Monitoring marine plastics in Newfoundland and Labrador A Citizen Science project for grades 7 12 youth Participation Guide & Curriculum Alignment

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1 Monitoring marine plastics in Newfoundland and Labrador A Citizen Science project for grades 7 12 youth Participation Guide & Curriculum Alignment Katharine Winsor 1, Dr. Max Liboiron 1,2 Craig White 3 1 Department of Sociology, Memorial University of Newfoundland, St. John s, NL A1C 5S7, Canada 2 Department of Geography, Memorial University of Newfoundland, St. John s, NL A1B 3X9, Canada 3 Education Program Consultant, Let s Talk Science, Memorial University of Newfoundland, St. John s, NL A1B3X7, Canada 1

2 Table of Contents Projects covered in this Guide 3 Statement of the Problem 4 Teaching Students about Marine Plastics 4 Sampling Tools 5 The Ice Cream Scoop 5 BabyLegs 7 Land Survey Protocol 8 Flowchart for Sampling Technology Options 10 Grade 7 Curriculum 11 Grade 8 Curriculum 12 Grades Curriculum 13 References 16 This guide is funded by Memorial University of Newfoundland Public Engagement Accelerator Grant. Projects and protocols were developed within Civic Laboratory for Environmental Action Research (CLEAR). BabyLegs by Max Liboiron is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. Permissions beyond the scope of this license may be available by contacting Dr. Liboiron at mliboiron@mun.ca. The Ice Cream Scoop by Katharine Winsor, Heather Alexander, Maire Nic Niocaill, and Kristen Milley is licensed under a Creative Commons Attribution 4.0 International License International License. Permissions beyond the scope of this license may be available by contacting Katharine Winsor at kwinsor@mun.ca. 2

3 Projects covered in this guide: Ice Cream Scoop for monitoring plastics in water, grade 7. BabyLegs for monitoring plastics on the surface of water, grade 8. Land survey for monitoring waste on shorelines and other places on land, grade

4 Statement of Problem The United Nations Environmental Program (UNEP) identifies marine plastic pollution as a top environmental concern 1. UNEP s estimate of financial damage from plastics to marine ecosystems is US$13 billion each year, not including loss of commercial fish stock and damaged ocean infrastructure. The effects of plastic pollution have implications for marine ecosystems and wildlife, such as when plastics entangle animals or reduce oxygen transfer for sea floor ecosystems. 2 Growing evidence indicates that plastics can move toxic chemicals into food webs when animals ingest plastics, impacting human health. 3 Despite these hazards, Canada lacks a long-term monitoring program for marine plastics. There is limited data about the quantity and composition of marine plastics, particularly in Newfoundland and the Canadian north. Special monitoring technologies are required to marine plastics because most marine plastics 93%-- are less than 5mm in size 4 ; smaller than a grain of rice. These are called microplastics. To address this, The Civic Laboratory for Environmental Action Research (CLEAR) at Memorial University of Newfoundland has created do-it-yourself technologies that allow people to be active participants in data collection and interpretation, including students. The technologies covered here can be used in grades 7 through 11 to meet various science curriculum outcomes while simultaneously facilitating the development of skills used in the practice of active science. At the same time, the data created can be used by scientists to help monitor the problem of marine plastic pollution in Newfoundland. Teaching students about marine plastics Citizen science is when people who do not have degrees contribute to scientific knowledge. When students engage in citizen science activities they develop familiarity with scientific processes and methodologies because they are acting in the same way that scientists do scientists in the field. Citizen science projects provide students with opportunity to develop their problem-solving and critical thinking skills as well as developing positive group dynamics and 1 United Nations Environment Programme, Barnes, Galgani, Thompson & Morton, Ibid. 4 Eriksen, Lebreton, Carson, Theil, Morre, Borerro & Galani,

5 communication skills. Citizen science projects also supply additional scientific data that is valuable to researchers and the general population 5. For grades 7 through 12, many science curriculum outcomes can be met while engaging students as citizen scientists as they learn about the issue of marine plastics and use the three different do-it-yourself monitoring technologies outlined in this guide. Each of the monitoring technologies and protocols will help teachers address curriculum outcomes and allow for follow up work as students continue through subsequent grade levels. If used in subsequent grades, the skills learned in previous grades will support students as they use other monitoring technologies and protocols. Resources for teaching students about marine plastics in general, including how to guides, photos, videos, and activities can be found at Sampling Tools The sampling tools that are used in this citizen science project are made from common household materials. Teachers can choose to create sampling tools ahead of time, or engage students in the construction process. The choice of which monitoring tool or technology to use will depend on the teacher s specific lesson goals, grade level, and intent. See appendices A, B & C for detailed protocols on how to build and use each technology. See appendices D & E for how to process samples and identify plastic pollution. 1. The Ice Cream Scoop The main component of the Ice Cream Scoop technology is the plastic ice cream container, which is used to skim the surface of the water, the middle of the water column, and even the sediment for plastics and other human-made waste. This technology is best used to introduce students completing the grade 7 curriculum to the concept of presence sampling. Presence sampling is simply testing to see whether plastics are present in the 5 Miczajka, Klein & Pufal,

