Educator's Guide to Marine Debris Help Line

Hi, everyone. Sorry about that – a little technical difficulty on this end, um, but welcome to the first educator hotline hosted to you by the South Carolina Sea Grant Consortium based here in Charleston, South Carolina. This is the first of several sessions that we’re going to be doing weekly from here on out – probably throughout summer as well – so join us every Thursday from 4 to 5 PM, and we will be presenting some new and different educational materials and curricula ideas that you can do with your family, with your students, with yourself if you like the topic. So the idea behind these activities is for you to have some new ideas to do that are both educational and hopefully very fun so everything that we are going to be presenting is going to be available on our website. Our website is – you can reach us at – South Carolina Sea Grant the word forward slash education, and that will take you directly to our education page. Our education – so our education page has a ton of things for download, so everything we present you will be able to find there So the way this works is this is an educator helpline, so we are going to be presenting activities to you on a curriculum today on marine debris, and we are available to answer your questions throughout the session. Kristen, who is our fabulous marine educator, she is standing by in the chat box or the comment box ready to answer any questions that you have. So, post away. You know, this is different for us. We’d like to be face-to-face with you all right now and sharing with you in person. We know we can’t do that, so definitely post your comments or your questions to us, and we will do our best to respond to those – Kristen first, and then at the very end I’ll answer some questions live and in person. You do not have to stay for the whole hour. If you’re just joining us, we will be hosting this live session from 4 to 5 PM today. The video will be archived on our Facebook page and then also posted to our website You can access this anytime if you miss the session or any following sessions, that is perfectly fine Also feel free to pop off and pop back on. We’d love for you to stay for the whole hour, but understand that if you get a phone call or you’ve got something else that comes up, you might – you might not be able to hang out with us for the whole hour, and that’s completely fine. So sit back and enjoy. We are going to kick it off with a topic that is near and dear to my heart, and I’m sure many of yours. It’s the topic of marine debris. Now, marine debris is and continues to be a persistent problem Today we’re going to talk about four activities that are found in our Educator’s Guide to Marine Debris. This guide is available on our website and again our website is found right here – forward slash education. And this guide is free for you to download. We’re gonna be featuring four activities today, but there are plenty more in this guide. This guide was published back in 2007. Now, why are we presenting on something that is 13 years old? Well, because A) these activities are really fun. Personally I think they’re a lot of fun. They’re very easy to do There’s fact pages all throughout. So right before an activity, you can get a fact page that will tell you something a little bit about a state that’s in the Southeast or in the Gulf of Mexico – how they’re dealing with a certain marine debris issue. So there’s some reading involved. And then the activities pull in things like science, and they pull in things like engineering. They also pull in a lot of math skills so you get that interdisciplinary component within this curriculum guide. The other reason is that unfortunately the topic of marine debris hasn’t gotten old. It’s still very much a persistent problem that we’re facing today. Now, not to be doom and gloom because I don’t believe in being all sourpuss about these topics It is a real issue, but there’s some really great things that are going on and very encouraging things that are happening now with education, with outreach, and with stewardship efforts to

actually try to tackle the issue with marine debris. So, while I’m going through activities I’m gonna try to end on a positive note, but we’re going to talk about some impacts and then end on what you can do. Okay, this guide is – it’s available for download. If you’re just joining us, this guide is available for download on our Sea Grant Education site. It’s geared more for the elementary and middle school levels, but that being said, the concepts can be scaled up to older grades. So when you’re flipping through the — flipping through the guide, and you have an older child or an older student, some of the topics can be scaled up. There’s some role-playing activities in here. There are activities where you need to research and create your own law, so there are other activities in there that can be for older students Really excited to present this to you all today, and without further ado we are going to get started with four activities that I’m gonna highlight. Each activity is going to last about 10 minutes. So when I start an activity, and you think, “Well, that activity’s not for me,” you can always join back in about 10 minutes to see what new activity we started. The four activities that we going to focus on – if you happen to have a guide in front of you or are looking online – this is just a reference for you, but the first activity we’re going to do is called “The Ties That Bind,” and you can find that on pages 20 and 21 This activity – there’s actually two mini activities that tie together (pun intended) – and they’re two little mini activities that go with this overarching theme. The topic of this activity