SCIENCE GRADE 9 The biosphere, geosphere, hydrosphere and atmosphere are interconnected, as matter cycles and energy flows through them.  

• Microplastics persist through the biosphere, flowing through food webs, ocean currents, soil and sand and the atmosphere as airborne particles. 

MATH GRADE 9 Similar shapes have proportional relationships that can be described, measured and compared. Analyzing the validity, reliability and representation of data enables us to compare and interpret.  

• The Kit includes technology used to characterize microplastics shapes and measurements. Students explore shape metrics including circularity, bounding box length and width, perimeter, diameter, surface area and more. Frequency distributions are automatically generated for each metrics. Students learn that similar shapes reveal similar microplastic pollution sources. Students explore shape descriptions, measurements and comparison through real-world microplastic pollution science. 

SOCIAL STUDIES GRADE 9 The physical environment influences the nature of political, social and economic change.  

• Students explore how policy and society can influence microplastic pollution to protect the planet. 

HUMAN GEOGRAPHY GRADE 12 Analyzing data from a variety of sources allows us to better understand our globally connected world. 

• Students learn about microplastic pollution in the context of local and global challenges. Plastic pollution connects our world via water and air transport. Students may find plastics from across the ocean on local beaches. It is a tangible way to see how connected our world is. 

APPLIED DESIGN, SKILLS AND TECHNOLOGIES GRADE 9 Social, ethical and sustainability considerations impact design. Complex tasks require different technologies and tools at different stages.  

• The Educational Kit with Saturna teaches students about technology used to understand complex environmental issues. It inspires inquiry-based learning to solve problems related to human impacts on environment and illustrates the benefits of using technology to solve global challenges.

PRE-CALCULUS GRADE 10 Representing and analyzing situations allows us to notice and wonder about relationships.  

• Representing microplastic quantitative and qualitative trends helps us understand the relationship between microplastic pollution abundance and location, measurements shapes and sources, and more. 

WORKPLACE MATH GRADE 10 3D objects can be examined mathematically by measuring directly and indirectly length, surface area, and volume. Representing and analyzing data allows us to notice and wonder about relationships.  

• Through the Educational Kits (with Saturna or tech-free), students use either AI-based technology or Excel sheets to collect microplastics data. Students set up Saturna to automatically capture length, surface area and more, and analyze the frequency of microplastic shapes, or use calipers/rulers to measure parameters. Students are guided to interpret the data and discuss what the information tells us about their sources.

CHEMISTRY GRADE 11 Organic chemistry and its applications have significant implications for human health, society, and the environment.  

• Plastics are products of organic chemistry which have impacts on human health, society and the environment.   

ENVIRONMENTAL SCIENCES GRADE 11 Human practices affect the sustainability of ecosystems. Humans can play a role in stewardship and restoration of ecosystems. 

• This Educational Kit emphasizes the link between human activities, microplastic pollution and ecosystem sustainability, highlighting the positive impact of environmental stewardship. The Kit discusses proactive pollution mitigation to restore and preserve our natural environment. 

SCIENCE FOR CITIZENS GRADE 11 Scientific processes and knowledge inform our decisions and impact our daily lives. Scientific knowledge can be used to develop procedures, techniques and technologies that have implications for places of employment. Scientific understanding enables humans to respond and adapt to changes locally and globally. 

• The Kit directly shows students how technology is used to understand microplastic pollution. Scientific understanding empowers humans to respond and adapt to the challenges of microplastic pollution both locally and globally. Citizen scientists and community members can collect local data on microplastic pollution to inform policy change and protect the planet. 

FOUNDATIONS OF MATHEMATICS GRADE 11 Similar shapes and objects have proportional relationships that can be described, measured and compared. 

• Students analyze microplastic shapes, sizes and characteristics using either Saturna’s pre-programmed measurements and automated histograms or completing the data evaluation activities on Excel. Students are guided to evaluate the data and interpret microplastics sources.

WORKPLACE MATH GRADE 11 3D objects are often represented and described in 2D space.  Representing and analyzing data allows us to notice and wonder about relationships.  

• Students interpret 3D microplastics using either Saturna’s pre-programmed measurements or completing the data evaluation activities on Excel. They create graphs to analyze microplastic data attributes.

ENVIRONMENTAL SCIENCES GRADE 12 Human actions affect the quality of water and its ability to sustain life. Human activities cause changes in the global climate system. Living sustainably supports the well-being of self, community and Earth. 

• Microplastics are eaten by marine organisms, particularly primary consumers, which are the first link into marine food webs. After ingested, microplastics can impact animals’ reproduction, nutrition and behaviour. Plastics are a product of fossil fuels and contribute to climate change challenges. Living sustainability and considering your own plastic footprint, helps support the well-being of ourselves and our planet.  

HUMAN GEOGRAPHY GRADE 12 Analyzing data from a variety of sources allows us to better understand our globally connected world. 

• Students learn about microplastic pollution in the context of local and global challenges. Plastic pollution connects our world via water and air transport. Students may find plastics from across the ocean on local beaches. It is a tangible way to see how connected our world is. 

ESE Standard 1 Ecological, Social and Economic Systems. Students develop knowledge of the interconnections and interdependency of ecological, social and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national and global levels. 

ESE Standard 2 The Natural and Built Environment. Students engage in inquiry and systems thinking and use information gained through learning experiences in, about and for the environment to understand the structure, components and processes of natural and human-built environments.  

ESE Standard 3 Sustainability and Civic Responsibility. Students develop and apply the knowledge, perspective, vision, skills and habits of mind necessary to make personal and collective decisions and take actions that promote sustainability. 

• Through the Educational Toolkit students understand the complexity of human systems and how they affect the natural environment. They think about pollution systems and impacts and think critically about sustainability through the real-world microplastic studies. 

