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Plastics Fieldwork: Assessing Plastic Pollution in School Grounds

This lesson focuses on planning, conducting, and analyzing fieldwork to assess the level of plastic pollution in school grounds. Students will gather data, represent it using tables, charts, and maps, and suggest ways to reduce plastic pollution.

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Plastics Fieldwork: Assessing Plastic Pollution in School Grounds

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  1. Lesson 8 Plastics fieldwork (school grounds) Ocean Plastics Geography | 11-14

  2. Lesson 8: Plastics fieldwork (school grounds) • Plan fieldwork including risk assessment • Plan and carry out data collection • Represent data using tables, charts and maps • Analyse fieldwork data and draw conclusions • Suggest ways of improving the area in terms of reducing plastic pollution • Evaluate fieldwork methods and results

  3. Lesson 8: Plastics fieldwork (school grounds) How do we gather and record environmental data? How do we use the fieldwork enquiry cycle?

  4. Lesson 8: Plastics fieldwork (school grounds) Geographical fieldwork enquiry cycle

  5. Lesson 8: Plastics fieldwork (school grounds) They include single use plastics such as: Straws Plastic carrier bags Plastic water bottles Plastic can rings Plastic items such as these are harming our land and our oceans.

  6. Lesson 8: Plastics fieldwork (school grounds) What questions do you want to ask about what you can see? What can you see?

  7. Lesson 8: Plastics fieldwork (school grounds) Out task is to assess the level of plastic pollution, and how it affects the environmental quality of our school grounds. Our fieldwork

  8. Lesson 8: Plastics fieldwork (school grounds) Howdo geographers carry out their fieldwork?

  9. Lesson 8: Plastics fieldwork (school grounds) Which outdoor area in the school grounds do you think is the best to be in and which is the worst? What do you think is a ‘good’ environment and what is a ‘bad’ environment?

  10. Lesson 8: Plastics fieldwork (school grounds) Teacher note: Add two images of your school site to the powerpoint before using. They are needed for the tasks on the next two slides.

  11. Lesson 8: Plastics fieldwork (school grounds) Using your ‘good’ things (clean, how much greenery, peacefulness, etc.) create a table with five categories that could be used to judge other areas:

  12. Lesson 8: Plastics fieldwork (school grounds) Teacher note: Add two images of your school site to the powerpoint before using. They are needed for the tasks on the next two slides.

  13. Lesson 8: Plastics fieldwork (school grounds) Now look at the two areas again and judge them formally using the table you have just created. The numbers are measures of the area’s environmental quality. To work out an overall score add all the numbers together and divide by five.

  14. Lesson 8: Plastics fieldwork (school grounds) Fieldwork sample sites Teacher note: insert a map of the local area with sample sites marked.

  15. Lesson 8: Plastics fieldwork (school grounds) Geographical fieldwork enquiry cycle

  16. Lesson 8: Plastics fieldwork (school grounds) To find out the plastic pollutionstatus of different areas of the school campus grounds, what do you think you could do? Working in pairs suggest how could gather field data to help to find out about the plastic pollution of different areas of the school campus grounds. After a short period of time you will pair share your ideas with another group, to agree your best suggestions. Be ready to share your best suggestions with the class and be ready to explain what you would do and why.

  17. Lesson 8: Plastics fieldwork (school grounds) Recording your fieldwork • For this fieldwork you will be given a table on which to record: • types of plastic pollution at each test site and • an Environmental Quality mark out of 5 at each test site. • You will also record the types of litter and plastic pollution and the proportion of plastic as a percentage of the total litter at each site.

  18. Lesson 8: Plastics fieldwork (school grounds) Beyond the planning stage – an overview • Your tasks will be to complete the table while doing your fieldwork and to take photos if you wish. • Then organise and present your data from the table using maps and graphs and photos. • Then analyse your data and come to a conclusion or conclusions about the best and worst parts of the school grounds.

  19. Lesson 8: Plastics fieldwork (school grounds) Complete a risk assessment for your fieldwork Think of the risks you could face and solutions to them. Put there in a table with two columns. Risk: falling on bumpy ground Action: walk rather than run. Look carefully Risk: steep, slippery slope Action: keep clear Risk: moving cars Action: Look, listen and think. Stay close to adults

  20. Lesson 8: Plastics fieldwork (school grounds) Now carry out your fieldwork. Use the categories on your table to assess the plastic pollution environmental quality of your school grounds.

  21. Lesson 8: Plastics fieldwork (school grounds) Fieldwork done! Good job!

  22. Lesson 8: Plastics fieldwork (school grounds) Field work done! Good job! What did you find out about the best and worst site in the school grounds? • Complete the compulsory data presentation tasks: • Create a table that ranks environmental quality . • Draw a clustered block chart that shows the number of plastic and non-plastic items of litter for each site. • Create a map of the local area, with each sample site marked, and use a key to show the level of litter for each site. 2. Complete any of the optional challenge activities.

  23. Lesson 8: Plastics fieldwork (school grounds) Methods to show your environmental quality survey Both can be done on computer or by hand. Annotated map - if photos have been taken, these can be added. Bar chart

  24. Lesson 8: Plastics fieldwork (school grounds) Methods to show your plastic pollution surveys Divided bar graph Pie chart Bar chart Pictograph

  25. Lesson 8: Plastics fieldwork (school grounds) Geographical fieldwork enquiry cycle

  26. Lesson 8: Plastics fieldwork (school grounds) Analysis of your maps and graphs Is there a pattern as to where the best and worst sites are for plastic pollution?What is the pattern? How can the pattern be explained?

  27. Lesson 8: Plastics fieldwork (school grounds) Geographical fieldwork enquiry cycle

  28. Lesson 8: Plastics fieldwork (school grounds) How could the site(s) be improved? Choose the siteyou thought was the worst for plastic pollution and come up with a plan to improve it. Fill in the sheet you will be given with your ideas.

  29. Lesson 8: Plastics fieldwork (school grounds) How to improve your chosen place

  30. Lesson 8: Plastics fieldwork (school grounds) Finally, you must evaluate your fieldwork Was your original learning objective answered or not?LO: To assess the plastic pollution environmental quality of your school grounds.You decide and give your reasons for your decision.

  31. Lesson 8: Plastics fieldwork (school grounds)

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