LvEPA
United States
Environmental Protection
Agency
Office of Water
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Turnin
A Learning
EPA842-B-92-003
Fall 1992
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rash
arine Debris
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Turning the Tide on Trash
A Learning Guide on Marine Debris
Recycled/Recyclable
Printed on paper that Contains at least 50% recycled fiber
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Special thanks are extended to the following individuals for their help in the devel-
opment and review of this learning guide: Marcy O'Dell of the U.S. Environmental
Protection Agency (EPA), who served as Project Manager; David Redford of
EPA's Ocean Dumping and Marine Debris Section; and EPA's Regional Marine Debris
Coordinators.
Thanks also are extended to members of the Gulf of Mexico Program's Marine De-
bris Subcommittee; John Neville, Joan Tornell, Abby Bookhultz, and Lovyann Gal-
loway of Prince George's County Public Schools; Mary Agnes Sisti, Margaret Billy, and
Joan Broadway of Montgomery County Public Schools; Jeffrey Bryant of the Monterey
Bay Aquarium; Steve Cochrane of the Haywood Shoreline Interpretive Center; Leslie
Grelle of the California Marine Mammal Center; Betsy Schrader and Katie Patterson of
the Center for Marine Conservation; Maureen Healey and Ron Bruner of the Society of
the Plastics Industry, Inc.; and James Coe and John Clary of the National Oceanic and
Atmospheric Administration.
Thanks also are extended to the Center for Marine Conservation, which donated
the photographs appearing in this guide. Individual photographers are credited through-
out the guide. The cover photograph was taken by Matthew Stone.
This document was prepared for EPA's Oceans and Coastal Protection Division un-
der EPA Contract Number 68-CO-0068 by Eastern Research Group, Inc., Lexington,
Massachusetts.
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Table of Contents
Overview jj
How to Use This Learning Guide £v
Matrix of Activities by Learning Skill vi
Matrix of Activities by Subject vii
Let's Talk Trash: A Litter Survey
UNIT I The Definition, Characteristics, and Sources of
Marine Debris
Coming to Terms with Marine Debris 8
Trash Traits 12
A Degrading Experience! 15
Roots and Routes of Marine Debris 19
The Trails and Trials of Trash 24
Waste Inventory 27
UNIT II The Effects of Marine Debris 31
Circle of Danger \ 35
All Tangled Up 37
How Harmful Is It? 40
UNIT III Developing Solutions and Spreading the Word 43
Nations and Neighbors 50
Clean Sweep 5^
Campaign for a Clean Future 59
Private Investigations 62
Circulating Solutions 64
Appendix A Glossary 57
Appendix B Resources 59
Appendix C Clip Art 75
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overview
The vast oceans that cover over two-thirds of our planet are extraordinary resources.
These waters provide a home for thousands of species of plants and animals. They are
important to people because they yield an abundance of tasty and nutritious; foods. In
addition, we appreciate the oceans for the great beauty and recreational pleasures they
offer.
The oceans of the world, however, currently are under considerable pressure. We ex-
pect oceans to support our fishing industries and coastal economies, provide recreational
opportunities, and serve as a nurturing home for marine plants and animals. At the
same time, we use these waters as a receptacle for our trash and other wastes.
Unfortunately, the vastness of the world's oceans seems to have caused people to
overestimate their ability to safely absorb wastes. "While it is true that oceans can safely
absorb pollutants and wastes to some degree, this ability is limited. This is particularly
true now, when part of our solid waste stream is made up of synthetic materisds that can
remain in the environment for many years. Also, as more and more people move near
our nation's coasts, and the production of trash continues to increase, it is likely
the amount of trash entering our oceans will rise. For these reasons, it is important
that we act now to keep trash off our beaches and preserve the quality of l:he marine
environment.
In the past, Utter on beaches and in waterways was considered an eyesoreunpleas-
ant to look at, but otherwise harmless. More recently, however, people have come to re-
alize that in the marine environment such debris also has serious impacts on wildlife, the
environment, and our economy. For example, thousands of marine animals are caught
in and strangled by debris each year. Coastal communities also lose money when littered
beaches must be closed or cleaned upj and the fishing industry must spend thousands of
dollars annually for the repair of vessels that are damaged by debris.
People who Utter are a significant source of marine debris. This litter sometimes di-
rectly becomes marine debris when it is discarded in the ocean or on the beach. Litter
discarded hundreds of miles inland also can become marine debris when it is carried by
streams, rivers, or sewers into the ocean. An important message of this learning guide is
that any trash that is improperly disposed of potentially can get into the ocean or other
waterways, and anyone who improperly disposes of trash can be a source of marine de-
bris! It is our hope that once people are educated about the sources and effects of ma-
rine debris, they will be less likely to contribute to the problem.
The lessons in this learning guide are designed to increase students' awareness of the
impacts of marine debris and to teach them about pollution prevention techniques. At
the same time, the activities strive to inspire an appreciation of the ocean and a commit-^
ment to the preservation of its water quality, beauty, and wildlife.
Although this learning guide focuses on marine debris, trash is found in other
aquatic environments (such as ponds, lakes, rivers, and streams) as well. Most of the
concepts associated with marine debris apply to all aquatic debris. Therefore, the use of
this learning guide should not be limited to coastal areas. Teachers in inland communi-
ties can replace the term marine debris with aquatic or waterborne debris.
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Marine debris is not the only form of marine pollution. Marine pollution also in-
cludes things like sewage, oil, gasoline, toxic chemicals, and pesticides that are released
or run into the ocean. Unlike most of these marine pollution problems and other envi-
ronmental issues, children can play a direct and significant role in reducing the marine
debris problem. Every child that learns to dispose of trash properly can be one less
source of litter and marine debris. Every child that volunteers to participate in a beach
cleanup campaign can help to improve the current marine debris situation.
Also, as with any complex problem, education is the first step to a lasting, effective
solution. Since marine debris is an issue that will require constant attention for genera-
tions to come, it is essential that education start with the decision-makers of the future,
our children. EPA hopes that this learning guide, along with your efforts, will help to
ensure the future welfare of our oceans by instilling in our young people an environ-
mental ethic that will last a lifetime.
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How to Use This Learning Guide
Turning the Tide on Trash: A Learning Guide on Marine Debris is an interdiscipli-
nary guide designed to provide maximum flexibility in the classroom. The guide can be
used as a stand-alone teaching tool, or individual activities may be used to supplement
work in other subject areas. The learning guide opens with an exercise, "Let's Talk
Trash: A Litter Survey," that encourages students to think about their own behaviors
and attitudes with respect to litter. This survey provides a basis for students to under-
stand their contribution to the marine debris problem and will help teachers draw stu-
dents into activities presented later in the guide that deal with the sources and effects of
marine debris.
Following the litter survey are the learning guide's three teaching units:
I The Definition, Characteristics, and Sources of Marine Debris. In this unit,
students will examine what marine debris is, where it comes from, and how it en-
ters the marine environment.
II The Effects of Marine Debris. This unit explores the effects of marine debris on
wildlife and coastal communities, and the potential hazards it poses to humans.
Ill Developing Solutions and Spreading the Word. In this unit, students; will learn
about steps they can take to prevent marine debris, investigate what individuals and
organizations are doing about the problem, and explore ways to educate others
about possible solutions.
Each unit is composed of the following parts:
Unit Opener. Each unit begins with a one-page opener that lists a series of ques-
tions conveying the concepts that will be covered in the unit. These questions will
be answered in the course of reading the background material and performing the
activities.
Background Information. Several pages of background reading present general in-
formation that will prepare the educator to present the activities that fallow. Key
points are summarized at the end of the background material.
Facts from the Deep. Throughout the learning guide, short features highlight in-
teresting facts or statistics about the problems of marine debris in the ocean and
coastal environment. Educators can use "Facts from the Deep" as additional back-
ground information or to stimulate thought-provoking classroom discussion.
Activities. Each unit contains three to six hands-on, interactive activities;. Activities
cover a range of academic subject areas and are cross referenced across units as ap-
propriate. Each activity has the following parts:
Objective. A statement describing the learning goal of the activity.
Activity. A short description lof what the activity will consist of and how it will
be performed.
Vocabulary. A list of new words necessary to understand the concepts presented
in the activity. These words are introduced and printed in boldface type in the
background information and defined in the glossary.
IV
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Materials. A bulleted list of all materials, including suggested handouts, that
will be needed to perform the activity.
Subjects. The academic subject areas the activity encompasses, including Art,
Language Arts, Mathematics, Music, Science, and Social Studies.
Learning Skills. The cognitive or behavioral skills students will exercise by per-
forming the activity.
Duration. Approximately how long the activity will take to perform.
Procedure. A description of how to perform the activity, including questions
that guide discussion and any necessary handouts, illustrations, diagrams, or re-
producible masters.
Other Directions. Suggestions for additional related activities that expand upon
or enrich the concepts learned. Each activity has one to three "Other Direc-
tions," which often offer ways to present the concepts using different academic
skills or disciplines.
The learning guide also contains additional tools, in the form of three appendices, to
supplement instruction in the three teaching units and to provide additional resources.
Appendix A is a glossary that contains definitions of the key terms that are introduced
and printed in boldface type in the background information. These terms are also pre-
sented as new vocabulary at the beginning of activities. Appendix B is a listing of recent
publications, posters, videotapes, and films that may enhance certain lessons or may be
presented as additional background or enrichment. Appendix C contains Clip Art illus-
trating types of marine debris, sources, preventive efforts, recycling, and other examples
of marine debris effects and solutions. These pages can be reproduced easily to use as
graphics for certain activities or to design your own projects. Clip Art also can provide
ideas from which students can develop their own illustrations.
The reproducible Clip Art found in Appendix C, as well as the masters of charts, ta-
bles, and illustrations found throughout the guide, can be used in a variety of ways.
They are designed so that they can be photocopied easily for classroom distribution, but
they also may be used as guides for displaying information on blackboards or white-
boards, flipcharts, or bulletin boards. Students also can create their own materials based
on these masters.
As a final note, keeping a collection of different types of marine debris in a box in
the classroom will come in handy when introducing students to the characteristics of
marine debris and its effects. In addition, activities throughout the learning guide call
for the use of actual items of marine debris, if they are available. For students who may
not have the opportunity to visit aquatic environments, seeing and handling actual de-
bris may give them a better understanding of its potential effects. Adding this hands-on
aspect also gives activities a real-world focus and helps spur students' curiosity and moti-
vate them to learn.
v
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Activities by Learning Shill
Analyzing
Calculating
Classifying
Collecting Data
Comparing/Contrasting
Decision-Making
Experimenting
Hypothesizing
Interviewing
Observing
Public Speaking
Reading
Researching
Visualizing
Working in Small Groups
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VII
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Left Talk Trash: A Litter Survey
Students will learn in Unit I of this; learning guide that litterers are a major source of
marine debris. This survey will allow teachers to find out if and why students litter. At
the same time, it will allow students to examine their own habits and attitudes with re-
spect to littering.
Before teaching the first activity of the learning guide, ask students the questions on
the Litter Survey. Use the spaces provided in the "before learning guide" section to note
how many students answer each question "yes" or "no." After completing the learning
guide, ask the students the same questions again and fill in the "after learning guide"
section of the survey table. (Note: Another option is to photocopy enough copies of the
survey for each student in the class. Have the students fill in the survey and hand it in
anonymously after the learning guide has been completed. This way, the students can
finish the survey without feeling pressured to answer in the "right" way.)
The "before learning guide" and "after learning guide" answers to the first two ques-
tions may not change for most students. Teachers therefore may opt to only ask those
questions for the "before learning guide" section. However, students will learn during
the learning guide that there are many types of littering. Students who never tossed
trash on the ground but put it down a storm sewer, for example, may change their "be-
fore learning guide" answer to question #1 from "no" to "yes." Consequently, teachers
may want to ask these questions" again after the learning guide has been completed.
While teaching this learning guide; teachers can use the "before learning guide" sur-
vey answers to draw students into discussions of marine debris by emphasizing their di-
rect role in the problem. In addition, teachers may compare "after learning guide"
answers with "before learning guide" answers to determine if students' attitudes toward
littering have been affected by this learning guide. Students also can compare these sets
of answers to examine if and how their own attitudes have changed. :
Once the "after learning guide" section of the survey has been completed, discuss
with students if and how their attitudes about littering have changed. Ask the students
if they will make more of an effort ^not to litter now that they have learned about
marine debris.
VIII
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Litter Surv
BEFORE
LEARNING GUIDE
AFTER
LEARNING GUIDE
QUESTIONS
YES
NO
YES
NO
1. Have you ever littered?
2. If yes, why?
A. It was convenient.
B. Didn't think it was bad.
C. Didn't care.
D. It was an accident.
3. Have you ever made a special effort
not to litter?
4. If yes, why?
A. Litter is ugly.
B. Someone else has to pick it up.
C. Litter hurts animals and people.
D. It is illegal.
5. If you saw someone else litter you would .
A. Tell him/her to stop.
B. Pick up the litter yourself.
C. Tell someone (like a teacher or a
police officer).
D. Do nothing.
D
D
D
IX
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What is marine debris?
> What characteristics of trash
affect how easily it becomes
marine debris?
'What characteristics affect
how long debris remains in the
marine environment?
'What are the sources of
marine debris?
5 How does debris get into the
marine environment?
>What are some ways to
reduce or prevent marine debris?
Unit 1
The Definition,
Characteristics,
and Sources of
Marine Debris
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Unit I
The Definition,
Characteristics,
and Sources of
Marine Debris
Marine debris is trash that gets into the marine environment as a result of careless handling or
disposal Two characteristics of trash, its buoyancy and ability to be blown around, affect how easily trash
becomes marine debris, while the ease with which trash degrades dictates how long it remains in the
marine environment. There are several sources of marine debris, both on the ocean and on land. Careful
collection, handling, and disposal of trash, as well as attempts to reduce the amount of trash that must be
disposed of, can help to reduce the marine debris problem.
What Is Marine Debri§?
Marine debris includes all the objects found in die
marine environment (which consists of not only die
ocean, but also salt marshes, estuaries, and beaches) diat
do not naturally occur there. Although items such as
tree branches and the bones of land animals can be con-
sidered marine debris, the term generally is reserved for
trash (articles that have been made or used by people
and discarded). The most common categories of marine
debris are plastic, glass, rubber, metal, paper, wood, and
cloth.
Since 1988, the Center for Marine Conservation
(CMC) has organized and sponsored an annual Na-
tional Beach Cleanup Campaign. Volunteers in all of
the coastal states, as well as some of the states border-
ing the Great Lakes, collect marine debris and record
their findings. CMC compiles these data and publishes
the results, which have shown that significant quantities
of marine debris litter U.S. coastlines. In 1991, the 12
most frequently collected marine debris items were:
1) cigarette butts, 2) plastic pieces, 3) foamed plastic
pieces, 4) plastic food bags and wrappers, 5) paper
pieces, 6) glass pieces, 7) plastic caps and lids, 8) metal
beverage cans, 9) glass beverage bottles, 10) plastic
straws, 11) plastic beverage bottles, and 12) foamed
plastic cups. Although plastic is the most common type
of marine debris, all debris causes problems in the ma-
rine environment.
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Unit I
What Characteristics
Affect Whether I rash
Enters and Persists in the
Marine Environment?
Two characteristics of trash, buoyancy and abil-
ity to be blown around, affect how easily the trash
can enter the marine environment. Another charac-
teristic, degradability, affects how long the trash will
remain in the marine environment. The more likely
it is that a piece of trash will enter and remain in the
marine environment, the greater the threat it poses
to people, wildlife, and vessels.
Buoyant objects are those that float in water.
Buoyant objects are more likely to become marine
debris than those that sink because they can be car-
ried by water. Buoyant items can be washed into the
ocean by heavy rainfall, carried out to sea by rivers
and streams, or picked up off a beach by waves. In
the ocean, buoyant debris causes problems because
it can easily come in contact with marine animals,
humans, boats, fishing nets, and other objects.
Floating debris also can travel long distances over
the ocean. Consequently, when these items get into
the ocean they can cause problems over a wide-
ranging area. The most buoyant types of debris are
plastic and some types of rubber. Paper and wood
from flic Deep
Balloons Can Be Dangerous!
Every year, thousands of helium-filled balloons
are released into the air. Some of these balloons are
released accidentally. Others are released in large
numbers during weddings, mall openings, and
other kinds of festivities because people think they
look pretty when they are floating up into the air.
Although the floating balloons look like they are
disappearing, they ultimately lose their helium and
fall back to earth. Some of these balloons can get in
the ocean, where they may become a harmful form
of marine debris. Some marine animals, especially
sea turtles, have been known to eat balloons. The
swallowed balloons can block air passages, possibly
causing the animals to suffocate, or may lodge in
intestinal tracts, where they may disrupt digestion.
Either way, balloons can be dangerous!
If balloon releases are conducted in your school
or community, consider suggesting ways that the
spectacle can continue without littering and endan-
gering wildlife. For example, balloons can be re-
leased in a gymnasium or ballroom rather than
outdoors. Another idea is to rent a hot air balloon.
The sight of such a large balloon rising into the air
is impressive, and unlike the smaller helium bal-
loons, you can ride in a hot air balloon!
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Unitl
initially float, but tend to sink once they become satu-
rated with water. Glass, metal, and some kinds of rubber
sink (unless air is trapped inside the article). Cloth items
also tend to sink.
Items that are blown by the wind can easily find
their way into the marine environment. Such debris can
be blown directly into the ocean, or can be transported
to the ocean if blown into a river or stream that empties
into the sea. Objects that can be easily blown around are
a particular problem because they can become marine
debris even when they are originally disposed of in a
proper manner. For example, a napkin that is thrown in
a trash can at the beach can be blown out of the can and
into the ocean. Paper, as well as some kinds of rubber,
plastic, and cloth, can all be carried by the wind. During
storms and other periods of high winds, almost any
kinds of trash (including glass, metal, and wood) can be
blown into the ocean.
The characteristics of buoyancy and ability to be
blown around are generally correlated. Lightweight ob-
jects tend to float and also are the items that are easily
blown around. Some lightweight objects will sink, how-
ever, if they become saturated with water.
An object is degradable if natural forces cause it to
be broken down into smaller pieces. In nature, materials
most commonly are broken down through a process
called biodegradation. Biodegradation occurs when mi-
croorganisms (such as bacteria and fungi) decompose a
material, causing it to be broken down into compounds
(such as nutrients) that can be reused in the environ-
ment. Temperature and moisture levels affect the speed
of biodegradation. Generally, the higher the tempera-
tures (up to a certain point) and the greater the moisture
level, the greater the rates of biodegradation. Natural
materials usually are more biodegradable than synthetic
materials. Plastic, glass, synthetic rubber and cloth, and
metal typically are resistant to biodegradation. Natural
rubber and cloth can biodegrade, but it takes a relatively
long period of time. Paper also can biodegrade, unless it
is coated with plastic or other nondegradable substances.
Debris that does not easily biodegrade, unless it can
be broken down into smaller pieces through wave action
or other environmental forces, remains in the environ-
ment for a long time and is therefore persistent. Plastic
and synthetic rubber are the most persistent kinds of
marine debris. Glass, foamed plastic, and metal are less
persistent because even though they are not biodegrad-
able, wave action and rusting can cause them to break
into smaller pieces. Wood, natural rubber, and cloth are
only moderately persistent because they can biodegrade.
Paper is not persistent, because it is biodegradable and
can be ripped easily.
Where Does Marine Debris
Come From?
Marine debris comes from many different sources
(places or activities that generate the trash that enters
the marine environment). Any trash that is improperly
disposed of, as well as any materials that are improperly
transported or stored, can become marine debris. The
main sources of marine debris are:
Beachgoers
Improper disposal of trash, on land
Stormwater sewers and combined sewer overflow
Ships and other vessels
Industrial facilities
Waste disposal activities
Offshore oil and gas platforms
Every year, thousands of people visit U.S. beaches.
Many of these beachgoers leave behind materials that
become marine debris, such as food packaging and bev-
erage containers, cigarette butts, and toys like shovels,
pails, and frisbees. This trash can be blown into the
ocean, picked up by waves, oir washed into the water
when it rains.
Landlubbers also can generate marine debris, how-
ever. Trash can be blown or washed directly into the
ocean if it is littered or disposed of carelessly. Even trash
that is generated hundreds of miles inland can become
marine debris if it is blown or washed into rivers or
streams and carried to sea.
Stormwater runoff (the water that flows along
streets or along the ground as a result of a storm) can
carry street litter into sewer pipes, which convey this
water and debris to a nearby river or stream, or even di-
rectly to the ocean. In some areas of the country with
older sewer systems, sewage (l:he wastes flushed down
toilets or drains) also is carried in the same pipe system
as Stormwater runoff. Pipes that carry a combination of
sewage and Stormwater are known as combined sewers.
Unlike independent storm sewers, combined sewer
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Unit I
pipes run to a sewage treatment plant rather than
directly into a nearby body of water. At the sewage
treatment plant, sewage is separated into sludge
(solid waste materials) and water. The sludge is
dried and either disposed of in a landfill or treated
and sold as a fertilizer. The treated water is dis-
charged into a river or other nearby waterway, free
of solid waste.
Combined sewer pipes cause problems when
heavy rainstorms cause too much water to enter the
sewer system. When this happens, the amount of
water in the sewer pipes exceeds the sewage treat-
ment plant's handling capacity. To prevent major
operating problems at the plant, a safety overflow
valve diverts the excess water from the plant into a
nearby waterway. The problem with this system,
however, is that untreated sewage and debris also are
diverted into the waterway.
/
Boats of all kinds also are sources of marine de-
bris. Sometimes, trash/is purposefully thrown over-
board. One major reason for the overboard disposal
of trash is that there is limited storage space aboard
these vessels. Most of the time, however, trash is
disposed of in the ocean by people who are unaware
of the problems this can cause. Trash can also acci-
dentally fall, blow, or wash off of vessels into the
water. In addition, fishing nets and lines, and other
types of equipment, can be lost at sea accidentally
and become marine debris.
Sunlight & Six-Pack Holders
Six-pack holders are a dangerous type of trash.
Because they have holes in them, animals can get
caught in these devices and get injured or even stran-
gled. In order to reduce this problem, the manufac-
turers of six-pack holders have begun making them
out of a photodegradable plastic. This plastic be-
comes brittle and breaks into smaller pieces when it is
exposed to sunlight. Now, six-pack holders that be-
come marine debris will degrade relatively quickly,
preventing many marine animals from getting
caught. You can help. Before disposing of six-pack
holders at home, cut through the loops to help pre-
vent entanglement of wildlife should the holder enter
the marine environment.
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Unit I
Industrial facilities contribute to the marine debris
problem when waste items generated by industrial proc-
esses (such as production scraps, flawed products, and
packaging material) are improperly disposed of on land.
Finished products also can become marine debris if they
are lost during loading and unloading at port facilities,
or they are lost when they are transported through wa-
terways or over land. The Society of the Plastics Indus-
try, Inc. is taking steps to control one of the most
common types of marine debris generated from indus-
trial facilities, plastic resin pellets. Plastic resin pellets
are the small spheres that are produced as the raw form
of plastic. They are used by manufacturing facilities to
make plastic products. During plastic resin pellet pro-
duction, transportation, and processing, some resin pel-
lets can be released into the environment. As with other
types of trash, wind and stormwater can carry these pel-
lets to nearby water bodies.
Waste disposal activities can cause a problem when
trash is lost during collection or transportation, or when
trash blows or is washed away from disposal facilities.
For example, landfills (which are specially engineered
sites for disposing of solid waste on land that are con-
structed to reduce any hazards to public health and
safety) can generate marine debris. The trash in landfills
periodically is covered with soil so that it will not be re-
leased into the environment, but the trash can blow or
be washed from the landfill before it is covered up.
Offshore oil and gas platforms are structures that
are constructed in the ocean and form a base from
which oil and gas drilling is conducted. Because offshore
oil and gas platforms are surrounded by water, any iteins
that are lost from these structures become marine debjris.
As with ocean vessels, trash has sometimes been pur-
posefully discarded directly into the ocean-from these
structures. Efforts are being made by oil and gas compa-
nies, however, to prevent the disposal of trash into the
ocean from oil and gas platforms. Typical debris gener-
ated from these platforms includes data-recording tape,
items like drill pipes and drill pipe protectors, hard hats,
gloves, and 55-gallon storage drums.
Once the debris has found its way into the ocean, it
is very difficult to trace the source of the debris. A plas-
tic cup, for instance, could have been left by a beach-
goer, littered in a city street and been washed into a
storm sewer and out to sea, blown off of a recreational
boat, used on a shipping vessel and disposed of over-
board, and so on. Clearly, marine debris is a complex
problem whose answer will require that many sources of
marine debris be controlled.
Whal Trash Management
Practices Can Reduce fhe
Marine Debris Problem?
The United States generates significant quantities of
trash every year. In 1990, almost 196 million tons of
trash were generated in this'country. About 17 percent
of this trash was recycled. Almost all of the rest was bur-
ied in landfills (67 percent) or burned (16 percent).
Disposal means permanently storing or removing the
trash from the environment. Landfilling and burning
are considered disposal methods.
Recycling is one way to reduce the amount of trash
that must be disposed of. Recycling is the collection
and reprocessing of materials so i:hey can be used again.
Before materials can be processed for reuse, they must
be separated into different types (such as plastic, glass,
-------
Unit!
and metal). In 1990, over 8,000 recycling programs ex-
isted in the United States. Although recycling has be-
come widespread, not every type of material currently
can be recycled in every area of the country.
Currently, paper is the most frequently recycled type
of trash. Three types of paper are recycled: high-grade
paper (such as computer paper), newspaper, and corru-
gated cardboard. Metals also are commonly recycled,
particularly aluminum cans (most soft drink and beer
cans) and soup and fruit cans (which are made from tin-
coated steel or aluminum and steel). All types of glass,
except light bulbs, ceramic glass, dishes, and plate glass,
currently can be' recycled. Overall, very little plastic
waste is recycled at the present time, with the exception
of plastic milk jugs and soft drink bottles.
Even better than recycling is to adopt "pollution
prevention" strategies that produce less waste in the first
place. Ways to produce less waste include reusing mate-
rials, using reusable items rather than disposable ones,
and reducing the amount of packaging that is used.
Steps also can be taken to keep the waste that is gen-
erated from getting into the ocean. Most importantly,
littering should be prevented. Boaters and beachgoers
should ensure that trash and other items are not blown
or washed away. Before trash is left out for collection, it
should be tightly secured in bags or trash cans. Garbage
trucks should always be covered, and landfills should be
fenced in to capture any trash that may temporarily es-
cape. Industrial facilities that produce plastic resin pel-
lets can modify handling processes to control the release
of pellets into the environment. All of these methods
can help to ensure that trash is put, and stays, in its
proper place.
Key Points
Marine debris includes all objects found in the marine
environment that do not naturally occur in those areas.
Trash that is buoyant and/or easily blown around is
more likely to become marine debris.
Biodegradable trash, which can be broken down by mi-
croorganisms, stays in the environment for a relatively
short period of time.
There are several sources of marine debris, including
beachgoers, landlubbers, storm sewers and combined
sewer overflows, commercial and recreational vessels, in-
dustrial facilities, waste disposal activities, and offshore
oil and gas platforms.
Proper handling of trash that is generated, as well as re-
cycling and pollution prevention activities, will help to
reduce marine debris.
-------
Unit I
ObJ6CtiVe: To define "marine
debris" and to learn the types and
amounts of marine debris found each
year in national beach cleanups in the
United States.
Activity! Students bring in different
trash items and define "marine debris"
through a discussion about these items.
Students then categorize debris and
use statistics and graphing to better
understand the types and amounts of
marine debris that are found each year.
debris, foamed
plastic, marine, marine debris, trash
Materials:
> Enough copies of the "1 99 1 Beach
Cleanup Results" handout for each
student in the class
>-A large box
Subjects: Language Arts,
Mathematics, Science
Learning Skills: Analyzing,
Calculating, Classifying, Collecting Data,
Observing
Duration: 40 minutes
Coming fo Tcrm§
wlfli Marine Debris
IAsk every student to bring in a nonfood piece of trash. Tell students
to be sure that the trash is clean and dry, does not have food stuck
to it, and is not sharp. (Note: To prevent accidents, you may wish to
tell students not to bring in glass. Instead, you can bring in a few
glass articles so that the discussion of debris will be complete.)
2 Have each student bring his or her piece of trash to the front of the
room* display it to the class, and put it in the large box. Ask the stu-
dents what these items have in common. Through this discussion, iden-
tify the characteristics of "trash" and develop a. definition. Write the
definition on the board. Then ask students to think of synonyms for
"trash," and help them come up with the term "debris," List all of the
synonyms on the board.
3 Now that "debris" has been defined;, ask students what "marine"
means. Write the definition on the board. Ask the students to list
synonyms for marine and write them on the board.
4 Then combine the terms and discuss the meaning of "marine de-
bris." Write this definition on the board. Use the lists of synonyms
to come up with other terms that describe ;the concept of "marine de-
bris" (such as "sea trash" and "ocean waste").
5 Take the pieces of trash out of the box one by one and ask the
students to classify the type of debris they are (plastic, glass,
metal, etc.).
6 Distribute the "1991 Beach Cleanup Results" handouts to the class.
Inform the students that the Center for Marine Conservation
(CMC) sponsors beach cleanup campaigns all over the country. Explain
that volunteers record the items they find when diey clean up beaches and
send this information to CMC, which compiles these lists every year.
8
-------
Unit I
7 Ask the students to use the "1991 Beach Cleanup Results" handout
to make a bar graph comparing the quantities of the different types
of debris (plastic, glass, metal, etc.) collected in the cleanup. Have the
students add the total number of plastic items, the total number of glass
items, etc., to complete the handout. (Note: If students have difficulty
adding such a long list of numbers, you can give them the totals:
3,464,216 plastic items; 495,083 glass items; 98,879 rubber items;
504,063 metal items; 472,711 paper items; 122,384 wood items; and
53,405 cloth items.)
8 Next, have students label the horizontal axis of the bar graph as
"category of marine debris" and write the different categories under
the horizontal axis in an evenly spaced manner. Have the students label
the vertical axis "number of items collected" and mark the axis from 0 to
3,000,000. Finally, tell the students to use the totals from the "1991
Beach Cleanup Results" handout to complete the bar graph. (Note: As
a class, you can create a three-dimensional bulletin board to display the
bar graph. After drawing the bar graph on a large piece of paper, tack
the paper to the bulletin board. Then glue or tape examples of the types
of trash represented by the bar graph around it.)
Another option for illustrating the relative quantities of marine de-
bris types is to have the students calculate the percentage each category
represents. First, have the students find the grand total of items collected
in 1991 by adding all the categories together. Then have students derive
the percentage each marine debris category represents by using this total
and the totals for each category. Finally, discuss with students which
categories of marine debris are most common.
Ofner Directions
As a class, conduct your own cleanup activity at a seashore, lake,
pond, stream, or river. Have students record the types and numbers of
debris they find and compile a list similar to the "1991 Beach Cleanup
Results" handout. (See Unit III for more information on conducting a
beach cleanup.) Be sure the items you collect in the cleanup are recycled
or properly disposed of. Also, you could clean up the same area peri-
odically and compare the quantity of debris collected each time.
Use the "Trash Stats" handout to familiarize students with current
waste management issues.
Either in class or as a homework assignment, ask students to use
trash items to create a marine debris sculpture. Display the sculptures in
the classroom or school library.
9
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1991 Beach Cleanup Re§uU
PLASTIC
Bags 347,263
Bottles 240,143
Buckets 10,335
Buoys 16,096
Caps/lids 212,852
Cigarette butts 940,430
Cigarette lighters 34,501
Cups/utensils
Hard plastic 128,597
Foamed plastic 125,008
Diapers 12,686
Egg cartons 8,605
Fast-food containers 31,856
Fishing line 36,124
Fishing nets 9,496
Floats/lures 13,381
Foamed plastic packaging 44,025
Foamed plastic plates 23,729
Hard hats 1,777
Light sticks 16,020
Meat trays 16,532
Pieces
Hard plastic 344,268
Foamed plastic 289,802
Pipe thread protector 8,033
Rope 88,862
Sheeting 19,750
Six-pack holders 34,492
Strapping bands 22,512
Straws 191,401
Syringes 8,280
Toys 21,770
Vegetable sacks 7,336
Write protection rings 9,148
Other 149,106
TOTAL=
GLASS
Bottles 235,224
Fluorescent light tubes 4,561
Light bulbs 11,766
Pieces 219,468
Other 24,064
TOTAL =I
RUBBER
Balloons 36,164
Gloves 11,238
Tires 8,069
Other 43,408
TOTAL=
METAL
Bottle caps 106,626
Cans 237,287
Crab/fish traps 3,795
55-gallon drums 4,587
Pieces 41,204
Beverage can pull tabs 48,670
Wire 17,535
Other 44,359
TOTAL = r I
PAPER
Bags 38,427
Cardboard 33,450
Cartons 24,727
Cups 46,746
Newspapers 26,393
Pieces 225,297
Plates 21,235
Other 56,436
TOTAL=
WOOD
Crab/lobster traps 7,254
Crates 2,811
Lumber 76,830
Pallets 4,293
Other... 31,196
TOTAL =
CLOTH
Clothing pieces.
53,405
TOTAL =
Data were taken from Cleaning North America's
Beaches: 1991 Beach Cleanup Results, Center for
Marine Conservation, 1992.
1IO
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Trash SI
Americans are generating more and more trash every year. In 1990, each person in
the United States produced over 4 pounds of trash each day! See if you can work out
these trash math problems to learn even more.
1. In I960, Americans recycled about 5,900,000 tons of trash. In 1990, approximately
33,320,000 tons were recycled. By how many tons did recycling increase from I960
to 1990?
2. If there are four people in a family, and each person throws away five soda cans a day,
how many soda cans does the whole family throw away in a week?
3. Of the 196,000,000 tons of trash generated in the United States in 1990, about
16,000,000 tons were plastic. What fraction of the total trash generated was plastic?
Reduce this fraction.
4. Americans produced 73,000,000 tons of paper waste in 1990. In that same year,
Americans produced a total of 196,000,000 tons of trash. What percentage of the total
trash generated did paper make up?
5. Of the 196,000,000 tons of trash generated by Americans in 1990, about 67 percent
was landfilled. How much trash, by weight, was landfilled?
1 1
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Unit I
Trash Trails
Objective: To learn about certain
characteristics of marine debris and
how these characteristics affect where
marine debris is found in the
environment.
Activity: Students perform
experiments to examine whether or
not trash can float, blow around, or
wash away. The effects of these
characteristics on the presence of
marine debris in the environment are
then discussed.
Vocabulary: buoyant
Materials:
> Enough copies of the "Trash Traits
Results" handout for each student
in the class
>-Several pieces of plastic, glass,
rubber, metal, paper, wood, and
food trash
>-A bucket filled with water
>-Afan
>-A large, shallow container (such as a
large dishpan)
>-A watering can
Subjects: Language Arts, Science
Learning Skills: Analyzing.
Classifying, Collecting Data, Comparing
and Contrasting, Experimenting,
Hypothesizing, Observing
Duration: 40 minutes
IPass out the "Trash Traits Results" handouts. With the students,
put the different types of trash (plastic, glass, rubber, metal, paper,
wood, and food) into separate piles. Have the students name the pieces
of trash. Write the names on the board and have the students fill in the
"Item" and "Type" columns of their handouts.
2
Fill the bucket with water. Place each trash, item in the water and
ask the students the following questions:
Which items float? Which do not? (Make a list on the chalkboard
and have the students fill in the "Does It Float?" column on their
handouts.)
What will happen to buoyant items when they get into the ocean?
What could some of the problems be with buoyant marine debris?
What will happen to items that don't float: when they get into the
ocean? Is there a tendency for all of the articles of the same type
(plastic, paper, metal, etc.) to float or sink?
3 Set up the fan at one end
of a table. Place each trash
item in front of the fan, one at
a time, to see if it is blown
around. Ask the students these
questions:
Which items are easily
blown around? (Make a
list on the chalkboard and have the students fill in the "Can It Be
Blown Around on Land?" column on their handouts.)
What blows trash around in the environment?
Is there a tendency for all of the articles of the same type (plastic,
paper, metal, etc.) to be blown around in a similar way?
12
-------
Unit I
4 Fill the large, shallow container with water and place it in front of the
fan. One at a time, put each article of trash in the container and turn
on the fan. Ask the students:
Which items are easily blown around in the water? (Make a list on
the chalkboard and have the students fill in the "Can It Be Blown
Around in the Water?" column on their handouts.)
Is there a tendency for all of the articles of the same type (plastic, pa-
per, metal, etc.) to be blown around in the same way?
5 Fill the sprinkling can with water. Take the sprinkling can and the
trash pieces outdoors, and find a slightly sloped, smooth area (a paved
surface on a slight hill would work well). Place the trash pieces on the
sloped area, and sprinkle water on them one at a time. (Note: This part of
the experiment also can be conducted in the classroom by elevating one
end of a board and placing the lower end in a sink. Place the trash pieces
on the elevated end of the board, and sprinkle water down the board.) Ask
the students:
Which items are easily moved by the sprinkled water? (When you get
back inside make a list on the chalkboard and have the students fill
in the "Can Sprinkled Water Move It?" column on their handouts.)
What element in nature acts like the sprinkled water?
Is there a tendency for all of the articles of the same type (plastic, pa-
per, metal, etc.) to be affected by the sprinkled water in the same way?
6 Discuss how the characteristics examined (whether an item floats, is
blown around, or is carried by sprinkled water) affect whether an item
is likely to become marine debris. Also discuss how the natural environ-
mental forces of running water, wind, and rain can cause trash to become
marine debris.
Try one of the following projects: 1) compare the types and amounts
of trash found on rural versus urban beaches; 2) compare types and
amounts of trash found in different locations on a beach; and, 3) compare
types and amounts of trash found on a rocky beach compared to a sandy
beach. For each project, speculate on why differences were observed.
-^BX
Another approach would be to compare the types and amounts of trash
found on an ocean beach versus the shoreline of a lake, pond, river, or
stream in order to compare the impact of debris on marine and freshwater
environments.
13
-------
Trash Trails Resul
ITEM
TYPE (PLASTIC,
PAPER, METAL,
ETC.)
DOES IT
FLOAT?
CAN IT BE
BLOWN AROUND
ON LAND?
CAN IT BE
BLOWN AROUND
IN THE WATER?
CAN SPRINKLED
WATER MOVE
IT?
14
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Unit I
Experience!
1 Explain to students that they will be performing an experiment to learn
how trash degrades in the marine environment. Discuss the concept of
degradation with students, and explain that some important signs of degra-
dation are changes in shape, color, and size of an item. (Note: The loss of
an item's ability to withstand being pulled apart also is an important sign
of degradation, but this only should be evaluated at the end of the experi-
ment so that the natural degradation process is not accelerated.)
2 Next, set up the experiment. Fill the
containers halfway with water. Put one
of the pieces from every pair of trash in
each container. Cover one container with
netting or screening, and secure the cover-
ing with the rope or string. Take the cov-
ered container outdoors, and place it in an
area that receives sun for as much of the day as possible. Keep the other
container inside the classroom, and put it in an undisturbed area. (Note:
You may want to put signs near the containers that say, "Science experi-
ment Do not touch!")
3 Every day, have a different student record the weather conditions in
the "Weather Watch" handout. Record the outdoor temperature,
the type of cloud cover there is (to determine how much sunlight the ex-
periment is receiving), and whether or not there has been any rain or other
precipitation.
4 Every week (for a minimum of 2 months) have the class observe the
changes in the trash items, both in the indoor and the outdoor con-
tainers. Have different students fill in the "Degradation Data" handouts
every week. (Note: You may want to use a camera to take pictures of the
degrading trash on a weekly basis to monitor and display changes as accu-
rately as possible. When taking pictures, place a card with the date on it in
the upper right hand corner of the photograph to keep a precise record of
when the photograph was taken.)
Objective: To examine the
degradation of debris and learn how
degradation affects the persistence
of debris in the marine environment
Students perform an
experiment to learn how different
types of debris degrade and how
weather and sunlight affect the rate
of degradation.
Vocabulary: degradable,
persistent
Materials:
> Assorted pairs of trash (Note: The
following pieces of trash are rec-
ommended: two six-pack rings,
two plastic bags, two cardboard
egg cartons, two apple cores, two
soup cans, two glass bottles, and
two pages of newspaper)
2^ Two large, shallow, containers
(such as large dishpans)
>~Two pieces of netting or screening
>^Two pieces of rope or string
> An outdoor thermometer
>- Newspaper
>^One copy of the "Weather Watch"
handout for every month of the ex-
periment
s^Two copies of the "Degradation
Data" handout for every month of
the experiment (one checked "out-
door" and one checked "indoor")
Subjects: Language Arts,
Science
15
-------
Unitl
Learning Skills: Analyzing,
Classifying. Collecting Data.
Comparing and Contrasting.
Experimenting. Hypothesizing.
Observing.
Duration: Two 40-minute
periods for discussion, set up, and
clean up: 5 minutes every day (for at
least 2 months) to record weather
observations; 10 to 20 minutes
every week (for at least 2 months) to
record degradation observations
(Note: The longer that the
experiment is continued, the more
dramatic the evidence that
degradation has occurred will be.)
5 At the end of the experiment, spread newspaper over a large table. Di-
vide the table into two sections and label one side "indoor" and the
other "outdoor." Retrieve both containers and place them on the appropri-
ate sides of the table. Take each pair of trash pieces out of the containers
one at a time and compare the visible differences between the "indoor" and
"outdoor" pieces of trash. Then have a student try to pull apart the pieces
of trash to determine if there is a difference in strength between the "in-
door" and "outdoor" pieces. Ask the students the following questions:
Which pieces of trash have degraded? f
Does whether the piece of trash was
indoors or outdoors affect how much
it has degraded? How?
Which types of trash are degradable?
Which types are persistent?
Does the ability of an item to degrade
affect whether it is found in the ma-
rine environment? Based on this
experiment, hypothesize how degrad-
ability affects marine debris.
Compare the completed "Weather Watch" and "Degradation
handouts. Ask the class the following questions:
Did the weather seem to affect the rate of degradation? How?
What weather conditions increase degradation rates?
Data"
Six-pack rings are now made of photodegradable plastic (plastic that
degrades when exposed to sunlight). Conduct an experiment to observe
photodegradation. (Note: This experiment should be conducted over at
least a 3-month period.) Place 12 six-pack rings in an area of the classroom
I that will not ibe disturbed. Then, fasten the same number of six-pack rings
i outside in an area that is usually in the sun and will not be disturbed. Every
I week take a six-pack ring from both locations and compare how they look
and how much they stretch when pulled. Discuss the differences.
If your school is near the coast or a body of freshwater, conduct an ex-
periment to see if trash degrades faster in water or on land. Place several
trash items in a plastic net. Take these netted items to a pier, marina, or
other site where the net can be tied onto a fixed object so that it hangs in
the water. Make sure the trash cannot escape and that the net is tied se-
curely so that you are not generating marine debris! (Note: If the site is
privately owned, be sure to check with its owner before proceeding.) Place
identical pieces of trash in a plastic net and tie it to a post on land. Again,
make sure the trash is securely fastened. Periodically compare the rates of
degradation.
16
-------
DATES:
ITEM
ITEM
Degradation Daf
Q Indoor Q Outdoor
SIGNS OF DEGRADATION
WEEK1
WEEK 2
six-pack ring
plastic bag
egg carton
apple core
soup can
newspaper
SIGNS OF DEGRADATION
WEEKS
WEEK 4
six-pack ring
plastic bag
egg carton
apple core
soup can
newspaper
17
-------
Weather Wai
"7^^^>>a*s^^
WEEK 1
i
Date Temperature Cloud Cover Precipitation
WEEK 2
Date Temperature Cloud Cover Precipitation
WEEK 3
Date Temperature Cloud Cover Precipitation
WEEK 4
Date Temperature Cloud Cover Precipitation
18
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Roofs and Routes
of Marine Debris
Unit I
IPass out the red markers or pencils to all students. Divide the class as
closely as possible into groups of three students each. Have each group
form a circle with their desks. Give each group a copy of all three "Roots
and Routes" handouts, and have each student in the group take a handout.
(Note: If there are only two students in a group, have one of the students
take two handouts.)
2 Ask the students to circle one piece of marine debris (or one object that
has the potential to become marine debris) on their handout with a red
marker. Then have each student pass the handout to the student sitting to
his or her right. The students should again circle one piece of marine de-
bris before passing the handout to the student on their right. Continue this
process until the students cannot find anything left to circle.
3 For each handout, ask a volunteer to list on the chalkboard all of the
marine debris items his or her group circled. Then ask if any other
groups found additional items, and write them on the board. Discuss how
these items are or could become marine debris.
4
As a class, discuss how the different sources of debris contribute to the
marine debris problem. Ask the students the following questions:
What kinds of items become marine debris?
How do they become marine debris?
What can be done to prevent the generation of marine debris at each
source depicted on the handouts?
Have each student in the group choose one of the "Roots and Routes"
scenes and color it in. Display the colored pictures on a bulletin board.
Objective: To discover where
marine debris typically comes from
and how it commonly finds its way
into the marine environment.
Activity: Students work in small
groups to examine typical sources of
marine debris as illustrated on three
different handouts. The students
circle the marine debris items shown
on the handouts and then discuss as
a class how marine debris is
generated and how it gets into the
ocean.
Vocabulary: landfill, offshore oil
platform, outfall pipe, plastic resin
pellet, source
Materials:
^Enough copies of the "Roots
and Routes" handouts for each
group of students to have all
three scenarios
> Enough red markers or pencils for
each student in the class
^Crayons or colored markers
Subjects: Art, Science, Social
Studies
Learning Skills: Analyzing.
Hypothesizing, Visualizing, Working
in Small Groups
Duration: 40 minutes
19
-------
Unitl
Have students draw their own "Roots and Routes" scene that shows
where marine debris comes from and how it finds its; way into the marine
environment.
Ask students to write a paragraph about one source of marine debris,
explaining what kinds of debris are generated by the source and how these
items could enter the marine environment.
^ijiai
Have the students imagine they are an animal that lives in a marine or
aquatic environment, like a fish, a crab, or a turtle, Ask them to write a
story about what they would feel as they watched debris litter their
"home." You can ask the following types of questions to help the students
imagine the situation: How would you react to people throwing trash into
the water from boats or from the shore? What would you think about a
piece of net floating in the water? How would you feel about cans and bot-
tles blocking the entrance to your favorite cave?
If there is a storm sewer nearby, show the students what it looks like.
Ask them to count all the pieces of trash they find within about 25 feet of
the sewer. Also have them look into the sewer to see if there is any trash in-
side. Ask the students what they think might happen to the trash around
the sewer.
2O
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21
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22
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23
-------
Unit I
The Trails and
Trials of Trash
Objective! To learn how trash
that is not properly disposed of on
land can become marine debris, and
how marine debris can find its way
back onto land.
Activity: Students play a board
game that illustrates some ways that
trash discarded on land gets into the
sea, as well as how marine debris
can get back to land. The object of
the game is to successfully make it
to the trash can at the end of the
path.
Vocabulary: stormwater runoff
Materials:
>-One copy of the Trails and Trials
of Trash Game Board" handout
for each group of three or four stu-
dents in the class
>-A penny for each student
> Scissors
>-Tape
>-One die for each group of three or
four students in the class
Subjects: Language Arts,
Science, Social Studies
Learning Skills: Analyzing,
Visualizing, Working in Small Groups
Duration: 40 minutes
1 Divide the class into groups of three or four students. Pass out one
copy of the "Trails and Trials of Trash Game Board" handout to each
group. Have each student in the group choose one of the game pieces from
the handout (the six-pack ring, the plastic cup, the balloon, or the fishing
net), cut it out, and tape it to a penny.
2 After all of the students have assembled their game pieces, explain how
the game is played. The game board is divided into two sections: the
land section and the sea section. The object of the game is to be the first
piece of trash to make it to the trash can at the end of the land section.
3 All players start on the "Land Start" space. Each player takes a turn
rolling the die. The player with the highest number goes first, and the
others follow in a clockwise fashion. In turn, each player rolls the die and
moves the number of spaces indicated. If the player lands on a space with-
out written instructions, the player remains on that space until his or her
next turn. If the player lands on a space with instructions, the player must
follow those instructions. If the player is on the land section of the game
board and the instructions indicate that he or she has been washed to sea,
the player moves his or her game piece to the "Ocean Start" space. If the
player is in the ocean section of the game board arid the instructions tell
the player to move back to the land, the player moves his or her game piece
to the "Land Start" space. The game continues until one of the players ar-
rives at the trash can. (Note: Players need to land on the trash can with an
exact roll of the die to finish the game.) ;
Ask the students to write a story, poem, or song about the "travels" of a
piece of marine debris. The story, poem, or song should discuss where the
marine debris began its journey, how it "travelled." where it "travelled,"
and where it ended up. Another option is to write, stage, and perform a
play or puppet show that illustrates the "travels" of one or more pieces of
marine debris.
24
-------
Washed into a
sewer
i%**u'***^-r. l^'^"'^^3''c-;^^lf^l^
MOVE
x * i
AHEAD
25
-------
mam)
BLOW ONTO
LAND
Disturbed someone's
ocean view
LOSE A TURN
Picked up in
beach cleanup
GO TO LAND
Tangled around
a seal
LOSE A TURN
Carried by
swimmer back
to shore
GO TO LAND
ROLL AGAIN
beach,
OofouiND
Carried
toward land
by current
LOSE
A
TURN
Lost z«
underwater
cave
^&n*M$, pulled i
%
Washed ashore
by waves
GO TO LAND
Tr./z." -i
26
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Wa§fe Inventory
On a Friday afternoon, pass out copies of the "Waste Inventory Log"
handout. Explain to the students that from Monday through Friday of
the next week they will write down everything they throw away in the
"Waste Inventory Log." Also explain what kind of information to record
in the columns of the log. In the "Item" column, they should list every
item they discard. In the "Number" column they should put a mark every
time they throw away that type of item.
Unit
students to predict how many items the entire class will throw
away in one week. Write down the predictions and save them until the
logs are completed.
3 Every morning, give the students 10 minutes to write down the items
they disposed of that morning and the night before. Also give them 5
minutes after lunch and 5 minutes at the end of the day to write down the
items they disposed of during the day.
A At the end of the week, discuss the contents of the "Waste Inventory
M Logs." Have a few students read their lists of items to the class. Point
out to the students which items are recyclable. Ask how recycling could af-
fect the marine debris problem.
Tell the students to add the number of items they discarded each day,
and then add the total number of items they threw away over the 5-day
period. List these totals on the board. Have students calculate a grand total
for the class. Compare this total with the estimates the students made at
the beginning of the week. Discuss the differences between the estimates
and the actual total.
Objective: To understand how
our habits and activities can
contribute to the marine debris
problem, and how proper waste
disposal methods and recycling can
help prevent the problem.
Activity: Over the span of a
week, students keep a log of the
types and amounts of trash they
generate, and how they dispose of
that trash. Students also learn which
items were (or could have been)
recycled, and which items could
become marine debris.
Vocabulary: disposal, recycling,
waste generation
Materials:
^Enough copies of the "Waste In-
ventory Log" handout for each stu-
dent in the class (Note: students
may need extra paper to complete
the log).
Subjects: Language Arts,
Mathematics, Science, Social Studies
Learning Skills: Analyzing,
Calculating, Classifying, Collecting
Data, Comparing and Contrasting,
Hypothesizing, Observing
Duration: 40 minutes for
discussion; 20 minutes a day for a
week for students to keep their logs.
27
-------
Unit I
6 Another option that can demonstrate the large quantities of trash peo-
ple generate is to have the students cany around their trash with them.
Ask each student to bring in a medium-sized trash bag from home. Have
the students use their bags to dispose of their trash. (Note: Tell students
not to put food waste, glass, or sharp objects in their bags.) Have the stu-
dents carry their bags around with them everywhere they go. Continue this
experiment for up to a week. At the end of the experiment, compare and
discuss the quantities of trash each student has generated.
1
Finally, discuss the types of items that were discarded that could be-
come marine debris. Ask students the following questions:
What types of items can become marine debris? (Note: Emphasize
that all items can become marine debris if improperly disposed of.)
How could they become marine debris?
How could you prevent these items from becoming marine debris?
Have students research recycling programs in their community. Con-
duct a survey to determine what kinds of materials are recycled, how much
material is recycled, who participates in the program, and what the mate-
rial is used for after it is recycled. Also have students think of ways to in-
crease community involvement in recycling.
^H>8J
Set up a classroom or community recycling program. First, determine
which types of items will be collected for recycling, making sure that there
is a market for those items in your area. (Note: Contact the recycler you
have chosen to handle your materials to confirm what types of materials
can be collected, how the materials should be separated, and any other re-
quirements that should be followed.) Second, designate a collection center,
and be sure to obtain appropriate containers and other facilities. Third, ar-
range to have the items picked up and delivered to the recycler. If there is a
great enough demand in your area for the types of recyclables you are
collecting, you may receive payments for the material you deliver to the
recycler. This money can be used to fund the recycling project or other
educational initiatives in your school.
28
-------
u.
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o
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L.
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I
-------
-------
Unit II
The Eflecls of
Marine Debris
How can marine debris harm
wildlife?
BPK,
IP What types of animals may be
harmed by marine debris?
What are some other effects of
marine debris on coastal areas?
How can marine debris pose a
hazard to human health?
31
-------
Unit II
The Effects of
Marine Debris
Marine debris can have serious consequences for both wildlife and humans. For -wildlife, problems oc-
cur when animals get caught in or swallow debris. Although almost any species can be harmed by marine
debris, certain species are more susceptible to its dangers than others. For humans, marine debris causes
problems such as the aesthetic degradation of ocean waters and beaches, economic hardships for coastal
communities and the fishing industry, and health and safety hazards.
items may also block air passages and prevent breathing,
thereby causing death.
Marine mammals, turtles, birds, fish, and crusta-
ceans all have been affected by entanglement in or inges-
tion of marine debris. Many of the species most
vulnerable to the problems of marine debris are endan-
gered or threatened. Endangered species are plants or
animals that are in immediate danger of becoming ex-
tinct because their population levels are so low. Threat-
ened species are plants and animals that may become
endangered in the near future.
It is estimated that approximately 100,000 ma-
rine mammals die every year from entanglement or
ingestion of marine debris. Of the different types of
marine mammals, seals and sea lions are the most af-
fected (particularly by entanglement) because of their
natural curiosity and tendency to investigate unusual
objects in the environment. Packing straps and net
fragments are a major problem for these animals.
Some studies have linked the decline of the northern
fur seal of Alaska and the endangered Hawaiian
monk seal to entanglement in marine debris. "Whales,
including endangered humpback and gray whales,
have been found entangled in fishing nets and line.
Manatees, which are also an endangered species, have
become entangled in crab-pot lines, and dolphins and
porpoises may get caught in fishing nets. Ingestion of
debris by marine mammals appears to occur less fre-
quently, but it has been reported for elephant seals,
sea lions, certain types of whales, and manatees.
These cases are significant because they have usually
Whaf Is fiie Impact of
Marine Debris on Wildlife?
The two primary problems that marine debris poses
to wildlife are entanglement and ingestion. Entangle-
ment results when an animal becomes encircled or en-
snared by debris. Entanglement can occur accidentally,
or when the animal is attracted to the debris as part of
its normal behavior or out of curiosity. For example, an
animal may try to use a piece of marine debris for shel-
ter, as a plaything, or as a source of food (if other plants
and animals are already trapped in the debris or if the
debris resembles prey that is a normal part of its diet).
Entanglement is harmful to .wildlife for several rea-
sons. Not only can entanglement cause wounds that can
lead to infections or loss of limbs, but it may also cause
strangulation or suffocation. In addition, entanglement
can impair an animal's ability to swim, which can cause
drowning or difficulty in moving about, finding food,
and escaping predators.
Ingestion occurs when an animal swallows marine
debris. Ingestion sometimes happens accidentally, but
generally animals feed on debris because it looks like
food. Ingestion can lead to starvation or malnutrition if
the ingested items block the intestinal tract and prevent
.digestion, or accumulate in the digestive tract and make
the animal feel "full," lessening its desire to feed. Inges-
tion of sharp objects can damage the digestive tract or
stomach lining and cause infection or pain. Ingested
32
-------
contributed to or resulted in die death of the animals
due to suffocation or starvation.
Sea turtles also have become entangled in marine
debris. All of the five species of sea turdes found in the
United States are endangered species, and all have been
found entangled in different types of marine debris,
such as fishing line, rope, and fishing nets. Ingestion of
marine debris is an even greater problem for these spe-
cies. Sea turtles have been found to swallow plastic bags
because they look like jellyfish, one of their favorite
foods. This may cause the turtle's digestive tract to be-
come blocked, leading to starvation. Cases of turtles
swallowing balloons, tar balls, and debris that has be-
come covered with algae also have been reported.
Nearly a million seabirds are thought to die from
entanglement or ingestion each year. Since most
seabirds feed on fish, they are often attracted to "fish that
have been caught or entangled in nets and fishing line.
Entanglement in fishing line has been a particular prob-
lem for the brown pelican, which is an endangered spe-
cies. Seabirds are some of the most frequent victims of
abandoned nets. As many as 100 birds have been found
in, a_single ..abandoned .net. ...Many birds, including
ducks, geese, cormorants, and gulls, have been found
entangled in six-pack rings and other encircling debris.
The ingestion of plastic resin pellets (small, round pel-
lets that are the raw form of plastic and are melted and
used to form plastic products) is a major concern. Many
types of birds have been found to feed on these pellets,
most likely because they mistake them for fish eggs or
other types of food.
Fish and crustaceans (such as lobsters and crabs) are
frequently caught in lost or discarded fishing gear, in a
phenomenon known as ghost fishing. For example, a
1/2-mile section of nylon net was found in Lake Supe-
rior. It had been abandoned for an estimated 15 years
and contained 100 pounds offish, much of which was
rotten. Lost traps also continue to attract fish and crus-
taceans, which enter them in search of food or shelter.
In New England alone, it is estimated that nearly one-
half million lobster pots are lost every year.
Wildlife also is affected when marine debris disturbs
its environment. For example, lost or discarded fishing
gear and nets can drag along the ocean floor or through
coral reefs, disrupting the animals and plants that live
there. In addition, debris can bioaccumulate in the food
chain. Bioaccumulation occurs when organisms low
Unit II
on the food chain consume a substance that builds up
in their bodies. When animals higher on the food chain
eat those organisms, they also ingest that substance, and
it accumulates in their bodies. The higher an animal is
on the food chain, the greater the quantity of the sub-
stance that is consumed and accumulated. For example,
eagles and other predators high on the food chain have
been found with large concentrations of plastic pellets
in their stomachs after preying on smaller birds, which
previously ingested the material in fish.
What Is (he Impact of
Marine Debris on Humans?
Marine debris also can have serious consequences
for humans. First, marine debris is visually unpleasant.
Floating debris is an eyesore, and debris stranded on
Ghost fishing
When nets or other fishing gear are lost or dis-
I carded, they continue to "fish" for sea animals long
after the fisherman has forgotten them. Many crea-
tures are caught and most die if they cannot free
themselves in time to prevent drowning or starv-
ation. In the Pacific Ocean, one 1,500-meter long
section of net was found that contained 99 seabirds,
2 sharks, and 75 salmon. The net was estimated
to have been adrift for about a month and to have
traveled over 60 miles.
33
-------
Unit 11
beaches and shorelines degrades coastal aesthetics.
Coastal communities lose millions of tourism dollars
when large amounts of marine debris make their
beaches unattractive to visitors. During the summers of
1987 and 1988, beaches in New York and New Jersey
were closed when medical waste, including needles and
bandages from hospitals, washed up on their shores.
These beach closings caused many vacationers to go
elsewhere. Not only does marine debris cost coastal
communities lost revenues from tourism, but clean-
ing up beaches littered with marine debris can be very
expensive.
Lost or discarded fishing gear can financially harm a
region's fishing industry. In addition to the costs associ-
ated with replacing the missing gear, marine debris can
cause costly or irreparable damage to boats. Fishing nets
can wrap around propellers, plastic sheeting can clog
cooling water intakes, and lost nets or lines can entangle
vessels. In a 1987 survey in the Seattle area, almost two-
thirds of the individuals who responded to the survey
indicated that their boats had been damaged by marine
debris in the previous 2 years. When lobster or crab
traps are lost, they trap thousands of animals that conse-
quently are never caught and sold. Ghost fishing also
lulls thousands offish that may have found their way to
market.
Marine debris also can endanger people's health and
safety. Sharp objects, such as broken glass and rusty
metal, may cause injuries when people step on them on
the beach or ocean floor. Abandoned fishing nets and
lines can entangle scuba divers, and some divers have
barely escaped serious injury or death. Contaminated
debris, including medical waste and sewage, may pose a
public health hazard through disease transmission. Ma-
rine debris that wraps around 'boat propellers or punc-
tures holes in the bottom of boats can disable vessels,
thereby endangering human lives. This is especially seri-
ous if power is lost in a storm and the boat cannot re-
turn to shore or steering is hampered and the boat
cannot avoid collision. Finally, submarines can be ob-
structed by abandoned fishing nets, making navigation
and surfacing difficult.
Key Points
All species of wildlife can be harmed by marine debris,
but certain species are more susceptible to its dangers
because their behavior patterns attract them to marine
debris. The impact of marine debris on endangered or
threatened species is particularly significant because the
numbers of these species are already so low.
The entanglement of animals in marine debris can cause
wounds and associated infections; strangulation; and im-
paired ability to swim, find food, and escape predators.
The ingestion of marine debris by animals can cause starva-
tion, suffocation, and internal injuries and infections.
Marine debris is an eyesore that blights open ocean and
beach environments.
Marine debris can cost coastal communities a great deal
of money in lost tourist revenues. Cleaning up marine
debris also can be expensive.
The impacts of marine debris on an area's fishing indus-
try can be significant. Marine debris damages boats and
can kill fish that otherwise would be sold.
Marine debris can endanger the lives of people when the
functioning of boats and other vessels is impaired. It
may also cause injuries or transmit disease directly to
humans.
34
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Circle of
<£>
Unit II
1 Place the items of debris on the floor in the middle of the classroom
and have students form a circle around them. Have a volunteer read
the description of the seal on the "Animal Tales" handout. (Note: You
might want to make copies of this handout and distribute them to all stu-
dents so they can follow along.) Then choose a volunteer to be a seal and
ask him or her to go into the center of the circle and pick up an item of de-
bris that might harm a seal. Ask the "seal" to tell how and why it might be-
come injured by this piece of debris.
2 Repeat this procedure for the remainder of animals on the handout. Af-
ter you have finished, ask students if they can associate any other pieces
of debris with one of the animals in a way that the class has not yet discussed.
3 Explain that many species of mammals, sea turtles, birds, and fish that
encounter marine debris are endangered or threatened. Ask students
how marine debris could pose special problems for these species. End your
discussion by helping students to understand that any animal that lives in
the water or on the coast can be affected by marine debris.
OflierDirecfioiM
Have students locate photographs, artwork, or articles describing the
effects of marine debris on wildlife. Students can work individually or in
pairs to research a particular type of marine wildlife and develop a "photo
essay" or brief presentation about how that species is harmed by debris.
Students could also focus on a particular type of marine debris and its im-
pacts on wildlife in general.
Take students on a field trip to an aquarium or coastal nature reserve,
where they can learn about endangered and threatened species that might
be harmed by marine debris. Contact the aquarium or reserve in advance
to arrange for a guided tour that emphasizes the problems that marine de-
bris poses for endangered and threatened species.
Objective: To leam about the
characteristics of marine animals
that make them susceptible to the
hazards of marine debris.
Activity: Students listen to
descriptions of marine animals, then
identify items of marine debris that
could harm them.
VOCabulaiy: endangered
species, entanglement, ingestion,
resin pellets, threatened species
Materials:
or more copies of the "Ani-
mal Tales" handout
>- Resin pellets (or white jelly beans
or marbles)
>*A piece of net (or a mesh onion
bag)
>~ Fishing line or rope
>-Six-pack rings
^Plastic bag or sheeting
> Lobster or crab pot (or a wooden
box or crate)
>^0ther types of debris (such as a
plastic cup, a pull tab from a can,
a balloon, a bottle cap, and a glass
bottle)
Language Arts,
Science
Learning Skills: Analyzing
Public Speaking, Reading, Visualizing
Duration: 40 minutes
35
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Animal Tale
Seagull
I look for food in the piles of seaweed and shells washed up
by the tide. If I can, I'll eat food that has already been caught
by someone or something else. I also like to eat fish eggs,
which are round and clear.
Seal I am naturally
curious and like to play
with unusual objects,
especially those that float.
My nose is perfect
for poking into
things but
sometimes I
get caught.
FlSn I often swim into holes and near objects
that offer shelter from my enemies. If a lot of
smaller fish are gathered in one area, I may
swim closer to see if I can eat them.
Turtle
One of my favorite foods is the jellyfish, which floats on or near the
surface of the water. Jellyfish swim together in schools, and you can
see right through them!
Lobster
I crawl along the bottom of the ocean looking
for food. Sometimes I find a tempting meal
inside a wooden crate resting on the ocean
floor but once I get into the crate, I can't
get out again.
36
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Unit II
"| Distribute the rubberbands to students and have them follow the pro-
1 cedure below. (Note: You may want to have one or two students come
up to the front of the room to perform the exercise with rubberbands as a
demonstration; then include the entire class in the discussion.)
Hold your hands up in front of your face, with the back of your
hands towards your face.
Hold the rubberband in your right hand and hook one end of it over
the little finger of your left hand.
Hook the other end of the rubberband over the left-hand thumb.
The rubberband should be taut and resting across the bottom knuck-
les on the back of your left hand.
Place your right hand on the bottom of your left elbow, and keep it
there.
Try to free your hand of the rubberband without using your right
hand, teeth, face, or other body parts.
2 While students are struggling, ask the class to imagine that they are
seagulls that have gotten pieces of fishing line, abandoned net, or other
debris wrapped around their beaks or necks. Tell them the birds would be
unable to eat until they had gotten themselves free. Ask them the following
questions:
How would you feel after struggling like this all morning?
How would you feel after missing breakfast?
What would happen if you continued to miss meals and spent all of
your strength fighting to get free?
What would happen if a predator was chasing you?
Encourage students to share their thoughts and feelings about being
entangled. Remind them that their experience is similar to that of a bird or
other marine animal that becomes entangled in debris.
Objective: To leam about
wildlife entanglement by experi-
encing what it might be like to be a
marine animal trapped in debris.
Activity: Students perform an
experiment in which they wrap a
rubberband around their fingers and
try to disentangle themselves. As a
class, students discuss their
thoughts and reactions and relate to
real animals.
Vocabulary: abandoned net
Materials:
>-A small- to medium-sized (thin)
rubberband for each student
>-One copy of the "Animal Entangle-
ment" handout
Subjects: Language Arts,
Science
Learning Skills: Analyzing.
Experimenting, Visualizing, Writing
Duration: 20 minutes
37
-------
Unit II
3 Post the "Animal Entanglement" handout at the front of the class.
Ask students to choose one of the animals pictured and write a para-
graph from that animal's point of view telling how it feels to be entangled
in marine debris. Students should include as many details from the illus-
tration as possible in describing their experience. E,ncourage students to
use a range of senses and feelings in their descriptions, and to be as imagi-
native as possible.
Have a volunteer come up to the front of the room and experiment
with entangling his or her hands or arms in a six-pack ring. This activity
should be carefully guided by the teacher. Have the student remove the
six-pack ring, or help him or her to do so. Then cut the loops of each
ring with a scissors. Have another volunteer experiment with becoming
entangled in the cut ring. Have students compare the two experiences.
Then discuss why cutting six-pack rings is a good practice.
38
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Animal
Enfangleme
-------
Unit II
HOW
Objective: To explore the
effects of marine debris on people,
animals, vessels, and communities.
Activity: Students complete a
form that requires them to make
decisions about how severely
different types of marine debris
affect people, animals, vessels, and
communities. As a class, results are
totalled and analyzed to determine
which types of marine debris are
most harmful to the different cate-
gories that could be affected.
Vocabulary: ghost fishing,
medical waste
Materials:
> Enough copies of the "How Harm-
ful Is It?" handout for the entire
class
Subjects: Mathematics,
Science. Social Studies
Learning Skills: Analyzing.
Calculating, Classifying, Comparing
and Contrasting, Decision-Making
Duration: 30 minutes to
complete tally; 30 minutes
{preferably the next day) to analyze
and discuss results
1 Distribute the "How Harmful Is It?" handout to the class. Make sure
students are familiar with die types of debris in the table. If possible,
label and display examples of the actual debris. Review with students the
instructions at the top of the page. Then have students fill out the table.
2 Collect the handouts and calculate class subtotals for each type of de-
bris on the handout (add together the students' subtotals and divide by
the number of students in the class). (Note: You can do this with the class
or on your own and present the totals the next day.) Pass back to students
their original handouts.
Write the class subtotals on the board. As a class, analyze the results of
the tally. Initiate discussion by asking questions such as the following:
According to class results, which types of marine debris are most
harmful to seals? sea turtles? seagulls? Which type or types of debris
seem to be most harmful to animals in general? (Repeat this series of
questions for people, vessels, and places.)
According to class results, which types of marine debris are the most
harmful overall? Do you agree? Why or why not?
According to these results, which type of debris is the least harmful?
Do you agree? Why or why not?
Are there any types of debris which received a low grand total, yet are
very harmful to one or several of the items on the list? Which ones?
4 Discuss with students how their individual results might have varied
from the class results. Help them to understand that people may have
had different opinions about how harmful certain debris is based on their
own attitudes. For example, one student might think that a paper cup on a
beach has little effect on the appearance or attractiveness of that beach for
wading or walking, yet another student might argue that litter can make a
beach so ugly that people will no longer go there.
4O
-------
Unit II
The discussion should also introduce the concept that the abundance
of certain types of debris may make them more harmful on a large scale
than other types that appear to be more dangerous. For example, while
hospital needles are extremely dangerous, they are less common than de-
bris such as fishing line and nets, and therefore may have less of an overall
effect on marine and coastal animals and communities.
(Note: The numbers that students arrive at by doing this exercise do
not represent objective data on marine debris effects. Instead, they help
students explore the many ways that debris can harm the different com-
ponents of marine and coastal communities. Students should come away
with the knowledge that certain types of debris may have a greater effect
on specific animals, people, vessels, and places, but that almost all marine
debris can be harmful to some part of these communities.)
ss^ Qflier Directions >^ss»
Have students design a "Most Wanted" poster for the type of marine
debris that they think is the most dangerous. The poster should include
an illustration of the debris and list some of its "crimes." Students might
also mention a "reward" on the poster for the person who finds this type
of debris and disposes of it properly or identifies it to the proper authori-
ties for disposal.
Have students develop a bulletin board mural or model of a seaside
community complete with swimming beach, fishing pier, restaurants,
beachfront housing, and hotels. The community should also include peo-
ple in different occupations and some wildlife. Then ask students to re-
search one element of the community that can be affected by marine
debris and prepare a brief presentation. When students have completed
their reports, gather the class around the mural or model and have stu-
dents get up one at a time, indicate the subject of their talk with a
pointer, and give the presentation.
41
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How Harmful Is
INSTRUCTIONS: Decide how harmful each type of marine debris would be if it came into contact with
the animals, people, vessels, and places listed below. Write the number that best reflects your
opinion in the appropriate box. (For example, if you think fishing line would be very harmful to a seal,
write the number "3" in the space provided.) When you have completed the chart, calculate the
subtotals for each type of debris. Then calculate the grand totals at the bottom of the page.
1 - RARELY or NEVER HARMFUL 2 = SOMETIMES HARMFUL 3 = VERY HARMFUL
Six-
Fishing Paper Lobster Pack Resin Plastic Hospital
ANIMALS Line CUD Trap Ring Pellets Bag Needle
Seal
Sea Turtle
Seaqull
SUBTOTAL
Lost
Net
PEOPLE
Diver
Beachgoer
Sailor
SUBTOTAL
VPSSELS
Motorboat
Canoe
Fishing Boat
SUBTOTAL
PLACES
Pier
Swimming Beach
Seafood Restaurant
SUBTOTAL
GRAND TOTAL
42
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'What steps are being taken
to prevent marine debris?
'Who is working on the
problem?
'What can concerned
individuals do to help?
Unit III
Developing
Solutions and
Spreading flie
Word
X
b
E
43
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Unit III
Developing
Solutions and
Spreading
flte Word
Many governments, organizations, and individuals are actively working to develop solutions to the
marine debris problem. Some of these groups are developing educational programs to encourage people to
use prevention, the most effective way to reduce marine debris. Other organizations are conducting
projects aimed at removing debris from the marine environment through beach cleanups, adopt-a-beach
programs, and other initiatives. In addition, international laws, as well as local state, and federal
legislation, have been established to regulate commercial and recreational activities that frequently result
in the generation of marine debris.
1978 annexes are "optional," meaning that nations may
elect to adopt them or not. As of January 1992, 52
countries had signed Annex V.
In 1988, the Marine Plastics Pollution Research and
Control Act (MPPRCA) was passed, requiring all U.S.
ships to comply with the provisions of MARPOL Annex
V. In addition to prohibiting U..S. ships from dumping
plastic items in the sea, all such vessels are required to
institute shipboard waste management plans. The law
also banned the disposal of plastics within 200 miles of
the United States by foreign! nations, regardless of
whether or not they are Annex V signatory nations. The
U.S. Coast Guard (USCG) is responsible for enforcing
these regulations.
While government-owned vessels are currently ex-
empt from MARPOL Annex V, MPPRCA required all
U.S. public ships, including Navy vessels, to comply
with the regulations by 1994. The Navy has already be-
gun researching options for reducing shipboard waste
and for separating and compacting plastics for disposal
at ports. The Navy is also developing educational
What Are Governments
Doing to Mdres§ Marine
Debris?
In 1973, the International Maritime Organization,
die United Nations agency responsible for international
shipping, formed an agreement addressing marine pollu-
tion known as MARPOL. This agreement consists! of
two annexes that regulate the disposal of oil and hazard-
ous chemicals at sea. As of 1992, 50 nations had signed
this agreement. MARPOL was amended in 1978 to in-
clude three additional annexes addressing hazardous ma-
terials, sewage, and trash. Under Annex V, the
amendment regulating the disposal of garbage at sea,
packing materials may not be dumped closer than 25
miles from land, and food wastes and other trash may be
disposed of no closer than 12 miles from land. The dis-
posal of plastic materials (including fishing nets, ropes,
and bags) is prohibited under any circumstances. The
44
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Unit III
programs to encourage all of their ships to take steps
now to reduce waste generation.
Several other U.S. agencies also are engaged in
efforts to address marine debris. Much of this activ-
ity has resulted from the work of an interagency
task force on Marine Debris, which was formed by
the White House and chaired by the National Oce-
anic and Atmospheric Administration (NOAA). In
1988, the task force published its final report,
which recommended steps that the U.S. Govern-
ment should take to reduce marine debris. The re-
port recommended that government agencies,
including the U.S. Environmental Protection
Agency (EPA), NOAA, USCG, the Department of
Interior (DOI), and the Navy, undertake a coopera-
tive effort to deal with the marine debris problem.
The report also recommended that industry and en-
vironmental groups, as well as local governments, be
included in this cooperative effort.
One of the first steps taken by these federal
agencies has been the identification of sources of
marine debris. EPA, along with NOAA, are cospon-
sors of the Center for Marine Conservation's
(CMC) National Beach Cleanup Campaign, during
which volunteers record the types and quantities of
marine debris they collect. EPA also has been con-
ducting field studies at harbors and sewage treat-
ment plants to record the types of debris that are
found. In addition, EPA, NOAA, and the National
Parks Service are all working with CMC to develop
other marine debris monitoring programs to collect
more precise data for statistical analysis. These data
will be used to examine long-term trends in marine
debris to determine which solutions are effective
and which sources of marine debris will require fur-
ther control efforts.
Activities already are being undertaken to target
the sources of marine debris and reduce the quan-
tity of debris they generate. For example, EPA, in
cooperation with the plastics industry through the
Society of the Plastics Industry (SPI), is examining
the sources of plastic resin pellets in the marine en-
vironment. Once this research has been completed,
EPA and industry representatives will recommend
measures to control the release of pellets. In addi-
tion, EPA and USCG are developing guidelines to
reduce the solid waste released into coastal waters
during shipping operations. EPA also is regulating
High Seas Drifter
It seems that nowhere is free from marine debris.
Even in Antarctica, one of the most isolated areas on
earth, marine debris is commonly found washed up
on die shore by researchers studying the area. Ant-
arctica is visited by so few people that most of this
debris could not have come from the local area. In-
stead, the debris enters the ocean hundreds or even
thousands of miles away, and then drifts to these re-
mote beaches. It is a disturbing thought that, if cur-
rent trends continue, more marine debris than
people will ever reach the shores of Antarctica.
45
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Unit III
stormwater sewer systems to reduce the quantity of de-
bris that is released to the marine environment from
these sources.
Finally, as a result of recommendations of the inter-
agency task force, the federal government is sponsoring
public educational campaigns on marine debris. A cen-
tral effort to this campaign is NOAA's Marine Debris
Information Office, which is operated by CMC and co-
funded by EPA. Through this office, information is dis-
tributed on the problems associated with marine debris,
as well as potential solutions. These federal agencies also
arc developing educational materials and initiating
beach cleanup efforts to increase public awareness of the
marine debris issue.
Several other federal activities were undertaken be-
fore the final report of the Interagency Task Force was
completed. In 1984, under the Department of Com-
merce, NOAA's National Marine Fisheries Service cre-
ated the Marine Entanglement Research Program to
study the causes and effects of pollution on the marine
environment and its inhabitants. Through the program,
researchers investigate possible mitigation opportunities
and educate debris generators about how they can help
lessen the problem. In 1978, NOAA established the Na-
tional Marine Pollution Program, which studies differ-
ent types of ocean pollution. With the help of
representatives of the shipping, plastics, and commercial
, fishing industries, conservation groups, the Navy, and
academia, the program has established priorities for ad-
dressing die marine debris issue. These include im-
proved techniques for handling shipboard waste,
increasing people's understanding of the effects of plas-
tics in the marine environment, and investigating ways
to mitigate the effects of "ghost fishing" by lost or dis-
carded nets.
Another federal effort is the Marine Mammal Com-
mission, which was established in 1974 as part of the
Marine Mammal Protection Act. The commission re-
views federal agency actions or programs that may affect
marine mammal protection and research efforts. The
commission has been active in supporting the Marine
Entanglement Research Program, studying marine de-
bris effects in select U.S. waters, and helping start beach
cleanups and data-gathering projects in several states.
On the state and municipal level, laws and ordi-
nances are being passed to address the management of
different types of trash, many of which can become ma-
rine debris. For example, many states have passed bottle-
deposit laws to encourage the recycling of beverage cans
and botdes. Data from CMC's 1990 Beach Cleanup
show that there were significandy fewer botdes and cans
on beaches in states with deposit laws, suggesting that
these regulations are having an eflFect. Some states have
also enacted legislation requiring the use of certain items
such as photodegradable six-pack rings. Many states and
communities also have implemented littering laws,
which will help prevent trash originating on land from
becoming marine debris.
What Are Private
Organizations Doing to
Address Marine Debris?
Private industry, non-profit research organizations,
and environmental groups also are working to find
ways to prevent and reduce marine debris. One of the
most widely recognized efforts is the annual beach
cleanup organized by CMC, which has been held annu-
ally each fall since 1986. Through the cleanup, CMC
mobilizes thousands of volunteers in the United States
and several other countries to scour the coast, recording
data on the types of debris found on U.S. coastlines.
The data are logged in the National Marine Debris Da-
tabase, which is used by CMC and other researchers as a
tool to study the nature of marine debris and measure
the impact of attempts to reduce it. Beyond cleaning
beaches, the program serves to increase awareness of
marine debris and improve our understanding of the
problem. Other environmental groups, including the
o
-------
Natural Resources Defense Council and the World
Wildlife Foundation, have established educational
programs that oudine steps that people can take to
stop marine debris in their own communities.
In addition, several different business and in-
dustry groups have initiated projects aimed at re-
ducing or preventing trash in the marine
environment. In the 1980s, plastics manufacturers
began to organize research and educational efforts
aimed at minimizing the effects of plastics in the
oceans, lakes, and rivers. To reduce the persistence
of these items, photodegradable plastics have been
developed for use in six-pack rings and other par-
ticularly harmful items. Additional work has been
done to increase the feasibility of plastic recycling.
Many frequently used plastic containers, especially
beverage containers such as soft-drink botdes and
milk jugs, can now be recycled.
The plastics industry, through the SPI, is also
engaging in an education campaign aimed at both
plastics producers and consumers alike. Information
kits, industry briefings, and public service advertise-
ments have been used to reach industry members to
spread the word about plastic items that manufac-
turers can prevent from becoming marine debris,
such as resin pellets. Educational efforts have also
been directed at recreational boat owners, marinas,
and commercial fishing operations. Finally, SPI
supports other federal and private efforts to address
the problems of marine debris, such as CMC Beach
Cleanup Campaigns and EPA's plastic pellet study.
Other industry groups also have taken action to
prevent their businesses from contributing to the
generation of marine debris. In 1987, a coalition of
Pacific Coast commercial fishermen sponsored the
North Pacific Rim Fisherman's Conference on Ma-
rine Debris. The conference included repre-
sentatives from commercial fishing fleets from all
over the Pacific, and established a set of goals and
recommendations for all fishing vessels to follow.
The petroleum industry has initiated educational
programs to encourage offshore oil platform opera-
tors and employees to properly dispose of all gener-
ated waste. Port authorities in the United States also
have begun to address the issue, focusing on how to
facilitate compliance with the provisions of Annex
V requiring portside garbage disposal facilities.
Unit III
from flic Deep
Beach Cleanups
The Center for Marine Conservation's 1990 Beach
Cleanup covered 26 states and 3,656 miles of coasdine
in the United States, netting over 2!/2 million pounds
of trash. Over 100,000 volunteers took part in the ef-
fort. In addition to paper plates, plastic bags, and other
trash, they found a rubber alligator, a sofa, two egg
cartons complete with eggsand 10 kitchen sinks! By
the end of the cleanup, four sinks had been found in
Florida, two each in New York and Maine, one in
Delaware, and one in Virginia. While the presence of
the sinks is proof that anything can become marine de-
bris, the fact that they were found, recorded, and re-
moved also demonstrates the resolve of dedicated
individuals working to reduce the amount of trash in
the marine environment.
47
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Unit III
What Can I Do?
While governments and private organizations have
become increasingly active in combatting marine debris,
individual initiative remains one of the best ways to
tackle ocean pollution. By taking action, whether prop-
erly disposing of all waste, cutting down on the amount
of waste produced, organizing local marine debris proj-
ects, or joining the efforts of larger organizations, citi-
zens of all ages can help reduce marine debris and
increase public awareness of the problem.
There are often dear connections between our indi-
vidual behaviors and the effect of these activities on the
environment (for example, the candy wrapper littered
on the street can easily be washed into a storm sewer
and carried to the sea). Since prevention is the simplest
and most effective way to reduce marine debris, indi-
viduals can begin by examining their lifestyles, consid-
ering how much garbage they generate, and where it all
ends up. To reduce the possibility that any of their trash
will become marine debris, people can make sure that all
of their waste is properly disposed of. For example,
when outdoors, especially at the beach or on a boat, pre-
venting any litter from blowing away or being left be-
hind will help. People also can recycle as much trash as
possible and practice waste prevention techniques, such
as reusing items like bags and containers rather than
throwing them away.
The effectiveness of concerned individuals can be
multiplied by organizing into groups to address marine
debris in the community or region. For example,
groups can come together out of concern for a nearby
beach or other site, learning how it is being affected,
cleaning the area periodically, and informing others
about the project. Such "adopt-a-beach" programs can
be very effective ways to educate the community about
the impact of marine debris and what needs to be done
to prevent it. Marinas can organize education campaigns
to alert recreational boaters to the need to store waste
for proper disposal on land. Boaters can also organize
watchdog groups to observe and report any illegal
dumping. One such group, the "Citizen Pollution Pa-
trol," is a network of boaters committed to preventing
the generation of marine debris. Organized after ratifica-
tion of MARPOL Annex V by the United States, this
group reports suspected violations of the regulations,
and helps other boaters understand and comply with
the law.
Established organizations working to stop marine
debris are always looking for more people to help them
organize and staff their programs. For example, indi-
viduals of all ages can volunteer for certain short-term
projects, such as CMC's annual beach cleanups. Many
young people take part in these cleanups every year. Not
only do students get a chance to help protect the envi-
ronment through such efforts, but they also can witness
the marine debris problem firsthand. In addition to
CMC, the National Marine Fisheries Service and the
U.S. Fish and Wildlife Service also oversee a network of
volunteers that respond to marine animal strandings and
entanglements. Many state and local environmental
agencies also maintain a volunteer corps to help educate
people about marine debris.
Young people can also take action to prevent marine
debris and educate others about the problem through a
variety of youth organizations, such as Kids Against Pol-
lution and local chapters of Boy or Girl Scouts of the
United States of America. Students can learn more
about aquatic environments and the wildlife that lives
there by visiting museums, aquariums, and nature re-
serves. They also can read books and magazines and
watch television shows on these topics. In addition,
young people individually can make a difference in dieir
communities by organizing cleanups, by writing letters,
and by talking about environmental issues with parents
and friends.
At a time when many environmental problems seem
beyond individual action, marine debris is an area where
people of all ages can make, and have already made, a
real difference.
48
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Unit III
Key Points
Prevention is the most effective way to stop marine de-
bris. The United States and other countries, private or-
ganizations, and individuals are taking action to prevent
debris from entering the marine environment. In addi-
tion, U.S. federal agencies are cooperating to address the
marine debris problem.
MARPOL Annex V is the first international legislation
to regulate the disposal of garbage at sea. Federal, state,
and local legislation also has been passed addressing
ocean disposal, encouraging recycling, and banning par-
ticularly harmful plastic items.
Many conservation groups have been working to stop
marine debris, developing educational programs and
lobbying for additional U.S. and international legisla-
tion. Prominent among these is the Center for Marine
Conservation's annual beach cleanup, which mobilizes
thousands of volunteers to remove marine debris from
the nation's beaches.
Industry groups are addressing the problem by educat-
ing their members about marine debris and sponsoring
conferences and research projects.
Individuals can make a difference in their daily lives
by reducing the amount of waste they produce and en-
suring that the remainder is recycled or disposed of
properly.
People who want to become more involved can let their
elected representatives know how they feel, organize
projects within their community, and join established
marine debris prevention programs.
49
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Unit III
Nations and
Objective: To understand that
marine debris is a global issue and
to learn about international efforts
that can help pevent its generation,
such as MARPOL Annex V.
Activity: students find MARPOL
signatory nations on a map and
learn how marine debris can drift
between these countries. As a class,
students discuss how MARPOL
Annex V regulates the disposal of
garbage at sea. Students also learn
how people in some of these
countries say "Save Our Seas," and
make up a song with the phrases.
Vocabulary: annex foreign,
international
Materials:
>^A world map
>-Three different colors of yarn
>Tape
> Scissors
>-One "MARPOL Annex V Coun-
tries" handout for each student in
the class
>-One "I Am a Piece of Trash
From..." handout
Subjects: Language Arts, Music,
Social Studies
Learning Skills: Analyzing.
Decision-Making, Observing,
Visualizing, Writing
Duration: 40 minutes
1 Before the lesson, cut apart the names of the different MARPOL signa-
tory nations from the "I Am a Piece of Trash From..." handout.
Crumple up the pieces of paper and put them in a bag. (Note: This hand-
out might be out of date, as some countries have changed their names or
no longer exist.)
2 Provide each student with a copy of the "Marpol Annex V Countries"
handout. Assign one of the signatory countries to each student in the
class. Ask the students to imagine that they live in that country. Have them
find their country on the map.
3 Then, pass around the bag with the crumpled up pieces of paper and
have the students pick out one each. Tell the students that these pieces
of paper represent pieces of marine debris from all over the world. Have
the students open their piece of "trash," read where it came from, and
identify the country on the map. (Note: If any students get a piece of trash
from the country they "live" in, ask them to pick another.) Ask three vol-
unteers to indicate on the map with a piece of colored yarn how their trash
could have traveled from its original country to the country in which it
ended up. Tape the pieces of yarn to the map. (Note: Have each student
use a different color of yarn.)
4 For each example, ask the class if the trash could have drifted to any
other coastal countries on the map. Which ones? Also ask if the trash
could not have drifted to certain coastal countries. Which ones?
Also discuss with the class:
Do oceans have borders as countries do? Why or why not?
Can a country by itself stop all debris from washing up on its
beaches?
§ Introduce the students to MARPOL Annex V. Tell them about its pas-
sage as a result of international concern about marine debris. Briefly
discuss how it restricts the disposal of garbage (like food, metal, and paper
waste) at sea and prohibits the ocean dumping of plastics. Emphasize that
through this legislation many countries from all over the world joined to-
gether to stop ships from contributing to marine pollution.
5O
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7
Unit III
O
Have the students learn the phrase "save our seas" in one of the fol-
lowing languages:
Rettet Unsere Meere (German)
Sauvons Nos Mers (French)
Salvate i Nostri Mari (Italian)
Salva Nuestros Mares (Spanish)
Help them put together a song made up of these phrases.
Ask students to write a story about the journey of their piece of trash.
Students might imagine that they are a glass bottle or a soda can drifting
through the oceans, or some other piece of trash (such as a toy or a piece
of fishing line). Using their social studies book or an encyclopedia for ref-
erence, students should research the country where the trash started from,
as well as the country on which it washed ashore. Compositions should
include this information, as well as explain the ocean(s) the trash traveled
through on its journey. Other countries the trash could have landed on
during its journey can also be mentioned. The stories can finish by men-
tioning how the students would recycle or dispose of this piece of trash if
they really found it on a beach.
Ask students to investigate local legislation concerning marine debris
(such as local boating ordinances and littering laws) to learn how their
own community is working on preventing marine pollution. The investi-
gation can include use of the school or public library, as well as interviews
with parents, faculty, town representatives, or other municipal officials.
(Note: Students might like to tape their interviews to share with the
class.)
Ask students to think about what other types of laws could help re-
duce or prevent marine debris. Then have students write a letter to their
congressperson or senator expressing their concern about marine debris,
along with their ideas on how the United States can become part of the
solution. (Note: Students can also write letters to other individuals or of-
ficials, from the mayor of their community to the President of the United
States).
Conduct a poster contest in which students design posters for recrea-
tional boaters. The posters should explain the types of damage that ma-
rine debris can cause vessels, as well as the requirements that pertain to
boaters under MARPOL Annex V. Posters can be placed around town
and in the local marina. (Note: Be sure to check with the appropriate
authority before displaying the posters.)
51
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MARPOL Anna V Con nine
Algeria
Antigua and Barbuda
Austria
Bahamas
Belgium
China
Colombia
Cote d'lvoire
Cyprus
Czechoslovakia
Denmark
Ecuador
Egypt
Finland
France
Gabon
Gambia
Germany
Greece
Hungary
Iceland
Italy
Jamaica
Japan
Lebanon
Lithuania
Luxembourg
Marshall Islands
Netherlands
North Korea
Norway
Oman
Panama
Peru
Poland
Portugal
Russian Federation
St. Vincent and Grenadines
Spain
Suriname
Sweden
Switzerland
Togo
Tunisia
Turkey
Tuvalu
United Kingdom
United States
Uruguay
Vanuatu
Yugoslavia
52
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"I am a piece of trash from.. £
ALGERIA
ANTIGUA AND BARBUDA
AUSTRIA
BAHAMAS
BELGIUM
CHINA
COLOMBIA
COTE D'lVOIRE
CYPRUS
CZECHOSLOVAKIA
DENMARK
ECUADOR
EGYPT
FINLAND
FRANCE
GABON
GAMBIA
GERMANY
53
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"I am a piece of trash from..."
GREECE
HUNGARY
ICELAND
ITALY
JAMAICA
JAPAN
LEBANON
LITHUANIA
LUXEMBOURG
MARSHALL ISLANDS
NETHERLANDS
NORTH KOREA
NORWAY
OMAN
PANAMA
PERU
POLAND
PORTUGAL
54
-------
"I am a piece of trash from..
RUSSIAN FEDERATION
ST. VINCENT & GRENADINES
SPAIN
SURINAME
SWEDEN
SWITZERLAND
TOGO
TUNISIA
TURKEY
TUVALU
UNITED KINGDOM
UNITED STATES
URUGUAY
VANUATU
YUGOSLAVIA
55
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Unit III
Clean Sweep
Objective: To experience how
marine debris can affect a
community and to discover that by
taking action people can make a
difference.
Activity: As a class, students
organize and conduct a cleanup of
a local beach, lake, or stream.
Students keep track of the types
and amounts of trash picked up
and analyze this information in the
classroom. As a class, students
discuss the marine debris problem
in their community and consider
ways to prevent it.
Vocabulary: community, data,
lifestyle, prevention, volunteer
Materials:
>0ne kitchen-sized garbage bag for
each pair of students in the class
(Note: If collected items will be
separated for recycling, additional
kitchen-sized garbage bags will be
necessary)
>-One pair of latex gloves for each
student in the class
>-One "Cleanup Card" handout for
each pair of students in the class
Subjects: Mathematics.
Science, Social Studies
Learning Skills: Analyzing,
Classifying, Collecting Data,
Decision-Making, Observing,
Working in Small Groups
DuratiOIK Two40-minute
periods
1 Select a nearbyWblic beach for the class cleanup. Public land adjacent
to a local stream or lake also can be used. (Note: The appropriate mu-
nicipal or state agency responsible for the site should be notified prior to
the cleanup.)
2 To prepare for the cleanup, explain the "Cleanup Card" handout to
the students and demonstrate how to record the items they find.
(Note: You may want to use this as an opportunity to show recycling in ac-
tion. Have the students separate easily identifiable recyclable materials,
such as bottles, cans, and newspapers, into bags for recycling.) Be sure to
explain carefully safety procedures to be observed while collecting debris,
including wearing safety gloves and not handling sharp objects or items
they don't recognize.
3 Once on site, have students pair up. One student in the pair should
carry the bag for trash (and a bag for recyclables,, if they will be separat-
ing these), and actually gather the debris. As the first student collects the
trash, both students should try to identify the item. The second student
then records the information on the "Cleanup Card." Ask students to re-
cord the sources of the debris whenever possible. At the end of the cleanup,
be sure that all the debris is properly disposed of.
(Note: The Center for Marine Conservation operates annual beach
cleanups across the country. You may want to incorporate its program with
this lesson, allowing the class to work with adults to clean up a site. The
beach cleanups are scheduled for late September/early October and take
, about 3 hours. The Center for Marine Conservation also publishes a pam-
| phlet entitled "All About Beach Cleanups," describing how people can or-
ganize their own beach cleanups. See the "Resource;" section at the back of
this guide.)
56
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A Back in the classroom, have the students total the amounts of debris
|» found for each category listed on the "Cleanup Card." They should
also add all of these numbers and put the total number of items found in
the space provided on the bottom of the card. (Note: You might write
these numbers on the board to come up with a class total for each category
as well as a grand total for all of the pieces of debris found.) Discuss any
trends found:
Was there a prevalence of certain types of items? Where might these
items have come from (for example, from boaters, from sewers, from
people who threw their trash on the ground, or other sources)?
What were some of the most unusual types of debris found? Where
might these items have come from?
Which types of debris could pose problems to area wildlife? How?
Will beach cleanups solve the marine debris problem? Why or why
not?
What are some steps we can take to prevent marine pollution in the
first place?
Ask the students to consider how the lifestyles of the community resi-
dents may have contributed to the collected debris. Did they find any
items that they or their parents use every day? Have them consider ways
they could prevent these items from appearing on their beach, including
recycling, proper disposal, and other pollution prevention techniques.
Unit Hi
Have the class publicize its cleanup day or prepare an exhibit after the
event. (Note: If this option is selected, be sure to save a few samples of ma-
rine debris from the cleanup.) See the "Campaign for a Clean Future" les-
son in this unit for more details on these and other publicity activities.
Have the class adopt the cleanup site or another area for the semester
or the school year. This will involve making regular tours to the site to
keep it clean, as well as educating the community about the site, its natural
inhabitants, and how to keep it clean.
57
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PLASTIC
FOAMED
PLASTIC
PAPER
GLASS
METAL
RUBBER
MISCEL-
LANEOUS
ITEM
Cleanup C
NUMBER
TOTAL
Bags
Bottles
Fishing line/nets
Six-pack holders
Cigarette filters
Straws
Other
Total Plastic:
Cups
Fast-food containers
Other
Total Foamed Plastic:
CUDS
^
Bags
Newspaper/magazines
Other
Total Paper:
Bottles
Pieces of glass
Other
Totall Glass:
Cans
Bottle caps
Other
Total Metal:
Balloons
Tires
Other
Total Rubber:
Pieces of wood
Pieces of clothing
Total Miscellaneous:
Total:
58
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fora
Clean Future
Unit
Introduce the class to the idea of a public education campaign by com-
paring it to a political campaign such as an election or a fundraising
event for a local church or civic group. Indicate that while those campaigns
seek to win votes or raise money, the campaign the students will develop
will help prevent pollution and protect the environment.
2 As a class, decide whether the campaign will be directed at the faculty,
staff, and students of the school or all the members of the community.
(Note: Most of the projects can be tailored for either the school or the en-
tire community.) If possible, use the campaign to promote an actual beach
cleanup, community cleanup campaign, recycling campaign, or other
event.
!1 Have the class create a slogan for the campaign, such as "Save Our
-Will vary with activity
Subjects: Art, Language Arts,
Science, Social Studies
Learning Skills: Analyzing.
Collecting Data, Decision-Making,
Interviewing, Researching,
Visualizing, Working in Small
Groups, Writing
Duration: Two to three
40-minute periods
59
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Unit III
Bumper Stickers/Buttons. Have students individually or in pairs
design and produce bumper stickers or buttons. Simple buttons can
be made of white or colored card stock and worn using a safety pin.
Bumper stickers can simply be strips of paper that are then posted on
a wall (not actually put on cars). These items should include the
campaign slogan and icon and, if possible, a brief point or two about
marine debris.
Flyers, As a class, design a campaign flyer. Start with the campaign
slogan and then develop the text of the flyer. The text can include in-
teresting facts about marine debris, as well as simple steps people can
take to help reduce or prevent marine debris. Once the flyer is pro-
duced, it can be copied and distributed in the school. If the cam-
paign seeks to include the whole town, students can distribute it to
stores, libraries, and supermarkets. (Note: Be sure to check with the
appropriate manager or authority first.) Also be careful not to pro-
duce more flyers than needed!
Library Exhibit. Have the students design a table or bulletin board
exhibit about marine debris to be displayed in the school or town li-
brary. Students can assemble posters, flyers, buttons, and other items
they have made. In addition, pictures or photographs of entrapped or
entangled animals can be displayed to illustrate the potential dangers
of marine debris. Actual samples of marine debris also can be used,
and students can ask the librarians to add some relevant books to the
exhibit. Exhibit tables or booths also can be set up at school fairs or
similar community events. Campaign materials can be displayed on
the table, and the class can discuss with booth visitors the types of ac-
tions people can take to prevent marine debris. (Note: Before devel-
oping any exhibit or booth, check with the proper authority to
obtain permission and to get information about size and format re-
straints for exhibit/booth setup.)
Article for the School Newspaper. Ask the class to compose an ar-
ticle about the marine debris education campaign for the school
newspaper. The article should include what students have done and
what they hope to achieve, as well as discuss what their schoolmates
can do to help. Or, invite a reporter from the school newspaper to a
"press conference" at which the class can give a presentation on ma-
rine debris. The reporter can then write .an article on the campaign.
Newspaper Articles/Letters to the Editor.. Have the class write a
press release on the campaign for the local paper that discusses what
students have accomplished. A reporter from the paper could also be
invited to talk to the class. Alternatively, have each student compose
a letter to the editor briefly explaining the effects of marine debris,
what their class is doing to prevent it, and steps that people in the
community can take to support the campaign.
4 After the campaign is over, discuss with the class how well it worked.
Have the students think about how much or how little people seemed
to know about marine debris. Ask them to consider how changing people's
attitudes can be effective in the effort to reduce marine debris.
6O
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Make a class video advertising the campaign or illustrating some of the
ways marine debris could adversely affect the community. The video also
should demonstrate ways that people can prevent ocean pollution. The
videotape could be shown in school and then placed in the library for
members of the community to borrow.
Develop a public service announcement in conjunction with a local ra-
dio station or community access television/local cable television channel
advertising the campaign.
Have the class present a play for parents/the community about marine
debris. The play can center on a day in the life of a marine animal such as a
seal pup or sea turtle. The animal might be shown feeding or swimming
with its family, becoming entangled or entrapped, and getting saved by
passing boaters. The play can end with a "monologue" by the animal about
not polluting the seas, or with the same message in a song sung by the
Unit 111
61
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Unit HI
Private
Investigations
Objective: To learn about the
efforts of private organizations and
individuals, both locally and
nationally, to prevent marine debris.
Activity: Students investigate
what different groups (such as
business and industry, environmental
groups, and other civic and private
organizations) are doing in their area
or across the nation to prevent
marine debris. StudentsS present an
oral report on their findings. The
class then writes a letter asking a
representative of one of these
groups to come to the school to
discuss the group's efforts.
Vocabulary: business,
environmental group, industry
Materials:
>No special materials needed
Subjects: Language Arts,
Science. Social Studies
Learning Skills: collecting
Data, Interviewing, Public Speaking,
Reading, Researching, Working in
Small Groups. Writing
Duration: One 40-minute period
for first library visit; one to two
40-minute periods for additional
research; one 40-minute period for
oral presentations
ITo get the investigation started, take the class to the library. With the
librarian, introduce the students to likely sources of information, in-
cluding books, encyclopedias, periodicals, telephone books, and directories.
(Note: The "Resources" section at the back of this learning guide lists
many organizations, and may provide enough information for your needs.
An additional reference tool is the Encyclopedia of Associations, which is a
book found in most libraries that contains the addresses and phone num-
bers of many kinds of organizations.)
2 Using these resources, have each student develop a list of organizations
whose work focuses on the prevention of marine debris and related is-
sues (such as wildlife entanglement and protecting endangered species).
Student lists should include government agencies such as EPA and NOAA,
industry groups such as the commercial fishing and plastics industries,
non-profit organizations including environmental groups and research in-
stitutions, and civic or local groups such as recreational boaters and sport
fishermen. Assist any students that are having difficulty, so that each stu-
dent has discovered projects or activities from at least two or three organi-
zations. Students should record the name, address, and phone number of
the organizations, as well as a short description of the group and its work.
3 Back in the classroom, list all of the different organizations identified
by the students on the chalkboard. Ask student volunteers to briefly
describe what each organization does.
4 Divide die class into small groups for further research. Assign each
group two or three organizations and have diem research the projects
their organizations have developed to reduce or prevent marine debris.
The school and town libraries will be a primary source of information.
Other potential sources of information include environmental organiza-
tions, the local newspaper office, and other teachers or parents. The stu-
dents also can contact the organizations directly, requesting that literature
62
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about the organization be sent to the students by mail. In addition, stu-
dents can call or visit local officials that are responsible for public health
or environmental issues, asking them for more information about the work
of their organizations.
5 When the students have completed their research, have each group
present short oral reports to share what they found with the class. Af-
terward, discuss the variety of things that people are doing to prevent ma-
rine debris. Have the students consider which methods they think will be
most effective and why.
Unit III
i^s^r Qflier Directions >-fess»
Choose an agency, organization, or business that the students found
interesting and have the class compose a letter asking a representative to
visit the class. Afterward, have the students write a two- or three-paragraph
report on the representative's presentation. The report should describe the
organization and what the representative does. The students can also in-
clude suggestions for how to implement some of the organization's preven-
tion techniques in the community.
Have the class investigate what their peers may be doing individually or
in organizations to protect the oceans or combat marine debris (the Ency-
clopedia, of Associations contains a number of children's groups working to
protect the environment). Have students develop a report or profile on
their findings.
Ask students to research careers in the environment. The students can
interview individuals that hold environmental jobs (such as scientists, writ-
ers, environmental lawyers, organic farmers, park rangers, town planners,
and people in businesses, environmental groups, the government). Stu-
dents can also look in the library for books, magazine articles, and pam-
phlets about environmental careers. One book that describes a variety of
environmental jobs is entitled A Complete Guide to Environmental Careen.
Have the students report to the class on their findings. (Note: If students
interview a person who works for the environment, they might want to re-
cord their interviews on tape to be played for the class.)
63
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Unit III
Circulating
Solutions
Objective: To review the
lessons of the guide, as well as to
spread the word about marine
debris and the solutions that are
being developed to reduce or
prevent ocean pollution.
Activity: Students compile work
from previous lessons to produce
books or newspapers to inform
people about the issue of marine
debris. The books and newspapers
address what marine debris is; how
it affects people, wildlife, and the
environment; and what individuals
can do about the problem.
Vocabulary: awareness
Materials:
>-"Clip Art" from Appendix C of this
learning guide
>>For newspapers: one piece of
poster board (at least 24 x 36
inches) for each group
>-For books: several pages of white
or colored construction paper for
each student
Subjects: Art, Language Arts,
Science, Social Studies
Learning Skills:
Decision-Making, Interviewing,
Reading. Researching, Visualizing,
Working in Small Groups, Writing
Duration: TWO to five
40-minute periods
ITell the students that they will each be making a book showing all that
they have learned about marine debris, including types of debris,
sources, and potential dangers. (Note: Students also can work together as a
class on this activity, collecting samples of their work from the lessons and
compiling them into a single book.) To get started, have each student
gather the materials he or she made in the previous lessons, including any
charts, essays, drawings, or poems.
2 Next, have the students glue or tape their work onto sheets of con-
struction paper. Students might develop a title page for each major
group of activities they have studied (for example, one title page for types
and sources, one for effects, and one for solutions). .Also, provide copies of
the "Clip Art" to the students to help them illustrate the lessons. When all
the lessons have been compiled and illustrated, have the students punch
holes in the sheets of paper and stitch them together with yarn.
Students also can write a one-page introduction to their books. Ask
them to include their personal feelings about marine debris and what po-
tential solutions they think would be most effective. Students might con-
clude their introduction with a pledge to take specific steps to help prevent
marine debris.
When the books have been completed, have the students use them to
spread the word about marine debris and how it can be prevented. Books
can be shown to friends, parents, neighbors, or they can be "exhibited" in
the school library or in the community.
3 Alternatively, have the students work in small groups to develop a
newspaper to help inform members of the school and the community
about marine debris and what is being done to reduce or prevent it. Dis-
cuss with the class what newspapers are for and what kinds of articles, from
news stories to editorials, are found in them. Encourage the students to
, think of themselves as reporters and graphic artists, gathering information
on stories they thought up, collecting work from previous lessons, and pro-
ducing images to tell a story or illustrate one of the articles.
Divide the class into groups of two to four students, and ask each
group to design, write, and assemble its own newspaper. (Note: If preferred,
64
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students can produce a single newspaper as a class.) Newspapers should
contain features from each of the following categories:
Articles. These comprise the "news" portion of the paper. Articles
can have either a light or a serious tone, as long as they convey a ma-
rine debris message. The lessons in this guide can be used as a start-
ing point to get the groups thinking about what types of events or
activities would make good articles. For example, groups could write
a story about the board game from the "Trails and Trials of Trash"
lesson, an article about the beach cleanup from the "Campaign for a
Clean Future" lesson, or include one of the stories written about the
journey of the piece of trash from the "Nations and Neighbors" les-
son. Also, encourage the groups the come up with their own ideas for
articles.
Editorials. These are the "opinion pieces," in which students de-
scribe how they feel about marine debris and discuss what they think
should be done to prevent it. Groups might include letters to a con-
gressperson or senator regarding their concerns about marine debris
or their compositions from the "All Tangled Up" lesson describing
how it would feel to be a marine animal entangled in debris.
Illustrations/Cartoons/Photographs. These are the graphic contri-
butions to the newspaper that illustrate the stories or stand on their
own. Examples of such graphics include an advertisement telling
readers about the public education campaign conducted in the
"Campaign for a Clean Future" lesson, a reproduction of the "Most
Wanted" type of marine debris poster created by the class in the
"How Harmful Is It?" lesson, or cartoons about marine debris and
steps people can take to prevent it.
4 Once all the articles have been written and the graphics prepared, the
groups can write headlines for the stories and captions for the illustra-
tions. Then, provide each group with a piece of poster board and copies of
the "Clip Art." (Note: You may want to provide both the "Clip Art" and
the poster boards in a variety of colors.)
Using the clip art, have the students design a masthead at the top of
the poster board (clip art graphics can be enlarged with a copier where
necessary). Under the masthead, have the students divide the board into
three columns (each approximately 8 inches wide). Students can then ar-
range their articles and illustrations in these columns. Additional clip art il-
lustrations can be arranged between the stories and at the margins. When
the layout is complete, have the students glue all the items in place. The
finished newspapers can be posted around the classroom, in the hallways,
or on bulletin boards around school, as well as in the community.
Unit III
65
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Appendix A
Glossary
abandoned net: A lost or discarded fishing net, or a
piece of a fishing net.
annex: An addition to an established structure or docu-
ment. The annexes in the MARPOL regulations are the
sections containing the specific provisions of the law.
awareness: To be acquainted with an issue or fact.
bioaccumulation: The process by which animals
higher on the food chain accumulate quantities of a sub-
stance by consuming organisms lower on the food chain
that have ingested this substance. The higher the animal
is on the food chain, the greater the amount of the sub-
stance that is consumed and accumulated.
biodegradation: A process by which microorganisms
break materials down into compounds that can be
reused in the environment.
buoyant: Capable of floating in water.
business/industry: Relating to companies, groups of
companies, and their representatives engaged in com-
merce or trade in specific products or services.
campaign: An organized effort with a specific goal,
such as electing a candidate or informing a group of
people about a particular subject.
community: A set of people living in the same town,
area, or region sharing similar values, customs, and mo-
res.
data: Individual facts or information about a particular
subject, or a set of such facts, which can be analyzed to
learn more about the subject.
degradable: Capable of being broken down into
smaller pieces by natural forces.
disposal: The permanent storage or removal of trash
from the environment.
endangered species: A species that is in immediate
danger of becoming extinct.
entanglement: The looping of a piece of debris around
part of an animal's body. Entanglement may impair
swimming and feeding, cause suffocation, decrease abil-
ity to elude predators, and cause open wounds.
environmental group: An organization of individuals
concerned with reducing and preventing environmental
degradation.
foamed plastic: A type of plastic that is generally made
from polystyrene and consists of small spheres that are
fused together. Foamed plastic is very light and easily
breaks into smaller pieces.
foreign: Situated in or relating to a country other than
one's own.
ghost fishing: The capability of lost or discarded fish-
ing gear, such as nets, traps, or fishing line, to continue
to catch fish, shellfish, or other marine life.
ingestion: The consumption of a piece of debris by an
animal. Ingestion may cause clogging of the digestive
tract, suffocation, or a false feeling of fullness that can
lead to malnutrition or starvation.
international: Concerning relations or connections be-
tween countries.
landfill: A specially engineered site for disposing of
solid waste on land that is constructed to reduce any
hazards to public health and safety.
lifestyle: The way a person conducts his or her life and
how this impacts other people, animals, and the sur-
rounding environment.
marine: Relating to the ocean.
marine debris: Objects that are found in the marine
environment but do not naturally occur there.
67
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Appendix AGlossary
medical waste: Waste that comes from hospitals or
other medical institutions and that may be infectious.
Medical waste includes needles, bandages, glassware,
and other items.
offshore oil and gas platform: A structure in the
ocean that forms a base from which oil and gas drilling
is conducted.
outfall pipe: A pipe that discharges water and other
materials into a receiving water body.
persistent: Capable of remaining in the environment
for long periods of time without being broken down
into smaller pieces.
plastic resin pellets: Small, round pellets that are the
raw form of plastic. Resin pellets are melted down and
used to form plastic products.
press release: A brief report intended to provide news
organizations with the basic facts of an event or issue
and encourage them to cover it.
prevention: An effort to hinder or forestall an event or
process.
recycling: The collection and reprocessing of materials
so they can be used again.
source: A place or activity that generates trash that en-
ters the marine environment.
stormwater runoff: The water that flows along streets
or along the ground as a result of a storm.
threatened species: A species whose numbers are low
of declining. A threatened species is not in immediate
danger of extinction, but is likely to become endangered
if it is not protected.
trash: Articles that have been made or used by people
and discarded.
volunteer: To offer to work for a service or cause with-
out pay, generally because the cause is deemed impor-
tant and in need of support.
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Appendix B
Resources
There is a wide variety of sources of information on marine debris and other issues related to aquatic
environments. This resource list is provided to give educators an idea of where to get farther informs
tion. Many useful organizations, learning materials, audiovisual materials, and publications are listed
here, however. This is not meant to be a complete and exhaustive list of all relevant resources, however.
Organizations
Adopt-A-Beach Program
General Land Office
Stephen P. Austin Building
Room 620
1700 N. Congress
Austin, TX 78701
(512) 463-5052
The Adopt-A-Stream
Foundation
P.O. Box 5558
Everett, WA 98206
(206) 388-3487
Bi£
c/o
P.O. Box 550
Raleigh, NC 27602
(919)856-6686
Bullfrog Films
P.O. Box 149
Oley.PA 19547
(800) 543-FROG
California Coastal
Commission
45 Fremont Street
Suite 2000
San Francisco, CA 94105-2219
(415)904^5200
Center for Marine
Conservation
1725 DeSales Street, NW.
Suite 500
Washington, DC 20036
(202) 429-5609
and
312 Sutter Street
Suite 606
San Francisco, CA 94108
(415) 391-6204
Clean Ocean Action
P,O, Box 505
Sandy Hook Highlands, NJ 07732
(908)872.0111
Educational Images Ltd.
