Marine Debris
Overview: Marine debris is an environmental problem of global importance, enlisting the concern and action of scientists, policy makers, as well as the general public. This three-lesson kit focuses primarily on plastic marine debris. Students critically examine data and samples and take part in activities that explore the causes, geographical distribution, and biological impacts of marine debris. Each lesson can be completed in about 50–60 minutes, but many of the activities are discrete and can be easily rearranged to fit various curricular objectives and time constraints. A pre- and post-unit survey is included.
Lesson 1: Biological Impacts
This first lesson begins with each student completing the MARINE DEBRIS SURVEY as a pre-unit survey. A short, narrated PowerPoint presentation introduces the issue of marine debris and its biological impacts.
Lesson 2: Geographical Distribution
In the second lesson, a brief, narrated PowerPoint presentation describes the distribution of marine debris and introduces basic ocean physics. Students then work in pairs or small groups to examine the sources and dispersal of marine debris through a computer-based environmental forensics activity. Students are able to identify the source of an item of marine debris using an online ocean surface current model developed by NOAA researchers. Worksheet questions are assigned as homework.
Lesson 3: Plastics and Society
In this culminating lesson, students watch a video documentary about C-MORE’s 2008 research cruise to the "Great Pacific Garbage Patch". Afterwards, the students engage in activities that address marine debris degradation times, plastic production and consumption (through the use of a narrated PowerPoint presentation), and solutions to the marine debris problem..
MARINE DEBRIS SURVEY
Directions:
Please answer each question to the best of your ability. Circle the most correct answer.
1. Marine debris .
a. is solid material
b. includes items that were deliberately disposed of in a lake, ocean or waterway
c. is persistent
d. all of the above
2. The following things were found on a beach. Which one is most likely to be marine debris?
a. bird feather
b. log
c. bottle
d. man-o-war jellyfish
3. Plastic is .
a. found naturally in the environment
b. biodegradable
c. found throughout the water column, from the surface to the ocean floor
d. not transported by ocean currents
4. The amount of marine debris in the world's oceans is .
a. increasing
b. decreasing
c. remaining constant
d. so small that it doesn't really matter
5. Which of the following takes the longest time to decompose (break down) in the ocean?
a. aluminum can
b. fishing line
c. disposable diaper
d. waxed milk carton
6. List two ways in which marine debris can harm wildlife.
7. Explain how surface ocean currents are produced.
8. What is an albatross bolus?
9. Identify two solutions to prevent or clean up marine debris.
STUDENT WORKSHEET – STATION 1: ENTANGLEMENT ACTIVITY
Lesson 1: Biological Impacts
Name
1. Look at the IMAGES – ENTANGLEMENT ACTIVITY. For each numbered picture, write the name of the animal and the kind of marine debris in the data table below.
2. Here’s a list of animals. Each organism can be used only once.
bird – albatross bony fish lobster green turtle otter whale coral shark seal manatee bird – guillemot loggerhead turtle
3. Here’s a list of marine debris. Items can be used more than once.
net fishing line coat hanger plastic bag rope balloon ribbon six-pack ring
4. When you think you’re done, check the TEACHER ANSWER KEY to STUDENT WORKSHEET – STATIONS 1 AND 4: ENTANGLEMENT ACTIVITY.
PICTURE NO. / NAME OF ANIMAL / MARINE DEBRIS1
2
3
4
5
6
7
8
9
10
11
12
STUDENT WORKSHEET – STATION 6: ALBATROSS BOLUS ACTIVITY
Lesson 1: Biological Impacts
Driving question: How much of the bolus consists of plastic items?Investigators:
Hypothesis:
NATURAL PREY ITEMS / NUMBER
Squid beaks / a)
NON-NATURAL PREY ITEMS / NUMBER
Whole plastic items (such as toothbrushes, lighters, etc.) / b)
Plastic fragments (such as wrappers, film, Styrofoam, etc.) / c)
Wood or other vegetation / d)
Pieces of rope / e)
Metal / f)
Rocks/pumice / g)
FISHING LINE - CIRCLE ONE OF THE FOLLOWING:
Absent Present in Makes up ~1/2 of the Makes up most of the
low abundance bolus contents bolus contents
TOTAL NUMBER
Subtotal of natural prey items (a)
Subtotal of plastic items (b+c)
GRAND TOTAL of contents (sum of a through g)
DATA ANALYSIS:
What percentage of the total bolus items consist of natural prey items? ______
What percentage of the total bolus items consist of plastic? ______
DATA INTERPRETATION: Of the items that you found in the bolus, which would you predict takes the longest to degrade?
CONCLUSION: Compare your data with your hypothesis. Do your data generally support your hypothesis?
STUDENT WORKSHEET – ENVIRONMENTAL FORENSICS
Lesson 2: Geographical Distribution
Name:
Driving questions: From which river did the marine debris originate and which current(s) transported it?
Item description:
Collection location:
Collection date:
Estimated time spent in the ocean:
Language/country:
Possible river(s):
Hypothesis:
Estimated release date:
Final coordinates of trajectory from OSCURS model:
River of origin:
Relevant current(s):
How do these currents compare with the one(s) you listed in your hypothesis? Do they support your hypothesis?
Trajectory distance:
Daily current speed:
Additional Questions:
1. How could you improve your estimates of the distances traveled by the debris?
2. How would better estimates of distance affect your estimates of current speed? Explain why.
3. The color scale on the right-hand side of the ocean currents map indicates current speed in meters per second. How do your estimates of current speed compare with those indicated on the map? (Hint: Make sure values have the same units)
4. What might cause a current’s speed or direction to change?
STUDENT WORKSHEET – PLASTIC PRODUCTS: GOOD OR BAD?
Lesson 3: Plastics and Society
Name
Ever since plastics were invented, they’ve been used in more and more products. The purpose of this survey is to think about how plastic is used. For each item below, check if you think it’s a good or bad use of plastic, then name an alternative material that could be used to make that product. The bold products are in the PowerPoint slide show.
PLASTIC PRODUCT / GOOD / BAD / ALTERNATIVE MATERIAL1. Contact lens
2. Velcro ®
3. Toothbrush
4. Grocery bag
5. Chapstick® tube
6. Food wrap
7. Silly Putty ®
8. Child car seats
9. Water bottle
10. Electrical insulation
11. Surfboard
12. Mylar ® balloon
13. Measuring cup
14. Coffee cup
15. Artificial heart pacemaker
16. File folder
17. Liner in a box of crackers
18. Band-aid ®
19. "Rubber" slippers
20. Toys
21. Six-pack ring
22. ID stickers on fresh fruit
23. Compact disc (CD)
24. Drinking straw