A Learning Guide on Marine Debris

A Learning Guide on Marine Debris
 

Educators, parents, students, and 

researchers can use “Turning the Tide 

on Trash” as they explore the serious 

impacts marine debris can have on 

wildlife, the environment, our well 

being, and our economy. 

Covering nearly three-quarters of the 

Earth, the ocean is an extraordinary 

resource. The ocean supports fishing 

industries and coastal economies, 

provides recreational opportunities, 

and serves as a nurturing home for a 

multitude of marine plants and wildlife. 

Unfortunately, the ocean is currently 

under considerable pressure. The 

seeming vastness of the ocean has 

prompted people to overestimate its 

ability to safely absorb our wastes. For 

too long, we have used these waters as 

a receptacle for our trash and other 

wastes. Integrating the following lessons 

and background chapters into your 

curriculum can help to teach students 

that they can be an important part of 

the solution. Many of the lessons can 

also be modified for science fair projects 

and other learning extensions. 
 

 

 

 

1 Acknowledgments & History of “Turning the Tide on Trash” 

2 For Educators and Parents: How to Use This Learning Guide 

UNIT ONE 

5 The Definition, Characteristics, and Sources of Marine Debris 

17 Lesson One: Coming to Terms with Marine Debris 

20 Lesson Two: Trash Traits 

23 Lesson Three: A Degrading Experience 

30 Lesson Four: Marine Debris – Data Mining 

34 Lesson Five: Waste Inventory 

38 Lesson Six: Sources of Marine Debris: From Street to Surf, From 

Hand to Sand 

UNIT TWO 

45 The Effects of Marine Debris 

53 Lesson One: Marine Animals and Harmful Debris 

56 Lesson Two: All Tangled Up 

59 Lesson Three: How Harmful Is Marine Debris? 

UNIT THREE 

65 Working Towards Solutions 

75 Lesson One: Nations and Neighbors 

81 Lesson Two: A Scientific Cleanup 

87 Lesson Three: Communicating for a Clean Future 

89 Lesson Four: Taking Action 

93 GLOSSARY OF MARINE DEBRIS TERMS 

CONTENTS 

DIVE DEEPER: Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: www.marinedebris.noaa.gov 

◆ EPA’s Marine Debris site: www.epa.gov/owow/oceans/debris 
TURNING THE TIDE ON TRASH: A LEARNING GUIDE ON MARINE DEBRIS 

Acknowledgments & History of
 

“Turning the Tide on Trash”
 

This document was originally developed 

in 1992 for the U.S. Environmental 

Protection Agency’s (EPA) Oceans and 

Coastal Protection Division by Eastern 

Research Group, Inc., of Lexington, 

Massachusetts. It was revised and 

updated in 2007 by Sheavly Consultants, 

Inc. of Virginia Beach, Virginia with 

support from the National Oceanic and 

Atmospheric Administration’s (NOAA) 

Marine Debris Program through Contract 

Number AB133F06CN0193, “Web-based 

Education Campaign for Marine Debris 

Awareness & Prevention.” 

Team members on the 

2007 edition were: 

Project Manager & Contributor 

Seba Sheavly 

Sheavly Consultants, Inc. 

Primary Writer 

Katie Register 

Clean Virginia Waterways 

Longwood University 

Editor 

Sara Bennington McPherson 

Other Contributors 

Bertha Walker 

Sheavly Consultants, Inc. 

Katherine Weiler 

U.S. Environmental Protection Agency 

Graphic Designer 

Michael Myers 

J. Michael Myers Design 

For questions concerning this lesson 

guide, please contact NOAA’s Marine 

Debris Program by email at 

marine.debris@noaa.gov. 

DISCLAIMER 

This learning guide provides links to 

various web pages which are not part of 

the NOAA or EPA web family. These sites 

are not under NOAA or EPA control, and 

NOAA and EPA are not responsible for 

the information or other links found 

there. The presence of these links is 

not intended to imply NOAA or EPA 

endorsement of those sites, but to 

provide a convenient link to relevant 

sites which are managed by other 

organizations, companies, or individuals. 

1 
TURNING THE TIDE ON TRASH: A LEARNING GUIDE ON MARINE DEBRIS 

For Educators and Parents: 


How to Use This Learning Guide
 

Turning the Tide on Trash: A Learning 

Guide on Marine Debris is an interdisciplinary guide designed to provide maximum 

flexibility in the classroom. The guide can 

be used as a stand-alone teaching tool, or 

individual activities within the guide may 

be used to supplement work in other 

subject areas. Students searching for 

science fair projects can also adapt some 

of these lessons into research projects. 

Science and Other 

Educational Standards 

The lessons in Turning the Tide provide 

understandings for various science-related 

personal and societal challenges as found 

in many states’ educational standards. 

The lessons include scientific inquiry, pollution as an environmental problem, the 

role of technology and personal decisions 

in relation to environmental issues, as 

well as human impact on the survival of 

other species and habitat. These lessons 

will develop many skills, including writing, research, map reading, analyzing, 

classifying, data collecting, comparing 

and contrasting, experiment design, 

hypothesizing, and observing. Each 

lesson begins with a list of learning skills 

and subject areas. In addition to science, 

the lessons incorporate art, language 

arts, mathematics, and social studies. 

A Timely and Urgent Topic 

In the past, litter on beaches and along 

inland waterways was considered 

primarily an eyesore – unpleasant to look 

at, but otherwise not all that harmful. 

Through research and education, people 

have come to realize that marine debris 

has serious impacts on the marine 

environment, marine wildlife, human 

health and safety, and the economy. 

Abandoned fishing nets and related 

gear, plastic tarps, and other debris can 

smother and crush sensitive coral reef and 

seagrass ecosystems and their benthic 

(bottom-dwelling) species. Each year, 

thousands of marine animals are caught 

in, strangled by, or ingest various forms 

of debris. Medical and personal hygienerelated debris, including syringes and 

broken glass, pose obvious dangers to 

barefooted beach goers when it washes 

ashore. Coastal communities lose 

revenue when littered beaches must be 

closed or cleaned up, and the fishing 

industry must absorb the annual costs to 

replace or repair vessels damaged by 

floating and abandoned debris. 

Fortunately, while marine debris is one of 

the most widespread pollution problems 

facing the world’s ocean, it is also one 

for which individual citizens – including 

students and children – can become an 

immediate part of the solution. That’s 

because all marine debris can be traced 

back to a single source – people. For the 

last few decades, a great deal of our 

solid waste stream has consisted of 

durable synthetic materials that can 

remain in the environment for many 

years, causing harm to wildlife and 

habitat along the way. With U.S. coastal 

populations on the rise, it is likely that 

the amount of debris entering the 

oceans will also increase. Consequently, 

it is important that we act now to keep 

debris out of our oceans and waterways 

and preserve the quality of the marine 

environment. 

2 
TURNING THE TIDE ON TRASH: A LEARNING GUIDE ON MARINE DEBRIS 

Connecting People’s 

Behavior to Marine Debris 

Marine debris is typically defined as discarded or abandoned man-made materials 

that enter the coastal or marine environment either directly through human action 

or indirectly when blown or washed out to 

sea via rivers, streams, and storm drains. 

One of the learning guide’s central messages is that any trash that is disposed of 

improperly can potentially enter the ocean 

or other waterways, and anyone who 

disposes of trash improperly can be a 

source of marine debris! Hopefully, when 

people are educated about the sources 

and effects of marine debris, they will be 

less likely to contribute to the problem. 

Raising Awareness 

The lessons in this learning guide are 

designed to increase students’ awareness 

of the impacts of marine debris and to 

teach them about pollution prevention 

techniques. At the same time, the 

activities strive to inspire an appreciation 

of the ocean and a commitment to the 

preservation of its water quality, beauty, 

and wildlife. 

Although this learning guide focuses 

on marine debris, trash is found in 

other aquatic environments such as 

ponds, lakes, rivers, and streams. 

Most of the concepts associated 

with marine debris can apply to all 

aquatic debris. Therefore, the use 

of this learning guide should not 

be limited to coastal areas. Teachers 

in inland communities can replace 

the term marine debris with aquatic 

or waterborne debris. 

FOR CLASSROOMS FAR 

FROM THE OCEAN 

Other Types of 

Pollution in the Ocean 

Marine debris is not the only form of 

marine pollution. Marine pollution also 

includes forms of sewage, oil, gasoline, 

toxic chemicals, fertilizer, animal wastes, 

and pesticides that are released on land 

or empty into the ocean. 

Education: 

The First Step 

As with any complex problem, education 

is the first step to lasting, effective 

solutions. Marine debris is an issue that 

will require continued attention for 

generations to come, it is essential that 

education start with the decision-makers 

of the future – our children. Unlike many 

environmental issues, children can play 

a direct and significant role in reducing 

the marine debris problem. Every child 

who learns to dispose of trash properly 

can be one less source of litter and 

marine debris. Every child who volunteers to participate in a local beach 

cleanup campaign can help to improve 

the current marine debris problem. The 

U.S. Environmental Protection Agency 

(EPA) and the National Oceanic and 

Atmospheric Administration (NOAA) 

envisions that this learning guide, 

combined with your personal efforts, 

will help to ensure the future welfare 

of our ocean by instilling in our young 

people an environmental ethic that will 

last a lifetime. 

Diving Deeper 

In addition to this curriculum, a 

wealth of information and educational 

resources can be found on NOAA’s 

Marine Debris 101 web site: 

www.marinedebris.noaa.gov. 

3 
 

TURNING THE TIDE ON TRASH: A LEARNING GUIDE ON MARINE DEBRIS 

How This Learning 

Guide Is Organized 

The learning guide has three teaching
 

units, each of which opens with several
 

pages of background information that
 

will prepare the educator to present the
 

following activities:
 

UNIT ONE: 


Definition, Characteristics, and
 

Sources of Marine Debris. In this unit,
 

students will examine what marine
 

debris is, where it comes from, and how
 

it enters the marine environment.
 

UNIT TWO: 


Effects of Marine Debris. In this unit,
 

students will explore the effects of
 

marine debris on wildlife and coastal
 

communities and the potential hazards it
 

poses to humans.
 

UNIT THREE: 


Working Towards Solutions. In this unit,
 

students will learn steps they can take to
 

prevent marine debris, investigate what
 

individuals and organizations are doing
 

about the problem, and explore ways to
 

educate others about possible solutions.
 

The learning guide also contains a 


Glossary that contains definitions of 


the key terms that are introduced
 

throughout the text in olive-colored,
 

bold type. 


As a final note, keeping a collection of
 

different examples of marine debris in a
 

box in the classroom will come in handy
 

when introducing students to the 


characteristics of marine debris and its
 

effects. In addition, activities throughout
 

the learning guide call for the use of
 

actual items of marine debris, if they are
 

available. For students who may not
 

have the opportunity to visit aquatic
 

environments, seeing and handling 


actual debris may give them a better
 

understanding of its potential effects. 

Adding this hands-on aspect also gives 

activities a real-world focus and helps 

spur students’ curiosity and motivate 

them to learn. 

While the lessons include suggested 

grade levels, educators can use the 

“Extensions” found at the end of each 

lesson to vary the scope and make the 

lesson appropriate for younger or for 

more advanced students. 

Lessons by Grade Level 

UNIT ONE: 


The Definition, Characteristics, 


and Sources of Marine Debris
 

Coming to Terms with Grades 1-6 

Marine Debris 

Trash Traits Grades 1-6 

A Degrading Experience Grades 5-8 

Marine Debris – Grades 6-8 

Data Mining 

Waste Inventory Grades 3-9 

Sources of Marine Debris – Grades 5-9 

From Street to Surf, 

From Hand to Sand 

UNIT TWO: 


The Effects of Marine Debris
 

Marine Animals and Grades 2-4 

Harmful Debris 

All Tangled Up Grades 1-4 

How Harmful Is Grades 3-7 

Marine Debris? 

UNIT THREE:
 

Working Towards Solutions
 

Nations and Neighbors Grades 4-7 

A Scientific Cleanup Grades 9-12 

Communicating for Grades 8-12 

a Clean Future 

Taking Action Grades 5-12 

4 
U N I T O N E 

The Definition, Characteristics,
 

and Sources of Marine Debris
 

Marine debris is any man-made object 

that gets into the marine environment 

due to numerous processes, including 

careless handling or disposal, intentional 

or unintentional release of materials or as 

a result of natural disasters and storms. 

Two well-known characteristics of debris 

– buoyancy and the ability to be blown 

around – affect how easily it becomes 

marine debris, while the ease with which 

debris degrades dictates how long it 

remains intact in the marine environment. 

However, not all debris is buoyant, and 

some debris will sink underwater and out 

of sight. There are several sources of 

marine debris, both on the ocean and on 

land. Proper collection, handling, and 

disposal of trash, as well as reduction of 

consumption and packaging can help to 

reduce the marine debris problem. 

Marine debris is typically defined as 

any man-made object discarded, 

disposed of, or abandoned that 

enters the coastal or marine 

environment. It may enter directly 

due to human action, or indirectly 

when washed out to sea via rivers, 

streams and storm drains. Marine 

debris has become one of the 

most pervasive pollution problems 

facing the world’s oceans and 

waterways.1 

WHAT IS MARINE DEBRIS? 

1 Seba Sheavly, “Marine Debris – An Overview 

of a Critical Issue for Our Oceans,” Sixth Meeting of 

the UN Open-ended Informal Consultative Process 

on Oceans & the Law of the Sea (June 2005): 1 

5 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Marine debris includes all the objects 

that do not naturally occur in the 

marine environment (i.e., oceans, salt 

marshes, estuaries, and beaches). 

Although naturally occurring items such 

as tree branches and the bones of land 

animals can be considered marine debris, 

the term generally is reserved for litter 

(articles that have been made or used by 

people and discarded). The most common 

categories of marine debris are cloth, 

glass, metal, paper, plastic, rubber, and 

wood. Another way to classify marine 

debris is by the type of activity that 

created the waste item and the associated 

behaviors that caused the waste to 

become marine debris. Some of these 

categories are “ocean and waterway 

activities,” “illegal dumping,” and 

“smoking-related activities.” As you will 

see in The Effects of Marine Debris 

section, debris items differ in the 

potential impact they have on the 

environment and wildlife. Some debris 

items are much more harmful than others. 

Since 1986, the Ocean Conservancy 

(formerly the Center for Marine 

Conservation) has coordinated the 

International Coastal Cleanup (ICC) – an 

annual volunteer cleanup of debris along 

coastlines, rivers and lakes. Volunteers 

collect debris items and complete a 

“Marine Debris Data Card” to record their 

findings. The information on these data 

cards contributes to a worldwide database 

that helps people understand the extent 

of the marine debris problem. The Ocean 

Conservancy compiles and analyzes the 

data and publishes the results, which have 

shown that significant quantities of marine 

debris litter U.S. coastlines. According 

to the ICC, over a 20-year period (1986 – 

2005), the 10 most frequently collected 

marine debris items were: 

TOP 10 DEBRIS ITEMS 

Item 20 Year Total 

Cigarettes and 12,848,255 

Cigarette Filters 

Caps/Lids 4,186,593 

Cups/Plates/Utensils 3,575,209 

Bags 3,346,666 

Food Wrappers 3,318,729 

and Containers 

Beverage Bottles (Glass) 2,329,142 

Beverage Cans 2,293,559 

Beverage Bottles (Plastic) 1,965,210 

Straws/Stirrers 1,960,122 

Rope 925,301 

Total 36,748,786 

Source: www.oceanconservancy.org/ICC 

6 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

What Characteristics 

Affect the Presence of 

Debris in the Marine 

Environment? 

Two well-known characteristics of 

debris – buoyancy and the ability to be 

transported easily – affect how easily it 

can enter the marine environment. 

Another characteristic, degradability, 

affects how long debris will remain in 

the marine environment. The more likely 

it is that a piece of debris will enter and 

remain intact in the marine environment, 

the greater the threat it poses to people, 

wildlife, and vessels. However, not all 

debris is buoyant, and some debris will 

sink underwater and out of sight. 

Buoyant Pieces of Debris 

Buoyant objects are those that float 

in water. Buoyant objects are more likely 

to become marine debris than those 

that sink because they can easily be 

carried by wind, water, and waves. 

Buoyant items can be washed into the 

ocean by heavy rainfall, carried out to 

sea by rivers and streams, or carried off a 

beach by wind and waves. In the ocean, 

buoyant debris causes problems 

because it can easily come 

in contact with marine 

animals, people, boats, 

fishing nets, and other 

objects. Floating debris 

can also travel long 

distances over the ocean. 

Consequently, when these 

items get into the ocean 

they can cause problems over a 

wide-ranging area. The most buoyant 

types of debris are made of plastic and 

some types of rubber. Paper and wood 

initially float, but tend to sink once they 

become water logged (saturated with 

water). Unless air is trapped inside, 

articles made from glass, metal, and 

some kinds of rubber will sink. Cloth 

items also tend to sink. 

Easily Blown Pieces 

of Debris 

Items that are blown by the wind can 

easily find their way into the marine 

environment. Such debris can be blown 

directly into the ocean, or can 

be transported to the ocean 

if blown into a river or 

stream that empties into 

the sea. Objects that can 

be easily blown around 

are a particular problem 

because they can become 

marine debris even when 

they are originally disposed of 

in a proper manner. For example, a 

napkin that is thrown in a trash can at 

the beach may be blown out of the can, 

onto the beach, and eventually into the 

water. Paper, as well as some kinds of 

rubber, plastic, and cloth, can all be 

carried by the wind. During storms and 

other periods of high winds, almost any 

kinds of trash (including glass, metal, and 

wood) can also be blown into the ocean. 

The characteristics of buoyancy and the 

ability to be blown around are generally 

correlated. Lightweight objects tend to 

float and are also the items that are 

easily blown around. Some lightweight 

objects will sink, however, if they 

become saturated with water or become 

encrusted with living organisms that 

attach to hard surfaces, such as barnacles. 

Degradable or 

Non-Degradable 

An object is degradable if natural forces 

cause it to be broken down into smaller 

pieces. In nature, materials most 

commonly are broken down through a 

process known as biodegradation. 

7 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Biodegradation occurs when microorganisms (such as bacteria and fungi) 

decompose a material, causing it to 

be broken down into compounds 

(such as nutrients) that can be 

reused in the environment. 

Temperature and moisture levels affect the 

rate of biodegradation. 

Generally, the higher the 

temperatures (up to a certain 

point) and the greater the 

moisture level, the greater 

the rates of biodegradation. 

Natural materials are usually 

more biodegradable than synthetic 

materials. Plastic, glass, synthetic rubber, 

synthetic fabrics, and metal are typically 

resistant to biodegradation. Natural 

rubber and cloth can biodegrade, but it 

takes a relatively long period of time. 

Paper can also biodegrade, unless it is 

coated with plastic or other nondegradable products. In addition, some plastics 

can breakdown when exposed to 

sunlight in a process called 

photodegradation. 

Some materials can breakdown due to 

chemical interactions (for example, rust 

on steel), and others breakdown due to 

physical forces, including erosion or 

weathering, where the material actually 

falls apart into smaller pieces. It should 

be noted that debris made from natural 

materials, while potentially biodegradable, can still be considered a pollutant 

and can still be harmful to the marine 

environment. 

Debris that does not easily degrade 

remains in the environment for a long 

time and is therefore persistent. Plastic 

Debris made from natural materials, 

while potentially biodegradable, can still 

be considered a pollutant and harmful 

to the marine environment. 

and synthetic rubber are the most 

persistent materials that compose marine 

debris. Glass, foamed plastic, and 

metal are less persistent because even 

though they are not biodegradable, 

wave action and rusting can cause these 

materials to break into smaller pieces. 

Wood, natural rubber, and cloth are only 

moderately persistent because they can 

biodegrade. Paper is not persistent, 

because it is biodegradable and can be 

torn apart easily. 

8 

Diver in Florida 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Every year, thousands of helium-filled balloons are 

released into the atmosphere. Some of these balloons are 

released accidentally, while others are released in large 

numbers during weddings, mall openings, and other kinds 

of celebrations. Some car dealerships have been seen 

cutting balloons off of sale cars at the end of the day. 

Although the floating balloons seem to disappear, they 

ultimately lose their helium and fall back to earth. Some of 

these balloons come down on the ocean, where they can 

become a harmful form of marine debris. Some marine 

animals, especially sea turtles, have been known to ingest 

balloons. It is believed that they mistake balloons for 

jellyfish, their natural prey. The swallowed balloons can 

block air passages, causing the animals to suffocate, or 

may lodge in intestinal tracts, where they may disrupt 

digestion. In 2004, a dying leatherback sea turtle (one of 

world’s most endangered animals) was found in North 

Carolina. After it died, its stomach contents revealed a 

Mylar balloon and plastic bags.2 The ribbons and strings 

that are often tied to balloons can last much longer than 

the balloons, and can lead to entanglement. 

If a balloon release is planned in your school or community, 

suggest other ways that the occasion can be celebrated 

without littering and endangering wildlife. For example, 

balloons can be released in a gymnasium or ballroom 

rather than outdoors. Or trees and bushes – which are 

helpful to wildlife – could be planted to mark the 

celebration. 

BALLOONS CAN BE DANGEROUS! 

2 http://www.seaturtle.org/blog/mgodfrey/2004_05.html 

Entangled Loon 

Where Does Marine 

Debris Come From? 

Marine debris comes from many 

different sources. There are many places 

and activities that generate the debris 

that enters the marine environment. Any 

trash that is improperly disposed of, as 

well as any materials that are improperly 

transported or stored, have the potential 

to become marine debris. 

The main sources of marine debris are: 

◆ Beachgoers 

◆ Improper disposal of trash on land 

◆ Stormwater sewers and combined 

sewer overflow 

◆ Ships and other vessels 

◆ Industrial facilities 

◆ Waste disposal activities 

◆ Offshore oil and gas platforms 

9 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Beachgoers 

Beachgoers 

Every year, thousands of people visit U.S. 

beaches. Many of these beachgoers 

leave behind materials that can become 

marine debris, such as food packaging 

and beverage containers, cigarette butts, 

and toys like shovels, sand pails, and 

Frisbees. This trash can be blown into the 

ocean, picked up by waves, or washed 

into the water when it rains. Some of the 

most harmful debris includes discarded 

fishing line and nets, which fishermen 

leave behind or dispose of improperly. 

Improper Disposal 

of Trash on Land 

People inland from the oceans also can 

generate marine debris. Trash can be 

blown or washed directly into the ocean 

if it is littered or disposed of carelessly. 

Even trash that is generated hundreds of 

miles inland can become marine debris if 

it is blown or washed into rivers or 

streams and carried to sea. Rainwater 

can move litter from streets and parking 

lots into storm drains that empty into 

streams, rivers, and other bodies of water. 

