Plastic Waste Project

Grades 9 and 10
 Introduction:

The 17 Sustainable Development Goals — also known as the SDGs or the Global Goals —came into
effect on January 1, 2016 following an historic United Nations Summit in September 2015. 193
governments from around the world agreed to implement the Goals within their own countries in
order to achieve the 2030 Agenda for Sustainable Development. Over the next fifteen years, with
these new Goals that universally apply to all, countries will mobilize efforts to end all forms of
poverty, fight inequalities and tackle climate change, while ensuring that no one is left behind.

These new, interconnected goals build on the successes of the Millennium Development Goals, or
MDGs, while also identifying new priority areas such as climate change, economic inequality,
innovation, sustainable consumption, peace and justice, among others.

This project was developed based an inquiry and research approach; where learners are stimulated
with questions and information about a particular issue to construct new knowledge and
understanding. In this approach, educators become facilitators of learning, with students
empowered to become self-directed as they explore each issue individually and collectively.

The project is intended to help learners understand the context and key stakeholders of a given
goal(s), while inviting them to include their own understanding through reflective prompts.
Prompting students to investigate issues that are new or challenging to them will help them develop
a relationship between themselves and the issues. Taking time to understand learner experiences
and awareness through discussions and collaborative action will ensure this process remains learner
centric.

Learning Outcomes

Students will:

• Understand the framework of the Global Goals for Sustainable Development

• Improve skills in communication & teamwork, problem solving, creativity & imagination,
presenting and scientific inquiry
• Deeper awareness of the systemic challenges around plastic packaging and how these might be
overcome by redesign.
• Use numerical methods to model the amount of plastic waste and plastic recycled around the
world.
• Compare numerical models and provide estimates of expected plastic waste.
• To design a product or service based on the circular economy

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 Introducing the Global Goals

In September 2015, all 193 members of the United Nations adopted the Sustainable Development
Goals (SDGs) or ‘Global Goals’ as they are commonly known. This “Agenda for 2030” is comprised
of 17 Goals to drive development over the next 15 years by collectively ending extreme poverty,
tackling climate change, and fighting inequalities. This was a historic agreement, paving the way for
a better and more sustainable future for all.

Each Goal, ranging from areas such as eliminating poverty (Goal 1) to reducing inequalities (Goal 10)
to climate action (Goal 13), offers clear and measurable targets for countries and citizens to respond
to the call to action to meet the Goals by the year 2030.

Follow the link below to better understand the Global Goals:

https://www.youtube.com/watch?v=p2hyORs83EE&list=PLQi-zQlR5NqcQhwWYdoc-
r1t2DLx7ObX5&index=5

In the boxes below, write your understandings of each word:

Sustainable Development

Goals

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 The Plastic Waste Project

These days plastics are everywhere. They are an integral part of the modern economy and add in
various ways to our quality of life. Electronic devices, cars, chairs, food, hygienic products,
containers, construction materials and packaging - they all contain plastics. Their use has increased
twenty-fold in the past half-century and is expected to double again in the next 20 years. Today,
nearly everyone, everywhere, every day comes into contact with plastics — especially plastic
packaging.

While delivering many benefits, the current plastics economy has drawbacks that are becoming
more and more obvious.
• Many plastics are only used for a short time or a short first-use cycle.
• 95% of plastic packaging material value, or USD 80–120 billion annually, is lost from the economy.
• Approximately 32% of plastic packaging leaks into the environment.
• Only 14% is recycled, and only 2% is recycled back into plastics packaging production.

Need a better picture to illustrate these numbers? If we carry on as we are, research suggests that
by 2050 there will be more plastic than fish in the sea.

Plastics in the environment can lead to reduced productivity of vital natural systems such as oceans.
Plastics can clog urban infrastructure, thus creating huge economic costs (i.e. negative externalities)
for everyone. Is anyone doing anything about this? Yes. Governments, cities and communities have
activated various investments, schemes and collaborations.

However, many questions remain unresolved.

• Can we collect all the plastics?
• What about all the plastic in the oceans?
• What happens if we mix different plastics?
• Do we get the same properties from recycled plastics?
• What effects can the chemicals in plastics have on the body?
• Why are there no global regulations in place to govern plastics production world-wide?
• Can we create an effective plastics system, with more value captured, and better environmental
outcomes?

In the next sections, you will be completing an investigation about plastic waste from different
aspects. Each section is related to a certain subject. Read the questions carefully and attempt
answering all questions.

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Science and English:

Should plastics be biodegradable?

