13 minute read
The Plastic Problem: Learning from Germany’s Recycling Success & Addressing Challenges with Bioplastics” by Christina Rosenthal
Next Generation Science Standards (NGSS)
Materials needed
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Student computer access
Digital or hardcopies of articles (listed under Explore – Gathering Information in lesson)
Materials to make milk-casein bioplastic and/or corn starch bioplastic foil (see in lesson)
Phenomenon
Plastic is ending up in water sources and harming living things all over the world!
Engage Watch the listed videos of plastic affecting the environment.
Explore
Explain
Create a Prototype
Elaborate
Evaluate Student‘s jigsaw - read (1) articles in groups about Germany’s plastic use and its recycling program. Students conduct computer research to improve their school’s recycling program to reduce plastic waste.
Students will be solving 2 problems: Improving recycling systems at their school and replacing petroleum-based plastics with bioplastics. Students write persuasive letters, based on their research and projects to German and American governments.
Students can choose which type of bioplastic they would like to make. They can make both milkcasein plastic and starch plastic foil, if time allows.
Understand: Students will be working to reduce the amount of plastic that ends up in landfills from their schools.
Assess: Students assess the amount of plastic that ends up in landfills from their schools, and make a plan to reduce the amount of plastic used at their schools.
Act: They should document their work to share with their community, encouraging families to follow their plans at home. Students can meet with local politicians, like the city council, to make reducing plastic use a city-wide movement.
Students work in groups to create a final project of their choice to share with the public.
INQUIRY OVERVIEW
Students will explore the environmental impacts of single-use plastics and ways to reduce the amount of plastic ending up in landfills and oceans worldwide. Students will research what Germany does to be the top recycler in the world, and will implement better recycling procedures at their school, based on German systems. They will research why, despite its top recycling status, Germany needs to do a better job reducing its plastic use. Students will engineer bioplastics using milk, corn, and other plant sources, and will test the compostability of their products. They will make recommendations to German and American governments about reducing plastic use and replacing traditional petroleum-based plastics with compostable bioplastics.
TEACHER BACKGROUND
Plastic waste ends up in the environment as whole pieces that pollute our parks and harm animals, chemicals that seep into water supplies, and microplastics that we consume without even realizing it. Plastic can take 1000 years to biodegrade, so we need to take action to stop plastic from entering landfills in the first place. Some plastic can be recycled, and we can look to countries who recycle most of their plastic waste, like Germany, as models of good recycling systems. However, recently, much of the recycling that is being sent to recycling plants in other countries is not being recycled at all, but is instead being dumped into landfills. Germany has been slow to reduce its plastic use, despite its status as the world’s top recycler. Therefore, Germany, and all countries of the world, need to stop making new plastics.
Bioplastics can be used to replace many traditional petroleum-based plastics, and, if disposed of properly as compost waste, they can decompose in a matter of months. Some bioplastics can be made of readily available, plant-based materials in the classroom. It is important to note that while bioplastics can decompose quickly, their production creates other environmental impacts and bioplastics can still injure animals if they get into the environment.
SUGGESTED TIME FRAME: 7-10 50-minute class sessions (students will want to periodically check on projects over the next few months)
MATERIALS NEEDED
Student computer access Digital or hardcopies of articles (listed under Explore – Gathering Information) Milk casein bioplastic: Corn starch bioplastic foil: • Beaker • Graduated cylinder • Milk • Cornstarch • Microwave or hotplate • Vinegar • Graduated cylinder • Vegetable glycerine • White vinegar • Water • Paper towels • Hotplate • Spoon • Pot • Cookie-cutters, glitter, food coloring, markers • Small spatula (all optional)
NEXT GENERATION SCIENCE STANDARDS (NGSS)
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
KEY LITERACY CONNECTIONS
CCR Reading Anchor #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCR Writing Anchor #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCR Writing Anchor #7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
RELEVANT DOMAIN(S) OF DISCIPLINARY CORE IDEAS
Physical Sciences PS1: Matter and its interactions
Life Sciences LS2: Ecosystems: Interactions, energy, and dynamics
Earth and Space Sciences ESS3: Earth and human activity
Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society
SCIENCE AND ENGINEERING PRACTICES
1. 2. 3. 4. 5. Planning and carrying out investigations Analyzing and interpreting data Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
CROSSCUTTING CONCEPTS
1. 2. Cause and effect: Mechanism and explanation Scale, proportion, and quantity
3. 4. Structure and function Stability and change
PHENOMENON
Plastic is ending up in water sources and harming living things all over the world!
ENGAGE - INTRODUCTORY ACTIVITY/HOOK
1. Watch videos of plastic affecting the environment: • United Nations. (2017, May 4). Plastic Ocean [video].
YouTube. https://www.youtube.com/watch?v=ju_2NuK5O-E.