Stormwater Sewers 

and Combined Sewer 

Overflows 

Stormwater runoff (the water that 

flows along streets or along the ground 

as a result of a storm) can carry street 

litter into sewer pipes, which carry this 

water and debris to a nearby river or 

stream, or even directly to the ocean. In 

some older U.S. cities, the stormwater 

runoff goes into storm drains, and then 

is carried in the same underground pipes 

as sewage (the waste water from 

homes and businesses, including what is 

flushed down toilets). Pipes that carry a 

combination of sewage and stormwater 

are known as combined sewers. Unlike 

independent storm sewers, combined 

sewer pipes run to a sewage treatment 

plant rather than directly into a nearby 

body of water. At the sewage treatment 

plant, sewage is separated into sludge 

(solid waste materials) and water. The 

sludge is dried and either disposed of in 

a landfill or treated and sold as a 

fertilizer. The treated water is discharged 

into a river or other nearby waterway, 

free of solid waste. 

10 

Stormwater sewers 
 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Ships, boats and other vessels 

Combined sewer pipes cause problems 

when heavy rainstorms cause too much 

water to enter the sewer system. When 

this happens, the amount of water in the 

sewer pipes exceeds the sewage treatment 

plant’s handling capacity. To prevent major 

operating problems at the plant, a safety 

overflow valve diverts the excess water 

from the plant into a nearby waterway. 

The problem with this system, however, 

is that untreated sewage and debris 

are also diverted into the waterway. 

According to the Environmental 

Protection Agency, cities are spending 

millions of dollars to correct this problem.3 

Ships, Fishing Boats 

and Other Vessels 

Boats of all kinds can also be sources of 

marine debris. Sometimes, trash is 

thrown overboard on purpose, although 

it is illegal in the United States to put 

any type of plastic trash into the 

navigable waters of the U.S. On the 

Great Lakes, no trash is allowed from 

boats and ships, no matter how far you 

are from the shore. Sometimes people 

dispose of trash overboard on older ships 

because there is limited storage space 

aboard these vessels. Most of the time, 

however, trash is disposed of in the ocean 

by people who are unaware of the problems this can cause, or are unaware that it 

is illegal. Trash can also accidentally fall, 

blow, or wash off of vessels into the 

water. In addition, fishing nets, crab pots, 

fishing lines, and other types of fishing 

equipment can be accidentally lost at sea 

and become marine debris. Abandoned 

nets and fishing gear are referred to as 

derelict fishing gear and pose a 

dangerous threat to wildlife and essential 

habitats such as coral reefs and coastal 

nursery areas. Derelict crab pots, 

otherwise known as “ghost” crab pots, 

can be lost during storms, or can be 

accidentally cut loose from their buoys 

by boat motors. Studies show these crab 

pots have a detrimental effect on the 

Chesapeake Bay: the crab pots continue 

to catch blue crabs and other important 

living bay resources without ever being 

retrieved.4 A brochure, poster and fact 

sheet about how boaters can reduce 

marine debris can be found on this web 

site: www.marinedebris.noaa.gov. 

According to MARPOL (an international 

treaty controlling marine pollution from 

ships) Annex V (referring to trash), it is 

illegal to put any type of trash into the 

water from a vessel that is on a U.S. lake, 

river, or in coastal waters up to three 

miles offshore. 

3 U.S. Environmental Protection Agency, “Report to Congress: Impacts and Control of Combined Sewer Overflows and Sanitary Sewer Overflows” 

August 26, 2004, (EPA Publication 833-R-04-001), www.cfpub.epa.gov/npdes/home.cfm?program_id=5 (April 23, 2007) 

4 Identification, Mapping and Assessment of Derelict Fishing Gear in the Chesapeake Bay http://www.noaanews.noaa.gov/stories2006/s2693.htm 

and Abandoned, ghost crab pots haunt Bay’s bottom, luring creatures to their doom http://www.bayjournal.com/article.cfm?article=2729 

11 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Plastic resin pellets 

Industrial Facilities 

Industrial facilities can contribute to the 

marine debris problem when waste items 

generated by industrial processes (e.g., 

production scraps, flawed products, and 

packaging material) are disposed of 

improperly. Finished products can also 

become marine debris if they are lost 

during loading and unloading at port 

facilities, or if they are lost when they 

are transported through waterways or 

over land. Another common type of 

marine debris generated from industrial 

facilities is plastic resin pellets. Plastic 

resin pellets, which are small spherical 

particles, are the raw material form of 

most plastic resins. Plastic processing 

facilities use them to make plastic 

products. Plastic resin pellets are normally 

contained from their creation through 

processing into a plastic product, but 

they may be inadvertently released into 

the environment during transportation 

or handling. As with other types of 

materials, wind and stormwater can carry 

these pellets to nearby water bodies. 

The Plastics Division of the American 

Chemistry Council and the Society of the 

Plastics Industry, Inc. work together to 

educate the plastics industry about the 

impact of released plastic pellets. Their 

joint program, called “Operation Clean 

Sweep,” provides best management 

practices for plastic industry companies 

to effectively contain these materials. 

For more information, visit 

www.opcleansweep.org. 

Six-Pack holders (or ring carriers) can also become a dangerous form of debris 

when littered or carelessly discarded by consumers. Because the ring carriers have 

holes in them, it is possible for an animal to become entangled or even strangled. 

In order to reduce this risk, since 1988 ITW Hi-Cone (the world’s largest manufacturer of six-pack holders) has made every ring carrier from photodegradable 

plastic. This special plastic becomes brittle and breaks into increasingly smaller and 

smaller pieces when it’s exposed to sunlight. As a result, six-pack holders that 

become marine debris will degrade relatively quickly, preventing many marine 

animals from becoming entangled. You can also help alleviate the problem. 

Recycle your six-pack holders wherever #4 plastics are accepted. If you can’t 

recycle #4 plastic in your community, you can always cut or tear the rings to 

prevent unintended harm to marine animals should the ring holder enter the 

marine environment before the photodegradable process can take effect. 

Classrooms and schools can help recycle six-pack holders by signing up to be a 

Ring Leader. Details on this free school recycling program can be found by 

contacting ITW Hi-Cone at www.ringleader.com/quest/menu/program/index.html 

or at www.hi-cone.com. 

SUNLIGHT & SIX-PACK HOLDERS 

12 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Waste Disposal 

Activities 

Waste disposal activities can cause a 

problem when trash is lost during 

collection or transportation, or when 

trash blows or is washed away from 

disposal facilities. For example, trash can 

blow out of a dumpster, or a raccoon can 

knock over a trash can and scatter trash 

all around. Landfills (which are sites 

specially engineered for disposing of 

solid wastes on land while protecting 

water quality and reducing any public 

health and safety hazards) can also be a 

source of marine debris. The trash in 

landfills is periodically covered with soil 

so that it will not be released into the 

environment, but the trash can blow or 

be washed from the landfill before it is 

covered up or can be unearthed due to 

high, gusting winds or a rain storm. 

Offshore Oil and 

Gas Platforms 

Offshore oil and gas platforms are 

structures that are built in the ocean and 

form a base from which oil and gas 

drilling is conducted. Because offshore 

oil and gas platforms are surrounded by 

water, any items that are lost from these 

structures can become marine debris. As 

with ocean vessels, trash has sometimes 

been purposefully discarded directly into 

the ocean from these structures. MARPOL 

Annex V prohibits the dumping of plastics 

and garbage containing plastics from 

these structures. Efforts have been made 

by oil and gas companies to prevent the 

disposal of trash into the ocean from 

oil and gas platforms. Typical debris 

generated from these platforms includes 

Because offshore oil and gas platforms 

are surrounded by water, any items that 

are lost from these structures can 

become marine debris. 

Offshore Oil and Gas Platform 

drill pipes and drill pipe protectors, hard 

hats, gloves, 55-gallon storage drums, 

and everyday regular trash items. 

Tracing Sources 

Once the debris has found its way into 

the ocean, it is very difficult to trace the 

exact source of the debris. A plastic 

drinking cup, for instance, could come 

from multiple sources; left on shore by a 

beachgoer, littered on a city street and 

washed into a storm sewer, blown off of 

a recreational boat, used on a shipping 

vessel and disposed of overboard, etc. 

Clearly, marine debris is a complex issue 

and its abatement requires that many 

sources of marine debris be controlled. 

Prevention of marine debris is preferred 

to just cleaning it up. Like most pollution 

problems, prevention is less expensive 

than a cleanup after the fact – pay now 

or pay much more later. 

13 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

What Trash Management 

Practices Can Reduce the 

Marine Debris Problem? 

The United States generates significant 

quantities of trash – otherwise known 

as municipal solid waste or garbage 

– every year. According to the U.S. 

Environmental Protection Agency (EPA), 

in 2005, U.S. residents, businesses, and 

institutions produced more than 245 

million tons of municipal solid waste, 

which is approximately 4.5 pounds of 

waste per person per day. At 34 

percent, paper and paperboard made 

up the largest component of generated 

solid waste.5 

Practicing the “3 Rs” (reduce, reuse, 

recycle), plus proper disposal of trash will 

go a long way to reducing the amount 

of marine debris. 

Recycling 

In 2005, about 32 percent of trash in the 

United States was recycled or composted, 

up from 16 percent in 1990. Almost all of 

the rest was buried in landfills (54 percent) 

or burned (13 percent). Disposal means 

permanently storing or removing the trash 

from the environment. Landfilling and 

burning are considered disposal methods. 

Recycling is one way to reduce the 

amount of trash that must be disposed. 

Recycling is the collection and 

reprocessing of materials so they can be 

used again. Recycling not only reduces 

the amount of solid waste going to 

landfills, but also prevents the emission 

of many greenhouse gases and water 

pollutants, saves energy, supplies valuable 

raw materials to industry, creates jobs, 

stimulates the development of greener 

technologies, conserves resources for the 

future and reduces the need for new 

landfills and combustors. 

Food Scraps 11.9%

ard Trimmings 13.1%

Other 3.4%

W od 5.7%

Rubber, Leathe

Textiles 7.3%

Plastics 11.8%

Metals 7.6%

Glass 5.2%

Paper & Paperboard 34.2%

Containers and Packaging 31.2%

Food Scraps 11.9%

Other Wastes 1.5%

Durable Goods 16.4%

Nondurable Goods 25.9%

ard Trimmings 13.1%

2005 Total MSW Generation–

246 Million Tons

(Before Recycling)

Products Generated in MSW, 2005

Total Weight = 246 Million Tons)

5 Municipal Solid Waste In the United States: 2005 Facts and Figures, Executive Summary. U.S. Enivronmental Protection Agency, 

Office of Solid Waste. 2006. www.epa.gov/msw/msw99.htm 

14 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Before materials can be processed for 

reuse, they must be separated into 

different types (such as plastic, glass, and 

metal). Although recycling has become 

widespread and is increasing in the 

United States, not every type of material 

can currently be recycled in every area of 

the country. 

Currently, paper is the most frequently 

recycled type of trash. Three types of 

paper are recycled: high-grade paper 

(such as computer paper), newspaper, 

and corrugated cardboard. In 2005, 50 

percent of paper and cardboard was 

recycled in the United States. Metals, 

particularly aluminum soft drink and beer 

cans, are valuable and easily recycled, yet 

only 45 percent of aluminum cans were 

recycled in 2005, as was 35 percent of all 

steel waste (mostly food cans).

6 

Currently, all types of glass, except 

ceramic glass, dishes, and plate glass, can 

be recycled. In 2005, Americans recycled 

about 22 percent of glass waste. 

Florescent light bulbs, including the 

small compact ones that are used in 

homes instead of the energy-wasting 

incandescent bulbs, contain small 

amounts of mercury. These light bulbs 

should be recycled so the mercury can 

be recaptured, and not end up in our 

atmosphere or our waterways. Even 

florescent bulbs marketed as low-mercury 

should be recycled. 

Plastic recycling, a growing industry in 

the United States, faces many challenges, 

including an unpredictable supply of 

plastic items to recycle and transportation 

costs. There are many types of plastic 

resins, each with different recycling 

requirements. Most plastic items, 

including beverage bottles, have a code 

number that tells consumers and 

recyclers which resin type was used in 

manufacturing the item. 

The common plastic bottle resins, as listed 

in the resin identification code, are: 

1. Polyethylene Terephthalate (PET) 

2. High Density Polyethylene (HDPE) 

3. Polyvinyl Chloride (PVC) 

4. Low Density Polyethylene (LDPE) 

5. Polypropylene (PP) 

6. Polystyrene (PS) 

7. Other 

In 2005, over 2.1 billion pounds of postconsumer plastic bottles were recycled, 

according to the Plastics Division of the 

American Chemistry Council and the 

Association of Postconsumer Plastics 

Recyclers.7 PET and HDPE plastics 

comprised 99.6 percent of these recycled 

pounds. There is high market demand 

for HDPE post-consumer plastic as it is a 

valuable raw material for many products. 

Examples of highly-used HDPE plastics 

include non-food bottles, pipe, lawn and 

garden products, plastic film and sheets, 

plastic lumber, auto parts, and pallets, 

crates, and buckets. Examples of PET 

plastics include fiber for carpet, pillows, 

and comforters, strapping, food and 

beverage containters, non-food 

containers, and plastic film and sheets. 

Despite the fact that there is high 

demand for recycled plastic resins, 

according to the EPA, less than 10 percent 

of plastic waste was recycled in 2005, 

and this was mainly soft drink, milk, and 

water bottles.8 Convenient access to 

plastics recycling collection programs, 

plus more consumer education, will 

hopefully raise the percentage of 

recycled plastic in the years to come. 

6 ibid – all the numbers in this section are from the same EPA document 

7 http://www.plasticsresource.com/s_plasticsresource/docs/1900/1874.pdf 

8 Municipal Solid Waste In the United States: 2005 Facts and Figures, Executive Summary. U.S. Enivronmental Protection 

Agency, Office of Solid Waste. 2006. www.epa.gov/msw/msw99.htm 

15 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

In addition to post-consumer waste, many 

industries also recycle plastic. For example, 

every winter thousands of recreational 

boats and yachts are wrapped in plastic 

sheeting to protect them. More and 

more shipyards and marinas are colleting 

the sheeting in the spring for recycling. 

Most companies that create plastic items 

also recycle their own plastic waste. 

“Reduce” and “Reuse”: 

Ways to Produce 

Less Waste 

Adopting pollution prevention strategies 

that produce less waste in the first place 

is an even better solution than recycling 

alone. There are many ways to produce 

less waste. Some methods to produce less 

waste include reusing materials, using 

reusable items rather than disposable 

ones, and reducing the amount of 

packaging that is used. For example, 

when shopping, use fabric bags instead 

of the plastic or paper bags provided by 

stores, and purchase items that have less 

packaging. Carry water in a reusable 

bottle rather than buying multiple 

bottles of water. Use cloth napkins and 

kitchen towels rather than disposable 

paper products. 

Keeping Trash Out 

of the Ocean 

Marine debris can only be truly managed 

by changing the behavior that causes it 

to enter the environment. Proper disposal 

of trash is the responsibility of every 

business, boater, and person. Most 

importantly, boaters should ensure that 

trash and other items do not blow away, 

and that they bring back all of their 

trash to shore to dispose of it properly. 

Before trash is left out for collection, it 

should be tightly secured in bags or trash 

cans with secured lids. Garbage trucks 

should always be covered, and landfills 

should be fenced in to capture any trash 

that may temporarily escape. Industrial 

facilities that produce, transport, or use 

plastic resin pellets can modify handling 

processes to control the accidental 

release of materials into the 

environment. All of these methods can 

help to ensure that trash is put, and 

stays, in its proper place. 

Key Points 

◆ Marine debris includes all objects 

found in the marine environment that 

do not naturally occur in those areas. 

◆ Trash that is buoyant and/or easily 

blown around is more likely to become 

marine debris. 

◆ Biodegradable trash, which can be 

broken down by microorganisms, stays 

intact in the environment for a 

relatively short period of time. 

Non-degradable trash will persist in 

the environment. 

◆ There are several sources of marine 

debris, including beachgoers, litter 

from people living inland, storm 

sewers and combined sewer overflows, 

commercial and recreational vessels, 

industrial facilities, waste disposal 

activities, and offshore oil and gas 

platforms. 

◆ Proper handling of trash and practicing 

the “3 Rs” (reduce, reuse and recycle) 

are pollution prevention activities that 

will help to reduce marine debris. 

DIVE DEEPER: 

Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: 


www.marinedebris.noaa.gov
 

◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 

16 
LESSON ONE 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Coming to Terms
 

with Marine Debris
 

Grade Level: 

Grades 1 – 6 

Subjects: 

Language Arts, Mathematics, Science, 

Social Studies 

Overview: 

This lesson is designed to increase students’ 

awareness of different kinds of debris in 

water environments and the impact it can 

have on animals, humans, and aquatic 

habitats. Students will first define marine 

debris, discuss its possible impacts, and then 

sort hosehold trash items into different 

categories to learn about different sources 

of marine debris. Older students then use 

statistics and graphing to better understand 

the types of marine debris that are 

collected each year. 

Objectives: 

◆ Define “marine debris.” 

◆ Discuss the concept of debris and 

entanglement. 

◆ Predict the effects different kinds of 

debris (litter) will have on animals in 

water. 

◆ Describe specific examples of debris’ 

hazardous impacts on wildlife. 

◆ Classify different kinds of debris found in 

water, using several different categories. 

◆ Create a poster with information 

gathered from the classification exercise 

(older students can produce charts and 

graphs). 

Vocabulary: 

debris, marine, marine debris, trash, 

entanglement, ingestion 

Materials: 

A large bag of assorted trash items (clean 

and safe), provided by the teacher. Items 

can include soda cans, bottles, candy 

wrappers, balloons and ribbons, six pack 

holders, plastic/paper cups, forks, straws, 

shopping bag, small toys, fishing line, 

rubber bands, scraps of paper, and other 

items that are often found littered. 

Learning Skills: 

Analyzing, Calculating, Classifying, 

Collecting Data, Observing. Can also 

include Graphing/Charting, and 

Communicating. 

Duration: 

40 minutes 

SAFETY PRECAUTIONS 

All trash objects should be cleaned and 

checked by the teacher before being 

handled by students. Avoid any sharp 

objects or materials containing harmful 

chemicals. 

Activity 

1. Begin the lesson by asking students to 

define trash and litter. Through this 

discussion, identify the characteristics of 

“trash” and develop a definition. Write the 

definition on the board. Then ask students 

to think of synonyms for trash, and help 

them come up with the term “debris.” 

List all of the synonyms on the board. 

Emphasize to the students that trash or 

garbage refers to generated waste. If the 

waste is improperly disposed, it then can 

become debris or litter. 

17 
LESSON ONE 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

2. Now that debris has been defined, ask 

students what “marine” means. Write the 

definition on the board. Ask the students 

to list synonyms for marine and write them 

on the board. 

3. Then combine the terms and discuss the 

meaning of “marine debris.” Write this 

definition on the board. Use the lists of 

synonyms to come up with other terms 

that describe the concept of marine debris 

(such as “sea trash” and “ocean waste”). 

Read the definitions and terms aloud along 

with the class, so they can practice the 

words by reading them out loud. Leave 

these descriptive words written up on the 

board to help the children as they classify 

the trash items into groups. 

4. Ask the students how the trash their 

families produce might find its way into a 

stream, lake or the ocean. Ask the students if 

they have recently visited a river, lake, or the 

ocean, and what trash they may have seen 

on the shore or floating in the waterway. 

5. Talk with the students about how 

different kinds of debris in water may 

affect the animals living in that habitat. 

Discuss the concepts of ingestion and 

entanglement. If time allows, ask children 

to work in groups to predict some effects 

that debris might have on different animals. 

After the groups have shared their 

suggestions, describe some specific examples 

of debris’ hazardous effects on wildlife. 

During the discussion, it is important that 

the students understand: 

◆ Any trash that is improperly disposed of 

is considered debris (litter). 

◆ Debris can potentially enter a waterway 

and have negative impacts there. 

◆ Litter on our streets can enter storm 

drains when it rains, and become 

marine debris. 

6. Provide the class with a collection of 

trash. For safety reasons, the teacher should 

provide this trash. Students should not 

bring trash from home. This allows the 

teacher to be sure that students will not 

come into contact with any harmful objects. 

The trash should also be washed clean 

before bringing into the classroom. A large 

plastic garbage bag can be filled with 

cleaned trash in advance, and emptied out 

in the classroom, either on the floor or on 

a large table. 

7. Classifying Debris Items 

Have the students work in small groups 

(four to six students) for the classification 

activity. Begin by having each of the small 

groups work together to sort their own 

collection of trash objects into separate 

groups of related items. Allow the students 

to select how they will separate the items 

into groups. Make sure to walk from group 

to group and ask a spokesperson from 

each group what it is that the objects 

grouped together share in common with 

each other. Young children will usually 

separate items into two groups, while 

older children tend to use several groups. 

Some items, including juice boxes, are 

made from several types of materials 

including foil, plastic and paper. Such items 

may generate questions from students as 

to how to classify these items. 

18 
LESSON ONE 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Usually the students will group the objects 

based on the descriptive words that were 

used to communicate their earlier 

observations about litter and debris. When 

each group has sorted their objects, ask 

the group spokesperson to explain how the 

sorting was carried out. Then the groups of 

students should be instructed to reclassify 

the objects into groups again, this time 

using a different criteria for classification – 

they should not use a classification method 

that has already been used. This exercise 

teaches students that there are many 

different types of information (data) that 

can be learned from one situation. 

Suggested Common 

Classification Categories 

◆ By material (plastic, metal, glass, cloth, 

paper, etc.) 

◆ By recycable versus non-recycable 

◆ By different activities producing trash 

(fast food consumption, smoking, fishing, 

other sports and games, advertising with 

balloons, illegal dumping, etc.) 

◆ By biodegradable or non-degradable 

◆ By the type of impact they can have on 

the environment 

◆ By color of trash items 

8. Discuss with the class the different ways 

that groups have classified the trash, and 

tell students about some of the other 

possible ways that they may not have 

considered. Ask if some classification 

methods led to interesting observations, 

while other classification methods were 

not as useful. 

9. For younger students: Have the 

students complete the classification activity 

with each group working together to 

create a poster showing how they chose to 

do their final classification. The students 

can glue the families of trash objects onto 

their poster board. They should label each 

of the families of objects that they create 

on the poster board with a descriptive 

word, and they should write a number for 

each family of objects. 

For older students: Have the students 

complete the classification activity with 

each group working together to create a 

pie chart and bar graph showing how they 

chose to do their final classification. The 

charts and graphs can be created on a 

computer, and should be labeled with 

descriptive words and percentages for 

each category. 

