Goal:
1. Students will pick up litter and debris at a local beach, which will help make them active in preserving our beautiful oceans.
Resources:
l. Access to a local beach.
2. Chaperons.
3. Student/teacher/chaperon transportation.
4. Bags/containers for transporting litter.
Time:
Depending on where the beach is located, activity could take up to six hours [Round trip traveling and bus-loading time [1-1/2 hours]; picking litter [2 hours]; class discussion [1/2 hour]; time to write paper [1 to 2 hours]).
Procedure:
Step 1 - Discuss the positive effects/outcomes of having a beach sweep.
Step 2 - Transport students to beach. Group students in teams of two. Encourage each team to collect as much garbage and debris as possible.
Step 3 - After beach is garbage/debris-free (or students are losing focus), regroup the students. Encourage students to step back and admire their work. What do they think? How do they feel?
Step 4 - Upon returning from the beach, have each student write a letter to the editor of your town newspaper describing:
A) their thoughts before completing the beach sweep--the effects of an unclean beach.
B) what the beach looked like before the beach sweep.
C) the work involved in a beach sweep.
D) how the beach looked after the beach sweep.
E) how we, as citizens, can maintain a clean, healthy beach
Assessment:
1. Each student must complete and submit a minimum of one type-written paper, which includes the points listed in "Step 4" of the Procedure. Students are not limited to these points, but are encouraged to expand on more points. Students will be assessed in accordance with "Beach Sweep Assessment/Rubric."
Curricular Strands and Major Concepts:
1. Language Arts- listening skills, writing skills, communicating ideas.
2. Science- understanding the effects land and water have on each other.
3. Social Studies- understanding the effects land and water have on each other.
Possible Extensions:
1. Have each team calculate the individual weight of glass, metals, paper, and garbage. Distribute these calculations to each student, then have the students calculate the total weights. What were the overall percentages? Which form of litter takes up the greatest percentage?
2. By lining all the garbage/debris up, have each team calculate the distance their collected garbage/debris measures out to. Distribute these calculations to each student and have them calculate the total distance.
3. Have the students create recycling bins to place on the beach.
4. Have the students create signs promoting clean beaches.
Possible Alteration:
1. If a beach sweep is not possible in your area, have a "ditch" sweep instead.