Refusing Plastic Writing

• Engage the class in a discussion, reading, or activity to activate background knowledge and provide new information about plastic production, use, and disposal.
• Generate a class list of facts learned about plastic that can be used in student letters.
• Brainstorming (page 3) can be done as a whole group, small group, or independently.
• Several options for scaffolded writing are provided. Choose the option(s) that fit your students’ needs.
• For speaking practice, students may read their letter to the class or record it to share on a school website or other platform.

The environmental effects of plastic are highlighted by this activity. Both biodiversity and the climate system have suffered as a result of plastic waste. Students will be able to learn about these effects and provide ways to address plastic pollution in our environment. This activity was scientifically vetted, making it appropriate for use in the classroom.

Primary Standards

• Common Core English Language Arts Standards (CCSS.ELA)
  • Writing (K-12)
    • CCSS.ELA-LITERACY.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
    • CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
    • CCSS.ELA-LITERACY.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.