EXTENSIONS 

As a class, conduct your own cleanup 

activity at a seashore, lake, pond, 

stream, or river. Have students record 

the types and numbers of debris they 

find. See Unit III for more information 

on conducting a beach cleanup. Be sure 

the items you collect in the cleanup 

are recycled or properly disposed. Also, 

you could clean up the same area 

periodically and compare the quantity 

of debris collected each time. 

Either in class or as a homework 

assignment, ask students to use trash 

items to create a marine debris 

sculpture. Display the sculptures in the 

classroom or school library. 

For a long-term class activity, have 

students participate in an adopt-abeach, -lake, -river, or -stream program. 

DIVE DEEPER: 

Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: 

www.marinedebris.noaa.gov 

◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 

19 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON TWO 

Trash Traits 


Grade Level: 

Grades 1 – 6 

Subjects: 

Language Arts, Science 

Overview: 

Students perform experiments to examine 

whether or not trash can float, blow 

around, or wash away. The effects of these 

characteristics on marine debris in the 

environment are then discussed. 

Objectives: 

Learn about certain characteristics of 

marine debris and how these characteristics 

affect where marine debris is found in the 

environment. 

Vocabulary: 

buoyancy 

Materials: 

◆ Enough copies of the “Trash Traits 

Results” handout for each student in 

the class 

◆ Several pieces of plastic, glass, rubber, 

metal, paper, wood, and food trash items 

(such as banana peels, apple cores, etc.) 

◆ A two- or three-gallon bucket filled 

with water 

◆ A 15-inch round table fan (or similar) 

◆ A large, shallow container (such as a 

large dishpan) 

◆ A watering can 

Learning Skills: 

Analyzing, Classifying, Collecting Data, 

Comparing and Contrasting, Experimenting, 

Hypothesizing and Observing 

Duration: 

40 minutes 

SAFETY REGULATIONS 

All trash objects should be cleaned and 

checked by the teacher before being 

handled by students. Avoid any sharp 

objects or materials containing harmful 

chemicals. 

Activity 

1. Pass out the “Trash Traits Results” 

handouts (see page 22). With the students, 

put the different types of trash into 

separate piles based on the material used 

to manufacture them (plastic, glass, rubber, 

metal, paper, wood, and food). Have the 

students name the pieces of trash. Write 

the names on the board and have the 

students fill in the “Item” and “Type” 

columns of their handouts. 

2. Set up the fan at one end of a table. 

Tell your students that the fan represents 

wind. Place each trash item in front of the 

fan, one at a time, to see if it is blown 

around. Ask the students the question: 

Which items are easily blown around? 

(Make a list on the chalkboard and have 

the students fill in the “Can It Be Blown 

Around on Land?” column on their 

handouts.) 

◆ Have the students observe tendencies: Is 

there a tendency for all of the articles of 

the same type (plastic, paper, metal, etc.) 

to be blown around in a similar way? 

3. Fill the bucket with water. Place each 

trash item in the water and ask the students 

the following questions: 

◆ Which items float? Which do not? 

(Make a list on the chalkboard and have 

the students fill in the “Does It Float?” 

column on their handouts.) 

20 
LESSON TWO 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

◆ What will happen to buoyant items 

when they get into the ocean? What 

could some of the problems be with 

buoyant marine debris? 

◆ What will happen to items that don’t 

float when they get into the ocean? 

What could some of the problems be 

with marine debris that sinks? Is there a 

tendency for all of the articles of the 

same type (plastic, paper, metal, etc.) to 

float or sink? 

4. Fill the large, shallow container with 

water and place it in front of the fan. Put 

each article of trash in the container one at 

a time and turn on the fan. Ask the students: 

◆ Which items are easily blown around in 

the water? (Make a list on the 

chalkboard and have the students fill in 

the “Can It Be Blown Around in the 

Water?” column on their handouts.) 

◆ Is there a tendency for all of the articles of 

the same type (plastic, paper, metal, etc.) 

to be blown around in the same way? 

5. Fill the sprinkling can with water. Take the 

sprinkling can and the trash pieces outdoors, 

and find a slightly sloped, smooth area 

(a paved surface on a slight hill would 

work well). Place the trash pieces on the 

sloped area, and sprinkle water on them 

one at a time. [Note: This part of the 

experiment also can be conducted in the 

classroom by elevating one end of a board 

or a piece of vinyl (e.g., a piece of a 

residential rain gutter) and placing the 

lower end in a sink. Place the trash pieces 

on the elevated end of the board, and 

sprinkle water down the board.] 

Ask the students: 

◆ Which items are easily moved by the 

sprinkled water? (When you get back 

inside make a list on the chalkboard and 

have the students fill in the “Can 

Sprinkled Water Move It?” column on 

their handouts.) 

◆ What element in nature acts like the 

sprinkled water? 

◆ Is there a tendency for all of the articles 

of the same type (plastic, paper, metal, 

etc.) to be affected by the sprinkled 

water in the same way? 

6. Discuss how the characteristics examined 

(whether an item floats, is blown around, 

or is carried by sprinkled water) affect 

whether an item is likely to become marine 

debris. Also discuss how the natural 

environmental forces of running water, 

wind, and rain can cause trash to become 

marine debris. 

EXTENSIONS 

Have the students draw pictures that 

illustrate how a piece of trash (paper 

bag, coffee cup, soda can, etc.) on a 

street can be moved by rain into a 

storm drain, into a nearby stream, and 

then into the ocean. Or the picture can 

show a beach that is clean and free of 

trash, contrasted with a picture of a 

beach that has marine debris. 

Students can write a short story about 

the journey a piece of litter takes as it is 

blown from land into the ocean. 

DIVE DEEPER: 

Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: 

www.marinedebris.noaa.gov 

◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 

21 
L ESSON TWO
 

Trash Traits Results 

HANDOUT 

Item Material 

(plastic, 

paper, 

metal, etc.) 

Does it 

float? 

Can it be 

blown 

around on 

land? 

Can it be 

blown 

around in 

the water? 

Can it be 

moved by 

sprinkled 

water? 

22 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON THREE 

A Degrading
 

Experience
 

Grade Level: 

Grades 5 – 8 

Subjects: 

Language Arts, Science 

Overview: 

Students perform an experiment to learn 

how different types of debris degrade and 

how weather and sunlight affect the rate 

of degradation. 

Objectives: 

◆ To examine the degradation of debris 

and learn how degradation affects the 

persistence of debris in the marine 

environment. 

◆ Students will learn that debris made 

from natural materials, while 

biodegradable, can still be considered 

a pollutant, and can still be harmful to 

the marine environment. 

Vocabulary: 

degradable, biodegradable, 

photodegradable, persistent 

Materials: 

Assorted pairs of trash. The following 

pieces of trash are recommended: two 

apple cores, two paper bags, two plastic 

bags, two candy wrappers, two plastic 

cups, two waxed-paper cups, two drink 

boxes and straws, two paper egg cartons, 

two foamed plastic egg cartons, two 

pages of newspaper, two foamed plastic 

packing peanuts, two starch packing 

peanuts, two six-pack rings, two steel 

soup cans, and two glass bottles. 

NOTE: All containers should be empty. 

◆ Two large, shallow, containers (such as 

large dishpans) 

◆ Two pieces of netting or screening 

(to cover the containers so that materials 

do not blow away) 

◆ Two pieces of rope or string 

◆ An outdoor thermometer 

◆ Newspaper 

◆ One copy of the “Degradation Data – 

Outside” handout for every month of 

the experiment (This includes a place to 

write weather observations.) 

◆ One copy of the “Degradation Data – 

Inside” handout for every month of the 

experiment 

Learning Skills: 

Analyzing, Classifying, Collecting Data, 

Comparing and Contrasting, 

Experimenting, Hypothesizing, Observing. 

Duration: 

Two 40-minute periods for discussion, set 

up, and clean up; five minutes every day 

(for at least two months) to record weather 

observations; 10 to 20 minutes every 

week (for at least two months) to record 

degradation observations (Note: The 

longer that the experiment is continued, 

the more dramatic the evidence that 

degradation has occurred will be.) 

SAFETY PRECAUTIONS 

All trash objects should be cleaned and 

checked by the teacher before being 

handled by students. Avoid any sharp 

objects or materials containing harmful 

chemicals. 

23 
LESSON THREE 

THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

Activity 

1. Explain to students that they will be 

performing an experiment to learn how 

trash degrades in the marine environment. 

Discuss the concept of degradation with 

students, and explain that some important 

signs of degradation are changes in shape, 

color, and size of an item. (Note: The loss 

of an item’s ability to withstand being 

pulled apart also is an important sign of 

degradation, but this only should be 

evaluated at the end of the experiment so 

that the natural degradation process is not 

accelerated.) 

2. Next, set up the experiment. Fill the 

containers half way with water. Put one of 

the pieces from every pair of trash in each 

container. Cover one container with netting 

or screening, and secure the covering with 

the rope or string. Take the covered 

container outdoors, and place it in an area 

that receives sun for as much of the day as 

possible. Keep the other container inside 

the classroom, and put it in an undisturbed 

area. (Note: You may want to put signs 

near the containers that say, “Science 

experiment – Do not touch!” Be sure to 

inform your school’s employees about the 

importance of not disturbing the 

containers.) 

3. Every day, have a different student 

record the weather conditions in the 

“Weather Watch” handout. Record the 

outdoor temperature, the type of cloud 

cover there is (to determine how much 

sunlight the experiment is receiving), and 

whether or not there has been any rain or 

other precipitation. 

4. Every week (for a minimum of two 

months) have the class observe the changes 

in the trash items, both in the indoor and 

the outdoor containers. Have different 

students fill in the “Degradation Data” 

handouts every week. (Note: You may want 

to use a camera to take pictures of the 

degrading trash on a weekly basis to 

monitor and display changes as accurately 

as possible. When taking pictures, place a 

card with the date on it in the upper right 

hand corner of the photograph to keep a 

precise record of when the photograph 

was taken.) 

24 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON THREE 

EXTENSIONS 

Six-pack rings are now made of 

photodegradable plastic (plastic that 

degrades when exposed to sunlight). 

Conduct an experiment to observe 

photodegradation. (Note: This 

experiment should be conducted over 

at least a three-month period.) Place 12 

six-pack rings in an area of the classroom 

that will not be disturbed. Then, fasten 

the same number of six-pack rings 

outside in an area that is usually in the 

sun and will not be disturbed. Make 

sure all rings are separated, do not 

touch one another, and are not blocked 

from the sun. Every week take a six-pack 

ring from both locations and compare 

how they look and how much they 

stretch when pulled. Discuss the 

differences. 

If your school is near the coast or a 

body of freshwater, conduct an 

experiment to see if trash degrades 

faster in water or on land. Place several 

trash items in a mesh bag or sack. Take 

these netted items to a pier, marina, or 

other site where the mesh bag can be 

tied onto a fixed object so that it hangs 

in the water. Make sure the trash 

cannot escape and that the net is tied 

securely so that you are not generating 

marine debris! (Note: If the site privately 

owned, be sure to check with its owner 

before proceeding.) Place identical 

pieces of trash in a plastic net and tie it 

to a post on land. Make sure the trash 

is securely fastened. Periodically 

compare the degradation using the 

procedure outlined in this lesson. 

5. At the end of the experiment, spread ◆ Does the ability of an item to degrade 

newspaper over a large table. Divide the affect whether it is found in the marine 

table into two sections and label one side environment? Based on this experiment, 

“indoor” and the other “outdoor.” hypothesize how degradability affects 

Retrieve both containers and place them marine debris. 

on the appropriate sides of the table. 

Take each pair of trash pieces out of the 6. Compare the completed “Weather 

containers one at a time and compare the Watch” and “Degradation Data” handouts. 

visible differences between the “indoor” Ask the class the following questions: 

and “outdoor” pieces of trash. Then have ◆ Did the weather seem to affect the rate 

a student try to pull apart the pieces of of degradation? How? 

trash to determine if there is a difference ◆ What weather conditions increase 

in strength between the “indoor” and “ degradation rates? outdoor” pieces. Ask the students the 

following questions. 

◆ Which pieces of trash have degraded? DIVE DEEPER: 

◆ Does whether the piece of trash was Other Resources on Marine Debris 

indoors or outdoors affect how much it ◆ NOAA’s Marine Debris 101: 

has degraded? How? www.marinedebris.noaa.gov 

◆ Which types of trash were degradable? ◆ EPA’s Marine Debris site: 

Which types were persistent? www.epa.gov/owow/oceans/debris 

25 
L ESSON THREE
 

HANDOUT 

Degradation Data – Outside Month: _________________________ 

Teachers: customize this handout based on the trash items you have in your experiment. 

Item Week 1 Week 2 

Apple core 

Bag, paper 

Bag, plastic 

Candy wrapper 

Cup, Styrofoam 

Cup, waxed paper 

Drink box and straw 

Egg carton, paper 

Egg carton, 

foamed plastic 

Glass bottle 

Newspaper 

Packing peanut, 

foamed plastic 

Packing peanut, starch 

Six-pack holder 

Steel can 

Weather Watch - Week 1 

Date Temperature Cloud Cover Precipitation 

Weather Watch - Week 2 

Date Temperature Cloud Cover Precipitation 

26 
L ESSON THREE
 

HANDOUT 

Degradation Data – Outside Month: _________________________ 

Item Week 3 Week 4 

Apple core 

Bag, paper 

Bag, plastic 

Candy wrapper 

Cup, Styrofoam 

Cup, waxed paper 

Drink box and straw 

Egg carton, paper 

Egg carton, 

foamed plastic 

Glass bottle 

Newspaper 

Packing peanut, 

foamed plastic 

Packing peanut, starch 

Six-pack holder 

Steel can 

Weather Watch - Week 3 

Date Temperature Cloud Cover Precipitation 

Weather Watch - Week 4 

Date Temperature Cloud Cover Precipitation 

27 
L ESSON THREE
 

HANDOUT 

Degradation Data – Inside Month: _________________________ 

Teachers: customize this handout based on the trash items you have in your experiment. 

Item Week 1 Week 2 

Apple core 

Bag, paper 

Bag, plastic 

Candy wrapper 

Cup, Styrofoam 

Cup, waxed paper 

Drink box and straw 

Egg carton, paper 

Egg carton, 

foamed plastic 

Glass bottle 

Newspaper 

Packing peanut, 

foamed plastic 

Packing peanut, starch 

Six-pack holder 

Steel can 

28 
L ESSON THREE
 

HANDOUT 

Degradation Data – Inside Month: _________________________ 

Item Week 3 Week 4 

Apple core 

Bag, paper 

Bag, plastic 

Candy wrapper 

Cup, Styrofoam 

Cup, waxed paper 

Drink box and straw 

Egg carton, paper 

Egg carton, 

foamed plastic 

Glass bottle 

Newspaper 

Packing peanut, 

foamed plastic 

Packing peanut, starch 

Six-pack holder 

Steel can 

29 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FOUR 

Marine Debris – 


Data Mining 


◆ “Marine Debris: Raw Data 2001-2005” 

Grades 6 – 8 

Grade Level: 

handout of from the International 

Coastal Cleanup (ICC)—a summary of 

items collected during cleanups 

Language Arts, Mathematics, Science, 

Subjects: 

Learning Skills: Social Studies 

Analyzing, Calculating, Classifying, 

Graphing/Charting, Communicating, 

Percentages 

Overview: 

This lesson is designed to increase students’ 

awareness of different kinds of debris in 

water environments, and the impact it may Duration:

have on animals, humans, and aquatic 40 minutes 

habitats. Students learn about different 

trash items and define “marine debris” Activity through a discussion about these items. 

Students then categorize debris and use 1. If the students have not learned about statistics and graphing to describe the marine debris prior to this lesson, begin types and amounts of marine debris that the lesson by reviewing the sources and are found each year. impacts of marine debris. Highlight how 

most debris found in our oceans is Objectives: preventable through proper handling and ◆ Define “marine debris.” disposal of waste items. ◆ Learn how marine debris items are 

classified by activities that reflect how 2. Distribute the “Marine Debris: Raw Data the debris found its way into water. 2001-05” handouts to the class, or make it ◆ Learn to create charts and graphs using available on classroom computers. Inform raw data. the students that the data are from The 

◆ Discuss results of charts and graphs. Ocean Conservancy, a U.S. marine 

conservation organization that sponsors Vocabulary: annual beach cleanup events all over the debris, foamed plastic, marine, marine country and the globe. Explain that debris, trash hundreds of thousands of volunteers 

record the items they find when they clean Materials: up beaches each September and send this 

◆ Handouts with a table showing the “Top information to The Ocean Conservancy, Ten” debris items found during the which compiles, prepares, and analyzes International Coastal Cleanup the data each year. 

30 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FOUR 

3. Instruct the students to use the data ◆ Discuss alternative charting techniques 

from Ocean Conservancy to make a bar that might be used for illustrating the 

graph comparing the quantities of the relative quantities of marine debris types. 

debris in each of the categories shown on 

the chart of raw data. Show students how 5. Have the students add up the number of 

to make the bar graphs using Excel or a items in each category. Students can use the 

similar software program. Students will software program to add up these items, 

prepare a bar graph for each activity or you can have them do it without com­

(“Shoreline and Recreation Activities,” puter help. Then, have the students add all 

“Ocean and Waterway Activities,” etc). the categories together for a grand total. 

All the charts should be titled (e.g., Have students derive the percentage each 

“Marine Debris from Shoreline and marine debris category represents by using 

Recreation Activities,” etc.), and the the category totals and the grand total. 

horizontal and vertical axis should be 

labeled. 6. Using these percentages, have the 

students create pie charts, again using 

4. Once the bar graphs are complete, Excel or similar software. 

have the students discuss the results. 

◆ Ask if bar graphs are the best format to 7. Using all the charts and graphs, discuss 

display the data. with students which categories of marine 

debris are most common.
 

sheet that surprised the students? 


◆ Were there any numbers on the data 

8. Students can create a three-dimensional ◆ Looking at the data sheet, ask students bulletin board to display the bar graph or to find the debris item with the lowest 

pie chart. Examples of the types of trash number of items found and the debris 

represented by the bar graph could be item with the largest number. glued or taped onto the board around 

the graph. 

31 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FOUR 

EXTENSIONS 

Trash Stats 

Americans generate large amounts of 

household trash every year. In 2005, each 

person in the United States produced 

approximately 4.5 pounds of trash each 

day! See if you can work out these trash 

math problems to learn even more. 

1. In 1990, Americans recycled and 

composted 34 million tons of trash. In 

2005, approximately 79 million tons were 

recycled and composted. By how many 

tons did recycling and composting 

increase from 1990 to 2005? In the 

United States, a ton is a unit of weight 

equal to 2000 pounds or (907 kilograms). 

Recalculate the amount recycled and 

composted using pounds or kilograms 

instead of tons as the unit of measure. 

2. Research the current population of 

your state or territory. How many 

aluminum cans or plastic bottles would 

be thrown away if everyone drinks two 

canned or bottled sodas a day for a week 

and for a year? 

3. Of the 196 million tons of trash 

generated in the United States in 1990, 

about 16 million tons were plastic. What 

fraction of the total trash generated 

was plastic? Reduce this fraction. Of the 

nearly 246 million tons of trash generated 

in the United States in 2005, about 29 

million tons were plastic. What fraction 

of the total trash generated was plastic? 

Reduce this fraction and compare to the 

1990 number. 

4. Americans produced 84 million tons 

of paper waste in 2005. In that same 

year, Americans produced a total 

of nearly 246 million tons of trash. 

What percentage of the total trash 

generated did paper make up? 

5. Of the nearly 246 million tons of trash 

generated by Americans in 2005, about 

54 percent was landfilled (the rest was 

recycled, composted or burned for 

energy). How much trash, by weight, 

was landfilled? 

6. Create pie charts and bar graphs 

using the following data from the 

International Coastal Cleanup. 

“Top Ten” Most Frequently 

Collected Marine Debris Items 

Data collected by volunteers in the 

United States during the International 

Coastal Cleanup (1986 – 2005) 

Item 20 Year Totals 

Cigarettes/Cigarette Filters 12,848,255 

Caps/Lids 4,186,593 

Cups/Plates/Utensils 3,575,209 

Bags 3,346,666 

Food Wrappers/Containers 3,318,729 

Beverage Bottles (Glass) 2,329,142 

Beverage Cans 2,293,559 

Beverage Bottles (Plastic) 1,965,210 

Straws/Stirrers 1,960,122 

Rope 925,301 

Total 36,748,786 

The International Coastal Cleanup 

is organized annually by the Ocean 

Conservancy. www.oceanconservancy.org/icc 

32 

DIVE DEEPER: 

Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: 

www.marinedebris.noaa.gov 

◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 
L ESSON FOUR
 

HANDOUT 

Marine Debris: Raw Data 2001-2005 


Shoreline and 2001 2002 2003 2004 2005 TOTALS 

Recreational Activities 

Bags 221,647 190,477 170,053 158,037 131,758 3,346,666 

Balloons 46,177 57,387 45,996 43,136 40,435 475,863 

Beverage Bottles (Glass) 205,772 226,251 211,359 199,804 159,941 2,329,142 

Beverage Bottles (Plastic) 2 liters 189,591 223,029 227,260 209,075 187,724 1,965,210 

Beverage Cans 202,983 238,826 207,225 189,132 148,000 2,293,559 

Caps, Lids 306,428 363,857 356,523 339,841 306,498 4,186,593 

Clothing, Shoes 50,836 50,205 48,807 48,293 43,311 661,794 

Cups, Plates, and Utensils 196,018 250,511 205,301 188,262 192,636 3,575,209 

Food Wrappers & Containers 295,109 444,447 418,795 390,995 356,447 3,318,729 

Pull Tabs 39,094 49,277 50,971 43,904 39,521 458,765 

Shotgun Shells/Wadding 17,824 16,792 20,689 14,247 14,497 63,360 

Six-Pack Holders 14,919 20,987 18,244 18,897 16,365 298,075 

Straws, Stirrers 151,660 182,794 180,091 158,984 134,538 1,960,122 

Toys 32,510 37,365 37,956 38,154 33,332 314,091 

Ocean and Waterway Activities 

Bait Containers/Packaging 19,855 21,511 21,126 18,529 15,154 75,049 

Bleach/Cleaner Bottles 10,842 14,263 11,743 11,290 8,220 195,111 

Buoys/Floats 17,457 19,494 18,737 12,110 11,212 245,496 

Crab/Lobster/Fish Traps 5,463 6,035 7,860 3,685 4,713 62,755 

Crates 2,640 2,580 2,782 2,140 2,264 28,929 

Fishing Line 27,828 32,741 32,862 25,981 27,741 416,456 

Fishing Lures/Light Sticks 10,593 14,082 12,593 11,955 10,693 234,619 

Fishing Nets 6,281 6,278 7,737 5,359 5,377 111,502 

Light Bulbs/Tubes 4,980 5,520 4,854 4,614 3,389 114,174 

Oil/Lube Bottles 11,582 14,120 10,838 10,331 8,605 203,465 

Pallets 2,190 2,433 2,839 2,051 1,895 45,021 

Plastic Sheeting/Tarps 41,268 44,163 47,247 40,436 40,567 316,170 

Rope 57,591 57,099 61,379 47,871 41,970 925,301 

Strapping Bands 20,367 18,829 22,730 16,858 13,833 249,521 

Smoking-Related Activities 

Cigar Tips 57,792 67,649 72,078 56,551 54,433 236,425 

Cigarette Lighters 22,856 21,369 21,362 17,845 22,903 344,411 

Cigarettes/Cigarette Filters 1,286,116 1,345,833 1,426,613 880,807 1,008,288 12,848,255 

Tobacco Packaging/Wrappers 48,786 51,090 49,564 39,353 35,859 175,088 

Dumping Activities 

55-Gallon Drums 890 769 833 864 559 32,257 

Appliances 1,234 1,606 2,061 1,788 1,510 6,138 

Batteries 5,241 6,304 6,135 5,836 5,107 22,488 

Building Materials 49,579 55,388 54,935 59,255 49,224 847,816 

Cars/Car Parts 10,217 10,447 9,891 10,206 8,216 39,086 

Tires 7,196 6,828 6,916 8,031 5,739 104,539 

Medical and Personal Hygiene 

Condoms 7,339 8,209 7,576 7,329 6,818 83,694 

Diapers 7,565 7,776 5,897 5,863 5,022 112,213 

Syringes 2,245 2,529 2,910 2,937 2,837 48,405 

Tampons/Tampon Applicators 10,261 11,435 10,155 11,874 8,617 179,555 

TOTALS 3,726,822 4,208,585 4,141,523 3,362,510 3,215,768 43,551,117 

Source: Ocean Conservancy, ICC Data Reports (2001-2005). www.oceanconservancy.org/ICC 

33 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FIVE 

Waste Inventory 


Grade Level: 

Grades 3 – 9 (older students can also do 

the charting and graphing portion of this 

lesson) 

Subjects: 

Language Arts, Mathematics, Science, 

Social Studies 

Overview: 

This lesson is designed to increase students’ 

awareness of the waste they and their 

family produce. Over the span of a week, 

students keep a log of the types and 

amounts of trash they generate, and how 

they dispose of that trash. Students also 

learn which items were (or could/should 

have been) recycled, and which items could 

become marine debris. 

