Learning outcomes (differentiated)MUST Apply scientific enquiry skills to investigate a single-use plastic product and identify its properties, uses and environmental implicationsSHOULD Research and identify the benefits of their product as well as the environmental costCOULD Present their findings confidently and clearly with well- researched suggestions for alternative products, demonstrate an awareness of their own personal impact on the environment

STARTERShow the first slide and ask the class to identify what all of the items have in common to reveal the theme of this lesson.All items shown are made with plastic. Some examples may surprise the class. For example glitter, tea bags, chewing gum, clothing and wrapping paper.Plastic has become such an established part of our lives, but what exactly is plastic? Using the PowerPoint provided give a brief introduction. Teacher notes are provided on the note section of the PowerPoint.Slide 3 Ask students to work with a partner to try to define: ‘What is plastic?’Share answers and the diversity of responses before revealing the dictionary definition.

ACTIVITY 1- What is plastic and why was it created?To enable students to fulfil their scientific enquiry share a little background about plastic.Slides 4 - 8 Why was plastic created? How did it all start?Slides 9 - 12 How is plastic made?

KEYWORDSPOLYMERPLASTIC

POLLUTIONDURABILITYNURDLES

TRANSPARENTOPAQUE

TRANSLUCENTDURABLE

RIGIDSINGLE-USE

Lesson plan: The Science of Plastic

LEARNING OBJECTIVE: To understand how plastic is made, its importance to the world and the challenge of plastic pollution.

RESOURCES REQUIREDThe Science of Plastic PowerPoint.

Plastic items: straw, carrier bag, bottle, cling film/shrink wrap, plastic cutlery, coffee cup.

Plastic scientific enquiry worksheet.

Scientific enquiry support sheet. One per team.

Pencils/pens.Scissors.Containers/trays of water.

Access to the internet (optional).

ADULT SUPPORTDistribute single use plastic items.

Support teams in carrying out their scientific enquiry.

Support students with cutting (if needed) and experimenting.

Monitor students’ use of the internet for researching new plastic alternatives.

USEFUL LINKSWatch Plastic 101 film from National GeographicBBC radio series discussing plasticsLego BBC reportRubber ducks in the ocean

DURATION90 minutes

SUBJECT FOCUSScience

AGE GROUPYear 5

Slide 13 Plastics are categorised by their resin identification code. This explains the materials used to make them and helps to categorise them for recycling.

ACTIVITY 2 – Carry out a scientific enquiryDivide the class into small groups and allocate each team one of the plastic items.Plastic strawPlastic bottleCling film (or the shrink wrap around vegetables)Plastic bagPlastic cutleryFor a more advanced team or higher ability class you can also include a disposable coffee cup that is a mixture of paper and a waterproof plastic layer (a composite).Ask the class how they could categorise these products. Some answers may include; plastic, everyday items, useful. Draw out the answer ‘single-use plastic’ and ask them to explain what this means.Students will work together to examine their product and complete the scientific enquiry worksheet provided.You may need to remind students of some of the terms such as; transparent, opaque, translucent, durable and rigid.

PLENARYReview the worksheet with the class. Use the remaining PowerPoint slides to share some of the images and statistics to support and enhance the answers. Re-emphasise the extent of natural resources used to create single-use plastics and how they can be used for just minutes, but cause lifelong consequences. Discuss what students could do themselves following the principles of refuse, reduce, reuse, repair, recycle, rethink.Alternatively, teams can research substitute products (bioplastics) and emotive images to use and then present their findings to the rest of the class. You can extend this lesson by students preparing a PowerPoint or classroom display to present their findings.

Whilst the damage to wildlife, habitats and food chains has received a lot of attention recently it is important to recognise how critical plastics are to modern life. This is worth discussing. End your lesson by asking students to think about how they could reduce their own personal plastic use.

FOLLOW UP ACTIVITIESThis lesson is a great starting place for all of the plastic focused lessons created by Surfers Against Sewage.

Now you’re feeling fired up, participate in Surfers Against Sewage’s ‘Plastic Free Schools’ programme.

If you are lucky enough to live near a coastline, waterway or green space, extend your lesson by leading a fieldtrip to explore plastic pollution in your area. You could even include a beach clean/waterway clean up as part of your trip. See our guide to organising your own clean.

Collect items from around the home and school that relate to the history of plastic timeline or that represent the different types of plastics and their resin identification codes. You can use the Museum of Design in Plastics for research.

CURRICULUM LINKSScience: Year 5

Pupils should be taught to:compare and group together everyday materials on the basis of their properties, including their hardness, solubility, transparency, conductivity (electrical and thermal), and response to magnets.

give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials, including metals, wood and plastic

explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible, including changes associated with burning and the action of acid on bicarbonate of soda.

Notes and guidance (non-statutory)Pupils should build a more systematic understanding of materials by exploring and comparing the properties of a broad range of materials.

They might research and discuss how chemical changes have an impact on our lives, for example, cooking, and discuss the creative use of new materials such as polymers, super-sticky and super-thin materials.

Sustainable Development Goal 14: Life below water