Plastic Fishing KS2 education kit - teaching guide I Hubbub

PLASTIC FISHING Trial materials for teachers of children aged 9 -11

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Tell us what you have 1 done - #Plasticfishing

PF1 Introduction and contents

PF1 Introduction and contents

Contents

About Plastic Fishing

PF1

Introduction and contents

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PF2

Plastic waste - What is the problem?

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‘Our Plastic Fishing Catch’ (Pupil sheet)

PF3 Plastic waste - Why does it matter?

‘Sea life: waste is food’ (Pupil sheet)

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‘How can we get ride of plastic?’ (Pupil sheet)

PF4

Plastic waste - What can be done about it?

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PF4.1

Recycling plastic - Poly-Mer

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‘Mark Edwards MBE, Poly-Mer boatbuilder (Pupil sheet) ‘Degrade or recycle? - Role cards’ (Pupil sheet)

PF4.2 Thinking about waste and recycling: closing the circle ‘Circle or Line’ (Pupil sheet)

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PF4.3 Fantastic Plastic Action Plan ‘Fantastic Plastic Action Plan’ (Pupil sheet)

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At current rates, there will be more plastic than fish in the ocean by 2050. Plastic Fishing is a powerful way to bring this sustainability issue to our doorstep.

Plastic Fishing takes place on board the world’s first 99% recycled plastic boat, Poly-Mer, and a fleet of smaller craft. Plastic Fishing trips go out into London docks and collect plastic waste. The plastic that is collected is recycled. Some of it will be used to make more boats like Poly-Mer. In that way, participants are practically involved in creating a recycled flotilla to clean our waterways and raise awareness of issues around marine plastics.

For an introduction to Plastic Fishing, including four short films showing the journey from bottle to boat, see: www.hubbub.org.uk/plastic-fishing.

We will be creating a new short film to go alongside these teaching materials.

Your thoughts on this are welcomed.

‘The Five Rs’ (Pupil sheet)

PF5

Reviewing and sharing our learning - Davy Jones’ Locker 29

PF6

Feedback Form

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(Separate sheets)

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PF1 Introduction and contents

PF1 Introduction and contents

These trial materials- test and tell us

Curriculum Overview

These trial materials have been designed to support work around Plastic Fishing trips by London schools. They offer school-based activities that can take place before or after Plastic Fishing trips with children aged 9 to 11.

Each section includes activities for teachers, supported by photocopiable materials for children.

Some of the pupil materials are also available in PowerPoint format. We have in addition included some extension activities, key words and onward links (via the net, of course)!

The materials are targeted at upper KS2 (Years 5 and 6) but can be used with older and younger groups.

Science •

Working scientifically- gathering and recording data, recording findings (especially PF2) making predictions and suggesting improvements, reporting and explaining results (especially PF3, PF4.1 and PF4.2).

Materials and living things (especially PF3).

Please do comment on these trial materials by using the feedback form (PF6), by scribbling on this booklet and by coming along to the feedback meeting at Canary Wharf College, East Ferry Road on Monday 7th July 2018, 4.15 to 5.15pm.

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Following your feedback, the materials will be made available online to schools across the country. The schools which use them won’t necessarily undertake Plastic Fishing trips.

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These trial materials aim to:

Design Technology

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• • •

Complement Plastic Fishing trips with activities that can be carried out in the classroom and which maximise their educational value.

Help children make the connection between littering and plastics in the water.

Promote awareness and understanding of the ‘circular economy’.

Promote anti-littering and waste-minimisation activities in schools.

“Each generation has a project.

For this generation, it’s going to be raising the level of awareness about how we are destroying the environment.”

PHSE and Citizenship Active citizenship, making democratic decisions, thinking about rights and responsibilities (especially PF4.3 – Fantastic Plastic Action Plan and PF5 Reviewing Learning).

Designing and making, including designing and evaluating processes as well as products (especially PF4.1 and PF4.2).

