Burns, Loree Griffin (2007). Tracking Trash, Flotsam, Jetsam,and the Science of Ocean Motion . Boston, MA: Houghton, Mifflin Company.  ISBN:  0-618-58131-6.

 

 

 

Oceanographer, Dr. Curt Ebbesmeyer, studies ocean currents, but gets involved in tracking a shipment of sneakers that fall off a cargo ship and start appearing on West Coast beaches. This is an important book on understanding the ocean, environment and the importance of recycling.

 

 

 

Photographs provide the visual for this informative book that also deals with the “garbage patch” in the Pacific Ocean and monster debris which are discarded fishing nets.

 

 

 

Curriculum Use:

 

Science

 

Environment

 

Recycling

 

Rating:  5Q/4P

 

MWood 

 

 

           

            Tracking Trash: Flotsam, Jetsam, and the Science of Ocean Motion by Loree Griffin Burns. Boston: Houghton     Mifflin, 2007. ISBN: 978-0-618-58131-3.

 

 

4Q/4P

A fascinating examination of how trash travels throughout our oceans on currents.  Began with some washed up Nikes and some bath toys, Tracking Trash reveals the dangers of our reliance on plastics.

 

Formatted much like a textbook, with maps and diagrams showing currents and photos of trash and scientists.

 

 

            Curriculum Connections:

            Science

 

 

 

Diane Mahan

Partington 267 Spring 2008

Molly Bang’s Nobody Particular

 

Loree Griffin Burn’s Tracking Trash

 

Science (Project-Based Learning Model)

 

Project Based Learning

 

 

The book Tracking Trash follows a group of scientists as they go through the scientific method of exploring evidence, creating a hypothesis, testing theories, and making conclusions based on these theories.  After discovering Nike shoes on different shorelines, scientists were able to make predictions about the role currents play in ocean rubbish.

 

Tracking Trash addresses one of the most prominent environmental concerns of the 21^st century: the increased use and waste of non-biodegradable resources.  Many communities in the United States are seeing increased pollution due to dependency on these kinds of resources.  To counter these effects, many citizens are proposing programs to address environmental concerns in creative yet practical ways.

 

Nobody Particular examines the impact one citizen had on environmental reform.  It shows the process in which an ordinary citizen must go through in order to create change.

 

Following a project-based learning model, students will break into groups and identify a local environmental issue and create proposals for positive solutions.  A true project-based learning model has the students do it...and that is the key to this lesson.

 

In a small group, students will:

 

Step One: Identify the Problem

 

 

·         Brainstorm environmental concerns from a variety of communities.  This means local (literally their neighborhood or school), or global (in the United States or world wide).

·         Choose an issue.

 

Step Two: Research

 

 

• Observe first hand the problem
• Research from an online database
• Research from print materials
• Interview a stakeholder-this is a community member that has more information or influence than the student

 

 

 

Step Three: Proposal

 

 

• Create a proposal that includes steps to remedy the problem.

 

Step Four: Present

 

 

• Present findings to stakeholders and community members. Include in the presentation:
  • Description of the problem
  • Facts/findings/statistics from the research
  • Proposal for change
  • Time line for progress

 

Step Five: Do It

 

 

• Students will begin the project.
• Students will keep track of work in logs.
• Meet and assess….what does the data show us?
• Predict problems and anticipate solutions
• Continue the cycle of working, assessing, reflecting, and applying

 

Step Six: Assess

 

 

• When timeline completes (or at the end of the year), students assess: was this program successful?
• Analyze: What was the data before, what is the data now?
• Synthesize: What was successful, and what are the next steps?

 

Step Seven: Present

 

 

• Present the reflection of the project.  This presentation piece is critical in keeping with accountability. 
• Repeat!  A great service learning project continues past the class that started it…it is one of the hallmarks of a successful project. 

 

 

(DM 4.29.08)