Kurzgesagt – In a Nutshell. (2018, July 1). Plastic Pollution: How Humans are Turning the World into Plastic [video]. YouTube. https://www.youtube.com/watch?v=RS7IzU2VJIQ.
TED-ed. (2015, April 21). What really happens to the plastic you throw away - Emma Bryce [video]. YouTube. https://www.youtube.com/watch?v=_6xlNyWPpB8.
VICE News. (2018, August 31). China’s Waste Ban Is Causing A Trash Crisis In The U.S. (HBO) [video]. YouTube. https://www.youtube.com/watch?v=NK20t11He14.
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3. Students research the environmental impacts of plastics. Share findings and create a class list of the reasons we need to reduce new plastic use.
Ask students to connect the plastic problem to the United Nations Sustainable Development Goals. • United Nations Sustainable Development. (n.d.). Take Action for the Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-development-goals/.
ANTICIPATED GUIDING QUESTIONS
If we do not see much plastic trash in our city’s parks, is plastic waste still a problem? Which SDGs (Sustainable Development Goals) are related to the effects of plastic waste problems? Is it better to reduce, reuse, or recycle? Is it enough to be really good at recycling and use as much plastic as we want? Is replacing petroleum-based plastic with bioplastic a perfect solution? What more could we do? What do you see happening to plastic waste at your school? In your city?
EXPLORE - GATHERING INFORMATION
1. Tell students that Germany is known for being the best at recycling in the world. However, they still have a lot of work to do to stop plastics from ending up in the environment. Students jigsaw-read (1) articles in groups about Germany’s plastic use and its recycling program. Students summarize the main idea of their article to present to the class.
Germany good at recycling: Eddy, M. (2016, November 28). Germany Gleefully Leads List of World’s Top Recyclers. New York Times. https://www.nytimes.com/2016/11/28/world/what-in-the-world/germany-gleefully-leads-list-of- worlds-top-recyclers.html.
Recycling is not enough: Koschyk, M. (2018, May 28). Germany’s waste problem: Recycling isn’t enough. DW. https://www.dw.com/en/germanys-waste-problem-recycling-isnt-enough/a-43967997.
Recyclables not actually being recycled: Dobush, G. (2019, July 19). The Brutal Reality Of Being The World’s ‘Best’ Recycler. Huffington Post. https://www.huffpost.com/entry/germany-recycling-reality_n_5d30fccbe4b004b6adad52f8.
Germany slow to reduce plastics: Smee, J. (2018, January 30). Germans slow to bin plastics habit. DW. https://www.dw.com/en/ germans-slow-to-bin-plastics-habit/a-42355554.
Germany’s plan to reduce plastic waste: Deutsche Welle. (2018, November 26). Germany unveils 5-point plan to reduce plastic waste. https://www.dw.com/en/germany-unveils-5-point-plan-to-reduce-plastic-waste/a-46455503.
Pros & Cons of bioplastics: Therre, D. (2018, November 14). Bioplastics: Great green hope or a false promise? DW. https://www.dw.com/en/bioplastics-great-green-hope-or-a-false-promise/a-46199201.
2. (1) Reading Rockets. (2020, March 13). Jigsaw: Classroom Strategy. Retrieved October 19, 2020, from https://www.readingrockets.org/strategies/jigsaw.
Students conduct computer research to improve their school’s recycling program to reduce plastic waste. They should research what Germany does to recycle so successfully, listing their ideas to share with the class. Students can research what other successful countries around the world are doing to reduce their plastic waste. Invite a building manager to class to discuss the school’s current recycling program, and what changes could be implemented.
EXPLAIN - IDENTIFY POSSIBLE SOLUTIONS
Students will be solving 2 problems: Improving recycling systems at their school and replacing petroleum-based plastics with bioplastics. Depending on time constraints, all students can work on both problems, or students can split into groups to work on different problems, sharing their work with the rest of the class as they make progress.
Improve Recycling: Students vote on ideas and create plans for their school to recycle better. This might include: color-coded bins, informational talks with classes, reminder posters, schoolwide reward systems, collecting bottles to reclaim deposits, etc.
Create Bioplastics: Students research bioplastics, in order to determine how they work and if they are a safe alternative to traditional petroleum-based plastics. Students can research recipes for milk-based and starch-based plastics that could be made in class.
CREATE A PROTOTYPE / INVESTIGATING SOLUTIONS
Improve Recycling: Students create a recycling protocol for the school to follow. They should talk to classes and post flyers regarding the changes. Students should measure the amount of plastic recycled before and after implementing their changes. They can also conduct before and after surveys to understand student recycling attitudes and how much students say they recycle.