Design a research paper that aims at exploring plastics’ material properties, polymerisation, an
impact on environmental chemistry. Look into surfactants in cleaning products, food containers
or heavy-duty plastics used in construction and infrastructure to understand the different
properties, applications and challenges of plastics better. Use the following questions below to
help guide you in your research and understanding of the plastic properties.
• Why are (some) plastics waterproof?
• Why are (some) plastics airtight?
• Why are (some) plastics hard and stiff?
• Why are (some) plastics bendable?
• Why are (some) plastics melting easily?
• Why are (some) plastics not biodegradable?
• Why are (some) plastics floating?
• Why are (some) plastics not conducting electricity?

Design experiments that help you test each of the plastic properties mentioned in the questions
above. And deduce what they tell you about the molecular structure of plastics.
Note: Each experiment has to have a specific purpose (answering specific questions), a
hypothesis, clearly stated variables and a well-structured procedure.

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Mathematics:

The table below shows the increase of global plastic production, measured in tonnes per year,
from 1950 through to 2015. In 1950 the world produced only 2 million tonnes per year. Since then,
annual production has increased nearly 200-fold, reaching 381 million tonnes in 2015. For context,
this is roughly equivalent to the mass of two-thirds of the world population.

Global plastics production

Year
(million tonnes) (tonnes)
1950 2000000
1951 2000000
1952 2000000
1953 3000000
1954 3000000
1955 4000000
1956 5000000
1957 5000000
1958 6000000
1959 7000000
1960 8000000
1961 9000000
1962 11000000
1963 13000000
1964 15000000
1965 17000000
1966 20000000
1967 23000000
1968 27000000
1969 32000000
1970 35000000
1971 38000000
1972 44000000
1973 51000000
1974 52000000
1975 46000000
1976 54000000
1977 59000000
1978 64000000
1979 71000000
1980 70000000
1981 72000000
1982 73000000
1983 80000000
1984 86000000
1985 90000000
1986 96000000
1987 104000000
1988 110000000
1989 114000000
1990 120000000
1991 124000000
1992 132000000

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 1993 137000000
1994 151000000
1995 156000000
1996 168000000
1997 180000000
1998 188000000
1999 202000000
2000 213000000
2001 218000000
2002 231000000
2003 241000000
2004 256000000
2005 263000000
2006 280000000
2007 295000000
2008 281000000
2009 288000000
2010 313000000
2011 325000000
2012 338000000
2013 352000000
2014 367000000
2015 381000000

1. Use www.desmos.com to make a scatter plot.

2. To draw the line of best fit type 𝒚𝟏 ~𝒂𝒙𝟏 + 𝒃. Printout the graph and paste it in the box below.

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3. Write the equation of the line of best fit based on part 2. This represents a linear model for the
data set given.

4. Predict the product waste in 2020. How accurate do you think your prediction is?

5. To draw the parabola of best fit type 𝒚𝟏 ~𝒂𝒙𝟐𝟏 + 𝒃𝒙 + 𝒄. Printout the graph and paste it in the
box below.

6. Write the equation of the parabola of best fit based on part 2. This represents a quadratic model
for the data set given.

7. Predict the product waste in 2020. How accurate do you think your prediction is?

8. Which of the two models is more accurate. Justify your answer.

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Social Studies:

Our current economy employs a linear, take-make-dispose, model (resources are taken from the
ground, made into products and then thrown away). This model has contributed to both the
positive but also negative effects of plastic being everywhere.

But what if we had an economic model that was more ‘circular’, and kept products and materials
cycling within the system for longer? This vision for a ‘circular economy’ aims to optimise value
by increasing the lifecycle of materials and designing out waste, thereby decoupling growth from
the consumption of finite resources.

Look at the individual parts and create a list of the raw materials and components required to
build or manufacture your favourite shirt, senior jacket, …

Consider what parts your product is made of (tags, zipper, basic fabric, buttons etc.)

List the materials in your product. Remember to consider whether any of these materials can be
separated.

1 ………………………………………………………… 6 …………………………………………………………

2 ………………………………………………………… 7 …………………………………………………………

3 ………………………………………………………… 8 …………………………………………………………

4 ………………………………………………………… 9 …………………………………………………………

5 ………………………………………………………… 10 ……………………………………………………….

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Once you have a comprehensive list of materials, pick on 3 materials, each at a time and run
through the decision trees below.

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Write a brief essay explaining how your product can become more circular. Use the following
guiding questions.

Can your product become a service in some way?

