Marine Pollution (Plastic & Oil Spills) - Scaffolding Science Inquiry

 

Subject: Earth Science/Environmental Science

Project 2061 Benchmarks: The Scientific Enterprise

1C.5 In research involving human subjects, the ethics of science require that potential subjects be fully informed about the risks and benefits associated with the research and of their right to refuse to participate. Science ethics also demand that scientist must not knowing subject coworkers, students, the neighborhood, or the community to health or property risks without their prior knowledge and consent.  Because animals cannot make informed choices, special care must be taken using them in scientific research.

National Science Education Standards:

    Abilities Necessary to do Scientific Inquiry

A.1 Identify questions that can be answered through scientific investigations.  Students develop the ability to refine and refocus broad and ill-defined questions.  An important aspect of this ability consists of students' ability to clarify questions and inquires and direct them toward objects and phenomena that can be described, explained, or predicted by scientific investigations. Students should develop the ability to identify their questions with scientific ideas, concepts, and quantitative relationships that guide investigation.

    Understanding about Scientific Inquiry

A.9.f Scientific advances through legitime skepticism.  Asking questions and querying other scientist explanations is part of scientific inquiry.  Scientists evaluate the explanations proposed by other scientists by examining evidence, comparing evidence, identifying faulty reasoning, pointing out statements that go beyond the evidence, and suggesting alternative explanations for the same observations.

A.9.g Scientific investigations sometimes result in new ideas and phenomena for study, generate new methods or procedures for an investigation, or develop new technologies to improve the collection of data.  All of these results can lead to new investigations.

    Diversity and Adaptations of Organisms

C.5.c Extinction of a species occurs when the environment changes and the adaptative characteristics of a species are insufficient to allow its survival. Fossils indicate that many organisms that lived long ago are extinct. Extinction of species is common, most of the species that have lived on the earth no longer exist.

Kindness in: Education Awareness, Community Work, Research for the Common Good, Volunteering and Social Project, Animal Care

Perseverance in: Demanding Field Work, Research and Analysis, Problem Solving, Collaboration, Continuous Learning, Environmental Impact

Discipline in: Scientific Methods, Experiments and Sampling, Commitment to Research, Teamwork Responsibility, Environmental Awareness

Skills: Environmental Awareness, Teamwork, Problem Solving, Biological Analysis, Chemical Analysis, Fieldwork, Scientific Communication

Grade Level: 8

Time Allotment: 6-8 class periods (45 minutes each)

Learning Objectives: Students will be able to:

• Identify the major sources of plastic and oil pollution in the marine environment.
• Explain the negative impacts of plastic and oil pollution on marine ecosystems, including physical harm to marine life, chemical contamination, and habitat destruction.
• Analyze the effectiveness of different methods for cleaning up plastic and oil spills.
• Evaluate potential solutions for preventing marine pollution and reducing its impact.
• Design and conduct a scientific investigation related to marine pollution.
• Communicate scientific findings effectively.

Learning Model: Scaffolding Science Inquiry

Materials:

• Images and videos of marine pollution (plastic debris, oil spills, affected marine life)
• Plastic samples (different types, sizes, degradation levels)
• Oil samples (different types, viscosities)
• Containers for water and simulated oil spills
• Materials for cleanup experiments (e.g., sponges, booms, dispersants, skimmers)
• Microscopes and slides (for observing microplastics)
• Handouts with guided inquiry questions, data tables, and analysis prompts
• Computer/tablet access for research and presentations

Lesson Activities (Scaffolded Inquiry):

Phase 1: Engagement & Problem Definition (1-2 days):

• Engage: Begin with a captivating video or image showcasing the devastating effects of plastic and oil pollution on marine life. Discuss student experiences and prior knowledge.
• Problem Identification: Facilitate a class discussion to identify the major types of marine pollution, focusing on plastic and oil. Discuss the sources of these pollutants and how they enter the ocean.
• Initial Questions: Guide students to formulate initial questions about the impacts of plastic and oil pollution. Examples: "How does plastic affect marine animals?", "What are the long-term effects of oil spills?", "Are there different types of plastic that degrade at different rates?"

Phase 2: Structured Inquiry (2-3 days):

• Guided Experiments: Conduct structured experiments to investigate specific aspects of marine pollution. Examples:
  • Plastic Degradation: Students expose different types of plastic to simulated ocean conditions (saltwater, sunlight) and observe changes over time.
  • Oil Spill Simulation: Students simulate an oil spill in a contained environment and test the effectiveness of different cleanup methods (booms, skimmers, dispersants).
  • Microplastic Analysis: Students collect water samples and examine them under a microscope to identify and quantify microplastics.
• Data Collection & Analysis: Students collect data from their experiments and analyze the results. Provide guided questions to help them interpret their findings. Examples: "What type of plastic degraded the most?", "Which cleanup method was most effective?", "How many microplastics did you find?".

Phase 3: Guided Inquiry (2-3 days):

• Research & Exploration: Students conduct research on specific aspects of marine pollution that interest them. Provide resources and guiding questions to support their research. Examples: "Research the impact of a specific oil spill.", "Investigate the effects of microplastics on marine food webs.", "Explore innovative solutions for plastic cleanup."
• Hypothesis Formulation: Based on their research, students formulate testable hypotheses related to their chosen topic. Examples: "Different types of seabirds are affected differently by plastic ingestion.", "Oil spills have a greater impact on coastal ecosystems than open ocean ecosystems."
• Experimental Design: Students design and conduct their own experiments to test their hypotheses. Provide support and guidance as they develop their experimental procedures.

Phase 4: Open Inquiry & Communication (1-2 days):

• Independent Investigations: Students carry out their independent investigations, collecting and analyzing data.
• Presentation & Sharing: Students create presentations (slideshows, posters, videos) to share their findings with the class. They should clearly communicate their research question, hypothesis, methods, results, and conclusions.
• Discussion & Reflection: Facilitate a class discussion to reflect on the research findings and discuss potential solutions for mitigating marine pollution.

Assessment:

• Participation in class discussions and activities.
• Completion of guided experiments and data analysis.
• Quality of independent investigations and presentations.
• Understanding of key concepts related to marine pollution.

Differentiation:

• Provide varying levels of complexity in the guided and open inquiry activities.
• Offer different research topic options based on student interest and ability.
• Provide a variety of resources (reading levels, formats) for research.
• Offer different presentation format options.
• Provide individualized support to students as needed.

Extension Activities:

• Organize a beach cleanup or other community service project related to marine pollution.
• Write letters to local officials or businesses advocating for policies to reduce plastic and oil pollution.
• Create public awareness campaigns to educate others about the impacts of marine pollution.
• Research careers related to marine science and environmental conservation.

This lesson plan uses a scaffolded approach to science inquiry to guide students through the process of investigating marine pollution. The structured, guided, and open inquiry activities allow students to gradually develop their scientific skills and deepen their understanding of this important environmental issue. Remember to adjust the activities and pacing to meet the specific needs and interests of your students.