Why does this topic matter to students?

Plastic theme engages students to develop knowledge about plastic pollution and through inquiry based approach, they will develop new solutions and create change in their community. This inquiry project can create curiosity among the learners around plastics they use in their daily lives, understand the challenges; how it impacts us as well as our environment/natural wildlife, analyze the options in designing the alternate ways to reduce plastic use, develop investigating skills or connect dots with their surroundings. Upon preliminary research, this topic has immense potential to sensitize the young learners about this ongoing problem leading to destruction of human as well as wildlife. Hence, it is the right stage to educate our students and create awareness among them to take the responsibility to conserve our environment as conscious and responsible citizens of our community. This inquiry project involves activities which will give multiple opportunities to relate with the content as well as design thinking approach will develop STEM skills among the learners. It will help them to get aware about the real world issues out of the school environment. Through an inquiry based approach, the learners will develop the skills of brainstorming, investigating, analyzing, creating and reflecting upon their ideas while connecting them with their real life experiences.

How does this project incorporate the inquiry cycle?

The main purpose of this project is to design tasks for students that are worthy of their time and attentions in context to Friesen’s inquiry principles (Friesen, 2009). The main outlook behind the suggested activities is to gain insights among learners into creating a creative, collaborative and critical thinking. The ideas for designing the lessons are also taken considering design thinking approach from the book: ‘Creative Development: Transforming Education Through Design Thinking, Innovation and Invention’ where Robert Kelly identifies eight strands of development as collaborative, research/investigative, generative, discipline complexity, creative sustain, critical analytical, experimentation, and self-instigative (Robert Kelly, 2016, p. 11). The topic ‘plastic pollution’ also brings inquiry approach into action with experiential learning to encourage students to ask, investigate, evaluate and invent to understand the concept of plastics and design ways of alternating plastics with eco-friendly solutions. This project will also develop a common understanding about the 3 R’s-Reduce, Recycle and Reuse where they reflect and analyze this ongoing problem at an individual as well as community level. The learning outcomes of this project are to develop knowledge about plastic pollution, and develop critical ability among the learners to connect their previous knowledge, further connect the situation through brainstorm and discussion and reflect upon their investigations and research in a collaborative and collective manner through group work. The integrated activities like collecting statistical data, STEM projects, surveys and questionnaires will help the learners to identify their potential and competencies to carry out certain tasks and shape their learning as per their choices, which is a very important aspect of incorporating design thinking in inquiry based learning.

(DSOUZA, 2016)

2.    How plastic use contribute towards carbon foot printing?

3.    How plastics are a threat to humans and wildlife?

4.    What can be some of the innovative ways to reduce this problem of plastic pollution?

5.    What can you do to bring awareness among the society to alleviate this problem?

6.    What will be pros and cons of replacing this fast growing and economical product with any other material?

7.    Can plastics be replaced with eco-friendly alternatives?

ü  Questioning, Research and Communication Skills

ü  Collaborative thinking

ü  Problem Solving, logical reasoning

ü  Creative thinking with amalgamation of ideas and experiences

The inquiry approach used here in this project is mainly design thinking keeping in mind the human centered principles while keeping students in focus. The activities are planned in various stages-Empathize, Define, Ideate, Prototype, and Test. (Ramunas Balcaitis, 2019)

(“Funding approved for the centre for design in Kilkenny,” 2019)

Empathize: The first activity of brainstorming and mind mapping is created to empathize with the learners to understand their previous knowledge and experiences from the past and engaging them actively to kick start the process of inquiry.

Define: After the observations are collected about the topic, the learners will synthesize the ideas to understand the problem of plastic pollution. This stage will help the learners to gather information, features about the problem and come out with the possible solutions.

Ideate: At this stage, the learners will start generating ideas about the possible solutions to reduce this problem of plastic pollution and expand their horizons to bring forward creative ideas to design alternative methods to reduce plastic use.