There are cross-curricular extension opportunities in English (e.g. spoken language, comprehension, writing, word-level work); Mathematics (e.g. addition and subtraction; measurement; statistics); Geography (locational knowledge, journey planning and map work, human and physical processes) and History (chronology, the ‘future history’ that we have identified throughout as casting ahead), and Modern Foreign Languages (PF4.1).

All activities contribute directly to SMSC and British Values, and will be of great value to schools engaged in programmes such as Eco Schools, the Global Learning Programme and Rights Respecting Schools.

Sarah Counter, CEO and founder of Canary Wharf College

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Plastic wastewhat’s the problem?

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PF2 Plastic waste- what’s the problem?

PF2 Plastic waste- what’s the problem?

The hook

• •

This activity gives children the direct experience of a Plastic Fishing trip, and then of measuring and categorising the waste that they have found.

Children discuss the total figure for the plastic waste that they have found. How serious is the local problem? How much of this waste is recyclable locally? They highlight this on the chart.

Recyclable plastic waste is taken for recycling along with other recyclable materials.

Schools that are not carrying out a Plastic Fishing trip with Hubbub can still go Plastic Fishing on the banks of a local river, canal or lake, or by taking a stroll along the shore at the high tide mark.

(Do a risk assessment first!)

Extension ideas •

We provide equipment for schools going Plastic Fishing with Hubbub, but if you are organising your own ‘fishing trip’ you will need: nets, groundsheet or plastic sheeting, bin bags or reusable sacks, weighing scales (luggage scales are ideal), litter grabs if available.

• •

Casting off

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Explain to the children that you are going fishing to see how serious the problem of plastic waste is in your area. Not all of this waste will have been dumped into the water: some may have blown there or travelled through the drains.

You will be catching plastic waste, weighing it, sorting it and working out how much of the plastic can be recycled. If you are going Plastic Fishing with Hubbub, then any plastic bottles you find will help make new boats like the one you are going out in. Use photos or Google Street View to encourage the class to talk through the main features of the trip, including any potential hazards.

Fishing for information Once children have pulled in their plastic haul, they leave it on the groundsheet for excess water to run off.

• • • •

They start recording data by weighing the bin bags (or reusable sacks) and recording this on the ‘Our Plastic Fishing Catch’ chart. This figure will be deducted from the total weight.

Next, they separate out the plastics from the non-plastics.

The plastics go into bags or sacks and are weighed. This figure is recorded on the chart.

Children group and weigh the plastics according to their types: plastic bottles; other recyclable plastic; other non-recyclable plastic; other recyclable food & drink packaging; non-recyclable food & drink packaging. Schools going Plastic Fishing with Hubbub can recycle plastic bottles into Plaswood for new boats.

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Children create a route plan for their trip, complete with a simple sketch map. When the trip is over, they can mark some of the main things they have seen onto this map.

Children use tablets to record and upload images of plastic waste, using the hashtag #PlasticFishing. Schools could compare online figures to see who has fished out the most plastic.

Children use the net to find out statistics for plastic waste in their home city or district, the UK, the world. How many sets of their waste would fit into these bigger figures? Can they create a poster to show this?

Casting ahead. We can’t change the past, but we do create the history of the future. Plastic has only become commonplace since the 1950s. Children list what it gets used for. What might a future world with less plastic look like?

The net • • • •

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Key words

Recycling symbols (For plastics): www.recyclenow.com/recycling-knowledge/ packaging-symbols-explained Plastic bottle recycling: www.recyclenow.com/ what-to-do-with/plastic-bottles-0 Local recycling locator: www.recyclenow.com/ local-recycling UK waste figures. Plastic made up 7.9% of all dry waste collected in 2016 (i.e. about 474,000 tonnes) … but not all plastic waste gets collected.

