ELA  /  5th Grade  /  Unit 3: Protecting the Earth: Plastic Pollution

Protecting the Earth: Plastic Pollution

Students explore how plastic pollution is choking the world's oceans and explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean.

icon/ela/white

ELA

Unit 3

5th Grade

Unit Summary

In this unit, students explore how plastic pollution is choking the world's oceans. Students first learn about the history of plastic, how plastic ends up in the ocean, how plastic in the ocean impacts the ecosystem, and why it's so hard to remove plastic from the ocean once it's there. Students then explore a variety of solutions for reducing plastic waste and reducing the amount of plastic that ends up in the ocean. Students learn about large policy-based changes that can be made and also explore smaller voluntary actions they can take to make a difference. Finally, students end the unit by doing a research project aimed at educating others about the dangers of plastic and its impact on the environment. 

In this informational unit, students are challenged to explain the relationship between two or more scientific ideas, noticing how authors use description, sequence, or cause-and-effect paragraph structure to help readers notice and explain the connections between events. Students also analyze how authors use a variety of reasons and evidence to support their points, depending on their purpose for writing the text.  

Throughout the unit, students learn how to prepare for class discussions, determining which evidence best supports a particular idea and how to elaborate on that evidence. By writing daily in response to the Target Task question, students build their writing fluency, seeing the power of writing as a tool for understanding what they are reading. Students also set the foundations for strong literary analysis and opinion writing by learning how to craft strong paragraphs and multiple-paragraph essays.

Please Note: In October 2025, this unit and its lesson plans received a round of enhancements. This unit is now 27 instructional days (previously 25 days). Teachers should pay close attention as they intellectually prepare to account for the updated pacing, sequencing, and content. 

Fishtank Plus for ELA

Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.

Learn More

Texts and Materials

Some of the links in the sections below are Bookshop affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.

Core Materials

Supporting Materials

Text Selection Rationale
All Course Materials

Assessment

The following assessments accompany Unit 3.

Content Assessment

The Content Assessment pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

Cold Read Assessment

The Cold Read Assessment tests students' ability to comprehend a "cold" or unfamiliar passage and answer standards-based questions. The Cold Read Assessment can be given in addition to the Content Assessment as a pulse point for what students can read and analyze independently, a skill often required for standardized testing.

Fluency Assessment

The Fluency Assessment allows teachers to monitor students' oral reading fluency progress with a reading passage drawn from one of the unit's core texts. Find guidance for using this assessment and supporting reading fluency in Teacher Tools.

Unit Prep

Intellectual Prep

Unit Launch

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Explore Plus

Essential Questions

  • What does it mean to have a plastic pollution problem?
  • How is plastic pollution hurting the world's oceans? 
  • What steps can be taken to lessen the amount of plastic pollution in the ocean?

Reading Focus Areas

  • Authors use description, sequence, or cause-and-effect paragraph and sentence structure to help readers notice and explain connections between ideas.

  • Authors use a variety of reasons and evidence to support their points. The type of evidence an author uses depends on the author’s purpose.

Writing Focus Areas

Opinion Writing

  • Brainstorm and organize ideas before crafting an opinion statement.

  • List supporting details in order of importance.

  • Include opposing facts when proving an opinion.

  • Paraphrase accurately and concisely.

  • Group relevant information into paragraphs and sections.

  • Choose a paragraph structure that matches the purpose and main idea of a section.

  • Include signal words to show the text structure.

Informational Writing

  • Distinguish between interesting and important details when brainstorming.

  • Determine which details are the most important and best support the main point.

  • Write in a structure that supports the main idea of the paragraph and order supporting details according to the structure.

Speaking and Listening Focus Areas

  • Prepare for discussion.

  • Elaborate to support ideas. Provide evidence or examples to justify and defend a point clearly.

  • Use specific vocabulary. Use vocabulary that is specific to the subject and task to clarify and share their thoughts.

