Protecting the Earth: Plastic Pollution

Explain what it means to have a "plastic problem."

“Single-Use Plastics” — Figure 1.2–Figure 1.8 (Print pages 3–7 in packets for students)
Note Taking Page (G5, U3, L1)

Standards

RI.5.3

Explain how plastic ends up in a gyre and what happens to it once it is there.

Trash Vortex pp. 4–10 — to the top

Standards

RI.5.3

Explain why the author uses the words grotesque, astounding, and dramatic to describe what Moore and his team found.

Trash Vortex pp. 10–13

Standards

L.5.4.cRI.5.3

Language

Combine sentences using prepositions and relative pronouns.

Editing Checklist 1 (G5, U3)

Standards

L.5.3.a

Explain how Leo Baekeland invented plastic.

Trash Vortex pp. 14–20 — (End of first paragraph)
Sequence of Events Graphic Organizer

Standards

L.5.3.aRI.5.3

Analyze how plastic became such a large part of everyday life.

Trash Vortex pp. 20–25 — start from the bottom paragraph

Standards

L.5.2.aL.5.3.aRI.5.3

Explain what evidence the author uses to emphasize how much plastic is in the ocean and its impact on the ecosystem.

Trash Vortex pp. 26–31

Standards

L.5.3.aRI.5.3RI.5.8

Analyze how plastic has a negative impact on ocean ecosystems and humans.

Trash Vortex pp. 32–40
Editing Checklist 1 (G5, U3)

Standards

L.5.3.aRI.5.3RI.5.8

Explain what the author means by the quote, "we need to think about the items we are using not just on beaches, but also inland and communities far upstream as well."

Trash Vortex pp. 40–43
“Single-Use Plastics” — Figure 1.2–Figure 1.8
Editing Checklist 1 (G5, U3)

Standards

L.5.3.aRI.5.3RI.5.8

Writing

Overview

Write two strong paragraphs describing why we have a plastic pollution problem and how plastic pollution impacts the ocean.

Trash Vortex
Informational Writing Rubric (G5)
Single Point Opinion Writing Rubric 1 (G5, U3)
Two Paragraph Outline (G5, U3, L10)
Brainstorming Page 1 (G5, U3, L10)
Brainstorming Page 1 Sample Response (G5, U3, L10)

Day 1 - Brainstorming

Distinguish between interesting and important details to support the main idea of each paragraph.

Trash Vortex
Single Point Opinion Writing Rubric 1 (G5, U3)
Brainstorming Page 1 (G5, U3, L10)
Brainstorming Page 1 Sample Response (G5, U3, L10)

Standards

W.5.2W.5.2.bW.5.9

Day 2 - Planning

Group and order details based on the paragraph structure.

Single Point Opinion Writing Rubric 1 (G5, U3)
Two Paragraph Outline (G5, U3, L10)
Brainstorming Page 1 (G5, U3, L10) — Completed on Day 1

Standards

W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.9

Day 3 - Drafting

Include signal words that support the structure of the paragraph.

Informational Writing Rubric (G5)
Single Point Opinion Writing Rubric 1 (G5, U3)
Two Paragraph Outline (G5, U3, L10) — Completed on Day 2
Brainstorming Page 1 (G5, U3, L10) — Completed on Day 1

Standards

W.5.2W.5.2.aW.5.2.bW.5.2.eW.5.9

Language

Show the relationship between two ideas using a conjunction.

Editing Checklist 2 (G5, U3)

Writing

Write an opinion piece defending whether or not single-use plastics should be banned by citing evidence from multiple texts and building an argument.

All unit texts
“Queensland passes laws banning 'killer' single-use plastics”
“'People need them': The trouble with the movement to ban plastic straws”
“Mythbusting: 5 common misperceptions surrounding the environmental impacts of single-use plastics”
Grade 5 Literary Analysis and Opinion Writing Rubric
Two-Paragraph Outline — (Use outline depending on students' needs)
Three Paragraph Outline — (Use outline depending on students' needs)
Plastic Pollution Note-Taker

Standards

L.5.2.eL.5.3.aRI.5.8SL.5.1SL.5.4W.5.1W.5.1.aW.5.1.bW.5.5W.5.8

Explain what strategies the author recommends to help reduce the amount of plastic in the ocean and the pros and cons of the strategies.

Trash Vortex pp. 44–48

Standards

RI.5.3RI.5.8

Explain what strategies the author recommends to help reduce the amount of plastic in the ocean and the pros and cons of the strategies.

Trash Vortex pp. 49–55

Standards

RI.5.3RI.5.9

Explain what "stealth microplastics" are and what steps we can take to reduce plastic waste from microplastics.

“Ten 'stealth microplastics' to avoid if you want to save the oceans”

Standards

RI.5.3

Describe how Shelby’s actions show that a single person can make a difference.

“A Girl Scout's letters spurred companies to cut down on using plastic straws”
“Little girl, big difference: 4th grader's idea helps reduce trash at Pikes Peak region-area elementary school”

Standards

RI.5.3RI.5.8

Assessment

Content Assessment
Fluency Assessment

Writing

Write multiple paragraphs that describe a solution for reducing the school’s use of plastic after researching different alternatives. Create a presentation to convince others around the school to take part and minimize the school’s use of plastic.