Plastics – Should They be Banned?

Preparation

Students are expected to:

• Have some background in using IMVR.
• Have some background on using the HHVR headsets.
• Have some understanding on what single use plastics are.
  

Teachers should make sure that:

• Your Lumination Learning Lab utilises Vive Pro 2 IMVR headsets.
• IMVR headsets are calibrated and charged.
• Teachers are familiar with the Curatours experience using the IMVR.
• Devices are charged.
• Students are able to  access YouTube videos.
• Slide deck has been checked and the teacher has enabled the deck’s accessibility so students can access them.

• A copy of the Student Digital Notebook has been distributed to students and they have downloaded/ made a copy for themselves.
• Students are divided into pairs or groups depending on how many devices are available. A suggested rotation cycle may be:
  

  Group	Round 1	Round 2	Round 3
  Group 1	IMVR	Research	HHVR
  Group 2	HHVR	IMVR	Research
  Group 3	Research	HHVR	IMVR

  This may differ based on student numbers and number of HHVR headsets/ devices.

Learning Sequence

• As a class, watch the following video on a brief history of plastics (5:53) and ask students to complete a 321 RIQ (3 Recalls, 2 Insights, 1 Question) on the video in their Student Digital Notebook.
  • 3 Facts they remember from the video.
  • 2 New insights they have learned from the video.
  • 1 Question they may have now.
• Introduce to students that they will be investigating a provocative statement: All plastics should be banned. They will need to add facts and statements they form and find during the station based learning to the tug of war thinking routine on the google jamboard.
• Introduce the stations students will engage in

Station-based Learning in 10-15 min interval rotations

Station 1 – IMVR

• In pairs students are to engage and explore Curatours – Museum of Plastic. Take turns in the group and complete a 321 RIQ after the experience.
  • 3 Takeaways from the experience 
  • 2 New insights they have learned from the experience
  • 1 Question they may have now
    

Station 2 – Research

• • Students are to watch a range of videos and explore listed websites to find some facts and statements that could help define their stance on plastics

• • • Websites

• • • • The Plastic Museum – Article
      • Museum of Design in Plastics
      • Future Materials

• • • Videos

• • • • Brief history of plastics (5:53
      • Know your plastics (1:49)
      • Top 10 fascinating alternatives to plastic (3:17)
      • Edible Water (1:30)
      • Indonesian Plastic-Made Museum (2:39)

Station 3 – HHVR

• Students are to watch one of the following 360 VR videos on plastics and complete a Connect-Extend-Challenge on it:
  • Generation Plastic – Plastic on the Ganges (6:09)
  • Sea Plastic (5:23)
  • Impacts of Plastic Waste on our Environment (4:38)

 If there is time they can watch more than one video, otherwise it will be a choice

• Ask students to review the facts and statements. Project theTug of War google jamboard on the whiteboard (or replicate the tug of war rope on the board/floor). 
  • Which side do students choose to be on? Ask students to physically stand on a side. 
  • Ask students randomly why they have chosen to stand on that side.

Download the PDF for more information