SE A B I N P R O J E C T

GLOBAL AMBASSADOR PROGRAM

Photo: Nick Pumphrey

Definition of
“AMBASSADOR”
= a representative or promoter of a specified activity.

synonyms: a campaigner; representative, exponent,

promoter, proponent, advocate, champion, supporter, backer,
upholder, protagonist; booster

Photo: 27mm
 CONTENT

Acknowledgements 4 2.2.2 What is marine litter? 31

2.2.3 Where does marine litter come from? 33
The Seabin at a glance 5 2.2.4 Characteristics of litter in the marine environment 34
2.3. Proposed activities for the classroom 35
Seabin, The product 6 2.3.1. Lesson 1: Understanding marine litter 35
2.3.2. Lesson 2: Characteristics of marine litter 38
A multiple approach 7 2.3.3. Lesson 3: Degradation of marine litter experiment 39
2.3.4. Lesson 4: How much litter do you produce? 40
A few aims and goals 8 2.3.5. Lesson 5: Where does marine litter come from? 43
2.3.6. Lesson 6: How does marine litter affect marine wildlife? 45
About the Global Ambassador Program 9 2.3.7. Lesson 7: Working towards solutions 47

Participation in the Global Ambassador Program 10 AIR Strategy by Parley For The Oceans 48

The real solution, Education 12 Research and development program 50

Research: Constant innovation and knowledge gain 13 3.1. The impact of Seabins 52

1. Guidelines for marinas 15 3.2. Seabin global database 55

2. Guidelines for schools 21 3.3. Microplastics 57

2.1. Unit 1: Interaction with Seabins 22 3.4. Circular economy 58

2.2. Unit 2: Non interaction with Seabins 29 3.5. Collaborations 59

2.2.1 Connecting people’s behavior to marine litter 30 Helpful resources 61

⚓ Global Ambassador Program www.seabinproject.com Content

 Acknowledgements
4

The Global Ambassador Program has been prepared with

the help of innumerable people and foundations already
dedicated to solving the current problem of marine litter in the
oceans.

The educational element has been partially inspired by the

“Turning the tide on trash” 2007 edition funded by the U.S
EPA and NOAA’s Marine Debris program, where some of the
information and educational activities have been taken from.
In particular, we would like to thank Captain Charles Moore,
Katie and the whole team from Algalita for providing us with
their experience and educational material. We would also like
to thank Surfrider Europe for their contribution and Parley for
the Oceans for their invaluable help.

The research element builds on existing programs using the

documentation and cataloging of marine litter, our wish is that The Global Ambassador Program has been
the data collection generated by the Seabin Project will be
prepared with the help of innumerable
designed in a way so as to add value to existing knowledge
and provide a collaborative framework for the exploitation of
people and foundations already dedicated to
the results that can then be transferred to the public. solving the current problem of marine litter in
the oceans.
Photo: 27mm

⚓ Global Ambassador Program www.seabinproject.com Acknowledgements

 5

THE SEABIN AT A GLANCE

“The Ambassador Program has been

prepared with the help of innumerable people
and foundations already dedicated to solving
the current problem of marine litter in the
oceans”

⚓ Global Ambassador Program www.seabinproject.com The product

 Seabin, The product 6

The Seabin is a floating rubbish bin that is located in the water

at marinas, docks, yacht clubs and commercial ports and moves
up and down with the range of tide collecting all floating rubbish.
Water is sucked in from the surface and passes through the
catch bag inside the Seabin. The water is then pumped back into
the marina leaving litter and debris trapped in the catch bag to
be disposed of properly.

The Seabin also has the potential to collect a percentage of oils

and pollutants floating on the water surface.

The team at Seabin Project are trialling 24 volt submersible

water pumps which have the options to use alternative energy.

This may be using solar, wave or wind power technology

depending on geographical location and current technologies
available.

The Seabin however is only one small part of a larger solution in

the battle against global oceanic littering with the real solution
being education.
That is why we have Seabin Project, to address the problem at The Seabin however is only
hand and also implement steps for a better educated and one small part of a larger
informed future for our oceans and environment.
solution.

⚓ Global Ambassador Program www.seabinproject.com The product

 A multiple approach 7

One small act replicated by many brings change

Seabin Project SL has implemented a three pronged and to change the demand means to change the
approach as a part solution to the current global littering industry, for cleaner oceans.
problem.

