BeMED 11. Single–Use Plastic Hunt
Single–Use Plastic Hunt
Ms Maria Baldacchino
|Preparation Time||15 minutes|
|Estimated Duration||3 lessons of 45 minutes each|
|Site||School/Home: Students may spread the knowledge to the family and become the owners of positive change.|
|Educational objectives||To reduce / eliminate the use of single-use plastics from our daily usage.|
|Learning Outcomes||– I can justify the importance of identifying problems, reflecting critically, thinking creatively and having a wider vision in order to plan for the future and become an effective agent of change.
– I can critically assess processes of change in society and envision a more equitable and sustainable world.
– I can identify priorities and evaluate potential consequences of different decisions and actions.
– I can involve myself and others in real-world issues to bring about a positive difference.
– I am a critically reflective person and am able to evaluate decisions, choices and actions.
– I am responsible for my actions and capable of anticipating, adapting to and facing change.
– I can reflect upon the consequences of my actions on present and future generations.
– I am motivated to make a positive contribution to other people and their social and natural environment, locally and globally.
– I can live in harmony with myself, others and the natural world at a range of levels from the local to the global.
– I have a future-oriented perspective for how I live my life as a citizen of the world.
|Link to SDGs||SDG 6: Clean Water and Sanitation
SDG 12: Responsible Consumption and Production
SDG 14: Life Below Water
|Educational resources required||Internet connection
Appendix 11.1 – Activity Sheet – Word Search: Ways to reduce your single-use plastic
Appendix 11.2 – Activity Sheet 2 – Single-Use Plastic Lifecycle
Appendix 11.3 – Activity Sheet 3 – Single-Use Plastic Hunt
Appendix 11.4 – Activity Sheet 4 – Ways to Reduce your Single-Use Plastic
|Remote preparation||Teachers may assign research on what are single-use plastics and brainstorm with the students on ideas to reduce these single-use plastics.|
The activity is to convey the message and instill the correct mentality of protecting our marine life, by outlining the basic items we use on a daily basis that may seem innocent but create a big negative impact on the marine environment, once disposed of.
The first activity is a word search, Appendix 11.1. The words are based on the information provided in Appendix 11.2 – Single-Use Plastic Lifecycle, which shows information on common plastic items used on a daily basis such as straws, coffee pods, plastic bottles, and the like.
At the end of this activity the following video link may be accessed:
How plastic hurts the world:
The next step is for the students to go on a Single-Use Plastic Hunt, using Appendix 11.3, of plastic household items which they will colour in and strike off by using the famous X marks the spot.
They will assign a numerical score to every item they find, based on the Single-Use Plastic Lifecycle, Appendix 11.2. These items which are on the list are common household items which end up in the sea.
At the end of the hunt the student will add up the scores that the items have been assigned. The total score will then be translated into a statement: Eco-friendly, Attention required, Alarming – High Usage. This table is provided in Appendix 11.3.
After this Plastic Hunt activity, the students will explore Appendix 11.4 – Ways to Reduce your Single-Use Plastic, where the students will see the alternatives to reduce and replace single-use plastic items.
This will create awareness in the students’ household.
|Follow-up activities||Students can be encouraged to use social media platforms such as Tik-Tok, Instagram, Facebook, YouTube, and the like, provided by the school, family or eNGO (as long as they are approved/given permission) to create a message that outlines the importance of marine life conservation in the form of a slogan, monologue, dance, script or anything that captures the student’s imagination.|