Can you make it easier for your users to repair it themselves?
Can you design your product to be more modular so individual components can be upgraded or
replaced easier?
Can you provide a maintenance service to sustain the life of the product?
Can you work directly with your manufacturer to restore your products after their first use cycle?
Can you utilise waste or recycled materials for your materials?
Can any of your materials be sourced more locally?
Can your production be more localised?
Can you minimise the waste stream your product produces?
Can your product contribute to the bio-cycle in some way?

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Project Rubrics

Science
The response provides all aspects of a complete interpretation and/or a correct solution. The
response thoroughly addresses the points relevant to the concept or task. It provides strong
4
evidence that information, reasoning, and conclusions have a definite logical relationship. It is
clearly focused and organized, showing relevance to the concept, task, or solution process.
The response provides the essential elements of an interpretation and/or a solution. It addresses
the points relevant to the concept or task. It provides ample evidence that information, reasoning,
3
and conclusions have a logical relationship. It is focused and organized, showing relevance to the
concept, task, or solution process.
The response provides a partial interpretation and/or solution. It somewhat addresses the points
relevant to the concept or task. It provides some evidence that information, reasoning, and
2
conclusions have a relationship. It is relevant to the concept and/or task, but there are gaps in focus
and organization.
The response provides an unclear, inaccurate interpretation and/or solution. It fails to address or
omits significant aspects of the concept or task. It provides unrelated or unclear evidence that
1
information, reasoning, and conclusions have a relationship. There is little evidence of focus or
organization relevant to the concept, task, and/or solution process.

The response does not meet the criteria required to earn one point. The student may have written
0
on a different topic or written "I don't know."

Scientific Method
Predicted results and hypothesized relationship between variables clearly stated and reasonable
Accurate representation of the data using tables and/or graphs
Graphs and tables are labeled and titled
Data is precise
4 Trends/patterns are logically analyzed for all parts
All questions are answered in complete sentences
Analysis is reliable, insightful and rational
Accurate statement of the results of experiment indicates whether results support hypothesis
Possible sources of error and what was learned from the lab discussed
Predicted results and hypothesized relationship between variables stated and reasonable
Good representation of the data using tables and/or graphs
Precision is acceptable
3 Trends/patterns are logically analyzed for most parts
Most questions are answered in complete sentences
Analysis is made based on research
A statement of the results of the experiment indicates whether results support the hypothesis

Predicted results and hypothesized relationship between variables stated and close to be reasonable
Fair representation of the data using tables and/or graphs
Precision is close to be acceptable
2 Trends/patterns are logically analyzed for some parts
Few questions are answered in complete sentences
Analysis is general
A statement of the results of the l experiment indicates whether results support the hypothesis

Predicted results and hypothesized relationship between variables are unclear

Data lacks precision
Trends/patterns are not analyzed
0-1
Answers to questions are incomplete
Analysis is inconsistent
A statement of the results is incomplete with little reflection on the experiment

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 Social Studies

4 Persuasive and insightful analysis; fortifies position by demonstrating broader issue at hand

3 Insightful analysis; fortifies position by demonstrating understanding of issue at hand

Some insightful analysis; attempts to fortify position through demonstrating some understanding of
2
issues at hand
1 Shows little analysis; little demonstration of issues at hand

0 Shows no analysis; no demonstration of issues at hand

Mathematics 4 3 2 1

•An efficient strategy is •A correct strategy is •A partially correct •No strategy is chosen,
chosen and progress chosen based on the strategy is chosen, or a or
towards a solution is mathematical situation correct strategy for a strategy is chosen
evaluated. in the task. only solving part of the that
•Adjustments in •Planning or task is chosen. will not lead to a
strategy, if necessary, monitoring of strategy •Evidence of drawing solution.
are made along the is evident. on some relevant •Little or no evidence
Problem
way, and/or alternative •Evidence of solidifying previous knowledge is of engagement in the
Solving
strategies are prior knowledge and present, showing some task is present.
considered. applying it to the relevant engagement
•Evidence of analyzing problem-solving in the task.
the situation in situation is present.
mathematical terms
and extending prior
knowledge is present.
Reasoning and •Deductive arguments •Arguments are •Arguments are made •Arguments are made
Proof are used to justify constructed with with some with no mathematical
decisions and may adequate mathematical basis. basis.
result in formal proofs. mathematical basis. •Some correct •No correct reasoning
•Evidence is used to •A systematic reasoning or nor justification for
justify, and support approach and/or justification for reasoning is present.
decisions made, and justification of correct reasoning is present.
conclusions reached. reasoning is present.
Communication •Formal math language •Formal math language •An attempt is made to •No formal
and symbolic notation is use formal math mathematical terms or
is used to consolidate used to share and language. One formal symbolic notations are
math thinking and to clarify ideas. At least math term or symbolic evident.
communicate ideas. At two formal math terms notation is evident.
least one of the math or symbolic notations
terms or symbolic are evident, in any
notations is beyond combination.
grade level
Representation •An appropriate •An appropriate and •An attempt is made to •No attempt is made to
mathematical accurate mathematical construct a construct a
representation(s) is representation is mathematical mathematical
constructed to analyze constructed and representation to representation.
relationships, extend refined to solve record and
thinking and clarify or problems or portray communicate problem
interpret solutions. solving but is not
phenomenon. accurate.