Prototype: This stage will be the experimental stage where the learners will investigate and find the best solution to this problem and will have clear picture of this ongoing problem.

Test: At the end, the learners will assess their understanding of the topic and redefine solutions with the help of STEM project or questionnaires. This will bring change in their personal behavior towards the environment as well as creating awareness at community level.

Rationale

Plastics can be seen in common household and multiple use of plastics have created an environmental challenge over the globe and it is the need of the hour to rethink about our choices as well strategies to reduce this problem at an individual as well as societal level. Inquiry based approach will develop critical thinking ability among the learners and hands on activities will foster experiential learning where learners will indulge in team work, problem solving and creative thinking by creating solutions to this ongoing environmental problem.

According to National Academy of Sciences (1995), through inquiry, students learn to question, investigate, use evidences to describe, explain and predict, connect evidence to knowledge and share findings (National Academy of Sciences, 1995)

Pedagogical Approaches

Ø  Open Ended Instructions: Students are not limited to one possible solutions rather, the instructions are open ended for freedom of thought with learner’s ideas and experiences.

Ø  Integrated Approach: The interdisciplinary method of integrating science with art, math and economics will help give a multidimensional perspective to the topic based on the real life experiences of the students.

Ø  Inquiry Learning: Students are directed to questioning, investigating, hypothesizing and designing creative solutions to create awareness about plastic pollution.

Ø  Experiential Learning: A variety of hands on activities will give opportunities to learners to identify their abilities and take ownership of their own learning.

Ø  Co-operative Learning: Group activities will develop collaborating skills among the learners to learn teamwork and taking initiatives to help their peers.

Ø  Locus of Control: Students have full control over the learning at their own pace and ways to complete the given tasks at hand with meaningful opportunities available to them to choose the elements of the plan.

Ø  Assessment and Evaluation: A group evaluation on the alternative methods of reducing plastic use and peer feedback during discussions are encouraged where a rubric is supplied in the form of questions, checklists etc.

**How is the inquiry focused on building disciplinary knowledge and understandings?

Inquiry based learning is a student centered learning process where teacher acts as a facilitator rather lecturing them. Students build their knowledge from their previous experiences using critical thinking and problem solving skills. This project focusses on sensitizing the students about their environment and human activities that lead to deterioration of quality of human as well as wild life.

The plan is designed with project and problem based approach with regular brainstorming sessions and research projects with students to connect dots with their previous knowledge about environmental issues and come up with ideas and solutions related to their real life situations.

Building Disciplinary Knowledge

The brainstorming session with mind mapping, investigative research projects will create a deep engaging learning experience for both teachers and students. The aim of this project is to build competencies among the learners to act as young environmentalists and make meaningful understanding of the concepts for realizing personal as well as social responsibilities towards their environment.

*What makes this inquiry valuable, meaningful, and “alive” for the students and teachers?

The use of audio visual aids will allow them to connect with this ongoing problem and hands on activities will encourage the students to ask questions, investigate on the topic, evaluate their findings and invent creative ways to reduce this problem.

*How do I define learning and success in this inquiry? How is learning expressed and articulated in peer, self and teacher assessments?

Learning and success in this enquiry is a step by step process moving the student’s curiosity to the levels of critical thinking and understanding. Through this project, students will be encouraged to ask questions, and support them with investigations and structuring their inquiry activity at their own pace.

Students need to know where they are going and what they are doing. Hence, assessment is an integral part of any learning experience.

Here, assessment criteria should be clear and concise to teach the habits and skills of collaborative learning, peer feedbacks in investigative research will help the students to reflect upon their self and will help them work towards a common goal with keeping different perspectives of group members in mind.

Teacher and student here will work together at every stage where teacher acts as a facilitator and guide students through formative assessments through observations, information gathered, student presentations, etc.

*How do I connect students with each other, with experts in the field, with larger communities and nature, and across disciplines?

As the topic is related to their daily life activities where they use plastics in everyday life, the learners are connected to the topic with their previous experiences of their daily routines.