Objective: 

To understand how our own behavior and 

activities can contribute to the marine 

debris problem, and how proper waste 

disposal methods and recycling can help 

prevent the problem. 

Vocabulary: 

disposal, recycling, waste generation 

Materials: 

Enough copies of the “Waste Inventory 

Log” handout for each student in the class. 

(Note: Students may need extra paper to 

complete the log.) 

Leaning Skills: 

Analyzing, Calculating, Classifying, 

Collecting Data, Comparing and 

Contrasting, Hypothesizing, Observing 

Duration: 

40 minutes for discussion; 20 minutes a day 

for a week for students to keep their logs. 

SAFETY & REGULATIONS 

Instruct students to ask their parents to 

help with the home inventory of waste. 

Activity 

1. On a Friday afternoon, pass out copies 

of the “Waste Inventory Log” handout. 

Explain to the students that from Monday 

through Friday of the next week they will 

write down everything they throw away in 

the “Waste Inventory Log.” Also explain 

what kind of information to record in the 

columns of the log. In the “Item” column, 

they should list every item they discard. In 

the “Number” column they should put a 

mark every time they throw away that 

type of item. 

2. Ask students to predict how many items 

the entire class will throw away in one 

week. Write down the predictions and save 

them until the logs are completed. 

3. Every morning, give the students 10 

minutes to write down the items they 

disposed of that morning and the night 

before. Also give them five minutes after 

lunch and five minutes at the end of the 

day to write down the items they disposed 

of during the day. 

4. At the end of the week, discuss the 

contents of the “Waste Inventory Logs.” 

Have a few students read their list of items 

to the class. Point out to the students which 

items are recyclable. Ask how recycling 

could affect the marine debris problem. 

34 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FIVE 

5. Tell the students to add the number of experiment, compare and discuss the 

items they discarded each day, and then quantities of trash each student has 

add the total number of items they threw generated. 

away over the five-day period. List these 

totals on the board. Have students 7. Finally, discuss the types of items that 

calculate a grand total for the class. were discarded that could become marine 

Compare this total with the estimates the debris. Ask students the following questions: 

students made at the beginning of the ◆ What types of items can become marine 

week. Discuss the differences between the debris? (Note that all items can become 

estimates and the actual total. marine debris if disposed of improperly.) 

◆ How could they become marine debris? 6. Another option that can demonstrate ◆ How could you prevent these items from the large quantities of trash people becoming marine debris? generate is to have the students carry ◆ How could you produce less waste? around their trash with them. Ask each 

student to bring in a medium-sized trash 

bag from home. Tell the students to use DIVE DEEPER: their bags to dispose of their trash. (Note: Other Resources on Marine Debris Tell students not to put food waste, glass, ◆ NOAA’s Marine Debris 101: or sharp objects in their bags.) Have the www.marinedebris.noaa.gov students carry their bags around with 

them everywhere they go. Continue the ◆ EPA’s Marine Debris site: 

experiment for a week. At the end of the www.epa.gov/owow/oceans/debris 

35 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON FIVE 

EXTENSIONS 

Have students research recycling programs 

in their community by contacting municipal or county employees and officials. 

Learn what kinds of materials are recycled, 

how much material is recycled, who 

participates in the program, and what 

the material is used for after it is 

recycled. Also have students think of 

ways to increase community 

involvement in recycling. 

If your school is not recycling, students 

can work with school officials to set up a 

recycling program for paper, cardboard, 

plastic bottles, aluminum cans or other 

materials. First, determine which types of 

items will be collected for recycling by 

contacting a local recycling company. 

Learn how the materials should be 

separated, and any other requirements 

that should be followed. Designate a 

collection center and be sure to obtain 

appropriate containers and other 

facilities. Then, arrange to have the 

items picked up and delivered to the 

recycler. The school may receive 

payments for the material you deliver to 

the recycler. This money can be used to 

fund the recycling project or other 

educational initiatives in your school. 

Recycling Electronic Waste 

Students and their schools can organize 

a day for everyone in the community to 

recycle old cell phones, computers, 

batteries, and other household 

electronic waste. Hazardous materials 

including lead, mercury, cadmium, and 

chromium are all present in electronic 

devices and lead to pollution when not 

disposed of properly. Computer monitors 

and television screens using cathode ray 

tubes are of significant concern as they 

contain an average of four pounds of 

lead. A major source of mercury in 

municipal waste systems comes from 

electronics. Many of these metals can be 

recovered and recycled. Contact the 

employees of your county or municipality 

to learn if they know of a company that 

accepts old electronics for recycling. If 

not, research and find one yourself. Once 

a recycling company has committed to 

help with a recycling event, you may 

have to raise some funding, as there 

usually are fees involved in recycling 

computer monitors and TVs. Local sponsors can pay these fees, or everyone 

dropping off a monitor or TV could be 

charged the appropriate amount. In 

addition to scheduling the recycling 

company and raising money, you will 

need to reserve a large parking lot for 

the event, recruit volunteers to run the 

event, and plan a promotional campaign 

to include newspapers, radio, and 

posters. After the event, write an article 

for the local newspaper letting the 

community know how many pounds of 

waste were saved from the landfill. 

36 
L ESSON FIVE
 

HANDOUT 

Waste Inventory Log 

Item Thrown Away Number of Items (Tally IIII ) 

1. 

2 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 

16. 

17. 

18. 

19. 

20. 

21. 

22. 

23. 

24. 

25. 

37 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON SIX 

Sources of Marine Debris:
 

From Street to Surf,
 

From Hand to Sand 


Grade Level: Materials:

Grades 5 – 9 ◆ “Data Collection Form—Litter in Our 

Neighborhood” handout 

Subjects: ◆ “Top Ten” Most Frequently Collected 

Science, Social Studies, Language Arts, Marine Debris Items handout 

Overview: Learning Skills: 

Many of us do not “see” litter in our Analyzing, Hypothesizing, Visualizing, 

surrounding environments. This exercise Working in Small Groups 

will increase students’ awareness of litter 

problems, and guide them towards Duration: 

understanding how litter becomes marine 20 minutes to assign the project and debris, with potentially harmful effects on provided background information human health and safety, wildlife, and Three days for students to collect data habitats. Students will observe and record 40 minutes to discuss results of data 

litter they see in their neighborhood, collection 

reflect on how the litter came to be there, 

then make predictions on how the littered SAFETY PRECAUTIONS 

items might make their way to the ocean. In this lesson, students should not be Students will compare the litter they have picking up the litter they see, but observed with data collected during the instead, they should just record what International Coastal Cleanup. they observe. 

Objectives: 

◆ Discover where marine debris typically Activity

comes from and how it commonly finds
 

its way into the marine environment. 
 1. If the students have not learned about 

marine debris prior to this lesson, begin the ◆ Learn how trash that is not properly lesson by reviewing the impacts of marine handled or disposed of on land can debris. Highlight how most debris found in become marine debris. 

our oceans is preventable through proper 

handling and disposal of waste items. Ask Vocabulary: students where they are most likely to find landfill, trash, waste, litter, marine debris, litter in their community. source, stormwater runoff, storm drain 

(storm sewer) 

38 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

LESSON SIX 

2. Distribute the “Data Collection Form – ◆ In what ways does your community’s 

Litter in Our Neighborhood” handouts to “Top Ten” list differ from the U.S. 

the class. Instruct the students to use the “Top Ten” list? 

form to record the number of pieces of ◆ Does your state have a “Bottle Bill” 

litter they see during the next three days. that requires a deposit on each bottle 

For example, if a student sees three and can? If so, are bottles and cans on 

beverage cans, he or she should write “3” your community’s “Top Ten” list? If your in the total box for that item. state does not have a bottle bill, are 

bottles and cans on your community’s 

3. After three days of data collection, have “Top Ten” list? 

the students bring their Data Collection ◆ Does your state have a curbside recycling forms to class. Ask each student to identify program where citizens place recyclables the three types of litter they found most in containers that are picked up for frequently. Ask a few students to share recycling? If so, are bottles and cans on their “top three” items with the class. your community’s “Top Ten” list? If your Discuss how these items came to be litter. state does not have a curbside recycling Point out that waste and trash become program, are bottles and cans on your litter only after they have been disposed community’s “Top Ten” list? of improperly. ◆ Ask students to share what surprised 

them about the two “Top Ten” lists. 4. Ask two students to volunteer to 

compile the data from all the Data Note: If you do this lesson every year, you Collection Forms, and identify the “Top can also have your class compare their Ten” most frequently littered items in your “Top Ten” list with previous years in your community. Depending on class size, community. students might need a day or two to 

complete this compilation exercise. 

7. As a class, discuss how the different 

sources of debris contribute to the marine 5. Write the “Top Ten” most frequently debris problem. Ask the students the littered items in your community on the following questions: board, and then distribute the “Top Ten 

Most Frequently Collected Marine Debris ◆ What kinds of items become marine 

Items” handouts to the class. Inform the debris? 

students that the Ocean Conservancy ◆ How could the litter found in their 

coordinates annual beach cleanup events community find its way to the ocean and 

all over the country. Explain that volunteers become marine debris? It is important 

record the items they find when they clean that the students understand what 

up beaches and the shores of rivers and stormwater runoff is and that stormwater 

send this information to the Ocean drains deposit rain water into streams 

Conservancy, which compiles these lists and other waterways. 

every year. ◆ What can the community do to prevent 

the generation of marine debris? 6. Compare and contrast the two 

◆ What can each of your students do to “Top Ten” lists. prevent the generation of marine ◆ What litter items are on both lists? debris? 

39 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

40 

LESSON SIX 

EXTENSIONS 

Have students draw a scene that shows 

where marine debris comes from and 

how it finds its way into the 

environment. 

Ask students to write a paragraph about 

one source of marine debris explaining 

what kinds of debris are generated by 

the source and how these items could 

enter the marine environment. 

Have the students imagine they are an 

animal that lives in a marine or aquatic 

environment, like a fish, a crab, or a 

turtle. Ask them to write a story about 

what they would feel as they watched 

debris and litter enter their “home.” You 

can ask the following types of questions 

to help the students imagine the situation: How would you react to people 

throwing trash out of a car or onto the 

street? How would you react to people 

throwing trash into the water from boats 

or from the shore? What would you 

think about a piece of net floating in the 

water? How would you feel about cans 

and bottles blocking the entrance to 

your favorite cave? 

If there is a storm drain (sometimes 

called storm sewer) nearby, show the 

students what it looks like. Tell them the 

name of the stream or river that the 

drain empties into. (If you do not know 

the name of the stream, see the U.S. 

Geological Survey web site for maps 

that will help: www.usgs.gov and 

www.nationalatlas.gov) Ask students to 

count all the pieces of trash they find 

within about 25 feet of the storm drain. 

Also have them look into the storm drain 

to see if there is any trash inside. Ask the 

students what they think might happen 

to the trash around the drain. Observe 

the trash around the storm drain before 

and after a heavy rain. 

Ask the students to write a story, poem, 

or song about the “travels” of a piece of 

marine debris. The story, poem, or song 

should discuss where the marine debris 

began its journey, how it traveled, where 

it traveled, and where it ended up. 

Another option is to write, stage, and 

perform a play or puppet show that 

illustrates the travels of one or more 

pieces of marine debris. 

Storm drains can be labeled with a 

stenciled message, “Don’t dump...this 

drains to the ocean” or other message 

so people can better understand that 

storm drains should be kept free of 

pollutants. Learn if a state agency or 

local nonprofit group has materials your 

students can use to apply this message 

to your community’s stormdrains. Be 

sure to get permission before applying 

paint or signs. 
THE DEFINITION, CHARACTERISTICS, AND SOURCES OF MARINE DEBRIS 

41 

LESSON SIX 

The Northwestern Hawaiian Islands 

became an American National 

Monument in 2006, and are now the 

world’s largest protected marine area. 

Rich in diversity and beauty, these islands 

also suffer from marine debris that 

comes from thousands of miles away. 

Using the following web sites, explore 

the Northwestern Hawaiian Islands and 

the impact marine debris is having on 

the birds, seals, and other animals that 

call them home. 

Voyage to Kure 

On this website you will take a 

fascinating voyage to Kure, one of the 

Northwestern Hawaiian Islands, with 

Jean-Michel Cousteau and 20 

experienced divers and scientists. 

Through pod casts, expedition diaries 

and games, you will explore an exciting 

part of our world, and learn how we can 

all help to protect it. 

www.pbs.org/kqed/oceanadventures/ 

episodes/kure 

NWHI Coral Reef 

Ecosystem Reserve 

www.hawaiireef.noaa.gov 

NWHI National Marine 

Sanctuary Encyclopedia 

This resource includes natural history, 

video clips, images, and fact sheets 

about the marine life of the 

Northwestern Hawaiian Islands. 

www8.nos.noaa.gov/onms/park/Parks/ 

?pID=12 

Hawaiian Islands 
L ESSON SIX
 

HANDOUT 

Data Collection Form –
 

Litter in Our Neighborhood
 

Student Name: ____________________________________________________________ 

Shoreline and Recreational Activities Tally ( IIII ) Total 

Bags 

Balloons 

Beverage Bottles (Glass) 

Beverage Bottles (Plastic) ≤ 2 liters 

Beverage Cans 

Caps/Lids 

Clothing, Shoes 

Cups/Plates/Utensils 

Food Wrappers & Containers 

Pull Tabs 

Shotgun Shells/Wadding 

Six-Pack Holders 

Straws/Stirrers 

Toys 

Ocean and Waterway Activities Tally ( IIII ) Total 

Bait Containers/Packaging 

Bleach/Cleaner Bottles 

Buoys/Floats 

Crab/Lobster/Fish Traps 

Crates 

Fishing Line 

Fishing Lures/Light Sticks 

42 

(Page 1 of 2) 
L ESSON SIX
 

HANDOUT 

Ocean and Waterway Activities Tally ( IIII ) Total 

Fishing Nets 

Light Bulbs/Tubes 

Oil/Lube Bottles 

Pallets 

Plastic Sheeting/Tarps 

Rope 

Strapping Bands 

Smoking-Related Activities Tally ( IIII ) Total 

Cigar Tips 

Cigarette Lighters 

Cigarettes/Cigarette Filters 

Tobacco Packaging/Wrappers 

Dumping Activities Tally ( IIII ) Total 

55-Gallon Drums 

Appliances 

Batteries 

Building Materials 

Cars/Car Parts 

Tires 

Other Items Found Tally ( IIII ) Total 

Total Number of Litter Objects Collected in Our Neighborhood 

Derived from ICC Data Card—Ocean Conservancy (Page 2 of 2) 

43 
LESSON SIX
 

HANDOUT 

“Top Ten” Most Frequently 


Collected Marine Debris Items
 

Data collected by volunteers in the United States 

during the International Coastal Cleanup (1986 – 2005) 

Item 20 Year Totals 

Cigarettes/Cigarette Filters 12,848,255 

Caps/Lids 4,186,593 

Cups/Plates/Utensils 3,575,209 

Bags 3,346,666 

Food Wrappers/Containers 3,318,729 

Beverage Bottles (Glass) 2,329,142 

Beverage Cans 2,293,559 

Beverage Bottles (Plastic) 1,965,210 

Straws/Stirrers 1,960,122 

Rope 925,301 

Total 36,748,786 

The International Coastal Cleanup is 

organized annually by the Ocean Conservancy. 

www.oceanconservancy.org/icc 

44 
UNIT TWO 

The Effects of Marine Debris
 

Marine debris can have serious impacts 

on both marine wildlife and humans. 

Debris can entangle, maim and even 

drown many wildlife species. Animals 

can also mistake some debris for food; 

once ingested, these materials can cause 

starvation and/or choking. Although 

almost any species can be harmed by 

marine debris, certain species – including 

seals, sea lions, seabirds and sea turtles – 

are more susceptible to its dangers than 

others. For humans, marine debris 

causes problems such as the aesthetic 

degradation of ocean waters and 

beaches, as well as health and safety 

hazards. The impacts of marine debris 

can also result in economic hardships for 

coastal communities related to tourism 

and the fishing industry. 

How Does Marine Debris 

Affect Marine Wildlife? 

The two primary threats that marine 

debris poses to marine wildlife are 

entanglement and ingestion. 

Entanglement results when an animal 

becomes encircled or ensnared by debris. 

Some entanglement occurs when the 

animal is attracted to the debris as part 

of its normal behavior or out of curiosity. 

For example, an animal may try to play 

with a piece of marine debris or use it 

for shelter. Some animals, such as seabirds, 

may see fish caught in a net as a source 

of food, and become entangled while 

going after the fish. 

45
THE EFFECTS OF MARINE DEBRIS 

Entanglement is harmful to wildlife for 

several reasons: 

◆ It can cause wounds that can lead to 

infections or loss of limbs. 

◆ It may cause strangulation, choking or 

suffocation. 

◆ It can impair an animal’s ability to swim, 

which can cause drowning, or make it 

difficult for the animal to move, find 

food and escape from predators. 

Ingestion occurs when an animal swallows 

marine debris. Ingestion sometimes 

happens accidentally, but generally 

animals ingest debris because it looks 

like food. For example, a floating plastic 

baggie can look like a jellyfish, and resin 

pellets (i.e., small, round pellets that are 

the raw form of plastic, which are melted 

and used to form plastic products) can 

resemble fish eggs. Ingestion can lead to 

choking, starvation or malnutrition if the 

ingested items block the intestinal tract 

and prevent digestion, or accumulate in 

the digestive tract and make the animal 

feel “full,” lessening its desire to feed. 

Ingestion of sharp objects can damage the 

digestive tract or stomach lining and cause 

infection or pain. Ingested items may also 

block air passages and prevent breathing, 

causing the animal to suffocate. 

ENDANGERED AND THREATENED SPECIES 

Endangered species: A species of 

animal or plant that is in immediate 

danger of becoming extinct. 

Threatened species: A species 

whose numbers are low or declining. 

A threatened species is not in 

immediate danger of extinction, but 

is likely to become endangered if it 

is not protected. 

In the United States and throughout 

the world, many species of plants and 

animals are in danger of going extinct. 

In the United States, these species and 

“...the ecosystems upon which they 

depend” are protected by the 

Endangered Species Act (ESA). 

The ESA is administered by two 

federal agencies: 

◆ U.S. Fish and Wildlife Service (FWS) 

(www.fws.gov/)

◆ National Oceanic and Atmospheric 

Administration (NOAA) Fisheries, 

Office of Protected Resources 

(www.nmfs.noaa.gov/pr/species/)

NOAA Fisheries deals with 

marine species, and the 

FWS has responsibility 

over freshwater fish and 

all other species. Lists 

of endangered marine 

animals (including 

whales, seals, sea turtles, 

and fish) can be found at 

www.nmfs.noaa.gov/pr/

species/esa/.

There is also an international 

agreement called the Convention on 

International Trade in Endangered 

Species of Wild Fauna and Flora 

(CITES) that protects wildlife against 

over-exploitation by restricting 

international commerce in plant 

and animal species believed to be 

actually or potentially harmed by 

trade. This agreement between 

governments aims to ensure that 

international trade in specimens of 

wild animals and plants does not 

threaten their survival. For more 

information, visit www.cites.org/.

46
THE EFFECTS OF MARINE DEBRIS 

Entangled loggerhead sea turtle 

Effected Animals 

Marine mammals, sea turtles, birds, fish, 

and crustaceans all have been affected 

by marine debris through enganglement 

or ingestion. Unfortunately, many of the 

species most vulnerable to the impacts 

of marine debris are endangered or 

threatened. Endangered species are 

plants or animals that are in immediate 

danger of becoming extinct because 

their population levels are so low. 

Threatened species are plants or animals 

that may become endangered in the 

near future. 

Marine Mammals 

and Debris 

A conservative estimate is that more 

than 100,000 marine mammals die every 

year from entanglement or ingestion of 

marine debris.1 Of the different types of 

marine mammals, seals and sea lions are 

the most affected (primarily by incidents 

of entanglement) because of their 

natural curiosity and tendency to 

investigate unusual objects in the 

environment.2 Fishing nets, fishing line, 

ropes, plastic sheeting and packing straps 

can be major problems for these animals. 

Some studies have linked the decline of 

the northern fur seal of Alaska and the 

endangered Hawaiian monk seal to 

entanglement in marine debris.3 Whales, 

including endangered humpback and 

gray whales, have been found entangled 

in fishing nets and line, and some 

stranded (run aground) whales have 

been found with nets and other forms 

of marine debris in their stomachs. 

