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Title: GOMI on Earth


I am GOMI. People say I am  Garbage or Trash in English. No matter what language you speak , I am still GOMI ; I am still Trash ! This project is about the long journey of GOMI on EARTH and what we can do about it!


Students are living in a world that is currently contains ~ 8.3 billion tons of plastic, which is being produced at an accelerated pace since the 1950’s and of which only 9% of that total production has been recycled. Currently, people are buying a plastic one use bottle at the rate of 1 million per minute and that is a very large contributing factor to the fact the 73% of all beach trash is plastic.

It is important for students to at least hear the following factoids: worldwide, about 2 million plastic bags are used every minute, 90% of plastic polluting our oceans is carried by just 10 rivers, pastic is killing more than 1.1 million seabirds and animals every year, the average person eats 70,000 microplastics each year, and the average time that a plastic bag is used for is just 12 minutes.

Students will be learning about SDG 11: Make cities and human settlement inclusive, safe, resilient and sustainable and SDG 14th: Conserve and sustainably use the oceans, seas and marine resources for sustainable development.

You are “GOMI detectives” in Part I and you will visualize and illustrate what GOMI is as you follow its long journey to final destination on EARTH. You investigate and face the "World GOMI Reality“ in Part II. You are "GOMI activists” at Part III, where you care about the sources and effects of lots of GOMI and reach your creative GOMI solutions. You can participate in Part I ~ Part III freely based on your class time and students' ages. There is one more important part : Part IV : GOMI Campaign puts all your hard work up to this point together and allows you to share your voice about caring for our home "EARTH." This section allows and encourages voices to be expressed in many different ways: dances, songs ," Trashion Shows" or simply meeting and sharing your new knowledge with others.  


  • Kathy Bosiak, United States
  • Yoko Takagi, Japan
  • Mai Okada, Japan



Student Age Levels

5-11 (Primary), 12-14 (Middle), 15-18 (Secondary)


August 14 2020 - Jun 30 2021

Possible classroom activities


Part 1 GOMI-  Dectectives ( Locally and Regionally focused ) ( For younger grades, teachers may need to modify the independent work and refocus it to teacher driven )

A.    As an individual: Keep a week long log of all the GOMI you create . Ex. 15 straws ; 5 ziplock sandwich bags.

B.    As a small group do the following: One week after you have done the data , answer the following questions:

a.    What is GOMI  for you?

b.    How do you define GOMI?

c.     What GOMI  is around you?  Please make a list of them.

d.    Where do they go after leaving your house/school ?

e.    Who takes your GOMI away?

f.      Who/What/How/How often?

C.   As a group over the next week, keep a log using the Litterati garbage tracking apps around your community; in parks or at schools

D.   As a small group, look at the data you have collected in the tracker and answer the  following questions:

a.    How much GOMI  is on public sites? 

b.    What type of GOMI  is on public sites?

c.     How are we contributing to GOMI on public sites?

d.    How can we reuse and recycle GOMI?

e.    Can it be used to produce power?

f.      What is the final stage of GOMI?  Where they have they gone? In what format they are?

E.    Using your data from individual GOMI collection and the data that you collected, create a “ Where GOMI goes” map. This will be used in another Part of the activities, so save a file ( work together on a Google doc)

Part 2 Part II: World GOMI  Reality  ( Globally focused )

Students will investigate and learn about and face the facts about single use GOMI we use and  “World GOMI reality”. As the same teams which worked together in Part 1 , review the information and watch the videos about the reality of GOMI , in particular, the GOMI that ends up in the ocean.

Part III: You are GOMI  Activists

Students as the same teams : You are now GOMI Activists. Your actions are to design a presentation to show how to care for GOMI and to create some GOMI solutions. You will share you results with your class and a group of others yet to be decided.

Part IV: GOMI Campaign -  There are no set guidelines for this, but as facilitators, we would be happy to work with groups to make this part successful. 


1.    GOMI data pieces

2.    GOMI Map

3.    Creative media about "how you care about and for the Earth and want to rid it of GOMI:  Some examples could include creating songs, videos, dances or artwork. The possibilities are endless and are limited only by your creativity.

4.    What your solutions are to lessen the GOMI on Earth."

Your group and individual contributions to help in your expected outcomes will be determined by a rubric that we will design as a class at the beginning of the project:

We are hopeful that as you work on learning about GOMI, you will develop a mindfulness about “GOMI SORTING” before it ever leaves your hands. Hopefully, you will want to keep our mother land and ocean as one healthy EARTH.

SDG 11 Make cities and human settlement inclusive, safe, resilient and sustainable

SDG 14th Conserve and sustainably use the oceans, seas and marine resources for sustainable development



1.    biodiversity


all the different kinds of living organisms within a given area.


2.    microplastics


Extremely small pieces of plastic debris in the environment resulting from the disposal and breakdown of consumer products and industrial waste


3.    single – use plastics


Plastics that are used only once before they are thrown away or recycled.




result or outcome of an action or situation.


5.    decision


judgment, conclusion, or finding.


6.    gyres


Huge circular moving current systems that dominate the surfaces of the oceans.


7.    economy


system of production, distribution, and consumption of goods and services.


8.    ecosystem


community and interactions of living and nonliving things in an area.


9.    litter


Rubbish in the street


10.  disposable


Something that is designed to be thrown away after you have used it once or a few times.


11.  biodegradeable


Capable of being readily decomposed into harmless substances by microorganisms


12.  stakeholder


person or organization that has an interest or investment in a place, situation, or company.


13. watershed


entire river system or an area drained by a river and its tributaries.


If you want to assess this activity:

Since this is a PBL lesson, students will be assessed formatively throughout most of the activity. The formative assessment will be in the form of daily progress in journals – were there questions that they had and either asked or worked out, etc. Summative assessment will be in the form of a teacher/group grade determined by teacher /group reflection of the product that they have created. The rubric that they will use for this will be class generated. Students will also receive a formative grade on the reflection of their individual performance and the group as a whole.  Students can create their own or they may use the Template found at RubiStar Home 

Expected outcomes

GOMI pieces・GOMI Map・Creative media about "how you care GOMI" and "what your GOMI solutions are." We would love to see some creativity: Songs , dances , artwork or plays!

Group contributions to others and/or the planet:

To develop such culture about “GOMI SORTING” before leaving your hands.

To keep our mother land and ocean as healthy EARTH

SDG 11 Make cities and human settlement inclusive, safe, resilient and sustainable

SDG 14th Conserve and sustainably use the oceans, seas and marine resources for sustainable development

Curriculum area

Environment, Social Science, Science, Language  Arts , Art