ESE Standard 1 Ecological, Social and Economic Systems. Students develop knowledge of the interconnections and interdependency of ecological, social and economic systems. They demonstrate understanding of how the health of these systems determines the sustainability of natural and human communities at local, regional, national and global levels. 

ESE Standard 2 The Natural and Built Environment. Students engage in inquiry and systems thinking and use information gained through learning experiences in, about and for the environment to understand the structure, components and processes of natural and human-built environments.  

ESE Standard 3 Sustainability and Civic Responsibility. Students develop and apply the knowledge, perspective, vision, skills and habits of mind necessary to make personal and collective decisions and take actions that promote sustainability. 

• Students explore the interconnectedness of ocean and terrestrial systems through microplastic pollution. They discover how ocean health impacts human and climate health and consider human impacts on the environment and water systems. The Educational Kits promote sustainability through the real-world study of microplastics. 

HS-LS2-2 Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-6 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. 

HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. 

• The Kit includes the Saturna Imaging System which includes automated measurements and mathematical representations that are accessed through the Data Reference guide. Students consider microplastic interactions in ecosystems and our oceans future with increasing microplastic abundance. Students scientifically access the issue and craft ideas to reduce ocean pollution. The Kit is designed for experiential learning on human environment and biodiversity impacts.

HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. 

HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 

HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural and environmental impacts. 

HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Only available by using Saturna: Students understand real-world impacts of microplastic pollution, design solutions based on data collected and use graphs generated by Saturna software understand pollution sources and consider impacts.
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Geometry Visualize relationships between two dimensional (2D) and three-dimensional (3D) objects.  

Statistics and Probability Summarize, represent and interpret data on a single count or measurement variable. Summarize, represent and interpret data on two categorical and quantitative variables. Make inferences and justify conclusions from sample surveys, experiments and observational studies.

• Students use either the Saturna Imaging System software to automatically measure 3D microplastics on a 2D plane or are provided the classroom tools to take measurements by hand. Students consider understanding the statistics and probability based on data collected of large scale pollution; quantitative and qualitative assessment of microplastics.

SSS1 Critical Reasoning Skills  
SSS2 Inquiry Based Research 
SSS3 Deliberates Public Issues 
G2 Human Interactions with the Environment 
G3 Geographic Context of Global Issues and Events 

• Students create inquiry-based projects based on human impacts on the environment. Students consider microplastic pollution and human impacts on the environment. They use data and technology to consider pollution sources and mitigation strategies. 

Data, Reasoning and Probability 

Geometric Reasoning and Measurement  
HS.GM.A Apply geometric transformations to figures through analysis of graphs and understanding of functions

• Students learn how to collect data from microplastic samples, use mathematical reasoning to inquire about quantities of microplastics types, create a data collection plan based on guidelines provided, describe quantitative and qualitative data and compare group data against individual data collection.

Geography 

HS.42 Use geographic data to analyze the interconnectedness of physical and human regional systems (such as a river valley and culture, water rights/use in regions, choice/impact of settlement locations) and their interconnectedness to global communities

HS.49 Assess the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. 

HS.50 Determine the influence of long-term climate change and variability on human migration, settlement patterns, resource use and land uses at local-to-global scales. 

• Students explore the interconnectedness of the ocean and terrestrial ecosystems, microplastic impacts on a global scale, how human technology and innovation both hinders and supports sustainability, how human produce and release microplastics into the environment and the long-term impacts of ocean pollution. Student think critically about microplastic pollution through a hands-on study and consider creative solutions.  

Criterion A: Knowing and understanding – Students develop factual and conceptual knowledge about individuals and societies.

Criterion B: Investigating - Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others.

Criterion C: Communicating - Students develop skills to organize, document and communicate their learning using a variety of media and presentation formats.

Criterion D: Thinking Critically - Students use critical-thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. 

• Students use the Microplastics Educational Toolkit as an inquiry resource for experiential learning. They learn microplastic pollution facts, investigate the causes, communicate the results and think about sustainable solutions.

Criterion A: Knowing and understanding - Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.

Criterion B: Investigating - Students develop intellectual and practical skills through designing, analysing and performing scientific investigations.

Criterion C: Communicating - Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached.

Criterion D: Thinking Critically - Students evaluate the implications of scientific developments and their applications to a specific problem or issue. 

• Students use the Microplastics Educational Toolkit as an inquiry resource for experiential learning They develop scientific knowledge about microplastic pollution, perform hands-on scientific data collection following the scientific method and interpret mathematic results with Saturna’s AI-based imaging software. Finally, they create projects that address human pollution in oceans and think critically about solutions.

Geography (HL & SL) 
Freshwater 
Oceans and coastal margins 
Urban Environments  
Global Climate – vulnerability and resilience 
Global Resource Consumption and Security 
Global Risks and Resilience (HL) 

Fieldwork Component (HL & SL) 

• With the Microplastics Educational Toolkit students understand water systems, urban environments and global climate change through the lens of microplastics and human pollution. Students perform mock field sampling in the classroom or they complete the fieldwork component in a sandy beach.

Environmental systems and societies 
Topic 2: Ecology 
Topic 3: Biodiversity and conservation 
Topic 4: Water 
Topic 5: Land 
Topic 6: Atmosphere and climate change 
Topic 8: Human population and urban systems

Biology – unity and diversity 
Water 
Diversity of organisms 
Conservation of biology 

Biology – continuity and change 
Water potential 
Sustainability and change 
Climate change 

• Through the Microplastics Educational Toolkit students explore the impacts of microplastics on the human environment, biodiversity and conservation. They look at microplastics, how they end up in the environment and their potential impacts on the ecosystem and human health.