Manatees (another endangered species) 

have become entangled in crab-pot lines, 

and dolphins and porpoises can also get 

caught in abandoned or active fishing 

nets. Ingestion of debris by marine 

mammals appears to occur less frequently, 

but it has been reported for elephant 

seals, sea lions, certain types of whales 

and manatees. These cases are significant 

because they contribute to or result in 

the death of the animals due to 

suffocation or starvation. 

Entangled manatee 

1 David Laist, Marine Mammal Commission, private communication, March 22, 2007.
 

2 Marine Mammal Commission Annual Report to Congress, 2002, www.mmc.gov/reports/annual (accessed May 25, 2007)
 

3 Marine Mammal Commission Annual Report to Congress, 2002, www.mmc.gov/reports/annual (accessed May 25, 2007)
 

47
 

THE EFFECTS OF MARINE DEBRIS 

Sea Turtles and Debris 

All six species of sea turtles found in the 

United States have been found entangled 

in different types of marine debris, such 

as fishing line, rope and fishing nets. 

However, ingestion of debris is an even 

greater problem for these species, as they 

are indiscriminate feeders. Sea turtles 

have swallowed plastic bags because they 

look like jellyfish, one of their favorite 

foods. Cases of turtles swallowing 

balloons, tar balls and other debris that 

has become encrusted with algae and 

other marine forms have also been 

reported. Ingesting debris can block a 

sea turtle’s digestive tract, leading to 

starvation and a painful death. 

Sea turtles are 

air-breathing 

reptiles that are 

well adapted to 

life in the marine 

environment. 

They inhabit 

tropical and 

subtropical 

ocean waters 

throughout the 

world. Of the 

seven species of sea turtles, six 

are found in U.S. waters: green, 

hawksbill, Kemp’s ridley, 

leatherback, loggerhead and olive 

ridley. All of these species are listed 

as endangered or threatened under 

the U.S. Endangered Species Act. 

Learn more about sea turtles at 

www.sefsc.noaa.gov/seaturtle

STSSN.jsp

SEA TURTLES 

Loggerhead sea turtle 

Seabirds and Debris 

An estimated one 

million seabirds are 

thought to die from 

entanglement or 

ingestion each year. 

Since most seabirds 

feed on fish, they 

are often attracted 

to fish that have 

been caught or 

entangled in nets 

and fishing line. 

Unfortunately, 

when birds prey 

upon entangled 

fish, they can become entangled themselves. Entanglement in fishing line has 

been a particular problem for the brown 

pelican, which is an endangered species. 

Seabirds are some of the most frequent 

victims of abandoned nets. As many 

as 100 birds have been found in a 

single abandoned net.4 Ducks, geese, 

cormorants, terns, plovers, gulls and 

even penguins have been found 

entangled in debris. The ingestion of 

resin pellets and other small, colorful 

plastic pieces can also be a problem for 

wildlife. Many types of birds have been 

found to feed on these pellets, most 

likely because they mistake them for 

fish eggs or other types of food. 

Frigate bird in net 

Plastic debris eaten by adult birds can be 

regurgitated as food for hatchlings. 

In 2006, teachers and scientists involved 

with the Northwestern Hawaiian Islands 

Multi-Agency Education Project found 

a dead Laysan albatross chick with 306 

pieces of indigestible plastic in its 

stomach, some as long as six inches. 

Normally, the chick’s diet consists of 

pieces of fish, fish eggs, squid and 

octopus.5 

4 U.S. Environmental Protection Agency, Assessing and Monitoring Floatable Debris, August 2002. EPA Document EPA-842­

B-02-002. www.epa.gov/owow/oceans/debris/floatingdebris (accessed May 25, 2007)
 

5 Patricia Greene, Northwestern Hawaiian Islands Multi-Agency Education Project, “Death of a Laysan Albatross Chick,” July
 

2006, www.hawaiianatolls.org/research/June2006/albatross_death.php (accessed April 17, 2007).
 

48
THE EFFECTS OF MARINE DEBRIS 

Fish, Crustaceans 

and Debris 

Fish and crustaceans (such as lobsters and 

crabs) are frequently caught in lost or 

discarded fishing nets and fishing line 

(also referred to as derelict fishing 

gear). This phenomenon is known as 

ghost fishing (see below). For example, 

a 1/2-mile section of nylon net was found 

in Lake Superior. The net had been 

abandoned for an estimated 15 years 

and contained 100 pounds of fish, much 

of which was rotten. It is estimated that 

coastal fishermen in the state of 

Washington have lost an estimated 150 

to 300 gillnets per year over a 30 year 

period. These nets can measure 1,800 

feet long and 100 feet deep, resulting in 

a dangerous ghost fishing situation. 

When fishing nets, fishing line, crab 

and lobster pots or other fishing 

gear are lost or discarded, they 

continue to “fish” for sea animals 

long after they have been forgotten 

by fishermen. Fishing nets and 

fishing lines from commercial fishing 

boats can be very long and 

can be transported by 

currents and waves for 

long distances. This 

ghost fishing catches 

seabirds, fish, sharks, 

sea turtles and other 

creatures and most die 

if they cannot free 

themselves in time to 

prevent drowning or starvation. 

GHOST FISHING 

Lobster 

traps 

Fishing nets collected in Hawaii 

Lost traps also continue to attract fish 

and crustaceans, which enter them in 

search of food or shelter. In New England 

alone, it is estimated that nearly one-half 

million lobster pots are lost every year.6 

Over 900 derelict crab pots were observed 

during five days of sonar surveying in the 

northern Puget Sound, Washington, and 

studies show that derelict crab pots have 

a detrimental effect on the Chesapeake 

Bay – they continue to catch blue crabs 

and other important living bay resources 

without ever being retrieved.7 

In addition to killing marine animals, 

derelict fishing gear is also dangerous to 

many aquatic habitats such as coral 

reefs, sea grass beds and shallow areas 

of an estuary. 

A brochure, poster and fact sheet about 

how boaters and fishermen can reduce 

marine debris can be found at 

www.marinedebris.noaa.gov.

6 U.S. Environmental Protection Agency, Assessing and Monitoring Floatable Debris, August 2002. EPA Document EPA-842­

B-02-002. www.epa.gov/owow/oceans/debris/floatingdebris (accessed May 25, 2007)
 

7 NOAA Office of Response and and Restoration, “NOAA, Virginia Institute of Marine Science Announce Plans to Aid
 

Chesapeake Bay Cleanup,” Sept. 5, 2006, www.noaanews.noaa.gov/stories2006/s2693.htm (accessed April 17, 2007)
 

Karl Blankenship, The Bay Journal, “They Check In and They Don’t Check Out,” February 2006,
 

www.bayjournal.com/article.cfm?article=2729 (accessed April 17, 2007).
 

49
THE EFFECTS OF MARINE DEBRIS 

MARPOL Annex V is an international 

treaty controlling marine pollution 

from ships. Countries which ratify 

MARPOL, including the United 

States, must pass laws that make it 

illegal to put any type of trash into 

the water from a vessel that is on a 

U.S. lake, river, or in coastal waters 

up to three miles offshore. This 

includes fishing gear such as nets, 

crab pots, lobster pots, fishing line, 

and bait containers. 

www.imo.org 

MARPOL ANNEX V 

Other Impacts 

on Wildlife 

Marine and coastal animals are also 

affected when their feeding grounds, 

nesting sites and other habitats are 

harmed by marine debris. For example, 

lost or discarded fishing gear and nets can 

drag along the ocean floor or through 

coral reefs, damaging the animals and 

Discarded fishing line 

Pelican caught in fishing line 

plants that live there. Tarps and sheets 

of plastic can cover large areas of the 

ocean floor, coral reefs and other 

sensitive habitats. 

As mentioned earlier, many marine 

animals ingest small pieces of marine 

debris (primarily made of plastic) that can 

accumulate in their bodies. Zooplankton 

and other small organisms have been 

found to ingest micro-particles of plastic. 

According to a report by the U.S. 

Environmental Protection Agency, when 

animals higher on the food chain eat 

those organisms, they also ingest those 

items and accumulates in their bodies.8 

The higher an animal is on the food 

chain, the greater the quantity of the 

substance that is consumed and accumulated. For example, eagles and other 

predators high on the food chain have 

been found with large concentrations of 

plastic pellets in their stomachs after 

preying on smaller birds, which previously 

ingested the material in fish. When an 

animal accumulates pollutants in their 

body, it is called bioaccumulation. 

Biomagnification refers to the 

tendency of pollutants to concentrate 

as they move from one feeding level 

(also called trophic level) to the next. 

8 U.S. EPA, “Assessing and Monitoring Floatable Debris,” August 2002, Publication number EPA-842-B-02-002. Full Document 

at www.epa.gov/owow/oceans/debris/floatingdebris/ (accessed April 17, 2007). 

50
THE EFFECTS OF MARINE DEBRIS 

How Does Marine 

Debris Affect Humans? 

Economic Impacts of 

Marine Debris 

Marine debris also can have serious 

consequences for humans. Marine debris 

is visually unpleasant both on shore and 

floating on the water. Marine debris seen 

and found on beaches and shorelines 

degrades the quality of coastal areas and 

lifestyles. Coastal communities can lose 

millions of tourism dollars when large 

amounts of marine debris make their 

beaches unattractive and unsafe to 

visitors. In addition to the lost revenue, 

it can also be very expensive for coastal 

communities to clean up beaches 

littered with marine debris. Some beach 

communities spend thousands of dollars 

purchasing beach-cleaning machines and 

hiring people to operate the machines. 

Lost or discarded fishing gear can 

financially harm a region’s industries in 

several ways. In addition to the costs 

associated with replacing the missing 

gear, marine debris can cause costly or 

irreparable damage to boats. Fishing nets 

can wrap around propellers, plastic 

sheeting and bags can clog cooling water 

intakes and lost nets or lines can entangle 

vessels – possibly endangering the ship’s 

crew. Marine debris that wraps around 

boat propellers or punctures holes in the 

bottom of boats can disable vessels, 

thereby endangering human lives. This is 

especially serious if power is 

lost in a storm and the boat 

cannot return to shore 

or steering is hampered 

and the boat cannot 

avoid collision. Even 

submarines can be 

obstructed by 

abandoned fishing nets, 

making navigation and 

surfacing difficult. 

When lobster or crab traps are lost, they 

can trap thousands of animals that 

consequently are never caught and sold. 

Ghost fishing also kills an untold number 

of fish that may have found their way to 

market or would have spawned the next 

generation. In 2004, the Northwest 

Straits Commission worked with local 

partners to survey derelict gear in Port 

Gardner, in northeast Washington. Their 

survey found 842 derelict gear items, 

with a density of 136 items per square 

kilometer. When some of the derelict 

crab pots were retrieved, researchers 

found that one-third were still actively 

capturing and killing Dungeness crab.9 

The continual loss of animals from 

ghost fishing can impact populations of 

commercial and noncommercial species. 

Ghost fishing can also alter the species 

diversity (the number of species in a 

community) and the relative abundances 

of those species. Marine ecological 

communities, like terrestrial ones, are 

very complex. Death of wildlife due to 

ghost fishing is one more factor that 

affects species interactions in 

communities. 

9 Northwest Straits Marine Conservation Initiative, “Derelict Fishing Gear Removal,” Not Dated, 

www.nwstraits.org/PageID/142/default.aspx (accessed April 17, 2007). 

51
THE EFFECTS OF MARINE DEBRIS 

In 2005, a Russian submarine sank 

off Russia’s eastern coast after 

becoming ensnared in a discarded 

fishing net and cables, which were 

wrapped tightly around the 

submarine’s propeller and hull. An 

international rescue effort was 

launched to rescue the seven-man 

crew. The vessel’s air supply was 

getting dangeroulsy low when the 

British Royal Navy cut the 

entangling debris and released the 

submarine. All Russian crew 

members survived. For more 

information, visit 

www.cnn.com/2005/WORLD/europe/

08/06/russia.sea/index.html

ENSNARED SUBMARINE 

Health and Safety 

Impacts of Marine Debris 

Marine debris also can endanger people’s 

health and safety. Sharp objects, such as 

broken glass and rusty metal, may cause 

injuries when people step on them on 

the beach or ocean floor. Abandoned 

fishing nets and lines can entangle scuba 

divers, with some divers barely escaping 

serious injury or death. Contaminated 

debris, including medical waste and 

sewage, may pose a public health 

hazard through disease transmission. 

Key Points 

◆ All species of wildlife can be harmed 

by marine debris, but certain species 

are more susceptible to its dangers 

because their behavior patterns attract 

them to marine debris. The impact 

of marine debris on endangered or 

threatened species is particularly 

significant because the numbers of 

these species are already so low. 

◆ The entanglement of animals in 

marine debris can cause wounds, 

associated infections, strangulation 

and the impaired ability to swim, find 

food and escape predators. Entangled 

marine mammals and sea turtles can 

drown if they cannot reach the water’s 

surface to breathe. 

◆ The ingestion of marine debris by 

animals can cause starvation, 

suffocation, internal injuries and 

infections. 

◆ Marine debris is an eyesore that blights 

open ocean and beach environments. 

◆ Marine debris can cost coastal 

communities a great deal of money in 

lost tourist revenues. Cleaning up 

marine debris also can be expensive. 

◆ The impacts of marine debris on an 

area’s fishing industry can be significant. Marine debris damages boats 

and can kill fish and other commercial 

species that otherwise would be sold. 

It can also impact marine ecological 

communities by changing the diversity 

and relative abundance of commercial 

and noncommercial species. 

◆ Marine debris can endanger the lives 

of people when the functioning of 

boats and other vessels is impaired. 

It may also cause injuries or transmit 

disease directly to humans. 

52
THE EFFECTS OF MARINE DEBRIS 

LESSON ONE 

Marine Animals 


and Harmful Debris 


Grade Level: 

Grades 2 – 4 

Subjects: 

Language Arts, Science 

Overview: 

Students listen to descriptions of marine 

animals and then identify marine debris 

items that could harm them. 

Objective: 

To learn about the characteristics of marine 

animals that can make them susceptible to 

the hazards of marine debris. 

Vocabulary: 

endangered species, entanglement, 

ingestion, resin pellets, threatened species 

Materials: 

◆ One or more copies of the “Animal 

Tales” handout 

◆ Foamed plastic cup/plate/bowl pieces 

◆ A piece of fishing net (or a large mesh 

onion or vegetable bag) 

◆ Fishing line or rope 

◆ Six-pack ring 

◆ Plastic shopping bag or piece of plastic 

sheeting 

◆ Lobster or crab pot (or a wooden box 

or crate) 

◆ Balloon and its ribbon 

◆ Other types of debris (such as a plastic 

cup, a pull tab from a can, a metal bottle 

cap and a glass bottle) 

Learning Skills: 

Analyzing, Public Speaking, Reading, 

Visualizing 

Fur Seal 

Duration: 

40 minutes 

Activity 

1. Place the items of debris on the floor 

in the middle of the classroom and have 

students form a circle around the items. 

Read the description of the seal on the 

“Animal Tales” handout, or ask one of 

your students to read it to the class. 

(NOTE: You might want to make copies 

of the handout and distribute it to the 

students so they can follow along.) 

53
 

THE EFFECTS OF MARINE DEBRIS 

LESSON ONE 

Monk Seal 

2. Choose a volunteer to be a seal and 

ask him or her to go into the center of the EXTENSIONS 

circle and pick up an item of debris that 

might harm a seal. Ask the “seal” to tell Have students locate photographs, 

how and why it might become injured by artwork or articles describing the 

this piece of debris. Encourage students to impacts of marine debris on wildlife. 

think about how animals could become Students can work individually or in 

entangled in the debris items, plus how pairs to research a particular type of 

the animals might eat the items, mistaking marine wildlife and develop a “photo 

the debris for food. essay” or brief presentation about 

how marine debris harms a particular 

3. Repeat this procedure for the remainder species. Students could also focus on a 

of animals on the handout. After you have particular type of marine debris and 

finished, ask the students if they can its impacts on wildlife in general. 

associate any other pieces of debris with 

one of the animals in a way that the class Take students on a field trip to an 

has not yet discussed. aquarium or nature center/reserve, 

where they can learn about 

4. Explain that many species of mammals, endangered and threatened species 

sea turtles, birds and fish that encounter that might be harmed by marine 

marine debris are endangered or debris. Contact the aquarium or 

threatened. Ask students how marine nature center/reserve in advance and 

debris could pose special problems for ask for a guided tour that emphasizes 

these species. End your discussion by the problems that marine debris 

helping students to understand that any poses for endangered and threatened 

animal that lives in the ocean or along the species. 

coast can be affected by marine debris. 

54
L ESSON ONE
 

HANDOUT 

Animal Tales 

SEAGULL 

I look for food in the piles of seaweed and shells that wash up 

on the beach by the tides. If I can, I will eat food that has 

already been caught by someone or something else. I also like 

to eat fish eggs, which are round and clear. 

SEAL 

I like to play in the water and I am curious about new things. 

I like to investigate objects that float on the surface of the 

ocean. My nose is perfect for poking into things – but 

sometimes I can get caught. 

FISH 

I swim into holes and near objects that offer shelter from 

bigger fish. If a lot of smaller fish are gathered in one area, 

I may swim closer to see if I can eat them for lunch. 

SEA TURTLE 

I am a turtle that lives in the ocean. One of my favorite foods 

is jellyfish. Jellyfish float near the surface of the water and 

you can see right through them! 

LOBSTER 

I crawl along the bottom of the ocean searching for food. 

Sometimes I find a meal inside a wooden crate resting on the 

ocean floor—but once I get into the crate, I can’t get out again. 

55
LESSON TWO 

THE EFFECTS OF MARINE DEBRIS 

All Tangled Up
 

Leatherback sea turtle entangled in fishing gear 

Grade Level: 

Grades 1 – 4 

Subjects: 

Language Arts, Science 

Overview: 

Students perform an experiment in which 

they wrap a rubber band around their 

fingers and across the back of their hand 

and try to disentangle themselves. As a 

class, students discuss their thoughts and 

reactions and relate to real animals. Older 

students will write a short story about an 

entangled animal. 

Objective: 

To learn about wildlife entanglement by 

experiencing what it might be like to be a 

marine animal trapped in debris. 

Vocabulary: 

abandoned net, entanglement 

Materials: 

◆ A small- to medium-sized (thin) rubber 

band for each student 

◆ One copy of the “Animal Entanglement” 

Handout 

Learning Skills: 

Analyzing, Experimenting, Visualizing, 

Writing 

Duration: 

20 minutes 

Activity 

1. Discuss how animals need a healthy 

environment in which to live, just like we 

do. This includes a habitat that is free from 

pollution. Litter that becomes marine 

debris can harm the animals that live in 

or near the ocean. 

2. Distribute the rubber bands to students 

and have them follow the procedure 

below. (Note: As an alternative, you may 

want to have one or two students come 

up to the front of the room to perform 

the exercise with rubber bands as a 

demonstration; then include the entire 

class in the discussion.) 

◆ Hold your hands up in front of your face, 

with the back of your hands towards 

your face. 

◆ Hold the rubber band in your right hand 

and hook one end of it over the little 

finger of your left hand. 

◆ Hook the other end of the rubber band 

over the left-hand thumb. The rubber 

band should be taut and resting across 

the bottom knuckles on the back of your 

left hand (see photo next page). 

56
THE EFFECTS OF MARINE DEBRIS 

LESSON TWO 

◆ Place your right hand on the bottom of 

your left elbow, and keep it there. 

◆ Try to free your hand of the rubber band 

without using your right hand, teeth, 

face or other body parts. 

3. While students are struggling, ask the 

class to imagine that they are seagulls that 

have gotten pieces of fishing line, 

abandoned net or other debris wrapped 

around their beaks or necks. Tell them the 

birds are unable to eat until they are free 

from the debris. Ask the students the 

following questions: 

◆ How would you feel after struggling like 

this all morning? 

◆ How would you feel after missing 

breakfast? 

◆ What would happen if you continued to 

miss meals and spent all of your strength 

fighting to get free? 

◆ What would happen if a predator were 

chasing you? 

Encourage students to share their thoughts 

and feelings about being entangled. 

Remind them that their experience is 

similar to that of a bird or other marine 

animal that becomes entangled in debris. 

4. For Grades 3 and 4: Post the “Animal 

Entanglement” handout at the front of 

the class. Ask students to select one of the 

animals pictured and write a paragraph 

from that animal’s point of view telling 

how it feels to be entangled in marine 

debris. Students should include as many 

details from the illustration as possible in 

describing their experience. Encourage 

students to use a range of senses and 

feelings in their descriptions, and to be as 

imaginative as possible. 

EXTENSIONS 

Have a volunteer come up to the front 

of the room and experiment with 

entangling his or her hands or arms in 

a six-pack ring. This activity should be 

carefully guided by the teacher. Have 

the student remove the six-pack ring, 

or help him or her to do so. Then cut 

the loops of each ring with a scissors. 

Have another volunteer experiment 

with becoming entangled in the cut 

ring. Have students compare the two 

experiences. Then discuss why cutting 

six-pack rings is a good practice. 

Have students discuss how balloons 

and balloon ribbons can present 

problems to fish, birds, turtles and seals. 

Using the Internet, older students can 

investigate whether your state has a law 

against the mass release of balloons. 

Students can make posters, or write 

letters to the editors of newspapers to 

help increase knowledge about the 

need to keep balloons and balloon 

ribbons from becoming marine debris. 

57
L ESSON TWO
 

58

Animal 

Entanglement 

H ANDOUT 
LESSON THREE 

How Harmful 


Is Marine Debris? 


Grade Level: 

Grades 3 – 7 

Subjects: 

Language Arts, Science, Social Studies 

Overview: 

Students complete a form that requires 

them to make decisions about how severely 

different types of marine debris affect 

animals, people, vessels, and habitat. As a 

class, results are totaled and analyzed to 

determine which types of marine debris are 

most harmful to the different categories. 

Objective: 

To explore the effects of marine debris on 

animals, people, vessels and habitats. 

Vocabulary: 

ghost fishing, medical waste 

Materials: 

◆ Enough copies of the “How Harmful 

Is It?” handout for the entire class. 

This is a three-page handout. 

◆ Examples of the different types of 

debris to be discussed (to accompany 

the handout above): 

● Fishing line 

● Paper cup 

● Lobster or crab pot 

● Six-pack ring 

● Resin Pellet 

● Plastic grocery or trash bag 

●	 Broken glass bottle [CAUTION – 

use care when handling this material] 

● Section of a fishing net 

Learning Skills: 

Analyzing, Calculating, Classifying, 

Comparing and Contrasting, DecisionMaking 

Duration: 

30 minutes to complete tally; 30 minutes 

(preferably the next day) to analyze and 

discuss results 

Activity 

1. Distribute the “How Harmful Is It?” 

(three-page) handout to the class. Make 

sure students are familiar with the types 

of debris presented in the handout. If 

possible, label and display examples of 

the actual debris or use sample debris 

images provided at the end of this lesson. 