is talking about entanglement – so marine debris and when it entangles our wildlife. Okay, so that’s the first activity we’re going to start off with. The second activity is one called “Eating Plastic Is a Deadly Meal,” and you’ll find this on pages 7 & 8. This activity is great for talking about another impact which is ingestion of marine debris. What happens when an animal mistakes something for food and how that can impact that animal over time. This one is also great because it pulls in some math, so if you’re looking for an activity that’s not only hands-on but it also pulls in math this is a great activity here Another — the third activity we’re going to do is very much math-focused This one’s called “Calculate Marine Debris on Land and Sea,” and this one is found on pages 35 and 36. This activity is heavy on the math. You actually are using a real data set from a beach cleanup that happened in the Gulf of Mexico in 2007. What we’re going to do is tell you about other sites that you can access more current data if you want to do this activity but use a more current data set. This activity is — also pulls in some graphing and percentages and just some good solid math skills on this one. So that’s the third activity, and then the fourth activity we’re going to do is one that is one of my – they’re all my favorite – but this one’s one of my personal favorites. This one is called “Crinkle Can Fish.” This was originally developed by the South Carolina Department of Natural Resources and was adapted to our curriculum guide, but it pulls in art. Also it talks about stewardship of some items that we can recycle but we can also use as an art project to learn. This one’s a lot of fun. It’s found on page 34. Now one last thing before I get started on our first activity. All of our activities should use household items – very easy items that you might have lying around your house, and if you don’t you can sub it out for something that is closely aligned to that. If you’re going through the activity, and if I mention a supply that you don’t have, don’t worry. We can certainly help you figure out an adjustment to that. The idea is that you don’t spend money, you don’t leave your house, you learn something, you have some fun. Those four things we want you to walk away with today and in the future with our future sessions. So, I’m going to step around the table behind me. I am all set

up for some of our activities here. If you’ll excuse me I’m going to walk around to the back of the table. I’ll be coming back and forth a little bit throughout the hour just to get up close and personal to you. The first activity that we’re going to do if you’re just joining us, the first activity we’re going to do is out of The Educator’s Guide to Marine Debris, which is found on our website This activity is designed to talk about the impacts of marine debris as it relates to entanglement. If you think about – imagine yourself as either a bird or a whale or dolphin and when they get entangled in something like rope or monofilament fishing line or any other type of debris that they can get wrapped around their fins or their their necks or their mouths, they have a more difficult time getting that off And that is because we have two hands We have fingers. We’re able to have a lot of dexterity with our hands and so we’re able to – if we get tangled up – we’re able to take — get ourselves disentangled fairly easily. And that’s not the case for a lot of wildlife. This activity is just a little bit of a warm-up to get kids thinking about what it might feel like if they got entangled as a bird, or a dolphin, or some animal that doesn’t have the dexterity that we do with our body So, what you’re going to need for this activity is one rubber band per person in your group and a timekeeping device such as a smartphone, a watch, or you can just count. It’s not a deal breaker if you don’t have that. So, once you have your rubber band – I’m going to come up a little bit closer to show you – So once you have your rubber band — It’s a little obstacle course back there. Once you have your rubber band — the size rubber band that you need is going to depend on the size of the hand I have a fairly large hand, so I’m going to need a little bit larger of a rubber band. But the idea is that you don’t cut off your blood – circulation – as you do this activity. So when I’m explaining, it if you put the rubber band on your hand, and your hand is turning blue before we start the activity, you need to find a bigger size, okay? But you want it to be a little bit snug. So what you’re gonna do is you’re gonna loop the rubber band around your thumb like this Okay, and then you’re gonna stretch the other side across the back of your hand, okay, and loop it around your pinky finger. Okay, now it needs to be snug. Your hand does not need to turn blue when you do this, okay? But mine’s pretty snug. Now when I make a fist, this top band needs to be below my – the knuckles of my two fingers. Okay? All right, now the directions are: with your timekeeping device – and I’m gonna stand up for this – with your timekeeping device now that I have my hand with – now that I’m entangled with you know my marine debris on my hand – that’s what this is supposed to represent – I want you to imagine that you are a bird, okay? And I want you to imagine that you have now gotten your wing tangled up in a piece of fishing line. Okay, now your your other wing can’t help you alright so you need to put your other wing behind your back because it’s not going to help you at all. All right now, and it’s so tangled in a way that you just —- just got to try to get it off of your wing by yourself. So the challenge is, in the next thirty – sorry – in the next ten seconds, I want you to try to get the rubber band off your hand. Now, you can’t use your other hand. You can’t use the side of the desk. You can’t use your your partner or your brother or your sister over here, but I want you to try to take off that rubber band just using your hand. And I’m counting silently, I’m not using a timekeeper. Okay, now I’m really trying. So, I’m not able to get the rubber band off my hand. Now some people may have success, and that’s great. And that is probably something that happens in nature. Some animals are able to get out of what is entangling them, but most of the time that’s not going to happen. So imagine how uncomfortable you feel with that rubber band around your hand and the frustration of not being able to get it off. That’s how an animal will feel if they’re not able to get disentangled out

