.
- Engage students in understanding the power, beauty, and importance of the Ganges River.
- Have students read the Ganges River Basin encyclopedic entry.
- Watch the trailer for the movie Life on the Ganges (1:11).
- Have students prepare to take two-column notes as they watch the video related to the following:
- Facts that relate to the lesson driving question: What is the problem with plastic?
- Thoughts, comments, connections, or questions related to the facts.
- As a class, watch the Tracking Plastics from Sea to Source (4:18) video.
- Debrief students’ notes and questions from their two-column notes as a class.
- Ask students:
- Do you think this expedition is important? Explain your reason.
3. Have students read to learn about a data collection method used in this expedition.
- With their project groups, students read the article, Message on a Bottle: How One Expedition is Engaging Communities to Learn About Plastic Waste.
- As they read, have students continue to take two-column notes on facts, connections, and questions.
4. Have students reflect on their learning.
- Student groups review their notes and take a few minutes to discuss the following questions:
- What is the purpose of the Bottle Cards?
- When you begin collecting data for your own project, what will be the purpose of your research?
- What kind of information will help you achieve that purpose?
- What questions do you have about the work the “Sea to Source: Ganges” team is doing?
- With another pair, have students share their response to the last question, What questions do you still have about the “Sea to Source: Ganges” expedition? Then, have students add to their own list of questions in their two-column notes as needed.
- Have student pairs choose one question to share with the class and ask them to explain how this question would help us better understand the plastics problem.
5. Lead students in a wrap-up discussion to think about how places might be affected differently by plastic waste.
- Ask students, What are examples of major rivers in the United States? (Possible answers: Mississippi, Colorado, Columbia).
- Have students discuss the following with a neighbor:
- How are these rivers similar to the Ganges River? (very large, important to the economy)
- Do you think these rivers have similar plastic pollution problems to the Ganges River? Explain your reasoning? (Yes, they have a lot of commercial traffic; no, we have different methods for managing waste.)
- Play the video First Rain, Los Angeles (1:00) for students. Draw their attention to the fact that this is in California. Remind students of Step 1, that plastic pollution is a world problem. The United States is one of the largest producers of plastic waste, and plastic pollution is a big problem here, too.
Informal Assessment
- Record thinking in the form of two-column notes, gathering information about the “Sea to Source: Ganges” river expedition, and developing relevant questions.
- Explain how questions help to understand the problem of plastic pollution better.
Extending the Learning
Students can find a local waterway and collect data about the plastic they find, then share with the class.
Subjects & Disciplines
- Conservation
- Geography
- Social Studies
Learning Objectives
Students will:
- Understand the problem of plastic pollution on the Ganges River and consider how and why it may be different from river pollution in the United States.
- Identify and then summarize the purpose of the project for their community.
Teaching Approach
- Project-based learning
Teaching Methods
- Multimedia instruction
- Reading
- Visual instruction
Skills Summary
This activity targets the following skills:
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21st Century Student Outcomes
- Learning and Innovation Skills
- 21st Century Themes
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Critical Thinking Skills
- Analyzing
- Applying
- Remembering
- Understanding
- Geographic Skills
Connections to National Standards, Principles, and Practices
Common Core State Standards for English Language Arts & Literacy
- CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
- CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
The College, Career & Civic Life (C3) Framework for Social Studies State Standards
- D1.1.6-8.: Explain how a question represents key ideas in the field.
What You’ll Need
Required Technology
- Internet Access: Required
- Tech Setup: 1 computer per classroom, 1 computer per pair, Monitor/screen, Projector
Physical Space
- Classroom
Grouping
- Large-group instruction
- Small-group work
Background Information
The Ganges River runs through India and Bangladesh. It runs from the Himalaya Mountains to the Bay of Bengal. The Ganges, also known as Ganga, is an integral part of society in this part of the world. It is a sacred river for Hindus, and believed to have cleansing and spiritual properties.
Although it is known as a healing purifier, Ganga has become heavily polluted. Plastic pollution is highly visible, and the chemical and fecal contaminate level is far beyond the safety level for humans. Animals in the river as well as the surrounding environment, are in danger.
Prior Knowledge
- None
Recommended Prior Activities
Vocabulary
(2,495 kilometers/1,550 miles) river in South Asia that originates in the Himalaya and empties into the Bay of Bengal. Also called the Ganga.
introduction of harmful materials into the surface environment.
chemical material that can be easily shaped when heated to a high temperature.
introduction of harmful materials into a body of water.
Articles & Profiles
- National Geographic: Meet the Scientific Co-Leads of National Geographic’s 'Source to Sea' Plastic Initiative
- National Geographic: National Geographic to Launch International ‘Sea to Source’ Expeditions for Inclusive Solutions to the Plastic Waste Crisis
None
Tips & Modifications
Tip
Step 1: Preview the vocabulary to see if there are any terms you need to teach in order for students to access the content of the videos or text.
Modification
Step 2: Have students annotate hard copies of the text directly or mark with sticky notes if managing the worksheet is too challenging alongside the reading.
Tip
Step 2: Periodically pause the video to give students a chance to discuss, reflect, and record their thoughts on their worksheets.
Tip
Step 3: Students can either read aloud, taking turns, and stopping to discuss after each chunk of text, or they can read silently, stopping at agreed points to discuss and clarify any questions.
Tip
Step 4: Create a “Parking Lot” on the wall in the classroom with common questions students have identified. These can be revisited throughout the unit by choosing a few at the beginning or end of each class period to answer as a group. The class can consider together whether they’ve learned enough yet to answer each question. If not, identify together what research needs to be done to answer that question.
Tip
Step 4: Students may need help describing the purpose of their research. Connect this question with the final project.
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How To Research Plastic Pollution
Students use the work of the “Sea to Source: Ganges” river expedition team to learn about different methods for data collection about plastic waste. They develop a data collection plan to help understand the impact of plastic waste in their own communities.
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Introducing the Plastic Problem
Students inventory their classroom to begin to learn about the prevalence of plastic. They consider their own regular interactions with plastic and how the utility and durability of plastic has contributed to its widespread use.
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Plastics, Plastics, Everywhere
Students learn basic background information about the plastics crisis, including what defines plastics, where plastic pollution comes from, and how it gets into the ocean. Working together as part of a publishing team, they synthesize a variety of multimedia resources to create their own Ocean Plastics Movement Model explaining the forces that affect plastics on a global scale. This lesson is part of the Plastics: From Pollution to Solutions unit.
-
How To Research Plastic Pollution
Students use the work of the “Sea to Source: Ganges” river expedition team to learn about different methods for data collection about plastic waste. They develop a data collection plan to help understand the impact of plastic waste in their own communities.
-
Introducing the Plastic Problem
Students inventory their classroom to begin to learn about the prevalence of plastic. They consider their own regular interactions with plastic and how the utility and durability of plastic has contributed to its widespread use.
-
Plastics, Plastics, Everywhere
Students learn basic background information about the plastics crisis, including what defines plastics, where plastic pollution comes from, and how it gets into the ocean. Working together as part of a publishing team, they synthesize a variety of multimedia resources to create their own Ocean Plastics Movement Model explaining the forces that affect plastics on a global scale. This lesson is part of the Plastics: From Pollution to Solutions unit.