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  • Lesson Plan
    • Subject: Science/ Environment
    • Driving Question: How does plastic impact the environment?
    • Pedagogical Method: Project-based Learning / 5E
    • Grade Level: 7, 8, 9
    • Duration: 5-6 periods
    • Delivery Method: Blended
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    Waste as a
    creative resource
    Art Made out
    of Waste
    Plastic Pollution
    The Great
     Pacific Garbage

    Waste Transformed
    Into Useful Objects
  • ● Materials: laptops/tablets
    Also find attached the necessary resources in the Files section
    • Calculate their daily, weekly, and monthly plastic consumption.
    • Compare the Lebanese scale and the global scale regarding plastic pollution.
    • Explore the impact of their plastic consumption on the environment.
    • Set a plan to reduce their plastic consumption and therefore make their daily activities more environmentally friendly.

    Keywords: plastic pollution, impact of plastics on the environment, cycle of plastics, microplastics, plastic consumption.
    • In this phase, students engage in activities that aim to activate their prior knowledge and inspire them to explore the world around them. Encourage them to be curious and ask meaningful questions!
    • Show students the attached plastic pollution poster of the SURFRIDER Foundation (also included in the Engage section of the Plastic Pollution module on Tabshoura platform). Ask them about their thoughts and what they think they will learn about in this project.

  • This phase consists of three parts: Observation, Research, and Discussion.

    I. Observation: Let's observe our plastic consumption

    Throughout one week, ask students to:

    1.       Gather all the (non-organic) waste from the classroom.

    2.       Observe and identify the garbage they find on the side of the road on their way to school and back home.

    3.       At the end of the week , ask students to report their observations and calculations on the attached Observation/I Explore worksheet.

    II. Research-Based Learning

    Ask students to read the following National Geographic article* about The Great Pacific Garbage Patch and answer the questions below.

    * The article is adaptable to the grade level of the students.

    1. How is the Great Pacific Garbage Patch formed? Where is it situated? Is it the only Garbage Patch in the world?

    2. What is Marine Debris? Where does it come from? Is it biodegradable? Where does it end up?

    3. What are microplastics? How are they formed? How do microplastics impact marine life?

    4. Name some marine animals that are impacted by plastic pollution. Explain how these animals are impacted by plastic pollution.

    5. Are plastic garbage patches easy to remove? Why?

    6. Now compare what you learned in this article with your observation of the opening image? What connections can you make?

    7. How can you relate the information in this article to the SURFRIDER plastic pollution poster in the Engage section?

    III. Discussion

    1. Group Discussion

    Have students discuss the results of their research in groups and write their answers on their copybooks or save them on a word file.

    2. Class Discussion

    Foster a rich whole-class discussion about students' observations and research results. In this discussion have the students answer the following questions:

      • Where do the different types of waste you identified come from? What are they made up of?
      • Where do you think the waste produced will end up?
      • What are some alternatives to them?

    • In this phase, students identify more linkages among the discussed concepts as they engage in a set of interactive activities. E-learning is based on discovery, play, and instant feedback.
    • Ask students to go to the E-Learn section of the Plastic Pollution module on Tabshoura platform. Encourage students to be autonomous learners and have them e-learn autonomously on the platform.
    • At the end of the E-Learn phase, foster a whole-class discussion to ensure that all the students have well mastered the concepts included in the interactive activities. You may resolve one of the exercises with the whole class to emphasize a particular concept or skill.

    • In this phase, students get to develop a more in-depth understanding of the topic. Guide them to apply what they have learned and extend their knowledge.
    • Given are two choices to be conducted in the Elaborate phase. Choose the activity that better fits your context.

    Waste as a resource!

    You may want to start by inspiring students so that they view waste as a resource that can be transformed into useful objects or art pieces!

    Here are some links you can rely on as example or source of inspiration:

     Art made out of waste

     Waste as a creative resource

     Waste transformed into useful objects

    Ask the students to develop the following project. (You can tailor the project to your possibilities: if a school exhibition is not possible, you can ask the students to present their art pieces in their class and/or other classes )

    1. In teams, use the waste you gathered throughout the week to create a piece of art or a useful object of your choice, in order to raise awareness on plastic pollution.

    2. Organize an exposition (and invite friends, family, school representatives, etc.) where you present your art.

    3. Prepare and add a small description explaining in a creative way the journey of this piece of waste and how it got transformed into a useful art object.

    4. When visitors approach your stand, discuss your project with them and try to raise awareness.

      • Explain why plastic pollution is not sustainable and can harm animal and human life.
      • Expose other useful ways plastic waste can be used and transformed.
      • Suggest some alternative ways to live a more sustainable zero waste lifestyle.


    Develop a waste management plan for your school.

    You may want to start by inspiring students so that it is possible to take action and reduce the plastic pollution problem in the country.

    Here is a video about a recent Lebanese youth initiative that broke the Guinness record:


    Here is a documentary produced in 2016 about the possibilities of waste management in Lebanon:

    Ask students to develop the following project:

    a. In teams, identify NGOs or structures that specialize in sustainable waste management (plastic recycling, composting, etc.) in your area.

    b. Write a letter to one of the NGOs explaining what you learned about plastic pollution and if you think what they are doing is important for a more sustainable Lebanon. Explain what you are doing on your part to reduce plastic consumption and ask them if they would be able to partner with you  in order to reduce plastic waste production at your school.

    c. Suggest a sorting and recycling and/or composting plan for your school, present it to your teacher and school director for their approval.

    d. If possible, put your plan in action!

    Here are some examples of NGOs you can contact in Lebanon:

    . Arc-en-ciel (aec)
    . Recycle Lebanon
    . Cedar Environmental LLC ( GGRIL by Ziad Abi Chaker)
    . Recycle Beirut
    . Live Love Beirut
    . Ganatch
    . More examples

  • In this phase, students evaluate their work through self-assessment and peer assessment and/or reflect on their learning.

    1. What information in this project that you learned shocked you or made you think about the way we consume?

    2. What are some misconceptions you had about waste management that disappeared or got corrected throughout your learning?

    3. Do you think that individually and collectively we can make change happen?

    4. How do you feel after having realized your project? Do you feel that you succeed in your mission to build a better Lebanon?

    5. After this experience, what changes would you like to implement in your daily life?

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