The following elements are currently being developed in parallel

with the product. The following points are listed in order of priority
however all are of equal importance.

1 - The product
2 - Educational program
3 - Scientific and research program

Our vision for a better future is to not have a need for Seabins,
imagine that…. A world where we don't have a littering problem.

This vision may not be fulfilled in our lifetime, but by

implementing the above points and leading by example, the
team at Seabin Project are confident in the future generations,
the health of our oceans and health of the environment.

One small act replicated by many brings change and to change

the demand means to change the industry, for cleaner oceans.

The future is looking bright.

⚓ Global Ambassador Program www.seabinproject.com The product

 A few aims and goals
8

⚓ Further development of the Pilot Program and educational To be good people.

programs

⚓ New models of Seabins with the aim of “getting off the dock”

⚓ To be a key player in a circular plastics economy

⚓ Dynamic collaborations with like minded businesses who are

willing to use our captured plastics for up cycling

⚓ To not have our captured plastics from the Seabins going to

landfill or being incinerated

⚓ Educational and technical collaborations with universities,

scientists and schools worldwide

⚓ To be in a financial position where we can help other groups,

businesses or not for profit organizations in less fortunate
situations

⚓ To not have a need for Seabins

⚓ To be good people
Photo: Berni Ginard

⚓ Global Ambassador Program www.seabinproject.com The product

 About the 9

The Global Ambassador

GLOBAL Program is designed as an
informational and
AMBASSADOR instructional booklet for
interaction with Seabins that
PROGRAM everyone can use.

The Global Ambassador Program is designed as an

informational and instructional booklet for interaction with
Seabins that everyone can use. You don’t need to have a Seabin
near you.

Although the Global Ambassador Program focuses on marine

litter, trash is found in other aquatic environments (ponds, lakes,
rivers, and streams) as well as on land, the ultimate source.

Most of the concepts associated with marine litter apply to all

environments, the use of the Global Ambassador Program is not
limited to areas close to the marine environment.

You can use this booklet to learn about the issue of marine litter
in the oceans, on the streets and waterways to inspire yourself
and others to take action! Photo: Nick Pumphrey

⚓ Global Ambassador Program www.seabinproject.com About the Global Ambassador Program

 Participation in the 10

GLOBAL
AMBASSADOR
PROGRAM
The Global Ambassador Program focuses on generating
information for the general public on the issue of marine litter in
the ocean and to empower people to take action in the
resolution of this problem.

The Global Ambassador Program is implemented through our

education and research programs.

Taking advantage of the network of Seabins deployed in

marinas and other areas around the world, we can leverage the Furthermore, the network of Seabins is an excellent opportunity to
positive impacts of Seabins even further by establishing a strong gather a large amount of data that will prove instrumental not only
educational program for schools, sports clubs and other social in the monitoring of how the Seabins are performing but also to help
groups to come and interact with the Seabins and learn about us understand this issue and better inform the public, policy makers
the issue of marine litter in our oceans and coasts. and stakeholders.

⚓ Global Ambassador Program www.seabinproject.com Participation in the Global Ambassador Program

 2

“The person who says it cannot be done,

should not interrupt the person doing it.”

- Chinese saying

⚓ TEXT LINE Lore Ipsum

 12

The real solution,

EDUCATION

The issue of marine litter is one that will have to be dealt with
for generations to come and therefore we need to provide the
knowledge, tools and capacities to the decision makers of the
future, our children.

Education is the first step to lasting and effective solutions. With

marine litter, children can play a direct and significant role in
reducing the sheer amount entering the oceans. With marine litter, children
can play a direct and
Every child who learns to dispose of trash properly can be one significant role in reducing
less “source” person littering and they have the potential to the sheer amount entering
spread the word to friends and family virally amplifying the effect.
the oceans.

⚓ Global Ambassador Program www.seabinproject.com Education and Research

 13

RESEARCH
Constant innovation and
knowledge gain
The Seabin Project is committed to making a difference.
In the Scientific Research & Development department this
will be done in two ways.
By constantly upgrading our
Firstly, by constantly upgrading our products to get better
at what we do and to generate the least amount of impact products to get better at what
possible. we do and to generate the least
amount of impact possible.
Secondly by establishing a solid marine litter research
program in collaboration with top scientific institutions and
reputed experts around the world to advance our
knowledge on the source, stocks, flow, transformations and
fate of marine litter in our oceans to make better collective
decisions.

