Lesson Title: The Pacific Ocean Garbage Patch (Weather Pattern and Environmental
Responsibility)
Designed by: Cassie Floan
Brief Lesson Overview:
Students will learn what the Pacific Ocean Garbage Patch is, where it’s located, and why it
formed. We will discuss the repercussions of our plastic and consumer habits and what each of
us can do individually to help our world. We will talk about how this affects our weather
patterns and how scientists study these patterns. Students will then create an ocean of animals
made from some new and recycled materials.
Learning Goal - What do I want the students to learn? What will students know and be able
to do as a result of the lesson?
Students will have an understanding that we are all responsible for our environment. What we
use, how we use it, and how we dispose of it affects the oceans. In turn, this is part of a cycle
and our weather patterns are changing because of our decisions. Students will be able to set a
good example for their piers, family, and community by recycling and protecting the
environment.
Media: Mixed media- recycled materials
Art and Academic Curricular Standards Addressed:
2.E.1.3 Compare weather patterns that occur over time and relate observable patterns to time
of day and time of year.
2.E.1.2 Summarize weather conditions using qualitative and quantitative measures to describe
temperature and wind direction
2.V.2.1 Understand that artistic problems have multiple solutions.
Age Range/Grade Level of Participants: 2nd grade
Materials/Resources: (Please list all materials and quantities you need for the activity – both
tools and expendable materials)
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Recycled materials: cardboard, misc. recycled materials, produce woven bags (made
into templates)
(several rolls) Heavy tinfoil
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Sharpies- all colors (or other permanent markers- regular markers will wipe off)
Glue brushes/ bottle glue
Oil Pastels
Newspaper to cover desks (I have)
Yarn (I have)
Towels (I have)
Wash buckets
Computer to share images
Lesson Time (Length): 2 hours
Detail/Sequence of Activities: (please describe steps in activity, and estimated length of time
spent on that activity)
(20 min.)
Introduction to the topic:
Begin by conducting a “Good Litter Survey” with the class. Using the chart below, write the
types of trash on the board. Make two columns with unacceptable and acceptable types of
trash. Have students talk about potential sources of debris we generate in our daily lives. Begin
categorizing the items in the columns as students speak of them as well as the choices on the
board.
Further analyze our trash into two categories: biodegradable and non-biodegradable.
Something is biodegradable when little tiny microorganisms in the earth can break the object
apart and turn it into soil. It looks like the thing disappears, but it just becomes part of the soil.
Things that are biodegradable are often made of organic materials, or things naturally occurring
in our environment, not those synthetically produced (manmade). For instance, a banana peel
is biodegradable and will take about 3 days to degrade, but a plastic bottle will take hundreds
of years! Look back at the GLS and have students figure out what falls into these two
categories. Do they recognize a pattern?
(5 min.)
Assessment:
How did we get here? At some point in our history, we used only things that we could find in
our natural environment. As we have evolved, our needs have demanded the production of
materials that are durable and weather-resistant. This leaves us with many products that take
hundreds or thousands (!) of years to biodegrade.
(10 min.)
Connection:
Looking at a world map, point out where we are. Where do you think our trash goes? What
would you say, if I told you that in the middle of the Pacific Ocean (point out) there is a
something called The Great Pacific Garbage Patch, an area of the ocean where debris has come
together due to the ocean’s currents. This Garbage Patch contains an enormous amount of
plastics and other debris, estimated to be TWICE THE SIZE OF TEXAS! (point out on the map)
 Show a few images of the Pacific Garbage Patch so students have a visual understanding.
http://education.nationalgeographic.org/encyclopedia/great-pacific-garbage-patch/
(20 min.)
Discussion:
Let students take in this information. Ask what they think about the Garbage Patch. What does
our ocean life think about this? What can we do about it? What do you think this Garbage Patch
is doing to our environment? Lead into the idea that this debris in the ocean is actually creating
a shift in our weather patterns. Note the circular motion on a map, talk about the currents and
how the water is warming- thus affecting animals and ecosystem, which is shifting the weather
patterns.
http://earthsky.org/earth/pacific-blob-is-changing-weather-patterns
(45 min.)
Activity:
We are using some new and recycled material to create an ocean animal picture. Choose either
a sea turtle or fish to begin.
 Hand out pieces of tin foil, colored permanent markers and texture boards. Put tin foil
directly onto texture boards and draw fish or turtle.
 Color with Sharpies and watch the texture of the netting show through.
 After drawing a large turtle or a few fish, carefully cut out fish and glue (white school
glue) onto recycled cardboard or paper. Remind students to go slow, as sometimes the
tin foil will tear.
 Create a collage background using recycled cardboard/ paper. With glue and a
paintbrush, glue down your background and sea animal.
 Add to your oceanscape with other recycled materials to create the rest of the
environment, including other fish or creatures, seaweed, or coral.
 Can also fill in spaces with oil pastels.
(20 min.)
Clean up and recap- students have a chance to share their pictures and explain why it is
important that all of us help with recycling and proper trash disposal.
If students finish early, I plan to:
Have them add more to their picture.
If students are struggling with the activity, I plan to:
If they are struggling during the discussion, we will slow down and make sure everyone
understands the general ideas. During the activity, if they need assistance they can ask their
neighbor or me.
Reflection – is there an opportunity for students to discuss or share their work? Please
describe:
At the end of the lesson, students can use their pictures to help explain why it is important to
take care of our environment.
How will you evaluate the success of the lesson?
Through discussion and conceptual interpretations of the lesson.