1. Evaluate the claim

Fictional data: each period covers five days. Area A receives covered bins after the first period; B keeps open bins. Adults count and clear wrappers at the same time daily. Daily results and weather records are unavailable.

Headline: “New bins cut ocean plastic by 55%.”

Area A raw decrease: (before − after) ÷ before × 100 = ______%

Wrappers per 100 servings: wrappers ÷ servings × 100.
A before: _____ after: _____   B before: _____ after: _____

Rewrite the headline. Explain how Area B affects your interpretation and what the counts cannot establish. The ratio does not identify where each wrapper came from.

2. Compare actions

Discuss each mechanism using the lesson's source reading. Record who acts and one requirement or burden, such as food protection, cost or collection capacity.

Recommend an action or combination. Explain why and name an assumption to check. These counts did not test packaging reduction.

3. Plan a useful check

Choose an outcome. Describe what adults would record, where and when, a comparison and another factor to track. What result would make you revise your recommendation? Plan only; no litter handling is required.

4. Make a visual argument

Sketch a message for a school audience. Show your recommendation and how it could help. Label any fictional data. Add a caption explaining an evidence limit.

Caption:

5. Defend and revise

Ask a partner to question an assumption or practical burden. Record what you changed and why.

New situation: fewer wrappers are seen on school grounds, but more beside the collection point. Does this establish success? What would you investigate?