of something. Putting my human hat back on, when I take my other hand look how easily I’m able to take off what is entangling me. Super easy. Okay, so but think about this – not only is that uncomfortable, but what else does that mean for an animal who gets entangled in something? They can slow down momentum. It can slow down, especially for a bird, its ability to fly — its ability to fly to escape predators, ability to fly to find food, ability to fly to go feed its young — so it can really have some detrimental effects, because they can’t get free of whatever is entangling them. The second part of this activity also involves your rubber band. So I’m going to lean in a little bit just to save a little bit of time What you’re going to need for this activity is one rubber band — again — for each person, and then you are going to need… you can use rice. I’ve got a rice on a paper plate here. You can use anything small – pebbles. You can use jelly beans from that Easter candy. You can use anything like that That’s perfectly fine. But the idea is that it’s something that’s fairly small. You can put it onto a plate. I usually put maybe about a half a cup to a cup onto that plate. So this represents a food source for — and we’re going to stick with the bird — this represents a food source for the bird Alright, the other thing that you need is a separate plate or a cup of some sort This represents the stomach of your bird. So, we are going to pretend to be a bird, and I want you to make a beak, and you’re gonna take your take your fist and then stick out your first two fingers and your thumb, and you’re gonna make a beak Pretty easy, right? Everybody looks like bird cheeping away. Right. So, in ten seconds — again using that time keeper — I want you to see how much food you can use just with your beak and put it into your stomach. Alright? So in ten seconds, okay? Alright that was about ten seconds. I know it’s hard to see, but that’s — you know– a decent meal for a bird right there. I did pretty good there Alright, now I want you to imagine that you’ve gotten entangled in another piece, let’s say a fishing line or rope, and it got wrapped around your beak. Okay, so I want you to take your same beak. Take that rubber band — and again, don’t cut off your blood circulation — you want to wrap it around your beak two or three times. Not so tight that it cuts off the blood circulation, but tight enough to where you can’t really open it without a lot of effort. Alright, so take your food from your original —- the first round and pour it back onto your plate. Okay, and so now for the next ten seconds, I want you to see how much food you get, okay? So ten seconds. And I’m really trying here. Alright, that was about ten seconds. Barely even covers the bottom of my cup here Entanglement can also not only affect movement, but if it gets wrapped around the beak, that’s going to impair the animal from finding a food source and getting enough nutrients to not only sustain themselves, but they might actually end up becoming malnourished and potentially sick and potentially they might die. So again, not to be doom and gloom, but what can you do? This is a great way to talk about – okay that was really uncomfortable. So what can we do? And one thing is, if you see litter and it’s safe to pick it up, pick it up. Get it out of the environment if it’s safe to do so. if you see an animal that’s entangled, a lot of states have hot lines that you can call. You know, don’t try to approach the animal yourself, but there are numbers that you can call and people who are concerned and have the ability to go out and try to disentangle or help the animal. So, there are ways to to help if you see that happening, and we can also do our part and make sure this stuff doesn’t get into the environment. If you’re just joining us, this was the first activity that we’re highlighting today called the ties that bind, and this was found on pages 20 and 21 of the Educators Guide to Marine Debris. Alright So, rolling into our second activity – now