(See Fig 4 of www.gov.uk/government/uploads/ system/uploads/attachment_data/file/664594/ LACW_mgt_annual_Stats_Notice_Dec_2017.pdf) Plastic pollution figures: www.sas.org.uk/ our-work/plastic-pollution/plastic-pollutionfacts-figures/

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Aluminium, canal, compost, dock, drain, gutter, high tide mark, lake, PET, plastic, pollution, recycle, river, shore, waterway.

Plastic wastewhy does it matter?

Š Lynn Bew Images

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PF3 Plastic waste- why does it matter?

PF3 Plastic waste- why does it matter?

The hook

Fishing for information

These activities look at the impact of plastic waste on the marine environment, linked to a scientific understanding of food webs and materials. They will usually take two lessons.

Concern about the harm caused to wildlife by plastics has become an emotive public issue which many children will be aware of. It has encouraged people to start reducing plastic use.

Working with a selection of plastic packaging, children come up with as many ways as they can think of for getting rid of it. Each group selects one idea and predicts what would happen.

Can they think up a simple experiment to test their idea? Record ideas on a simple chart.

Examples of ideas: how can we get rid of plastic?

Ways to get rid of plastic

What do we predict will happen?

Experiment to test the idea

“In nature, ‘waste = food’. Natural systems are plentiful and abundant.”

Cutting it up

It gets smaller and smaller

Use scissors and plastic food trays and see how small we can get the pieces

You will need a set of Sea Life cards and plenty of string. Children work in nine small groups, each with a Sea Life card. Clarify any unfamiliar terms.

Burning it

It melts and produces bad smelling smoke

Set fire to a plastic milk bottle top in a controlled environment

Burying it

It biodegrades and becomes part of the soil

Put bright plastic packaging into the compost heap and leave it for a month

Dissolving it in warm water

It dissolves like sugar or salt

Cut a plastic bag into small pieces, place them into warm water and stir

Casting off Ken Webster and Craig Johnson, Sense & Sustainability – Educating for a low carbon world.

Next, ask what happens to the waste from plants and animals? (It feeds shellfish, sea plants and some fish). Everything depends on everything else within our food web.

Each group disentangles itself from the web and works with a full set of Sea Life cards to recreate the food web on a big sheet of paper, this time connecting cards up with arrows.

Seaweed

Octo

pus

If there is time, some of the groups can try out their experiments. Otherwise, explain that it is very hard to get rid of plastic. Whatever you do, it generally just changes its shape or breaks down into smaller pieces. A plastic bottle in the sea will take up to 450 years to break down (biodegrade).

Form a large circle, with yourself in the centre, holding the ball of string.

You are the sun, the ultimate source of the world’s energy. What living things feed off sunlight (seaweed, plankton)? Use the string to make that connection. What living things feed off plankton or seaweed (fish, shellfish)?

Connect the string. What feeds off them (octopus, whale, seal, human, seagull)?

Make the connection…and then again for anything that feeds off them.

Each group returns to its food web. What would happen if plastic entered the web?

If little pieces got eaten by tiny animals, or bigger ones by larger creatures? What would happen when smaller creatures which have eaten plastic get eaten by bigger ones?

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PF3 Plastic waste- why does it matter?

PF3 Plastic waste- why does it matter?

Extension ideas • • •

The migration

Casting ahead. An archaeology team is excavating the area around your school in 400 years’ time. What will they find there and what will it tell them about how people live today?

Write a letter in role to a fellow-archaeologist.

Imagine that a plastic bottle was thrown away in 1570, when Queen Elizabeth I was still on the throne. What would have happened in the world during the bottle’s 450-year lifetime?

Create a timeline of the main events.

A plastic bag has been dropped down the drain. Where does it go, and where might it end up? Use net sources to explore its journey and what might happen.

of a p last ic b ag

The net •

W

Key words

he r e does it go?

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‘The Majestic Plastic Bag’ is a mock wildlife documentary from California which tracks the long migration of a plastic bag to the Pacific garbage patch. http://www.join2media.eu/plasticbags-journey-to-the-sea/ For more on the Pacific garbage patch: http://en.wikipedia.org/wiki/Great_ Pacific_garbage_ patch; www.livescience.com/46871-plastic-islands-forming-pacific.html

Where does it come from?