Connecting with experts and Communities

The investigation projects like article reviewing and videos from eminent personalities related to the topic will make them aware about the current situation across the world and they can reflect on the human activities and solutions devised by the experts to reduce this problem and how can they bring change at individual as well as community level. The questionnaire designed will help them to connect with local community and will develop an understanding about others’ views on the topic.

Connecting with Nature

The audio visual aids will help students connect with the topic from natural perspective like carbon foot printing, plastic disposal in oceans and rivers, recycling of plastics, etc. where students will gather information and statistical data from various sources and think like environmentalists by designing ways to reduce this problem.

Interdisciplinary approach

The topic follows an interdisciplinary approach where students will showcase their work through graphs, scientific facts, art and use of technology to present their work which will allow them to integrate different subjects under one common discipline through STEM projects and presentations.

*How do I reflect on the inquiry together, and/or collaborate with others?

The preliminary research on the topic’s relevance to the current situations will help the teacher to stay connected with topic with changing data and information available throughout. The feedback on assessments from others will foster the professional development and incorporate changes into teaching will advance the learning of the self.

Collaborating

Effectively recognize how combining others’ perspectives, strategies, and efforts with their own enhances collective understanding, use, and impact. They value the contributions of group members, interact supportively and effectively using inclusive practices, and strive for shared commitment and mutual benefit.

Creative Thinking

The generation of ideas and concepts that are novel and innovative in the context in which they are generated, reflection on their value to the individual or others, and the development of chosen ideas and concepts from thought to reality.

Critical and Reflective Thinking

They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues. And uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.

Personally aware and responsible people demonstrate self-respect, persevere in difficult situations, and exercise responsibility.

Positive Personal and Cultural Identity

They exhibit a sense of self-worth, self-awareness, and positive identity to become confident individuals who take satisfaction in who they are and what they can do.

Social Awareness and Responsibility

Focuses on interacting with others and the natural world in respectful and caring ways. It contributes positively to their family, community, and environment; empathizes with others and appreciates their perspectives; resolves problems peacefully; and develops and sustains healthy relationships.

Grade-12

•  Human actions that affect natural environment with the use and disposal of plastics.

i)       How much plastic do we use and dispose every day?

ii)      Where does the plastic you disposed go and what happens after that?

•  Human activities that create plastic pollution and sensitivity towards self as well as social awareness about the problem.

i)       What are some of the activities that cause plastic pollution?

ii)      How does plastic abuse affect the quality of our life?

• Limited use of single use plastics and recycling of plastics to reduce harmful emissions of greenhouse gases.

i)       How plastic use impact our carbon foot printing?

ii)      How are the chemical release after burning plastics affect the natural atmosphere?

• Living sustainably to support the well-being of self, family and local community.

i)       How are your decisions to limit the use of plastics linked to global plastic pollution?

ii)      What changes could you make in your life that will support a sustainable living and a clean habitat for marine life?

Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal, local, or global interest.

How much plastic waste do you generate in a day?

Planning and conducting

Collaboratively and individually plan, select, and use appropriate investigation methods to collect reliable data (qualitative and quantitative)

How can you measure the carbon foot printing and emission of harmful greenhouse gases with the use of plastics?

Processing and analyzing data and information

Experience and interpret the local environment.

Analyze cause-and-effect relationships.

How can you relate population growth with the plastic pollution?

How has the plastic disposal per family changed over 10 years?

Evaluating

Exercise a healthy, informed skepticism and use scientific knowledge and findings to form their own investigations to evaluate claims in primary and secondary sources.

How can you make sustainable choices to reduce the problem of plastic pollution?

Applying and innovating

Contribute to finding solutions to problems at a local and/or global level through inquiry.

How could the design of packaging be improved to reduce the use of single use plastics?

How could you create awareness to minimalize the use of plastics in your family and local community?

Scientific knowledge: Chemical composition of plastics

Bio-indicators: Effect of disposal of plastics on plants, animals and human life.