again, I’m using some very basic supplies here. This is again intended so that you do not have to go to the store. You do not have to leave your house. You can hopefully just find something like this around your house. If you don’t have rice, again, you can use pebbles, buttons – doesn’t have to be food – but something small enough to do that activity. Okay, so rolling into the next activity. We talked about trying to get a food source Not only was this activity, “The Ties That Bind,” showing you that when that entanglement happens around the beak, that could be a problem for getting enough food. What if that’s not the problem, but it’s what you’re ingesting? What if your food source has stuff that you shouldn’t be eating in the first place? So this next activity is called “Eating Plastic Is a Deadly Meal,” and this activity is found on pages 7 and 8 of “The Educator’s Guide to Marine Debris” and again, we’re going to use some of the same supplies, okay? So, I’ve made a little bit of a modification here on this activity, and I’ll tell you what that is, but you’re basically going to use some of the same supplies that we did for the last activity. You’re going to need rice – about a cup – or some item of that same size. Again, you can use jelly beans – it’s Easter time, we’ve got candy – hard candy like Nerds. Anything that you have, you can use, and again, it doesn’t have to be edible. Okay, so you’re going to need a cup of that. And I’ve got – I’m going to use my same plate from the last activity, but this is about a cup again of rice. Okay, and then what I’ve made up over here is another cup of food that I’ve put out on the table, but on this it’s rice, but I also have put a bunch of marine debris in there. I cut up a bunch of straws, plastic bags, wrappers, paper, all sorts of marine debris, smaller marine debris pieces, and I’ve mixed that in with my rice. Okay, now you can do the same thing Whatever you find in your house that you can use as marine debris, that is perfectly fine. Again, do not leave your house to go find the same exact things that I’m using. You can use what you have around the house. And if you don’t have trash, that’s great. You can use something else that represents marine debris in this activity. So just be creative with this, and if you have any questions let us know We are happy to give you some suggestions on that. Okay so for this activity, again, this is found on pages 7 and 8 of “The Educators Guide to Marine Debris.” What you’re going to do again: you’re going to have your two sources of food here. One without any sort of marine debris, one with some marine debris in here Okay now what I also have is I have my stomachs again here. Okay so I am going to put a stomach next to each of my food stations here. And then I have I have a beak. Now the reason I have two is just because I have two plates of food here. You can do this as a group. So if you have a bunch of students around, you can group them around each plate. Have one person be the timekeeper, one person actually doing the activity, and one person writing down the data. If you have more than one person, that’s fine. If you have one person, they can do everything by themselves as they go through this. You can easily adapt this to a larger group size or just one-on-one. The way this is going to work is I’m going to again imagine that – I’m going to stick with a bird just for consistency – so I’m a bird, I’m not entangled, I’m hungry, I’m flying around. I’m really hungry, and I want to get something to eat. This is my beak, and so in the next 10 seconds I’m going to — I found some delicious food, and I am going to eat for about 10 seconds and I’m going to get full Okay, so again, timing, I’m going to put it into my stomach here. All right, so that was about 10 seconds, and I filled up about half of this cup with some good-looking food. Some good rice, right? I wanted rice, and man I got just rice. That’s exactly what I needed Okay. All right, different day. I’m hungry, I’m flying around. I find a new location, and I see some rice in there. I’m like, “Alright.” So it looks pretty good, so

I’m gonna go feed, because I’m hungry again. I’m gonna take my spoon and I’m going to — in 10 seconds — feed myself. Put it into my stomach here Okay so again, about half a cup here, but the difference is — and I know this is hard to see — but the difference is that I have rice, but then I have a whole bunch of stuff that I really don’t want to eat. A whole bunch of marine debris Plastic and Styrofoam and paper and glass. So what the idea of this is to do is in this activity, there’s a data sheet as part of this activity. What you are supposed to do after you do your two feedings, you go and you will count out or estimate how many grains of rice that you have. And then you record the number that you got out of that meal. Then by, comparison — because it’s roughly the same volume, same time period that we fed — you’re going to take this cup. You’re going to also count out the number of rice grains, but then you’re going to count out the different types of things that aren’t rice Then what you’re going to do from that point is you’re going to have a discussion about, “Okay well if you need this much rice to sustain yourself every day, what happens when you have only a little bit of rice and a lot more plastic. What’s going to happen?” So this activity is designed to really start looking at percentages, looking at math, looking at the impacts of when animals ingest things that don’t have any nutrition, don’t have any – you know – does more harm than good for them from a nutrition standpoint. So this activity is great. Again, it’s not supposed to be doom and gloom, but this is another impact. Ingestion of things, ingestion of marine debris and how that impacts wildlife. So what can you do, again? let’s talk about things like — I’m still learning Facebook Live. I could never be a weather person. You could do some sort of cleanup. Getting stuff out of our marine environment is so important. So if you can participate in a cleanup or a highway cleanup that is super important Just getting that stuff out before it can become ingested. So that’s a great way to do that. Also taking care of your own personal trash: making sure things get in the trash or get recycled. Just taking that as your personal pledge to do that also helps very much. So again, if you’re just joining us this was the second activity that we’re featuring today called “Eating Plastic Is a Deadly Meal,” and that’s found on pages 7 and 8 of “The Educator’s Guide to Marine Debris.” Alright, so