Biodegradable, dissolve, food chain, food web, octopus, plankton, predict, seaweed, shellfish, toxic.

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Plastic wastewhat can be done about it?

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PF4.1 Plastic waste- what can be done about it?

PF4.1 Plastic waste- what can be done about it?

Recycling plastic- Poly-Mer Fishing for information Listening comprehension. Using their notes, children answer the following questions.

• • • •

Why did the boat get built?

Can you name two advantages of using recycled plastic for a boat?

What might be a disadvantage?

Why did Mark decide to use recycled plastic for this boat?

Children look at Mark’s Boat Quote about recycled and degradable plastic.

Working in groups, each with a role card, children discuss whether the person in that role would think degradable or recycled plastic is a better choice. The class then debates the choice in role.

How do we weigh up the arguments?

Sailor

The hook It is hard to get rid of plastic waste, but we can reuse it or recycle it. This activity looks at the world’s first 99% recycled plastic boat, Poly-Mer, which is used for Plastic Fishing trips. Poly-Mer is a 12-seater punt built by the boatbuilder Mark Edwards using plastic collected from London Docks. Plastic bottles collected on future fishing trips will be used to create further recycled boats.

As a class, view Bottle to Boat - Part 3 - The Boat Builder at hubbub.org.uk/plastic-fishing.

Ask children to note some of the main points.

When it has finished, clarify or look up any unfamiliar terms.

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on t to cut down doing its bes we This council is ple create. If waste that peo I’d like the amount of can get fined. we ts, limi t unnecessary go over certain tha all on n dow s us to be cutting rging people for plastic bag cha still have to do packaging, so d start. But we stic for has been a goo . Sending pla left is t wha meet something with does help us ensive, but it nes recycling is exp d, sending ton the other han trouble, our targets. On ld get us into cou fill land of plastic to able it won’t be rad deg bio it’s but at least if around forever.

Marine Biologist

Whatever you do, there are advantag es and disadvantage s. I am a bit worr ied that degraded plastics could still find their way into the food chain and I’m not convince d that they won’t be poisono us to plants and animals. On the other hand, the factories that recy cle plastic also add to air pollu tion. Either way, we aren’t taking the plastic out of the system, so we are letting people off the hoo k. What we really need to do is cut down on the amount of plastic we use.

Climate Scien

tist

We really do need to be red ucing energy if we want to use cut down on the greenhous gases that are e leading to clim ate the world’s big gest environme change. It is ntal problem, after all. The trouble is, rec ycling plastic about twice as uses much energy as sending it landfill, so tha to t’s a it uses even mo real difficulty. What’s more, re energy to mo plastic around ve all that the place. The re again, plastic can produce methane gas s when they deg in landfill, and rade that also add s to our climate change proble ms. There are no easy answer s.

Conscience alley. Children form two lines, facing one another, with space for the teacher to walk between them. The teacher walks down the middle, with one side arguing (in role) in favour of degradable plastics and the other for recycled plastics.

Casting off • •

er, out onto the wat g from going gh, I make my livin out in to be tou boat that I go I like t wha t’s so I need any Tha long-lasting. waterproof and sn’t even d plastic: it doe ts about recycle rock and it floa it’s solid as a t rot like wood, plastic boat tha a re, What’s mo ght in wei e like a dream. sam can carry the me, there’s weighs a tonne t’s great. For Tha ds. ts goo people and ething that star in having som lly don’t want really no point in months. I rea falling apart with t. boa afe an uns

te Council was t officer en em ag an m

Which arguments are most persuasive? The teacher shifts position, depending on which arguments are coming over most strongly.

Should we change or simplify this film for children?

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Plastic waste-what can be done about it?

PF4.1 Plastic waste- what can be done about it?