Vocabulary

Text-based

affordableartificialastoundingbiodegradeconveniencedecomposerdiscardeddisposabledramaticemanatefinitefragmentgrotesqueincentiveintriguedmechanismmicroplasticsrelentlesssynthetictragic

Root/Affix

-able-less-tionbio-de-micro-

To see all the vocabulary for Unit 3, view our 5th Grade Vocabulary Glossary.

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting All Students Teacher Tool.

Lesson Map

10
Lesson
Writing
Overview

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

Materials
  • Trash Vortex
  • Informational Writing Rubric (G5)
  • Single Point Informational Writing Rubric (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.

Materials
  • Trash Vortex
  • Single Point Informational Writing Rubric (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.

Materials
  • Single Point Informational Writing Rubric (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.

Materials
  • Informational Writing Rubric (G5)
  • Single Point Informational Writing Rubric (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

14
Lesson
Writing
Overview

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

Materials
  • Trash Vortex
  • “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”
  • Opinion Writing Rubric (G5)
  • Single Point Opinion Writing Rubric 1 (G5, U3)
  • Two Paragraph Opinion Outline (G5, U3, L14)
  • Plastic Pollution Opinion Brainstorming Note Taker (G5, U3, L14)
  • Plastic Pollution Opinion Brainstorming Note Taker Sample Response (G5, U3, L14)
Day 1 - Brainstorming

Brainstorm and organize ideas and details before crafting an opinion statement.

Materials
  • 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”
  • Plastic Pollution Opinion Brainstorming Note Taker (G5, U3, L14)
  • Plastic Pollution Opinion Brainstorming Note Taker Sample Response (G5, U3, L14)

Standards

SL.5.4W.5.1W.5.5W.5.8

Day 2 - Planning

Plan by completing an outline that includes main ideas and supporting details, listing supporting details in order of importance.

Materials
  • 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”
  • Single Point Opinion Writing Rubric 1 (G5, U3)
  • Plastic Pollution Opinion Brainstorming Note Taker (G5, U3, L14) — Completed on Day 1
  • Two Paragraph Opinion Outline (G5, U3, L14)
  • Two Paragraph Opinion Outline Sample Response (G5, U3, L14)

Standards

SL.5.1SL.5.4W.5.1W.5.1.aW.5.1.bW.5.5

Day 3 - Drafting

Include opposing facts to strengthen opinion writing.

Materials
  • 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”
  • Single Point Opinion Writing Rubric 1 (G5, U3)
  • Plastic Pollution Opinion Brainstorming Note Taker (G5, U3, L14) — Completed on Day 1
  • Two Paragraph Opinion Outline (G5, U3, L14) — Completed on Day 2

Standards

SL.5.4W.5.1W.5.1.aW.5.1.bW.5.5W.5.8

Day 4 - Revision & Editing

Use evaluative and modal words to strengthen an opinion.

Materials
  • Completed draft of the opinion project
  • Opinion Writing Rubric (G5)
  • Editing Checklist 2 (G5, U3)

Standards

L.5.3.aSL.5.1SL.5.4W.5.1W.5.5

18
Lesson
Writing
Overview

Write a paragraph that describes 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.

Materials
  • Trash Vortex
  • “Alternatives to Plastic”
  • “The Best Eco-Friendly Alternatives for the Plastic in Your Life”
  • “Eco-Friendly Plastic Bag Alternatives for Retail”
  • “10 Worst Single-Use Plastics and Eco-Friendly Alternatives”
  • “7 Eco-Friendly Alternatives to Plastics in Your Everyday Life”
  • “19 genius inventions that can stop us from using so much plastic”
  • “The natural products that could replace plastic”
  • “Paper, bamboo, Twizzlers: Restaurants consider alternatives to the plastic straw”
  • “Single-Use Plastic Straws”
  • Opinion Writing Rubric (G5)
  • Single Point Opinion Writing Rubric 2 (G5, U3)
  • Editing Checklist 2 (G5, U3)
  • Brainstorming Page 2 (G5, U3, L18)
  • Brainstorming Page 2 Sample Response (G5, U3, L18)
  • Brainstorming Page 2 Nonexample Sample Response (G5, U3, L18)
  • Single Paragraph Outline
  • Single Paragraph Outline Sample Response (G5, U3, L18)
  • Presentation Sample Response (G5, U3, L18)
Day 1 - Brainstorming

Paraphrase accurately and concisely.

