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Ocean Cleanup: Beyond the Net
Analyze how an original article develops ocean plastic cleanup ideas through examples, explanations, and limitations.
Grade 6ELAInteractive · Printable
Aligned toRI.6.3
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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, Matching, Circle the answer, Short answer
About this worksheet
What students practice
- Students analyze how an article introduces and develops ideas about ocean plastic cleanup.
- Students explain how examples and limitations deepen an informational text's key idea.
- Students select textual evidence that supports an analysis of idea development.
How to use
Have students read and annotate the article before answering. Discuss how each new example adds to or qualifies the cleanup ideas.
Curriculum
Common Core standard covered
Analyze how a key person, event, or idea is introduced, illustrated, and developed, such as through examples or anecdotes.
Preview
OwlSheets.com
Ocean Cleanup: Beyond the Net
Analyze how examples and explanations develop an idea.
Read
Track how the article moves from a visible problem to several possible responses.
Ocean Cleanup: Beyond the Net
1A plastic bottle floating beside a dock looks like a problem with a simple solution: reach down and remove it. That action helps, but the bottle is only the visible part of a much larger problem. Plastic can drift far from where it enters the water. Some remains near the surface, while some sinks or washes ashore. A cleanup plan must account for more than what a person can easily see.
2Plastic also changes as it travels. Sunlight and waves can break larger objects into smaller pieces without making the plastic disappear. Very small pieces, often called microplastics, are harder to collect than whole bottles or bags. Imagine trying to remove scattered crumbs from a thick carpet instead of picking up a dropped cracker. The comparison helps explain why collecting large objects early can prevent a more difficult task later.
3One cleanup approach focuses on places where floating litter gathers. Floating barriers can guide some debris toward a collection point. Boats can carry away the collected material. These systems mainly reach debris at or near the surface, leaving plastic in deeper water beyond their reach. Equipment must also be designed and operated carefully to reduce risks to wildlife.
4Another approach moves the collection point upstream. Rivers can carry litter from streets and land toward the ocean. In suitable locations, devices can catch floating trash before it reaches coastal water. However, rivers differ in width, current, and traffic. A device that works in a narrow, slow-moving channel may not work in a wide river used by boats. Choosing a tool requires studying the place, not just the trash.
5Collection also creates another job on land. A pile of recovered plastic must be sorted and handled. Plastic that has weathered in seawater or become mixed with other materials may be difficult to recycle. Some recovered items need other forms of safe disposal. A successful collection effort therefore needs a plan for what happens after the boat returns or the river device is emptied.
6Prevention adds a different kind of tool. Refillable containers can reduce the number of disposable items used, and secure trash storage can keep litter from blowing into waterways. These steps cannot remove plastic already in the sea. They can, however, reduce what arrives next. Cleanup retrieves existing waste; prevention slows the supply. Used together, these approaches address different stages of the same journey, from an item on land to fragments scattered through water.
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