we’ve talked about two impacts so far with marine debris. One is entanglement both around a body part, around a beak, or your eating appendage here The second is ingestion and the impacts of that. So not doom and gloom. We can still help the environment and help the animals and wildlife around us even though we have this problem, okay So again, we’ve used some very basic items. Very basic Nobody needs to leave to go to the store or spend any money That’s the beauty of this. Let’s move on now. I’m going to come up close and personal again. Bear with me as I make my way in Okay. Hi again. So the next activity that we’re going to talk about is, this one is called “Calculate Marine Debris on Land and Sea” pages 35 and 36. This activity actually takes into account that — a real data set from a cleanup that happened in — a joint cleanup that happened in Florida, Georgia, Mississippi, North Carolina, and South Carolina. So in “The Educator’s Guide to Marine Debris” there is a data set that is actually from a clean up. What this is designed to do, while this is not as hands-on, this really takes a critical look at what was collected, the amount that was collected, and it gets the students or your children to think about the origin of those items

It’s really neat to critically look at these data sets and what the data are telling us. So the numbers may be staggering, but what is it telling us, where are these items coming from, and what can we do about it? Which is really the important part of this. So this one is not as hands-on. You really don’t need many materials for this. If you would like graph paper, that’s fine You can also, again, use technology You can graph some of the data in Excel or any other program if you want to incorporate some technology. So I’m going to do my best to show you. This is the data sheet that goes along with the activity. I’m gonna try my best to make sure you see it. And this is found on page 36. So this is the actual data sheet. So the data sheet on here has a bunch of — over here on the right-hand side here, you’ve got the items that were collected as part of this 2007 cleanup So you’ve got bags, you got balloons, beverage bottles, you’ve got — scrolling down — you’ve got cigarette lighter, or cigarette butts. You know, a lot of the same things that we find in cleanups nowadays. And then in the next column over, you’ve got the total number. So it’s pretty crazy. So even back then you’ve got a lot of – eighty-seven thousand bags, almost eighty-eight thousand bags that were collected during this cleanup Some of the more staggering numbers When you go up, you’ve got six hundred seventy-seven thousand cigarette butts It’s crazy, right? Some of these items are still very much an issue nowadays We get these same staggering numbers during cleanups with some of these same items being, you know, within the top ten. So what this activity does is that it wants you to take a look at the data set here, and I’m sorry this is blurry, but I want you take a look at the data set here, and then I want you to take — as a group if you’ve got more than one child — but work in a group or solo, and then take each item here. So for example bags here. Look at the number, and then these last two columns – one is a typo over here. It should say “estimated number from land,” and this should be “estimated number from sea.” What this is designed to do is to help you figure out — make some sort of prediction or estimate of where these items came from. Did most of them come from land, do you think? Did most of them come from the sea? What is your interpretation of this? Now, some things seem pretty obvious. When you’re looking at something like, you know, balloons, more than likely most of those are probably gonna come from land. But then if you get down, and you go down, and you start talking about things like fishing line and fishing lures, well maybe some of those are coming from a boat So, you know, you just want to critically look at — look at where some of these items come from. Okay so I know you can’t really see the data sheet so bad — so well here, but that’s an explanation of what that data sheet’s designed to do. So then the next step is to really look at, have the students look at, “what are the top 10 items on that on that data sheet?” What are the top 10 items out of all the items that were collected. Okay, so first of all you look, and you make a guess as percentages of where you think these items came from. You can have a discussion about that. You know, why do we have so many balloons? What are the sources of that? What about plastic wrappers and cigarette butts? You know, have a conversation about that. Have a conversation about the origin. Does marine debris stay in one place? You know, just because you find ten balloons on a beach doesn’t mean that that beach is — did they come from that beach, or did they travel by land or by air and land there? So you can have a really good conversation about the origin of marine debris. Then look at your top ten items and talk about, you know, why those are such big — why those are such big numbers, and what can you do about it. One of the top items, it comes as no surprise, are cigarette butts. Cigarette butts came in at six hundred and seventy seven thousand in 2007. Okay, just one cleanup among this region. So, you know, what can