Create Bioplastics: Students can choose which type of bioplastic they want to make. They can make both milk-casein plastic and starch plastic foil, if time allows.
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3. 4. All students should research the pros and cons of bioplastics, including the environmental impacts of different crops used in its production. Students should understand that, while bioplastics can help the plastic problem, it is best practice to reduce our reliance on “disposable” products or reuse what we have already produced. Advanced groups can research (1) what polymers are, why they are used for making plastic, and their pros and cons as a material. They can (2) make a virtual polymer to see how the molecules form long chains. Milk casein products (3) (Shapes: buttons, ornament, magnet, jewelry) Starch plastic foil (4) (Shapes: cups, wrap)
Polymer Science Learning Center (n.d.). Polymer Basics. https://www.pslc.ws/macrog/kidsmac/wiap.htm.
Polymer Science Learning Center (n.d.). Let’s Make a Polymer! https://www.pslc.ws/macrog/kidsmac/wiap.htm.
Science Buddies. (2012, September 13). Sculpted Science: Turn Milk into Plastic! Scientific American. https://www.scientificamerican.com/article/bring-science-home-milk-plastic/.
Stark, J. (2017, October 08). DIY Bio-plastics. Instructables Workshop. https://www.instructables.com/DIY-Bio-plastics/.
EVALUATE - TEST, REFINE
Improve Recycling: After a predetermined amount of time, students should compare the amount of plastic being recycled before and after their improved recycling protocol is implemented. • Students create data tables and graphs to show changes at the school. • Students can conduct surveys to see what parts of the system are working and what ideas others have for improving recycling. • They can implement new ideas, comparing data again after implementing further changes.
Create Bioplastics: After successfully making bioplastics, students can try decomposing them next to traditional petroleum-based plastics by putting pieces in a compost bin and comparing what happens to each type of plastic over time. Help students to improve their bioplastic recipes by asking them the following questions (from the milk casein lab): • How does the amount of vinegar used affect the yield of casein plastic? • Do any common acids (lemon juice, orange juice, soda and tomato juice) work better than others for making casein plastic? • How does the temperature of the milk affect how much casein plastic you can produce?
EXPLAIN - SUMMATIVE PERFORMANCE TASK
Students write persuasive letters, based on their research and projects, to German and American governments. Students will make recommendations about ways countries can reduce the amount of plastic waste that ends up in landfills and the environment.
Students work in groups to create a final project of their choice to share with the public. They should include their work through the engineering design process, show off their current product (a recycling protocol or a bioplastic recipe or both), and explain how they could further improve their design. Students may choose from the following project ideas, or suggest their own: • Slides presentation • Art display • Book • Video • Poster • Website • Brochure • Game • Play • Teach a lesson/workshop • Comic
ELABORATE - TAKING INFORMED ACTION
UNDERSTAND Students will be working to reduce the amount of plastic that ends up in landfills from their schools.
ASSESS Students assess the amount of plastic that ends up in landfills from their schools, and make a plan to reduce the amount of plastic used at their schools.
ACT They should document their work to share with their community, encouraging families to follow their plans at home. Students can meet with local politicians, like the city council, to make reducing plastic use a city-wide movement.
VIRTUAL EXCHANGE
Students can connect with a class in Germany to share their findings and recommendations about plastic waste and update each other on changes made at their schools. Working with a class across the world will give students new perspectives and show them that our actions, for better or for worse, affect the entire planet.
CAREER CONNECTION EXPLORATION
Ask students to research the following occupations, think about how their work might be affected by the plastic waste problem, and present their findings to the class. • Material engineers • Veterinarians • Department of Public Works (waste management) • Fisheries • Food/drink manufacturers • Politicians • Marine biologist
MODIFICATIONS FOR DIFFERENTIATION
- Articles may be read online, so students can use read-aloud extensions - The number of facts to share when researching can be changed based on ability and sentence starters may be provided - Data tables and graphs can be provided for students to fill in - Advanced students should learn about polymer molecular structure (see lesson above) - The amount of information included in the final project can be changed based on ability and templates may be provided
MODIFICATIONS FOR ONLINE LEARNING
Teachers can use an online learning platform, like Nearpod, to share videos and readings with students, and to encourage active participation and collaboration. • If they will not be at school, students can improve their home recycling systems instead. • The bioplastic engineering can be done at home with household supplies, with parent supervision for safety. If this is not possible, students can research different bioplastic production methods, and the class can watch time-lapse videos of different types of plastics decomposing. • Students can use Canva to inform others about their work and recommendations virtually.
Christina Rosenthal is a middle-school science teacher at the Linden STEAM Academy in Malden, MA, USA.
