Secondary Lesson Plan Template

Date: 3/10/14-3/17/14 Title: Bioplastics vs. Conventional Plastics: comparing ecological, cultural and economical impacts Description (1-2 sentences): Students will research the economic, cultural and ecological impacts of conventional plastics. Students will then propose a solution detailing how bioplastics can counteract the negative impacts of conventional plastics on climate change and waste management.

Subject: Environmental Science Instruction time: 90 minutes per class (3 total class blocks) Students level by grade: 11th & 12th grade Standard(s) to be addressed: I can assess the environmental impact of various materials. Learning Objectives for this lesson: Students will be able to Describe how conventional plastics impact waste management and the environment Compare and contrast bioplastics and conventional plastics Formulate their own bioplastic recipe based on analysis testing results Use knowledge of plastics to solve global and local waste management issues Identified student needs and plans for differentiation: Leveled reading materials on plastics and bioplastics: Job descriptions to help students divide work up amongst group members; I assigned jobs for a few groups so that everyone was able to contribute equally. Specific resources needed for this lesson: Ingredients to make bioplastics, poster paper, markers, computers. Instructional method(s) used in this lesson: Direct instruction prior to making bioplastics, collaborative group work, inquiry methods during bioplastic analysis testing.

Lesson Sequence: Day 1 1. Plastic Scavenger Hunt: students will have three minutes to work in their lab groups and list everything they can find in the classroom that is made of plastic 2. Show introduction PowerPoint and ask the following questions throughout a. What are some differences between oil and biomass? b. Why is biomass a better option than oil? c. How could we decrease our dependence on fossil carbon? d. What are some benefits of petrochemicals? 3. Show students samples of already made bioplastics. a. Ask: has anyone had experience with products already that are made from bioplastics? i. Dasani plant bottle, Sunchips biodegradable bag b. Tell students that they will be creating their own bioplastics c. Tell students how each ingredient impacts the characteristics of the bioplastic (glycerol,

cornstarch, vinegar, water) and allow them to choose their own ingredient measurements, within set limits for safety. 4. Students write out their recipe and get it approved by myself or mentor teacher. 5. Students cook their bioplastics and pour onto aluminum foil to dry and set for next class. 6. Students that are finished early will review the analysis tests they will be completing the next class block and make predictions about what will happen in these tests to their bioplastics. Day 2 1. Bioplastics analysis testing. (see attached document outlining tests) 2. When groups are done testing they will work on their reports and posters. Day 3 1. Finish testing and finish reports and posters by the end of the block.