be done, you know? Have your students talk about a potential action plan. What can they do? What’s being done? What’s being done in their their community already to kind of help with this? So there’s a lot of really good discussion that you can have, and it just goes to show that you have a data set, and really critically looking at what those data are telling you, there’s a lot that’s being told here, and good discussion on what can be done and why is it a problem and what can we do about it? This stuff – data – is collected for things like this. Data are collected so that we can have conversations about what we can do about this problem. So, this again, is math heavy so you’re gonna look at percentages. You know, get percentages from land and from sea. How many do you think for every item? You can graph this based on what your your children think and talk about it, maybe have a discussion about why one group thinks one way and why one group thinks another way. Now this is 2007 data You can use this right out of the manual, that’s completely fine. But if you want to access more current data, you can do the same activity but use current data You can visit behind me, on our website, we are one of the co-coordinators of Beach Sweep/River Sweep, and we have data from – I think up to 2018 – um excuse me — currently on our website. So, you can access Beach Sweep/River Sweep data that’s more current than 2007 and do the same thing, and it would be really interesting to look at what was collected in 2007 and compare it to the numbers and percentages that we are seeing today. Has it changed? Are we seeing less cigarette butts or pretty much the same? Are cigarette butts still number one in 2018 for the number – as the number one item that’s being collected? So, you can have some discussions about that and look at data sets that are current. Take a look at our website, go to Beach Sweep/River Sweep, and you can download very easily data there and previous years from 2018 as well I think 2019 will be posted sometime in the next couple of months if it hasn’t been already. So, just take a look. Data tells a great story, and you can have a lot of really great conversations around that. It’s interesting to see how different people interpret different data sets. I love good conversation about why people think what they do, and it’s always very interesting to hear how and why people interpret a data set. So that one pulls in a lot more math, more critical thinking more discussion, and it starts the conversation about stewardship That’s one of the things we have – marine debris is a problem – but one of the things that doesn’t need to get lost is the fact that we’ve got some really great energy and ideas and effort going on to help combat it. It starts with things like this. This gives us a footing to have these conversations: data like this. So this activity, not as hands-on, but definitely a good conversation starter. This again, if you’re just joining us, this is the “Calculate Marine Debris on Land and Sea” on pages 35 and 36 of “The Educator’s Guide to Marine Debris.” Excellent Moving on to our last activity this activity is “Crinkle Can Fish.” This is one of my favorite activities to do, and I’m not an artist. I’m a terrible, terrible artist. One of the benefits of doing this remotely is that nobody — I can’t hear you laughing at my terrible art project I’m about to show you, so my feelings won’t get hurt But I’m terrible, but I love this activity, because it is — not only it pulls in art, but it also pulls in a stewardship component, because you’re using an item that you can either recycle — you can recycle it to a center, but you can also recycle it for this art project. So you’re keeping it out of our waterways by doing this project. So again, this activity was originally developed by the South Carolina Department of Natural Resources, and we adapted it for our curriculum. So I have to give a nod to the DNR for the great idea for this activity. This activity does take a little bit more supplies, but you can adapt based on what you have. So I’m gonna go through how it’s

written up and how it’s done You can adapt this what you have on hand Do not go to the store. It is not worth it. Just, you know, adapt it as you can, and if you have questions let us know. We can certainly help you with that. So, I’m going to see if you can see behind me Okay this activity takes a few more items. So one one item you’re going to need per person is going to be a beverage can – an aluminum can that you have. You need to rinse it out make sure it’s dry for for this activity. Then you are going to need — Now most people probably don’t have these lying around the house, and I totally get that, but the way this activity is written is to have an assortment of fake flowers Okay, so fake flowers that are cut up. So you’re going to want to take your scissors and cut off the petals like this. You can discard the stems, but you can keep the leaves as well. So keep the leaves, keep the petals, and you can discard the actual stems themselves. Okay, if you don’t have fake flowers you can use leaves. You can use cloth. You can cut out shapes on construction paper and color It’s fine, so don’t go to the store Okay, so fake flowers and some type of glue Superglue, tacky glue, something like that you’re gonna need Elmer’s glue or something like that works fine, but you need something a little bit stronger like superglue. Don’t use a glue stick, use the real thing here So fun. You’re gonna need some little little googly eyes. I mean, who doesn’t love these things, right? So little googly eyes, two per can but you can get crazy with your design and put as many eyeballs as you want to on your fish. And then the rest of it is really — oh, I forgot. You’re gonna need spray paint. So, it could be any color. I just grabbed what I had on hand It could be green. It could be metallic It could be yellow. It can be teal. It can be any color that you have on hand So, spray paint, and then you can get — the rest of it you can be as creative as you want. You can have little sparkly stickers or sequins that you can