Review with students the instructions at 

the top of the handout. Then have 

students complete the table. 

2. Collect the handouts and calculate class 

subtotals for each type of debris on the 

handout (add together the students’ 

subtotals and divide by the number of 

students in the class). NOTE: You can do 

this with the class or on your own and 

present the totals the next day. Pass back 

to students their original handouts. 

3. Write the class subtotals on the board. 

As a class, analyze the results of the tally. 

Initiate discussion by asking questions such 

as the following: 

59
THE EFFECTS OF MARINE DEBRIS 

LESSON THREE 

◆ According to class results, which types of different components of marine and
 

marine debris are most harmful to seals?
 coastal communities. Students should come 

Sea turtles? Seagulls? Which type or away with the knowledge that certain
 

types of debris seem to be most harmful
 types of debris may have a greater effect 

to animals in general? (Repeat this series on specific animals, people, vessels and 

of questions for people, vessels and habitats, but that almost all marine debris 

habitats.) can be harmful to these different 

communities.
 

marine debris are the most harmful? Do
 

you agree? Why or why not?
 

◆ According to class results, which types of 

◆ According to class results, which type of EXTENSIONS 

debris is the least harmful? Do you
 

agree? Why or why not?
 Have students design a “Most 

Wanted” poster for the type of 


received a low grand total, yet are very
 

◆ Are there any types of debris that 

marine debris that they think is the
 

harmful on the list? Which ones?
 most dangerous. The poster should 

include an illustration of the debris 

and list some of its “crimes.” Students 

individual results might have varied from 

4. Discuss with students how their 

might also mention a “reward” on the 

the class results. Help them to understand poster for the person who finds this 

that people may have had different type of debris and disposes of it 

opinions about how harmful certain debris properly or identifies it to the proper 

is based on their own attitudes and authorities for disposal. 

experiences. 

Have students find articles and papers 

The discussion also should introduce the about marine debris written by 

concept that the abundance of certain scientists, and compare the data in 

types of debris may make them more these publications with the results 

harmful on a large scale than other types from the class exercise. Have the 

that appear to be more dangerous. For students compare and contrast the 

example, bottles and cans may be two sets of information, and indicate 

abundant forms of debris, but they are what they found most interesting 

not as potentially harmful as other forms from the scientific publications about 

of debris such as discarded fishing line and marine debris. 

abandoned nets. One fishing net can 

continually maim or kill unsuspecting 

wildlife, while a hundred soda cans on the 

beach are primarily an eyesore and will 

not intentionally harm marine and coastal 

animals and communities. DIVE DEEPER: 

Other Resources on Marine Debris 

NOTE: The numbers that students arrive at 

◆ NOAA’s Marine Debris 101: by doing this exercise do not represent www.marinedebris.noaa.gov objective data on marine debris effects. 

Instead, they help students explore the ◆ EPA’s Marine Debris site: 

many ways that debris can harm the www.epa.gov/owow/oceans/debris 

60
L ESSON THREE
 

HANDOUT 

How Harmful Is It? 

Instructions: Decide how harmful each type of marine debris would be if it came into contact with 

the animals, people, vessels and habitats listed below. Write the number that best reflects your 

opinion in the appropriate box. (For example, if you think fishing line would be very harmful to a 

seal, write the number “3” in the spaced provided.) When you have completed the chart, calculate 

the subtotals for each type of debris. Then calculate the grand totals at the bottom of the page. 

1 = rarely or never harmful 

2 = sometimes harmful 

3 = very harmful 

Animal Fishing 

Line 

Paper 

Cup 

Lobster 

Trap 

Six-Pack 

Ring 

Resin 

Pellet 

Plastic 

Bag 

Broken 

Glass 

Bottle 

Lost 

Fishing 

Net 

Crab or 

Lobster 

Fish 

Sea turtle 

Seagull 

Seal 

Subtotal 

People Fishing 

Line 

Paper 

Cup 

Lobster 

Trap 

Six-Pack 

Ring 

Resin 

Pellet 

Plastic 

Bag 

Broken 

Glass 

Bottle 

Lost 

Fishing 

Net 

Beachgoer 

Boater 

Diver 

Fisherman 

Subtotal 

61

(Page 1 of 3) 
L ESSON THREE
 

HANDOUT 

How Harmful Is It? 

1 = rarely or never harmful 

2 = sometimes harmful 

3 = very harmful 

Vessels Fishing 

Line 

Paper 

Cup 

Lobster 

Trap 

Six-Pack 

Ring 

Resin 

Pellet 

Plastic 

Bag 

Broken 

Glass 

Bottle 

Lost 

Fishing 

Net 

Boat with 

motor 

Canoe or 

Kayak 

Personal 

watercraft 

(example: 

jet ski) 

Sailboat 

Subtotal 

Natural 

Environments 

Fishing 

Line 

Paper 

Cup 

Lobster 

Trap 

Six-Pack 

Ring 

Resin 

Pellet 

Plastic 

Bag 

Broken 

Glass 

Bottle 

Lost 

Fishing 

Net 

Beach 

Coral reef 

Oyster bed 

Open water 

Wetland or 

Marsh 

Subtotal 

Grand Total 

62

(Page 2 of 3) 
L ESSON THREE
 

HANDOUT 

How Harmful Is It?
 

Fishing Line Paper Cup Lobster Trap 

Six-Pack Ring Resin Pellet Plastic Bag 

Broken Glass Bottle Lost Fishing Net 

63

(Page 3 of 3) 
64
UNIT THREE 

Working Towards Solutions
 

Fishing nets collected in Hawaii 

Many people are focused on solving the 

marine debris problem. Working through 

governments, organizations, and research 

institutions, people are actively working to 

develop solutions. Some of these groups 

are developing educational programs to 

encourage people to use prevention, the 

most effective way to reduce marine 

debris. Other organizations are conducting 

projects aimed at removing debris from 

the marine environment through beach 

cleanups, adopt-a-beach programs and 

other initiatives. Scientists conduct research 

to better understand the sources and fate 

of marine debris, and to develop tools that 

will help decrease debris in our oceans 

and coastal habitats. In addition, local, 

state, federal and international laws have 

been established to regulate commercial 

and recreational activities that frequently 

result in the generation of marine debris. 

Working through governments, 

organizations, and research 

institutions, people are actively 

working to develop solutions. 

What Governments 

Are Doing To Address 

Marine Debris 

Many nations are engaged in multiple 

efforts to prevent marine debris, including 

passing laws, conducting or funding 

research, and working cooperatively with 

industry and environmental groups. In 

the United States, the Interagency Marine 

Debris Coordinating Committee – including 

the National Oceanic and Atmospheric 

Administration (NOAA), the U.S. 

Environmental Protection Agency (EPA), 

the U.S. Coast Guard, the Department of 

the Interior, the Department of State 

and several other federal agencies – 

addresses marine debris issues. Since 

marine debris is a global problem that 

has no political boundaries, many 

groups are working to address these 

issues, including the United Nations 

Environment Programme (UNEP) 

through their Regional Seas initiative for 

marine litter. 

65 
 

WORKING TOWARDS SOLUTIONS 

In the United States there are many laws that regulate litter and debris both 

on land and at sea. The following are some of the major laws addressing 

marine debris. For more information on any of these laws, visit the websites listed. 

FEDERAL WATER POLLUTION CONTROL ACT 

AMENDMENTS OF 1972 

Established in 1972 and amended in 1977, this law became commonly known 

as the Clean Water Act, which established pollution discharge regulations for 

U.S. waters, set water quality standards, and gave the country’s Environmental 

Protection Agency (EPA) authority over pollution control programs. 

www.epa.gov/r5water/cwa.htm 

COASTAL ZONE MANAGEMENT ACT 

Established in 1972, the Coastal Zone Management Act authorizes the National 

Oceanic and Atmospheric Administration to approve and fund state programs 

that regulate land-based pollution discharges and works to preserve, protect, 

develop, restore and enhance the United States’ coastal zone resources 

through state coastal management planning. 

www.legislative.noaa.gov/Legislation/czma.html or 

www.cr.nps.gov/local-law/FHPL_CstlZoneMngmt.pdf 

MARINE PROTECTION, RESEARCH AND 

SANCTUARIES ACT (MPRSA) 

Established in 1972, the Act gives the U.S. Coast Guard and EPA domestic 

authority to implement the London Convention in regulating the dumping of 

materials into ocean waters. This legislation distinguishes between ships‘ normal 

operational discharges [regulated in MARPOL and implemented domestically 

through APPS (see below)] and dumping of wastes from vessels (covered by the 

London Convention and implemented domestically by the Ocean Dumping Act). 

www.epa.gov/history/topics/mprsa/index.htm 

INTERNATIONAL CONVENTION FOR THE PREVENTION 

OF POLLUTION FROM SHIPS (MARPOL) 

Established in 1973 and modified in 1978, the International Convention for 

the Prevention of Pollution from Ships (MARPOL 73/78) created international 

guidelines to prevent ship pollution. MARPOL has six annexes covering oil 

discharge, hazardous liquid control, hazardous material transport, sewage 

discharge, plastic and garbage disposal and air pollution. Annex V controls 

the disposal of plastics and garbage into the oceans from ships. 

www.imo.org/conventions/mainframe.asp?topic_id=258&doc_id=678 

L E G I S L A T I O N A N D P O L I C Y 

Marine Debris 

66 
WORKING TOWARDS SOLUTIONS 

ACT TO PREVENT POLLUTION FROM SHIPS (APPS) 

Mandated in 1983, this act gives the U.S. Coast Guard the authority to develop 

regulations and enforce MARPOL Annex V, including the discharge of garbage 

and plastics from ships. The Act applies to all U.S. flag ships anywhere in the 

world and to all foreign flag vessels operating in navigable U.S. waters or while 

at a port or terminal under U.S. jurisdiction. The Act also establishes regulations 

for operational discharges and dumping of wastes from vessels. 

ww.senate.gov/~epw/atppfs.pdf 

MARINE PLASTIC POLLUTION RESEARCH AND CONTROL ACT (MPPRCA) 

The U.S. Congress passed the Marine Plastic Pollution Research and Control Act 

(MPPRCA) in 1987 to implement Annex V. Under MPPRCA, it is illegal to throw 

plastic trash off any vessel within the U.S. Exclusive Economic Zone (within 200 

nautical miles of the shoreline). It is also illegal to throw any other garbage 

overboard while navigating in U.S. waters or within three miles of shore. 

http://dnrweb.dnr.state.md.us/download/cleanmarina/10Lawsan.pdf 

SHORE PROTECTION ACT 

The Shore Protection Act of 1994 provides controls on transport vessels to prevent 

the release of municipal or commercial solid wastes into coastal waters. 

www.epa.gov/fedrgstr/EPA-GENERAL/1995/December/ Day-13/pr-755.html 

BEACHES ENVIRONMENTAL ASSESSMENT AND 

COASTAL HEALTH ACT (B.E.A.C.H. ACT) 

The B.E.A.C.H. Act of 2000 amends the Clean Water Act, requiring adoption of 

minimum health-based water quality criteria, comprehensive water testing 

and public notification when water contamination levels are unsafe. 

www.epa.gov/waterscience/beaches/act.html 

CORAL REEF CONSERVATION ACT 

The Coral Reef Conservation Act of 2000 authorizes NOAA to provide assistance 

to any U.S. state, territory or possession that contains a coral reef ecosystem 

within its seaward boundaries in removing abandoned fishing gear, marine 

debris and abandoned vessels from coral reefs. 

www.coreocean.org/coralreef.html or www.coralreef.noaa.gov/grants.html 

MARINE DEBRIS RESEARCH, PREVENTION AND REDUCTION ACT 

Signed into law in 2006, the Marine Debris Research, Prevention and Reduction 

Act establishes a program within NOAA to identify, assess, reduce and prevent 

marine debris and its effects on the marine environment. The Act also directs 

NOAA to reestablish the Interagency Marine Debris Coordinating Committee, 

work with the U.S. Coast Guard to establish a definition of “marine debris,” 

develop a federal marine debris information clearinghouse, emphasize the 

importance of outreach and education and work with the international 

community to address marine debris on a global scale. 

www.ocean.us/node/524orwww.commerce.senate.gov/pdf/marinedebris_mark.pdf 

67 
WORKING TOWARDS SOLUTIONS 

The National Oceanic and 

Atmospheric Administration’s 

Marine Debris Program (NOAA 

MDP), codified by the Marine Debris 

Research, Prevention, and Reduction 

Act, coordinates, strengthens, and 

enhances the awareness of marine 

debris efforts within the agency and 

works with partners (including other 

federal agencies, universities, and 

nonprofit organizations) to support 

research, prevention, and reduction 

activities related to the issue of 

marine debris. The NOAA MDP 

mission is to support a national and 

international effort focused on 

preventing, identifying, and 

removing the occurrence of marine 

debris and to protect and conserve 

our nation’s natural resources, 

oceans, and coastal waterways from 

the impacts of marine debris. To 

learn more about NOAA’s role in 

preventing marine debris, visit 

www.marine.debris.noaa.gov. 

NOAA’S SPECIAL ROLE 

Compliance With Laws 

Unfortunately, laws do not guarantee 

compliance. In addition to enforcement 

and penalties, a sense of environmental 

stewardship among ocean users is 

essential for these laws to be effective. 

Education and outreach to boaters, 

fishermen, industries, and the general 

public is essential to fostering this sense 

of stewardship. 

Governments 

Supporting Research 

NOAA, EPA and other government 

agencies provide grants to fund research 

on marine debris. Research topics include 

creation or improvement of port and 

marina best management practices 

that: decrease the threats marine debris 

poses to marine life and navigational 

safety; work with the fishing industry 

and/or fisheries councils and organizations to develop better solutions to 

reduce derelict fishing gear in the 

marine environment; and increase 

understanding of the impacts marine 

debris has on marine mammals, sensitive 

habitats, tourist and fishing industries, 

and navigational safety. Other research 

includes monitoring programs that help 

to assess the status of marine debris on 

our nation’s beaches and waterways. 

State and Local Level 

On the state and municipal level, laws 

and ordinances are being passed to 

address the management of different 

types of trash, many of which can 

become marine debris. For example, 

multiple states have passed bottle 

deposit laws to encourage the recycling 

of beverage cans and bottles. States and 

communities have implemented laws 

requiring that dumpsters and trash 

trucks be covered, which will help 

prevent land-based trash from being 

68 
WORKING TOWARDS SOLUTIONS 

During the 

summers of 

1987 and 1988, 

beaches in New 

York and New 

Jersey were 

closed when 

medical waste, 

including 

needles and 

bandages from 

hospitals, 

washed up on 

shores following massive illegal 

dumping of medical wastes into 

New York Harbor. This debris 

generated a groundswell of public 

anxiety that caused Congress to 

take action to manage the storage, 

treatment, handling, transport, and 

disposal of medical waste. Now, 

the majority of medical waste 

generated in the United States is 

regulated at the state and local 

level. While state regulations 

generally cover potentially infectious medical waste, there are 

several categories of medical waste 

that are governed by federal 

regulations, including waste that 

contains mercury and other toxic 

metals. One of the results of these 

new regulations has resulted in 

an increase in the cost of safe 

disposal of medical waste, which 

has in turn led to efforts to reduce 

the size of the waste stream. 

KEEPING MEDICAL WASTE 

OUT OF THE OCEAN 

blown or carried into the water and 

becoming marine debris. Coastal states 

and communities often devote resources 

to educating citizens about stormwater 

runoff and how it can carry litter into 

waterways. 

What Organizations 

and Industries Are 

Doing to Address 

Marine Debris 

Private industry, universities, non-profit 

research organizations, and 

environmental groups bring new 

ideas, financial resources, and 

educational opportunities to prevent 

and reduce marine debris. 

Their efforts are focused on: 

◆ changing the behaviors that lead to 

marine debris; 

◆ increasing awareness and a better 

understanding of the problem; 

◆ finding alternative materials; and 

◆ increasing recycling of waste items. 

Changing the Behaviors 

That Lead to Marine Debris 

Laws and regulations are just one method 

to help people change their behavior to 

prevent marine debris. Education can 

also encourage behavioral changes. 

People are more likely to change their 

habits when there are easy ways to 

properly and responsibly dispose of 

waste items. Several coastal states offer 

debris abatement resources for boaters 

and the owners/operators of marinas, 

fishing piers, commercial fishing 

operations, and other coastal businesses. 

The U.S. Coast Guard and its Auxiliary 

offer pollution prevent education 

through the Sea Partners program, 

which aims to develop community 

awareness of maritime pollution issues 

and to improve compliance with marine 

environmental protection laws and 

regulations. The Ocean Conservancy’s 

Good Mate Program is another national 

program that promotes environmentally 

responsible boating and marina operations. 

69 
WORKING TOWARDS SOLUTIONS 

It seems that 

no place is free 

from marine 

debris. Even in 

Antarctica, one 

of the most 

isolated areas 

on Earth, 

researchers with 

the Australian 

Government 

Antarctic 

Division commonly find 

marine debris 

washed up on 

the shore. So 

few people venture to Antarctica 

most of this debris could not have 

come from the local area. Instead, 

the debris enters the ocean 

hundreds or even thousands of 

miles away, and then drifts to 

these remote beaches. 

The problem is also acute in Hawaii. 

With many of the Pacific currents 

circling around the island state, the 

Northwestern Hawaiian Islands act 

as a filter for the entire Pacific, 

collecting thousands of tons of 

refuse and debris every year. The 

global nature of this problem calls 

for international cooperation to 

find solutions. 

Beach debris on an uninhabited 

island in the Southwest Indian 

Ocean. For more information on 

the Australian Antarctic Research 

Human Impacts program, visit 

www.aad.gov.au/default.asp? 

casid=250. 

NO BOUNDARIES FOR DEBRIS 

To learn more about these programs, 

visit the U.S. Coast Guard’s Sea Partners 

Program at www.uscg.mil/hq/ 

g-m/nmc/seapart.htm or the Ocean 

Conservancy’s Good Mate Program at 

www.oceanconservancy.org/boater. 

In addition, several business and industry 

groups have initiated projects aimed at 

educating industry employees and 

consumers about the problems of 

marine debris. Since the 1980s, plastics 

manufacturers – through the Society of 

the Plastics Industry and the American 

Chemistry Council (previously known as 

the American Plastics Council) – have 

organized research and educational 

efforts aimed at minimizing the effects 

of plastics in the oceans, lakes, and rivers. 

The Society of the Plastics Industry, a 

trade association of nearly 2,000 members 

representing all segments of the plastics 

industry in the United States, implements 

an educational effort aimed at industry 

members to prevent plastic resin 

pellets from entering the environment, 

waterways, and oceans. Pellet loss is an 

environmental concern for plastic resin 

producers, as well as a financial concern 

– even a loss of one tenth of 1 percent of 

the pellets could result in over 114 million 

pounds of pellet loss per year. This could 

equal 12 railroad cars full of resin pellets 

being emptied into the environment 

each year. Well trained employees who 

correctly transport and handle resin 

pellets could eliminate pellet presence in 

the environment.1 

The 2004 U.S. Ocean Commission on 

Ocean Policy Report identified marine 

debris as one of the major threats to the 

nation’s marine resources and human 

health and safety along the coasts. 

To learn more, visit www.oceancommission.gov 

1 United Nations Environmental Programme – Caribbean Environmental Programme, 2006, Marine Litter in the Wider Caribbean. 

70 
WORKING TOWARDS SOLUTIONS 

Increasing Awareness and 

a Better Understanding 

of The Problem 

One of the most widely recognized 

efforts to raise awareness and increase 

our understanding of marine debris is 

the Ocean Conservancy’s International 

Coastal Cleanup (ICC), which has been 

held annually each fall since 1986. Each 

year, the Ocean Conservancy mobilizes 

thousands of volunteers in the United 

States and multiple countries to scour the 

coast, picking up debris and recording 

data on the types of debris found on 

coastlines. The data are logged into the 

national marine debris database, which 

the Ocean Conservancy and other 

researchers use to study the nature of 

marine debris and measure the impact 

of efforts to reduce it. 

Finding Alternative 

Materials 

Researchers and industries are currently 

searching for alternative materials that 

are less invasive or harmful to the 

environment, and exploring steps to 

successfully integrate these materials 

into the economic mainstream. 

Researchers are examining how to 

minimize packaging and how to make it 

more readily decompose. Six-pack 

holders are a successful example of 

these efforts. Since 1988, ITW Hi-Cone 

(the world’s largest manufacturer of 

six-pack holders) has made every ring 

carrier of photodegradable plastic. 

This special plastic becomes brittle and 

breaks into increasingly smaller and 

smaller pieces when exposed to sunlight. 

71 
WORKING TOWARDS SOLUTIONS 

Increasing Recycling 

of Waste Items 

Additional work has been done to 

increase the feasibility of plastic recycling. 

Most frequently used plastic containers – 

especially beverage containers such as 

soft-drink bottles and milk jugs – can and 

should be recycled. In fact, there is a 

great demand from manufacturers for 

the resins from recycled bottles. Some 

recycled resins are used in plastic lumber 

materials, a growing industry. 

The recovery of shrink wrap used for 

transporting new boats and for cold 

weather protection is another example 

of how industry has been proactive in 

dealing with the disposal of plastic 

materials. The plastics industry supported 

a shrink wrap recovery pilot program at 

44 marinas in Massachusetts and Rhode 

Island that collected and recycled three 

tons of material. Plans are underway to 

expan the program on a national level. 

Working Together 

Nonprofits groups working with local, 

tribal, state, and community 

representatives operate many projects 

to remove derelict fishing gear from the 

environment. In northwest Washington, 

from the Strait of Juan de Fuca and 

northern Puget Sound to the Canadian 

border, the Northwest Straits Marine 

Conservation Initiative sponsors a joint 

effort to remove derelict gear, which 

includes public outreach and education 

about derelict fishing gear removal and 

its impacts on the marine environment. 

The Ocean Conservancy’s annual 

International Coastal Cleanup (ICC) is a 

testament to the resolve of dedicated 

individuals around the globe who are 

working to reduce the amount of debris 

in our oceans and waterways. Each year, 

volunteers remove marine debris from 

the world’s shorelines, recording the 

types and quantities of items they collect. 

EPA and NOAA are sponsors of these 

cleanup events in the United States. 

