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Remove It or Prevent It: Planning for Ocean Plastic worksheet preview

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Remove It or Prevent It: Planning for Ocean Plastic

Analyze how sentences, paragraphs, and sections develop an article about ocean plastic, cleanup tools, and prevention.

Grade 6ELAInteractive · Printable

Aligned toRI.6.5

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 13 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students analyze how individual sentences develop and connect ideas in an informational article.
  • Students explain how paragraphs and sections contribute to an article's overall structure.

How to use

Have students read and annotate the article before answering. Ask them to identify each paragraph's job and use specific details in their written explanations.

Curriculum

Common Core standard covered

RI.6.5

Analyze how a sentence, paragraph, chapter, or section fits the overall structure and develops the ideas.

Preview

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Name Date

Remove It or Prevent It: Planning for Ocean Plastic

Analyze how an article builds and connects its ideas.

Read and Trace the Ideas

Read the article. In the margin, note what each paragraph adds to the explanation.

Remove It or Prevent It: Planning for Ocean Plastic

1A floating bottle is easy to notice. The plastic problem surrounding it is harder to see. Plastic waste can travel through storm drains and rivers before reaching the ocean. Once there, it may float, wash ashore, or sink. A cleanup plan must account for more than the objects visible from a boat.

2Some cleanup tools target floating waste. Floating barriers can guide certain pieces toward a collection point, where workers remove them. Along shorelines, volunteers gather litter before waves carry it away. These efforts remove material that could entangle animals or break into smaller pieces. They also produce a visible result: a place with less litter.

3That visible result, however, does not mean the work is complete. Sunlight and wave action can break larger plastics into tiny fragments called microplastics. Some fragments are too small for ordinary collection equipment to capture. Others are scattered through the water or mixed with sand and mud. A tool designed for floating bottles cannot reach all these places.

4Making the holes in a collection net smaller might seem like an obvious solution. Yet a finer net may also catch small living things. Collection equipment must therefore be tested for effects on marine life, not just for the amount of plastic it gathers. Improving one feature can create a different problem.

5Instead of starting with plastic already at sea, another approach begins on land. Covers and screens can intercept litter in some drains before it enters waterways. Refill stations and reusable containers can reduce the need for some disposable plastic items. These measures address how waste enters the system rather than how to retrieve it afterward.

6Prevention projects need evaluation, too. A drain screen helps only if collected litter is removed regularly; a clogged screen can interfere with water flow. A refill station is useful only when people can reach it and choose to use it. Installing a device is a beginning, not proof that a plan works.

7A useful plan asks two questions: What waste can we remove now, and what can we keep from arriving? Cleanup crews can address existing litter while communities work to reduce new waste. Looking at both questions helps planners judge projects by their lasting effects, not simply by the size of a pile collected on one day.

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