Learning outcomes (differentiated)MUST Demonstrate geographical skills, including use of the eight points of a compass and grid referencesSHOULD Demonstrate greater competence in using geographical skills including locating and naming UK citiesCOULD Recognise how human activity influences natural systems and how they personally contribute to this

STARTERIntroduce the theme of this geography lesson to use geographical skills to; identify where floating plastic pollution is accumulating on UK coastlines and what we can do about it.Plastic has become such an established part of our lives, but what exactly is plastic? Using the PowerPoint provided give a brief introduction to plastic. Teacher notes are provided on the note section of the PowerPoint.Slide 2- Ask students to work with a partner to try to define : ‘What is plastic?’ It may be useful to have a wide variety of plastic products available or pointed out such as water bottle, pen, chair, bag, computer etc. Share answers and the diversity of responses before revealing the dicionary definition.

ACTIVITY 1- Understanding plasticTo be able to work out where plastic is accumulating and the problems it creates we need to understand plastic better.Slide 3 - Where does plastic come from? Slide 4 - How do we create plastic?Discuss the simplified explanation of the processes outlined on the slide for the treatment of crude oil. For more detailed information please see our ‘The Science of Plastic’ lesson.

KEYWORDSPREVAILING WINDSOCEAN CURRENTS

PLASTIC POLLUTIONGYRES

GRID REFERENCESANNOTATION

Lesson plan: On the Plastics Trail

LEARNING OBJECTIVE: Use geographical skills to investigate plastic pollution affecting UK coastlines.

RESOURCES REQUIREDOn the Plastics Trail PowerPoint

Plastic itemsPrint out of the map to annotate. One per student. There is a completed, part done and blank map for differentiation.

Print out the mapping skills worksheet (ideally on the back of the map).

Colouring pencils

ADULT SUPPORTSupport students with identifying the prevailing winds direction and annotating the map.

USEFUL LINKSHow to read a grid reference (Ordnance Survey)Explore Gyres in this worldwide interactive mapPlastinography – follow the journey of plasticUniversity of Plymouth research into microplasticsInteractive map visualising the extent of floating plastic debris in the world’s oceansBBC radio series discussing plastics

DURATION90 minutes

SUBJECT FOCUSGeography

AGE GROUPKey Stage 2

Slide 5 - Why is plastic considered to be a problem?Ask students to think of as many lifechanging plastics that they couldn’t imagine life without. Examples are given on the PowerPoint notes. The problem is the quantity of plastic produced. Single-use plastics, lack of recycling and poor waste management allows plastic to travel into our oceans and causes significant damage to habitats, endangering wildlife and polluting communities.Discuss the David Attenborough quote. What does he mean?Slide 6 - What is plastic pollution?Introduce students to the focus of this lesson: floating plastic and where it accumulates (rather than microplastic and submerged plastic).Slide 7 – Focusing on where plastic accumulates, introduce the term ‘gyres’ and look at the map to understand how these currents trap plastic. Slide 8 - Students work with their partner or small team to think about the geographical factors affecting UK coastlines and how these might also transport plastic waste from the seas back to land.Slides 9-10 – Explore ocean currents and prevailing winds and their impact on UK shores in more detail.

ACTIVITY 2 – Geographical skillsUsing the information that you have learnt in Activity 1, complete the provided illustrated map of the UK. We have created a blank map, a part completed map and a fully completed map suitable for different abilities, year groups and time available.Students add the following to their maps:Draw an arrow and label prevailing winds using the compass points. In the UK we have prevailing winds coming from the SW.

Draw a directional arrow and annotate the North Atlantic Drift. Explain that an annotation is a descriptive label such as, ‘The North Atlantic Drift is a powerful warm current that helps maintain UK temperatures’.

Label the Atlantic Ocean, North Sea, Irish Sea, English Channel, and Bristol Channel. Students can use Google Earth/Google Maps/class globe if necessary.

Label the countries: England, Scotland, Wales, Northern Ireland and The Republic of Ireland.

Ask students to complete the map skills worksheet and then use the PowerPoint to discuss the answers. 1) A four figure grid reference (1307) is given and students should locate the island that this directs them to (Isle of Arran). Using the images on the PowerPoint, ask students to discuss why this area, with just a population of 5,000, finds lots of plastic on the beaches and coastline.Students should be able to identify prevailing winds, currents and storm frequency due to its location. Some students could suggest that it is an area of interest for holidaymakers and be a tourist destination. This would lead to a large number of visitors staying in peak holiday season, increase of litter on the beaches, and more single-use plastic used. The tourist industry is notorious for using single use plastic products such as miniature bottles of shampoo and bottled water. The Think About Plastic group that has formed on the island has worked hard to raise public awareness and change business behaviour.2) A six figure grid reference (152029) is given and students should locate the city of Bristol. How could plastic waste reach the ocean from this city?

Suggested answers:Blown from urban areas into waterways then transported to local rivers and out to sea. The River Avon runs through the city and joins the Bristol Channel.

Throwing plastic into bins instead of recycling. Waste, particularly plastic bags, can be blown from landfill sites into waterways and out to sea.

Littering into rivers which lead to the sea.Products that go down the drain. For example, wet wipes, sanitary products and cotton buds.

Industrial waste. In particular nurdles which are tiny pellets of plastic that are transported to manufacturers to melt down and put in moulds to make plastic products.

Do you believe some of your waste may have made it to the ocean? How does that make you feel? What could you do to reduce the amount of plastic in the ocean?

Additional Map SkillsIf a higher ability class, upper KS2 or more time available complete the following map skills. Alternatively, this can be set as homework.Using Google Earth, Google Maps or GIS if available:Label the three longest rivers : Severn, Trent and Thames. How close to urban areas are these and what impact does that have on the amount of plastic pollution reaching the ocean?

Label the largest cities in the UK: London, Birmingham, Manchester, Leeds, Liverpool, Sheffield, Bristol, Newcastle, Glasgow, Edinburgh, Dublin, Belfast, Cardiff. Allocate a six-figure grid reference to each city. Investigate recycling success stories for these cities. For example: Refill Bristol.

PLENARYDiscuss the final question on the map skills worksheet. “What can I do to reduce plastic pollution?” Students should have an awareness that their actions, regardless of where they live, impact globally.

FOLLOW UP ACTIVITIESExplore the other plastic focused lessons created by Surfers Against Sewage. This lesson particularly lends itself to our ‘Plastic Persuasion’ lesson.

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

Explore how long it takes floating plastic to reach different locations using Plastic Adrift mapping website.

If you are lucky enough to live near a coastline or waterway, 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.

Research other areas of the world/specific wildlife that have suffered with serious environmental issues because of plastic pollution.

It’s not all doom and gloom. Research the success stories of behavioural change, and beaches and coastlines that have been cleaned up.

CURRICULUM LINKSGeography

Key Stage 2 pupils should:Develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to: Locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Name and locate counties and cities of the United Kingdom.Geographical skills and fieldwork

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Use the eight points of a compass, four and six-figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world

Sustainable Development Goal 14: Life below water