How does surface water contamination in our local area impact downstream environments?
In this lesson, students will examine the problem of trash pollution in bodies of water through local and global lenses. They will begin to explore the topic of water quality and the concept of civic action, as well as practice skills related to the scientific method.
How does trash end up in rivers and lakes?
- Discover how trash can end up in bodies of water
- Practice analyzing human-environment interaction within the context of a lakeshore cleanup effort
- Use maps (including a floodplain map) to identify and make predictions about local bodies of water
How are our local bodies of water threatened by trash pollution?
- Learn how to use a GPS-based mapping tool (the Marine Debris Tracker app)
- Practice making predictions
- Conduct a geography-related “experiment” that involves collecting and analyzing data
- Create impactful data visualizations
How might the contamination of our local bodies of water affect other communities?
- Learn about the causes and effects of trash pollution in the ocean
- Use a map to trace the routes that connect local bodies of water to the ocean
- Brainstorm solutions to problems related to trash pollution in bodies of water
Discipline: Social Studies
Sub-discipline(s): Geography
Grade level: 9-12
Summative Performance Task
Description: The students will present what they have learned throughout this lesson about trash pollution in bodies of water via either a slideshow presentation or a pamphlet.
Assessment method(s): Slideshow presentation; pamphlet
Assessment criteria:
- Does the student’s end product display sufficient effort (e.g. Is it neat and largely free from errors? Is it eye-catching? Did it take some time and effort to create?
- Did the student explain multiple ways that trash can end up in bodies of water
- Did the student correctly identify local bodies of water that are likely to be affected by improper waste disposal at the location in question
- Did the student clearly and accurately explain how water travels via rivers and streams to the ocean
- Did the student use maps to illustrate their ideas?
- Did the student describe multiple negative effects of trash pollution in bodies of water?
- Did the student clearly, accurately, and thoroughly explain the Marine Debris Tracker experiment?
- Did the student clearly, accurately, and thoroughly describe the results of the Marine Debris Tracker experiment?
- Did the student use data visualization tools to explain their analysis of the experiment data?
- Did the student’s end product include some sort of call to action?
Taking Informed Action
Description: The students will use what they have learned throughout this lesson to initiate or participate in an effort to address trash pollution in local bodies of water (such as a cleanup day). They may incorporate the Marine Debris Tracker app and/or their summative presentations.
Assessment method(s): Varies
Assessment criteria: Varies
Types of activities featured in this lesson plan...
C3 Standards
- D2.Geo.1.9-12 Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.
- D2.Geo.2.9-12 Use maps, satellite images, photographs, and other representations to explain the relationships between the locations of places and regions and their political, cultural, and economic dynamics.
- D2.Geo.4.9-12 Analyze the relationships and interactions within and between humans and physical systems to explain reciprocal influences that occur among them.
- D2.Civ.5.9-12 Evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
Interdisciplinary Connections
Give your students a more integrated educational experience
Overlapping standards and skills
- Science: In this lesson, particularly in the second section, the students will have a chance to practice skills associated with the scientific method, such as making predictions, collecting and analyzing data, and presenting findings.
- Science: The physical geography topics discussed in this lesson could also be discussed in an earth sciences class.
- Civics: In this lesson, the students are given a brief and informal introduction to the concept of civic action, though the actual term is not used here. In figuring out where trash pollution in bodies of water comes from and brainstorming ways to address this issue, the students walk themselves through the civic action process (they identify a problem, study that problem, weigh the pros and cons of different solutions, and eventually take civic action to try to address the problem).
More introductory lessons
Science Lesson: Why is water important?
Interdisciplinary Lesson: How are we and our communities affected by water quality?
Civics Lesson: How does Nebraska’s current legislation address the issue of statewide water quality?