6 water or not, producing yes/no data. Plastics that are captured can be described and analyzed by: o Categorization of samples collected (human made vs. non-human made) o Measurement and categorization of samples collected (macro, meso or micro plastic) Exploring the local ecosystem and environment Recording findings collected in the sampling trip Measuring and categorization of the sizes of various plastic items collected (meso and macro sized items) The Ice Cream Scoop This technology can be deployed in two ways. The first method is to trawl (drag) it through the water while walking in a path parallel to the shoreline. This requires the student walk in knee or mid-thigh deep water. This method should not be used in areas 6

7 where there are strong wave conditions, waves breaking on a beach, where the bottom is not familiar, where the bottom is slippery, or in windy conditions. The second method of deploying the Ice Cream Scoop is to stand at the waterline, toss the scoop out into the water, and pull it back towards shore. A rod or stick can also be used to extend the Ice Cream Scoop as students walk along the shoreline, staying dry. This method is recommended for younger students and/or where water/bottom conditions might be unsafe for the trolling method. In situations of onshore wind, a weight can be attached to the scoop to facilitate tossing into the wind. A longer trawling line may also be used. 2. Baby Legs The BabyLegs technology is created using baby s tights, soda pop bottles, and other inexpensive and easy to find materials. The weave of the material in the tights can trap very small particles of plastic. This technology requires longer deployment time than the Ice Cream Scoop, catches particles that are much smaller and harder to identify than the Scoop, and is suited to older students than the Ice Cream Scoop. If students were introduced to the issue of plastics in the marine ecosystem in grade 7, the use of the Baby Legs technology will help build on the skills and issues first introduced in the grade 7 curriculum. BabyLegs being used in the water. 7

8 Using Baby Legs as a monitoring device with an older age group provides the opportunity to learn more sophisticated sampling protocols and gives the user information on the quantity of plastic in a body of water. Specifically, BabyLegs provides: a more complex body design to build the ability to quantify samples and water passing through the trawl a categorization and analysis of samples (human made vs. non-human made) the measurement of plastic samples collected (macro, meso or micro plastic) estimation of the size of samples under microscope 3. Land Survey Protocol The Land Survey uses a transect to help organize collection of human-produced waste on land. 8

9 Approximately 80% of marine plastics originate on land. Once in the ocean, plastics can wash back on shore. Plastics and other waste can be monitored on shorelines, in public spaces, and even in your own backyard. Land surveys give valuable information as to the types, quantities, and even sources of plastics that are polluting an area and may travel to the ocean. This data can be used to see what the main sources of land-based plastics are, how much plastic is coming ashore, and whether or not local efforts to ban plastic bags or reduce fishing gear loss are successful. Land surveys can also provide a base line (a starting point) to characterize marine plastics in an area. a systematic protocol which ensures that data can be compared over time and between sites findings can be logged in the Marine Debris Tracker app, this can provide further understanding of both the type and volume of material found Marine Debris Tracker data can be monitored over time or compared to other sites The development and use of these technologies can assist in meeting the science curriculum outcomes. The following section and flowchart illustrate and discusses these outcomes in detail for each grade or course level. 9

10 Marine technology options 10

11 Grade 7 Curriculum Grade 7 Science Outcomes Demonstrate the importance of choosing words that are scientifically appropriate (109-12, ) o Specific terms addressed include ecosystem, abiotic, biotic, species, community, and habitat. Define and delimit questions to investigate in a local ecosystem (208-3). o Teachers could address the outcomes of the core laboratory activity Field Trip to the School Yard through engagement in this project. Defend a course of action to protect the local habitat of a particular organism (113-11) o Many of the outcomes in the Environmental Action topic of this unit can be addressed in this project. For example recognize that humans have influenced the natural environment through pollution. o Recognize that a variety of groups and individuals are interested in protecting the environment (112-4, 112-8) Investigate the biotic and abiotic factors of a local ecosystem (306-3) Practical science skills addressed include o Categorization of samples collected (human made vs. non-human made) o Measurement and categorization of samples collected (macro, meso or micro plastic) Grade 7 Math Outcomes 7N3. Solve problems involving percentages from 1% to 100% The process of presence sampling and comparison of samples between testing areas also provides a basis for developing understanding of ratios which will support students acquisition of this concept in grade 8. Grade 7 Technology Education Outcomes Unit 3 Design Activity. In addition to addressing many of the outcomes in this unit, students could develop a communications solution relating to the data they collect. Students also have opportunity to engage in technology building (with simple and safe tools) 11

