Why We Need to Stop Plastic Pollution in Our Oceans For Good

Videos

Grades6, 7, 8, 9, 10, 11, 12Biology, Earth and Space Sciences, Civics

Scientist Reviewed

Provided by Oceana

Open Resource

What it is

This video from Oceana is about throwaway plastic pollution in our oceans and the dangers it can cause to humans, marine life, and the planet.
Students will learn about microplastics, the limits of recycling, global solutions, and action steps individuals can take.

Teaching tips

Positives

The video discusses successful initiatives implemented by governments and corporations to reduce throwaway plastic pollution.
The description links to the #BreakFreeFromPlastic movement, where students can learn more about how to get involved.

Prerequisites

The video mentions microplastics in things like beer, water, honey, sea salt, and the air we breathe, which some students might find discomforting or surprising.
Students should understand the importance of biodiversity and how plastic pollution disrupts the aquatic food chain.

Differentiation & Implementation

Students in art classes can make posters about reducing single-use plastic pollution in our schools and in our oceans.
Students who want to take action can look into #Trashtag: The Online Challenge Cleaning Places Up.
Another resource related to these topics is Plastic Pollution: How Humans Are Turning the World into Plastic.

From the scientist review

Plastic pollution is extensively discussed in this video. The impact of plastic pollution on the ocean and its resources has been projected. This is factual, and the resource also explored measures implemented by various government agencies and programs to limit plastic production and pollution. It also articulated the need for behavioral change, such as the #BreakFreeFromPlastic campaign, to ensure people understand the impact of plastic pollution and do not consume products made from plastics anymore. This is recommended for teaching.

How we review resources

Ready to use it?

Hosted on youtube.com

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Biology, Earth and Space Sciences, Civics
Format: YouTube Video
Language: English
Location: Earth, Europe, South America
Provider: Oceana
Authors: Oceana
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS2-2. + 47 more

Core

Core Standards legacy

MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
D2.Geo.4.6-8D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D4.7.6-8D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
D2.Civ.14.9-12D2.Civ.14.9-12 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
MS-LS2-C.2.MS-LS2-C.2. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

6.1.12.GeoHE.14.a:6.1.12.GeoHE.14.a: Evaluate the impact of individual, business, and government decisions and actions on the environment and climate change and assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.II.6.2SL.II.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

6.SL.26.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
7.LS2.27.LS2.2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS.ESS3.4HS.ESS3.4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
X.X. Apply the practices and knowledge of socialscience to determine the most effective ways to take informed civic action.
HS.C.IR.9:HS.C.IR.9: Describe the civic behaviors that promote and strengthen a pluralistic democracy.
HS.C.DP.12:HS.C.DP.12: Using primary sources from multiple perspectives, identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and the realities of American political and civic life for traditionally underrepresented groups.
HS.C.DP.13:HS.C.DP.13: Argue and defend positions on contemporary issues in which foundational ideas or values are in tension.
X.X. Apply the practices and knowledge of social science to determine the most effective ways to take informed civic action.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
SL.6.2SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

MS-LS2-2MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS-ESS3-4HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.6-8.2SL.6-8.2 Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
6SL2:6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.Geo.4.a.6.Geo.4.a. Explain how cultural patterns influence the environment and daily life within and among regions (e.g., pollution of the Ganges River, Croatian access to Adriatic Seacoast, Main-Danube waterway, Chinese New Year, Hajj).
7.Inq.4.f.7.Inq.4.f. Assess individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
MW.Civ.14.a.MW.Civ.14.a. Analyze means of protecting or limiting human rights in the 20th century (e.g., Universal Declaration of Human Rights, United Nations Resolution 181, Partition of India, Dirty War in Argentina, Cultural Revolution in China, Khmer Rouge, Stolen Generations in Australia).
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-LS2-C.2.MS-LS2-C.2. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
10.10.210.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

MS-LS2-2MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
HS-ESS3-4HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SS.6-8.G.2.MC.SS.6-8.G.2.MC. Evaluate how cultural and economic decisions influence environments and the daily lives of people in both nearby and distant places.
MS-LS2-2.MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources