Plastic Pollution

Activity - Classroom

Grades3, 4, 5Science, English Language Arts

Scientist Reviewed

Provided by Earth Cubs

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What it is

These slides from Earth Cubs explain what plastic pollution is, how plastic ends up in the ocean, and its impact on wildlife and the environment.
The slides prompt students to take on a role of a community member to debate the pros and cons of using plastic, conduct research on plastic pollution, and encourage less plastic use at their school.

Teaching tips

Positives

The slides end with encouraging students to take action around plastic use at their school.
The slides are colorful, with images and student-friendly language.

Prerequisites

Slide 15 mentions the UN Sustainable Development Goals (SGDs). This video can be used to introduce the goals if needed.
These slides use vocabulary and spellings from U.K. English, which some students may need help understanding.

Differentiation & Implementation

The debate can be structured as a collaborative discussion for younger students.
For the research challenge, students can get started by watching this video for older students or this video for younger students.
This persuasive writing activity can be used to provide scaffolding for students to share what they have learned.
This reusable bag project can be used as a follow-up action to these slides.
To learn more about plastic pollution and climate change, Ocean Wise has related units for grades 3-5 and 6-8.
For older students, this high school biology lesson can be used for teaching about plastic pollution and climate change.

From the scientist review

This resource introduces students to plastic pollution and its environmental harms. The text is clear and accompanied by engaging illustrations and photographs. Though the slideshow fails to mention the climate change implications of plastics, slide 14’s research challenge gives students the opportunity to conduct their own research. This resource is clear, concise and is recommended for teaching.

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At a glance

Grades: 3, 4, 5
Subjects: Science, English Language Arts
Language: English
Location: Earth
Provider: Earth Cubs
Authors: Earth Cubs
Published: April 25, 2025
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · 5-ESS3-1. + 11 more

Core

Core Standards legacy

5-ESS3-1.5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
D4.7.3-5D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
D4.8.3-5D4.8.3-5 Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.
CCSS.ELA-LITERACY.SL.3.1CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.5.4CCSS.ELA-LITERACY.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.W.5.7CCSS.ELA-LITERACY.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
3-LS4-D.3-LS4-D. Populations live in a variety of habitats, and change in those habitats affects the organisms living there. (3-LS4-4)
4-ESS3-A.4-ESS3-A. Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not. (4-ESS3-1)

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

5-ESS3-1.5-ESS3-1. Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
SL.3.1SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics and texts, building on others' ideas and expressing one’s thinking clearly.
W.5.7W.5.7 Conduct short student-driven inquiry projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL.5.4SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation.

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