P,O. Box 3456, West Side
Elmira, NY 14905
(800) 527-4264
Friends of Animals
1623 Connecticut Avenue
Washington, DC 20009
(202) 483-8998
The Fund for Animals
850 Sligo Avenye
Suite LL2
Silver Spring, MD 20910
(301) 585-2591
Greenpeace USA, Inc.
1436 U Street, NW
Washington, DC 20009
(202)462-1177
Institute for Environmental
Education
32000 Chagrin Boulevard
Cleveland, OH 44124
(216) 464,1775
The Izaak Walton League
of America
1401 Wilson Boulevard
LevelB
Arlington, VA 22209
(703) 528-1818
Keep America Beautiful, Inc.
9 West Broad Street
Stamford, CT 06902
(203) 323-8987
Marine Entanglement
Network
c/o Defenders of Wildlife
1244 19th Street, NW
Washington, DC 20036
(202) 659-9510
69
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Appendix BResources
Marine Mammal
Commission
1825 Connecticut Avenue, NW.
Room 512
Washington, DC 20009
(202) 606-5504
National Wildlife Federation
Fisheries and Wildlife Section
1400 16th Street, NW.
Washington, DC 20036
(800) 432-6564
NCAA/National Marine
Fisheries Service
Marine Entanglement Research
Program
7600 Sand Point Way, N.E.
Seattle, WA 98115
(206) 526-4009
Mississippi/Alabama Sea
Grant College Program
P.O. Box 7000
Ocean Springs, MS 39564-7000
(601) 896-3355
(Note: Sea Grant has many differ-
ent programs at colleges and univer-
sities across the country.)
Project WILD
P.O. Box 18060
Boulder, CO 80308-8060
(303) 444-2390
Seattle Aquarium
Pier 59
Waterfront Park
Seattle, WA 98101
(206) 386-4339
The Society of the Plastics
Industry, Inc.
1275 K Street, NW.
Suite 400
Washington, DC 20005
(202) 371-5200
U.S. Coast Guard
Boating, Public and Consumer
Affairs
2100 2nd Street, SW.
Washington, DC 20250
(202) 267-2229
U.S. Environmental
Protection Agency
Public Information Center
PM-211B
401 M Street, SW.
Washington, DC 20460
Washington State
Department of Ecology
Waste Reduction, Recycling, and
Litter Control Program
P.O. Box 47600
Olympia, WA 98504
(206) 459-6000
Curricula and Other Learning Materials
Adopt-A-Beach, School
Education Program,
Curriculum Guide
Project OCEAN, Ocean Alliance,
San Francisco, CA. This curricu-
lum guide contains lessons that
teach about the problems of marine
debris and other marine pollution.
Available from the California
Coastal Commission for a small fee.
Aquatic Project WILD, 1987
Project WILD, Boulder, CO. A
curriculum with lessons on aquatic
environments and the impact of
people on those environments. It
includes a lesson on the effect of
plastic wastes on aquatic organisms.
Only available through Project
WILD workshops. Call Project
WILD for information about the
workshops and state workshop
coordinators. Workshops are
generally free of charge, and
accompanying printed materials
are free of charge.
Don't Teach Your Trash to
Swim!
NOAA's Marine Entanglement Re-
search Program, Seattle, WA. A
marine debris coloring book with
an anti-litter theme. Available from
NOAA's Marine Debris Informa-
tion Office through the Center for
Marine Conservation. Individual
copies are free of charge but there
is a small fee for multiple copies.
Earth Notes, for Educators,
Grades K-6
U.S. Environmental Protection
Agency, Washington, DC. This
quarterly newsletter presents ideas
in environmental education for stu-
dents in grades K-6. Available from
EPA's Public Information Center,
free of charge.
Environmental Education
Materials for Teachers and
Young People (Grades K-12),
1991
U.S. Environmental Protection
Agency, Washington, DC. This
publication provides a comprehen-
sive list of environmental educa-
tion curricula and other materials.
Available from EPA's Public
7O
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Information Center, free of charge.
Limit 1 per request.
Get the Drift
Project WILD, Boulder, CO. An
educational packet that includes a
24-page teacher's guide, four post-
ers, and six activities on marine de-
bris. Available from Project WILD
for a small fee.
Let's Reduce & Recycle: A
Curriculum for Solid Waste
Awareness, 1990
U.S. Environmental Protection
Agency, Washington, DC.
EPA/530-SW-90-005. This cur-
riculum presents lessons and activi-
ties about solid waste generation
and management for students in
grades K-12. Available from EPA's
Public Information Center, free of
charge. Limit 1 per request.
Marine Debris Educational
Materials List
A comprehensive list of educational
materials on issues related to ma-
rine debris. Available from the Na-
tional Oceanic and Atmospheric
Administration's (NOAA) Marine
Debris Information Office through
the Center for Marine Conserva-
tion. Individual copies are free of
charge but there is a small fee for
multiple copies.
Marine Education: A
Bibliography of Educational
Materials Available from the
Nation's Sea Grant College
Programs
Sea Grant College Program, Ocean
Springs, MS. This publication con-
tains a listing of curricula, publica-
tions, films, filmstrips, and other
educational materials from 29 Sea
Grant College Programs across the
country. Many of these materials
are specific to marine debris. Avail-
able from Mississippi/Alabama Sea
Grant College Program for a small
fee.
Plastic Debris in Puget Sound
A curriculum guide that teaches the
effects of plastic debris in Puget
Sound. Includes activities and direc-
tions for assembling a floor board
game. Available from the Seattle
Aquarium for a small fee.
Plastics and Marine Debris:
Solutions through Education
A teacher's guide that explains how
to minimize plastic marine debris
by educating the public on how to
properly dispose of such wastes.
Available from the Society of the
Plastics Industry. Individual copies
are free of charge but there is a
small fee for multiple copies.
Ranger Rick's NatureScope,
Diving Into Oceans, 1989
Volume 4, Number 2
Item No. 75042
National Wildlife Federation,
Washington, DC. A curriculum
aimed at students from grades K-7
containing lesson plans on ocean-re-
lated topics, including the impact
people have on oceans. Available
from the National Wildlife Federa-
tion for a small fee.
Ranger Rick's NatureScope,
Pollution: Problems &
Solutions, 1990
Item No. 75045
National Wildlife Federation,
Washington, DC. A curriculum for
students from grades K-8 with les-
sons on many aspects of pollution,
Appendix BResources
including trash generation and
wastes in aquatic environments.
Available from the National Wild-
life Federation for a small fee.
Ripples: A Big Sweep
Elementary Activity Guide
Big Sweep and University of North
Carolina Sea Grant College Pro-
gram, Raleigh, NC. An activity
guide to teach elementary school
students the problems associated
with litter in aquatic environments.
Available from Big Sweep for a
small fee.
Save Our Streams,
Teacher's Packet
A teacher's packet that gives infor-
mation on how to protect rivers
and streams from debris and other
pollution. Available from the Izaak
Walton League of America for a
small fee.
School Recycling Programs: A
Handbook for Educators, 1990
U.S. Environmental Protection
Agency, Washington, DC.
EPA/SW-90-023. This handbook
describes different options and step-
by-step instructions for establishing
a school recycling program. Avail-
able from EPA's Public Informa-
tion Center, free of charge.
Storm Drain Stenciling Packet
Clean Ocean Action, Sandy Hook
Highlands, NJ. Educational cards
that describe a unique and
community-oriented project for
preventing marine debris by dis-
couraging the disposal of trash and
other materials in storm drains.
Available from Clean Ocean Ac-
tion, free of charge.
71
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Appendix BResources
Publications
'50 Simple Things Kids Can Do
to Save the Earth, 1990
John Javna, The Earth Works
Group. Andrews and McMeel, A
Universal Press Syndicate Com-
pany, Kansas City, MO. This book
describes 50 projects that children
can do to help solve environmental
problems, such as wildlife entangle-
ment in plastics and the buildup of
marine debris. Widely available at
bookstores.
Adopting a Stream: A
Northwest Handbook, 1988
Steve Yates, Adopt-a-Stream Foun-
dation. University of Washington
Press, Seattle, WA. This book dis-
cusses the effects of people on the
wildlife of a stream. Available from
the Adopt-A-Stream Foundation
for a small fee.
Adopting a Wetland: A
Northwest Guide, 1989
Steve Yates, Adopt-a-Stream Foun-
dation. University of Washington
Press, Seattle, WA. This publica-
tion examines the impact humans
have on wetlands. Available from
the Adopt-A-Stream Foundation
for a small fee.
Adventures of the Garbage
Gremlin: Recycle and Combat
a Life of Grime, 1990
U.S. Environmental Protection
Agency, Washington, DC.
EPA/530-SW-90-024. This comic
book introduces students in grades
4-7 to the benefits of recycling.
Available from EPA's Public Infor-
mation Center, free of charge.
A Citizen's Guide to Plastics in
the Ocean: More Than a Litter
Problem, 1988
K.J. O'Hara, S. ludicello, and R.
Bierce. Center for Marine Conser-
vation, Washington, DC. This
handbook explains the problems as-
sociated with plastic marine debris.
Available from the Center for Ma-
rine Conservation. Individual cop-
ies are free of charge but there is a
small fee for multiple copies.
All About Beach Cleanups: A
Helpful Guide to Planning a
Beach Cleanup, 1989
Center for Marine Conservation,
Washington, DC. This pamphlet
gives ideas on how to plan and con-
duct a beach cleanup. Available
from the Center for Marine Con-
servation. Individual copies are free
of charge but there is a small fee for
multiple copies.
Coastal Connections
Center for Marine Conservation,
Washington, DC. This quarterly
newsletter promotes beach clean-
ups and other activities to remove
marine debris from the environ-
ment. Available from the Center
for Marine Conservation. Individ-
ual copies are free of charge but
there is a small fee for multiple cop-
ies.
Don't Mess with Texas Beaches
Adopt-a-Beach Program, Austin,
TX. A coloring book that teaches
children about marine debris and
the problems it causes. Available
from the Adopt-a-Beach Program,
free of charge.
Driftwood, 1985
Michael Glaser. Knickerbocker,
Fiskdale, MA. A 32-page book tell-
ing the story of the travels of a tree
that falls into the ocean and ulti-
mately becomes driftwood on a
beach. Available at bookstores.
Entanglement Network
Newsletter
Center for Marine Conservation,
Washington, DC. A newsletter that
presents information and legislative
initiatives on wildlife entanglement
in trash. Available from the Center
for Marine Conservation. Individ-
ual copies are free of charge but
there is a small fee for multiple
copies.
Preserving Our National
Heritage: A Stewardship Guide
far Public Resources
Keep America Beautiful, Inc., Stam-
ford, CT, and Take Pride in Amer-
ica, Jessup, MD. This publication
discusses ways to preserve public
lands, including litter reduction
campaigns. Available from Keep
America Beautiful, Inc., free of
charge.
Save the Earth: An Action
Handbook for Kids, 1991
Betty Miles. Alfred A. Knopf, New
York, NY. This publication ex-
plains a wide variety of environ-
mental problems to children and
suggests ways children can help to
solve those problems. It includes a
section on water pollution and
beach cleanups. Widely available at
bookstores,
72
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Appendix BResources
Brochures, Facfsheefs, and Informational Pachds
10 Tips far Boaters
A leaflet describing how boaters
can minimize marine debris. Avail-
able from Clean Ocean Action free
of charge.
10 Tips for a Cleaner
Beachfront
A leaflet discussing how beachgoers
can reduce plastic marine debris.
Available from Clean Ocean Action
free of charge.
Informational Packets
Informational packets are available
for many different groups, includ-
ing the general public, beach
cleanup participants, beach cleanup
organizers, teachers or other educa-
tors, elementary school students,
recreational boaters or fishers, and
press or media representatives.
These packets are available from
the National Oceanic and Atmos-
pheric Administration's (NOAA)
Marine Debris Information Office
through the Center for Marine
Conservation. Individual copies are
free of charge but there is a small
fee for multiple copies.
Marine Debris Facts and
Figures
A summary of statistics concerning
the use of plastics and their pres-
ence in the ocean. Available from
NOAA's Marine Debris Informa-
tion Office through the Center for
Marine Conservation. Individual
copies are free of charge but there is
a small fee for multiple copies.
Our Water Planet is Becoming
Polluted with Plastic Debris
A brochure for the general public
on the problems of marine debris.
Available from NOAA's Marine
Debris Information Office through
the Center for Marine Conserva-
Audiovisual Materials
Coastal "Cleanup Slide Show
A slide show that details data collec-
tion techniques for beach cleanups
and gives background information
on the marine debris problem.
Available from the Center for Ma-
rine Conservation. Available on
loan or for sale.
Journey of the Blob
A 10-minute film (in both VHS
and 16mm formats) about a boy
who thinks about disposing of a
green glob in a stream. Also in-
cludes a study guide. Available for
rent or sale from Bullfrog Films.
Marine Debris and
Entanglement Slide Show
A 15-minute show containing 48
slides that present an overview of
the problems associated with ma-
rine debris. Available from the Cen-
ter for Marine Conservation.
Available on loan or for sale.
Protecting Our Waters
Order No. 011-2112. A slide show
containing 40 slides showing the ef-
fects of pollution from sewage,
solid wastes, industrial wastes, and
other sources on inland and coastal
waters. Includes a guide and a
cassette. Available from Educa-
tional Images Ltd. for a fee.
tion. Small quantities are free of
charge.
This Discarded Line Is Done
Fishing, But It's Not Done
Killing
A brochure on marine debris for
those involved in recreational fish-
ing. Available from NOAA's Ma-
rine Debris Information Office
through the Center for Marine
Conservation. Small quantities are
free of charge but there is a small
fee for multiple copies.
Tossing This Trash Overboard
Could Leave Death in Your
Wake
A brochure on marine debris for
recreational boaters. Available from
NOAA's Marine Debris Informa-
tion Office through the Center for
Marine Conservation. Small quanti-
ties are free of charge.
Trashing the Oceans and Port
of Newport Video
A video that discusses marine de-
bris and one innovative solution.
Available for loan or sale from
the National Oceanic and Atmos-
pheric Administration's (NOAA)
Marine Debris Information Office
through the Center for Marine
Conservation.
73
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Appendix BResources
Po§ter§ and Slickers
Don't Splash Your Trash
A black and white poster that can
be colored in, showing boats dump-
ing trash overboard into a sea full
of marine life. Available from the
Washington State Department of
Ecology, free of charge. Limit 1 per
request.
Don't Teach Your Trash to
Swim
A color poster showing a fish en-
tangled in a six-pack holder. Avail-
able from die National Oceanic
and Atmospheric Administration's
(NOAA) Marine Debris Informa-
tion Office through the Center for
Marine Conservation. Individual
copies are free of charge but there
is a small fee for multiple copies.
Don't Teach Your Trash to
Swim
A color sticker showing a fish en-
tangled in a six-pack holder. Avail-
able from the National Oceanic
and Atmospheric Administration's
(NOAA) Marine Debris Informa-
tion Office through the Center for
Marine Conservation. Individual
copies are free of charge but there
is a small fee for multiple copies.
Litter Is Not for the Birds
A black and white poster that can
be colored in, showing birds sur-
rounded by trash. Available from
the Washington State Department
of Ecology, free of charge. Limit 1
per request.
Marine Debris, Get a
Grip on It
A poster of an octopus picking up
trash and putting it in a trash can.
Available from the Pacific Science
Center.
MARPOL Boating Sticker
A color sticker that outlines the
MARPOL regulations for boaters.
Available from NOAA's Marine
Debris Office through the Center
for Marine Conservation. The
sticker is available in English,
Spanish, and Vietnamese. Individ-
ual copies are free of charge but
there is a small fee for multiple
copies.
Popeye
A full-color poster with Popeye the
Sailor saying "I hope ya swabs
won't be throwin' no PLASTICS
overboard!" Available from the
Center for Marine Conservation.
Individual copies are free of charge
but there is a small fee for multiple
copies.
Ride the Wave of the Future:
Recycle Today!
A colorful poster that promotes re-
cycling. Available from the U.S. En-
vironmental Protection Agency.
Available from EPA's Public Infor-
mation Center, free of charge.
Silent Killers
A poster showing the effects of plas-
tics on wildlife. Available from
Clean Ocean Action.
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Appendix C
cup Art
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