glue on. All this will make more sense once I show you the design, but you can be as creative as you want. But the basic things that you need are aluminum can, spray paint googly eyes, and some sort of either fake flower or cutout of about the size of a petal of a fake flower. So, I know this makes no sense, cause you haven’t seen what I’m gonna do. I’m gonna take this step-wise through. It’s gonna be like a like a mock cooking show. You know where they’re “cooking,” but they’re not They’re gonna show you the different steps along the way. That’s what this is going to be like, okay? So I’m gonna jump ahead. So first things first. You’ve got your beverage can here, and what you’re gonna want to do is to — you’re gonna want to bend it. You’re gonna want to make your fish shape. Okay. So, what you’re gonna want to do is turn it so that you’re gonna bend one end so that it is facing out. Okay, and it doesn’t matter which one facing out the other side facing you. So I’ve got the flat end facing me, the one with the pull-tab facing out. Doesn’t matter which way. Now I’m going to – you’re not gonna be able to see this – but I’m gonna flatten it by standing on it, okay? Because I want this flat. Alright, so when I’m done I’m gonna show you, so don’t go away When I’ve crushed it, I now have – this is gonna be the front of my fish. This is actually the mouth of the fish, and this is going to be the backside of the fish. Now, if you mess up and decorate the side that’s fine. But this is intended to be the mouth of the fish, so it’s basically — you’re looking at it from its side, and it’s looking at you like this. It’s swimming this way. So, front part the mouth, and then that’s the back side. Okay, so now that you’ve got your flattened beverage can, you then are going to want to spray paint it. Now this takes — this is gonna take maybe an extra

fifteen to thirty minutes, cause you want to — you’re gonna want to spray both sides Okay, I used the color teal, and I obviously didn’t dry mine very well before I spray-painted it. But you’re gonna want to spray paint both sides whatever color you choose. You could do two colors, it doesn’t matter. So I did all teal on both sides Okay, so teal on both sides, right? Alright, so make sure it’s good and dry, because you’re gonna want to attach items to your fish. To make this now – this crumpled up piece of can actually look like something, we’re going to put on your googly eyes. Cause then now you’re gonna have a frame of reference, okay? So, that is the start of my crinkle can fish These are the eyes that are now looking out at you. This is the body right here, and then this is the end of the body where the tail is going to go. Okay Alright, so The next thing you’re going to want to do is attach fins to your crinkle can fish, okay, because right now this just looks like a can with eyeballs It doesn’t look like a fish. This is where your cut flowers or your cut up construction paper or whatever come in handy. But with these fake flowers you can then start to add so that you can add the fin here so you’ve got your dorsal fin, you’ve got your tail fin — sorry doing this backwards I’m learning as I go along. So you can put the tail fin here, you can put the pectoral fins here. You can put your little swimming fins right here, okay, like that. Okay and that’s where that tacky glue is gonna come in handy So you’re gonna put your pectoral fins here, dorsal fin up here, tail fin here, and then – you know – if you want to put the anal fin down here that’s fine. You can be as technical as you want to with your fish. So be as creative as you want, but this is also a good science lesson. So you also can talk to your kids about – you know – what kind of fin do fish need to move, and why does each fin matter? You can actually pull in a lot of science with this. So the pectoral fins are good for motion forward. The dorsal fin is great for keeping balance The tail fin provides propulsion. So you can talk about all these. You can actually pull in a lot of science with this. I can hear you guys laughing at how terrible my fish looks, but anyway There are the eyeballs. Now, I’m gonna skip about thirteen steps, okay? I know we’re running out of time. This is my crinkle can fish right here. What I’ve done is I have put — you can’t really see the mouth, but I did try to define the mouth down here but I put the dorsal fin up here, the pectoral fin here, tail fin here, and then I decorated just with some sticky sequins. You can get a lot more elaborate with this, I just wanted to show you the basics but you can be creative as you want. You can use anything that you want. The main thing is make sure you crush that can, spray paint it, and have some googly eyes. If you don’t have googly eyes, you can just color it in with a sharpie marker or something like that. That’s totally fine so you don’t have to you don’t have to leave. Don’t go to the store. Just use what you have here. All of these items that I’m showing you is how it’s written up in the guide, but please, you know, use what you have at your house. But this is a great way to show another way – use for marine debris that could become marine debris. You can recycle your can, or you can use it and recycle it as an art project. The other thing that you can do is you can actually make – you can attach a wire. I’ve got wire right here you can attach wire to the top of your can and make this an ornament. So if you’re looking to get a jump on your Christmas gifts while you’re in quarantine, you could make a lot of these for your Christmas gifts to hang on the tree. So this is just a really great, cute idea that we’ve had a lot of success with with kids, and a lot of – again – a lot of extensions. It’s fun, it’s cute, but there’s a lot of science that you can you can talk about. You could have your student research a fish, your son or daughter research a fish and then come up with something cute and creative with it You can design a fish and have, like, really cool adaptations. Come up with, like, a magical fish. You know, you can do a lot of really creative things