Extension ideas •

• •

Where do words come from? ‘Poly’ is Ancient Greek and ‘Mer,’ French. The compound name is a pun: a ‘polymer’ is a kind of plastic. Listen to Charles Trenet’s song ‘La Mer’ (children may know an English version from ‘Finding Nemo’). Can children set new words to the music, this time about Plastic Fishing?

Children work together to design and build a boat from plastic waste materials, inspired

by Poly-Mer. They storyboard a short film to describe the process, including how they have gone about the task and why (their new song could be part of the soundtrack).

Casting ahead. Children devise a time capsule about Poly-Mer, to be buried for future generations. What will go into it? How will they grab people’s attention?

The net • • •

Charles Trenet - La Mer: https://youtu.be/PXQh9jTwwoA Finding Nemo – Beyond the Sea (with lyrics): https://youtu.be/43GkQcl2ID0 Plastic Fishing in Amsterdam: https://plasticwhale.com

Key words Climate change, degradable, energy, greenhouse gases, landfill, marine biologist, methane, pollution, recycled.

© Lynn Bew Images

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PF4.2 Plastic waste- what can be done about it?

PF4.2 Plastic waste- what can be done about it?

Waste and recycling- closing the circle Fishing for information Explain that if we can work in circles and waste less, then that should save us money.

A growing number of businesses are interested in that idea. This is known as ‘the circular economy’.

When people talk about waste, they often suggest that we should think about the Five Rs. Have children come across these ideas before? Can they suggest other examples for each heading? If we are thinking in circles rather than lines, then we should first of all rethink and redesign the way we do things, so that waste is less of a problem from the start.

The hook This builds on the previous activity (PF4.1) and invites children to take it further.

When we looked at food webs (PF3) we noted that “in nature, ‘waste = food’.” Everything depends on everything else. Natural systems like those in the sea move in a circle… from cradle to cradle.

However, many human products move in a straight line…from cradle to grave, leaving waste behind. But what if humans could design things so well that, as in nature, there was no waste?

What would have been wasted became raw material for something else. Can we close the circle?

Casting off Explain that Poly-Mer is made out of a special kind of recycled plastic called Plaswood.

Remind children that Mark Edwards says that one of the great things about this plastic is that “we can reuse it and reuse it.”

We will look again at the ‘Five Rs’ when we create a Fantastic plastic action plan for our schools (4.3). But for now, can children design a simple circular system where there is no waste at the end?

Working in teams, children design a composting system for food waste at the school, based on the Poly-Mer sequence.

They will need to work out: • • • • •

How the waste will be collected Where waste will be taken to What can and can’t be composted What happens during composting How to grow food plants in compost

Children compare and evaluate plans. Have they been able to completely close the circle?

(Some places try to close the circle even further by, for example, producing biogas from animal and human poo… and then using that for energy and heat).

Key words

Give small groups of children copies of the Circle / Line statements, cut into individual statements. Can they sequence them accurately in a line? (You may want to watch the first minute of ‘Bottle to Boat Part 1 – Introduction’). Ask them to rearrange their statements into a circle, where their final statement joins up with their first one. The sequence should now be able to start anywhere… and never end.

Biogas, circular economy, compost, recycle, refuse, redesign, repair, rethink, reuse.

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PF4.2 Plastic waste- what can be done about it?

Extension ideas • •

• •

Casting ahead. Children work in groups to devise other products that might be used in future, where the circle is closed.

The Poly-Mer system is not perfect. As we found out when we looked at argument about recycling plastic (4.1), energy use is one issue. Recycling is a global business and some materials travel enormous distances in order to be processed. Children use maps or online journey-planning tools to trace the journey of the Plastic Fishing materials from London to Dumfries to Richmond-Upon-Thames, and then back to London. How far have the materials travelled? Can they suggest ways in which energy use could be reduced?