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 English 4 3 2 1
Focus/ Claim •Insightfully addresses all •Competently addresses •Superficially addresses •Partially addresses
CCSS – W: aspects of the prompt all aspects of the prompt all aspects of the prompt aspects of the prompt
1a, b, d •Introduces artful and •Introduces precise claim •Introduces superficial •Introduces
4 precise claim in a in a clear thesis claim in a thesis underdeveloped or
sophisticated thesis statement statement flawed claim in a weak
statement. thesis statement
Organization/ •Skillfully orients reader •Orients reader to topic •Superficially orients •Inadequately orients
Structure to topic in introduction in introduction reader to topic in reader to topic in
CCSS – W: •Creates seamless •Creates strong cohesion introduction introduction
1a cohesion through skillful through linking words, •Creates some cohesion •Uses limited and/or
1b use of linking words, phrases, and clauses through basic linking ineffective linking words,
1c phrases, and clauses within and between words, phrases, and/or phrases, or clauses
1e within and between paragraphs clauses within or •Includes illogical
4 paragraphs •Includes logical between paragraphs progression of ideas from
•Includes strategic and progression of ideas from •Includes adequate beginning to end with
logical progression of beginning to end with progression of ideas from minimal body paragraphs
ideas from beginning to relevant body paragraphs beginning to end with •Provides an inadequate
end with relevant body •Provides a conclusion body paragraphs and/or off-topic
paragraphs that follows from and •Provides a conclusion conclusion
•Provides a meaningful supports claim(s) which repetitively or
and reflective conclusion partially supports
which follows from and claim(s)
supports claim(s)
Evidence •Provides substantial and •Provides thorough and •Provides adequate •Provides insufficient
CCSS – W: pertinent evidence to credible evidence that and/or mostly credible evidence from source(s)
1b support claim(s) supports the claim(s) that supports the claim(s) that may lack credibility
2b •Seamlessly and Competently integrates •Inconsistently •Ineffectively integrates
8 effectively integrates and the evidence from integrates the evidence the evidence from
9 cites credible sources source(s) from source(s) source(s)
and/or textual evidence
Analysis •Shows insightful •Shows competent •Shows superficial •Shows limited
CCSS – W: understanding of understanding of understanding of understanding and/or
1b topic/text topic/text topic/text flawed understanding of
9 •Uses persuasive and •Uses valid reasoning to •Uses some valid topic/text
valid reasoning to connect evidence with reasoning to connect •Uses limited, simplistic
connect evidence with claim(s) evidence with claim(s) and/or flawed reasoning
claim(s) Competently refutes •Minimally refutes to connect evidence with
Convincingly refutes specific counterclaim(s) counterclaim(s) claim(s)
specific counterclaim(s) •Acknowledges alternate
or opposing claim(s)
Language •Uses purposeful and •Uses correct and varied •Uses mostly correct and •Uses limited and/or
CCSS – L: varied sentence structure sentence structure some varied sentence repetitive sentence
1 •Contains minimal to no •Contains few, minor structure structure
2 errors in conventions errors in conventions •Contains some errors in •Contains numerous
3 (grammar, punctuation, •Competently uses conventions which may errors in conventions
spelling, capitalization) academic language and cause confusion which cause confusion
•Strategically uses domain-specific •Superficially uses •Inadequately uses
academic language and vocabulary clearly academic language and academic language and
domain-specific appropriate for the domain-specific domain-specific
vocabulary clearly audience and purpose vocabulary clearly vocabulary clearly
appropriate for the appropriate for the appropriate for the
audience and purpose audience and purpose audience and purpose
Format •(If applicable) Student •Few to no minor errors •Several minor errors •Multiple errors
CCSS – W 8 avoided plagiarism and
correctly followed a
standard citation method
with:

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