Changes to climatic ecosystems: Release of greenhouse gases

Different types of pollution

Land use and degradation: Landfills, habitat loss, urbanization

Sustainable living: Conservation of natural environment and resources, alternate eco-friendly methods.

The brainstorming session, group discussions, investigative research and reflections from students on human activities causing plastic pollution will help them to incorporate the learning principles from indigenous knowledge.

Learning about the harmful effects of plastic pollution on self, family and community will sensitize the students towards limited use of plastics.

Holistic learning with reflexive actions to become environmentalists will connect the students with reciprocal relationship with environment.

The learners will be able to relate the human activities to the current devastating state of environment due to plastic abuse.

After successful completion of activities, the students will be able to come out as young pioneers to conserve their environment.

(“First Peoples principles of learning,” 2020)

The classrooms have a diverse environment and students not only come from different cultures and ethnic backgrounds, but also have diverse home life, experiences, and linguistic set ups. To integrate inquiry into such culturally diverse classrooms, the teacher needs to reshape the instructional practices to accommodate everyone in one classroom with equal opportunities through collaborative learning.

The organization of groups for collective research will be designed in a way that the groups have a mix of students where they can share their ideas and experiences of using plastics in their daily routine as per their household lifestyles and come up with innovative ideas for their peers to demonstrate a collective team work with best possible solutions to reduce the plastic pollution.

Teacher will show pictures and videos to introduce the topic to students and students will have to answer the questions and bring forward their ideas and experiences related to the topic.

Formative assessment- Are students actively engaged in the topic through discussions?

Formative assessment on relevant points presented as per the rubrics provided to the students.

Reflect upon the responses from at least 15 people from your family or local areas and present a graphical representation of the data collected.

And prepare a proposal on how will you create awareness among these people about the harmful effects of plastic use and what are the alternate eco-friendly solutions to reduce the plastic use.

DSOUZA, J. (2016, April 7). Based learning 9: IBL — inquiry-based learning. Medium. https://medium.com/innovative-learning/based-learning-9-ibl-inquiry-based-learning-89770af4babc

First Peoples principles of learning. (2020, September 10). First Nations Education Steering Committee FNESC. https://www.fnesc.ca/first-peoples-principles-of-learning/

Fried, R. L. (2001). The passionate learner: How teachers and parents can help children reclaim the joy of discovery. Boston: Beacon Press.

Friesen, S. (2009). What did you do in school today? Teaching effectiveness: A framework and
rubric. Toronto: Canadian Education Association.

Funding approved for the centre for design in Kilkenny. (2019, November 13). Ireland South East. https://irelandsoutheast.com/2019/01/13/funding-approved-for-the-centre-for-design-in-kilkenny/

Kelly, R. W. (2016). Creative development: Transforming education through design thinking,
innovation, and invention. Calgary, AB: Brush Education.

National Committee on Science Education Standards and Assessment, National Research Council… (1995). National Science Education Standards, First Printing. Washington, D.C.: National Academies Press. Retrieved April 4, 2001, from http://books.nap.edu/catalog.php?record_id=4962

RAMUNAS BALCAITIS. (2019, June 17). Design thinking models. Stanford d.school. Empathize IT. https://empathizeit.com/design-thinking-models-stanford-d-school/

•  Giving students ample opportunities to learn from their own experiences.
•  Project based learning
•  Teaching as a facilitator not expert or lecture
•  Open ended discussions with questions and investigations
•  Preparing supplies and teaching materials in advance to plan the activities effectively.

ü  Relationship building with group activities.

ü  Clear communication between teacher-student and student-student

ü  Building trust among the student by letting them choose the project as per their choice and creative ability.

Extension activities include ‘NO PLASTIC DRIVE’ in school to engage students as a group to reach out to local communities tackling the problem of plastic pollution and inviting them to participate in the drive and share their success stories on how reducing the use of plastics helped them to live a sustainable and eco-friendly life.