In addition, the Ocean Conservancy’s 

trained volunteers have collected more 

precise data as part of a multiple-year 

study called the National Marine Debris 

Monitoring Program, which is funded 

by the EPA. Data collected through 

these efforts will be analyzed to examine long-term trends in marine debris to 

determine which solutions are effective and which sources of marine debris 

will require further control efforts. For more information on the ICC, visit 

www.oceanconservancy.org/icc and www.oceanconservancy.org/nmdmp. 

BEACH CLEANUPS: COLLECTING DEBRIS AND DATA 

72 
WORKING TOWARDS SOLUTIONS 

What You Can Do 

While governments, industry groups, 

and private organizations have become 

increasingly active in preventing marine 

debris, individual initiative remains one of 

the best ways to tackle ocean pollution. 

Whether properly disposing of waste, 

cutting down on the amount of waste 

produced, organizing local marine debris 

projects, or joining the efforts of larger 

organizations, citizens of all ages can 

help reduce marine debris and increase 

public awareness of the problem. 

There are often clear connections 

between our individual behaviors and 

the effect these activities have on the 

environment (e.g, the candy wrapper 

littered on the street can easily be 

washed into a storm sewer and carried to 

the sea). Since prevention is the simplest 

and most effective way to reduce marine 

debris, individuals can begin by examining 

their lifestyles – considering how much 

garbage they generate and where it all 

ends up. To reduce the possibility that 

any of their trash will become marine 

debris, people can ensure that all of 

their waste is properly disposed. For 

example, when outdoors, especially at 

the beach or on a boat, people should 

make efforts to prevent any litter from 

blowing away or being left behind. 

People should also recycle as much trash 

as possible and practice waste prevention 

techniques, such as reusing bags and 

containers rather than throwing them 

away. When individuals make purchases, 

they should select items made from 

recycled content. 

Concerned individuals can multiply their 

effectiveness by organizing into groups 

to address marine debris in communities 

or regions. For example, groups can learn 

how marine debris affects a nearby 

beach, clean the area periodically, and 

inform others about the project. Such 

“adopt-a-beach” programs can be very 

effective ways to educate the community 

about the impact of marine debris and 

how to prevent it. Learn if your state or 

community offers an “Adopt-a-Beach,” 

“Adopt-a-Stream,” or similar stewardship 

program. 

Marinas can organize education 

campaigns to alert recreational boaters 

to the need to store waste for proper 

disposal on land. Boaters can also start a 

network committed to helping others 

understand and comply with marine 

debris laws and reporting suspected 

regulation violations. 

Established marine debris prevention 

organizations are always looking for 

people to help them organize and staff 

their programs. Individuals of all ages 

can volunteer for certain short-term 

projects, such as the Ocean Conservancy’s 

International Coastal Cleanup (ICC). Not 

only do students get a chance to help 

protect the environment through such 

efforts, but they also can witness the 

marine debris problem firsthand. 

“Reducing and controlling debris in 

the marine environment is a significant 

– but achievable – challenge.” 

Seba Sheavly, UNEP Marine Litter Report 

73 
WORKING TOWARDS SOLUTIONS 

If you are a scuba diver, you can 

participate in underwater cleanup 

projects through Project AWARE, which 

coordinates the underwater portion of 

International Cleanup Day in cooperation 

with the Ocean Conservancy. To learn 

more about underwater cleanups, visit 

www.projectaware.org/americas/ 

english/icd.asp. 

Volunteers are also needed to respond 

to marine animal strandings and 

entanglements through the National 

Marine Fisheries Service, the U.S. Fish 

and Wildlife Service, and regional 

programs. Many state and local 

environmental agencies also maintain a 

volunteer corps to help educate people 

about marine debris. 

Young people can also help prevent 

marine debris and educate others about 

the problem through a variety of youth 

organizations, such as the Boy or Girl 

Scouts of America. Students can learn 

more about aquatic environments and 

their wildlife by visiting museums, 

aquariums, and nature reserves. They 

also can read books and magazines and 

watch television shows on these topics. 

In addition, young people individually 

can make a difference in their 

communities by organizing cleanups, 

writing letters, and talking about 

environmental issues with parents and 

friends. 

Solving this global problem will require 

the engagement of governments, 

nonprofit groups, academic researchers, 

industries, and citizens to increase 

awareness, establish debris abatement 

programs, and change behaviors. 

Fortunately, when many environmental 

problems seem beyond individual action, 

marine debris is an area where people 

of all ages can make – and have already 

made – a real difference! 

Key Points 

◆ Prevention is the most effective way to 

stop marine debris. Multiple countries, 

private organizations, industries, 

federal agencies, and individuals are 

taking action to prevent debris from 

entering the marine environment. 

◆ MARPOL Annex V is the first 

international legislation to regulate 

the disposal of trash at sea. U.S. 

federal, state, and local legislation 

also has been passed addressing ocean 

disposal and management of solid 

waste, encouraging recycling, and 

banning particularly harmful plastic 

items. 

◆ Many conservation groups have been 

working to stop marine debris by 

developing educational programs and 

lobbying for additional U.S. and 

international legislation. One 

prominent effort is the Ocean 

Conservancy’s International Coastal 

Cleanup (ICC), which mobilizes 

thousands of volunteers to remove 

marine debris from the world’s 

beaches, rivers, and streams. 

◆ Industry groups are addressing the 

problem by educating their members 

about marine debris and sponsoring 

conferences and research projects to 

combat the issue. 

◆ Individuals can make a difference in 

their daily lives by reducing the 

amount of waste they produce and 

ensuring that the remainder is recycled 

or disposed of properly. 

◆ People who want to become more 

involved in preventing marine debris 

can organize projects within their 

community, join established marine 

debris prevention programs, and alert 

their elected representatives to the 

importance of the marine debris issue. 

74 
WORKING TOWARDS SOLUTIONS 

LESSON ONE 

Nations and
 

Neighbors
 

Grade Level: 

Grades 4-7 

Subjects: 

Language Arts, Social Studies, Geography 

Overview: 

Students learn how marine debris has no 

international boundaries. Students will 

develop map skills by locating various 

nations on a globe or map, and by 

identifying various oceans. As a class, 

students discuss how an international 

treaty about marine pollution (MARPOL 

Annex V) regulates the disposal of 

garbage at sea. 

Objective: 

To understand that marine debris is a global 

issue and to learn about international 

efforts, such as MARPOL Annex V, that can 

help prevent it. 

Vocabulary: 

annex, foreign, international 

Materials: 

◆ A world map or large globe 

◆ Bag with pieces of paper, each with the 

name of a country on it for the “I Am 

a Piece of Trash From...” exercise. 

Learning Skills: 

Analyzing, Map Reading, Observing, 

Visualizing and Writing 

Duration: 

40 minutes 

Activity 

1. Before the lesson, cut apart the names 

of the nations from the “I Am a Piece of 

Trash From...” handout. Crumple up the 

pieces of paper and put them in a bag. 

2. Explain that we all live in a watershed 

(an area of land that drains to a common 

water body). With your students, learn 

the “watershed address” for your school. 

This includes the name of the small stream 

near your school, all rivers that the stream 

flows into, and an ocean, lake or other 

larger body of water that the river flows 

into. Learn if your state agency has a web 

site that will help you learn the watershed 

address. EPA’s “Surf Your Watershed” 

website is a also helpful tool: 

www.epa.gov/owow/watershed/. 

3. No matter where your school is located, 

have the students find the nearest ocean 

and the nearest beach to your school. 

4. Pass around the bag with the crumpled 

up pieces of paper and ask the students 

pick out one each. Tell the students that 

these pieces of paper represent pieces of 

marine debris from all over the world. 

Have the students open their piece of 

“trash,” read where it came from, and 

identify the country on the map or globe. 

75 
WORKING TOWARDS SOLUTIONS 

LESSON ONE 

5. Ask students to describe how their trash Also discuss with the class: 

could have traveled from its original ◆ Do oceans have borders as countries do? 

country to the beach that is nearest your Why or why not? 

school. Each body of water involved with ◆ Can a country by itself stop all debris this journey should be identified. If you from washing up on its beaches? wish, this could be a written assignment 

(see Extensions on page 77). Tell the students that there is an 

international agreement called MARPOL 6. For each example, ask the class if the that was passed as a result of international trash could have drifted to any other concern about marine debris. One section 

coastal countries on the map. Which ones? of this international agreement, Annex V, Also ask if the trash could not have drifted restricts the disposal of garbage (like food, to certain coastal countries. Which ones? metal and paper waste) at sea and Point out how all the world’s oceans are prohibits the ocean dumping of plastics. interconnected. Emphasize that through this legislation 

many countries from all over the world 

joined together to stop ships from 

contributing to marine pollution. 

76 
WORKING TOWARDS SOLUTIONS 

LESSON 

77 

LESSON ONE 

EXTENSIONS 

This lesson can be adapted if your class 

is studying ocean currents to include an 

understanding of the major ocean 

currents, gyres, etc. 

Ask students to write a story about their 

piece of trash’s journey. Students might 

imagine that they are a glass bottle or a 

soda can drifting through the oceans, or 

some other piece of trash (such as a toy 

or a piece of fishing line). Using their 

social studies book or other reference, 

students should research the country 

where the trash started from, as well as 

the country on which it washed ashore. 

Compositions should include this information, as well as explain the ocean(s) 

the debris traveled through on its 

journey. Students can also mention other 

countries the trash could have reached 

during its journey. Students can finish 

the stories by mentioning how they 

would recycle or dispose of this piece of 

trash if they really found it on a beach. 

Ask students to investigate local 

legislation concerning litter, solid waste 

management, and marine debris (such as 

local boating ordinances and littering 

laws) to learn how their own community 

is working on preventing marine 

pollution. The investigation can include 

use of the school or public library, as 

well as interviews with parents, faculty, 

town representatives, or other 

municipal officials. 

Ask students to think about what other 

types of laws could help reduce or 

prevent marine debris. Then have 

students write a letter to their 

Congressional representatives 

expressing their concern about marine 

debris, along with their ideas on how 

the United States can become part of 

the solution. (Note: Students can also 

write letters to other individuals or 

officials, from their mayor to the 

President of the United States). 

Conduct a poster contest in which 

students design posters for recreational 

boaters. The posters should explain the 

types of damage that marine debris can 

cause to vessels, as well as the requirements that pertain to boaters under 

MARPOL Annex V. Posters can be placed 

around town and in the local marina. 

(Note: Be sure to check with the 

appropriate authority before displaying 

the posters.) 

DIVE DEEPER: 

Other Resources on Marine Debris 

◆ NOAA’s Marine Debris 101: 

www.marinedebris.noaa.gov 

◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 
L ESSON ONE
 

HANDOUT 

I am a Piece of Trash From...
 

Afghanistan Bolivia Cuba 

Angola Brazil Czech Republic 

Argentina Canada Ecuador 

Australia Chile Egypt 

Azerbaijan China El Salvador 

Bangladesh Colombia Ethiopia 

Belgium Costa Rica France 

78 
L ESSON ONE
 

H ANDOUT 

I am a Piece of Trash From...
 

Germany Israel Liberia 

Greece Italy Malawi 

Greenland Japan Malaysia 

Iceland Kenya Mali 

India Laos Mexico 

Iran Latvia Monaco 

Ireland/Eire Lebanon Mongolia 

79 
L ESSON ONE
 

HANDOUT 

I am a Piece of Trash From...
 

Morocco Norway South Africa 

Namibia Pakistan Spain 

Nepal Panama Sudan 

Netherlands Portugal Syria/Syrian Arab 

Republic 

New Zealand Puerto Rico United Kingdom 

(England, Scotland, Wales, 

Northern Ireland) 

Nicaragua Russia – Russian 

Federation 

Vietnam 

Nigeria Saudi Arabia Zambia 

80 
LESSON

WORKING TOWARDS SOLUTIONS 

LESSON TWO 

A Scientific
 

Cleanup
 

Grade Level: 

Grades 9-12 

Subjects: 

Science, Social Studies, Language Arts 

Overview: 

This lesson helps students understand the 

effects of natural events and human 

influences on ecosystems. The lesson also 

teaches students several science process 

skills, including forming questions and 

answering questions by experiments, 

carrying out research to validate or 

challenge ideas, and designing experimental 

tests. As a class, students organize and 

conduct a cleanup of a local beach, lake, or 

stream. Students keep track of the types 

and amounts of trash picked up and 

analyze this information in the classroom. 

As a class, students discuss the marine 

debris problem in their community and 

consider ways to prevent it. 

Objectives: 

◆ To understand how marine debris can 

affect a community and to learn that 

people can make a difference. 

◆ Discuss problems associated with 

aquatic debris. 

◆ Identify testable questions relating to 

litter distribution at a local water site. 

◆ Design an experiment to investigate 

litter distribution at the site. 

◆ Make predictions of litter distribution 

at site. 

◆ Participate in a cleanup at the site. 

◆ Compile data on litter collected. 

◆ Analyze data and make conclusions 

relating to litter at the cleanup site. 

◆ Make conclusions relating litter to the 

local ecosystem as well as human health 

and safety. 

◆ Communicate findings from investigation. 

◆ Recommend actions for remediation and 

pollution prevention. 

Vocabulary: 

community, data, lifestyle, prevention, 

volunteer 

Materials: 

◆ One kitchen-sized garbage bag for each 

pair of students in the class (Note: If 

collected items will be separated for 

recycling, additional kitchen-sized 

garbage bags will be necessary) 

◆ One pair of latex gloves for each student 

in the class 

◆ Bucket for sharp items 

◆ Scissors to cut fishing line 

◆ Digital camera to record cleanup 

◆ First aid kit 

◆ One ‘Cleanup Checklist’ handout for 

each pair of students in the class 

◆ One “ICC Data Collection Card” handout 

for each pair of students in the class 

◆ Clipboards and pencils 

Learning Skills: 

Analyzing, Classifying, Collecting Data, 

Decision Making, Observing, Working in 

Small Groups and Experiment Design 

Duration: 

This lesson will involve a field trip to 

participate in a cleanup. In addition, up to 

two class periods could be used before the 

trip. Another period will be needed after 

the trip. 

81 
WORKING TOWARDS SOLUTIONS 

LESSON TWO 

SAFETY & REGULATIONS 

See Cleanup Checklist for Students, and 

also refer to your school’s guidelines for 

planning a safe field trip. 

Activity 

1. Discuss with the students some problems 

associated with litter and marine debris. 

Ask students about different water sites 

they are familiar with, including ocean 

beaches, lakeside beaches, and river banks 

and streams. Ask students what they like to 

do at these sites and what they have seen 

other people doing. Activities will include 

playing and relaxing, swimming, fishing, 

canoeing, and using larger boats. Also ask 

students to think about animals that live in 

or around the water. Both humans and 

other animals depend on the water being 

litter-free and unpolluted. Ask students to public beach for the class cleanup. Public 

name examples of what they consider to land adjacent to a local stream or lake also 

be litter, and what kinds of litter they have can be used. (Note: Notify the appropriate 

seen around water sites. Ask the students municipal or state agency responsible for 

how they think these kinds of litter can the site prior to the cleanup.) A park or 

create problems. beach manager may also be able to provide 

you with cleanup supplies and arrange for 

2. Before students begin planning any trash collection after the cleanup. 

details of their experimental cleanup, you 

should determine where the cleanup site 3. Have students work in small groups to 

will be. Several groups organize volunteer identify possible testable questions for the 

cleanups and are happy to include school class to study. After each group has 

groups. The Ocean Conservancy coordinates identified a possible question, the class will 

the International Coastal Cleanup need to decide which they will study. They 

throughout the world every fall. You may could vote on this, but you must make sure 

want to incorporate its program with this they choose a “doable” question. Students 

lesson, allowing the class to work with are likely to choose a question relating 

adults to clean up a site. The beach different locations on the beach to the 

cleanups can be scheduled for September amount of debris collected. Different areas 

through October and take about three on the beach could include open water 

hours. Several states have “Adopt-a­ areas, areas influenced by a river, and areas 

Stream,” “Adopt-a-Beach,” and other influenced by a dock or harbor. Students 

programs that encourage cleanup events. also can also look at high tide, mid tide, 

Have students participate in a pre-planned and low tide parts of the beach. A largelocal cleanup event or select a nearby scale map of the beach can be used to 

82 
WORKING TOWARDS SOLUTIONS 

LESSON TWO 

assign different areas for different groups 

of students. Groups of students can walk 

“transects” on different areas of the beach, 

and different groups of students covering 

similar areas of the beach will represent 

replications in the experiment or “repeated 

trials.” The amount of debris collected by 

each group of students will be recorded on 

the ICC data card. Most likely, the amount 

of debris will be recorded as number of 

items. It also could be recorded as estimated 

weight. Students can be assigned to carry 

out background research on their chosen 

question. This could be done using 

computers in class time at school, or 

students could be asked to do their 

research as an out-of class assignment. 

4. To prepare for the cleanup, explain the 6. At the end of the cleanup, be sure that ICC data card handout to the students and all the debris is disposed of properly. Park demonstrate how to record the items they rangers and beach employees can show find. (Note: You may want to use this as an you where the bags of trash should be left opportunity to show recycling in action. for pick up. Remind students not to eat Have the students separate easily identifiable any food until after they have washed recyclable materials, such as bottles, cans, their hands. and newspapers into bags for recycling.) 

Be sure to carefully explain the necessary 7. Back in the classroom, have the students safety procedures while collecting debris, total the amounts of debris found for each including wearing safety gloves. Sharp category listed on their “Cleanup Card.” objects should not be put in the trash bags, Students should be encouraged to use but instead should be put in a bucket. spreadsheet and database software to 

organize their data. They should produce 5. Once your class arrives at the cleanup data tables and graphs using computers. site, help the students translate their The students should be able to compare experimental design into a working plan at the number of pieces or estimated weight the site. Depending on the exact nature of of debris collected by different categories the experiment, students may need help of debris. Either bar graphs or pie charts measuring off distances along the beach or will be effective. Have the student groups stream. Have students pair up. One student share their data and graphs with the other in the pair should carry the bag for trash students. Discuss any trends found: (and a bag for recyclables, if they will be 

separating these) and actually gather the ◆ Was there a prevalence of certain types 

debris. As the first student collects the of items? Where might these items have 

trash, both students should try to identify come from (e.g., from boaters, from 

the item. The second student then records sewers, from people who threw their 

the information on the data card. trash on the ground, or other sources)? 

83 
WORKING TOWARDS SOLUTIONS 

LESSON TWO 

◆ What were some of the most unusual This lesson was adapted from “A Scientific 

types of debris found? Where might Beach Cleanup” in the “Save Our Seas” 

these items have come from? curriculum and “A Scientific Cleanup” in 

Clean Virginia Waterways’ “Virginia’s ◆ Which types of debris could pose Water Resources: A Tool for Teachers”. problems to area wildlife? How? Could ◆ www.coastal.ca.gov/publiced/aab/save some debris pose threats to humans? seas.html 

◆ Will beach cleanups solve the marine ◆ www.longwood.edu/cleanva/teachersva debris problem? Why or why not? watercurriculum.htm 

◆ If the litter is not picked up, what do 

you think will happen to it in the next 

five years? EXTENSIONS 

◆ What could we ask lawmakers to do 

about the problem of pollution? Students can make a short oral 

presentation of their work to the class. ◆ What are some steps we can take to These oral reports can include prevent marine pollution in the first summaries of the question tested, place? background information collected, the 

experimental design, data tables and Ask the students to consider how graphs, and final conclusions. community residents’ lifestyles have 

contributed to the collected debris. Did The class could work together to make they find any items that they or their a poster display of their findings. They families use every day? Have them consider could also display some of the litter and ways they could prevent these items from debris that was collected. If the students appearing on their beach, including contributed to a larger cleanup effort, recycling, proper disposal, and other they may be able to prepare part of a pollution prevention techniques. summary report by the organization 

leading the cleanup. Students can analyze their data to make 

conclusions about the litter collected at the Have students write letters to water site. They should write a conclusion organizations that support cleanup about their experiment. The conclusiton activities or to local appointed and should summarize the purpose of the elected officials. Students can write experiment, the major findings, whether describing their cleanup and stating the original hypothesis was supported, a their positions on litter-related comparison with other people’s findings, a legislation. possible explanation for the findings, and 

suggestions for extending the experiment. Have the class adopt the cleanup site or Students should try to include conclusions another area for the semester or the relating the litter collected at the water school year. This will involve making site to the local ecosystem. Encourage regular tours to the site to keep it students to link their conclusions to clean, as well as educating the important local water quality issues. community about the site, its natural 

inhabitants, and how to keep it clean. 

84 
L ESSON TWO
 

HANDOUT 

Cleanup Checklist for Students
 

CLOTHES TO WEAR 

◆ Windbreaker or jacket (waterproof ◆ Sturdy shoes (no sandals or open 

jacket if rain is forecasted) toed shoes) 

◆ Sweater ◆ Gloves (gardening gloves, dish gloves, 

◆ Long pants or disposable gloves) 

ITEMS TO BRING 

◆ Drinks (On hot or sunny days, you ◆ Sunglasses 

should have at least a quart of water, ◆ Change of clothes (in case of 

juice, or soft drinks per person) getting wet) 

◆ Sunscreen ◆ Hat (depending on the weather) 

SAFETY DURING THE CLEANUP 

◆ Stay with your group members at 

all times. 

◆ Do not go near or into the water. 

◆ Keep your shoes on at all times to 

protect your feet. 

◆ Keep out of dunes and do not step 

on any plants. 

◆ Do not touch any wildlife that you 

find or taste any water or plants. 

◆ Learn what poison ivy and poison oak 

look like, and avoid these plants. 

◆ Call an adult immediately if you find 

any stranded animal. 

◆ Call an adult immediately if you find 

any dangerous item, such as a syringe, 

large drum, chemical container, or 

medical waste. 

◆ Do not eat any food without first 

carefully washing your hands. 