⚓ Global Ambassador Program www.seabinproject.com Education and Research

 14

Guidelines for marinas

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Seabin users

 15

1. Guidelines for marinas

Every marina to have Seabins installed will have the option
and all the tools to participate in the Global Ambassador
Program.

Education program
The Seabin user may engage with a local school or organization
and at certain times will assist the students on their field day and
explain the operation of the Seabin, sorting of contents and
upload of data to The Seabin Project database.

Research program
Participants in the research program will be required to regularly
collect data on the litter collected by the Seabins and upload to
our global database as well as other water quality parameters Every marina to have Seabins installed will
and weather data associated to it. have the option and all the tools to participate
in the Global Ambassador Program.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Marinas

 16
“Coming together is a beginning;
keeping together is progress; working

Marina duties
together is success.”
-Henry Ford

or requirements.
⚓ Empty the catch bag when needed.

⚓ Sort the contents and note information on

the data sheets provided.

⚓ Collect weather and environmental data.

⚓ Make sure the litter collected is disposed of

properly (sent to recycle or a litter collection
program).

Photo: Nick Pumphrey

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Marinas

 Seabin geographic information 17

Marina NAME OF SITE

Seabin data entry sheet

DATE AND TIME

NUMBER OF SEABINS

NAME*

*Person or entity responsible for the proper collection of the

Photo: 27mm data

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Marinas

 18

Marina Environmental conditions of the day (weather and marine life activity)

Seabin data entry sheet A visual guess is sufficient if the Seabin user may not have access to
information needed.

Rain (mm) Wind (kn) Temperature (C) Clouds (%cover)

ATMOSPHERE

Swell Currents Turbidity Temperature (C)

WATER

Fish Birds mammals Other (jellyfish)

MARINE LIFE
ACTIVITY*

*This can be a yes/no (presence/absence) or if possible a count

(e.g. 3 Sea lions)

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Marinas

 19

Marina Environmental information on the contents of the Seabin catch bag

*If a scale is available record weight in grams

Seabin data entry sheet

MARINA GPS
NAME LAT/LONG
WEIGHT* VOLUME SIZE CLASS1 AGE 2 ORIGIN3
(ltrs) (approx. %of (approx. %of (approx. %of
each) each) each)
Old or new Where it
came from
PLASTIC

METAL

GLASS

PAPER

OTHER
(ORGANIC,
WOOD…)

TOTAL

1. Less than 5mm for micro plastics, larger than 5mm for macroplastics
2. Old or new (old has clear signs of degradation)
3. Identifiable/non identifiable (if identifiable state where it comes from)

⚓ Global Ambassador Program www.seabinproject.com Guidelines for Marinas

 “If you want happiness for alifetime,
helpthe next generation”.
- Chinese saying

Photo: Alex Voyer

www.seabinproject.com
 21

2. Guidelines for schools

Photo: Nick Pumphrey

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 22

2.1. Unit 1
Interaction with Seabins

This unit is designed for a visit to a marina or location where

the Seabins are installed and perform a hands-on activity where
the students learn how the Seabins work, actively engage
changing the catch bag of the Seabin and participate in data
collection by sorting, cataloguing, counting and measuring the
litter collected.

The students, supervised by their teacher will learn by following

the directions of the person in charge of the Seabins who will be
properly trained to interact with the students.

The students will learn how to complete the Seabin data sheet
entry form set forth in the previous section (guidelines for
marinas), as well as other aspects concerning the proper
operation of the Seabins. The students learn how the
Seabins work, actively engage
changing the catch bag of the
Seabin. Photo: 27mm

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 23
HOW THE SEABIN WORKS
“It always seems
⚓ Principle of operation impossible until its done.”
⚓ Parts - Nelson Mandela
⚓ Engineering challenges
⚓ Catch bag specifications (material, mesh size)

SEABIN INSTALLATION
(number of Seabins and site location)

⚓ Evaluation study
⚓ Installation procedure
⚓ Other considerations

STRATEGIC LOCATION
(ideal location to install Seabins based on)

⚓ Predominant weather conditions

⚓ Currents
⚓ River runoff
⚓ Other important considerations
(areas of heavy use, animals)

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 24

“Think big and don’t sweat the small stuff,

they tend to work themselves out” MARINE LIFE ACTIVITY AND
- Author unknown ENVIRONMENTAL CONDITIONS