12 Grade 8 Curriculum The grade 8 unit Water Systems on the Earth s Surface provides an ideal backdrop to student involvement in this citizen science project. During a field trip to a coastal environment, teachers could reinforce many of the concepts covered in this unit. In addition, participation in this project provides a real life example of the effects of humans and technological on these environments. In addition, students can further refine their microscope skills in the identification of microplastics in their samples. This also provides an opportunity for the teacher to underscore the way in which advanced technology helps further our observations and subsequent understanding of our world. Grade 8 Science Outcomes Describe some positive and negative effects of marine technologies on ocean species (113-2) o Teachers could expand on the issues related to fishing and other marine-based industries to include the use of various plastics (e.g., nets, ropes, containers, etc.). While not specifically discussed in the curriculum guide, discussion of non-marine industry sources of plastics (e.g., plastic bags, items from landfills, etc.) points out the impact on ocean species. Recognize that problems related to the oceans cannot be completely resolved using scientific and technological knowledge (113-10) o Discussion of the different types of materials from their sampling procedures should help students recognize the role for concerned citizens, the importance of addressing sustainable development, etc. Use a light microscope to produce a clear image of cells (209-3) Estimate measurements of cells viewed with a microscope (209-2) o During their analysis of their samples for microscopic items, students will expand their understanding of the importance of microscopy beyond the study of cells. Students can further refine their understanding of and skills of how to measure the size of items viewed with a microscope. 12

13 Grade Science Curriculum Participation in this Citizen Science project will provide senior high science students with the opportunity to consolidate and apply knowledge gained in previous science courses. It will also provide them with a framework to further develop the science process skills outlined in the GCOs of various curriculum documents. From the perspectives of Science, Technology, Society and Environment (STSE) and sustainable development this project provides the opportunity to give the students a comprehensive view of a timely and relevant issue; that of marine plastics and their impacts on marine ecosystems. It also provides an opportunity to provide them with the skills and attitudes to become engaged citizens, proficient citizen scientists, and contribute to reliable scientific data. Whether students engage in this project as part of their science class or as a member of an after school environmental or science club, they will experience a true 21 st Century learning opportunity. Through their sampling of marine plastics on beaches or in water columns, analyzing the samples collected, and proposing courses of action to address the issues they encounter, students will be engaged in a real world activity that requires Critical Thinking, Problem Solving, Collaboration and Communication skills. Specific Connections to Senior High Science Curriculum Science 1206 Ecology (2017 Pilot Version) Describe the mechanisms of bioaccumulation, and explain its potential impact on the viability of and diversity of consumers at all trophic levels. (outcome 87.0) Analyse the impact of external factors on an ecosystem (outcome 89.0) Explain why different ecosystems respond differently to short-term stresses and longterm changes (outcome 90.0) Explain how a paradigm shift can change scientific world views (outcome 91.0) Compare the risks and benefits to society and the environment of applying scientific 13

14 knowledge or introducing a technology (outcome 94.0) Propose a course of action on social issues related to science and technology taking into account human and environmental needs (outcome 96.0) Science 2200 Ecosystems Explain how a paradigm shift, with respect to environmental attitudes, can change scientific world views in understanding sustainability (114-1) evaluate relationships that affect the biodiversity and sustainability of life within the biosphere (NLS-1) analyze from a variety of perspectives the risks to society of a biodiversity loss (118-2) explain biotic and abiotic factors that keep natural populations in equilibrium and relate this equilibrium to the resource limits of an ecosystem (318-5) understand that biodiversity loss due to human activity adversely affects ecosystems (NLS-2) compile and organize data, using appropriate formats and data treatments to facilitate interpretation of the data (213-5) plan changes to predict the effects of, and analyze the impact of external factors on an ecosystem (331-6, analyze the impact of external factors on the ecosystem (331-6) work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise (215-6) evaluate individual and group processes used in planning, problem solving and decision making, and completing a task (215-7) compare the risks and benefits to the biosphere of applying new scientific knowledge and technology to industrial processes (118-1) Environmental Science 3205 Unit 1 o Impacts of economy, environment, and society on sustainability o Role of environmental monitoring o Ecological footprint o Eco-citizenship and environmental responsibility (individuals, industry, society) o Importance of protecting species Unit 2 o Ecological integrity policy and processes 14

15 Unit 4 Water Use and the Environment o Human impacts on water resources o Marine ecosystems impacts of pollution o Marine debris (many outcomes) 15

16 References Barnes, D. K. A., F. Galgani, R. C. Thompson, and M. Barlaz. "Accumulation and fragmentation of plastic debris in global environments." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no (2009): doi: /rstb Eriksen, Marcus, Laurent CM Lebreton, Henry S. Carson, Martin Thiel, Charles J. Moore, Jose C. Borerro, Francois Galgani, Peter G. Ryan, and Julia Reisser. "Plastic pollution in the world's oceans: more than 5 trillion plastic pieces weighing over 250,000 tons afloat at sea." PloS one 9, no. 12 (2014): e Miczajka, Victoria L., Alexandra-Maria Klein, and Gesine Pufal. "Elementary School Children Contribute to Environmental Research as Citizen Scientists." Plos One 10, no. 11 (2015). doi: /journal.pone United Nations Environment Programme (UNEP). (2014), UNEP Year Book 2014: emerging issues in our global environment, United Nations Pubns. 16