Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Marine & Aquatic Pollution - Marine Debris: Collection and Impact AUTHOR Elizabeth Young GRADE SUITABILITY Upper Elementary Middle School SCOPE Environmental Science Ecology Social Studies Mathematics

Sequence You may use this activity at any stage of a specific environmental study. < < go top

Background Summary According to Greene (1998), in the summer of 1988, a mass of solid wastes including hypodermic syringes and other medical debris washed ashore on beaches from Massachusetts to Maryland. Litter has been found on other beaches, including remote Islands in the South Pacific. Much of the garbage is from ships that dump their waste overboard. However, other trash may be transported via rivers from landlocked states to the ocean. Most of this litter is plastic, glass, and metal (Greene, 1998). It is not only ugly but can pose a threat to many organisms. For instance, sea turtles consume large numbers of jellyfish and often mistake plastic bags for jellyfish. These bags may lodge in the esophagus of the turtle, thereby suffocating it. If the plastic bags do not get lodged in the esophagus and are passed into the stomach, the turtle cannot digest plastic and, therefore, does not feel the need to eat. This can result in the sea turtles dying of starvation. The U.S. discards more trash than any other nation in the world (Greene, 1998). Approximately 75% of all trash is disposed in landfills (Greene, 1998). However, many landfills in the U.S. are filled to capacity. Recycling and incineration of trash may aid in the waste disposal problem. However, it should be noted that incineration may result in atmospheric pollution. Recycling and rethinking our use of marine debris should be everyone's concern and responsibility. < < go top Objectives Students will be able to do the following: Understand marine debris and its sources. Describe the adverse effects of marine debris on organisms. Determine distribution and predominant types of marine debris within their own region. List potential solutions and select one action item to be conducted by a student environmental organization. < < go top Materials Official "Beach Clean up Data Card" (obtained from the Center for Marine Conservation) Trash bags (two colors are helpful for separating recyclables) Clipboards and pencils for each group Gloves First aid kit Rope, stakes, tide chart, permission slip < < go top Activity Show the Coastal Clean Up slide program available from the Center for Marine Conservation and, following the presentation, allow the students to discuss the content. List sources of marine debris (ships, sewers, commercial and recreational boaters, landfill runoff, parking lot runoff, and storm drains). Have students determine pollution sources common in their area and list, beside each source, ways to prevent the associated form of pollution. Circle in red all methods of pollution prevention students can directly accomplish. Circle in black methods students can accomplish indirectly through letter writing, interviews, and offers to assist companies. Have students volunteer to obtain special materials (data cards and gloves) and arrange to participate in the state's official coastal clean up. Introduce students to the Data Card safety measures, such as being sure they all wear gloves, what students should do in the event they find syringes or glass during the cleanup, and what prizes are available for the most unusual item found. Assist students in making arrangements for the cleanup of a nearby beach or lakeshore. During the clean up, have students categorize the types of litter they find according to the categories listed on the Data Card; award prizes for the most litter "picked up"; discuss impressions; and hypothesize where the litter originated. When students return to the classroom, arrange for those with computer skills to collect and input the data on a spread sheet. Another cooperative learning group can analyze the data and create a report that would include most common types of debris and perceived origins of debris. A third group can research ways debris affects animal and plant life on the beach and in the water. A fourth group could present the information collected to the appropriate officials. A fifth group could investigate the "Adopt a Beach" program and make recommendations as to whether that would be an appropriate action for the class. < < go top Possible Extension Access the Marine Debris World Wide Web home page through the following URL address: http://www2.ncsu.edu/unity/lockers/project/marinedebris/index.html to learn about other debris collecting programs. Create an Earth Day or science fair booth display with methods and results of the cleanup. < < go top Teacher Evaluation Check completeness of record card data. Evaluate the group activities that culminated the project with criteria the class helps develop. Create a short test based on what was learned from the coastal cleanup experience. < < go top