## Plastic Packaging

- Lesson

Students participate in an activity in which they investigate the data in connection with recyclable materials and develop plans to help the environment. Specifically, students explore recycling plastic containers.

Show an item or two marked with a plastic recycling symbol. Use a disposable cup made of clear plastic or Styrofoam, a plastic bag, or a plastic food package. Let the students find the symbol and note its number.

Although plastic recycling numbers are voluntary, discuss why many manufacturers include them on new products. The recycling numbers occur in many places on plastic items and not in a standard location.

Distribute the Plastic Packaging activity sheet to each student.

Plastic Packaging Activity Sheet |

Students can compile the total numbers of unmarked plastic items
and the number with each marking. Have group representative help to
compile a chart or graph of the class's findings. Help students analyze
the data using the **Questions for Students** (below.)

If feasible, students can work with their families to develop plans to conserve and recycle plastics. Invite students to share some of their families' suggestions about conserving and recycling plastics.

- Plastic Packaging Activity Sheet
- Recyclable plastic containers
- Grid Paper

**Extensions**

- Students might repeat the activity at home, using more and different plastic products. They can compare their predictions and graphs with the initial ones.
- Students can interpret their families' and class's data using decimals and percents. What decimal or percent of the items were marked 2? 5? 7? Unmarked?
- Students could use their family's data and make either a picture or circle graph.

**Questions for Students**

- What type of markings occurred most often? Least often?
- Are more items marked or unmarked?
- Were any marking not easily found?
- Suppose that items with numbers 1 and 2 are called "easy to recycle" and 6 and 7 are called "very hard to recycle." Did we find more "easy" or "very hard" items? How can you tell?
- How could we use these results to predict what the number on another plastic item would be?What are some similarities and differences between your family's data and this large-group data?
- What is the range of numbers of plastic items in each category?
- If we repeated this activity using ten different containers from each family, do you think the results would be about the same or different? Why?

### Classroom Paper

### Aluminum Cans

### How to Bag It?

### Learning Objectives

Students will:

- Gather data about plastic container recycling
- Graph the data and interpret graphs
- Develop a recycling plan