Children list some of the properties of Plaswood described by Craig Gamble and Mark Edwards in film clips 2 and 3 (e.g. it is durable, waterproof, hard etc). They research other things that are - or could be - made out of this sort of plastic. What would it be unsuitable for?

The ‘Five Rs’ make significant use of the prefix – ‘re’. Can children come up with – or coin - other words that use this prefix which might be useful for a circular economy?

The net • • • • • • •

Plastic Fishing films: from bottle to boat: https://www.hubbub.org.uk/plastic-fishing Introduction to the circular economy (for Secondary pupils): https://youtu.be/zCRKvDyyHmI ZERI (zero waste) learning initiative: http://www.zerilearning.org/index.html The story of stuff: plastics: https://storyofstuff.org/plastics/ Upcycling (DATA, 2012) (to buy): https://www.data.org.uk/shop-products/upcycling/ Plaswood products: https://www.plaswoodgroup.com/our-products.html Fab Food (reducing food waste in schools): https://www.about.sainsburys.co.uk/discovermore/our-stories/2017/helping-children-understand-the-importance-of-reducing-food-waste

PF4.3 Plastic waste- what can be done about it?

The Fantastic Plastic Action Plan “You can recycle plastics – you can do it all in the UK” – Trewin Restorick, CEO of Hubbub

The hook This activity builds on everything that children have learned so far to create an action plan to reduce waste and increase plastic recycling.

Casting off Children recap what they have learned using the following headings:

• • • • •

What is the problem with plastic waste?

Why does plastic waste matter?

Why did Poly-Mer get built?

What are the ‘Five Rs’?

What ideas did we have about closing the circle?

Is this an assessment opportunity?

Fishing for information Children begin to develop their Fantastic Plastic Action Plan. This is a plan to reduce plastic waste and to improve plastic recycling in the school. They could also use some of these ideas at home.

First, they work in groups to work out action priorities…using the headings from the ‘Five Rs’ as a guide… including ‘rethink and redesign.’ All of the groups’ suggestions are listed on a whiteboard at the front of the class.

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PF4.3 Plastic waste- what can be done about it?

PF4.3 Plastic waste- what can be done about it?

Each child is given three stickers and places each of these against the ideas that they think will be most important to carry out. They can place three stickers against one idea, or split them between different ideas. The five ideas with the most stickers will be the ones that the class works on first.

Other ideas will be kept for possible future use.

Extension ideas

Children are split into five groups, each working on one of these priorities.

•

They will need to think about: • • • • •

•

Who will be responsible for making this happen When it will need to be completed What will need to be done in order to make it happen, by whom and when Who else might need to be told about this idea or convinced that it is a good idea How they will know if it has worked

Children record their ideas onto the Fantastic Plastic Action Plan. (You may want to enlarge the plan to A3 size).

Each table then spends five minutes looking at the ideas recorded by the group to its left, and adds feedback on those ideas using post-it notes. When the five minutes are up, it moves on to the next group… and so on, until it is back to its own original ideas.

•

• • • • •

A great way for children to launch their Fantastic Plastic Action Plan and bring others on board is through a whole school assembly.

Children create their own illustrated plastic waste diary, where they record how they have reduced waste plastic and increased recycling at home… using ideas generated in class.

Children create a press release for local media about what the school is doing about plastic waste. Alongside this, they devise memes and infographics for the school website and social media. There are some great ideas for using the media on the net.

Children meet with a waste management officer from the local council, to hear about what they are doing about plastic waste.

Children look at plastic waste and recycling campaigns on the net. Do they think the school might get involved with any of these?

Children research different recycling rates in the UK for: plastics, aluminium, paper, glass.

Why are plastic recycling rates low compared to other materials?

Children research plastic recycling rates in different countries (e.g. Kenya, Germany, Sweden, USA). Which country has the highest rates? What can we learn from them?

Casting ahead. What if the Fantastic Plastic Action Plan went beyond the school to the whole country? What difference would it make to the future of people and the environment?

