Subjects: Biology

BEMED Educational Resource Pack – Clean Seas by Eco-Schools Malta

Plastic pollution is one of the greatest environmental disasters affecting the oceans. Once discarded into the natural environment, plastic can take up to 500 years to disappear. Every year, more than 8 million tons of plastic litter is thrown into the ocean. Drifting between waters, it can be ingested and can strangle or suffocate many animal species. Under the effect of the sun, it breaks into fragments called microplastics that can be ingested by fishes and enter the food-chain, which can have lasting impacts on human health.

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BeMED 19. Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork

Title Gathering data to measure the extent of beach litter on a beach – Biology/Science Fieldwork Author Cynthia Caruana Age Guide Year 8–11 Subject Area Integrated Science, Biology, Education for Sustainable Development Preparation Time 30 minutes Estimated Duration 120 minutes on site 60 minutes follow-up for learners (in case of report or publication) Site Rocky/ Sandy beach of your own choice All learning resources are being provided for: Golden Bay Sandy Beach, Għajn Tuffieħa in Malta Resources can be adapted for other beaches. Educational objectives –    Learners will investigate the litter that may be found at the beach, including its origin and possible method of dispersal as well as identify whether litter is biodegradable and non-biodegradable. –    Learners will assist in a clean-up and learn to dispose of the litter found on the beach in their appropriate waste bag. –    Learners will use simple calculations to find the area studied and the percentage frequency of the litter found as well as weighing mass of micro-plastics and waste found. –    Learners will use observation skills, estimation, data collection and skills of analysis together with teamwork. Learning Outcomes –    I can describe what is littering the beach and investigate the frequency of the most common litter items. –    I understand the relationship between humans and marine organisms. –    I can critically assess and give a rating to the quality of a beach in terms of its litter. –    I recognize the importance of taking action to reduce the impact of the beach litter problem. Link to SDGs SDG 12: Responsible Production and Consumption SDG 14: Life below Water SDG 15: Life on Land Educational resources required Appendix 19.1 – Background information Appendix 19.2 – Consent form Appendix 19.3 – Map of area under study (Golden bay, Malta) Appendix 19.4 – Traced map Appendix 19.5 – Weather forecast Appendix 19.6 – Worksheet 1 Appendix 19.7 – Adapted worksheet Appendix 19.8 – Different origins of litter Learners will bring their own: ·       Tablet/writing materials ·       Photo camera/mobile ·       Gloves ·       Small jar for collecting micro-plastics ·       Spade and bucket Equipment needed for each working group: ·       Frame Quadrat ·       Sieve ·       Waste bags for collection: grey bag for plastics, black bag for general waste, white/organic waste bag and reusable container such as bucket for glass ·       Weighing scales (1 to share between groups) ·       Tape measure (1 to share between groups) Remote preparation (if applicable) ·       1 week before activity day, learners’ parents/guardians need to sign consent form to allow them to participate in activity (Appendix 19.2) ·       1 day before activity day, learners will need to download or print (depending if tablet will be used) a map of the area (Appendix 19.3), the area is to be traced on a sheet of tracing paper (Appendix 19.4) ·       Weather Forecast for activity day (Appendix 19.5) ·       Download or print-outs of worksheet for data collection (Appendix 19.6 or 19.7) ·       Proper attire for lesson including boots and waterproof jacket Planning Considerations Weather: if inclement weather …

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Eco-Gozo Resources

Various resources for schools available here

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Biology Fieldwork – Plastic Oceans and Coastal Fieldwork

The DQSE Biology syllabus indicates the use of diverse fieldworks during the scholastic year. The idea of introducing a coastal fieldwork arose from the need to expose Biology students to the theory and practice of coastal and marine ecosystems.

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