Learning outcomes (differentiated)MUST Understand the properties of polymers, their use in modern society and the implications to the environmentSHOULD Recognise composite materials and identify where plastic has been used and why this has been added to another materialCOULD Recognise that animals are affected by their environment/ toxic accumulation and 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, and wrapping paper.Plastic has become such an established part of our lives, but what exactly is plastic? Using the PowerPoint provided give an introduction to plastic. 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 and a more detailed explanation of how it is made.Slides 4 – 8 Why was plastic created? How did it all start?Slides 9 - 14 How is plastic made?

KEYWORDSMONOMERPOLYMER

SYNTHETICPLASTIC

POLLUTIONDURABILITYNURDLES

BIOPLASTICCOMPOSITESINGLE-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 the 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 oceanPlastic coffee cups BBCWhat happens to the plastic we throw out National Geographic

DURATION90 minutes

SUBJECT FOCUSScience

AGE GROUPKey Stage 3

Slide 15 - 16 Plastics are categorised into thermoplastics and thermosetting plastics and then 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 cutleryAsk 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.If you are able to locate one, have an example of a disposable coffee cup on display for question 11. This is a composite of paper and a waterproof plastic layer. This means that it is not recyclable as the plastic film has been used. Even some so called environmentally friendly cups are a composite of paper and plastic with the plastic in the middle of two layers of paper. Some compostable ones are now on the market, however these require particular recycling conditions and must not be mixed in with compost or plastic waste as they will contaminate it.Can students identify any more composites that include plastic?

PLENARYReview the worksheet with the class. Using the remaining PowerPoint slides share some of the images and statistics to support and enhance the answers. Discuss what students could do themselves following the principles of refuse, reduce, reuse, repair, recycle, rethink. 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. Review some of the ways that scientists are currently rethinking plastic use. To extend this lesson/homework you could ask students to research bioplastics or alternative science and present to the class.Ask students what do they believe is the best way to improve the plastic situation?

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 as a class. 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 point for all of the other 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 LINKSKey Stage 3 ScienceBiology - Relationships in an ecosystem how organisms affect, and are affected by, their environment, including the accumulation of toxic materials

Chemistry - Atoms, elements and compounds differences between atoms, elements and compounds chemical symbols and formulae for elements and compoundsMaterials properties of ceramics, polymers and composites (qualitative)

Sustainable Development Goal 14: Life below water