⚓ Fish, algae, jellyfish, birds or marine mammals or others

⚓ Weather conditions (wind, temperature, rain)
⚓ Water conditions (swell, current, turbidity, temperature)

CHANGING OF THE SEABIN CATCH BAG

⚓ How to remove the catch bag from the Seabin

⚓ How to clean the catch bag
⚓ How to put the catch bag back in the Seabin

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

Marine litter 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, person and
society at large.
 26
“Start where you are. Use what
SORT CONTENTS OF THE SEABIN you have. Do what you can”
CATCH BAG - Arthur Ashe

⚓ Separate the contents attending to various characteristics

⚓ Types (plastic, metal, glass, paper or other)
⚓ Size (smaller than 5mm, larger than 5mm)
⚓ Origin (where it came from)

RECORD DATA ON THE LITTER

COLLECTED

⚓ Origin of litter
⚓ can you identify where the litter is from?
⚓ Amount of litter (weight in grams)
⚓ Type of litter (is it plastic, metal, glass, paper or other?)
⚓ Size fractions recovered (is it microplastic or macroplastic?)
⚓ Where is it being sent to? (reuse, recycle, other projects)

Photo: Nick Pumphrey

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 27
“If you can dream it, you
UPLOAD DATA TO THE SEABIN PROJECT
can do it.”
(FILL OUT DATA FORM)
- Walt Disney
⚓ Contribute to the generation of a global database
⚓ Visualize data collected on The Seabin Project website
⚓ Discuss the global database

WHAT TO DO WITH THE PLASTIC

COLLECTED

⚓ Can it be recycled?
⚓ Can it be reused?
⚓ If not, are there any options before sending it to landfill
⚓ Introducing the concept of circular economy

HOW TO MAINTAIN A CIRCULAR

ECONOMY FOR PLASTICS

⚓ Concept of a circular economy

⚓ Benefits of a circular economy
⚓ Challenges on implementing a circular economy

Photo: Meaghan Ogilvie

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 “Tell me and i forget, teach
me and i may remember,
involve me and i learn.”
- Benjamin Franklin

Photo: 27mm
 29

2.2 Unit 2
Non interaction with
Seabins
This unit is designed as complimentary information on the
issue of marine litter in the ocean and the environment and for
areas where no Seabins are readily available but there is still a
strong interest in learning and taking action on keeping the
world’s ecosystems pollution free.

Teachers are welcome to use as much or as little as they want of

this guide depending on their time and willingness and can even
expand further with the suggested links we provide at the end. In
this unit there is practical information as well as a set of activities
that students can perform in the classroom with minimal training
and supervision from the teacher. These activities strive to inspire an appreciation of the ocean and
a commitment to the preservation of its water quality, beauty, and
The lessons in this Global Ambassador Program are designed to wildlife.
increase students’ awareness of the impacts of marine litter and
to teach them about pollution prevention techniques.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schoolsls

 2.2.1 Connecting people’s
30

behavior to marine litter

Marine litter enters the ocean mainly from land sources and
arrives either directly or indirectly through human action (or lack
thereof).

One of the central messages of the Global Ambassador

Program 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 litter!

While marine litter 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 litter
can be traced back to a single source – people.

Marine litter 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 Marine litter can only be truly managed by changing the behavior
released on land or emptied into the ocean. that causes it to enter the environment. Proper disposal of trash is
the responsibility of every business, person and society at large.
The Seabin Project is working hard to try and address those
issues also.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 31

2.2.2 What is marine litter?

The most concise and widely accepted definition of marine
debris/marine litter is the one given by the U.S EPA 2004 report
to congress (U.S. Environmental Protection Agency, “Report to
Congress: Impacts and Control of Combined Sewer Overflows
and Sanitary Sewer Overflows” August 26, 2004, (EPA
Publication833-R-04-001),

http://cfpub.epa.gov/npdes/cso/cpolicy_rep ort2004.cfm

It is defined as:

“Any persistent solid material that is manufactured or processed

and directly or indirectly, intentionally or unintentionally, disposed
of or abandoned into the marine environment or the Great Lakes.
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.”

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

While marine litter is one of the most widespread pollution problems
facing the world’s ocean´s, it is also one for which individual citizens
including students and children can become an immediate part of the
solution.
 33

Materials that are improperly

2.2.3 Where does marine transported or stored have the
potential to become marine
litter come from? litter.

Any trash that is improperly disposed of whether intentional

or unintentional as well as any materials that are improperly
transported or stored have the potential to become marine
litter.

