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Beyond the Cleanup Photo
Analyze an original article about ocean plastic, tracing the author’s purpose, competing views, concessions, and recommendations.
Grade 7ELAInteractive · Printable
Aligned toRI.7.6
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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, Short answer
About this worksheet
What students practice
- Students identify an author’s point of view and purpose in an informational article.
- Students analyze how an author acknowledges and distinguishes competing positions.
- Students support interpretations of an author’s position with specific textual evidence.
How to use
Have students read the article independently, then complete the claim-and-evidence pairs. Discuss how acknowledging a competing view can strengthen a position.
Curriculum
Common Core standard covered
Identify an author's point of view or purpose and how the author sets that position apart from others.
Preview
OwlSheets.com
Beyond the Cleanup Photo
Analyze an author’s position and how it differs from other views.
Read the article
Notice whose views the author presents and where the author agrees or disagrees.
Beyond the Cleanup Photo
1A photograph of volunteers holding bags of shoreline trash tells a satisfying story: people arrived, worked together, and left a cleaner place. Plastic pollution, however, does not end at the edge of that photograph. Wind and flowing water can carry discarded plastic toward the sea. Some objects float, while others sink or wash ashore. Sunlight and waves can break larger pieces into smaller fragments without making the plastic disappear.
2Supporters of cleanup projects point to a benefit that is difficult to dismiss: removing a plastic item takes it out of the environment. Discarded fishing line can entangle wildlife, and animals can swallow plastic pieces. Removing such materials can reduce these risks. Cleanups can also give participants a close look at what has been thrown away. These are worthwhile results, even when a project cannot reach every piece.
3The trouble begins when a visible result becomes the main test of success. I would judge a cleanup by its lasting effects, not by the size of its final pile. A beach may look improved while plastic continues arriving from elsewhere. Counting collected bags records what volunteers removed; it does not establish that less plastic will enter the water tomorrow. A dramatic photograph leaves that second question unanswered.
4Some technology advocates favor equipment that gathers floating debris. Their argument is practical: tools may reach material that people on shore cannot. Yet a collection device works within limits set by its design and location. Equipment that targets floating objects cannot also recover all the plastic resting on the seafloor. Designers must also consider whether a device could trap marine life. Calling a machine a complete solution asks it to do more than its design allows.
5A prevention-first view shifts attention upstream: reduce unnecessary disposable items, improve waste collection, and keep litter from entering waterways. That approach addresses continued arrivals, but prevention is not a reason to abandon plastic already in the ocean. Existing fishing line does not stop entangling animals because a community changes its purchasing habits. We need to interrupt the supply of waste while addressing the waste already present.
6When schools or communities choose a project, they should ask two questions: What harm can this action reduce now, and what will keep the problem from returning? A cleanup paired with better waste handling may answer both. A device deserves evaluation, not automatic praise or rejection. The most useful project may produce a less impressive photograph, but its value should remain after the volunteers put their cameras away.
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