Microplastics: The Tiny Menace That's Adding Up

To build on our learning and reflections from the Attenborough doco, we had Michelle from AUSMAP visit our OUED class for a presentation about microplastics. Michelle shared what some of the microplastics in Australian waterways are, some of the places these microplastics come from and the impact they are having on our environments and wildlife. The stats and images from our shores made the reality hit a little harder for the students and gave some the spark to make a difference. 

Following from Michelle's presentation, we headed to Tiranna Reserve at West Lakes. West Lakes has been proven to have a significant amount of microplastics compared to other waterways (some of the highest numbers in the country). Check out the hotspot map AUSMAP have created to show the data they have collected so far. Our job at Tiranna Reserve was obviously to remove some microplastics, but also to collect further data.

In addition to this experience, recently our faculty has been learning about key numeracy terms and topics. The aim of this learning is to increase numeracy across the school and the HPE teachers were given the task to create at least one lesson with a numeracy focus. I decided that there were so many opportunites for connections with numeracy vocabulary and skills throughout the learning and microplastics experience. Many of these connections were natural, I just hadn't been using the correct/consistent vocab! Check out my lesson plan below:

As an addition to our lesson plan, we were given a 360 degree camera to film (I ended up with 6 clips as the camera saves them as 8 minute files). A local uni is analysing our lesson plan, video and reflection from our lessons (see my reflection below). Unfortunately this process is continuing into next year so I won't get to see the results. However, watching myself back is always interesting. Several years ago I filmed myself and refelcted on the lesson. I remember being so surprised how much I missed in the moment of the lesson! Some thoughts after watching my recording back from last week:

- When kids share their ideas in a group discussion, I repeat back what they say and then add a little further information. I didn't realise how often I did this and I think it was actually useful for students! 

- I used a lot of jargon throughout the lesson. Jargon that was relevant to our excursion and our unit of learning, but there were also several numeracy terms. I made assumptions that the students would know what all of these terms are, but I should have spent a minute or two checking in with them they they understood the terms/jargon. I did this partway through the lesson but not at the beginning, so I must have reflected on this subconciously!

- I quite liked the presence that I had in the class. I was always nearby if the kids had any queries and I could overhear the conversations they were having. I knew I paced a lot, but I actually think it was a good thing. Hopefully the presence is the same in a larger class!

- There were a few moments when I said "I'm not sure about that sorry" or "I don't know the answer to that". I like how I was clearly open to learning with, alongside and from the students. We don't know everything, and the kids certainly highlighted this!

- Their results for their estimations were all so different. I knew this in the moment (and reflected below), but I definitely should have chatted with a Maths teacher prior to the lesson so their results were closer. 

The trip to the beach was incredibly eye opening as the students found so many bits of plastic (macro and micro). The discussions they had while sifting through the sand were great to listen to because there was true amazement with what they were finding. I'm glad that we managed to include this experience for the students this semester, because informal chats with the students have indicate they feel they've learnt quite a bit about our environment. I also became more confident with my trip planning and inclusion of numeracy terminology and skills. Unfortunately this whole process was incredibly time consuming, so I will need to think about how I can realistically learn and embed more numeracy within my teaching (without having to invest a tonne of time that I don't really have!).