to pull in science talk about adaptations, talk about form and function, research a different type of fish to learn what’s local in our waters here. So, lots of extensions, lots of good science that’s in here. So, “Crinkle Can Fish,” this is found on page 35 — 35? 34 of “The Educator’s Guide to Marine Debris.” So that is what I had to share with you all today. I did want to plug, again, if you joined us a little bit later, did want to just mention again that we did activities out of “The Educator’s Guide to Marine Debris.” This is downloadable off of our website for free All the activities I did are in this guide on our education website. Our education website again is here. So that will take you directly to our education page where you can download this and a lot of other items as well. The guide is, again, it’s geared more for elementary and middle school, but concepts can be scaled up quite a bit to older students as well as adults. So, the issue of marine debris knows no boundaries from grade level or age or demographic. It touches us all, so it’s a really great topic to learn about and have some fun with as you make your crinkle can fish. I would love to see if you — if anyone who’s listening does it, I’d love to see a picture of what you come up with. I’m sure, hands down, it will be better than mine, but I’d love to see your creativity with it, and we’ll even post it on our website Give you a shout out. So, for the remaining few minutes, I had a couple questions that were sent to me, and I wanted to just read out a question I received. The question’s a really great one, and it’s, “Are there any ways that we can help reduce marine debris while we were in quarantine?” That’s a great question. It’s a little bit difficult now to actively go clean up the beach or to, you know, participate in some of these community-based efforts, so I would say just as your person, you know, make sure that you’re recycling. We still have recycling services going on, so make sure you’re recycling your own personal stuff right now. Also since, you know, most of us are taking lots of walks – lots of lots of walks right now – through our neighborhoods, even though it’s nothing formalized, and if it’s safe to do so you can also try to, you know, pick up a piece of trash on your way home. You don’t have to pick up all of it, but if you want to pick up one or two items, that’s one or two items that gets out of our– potentially out of our waterways. So you can do that. That’s a really good start, and you can also be thinking about, you know, while you’ve got time looking towards the future, where are there things that you, your classmates next year or even over the summer, any youth group you’re involved in – you know – are there any types of cleanups, or adopt-a-stream, or adopt-a-highway, or any sort of organization like that that you might want to get involved with? You can do kind of some front-end research on what’s out there and available. Once we’re out of quarantine, you might want to join up and become part of an effort like that. There are lots of great organizations here, I know, definitely in Charleston, and I’m sure where you are there are efforts as well. So those are just some things that you can do right now. That’s a great question, so thank you for that. And I will just end if there no other questions. I’m just going to end with one of the reasons why, you know, I’ve talked a lot about wildlife. I’ve talked a lot about wildlife. This little guy right here, this guy, his name is Diamond and he lives in a very nice tank in my office. He’s a Diamondback Terrapin. He lives his entire life in the salt marsh habitat. He doesn’t migrate like sea turtles, he stays right here in the salt marsh environment. So when I think about marine debris, I tie it a lot of times back to what this little guy might encounter. Now, he’s living the life in my tank, but his buddies, they’re out there in the wild, you know, if they eat, you know, things

that they shouldn’t be eating, or if they get exposed or entangled in something, they can really cause a lot of harm When I get involved in things like Beach Sweep/River Sweep or do marine debris programs, I think about Diamond here Because, you know, he is on the front lines of getting impacted by marine debris. And he’s trying to swim away from me, or swimming towards me. But Diamond is kind of my poster child. He’s a species that I care very much about and, you know, one of the reasons why, along with other wildlife, and just in general my community, why I care so much about marine debris. And there are things that we can do and things that are being done which is great I’m going to put Diamond back into his little container here, but I just wanted to end with him, and hope you all will join us next Thursday for our next educator hotline — helpline, excuse me, helpline. We are going to be focused on some really fun STEM challenges that are focused on buoyancy and density. If you’re interested in STEM, join us next week. We’ve got some really fun challenges that you can do, and no matter how young or – you know – you don’t have to be in school. These are really fun challenges that you can do. Again, if you have questions, let us know Go to our website, and please take a look at all the resources that we have available for you, and please join us next week. Thank you all. Stay safe! See you next week!