85 
L ESSON TWO HANDOUT
 

Marine Debris Data Collection Card
 

© 2006 Ocean Conservancy. Derived from ICC Data Card. 
WORKING TOWARDS SOLUTIONS 

LESSON THREE 

Communicating 


for a Clean Future
 

Grade Level: Vocabulary: 

Grades 8 – 12 awareness, public education 

Subjects: Materials: 

Art, Language Arts, Science, Social Studies, Will vary with activity 

Communication, Technology Literacy 

Learning Skills: 

Overview: Analyzing, Collecting Data, Decision 

This activity introduces students to the Making, Interviewing, Researching, 

concept of community service and public Visualizing, Working in Small Groups, 

education as they develop public Reading, Writing, Language Arts, Science, 

education materials to raise the school’s or Social Science, Technology Literacy 

community’s awareness of the marine 

debris problem. The students will research, Duration: 

write, and create materials to educate the This project could be done in conjunction 

community about marine debris – its with several different subject areas, and 

sources, impacts, and solutions. Students could take anywhere from several weeks to 

will share their research by creating a web a full semester. 

site, newspaper, podcast, or television show 

(depending on the resources available at 

your school). This public education effort Activity

can be used in conjunction with an actual 

1. Introduce the concept of a public community litter cleanup day, a beach education campaign by having the students cleanup, a storm sewer stenciling activity, share examples of public education or other community event. campaigns they have seen. What have they 

Objectives: learned from these public education

campaigns that has changed their behavior? ◆ To integrate technology with the creation 

of materials that will educate the 2. Explain that they will be researching and community on marine debris, the threat 

creating a public education campaign it poses to ocean fisheries, and how to focused on the issue of marine debris. The prevent the problem. campaign’s goals will be to educate the ◆ To review the lessons of the “Turning the audience about: 

Tide on Trash” curriculum, and to spread ◆ types and sources of debris; the word about marine debris and the 

◆ the impact of marine debris on wildlife, solutions being developed to reduce or humans, and habitat; and actions people prevent ocean pollution. can take to reduce marine debris and be 

part of the solution. 

87 
WORKING TOWARDS SOLUTIONS 

LESSON THREE 

◆ Depending on the resources available at 

your school, students will be creating a 

web site, podcast, a newspaper, or TV 

show. All projects will start with research 

and writing. 

3. As a class, decide whether the campaign 

will be directed at the school’s faculty, 

staff, and students or all the members of 

the community. (Note: Most of the projects 

can be tailored for either the school or the 

entire community.) If possible, use the 

campaign to promote an actual beach 

cleanup, community cleanup campaign, 

recycling campaign, or other related event. 

4. Divide the students into groups and assign 

to each group one of the following topics: 

◆ Types and sources of marine debris; 

◆ Effects of marine debris on wildlife, 

habitats, and humans; or 

◆ Solutions to reduce the amount of 

marine debris. 

5. Students should research their topic 

using the Internet, scientific journals, 

magazines, newspaper articles, and 

interviews with local people (fishermen, 

marina owners, government employees 

who work on these issues, aquariums, etc.) For web site and newspaper projects: 

Remind students that in addition to the 

responsible for writing and critiquing each 

Within each group, the students will be 

written portion of the project, there should 

other’s articles. This portion of the project be graphic contributions that illustrate the 

can be incorporated into several different stories or stand on their own. The web site 

subject areas, including writing, social or newspaper can be illustrated with 

sciences, etc. photographs, drawings, charts, graphs, 

and cartoons. 

6. After each group has researched and 

written its contribution, the class should 7. After the campaign is over, discuss with 

start to work on the finished product (a the class how well it worked. Have the 

web site, podcasts, a newspaper, or TV students think about how much or how 

show). Consult your school’s advisor on little people seemed to know about marine 

technology literacy to coordinate use of debris. Ask them to consider how changing 

your school’s technology, or to gain access people’s attitudes can be effective in the 

to resources in the community. effort to reduce marine debris. 

88 
WORKING TOWARDS SOLUTIONS 

89 

LESSON THREE 

EXTENSIONS 

Write an article for the school newspaper. 

Ask the class to compose an article about 

the marine debris education campaign 

for the school newspaper. The article 

should include what students have done 

and what they hope to achieve, as well 

as discuss what their schoolmates can do 

to help. Or, invite a reporter from the 

school newspaper to a press conference 

where the class can give a presentation 

on marine debris. The reporter can then 

write an article on the campaign. 

Write newspaper articles/letters to the 

editor. Have the class write a press 

release on the campaign for the local 

paper that discusses what students have 

accomplished. A reporter from the paper 

could also be invited to talk to the class. 

Alternatively, have each student compose 

a letter to the editor briefly explaining 

the effects of marine debris, what their 

class is doing to prevent it, and steps 

that people in the community can take 

to support the campaign. 

Make a class video advertising the 

campaign or illustrating some of the 

ways marine debris could adversely 

affect the community. The video also 

should demonstrate ways that people 

can prevent ocean pollution. The 

videotape could be shown in school and 

then placed in the library for members 

of the community to borrow. 

Research how to make an effective 

Public Service Announcement (PSA) for 

radio stations, then develop a PSA in 

conjunction with a local radio station or 

community access television/local cable 

television channel advertising the 

campaign. 
WORKING TOWARDS SOLUTIONS 

LESSON FOUR 

Taking Action
 

Grade Level: 

Grades 5-12 

Subjects: 

Language Arts, Mathematics, Science, 

Social Studies 

Overview: 

This lesson is designed to increase students’ 

awareness of volunteer activities they and 

their families can participate in that will 

promote cleaner, healthier oceans and 

waterways. Students will learn about the 

efforts of private organizations and 

individuals, both locally and nationally, to 

prevent marine debris and take steps to 

become involved in a stewardship activity. 

Objectives: 

◆ Identify volunteer activities in the 

community that assist with preventing 

marine debris. 

◆ Participate in one of these events or 

programs. 

◆ Reflect on the experience. 

Vocabulary: 

civic and environmental organization, 

stewardship, volunteerism 

Materials: 

Varies based on the activity selected. 

Learning Skills: 

Public Speaking and other skills (based on 

the activity selected) 

Duration: 

Varies (based on the activity selected) 

SAFETY & REGULATIONS 

Varies (based on the activity selected) 

Activity 

Students investigate environmental groups, 

local governments, business and industry, 

and other civic and private organizations 

to learn what they are doing to prevent 

marine debris. Students learn about local 

volunteer stewardship events, participate 

in the event, and present an oral report on 

their activity. The class then writes a letter 

asking a representative of one of these 

groups to come to the school to discuss the 

group’s efforts. 

1. Tell the students that they will be 

researching local, state, and national 

groups and government agencies and 

learning about events and activities that 

involve volunteers in either preventing 

marine debris or cleaning up litter and 

debris. This research can be done on the 

Internet, by looking in the local telephone 

book, or by contacting your local 

conservation district (see sidebar). 

The students can obtain much of this 

information from the Internet, or they can 

contact the organizations directly and 

request that literature be sent to the 

students by mail. In addition, students 

can call or visit local officials who are 

responsible for public health or 

environmental issues, asking them for more 

information about their organizations. 

Students can also contact their municipal 

or county government employees to learn 

if there are local Keep America Beautiful or 

Clean Community programs. 

90 
WORKING TOWARDS SOLUTIONS 

LESSON FOUR 

Across the United States, nearly 3,000 

conservation districts – almost one in 

every county – help people conserve 

local land, water, forests, wildlife, and 

related natural resources. Known in 

various parts of the country as “soil 

and water conservation districts,” 

“resource conservation districts,” 

“natural resource districts,” “land 

conservation committees,” and other 

similar names, they all share a single 

mission: to coordinate assistance from 

all available sources – public and 

private, local, state and federal – in 

an effort to develop locally driven 

solutions to natural resource concerns. 

Employees of conservation districts are 

knowledgeable about local and 

regional nonprofit groups that 

conduct clean up events along rivers 

and beaches. They also are aware of 

Adopt-a-Stream, Adopt-a-Beach, and 

storm drain stenciling programs in 

which your school can get involved. To 

find your local conservation district, 

check in your local phone book or visit 

the National Association of 

Conservation Districts’ web site at 

www.nacdnet.org/. 

CONSERVATION DISTRICTS 

non-profit organizations including 

environmental groups and research 

institutions, and civic or local groups such 

as recreational boaters and sport fishermen. 

There are also a number of children’s 

groups working to protect the environment. 

Assist any students that are having 

difficulty, so that each student has 

discovered projects or activities from at 

least two or three organizations. Students 

should record the name, address, and 

phone number of the organizations, as 

well as a short description of the group 

and its work. Students will learn that litter 

and debris prevention is a concern of 

many people and groups from the local to 

the national level. 

Using these resources, have each student 

develop a list of organizations whose work 

focuses on marine debris prevention and 

related issues (such as wildlife entanglement and protecting endangered 

species). Student lists should include 

government agencies such as the U.S. 

Environmental Protection Agency and the 

National Oceanic and Atmospheric 

Administration, industry groups such as the 

commercial fishing and plastics industries, 

91 
WORKING TOWARDS SOLUTIONS 

LESSON FOUR 

2. When the students have completed their 5. After participation in the event, each 

research, have them present short oral student can give an oral presentation on 

reports to share what they found with the what they did, what they observed during 

class. Afterward, discuss the variety of the event, the role of volunteers in such 

actions people are taking to prevent events, and lessons they learned through 

marine debris. Have the students consider their participation. 

which methods they think will be most 

effective and why. 

3. With the students, discuss and select one 

of the projects as a class project. Examples 

of projects include: 

◆ Adopt-a-Beach, Adopt-a-Stream, or 

similar program where your school or 

class will “adopt” a location, and then 

plan cleanup activities and other 

stewardship actions. 

◆ Participate in a cleanup event already 

planned for a local beach, river, or 

stream. 

◆ Stencil storm drains with “Do Not Dump” 

messages to help people understand 

that storm drains often drain directly 

into steams. 

◆ Start an ecology club or recycling 

program in your school. 

◆ Participate in the “Ring Leader” 

program that recycles six-pack holders. 

For information, visit www.ringleader. 

com/quest/menu/program/index.html. 

◆ Volunteer to assist with a communitywide environmental event, such as Earth 

Day celebrations, recycling of small 

electronic items (also called “e-cycling”), 

and other events that educate people 

about the correct and responsible ways 

to dispose of waste. 

DIVE DEEPER: 

4. Alternatively, students can select Other Resources on Marine Debris 

different volunteer activities to participate ◆ NOAA’s Marine Debris 101: 

in if there are multiple events in your www.marinedebris.noaa.gov community. ◆ EPA’s Marine Debris site: 

www.epa.gov/owow/oceans/debris 

EXTENSIONS 

Choose an agency, organization, or 

business that the students found 

interesting and have the class compose 

a letter asking a representative to visit 

the class. Afterward, have the students 

write a two- or three-paragraph report 

on the representative’s presentation. 

The report should describe the organization and what the representative 

does. The students can also include 

suggestions to implement some of the 

organization’s prevention techniques 

in the community. This report can be 

printed in the school newspaper. 

Ask students to research careers in the 

environment. The students can interview 

individuals who hold environmental 

jobs (such as scientists, writers, environmental lawyers, organic farmers, park 

rangers, town planners, government 

and environmental group staff, and 

business people). Students can also 

look in the library for books, magazine 

articles, and pamphlets about environmental careers. Have the students 

report to the class on their findings. 

92 
G L O S S A R Y 

Turning the Tide on Trash
 

abandoned fishing gear: See derelict 

fishing gear. 

abandoned net: See derelict fishing gear. 

abandoned vessels: Lost or discarded ships, 

boats, or other watercraft. 

annex: An addition to an established structure 

or document. The annexes in the MARPOL 

regulations are the sections containing the 

specific provisions of the law. 

aquatic habitats: Freshwater or marine home 

or environment of a plant or animal; examples 

include streams, rivers, bays, salt marshes, sea 

grass beds, oyster beds, coral reefs, and oceans. 

awareness: To be acquainted with an issue 

or fact. 

beach: The part of a coast that is washed by 

waves or tides, which cover it with sediments of 

various sizes and composition, such as sand or 

pebbles. 

best management practices (BMPs): 

A method, activity, maintenance procedure, or 

other management practice for preventing or 

reducing the pollution resulting from an activity. 

The term originated in the Clean Water Act. 

Specific BMPs are defined for each pollution 

source. 

bioaccumulation: An increase in the 

concentration of a chemical in a biological 

organism over time, compared to the chemical’s 

concentration in the environment. The 

accumulation process involves the biological 

storage of substances that enter the organism 

through respiration, food intake, epidermal 

(skin) contact with the substance, and/or other 

means. 

biodegradable: A process by which 

microorganisms (bacteria) break materials down 

into compounds that can be reused in the 

environment. 

biodiversity: Short for biological diversity, 

which refers to the diverse forms of life on 

Earth and involves three main components: 

1. Genetic diversity – diversity within a species, 

including individuals, eggs, sperm, etc. 2. Species 

diversity – the different kinds of organisms and 

their numbers and distribution within an 

ecosystem. 3. Ecosystem diversity – the variety 

of habitats and communities of various species 

that interact in complex, interdependent 

relationships. 

biomagnification: An increase in concentration 

of a pollutant from one link in a food chain to 

another; the tendency of pollutants to 

concentrate as they move from one trophic 

(feeding) level to the next. 

buoyant: Capable of floating in water. 

business/industry: Relating to companies, 

groups of companies, and their representatives 

engaged in commerce or trade in specific 

products or services. 

campaign: An organized effort with a specific 

goal, such as informing a group of people about 

a particular subject. 

combined sewer overflow: Pipes that carry a 

combination of sewage and stormwater are 

known as combined sewers. Unlike independent 

storm sewers, combined sewer pipes run to a 

sewage treatment plant rather than directly into 

a nearby body of water. During heavy rainstorms 

sewage treatment plants can be overwhelmed 

by the volume of water and discharge raw 

sewage directly into the receiving water body, 

bypassing the treatment plant. See outfall pipe. 

coral reef: Limestone formations produced by 

living organisms, found in shallow, tropical 

marine waters. In most reefs, the predominant 

organisms are stony corals. Reef-forming corals 

do not grow at depths of over 100 ft (30 m) or 

where the water temperature falls below 72°F 

(22°C). Reefs are under numerous environmental 

pressures, including damage from derelict 

fishing gear. 

93 
GLOSSARY 

data: Individual facts or information about a 

particular subject, or a set of such facts, which can 

be analyzed to learn more about the subject. 

debris: Discarded items; trash and litter; 

man-made materials and solid wastes that are 

released accidentally or intentionally into the 

environment. 

degradable: Capable of being broken down 

into smaller pieces by natural forces. See 

biodegradable and photodegradable. 

derelict fishing gear: Fishing gear that has 

been lost or abandoned at some point during 

use; capable of catching marine life as it continues 

to float throughout the water column or trap 

animals. Also capable of smothering sensitive 

habitats such as coral reefs and sea grass beds. 

Examples of derelict fishing gear include: nets, 

crab pots, lobster traps, coils of abandoned or 

disgarded monofilament fishing line. 

disposal: The permanent storage or removal of 

trash from the environment. 

diversity: A measure that combines the number 

of species in a community with the relative 

abundances of those species. 

ecosystem: A natural community composed of 

biotic (living) creatures that live in connection 

with each other and abiotic (non-living) elements 

like sun, soil, and water. An ecosystem can be as 

big as a planet or as small as a puddle. 

endangered species: Any species which is 

“in danger of extinction throughout all or a 

significant portion of its range,” according to 

the Endangered Species Act of 1973. 

Endangered Species Act (ESA): A 1973 Act of 

Congress that mandated that endangered and 

threatened species of fish, wildlife, and plants 

and their habitats be protected and restored. 

entanglement: The looping of a piece of 

debris around part of an animal’s body. 

Entanglement may impair swimming and 

feeding, cause suffocation, decrease ability to 

elude predators, and cause open wounds. 

environmental group: An organization of 

individuals concerned with reducing and 

preventing environmental degradation. 

estuary: A body of water at the lower end of 

a river which is connected to the ocean and 

semi-enclosed by land. In an estuary, sea water is 

measurably diluted by freshwater from the land. 

extinct: A species that is no longer in existence. 

In biology and ecology, extinction is the ceasing 

of existence of a species. The moment of 

extinction is generally considered to be the 

death of the last individual of that species. 

fishing gear: Equipment used for fishing 

(e.g., gillnet, handline, harpoon, seine, longline, 

midwater trawl, purse seine, rod-and-reel, trap, 

trawler, etc. but not vessels). 

foamed plastic: A type of plastic that is 

generally made from polystyrene and consists of 

small spheres that are fused together. Foamed 

plastic is very light and easily breaks into smaller 

pieces. It is frequently used in disposable cups 

for hot beverages. 

food chain: A series of animals and plants, 

each depending on the next for food. A food 

chain usually forms part of a much larger, more 

complex food web. 

food web: A network of living things that 

depend on each other for food. 

garbage: Spoiled or waste food that is thrown 

away, generally defined as food waste. It is also 

a general term for all products discarded. 

ghost fishing: The capability of lost or 

discarded fishing gear, such as nets, traps, or 

fishing line, to continue to catch fish, shellfish, 

or other marine life. 

gillnets: A type of large fishing net designed 

so fish can get their head into the holes in the 

net, but not their bodies. Fish become caught 

by their gills. 

gyre: A circular pattern of currents in an 

ocean basin. 

habitat: The area in which a plant or animal 

naturally lives, grows, and reproduces that 

provides adequate food, water, shelter, and 

living space. 

hatchling: A bird, fish, or reptile (including a 

turtle) that has just hatched. 

94 
GLOSSARY 

ingestion: The consumption of a piece of 

debris by an animal. Ingestion may cause 

blockages in the digestive tract, suffocation, or 

a false feeling of fullness that can lead to 

malnutrition or starvation. 

inland: Land areas away from the coast, 

associated with watersheds. 

landfill: A specially engineered site for 

disposing of solid waste on land that is 

constructed to reduce any hazards to public 

health and safety. Landfills usually have liner 

systems and other safeguards to prevent 

groundwater contamination. 

lifestyle: The way a person conducts his or her 

life and how this impacts other people, animals, 

and the surrounding environment. 

litter: Improperly discarded wastes; see debris. 

marine: Relating to the ocean. 

marine debris: Any man-made object 

discarded, disposed of, or abandoned that 

enters the coastal or marine environment. 

marine ecosystem: A salt-water ecosystem, 

including oceans and shorelines. Ocean 

ecosystems include pelagic (sea surface) and 

benthic (sea floor) communities. Shoreline 

ecosystems range from rocky and sandy beaches 

to tidal pools and salt marshes. 

MARPOL Annex V: MARPOL refers to the 

International Convention for the Prevention 

of Pollution from Ships, a set of international 

conventions concerned with the prevention of 

pollution (oil, hazardous substances, sewage, 

plastic, and garbage) from ships. Annex V is the 

section of this convention that addresses 

prevention of pollution by garbage from ships. 

medical waste: Waste that comes from 

hospitals or other medical institutions and that 

may be infectious. Medical waste includes 

needles, bandages, glassware, and other items. 

municipal solid waste: Garbage or refuse 

that is generated by households, commercial 

establishments, and industrial offices; includes 

durable goods, non-durable goods, containers 

and packaging, food wastes, and yard 

trimmings. 

navigable waters: generally speaking 

navigable waters are streams, rivers, lakes and 

other bodies of water that can be used for 

commercial transportation. 

nondegradable: Incapable of being broken 

down into simple compounds or components. 

offshore oil and gas platform: A structure 

in the ocean or a bay that forms a base from 

which oil and gas drilling is conducted. 

outfall pipe: A pipe that discharges water and 

other materials into a receiving water body. 

persistent: In the environment this refers to 

the ability of a substance or material to remain 

in the environment for long periods of time 

without being broken into smaller components. 

photodegradable: The property to degrade 

due to exposure to ultraviolet radiation where 

the chemical bonds or links in the polymer or 

chemical structure of a plastic are broken. 

plastic resins: Material used in making plastics; 

usually petrochemical-based. 

plastic resin pellets: Small, round pellets that 

are produced as the raw form of plastic. Resin 

pellets are melted down and used to form 

plastic products. During plastic resin pellet 

production, transportation, and processing, 

some resin pellets can be released into the 

environment. The pellets resemble fish eggs, 

and can be mistaken for food by marine 

animals and sea birds. 

press release: A brief report intended to 

provide news organizations with the basic facts 

of an event or issue and encourage them to 

cover it. 

recycling: The collection and reprocessing of 

materials so they can be used again in a similar 

or different form. 

ring carrier: See six-pack holders. 

salt marshes: Low coastal grassland frequently 

overflowed by the tide. A maritime habitat 

found in temperate regions, but typically 

associated with tropical and subtropical 

mangrove. 

95 
GLOSSARY 

saturated: Thoroughly wet; unable to absorb 

any additional liquid. Some marine debris items 

will float until they become saturated, and will 

then sink out of the water column to the 

bottom. 

seagrass beds: Communities of grass-like 

marine plants, usually on shallow, sandy or 

muddy bottoms of sea. Because these plants 

require sunlight to photosynthesize, they are 

limited to growing in shallow and sheltered 

coastal waters anchored in sand or mud bottoms. Highly diverse and productive ecosystems, 

seagrass beds are home to hundreds of 

associated species. 

sewage: Used water and water-carried solids 

from homes that flow in sewers to a wastewater 

treatment plant. Also referred to as wastewater. 

sewage treatment plant: See combined sewer 

overflow. 

six-pack holders: Plastic rings that group a set 

of beverages and other liquids into a package 

for shipping and purchase. 

sludge: Solids that remain after the wastewater 

treatment process that settle to the bottom of a 

septic tank or a treatment plant pond. Current 

regulations require that these materials are 

disposed of through land applications, 

incineration, or are land filled. 

solid waste: Any solid, semi-solid, liquid, or 

contained gaseous materials discarded from 

industrial, commercial, mining, or agricultural 

operations, and from community activities. Solid 

waste includes garbage, construction debris, 

commercial refuse, sludge from water supply or 

waste treatment plants, or air pollution control 

facilities, and other discarded materials. 

species diversity: See biodiversity. 

storm drain: A pipe system which includes 

grates, gutters, underground pipes, streams, or 

open channels designed to transport rain from 

developed areas to a receiving body of water. 

stormwater: Runoff in the storm drain system. 

stormwater runoff: The water that flows 

along streets or along the ground as a result 

of a storm. 

stormwater sewers: See storm drain. 

stranded: Run aground. See strandings. 

strandings: A behavioral phenomenon where 

marine wildlife species that normally live in 

deeper waters swim into shallow waters or 

ashore when ill or affected by changes in their 

environment; species commonly known to 

strand include sea turtles, whales, and dolphins. 

tar balls: Crude oil from seeps and spills often 

form tar residues or tar balls that become 

stranded on the shoreline. 

threatened species: Any species that is likely 

to become an endangered species within the 

foreseeable future throughout all or a 

significant portion of its range. A threatened 

species is not in immediate danger of extinction, 

but is likely to become endangered if it is not 

protected. 

trash: Materials that have been made or used 

by people and discarded. Also referred to as 

waste, garbage, and solid waste. 

volunteer: To offer to work for a cause 

without pay, generally because the cause is 

deemed important and in need of support. 

waste water: Used water and water-carried 

solids from homes that flow in sewers to a 

wastewater treatment plant. Also referred to 

as sewage. 

zooplankton: Small, usually microscopic 

animals that are suspended or swim in the 

water column, including larvae of many fish 

and benthic invertebrates; the animal 

component of plankton; the first consumers in 

a marine food chain. 

96