Afterwards the teacher facilitates a picture-brainstorm with the theme “Where do we find plastic in- and around the ocean?” The students should find photos on the internet that illustrate and identify the problem. They need to choose and print one picture, and describe the problem (Annex 1 ).
They start by asking his/her classmate the question: “What do you see on my photo?” before presenting their picture and their thoughts. Afterwards, they switch. The teacher facilitates the activity. He/She stops the conversation after 2-3 minutes and let the outer circle rotate. Make 3 rotations in the circle to help students make their presentation more accurate and nuanced by repeating the words. Turn the activity into “Quiz and Trade” (movie clip introducing quiz and trade ) for sharing the plastic-pictures with each other and sharing their knowledge and pictures.
The activity ends with a class conversation on places where there are plastic pollution.
Put the pictures together on the floor. The teacher asks the students: “Can we sort the pictures in groups/areas?” The students talk in pairs, and before putting the picture on a wall, the class agrees on which groups they choose.
The areas/groups could be on the beach, the seabed, out on the open sea, plastic island, in the city and streams.
The class is divided into groups of 2-4 students.
Each group chooses an area/habitat that they want to work on. The students would then create and invent a solution for reducing pollution and the discharge of plastic in their chosen area.
The students start by brainstorming together. They must make a common mind map of what their invention should be able to do. (30 minutes)
Each member draws and writes a suggestion on their own paper. (10 minutes.)
Members present their suggestion for the group. The group then decides which idea they will use. Perhaps they can combine their ideas and make an even better new group idea. (30 minutes.)
idea” and presentation
Each group now have to draw and build their “Plastic fantastic idea” for collecting or avoiding plastic in the water.
They can use ice sticks, straws, recyclable materials, cardboard, glue gun, rubber band, etc. Their model does not have to be able to work with a motor, but they must be able to explain how it works, and the idea behind it. They must be able to argue that solves the problem. At the end of the project, they must make a presentation that includes:
A description of the problem;
A drawing of their invention;
A description of their invention and explanation of how it works; and
A physical model of their invention.
Tips for the teacher
Tips for the teacher
Tips for the teacher
As an introduction to the course, it is recommended that the students to go for a walk to a beach and collect plastic (see Portugal course), and take pictures for the picture wall.
In the course, the students' knowledge of plastic pollution must be brought into play. They must ask questions and use their curiosity.
Depending on the teacher, the course can be made into an “inventor competition,” wherein a winner of the Best Invention is chosen. This increases motivation and commitment.
If there are disagreements within the group about the model, it should be encouraged to hold a group meeting somewhere away from their model. Here, they can review their brainstorm paper and argue for what decision they have to make. They must only return to work once they have agreed on which solution to use.
The presentation of the finished products and solutions can either be made in front of the whole class so that everyone hears all solutions, or using the model “double circles” wherein the groups practice presenting several times with a few listeners.
Follow-up/Inspiration for the future
Subsequently, students can develop ideas for recycling the collected plastic, e.g., plastics collected from the sea can be used for benches: https://www.youtube.com/watch?v=d-ilG_f1bVg&feature=emb_title
The class is divided into two groups of equal amounts. Each group becomes a circle, one inside the other, facing each other. The teacher then guides discussion of the students by providing discussion topics. In some cases, these topics can be provided ahead of time, so students can prepare their responses to share with multiple people. In others, students are required to think on the spot. Students are told to move in their circle formations, so they are paired up with different people to discuss.
After writing down a text together, to get an informational background on a current issue -- such as human trafficking -- students create an inside/outside circle. The teacher stands in the center of the circle, providing guide questions, such as "Who is the most common victim human traffickers?," "What are the main reasons that these people can take advantage of them?," "What are some of the most disturbing aspects of human trafficking?," "What is a way human trafficking can be ameliorated?," etc.