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Ocean Cleanup: What Counts as Success?
Students evaluate an argument about ocean plastic, weighing cleanup proposals, evidence limits, and measures of success.
Grade 7ELAInteractive · Printable
Aligned toRI.7.8
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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 7
- Subject
- ELA
- Question types
- Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students trace how claims, reasons, and evidence build an argument about ocean plastic.
- Students judge whether reasoning is sound and evidence is relevant and sufficient.
How to use
Have students read the article independently, then mark claims and evidence before answering. Discuss how relevant evidence can still be insufficient.
Curriculum
Common Core standard covered
Trace and evaluate an argument, judging whether the reasoning is sound and the evidence relevant and sufficient.
Preview
OwlSheets.com
Ocean Cleanup: What Counts as Success?
Trace the argument, test its reasoning, and judge its evidence.
Read the argument
The article considers cleanup ideas; its proposed results have not yet been measured.
Beyond the Bags on the Dock
1A dock piled with bags of recovered plastic makes a convincing photograph. It shows that volunteers or equipment have removed something that does not belong in the water. But a photograph cannot tell us whether less plastic will arrive tomorrow. Communities choosing an ocean cleanup project need to look beyond what is easiest to display.
2Plastic reaches the ocean through several routes, including rivers and runoff that carry litter from land. Larger items can break into smaller pieces without disappearing. Currents spread floating material, while some plastic sinks. These differences matter: a tool designed to collect floating bottles cannot reach every kind of plastic in every location.
3One proposal is to place a floating collector near a river mouth. Such equipment can intercept some debris before it spreads farther. However, its value depends on local conditions, maintenance, and safeguards for wildlife. Supporters should explain what the device can collect and what it will miss, rather than treating the machine's presence as proof of success.
4Another proposal pairs shoreline cleanups with efforts to reduce litter entering drains. Volunteers can record what they collect on each visit. A heavy bag of bottles does not show whether tiny plastic fragments remain in the water. The records can also list the location and date of each cleanup. A map can mark the shoreline sections that volunteers cover.
5Comparing cleanup totals also requires care. A larger collection might mean that a project works better, but it might mean that more litter arrived after a storm. A smaller collection might reflect cleaner water or fewer hours of work. Without information about conditions and effort, either result can support a misleading success story.
6Some residents argue that preventing litter does nothing for plastic already in the ocean. They are right about that limitation. Existing waste still needs attention, and cleanup can remove material from particular places. Yet that objection does not show that prevention is useless: removing waste while allowing a continuing supply to enter leaves part of the problem untouched.
7A community should therefore try a limited cleanup project alongside a specific prevention effort, such as better-maintained drain-side litter bins. Before starting, it should choose measures for both activities: what is removed, what still escapes, and whether less litter reaches the water. Those records would not prove that the whole ocean is recovering. They would provide a firmer basis for deciding what to improve or expand.
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