With this understanding of plastics, it is now time for students to understand their relationship to it. Here are some activities that will help put the impact of their plastic use into context.
3. Engage in conversations about consumerism and how society is structured around it. Become aware of it together.
4. Write down all the questions that come up through this process and display them in a visible environment. When there is enough understanding of the topic, ask students to pick a question and research it. Ask them to specifically look at solutions to the problem. This is a good way to evaluate each students level and learning style.
5. "What plastic was never invented?"
As a class activity give this prompt to the students and ask them to respond to it in any way. They can write a story, draw, record, talk to each other. This activity will help students become aware of our dependency on plastic.
Then, show this video and engage in a reflective discussion. Students will now start to see how dependent we are on plastic and a good way to make a difference is to not partake in the single-use plastic industry.
Revisit this video and reflect on how much they have learnt through this process. Ask them to take notes and/or journal their reflections. Ask them how they are feeling.
After all these questions and conversations on the issue, engage with students to brainstorm their project ideas. They will usually be excited to actually make a difference!
What can we do as a class?
This is the time where the teacher steps back. Let the students take their project forward themselves. You are there to support them and help them when they are lost. It is important to be aware that mistakes are ok. Do step in when they need support.
Supporting their projects:
"How can I help?" is a great way for students to feel supported as they work on their projects. It is important to always ask students how you can support them instead of offering help from your perspective. Sometimes, students will be working through something themselves, interjecting without asking can feel disempowering to them. They should feel in control of their project, but not lost. Asking them how you can help makes them feel supported.
Work closely with them by asking questions and deepening their work by making them think a little more, support when they are lost, but let go when they are engaged. Each educator has to find that balance for themselves.
Asking students
If they need support/project ideas:
Sustain conversations on plastic pollution and bring the group together through conversations. Maintain the importance of the issue. This is importance especially when students may feel lost or disconnected from the topic. Bringing them together is important.
Ask students to document their process through photos and journals (maybe even create a blog). These journals or blogs should document their thoughts and learning on the issue creatively. Let them express their thoughts in their own way, but set a minimum limit of at least a page a day, or a page a class. It could also be a reflective homework exercise, whatever suits the class dynamics the best.
Celebrate their work and actively change the classroom to be a plastic-conscious environment.
Though this series of conversations, students will feel a sense of responsibility for their world. They will not only be theoretically well versed in the subject, but also develop a personal connection to the topic. Through their projects, they will be empowered to take charge and change their community; they will know how to make a change.