Materials
  • Trash Vortex
  • “Alternatives to Plastic”
  • “The Best Eco-Friendly Alternatives for the Plastic in Your Life”
  • “Eco-Friendly Plastic Bag Alternatives for Retail”
  • “10 Worst Single-Use Plastics and Eco-Friendly Alternatives”
  • “7 Eco-Friendly Alternatives to Plastics in Your Everyday Life”
  • “19 genius inventions that can stop us from using so much plastic”
  • “The natural products that could replace plastic”
  • “Paper, bamboo, Twizzlers: Restaurants consider alternatives to the plastic straw”
  • “Single-Use Plastic Straws”
  • Single Point Opinion Writing Rubric 2 (G5, U3)
  • Brainstorming Page 2 (G5, U3, L18)
  • Brainstorming Page 2 Sample Response (G5, U3, L18)
  • Brainstorming Page 2 Nonexample Sample Response (G5, U3, L18)

Standards

L.5.4.cSL.5.4W.5.6W.5.7W.5.8W.5.9

Day 2 - Planning

Plan for writing by creating an outline that includes a topic sentence and relevant details for each section.

Materials
  • Single Point Opinion Writing Rubric 2 (G5, U3)
  • Brainstorming Page 2 (G5, U3, L18) — Completed on Day 1
  • Brainstorming Page 2 Sample Response (G5, U3, L18)
  • Single Paragraph Outline
  • Single Paragraph Outline Sample Response (G5, U3, L18)

Standards

W.5.1.aW.5.1.bW.5.2.aW.5.2.bW.5.2.eW.5.7W.5.9

Day 3 - Drafting

Use signal words and phrases to show the relationship between ideas in a paragraph.

Materials
  • Single Point Opinion Writing Rubric 2 (G5, U3)
  • Single Paragraph Outline — Completed on Day 2
  • Single Paragraph Outline Sample Response (G5, U3, L18)

Standards

SL.5.4W.5.1W.5.1.aW.5.1.bW.5.2.aW.5.2.bW.5.2.eW.5.7W.5.9

Day 4 - Revision & Editing

Add or change specific facts and details to make general descriptions more effective.

Materials
  • Completed draft of all three paragraphs — (Completed during Lesson 10 and Day 4 of Lesson 17)
  • Editing Checklist 2 (G5, U3)

Standards

L.5.3.aW.5.2.b

Day 5 - Publishing

Elaborate on reasons by adding text features to support the main ideas.

Materials
  • Revised on Day 4 — Revised on Day 4
  • Trash Vortex
  • Opinion Writing Rubric (G5)
  • Single Point Opinion Writing Rubric 2 (G5, U3)
  • Presentation Sample Response (G5, U3, L18)

Standards

SL.5.4SL.5.5W.5.1W.5.1.aW.5.1.bW.5.2.aW.5.6W.5.7

Common Core Standards

Core Standards

RI.5.3
RI.5.8
RI.5.9
W.5.1
W.5.1.a
W.5.1.b
W.5.2
W.5.2.a
W.5.2.b
W.5.2.e
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
L.5.1
L.5.1.e
L.5.2.a
L.5.2.e
L.5.3
L.5.3.a
L.5.3.b
L.5.4.c
SL.5.1
SL.5.4
SL.5.5
SL.5.6

Supporting Standards

RI.5.1
RI.5.4
RI.5.7
RI.5.10
RF.5.3
RF.5.4
W.5.4
W.5.9.b
W.5.10
L.5.1.a
L.5.2
L.5.4
L.5.4.b
L.5.5
L.5.6
We Handle Materials So You Can Focus on Students

We Handle Materials So You Can Focus on Students

We've got you covered with rigorous, relevant, and adaptable ELA lesson plans for free