Phenomena: Plastic Trash Islands
Students will research to understand the plastic trash islands of the Pacific. Supplementary Phenomena include 3D printing, Galloping Gurdy, and solar powered cells.
Next Generation Science Standards
Next Generation Science Standards
| NGSS Performance Expectations | How is this Assessed? |
| 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. | L2: At the end of this lesson the students will have written an opinion essay based on individual research of the problem. L4: Students use the engineering design cycle to design models that could be used to collect plastic trash from the oceans and waterways. |
| 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. | L4: Students use the engineering design cycle design multiple models that could be used to collect plastic trash from the oceans and waterways. |
| 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. | L4: Students use the engineering design cycle to design and construct, then present models that could be used to collect plastic trash from the oceans and waterways. |
| 5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. | L2, L4: Students use the engineering design cycle to construct and present models that could be used to collect plastic trash from the oceans and waterways |
| MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. | L4: Students will work with the educator to precisely understand the plastic pollution problem in the ocean and define criteria and constraints for generating a model design solution. |
| MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. | L4: Students will generate multiple design models and use a group consensus process to identify a preferred model. Additionally, students will present on prototype designs to share ideas among the class and evaluate iterations to original designs. |
| MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success. | L4: Students will present on prototype designs after testing in order to share results and ideas among the class and evaluate iterations to original designs. |
| MS- ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. | L2, L4: Students will research the plastic pollution sources, impacts, and real-world design solutions that will inform an engineering design process to address the problem of plastic pollution. |
Lesson 1: TinkerCAD: Introduction to 3D Printing
This lesson is designed to span 5 days with 50-minute sections. After the introduction day, each day the students work toward mastery on the TinkerCAD tutorial online to learn how to create printable 3D models. At the end of the 4 days the students will have created a small 3D model to specifications to print on the 3D printer.
Lesson 2: The Problem of Plastic Trash Islands
This lesson is designed for 3 days, 50-minute sessions. The students will watch videos and take 2 column notes to guide independent research. The students will examine different solutions that are already being tried and experimental solutions that have not yet been implemented. The students will research the problem and then develop a Google Slide show or chart paper presentation with a partner highlighting the major factors contributing to the problem and the worst effects the problem is creating.
Lesson 3: Engineering 101
This lesson is designed for three 50-minute sessions. The students will engage in multiple mini-engineering challenges to develop their understanding of structures and how to build models. The students will also learn to use the 3D pens to create a 3D object.
Lesson 4: Design and Engineer Solutions
This lesson is designed to span 9 days with 50-minute sessions. The students will use a Design and Engineering Journal to guide them in the design and engineering process. In small groups they will use the research from lesson 2 to formulate solutions to the problem of plastic trash islands. The students will build models using the 3D printer, 3D pens, and misc., building materials. The models will use passive energy or some other form of renewable energy to collect plastic from the ocean. Possible solutions may not involve building a model — some students may think of other ways to solve the problem, such as plastic straw bans or a chemical reaction to sink the plastic to the ocean floor. The students will test their models, collect data, and redesign as needed. They will use the data to create presentations about their solutions.