Groups review the post-it comments and clarify meanings as necessary. They review their ideas and consider any changes to them in the light of feedback. Revised plans are displayed for the whole class to see.

With support from the teacher, the class works out a timeline of what needs to be done and when.

They are then ready to start putting the Fantastic Plastic Action Plan into effect…

When the plan has been carried out, children evaluate its success using their ideas about ‘how they would know if it has worked.’ What else needs doing? Does the class want to try out some of the ideas that have not yet been used? An action plan is also more like a circle than a line!

The net Eco Schools: topics on waste and litter: www.eco-schools.org.uk/topics/waste/ https://www.ecoschools.org.uk/topics/litter/ Some campaigns: • • • •

Key words

Pass on plastic - https://skyoceanrescue.com/passonplastic/ Greenpeace water warrior tool kit - http://www.greenpeace.org/international/en/campaigns/ detox/water/Water-Warrior/Water-Warrior-Tool-Kit-7/ Plastic Challenge Community - https://www.mcsuk.org Plastics Challenge: https://practicalaction.org/plastics-challenge

Action plan, evaluate, priority, timeline.

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Reviewing and sharing our learning

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PF5 Reviewing and sharing our learning

Davy Jones’ Locker The hook This final activity invites children to think about what they have learned as a result of Plastic Fishing activities and to share that learning with others.

Casting off

PF5 Reviewing and sharing our learning

Their treasure should include: • • • •

The most important things they have learned as a result of their Plastic Fishing activities; Two new things they can do as a result of their activities; One thing they had never experienced before; One thing that they really enjoyed.

Finally, they write a personal message for a child to fish up from the bottom of the sea in 100 years’ time. They seal the treasure chest and put it at the front of the class (or in the role play area).

The class then discuss some of the things they have included and why. They can keep their personal messages to themselves if they wish to. They agree the main things they would like to tell others about, including via the Hubbub social media feeds, using the hashtag #plasticfishing

Working in pairs, children have one minute to tell their partner the most important things they have learned as a result of their Plastic Fishing activities. They then switch and the partner tells.

They repeat this process, but talking about two new things they can now do as a result of the activities. Finally, but with only 30 seconds each, they share one thing they had never experienced before and one thing that they really enjoyed.

Burying information at the bottom of the sea

Extension ideas • •

Deep down at the bottom of the sea lies Davy Jones’ Locker, a treasure chest full of great knowledge and wise ideas. Children are each going to build their own locker, and in it they will put ideas, words, objects and images that tell other people about what they have learnt from Plastic Fishing.

Children decorate a clean plastic box (such as a takeaway container) as their treasure chest.

Into this repurposed box they place their treasure (this could be words, pictures, or significant objects from the project).

Casting ahead. In their treasure chests, children could explain to their future discoverer why Plastic Fishing was such an important idea in the early 21st century.

How else can we share and celebrate what we have done? How about an online exhibition of treasure chests? Plastic Fishing – the musical?

The net One way to catch people’s attention? A giant plastic whale: www.itv.com/news/anglia/2017-08-28/giant-plastic-whale-shows-problem-of-ocean-pollution/

Key words Experience, locker, message, treasure chest.

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Acknowledgements These materials were made possible by the generous support of the City of London Corporation’s charitable funder, City Bridge Trust.

Written by Ben Ballin for Hubbub UK Hubbub Team: Alex Robinson, Karina Toolan Design: Michelle Robb With thanks for advice to Sarah Counter (CEO) and David Payne (Principal) from the school that introduced plastic fishing to the UK, Canary Wharf College.

Thanks also to all the parents and pupils of Canary Wharf College who have supported the project, especially Paul Bew, Christine Armstrong, Tahira Webb and Andrew Delaney.

Hubbub Foundation, Somerset House, The Strand, London, WC2R 1LA Tel 020 3701 7542 Email hello@hubbub.org.uk Registered Charity No. 1158700 Registered Company No. 09038107

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Tell us what you have done - #Plasticfishing

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