The main sources of marine litter include:

⚓ Beachgoers
⚓ Improper disposal of trash on land
⚓ Storm water sewers and combined sewer overflow
⚓ Ships and other vessels
⚓ Industrial facilities
⚓ Waste disposal activities
⚓ Offshore oil and gas platforms

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 34

2.2.4 Characteristics
of litter in the
marine environment
Two well known characteristics of some marine litter are
buoyancy and the ability to be transported easily. This affects
how easily it can enter the marine environment.

Degradability is another characteristic and affects how long litter

will remain in the marine environment.

Buoyant objects are more likely to become visible marine litter

than those that sink because they can easily be carried by wind,
water, and waves.

Objects that can be easily blown around are a particular

problem because they can become marine litter even when they
are originally disposed of in a proper manner.

An object is degradable if natural forces cause it to be broken Litter that does not easily degrade remains in the environment for a
down into smaller pieces. In nature, materials are typically broken long time and is therefore persistent and accumulating in the
down through a process known as biodegradation. oceans.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

2.3 Proposed activities
35

for the classroom

2.3.1 LESSON 1
Understanding marine
litter
Students will first define marine litter and discuss its possible
impacts then sort household or Seabin trash items into different
categories to learn about different sources of marine litter.
Older students can use statistics and graphing to better
understand the types of marine litter that are collected each
year.

For this activity, if a Seabin is not available students can do a

quick litter cleanup of a nearby location or you can use the The children will be amazed at how much information they can
contents of a trashcan from school. collect from the items they themselves have previously thrown away.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 36

MARINE LITTER
⚓ Define “marine litter.”

⚓ Discuss the concept of litter and kinds of litter.

⚓ Describe specific examples of litter.

“Never doubt that a small group of ⚓ Classify different kinds of litter found in water, using
thoughtful, committed citizens can several different categories.
change the world; indeed, it's the only
⚓ Create a poster with information gathered from the
thing that ever has.” classification exercise
- Margaret Mead (older students can produce charts and graphs).

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

We can leverage the positive
impacts of Seabins even further by
establishing a strong educational
program for schools, sports clubs
and other social groups to come
and interact with the Seabins and
learn about the issue of marine
litter in our oceans and coasts.
 38

2.3.2 LESSON 2
Characteristics of marine
litter
Students perform experiments to examine whether or not
trash can float, blow around or wash away. The effects of these
characteristics on marine litter in the environment are then
discussed.

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 litter. Also discuss
how the natural environmental forces of running water, wind and
rain can cause trash to become marine litter.

As with lesson 1 if no Seabins are available, source your items

from either the school trash or perform a quick litter clean up of a ⚓ Use fans and see what items are easily blown away.
nearby location. ⚓ A container with water can be used to test litter buoyancy.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 39

2.3.3 LESSON 3
Degradation of marine
litter experiment
Students perform a n experiment to learn how different types
of litter degrad e a nd how weather a nd sunlig ht a ffect the rate of
degradation.

For this exercise you will create your own weather and
degradation data tables together with your students.
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 Compare the completed “Weather Watch” a nd “Degradation
changes as accurately as possible. When taking pictures, place a Data” ha ndouts (create your own). Ask the cla ss the following
card with the date on it in the upper right hand corner of the questions:
photograph to keep a precise record of when the photograph
was taken.) ⚓ Did the weather seem to affect the rate of degradation? How?
⚓ What weather conditions increase degradation rates ?

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 40

2.3.4 LESSON 4
How much litter do you
produce ?
This lesson is designed to increase student’s 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. Our own behavior and
Students also learn which items were (or could/should have activities can contribute
been) recycled and which items could become marine litter. to the marine litter
Our own behavior and activities can contribute to the marine
problem.
litter problem and how proper waste disposal methods and
recycling can help prevent the problem.

Discuss the types of items that were discarded that could

become marine litter.

Ask the students the questions in the following activity on page

41.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 41
ACTIVITY “Without the oceans there
would be no life on Earth.”
- Peter Benchley
For this exercise, on top of using the student’s home
trash you can also do a collective one with the trash
generated in the classroom, challenge yourselves to
reduce the amount produced in the subsequent
months.

⚓ What types of items can become marine litter?

(Note that all items can become marine litter if disposed of
improperly.)

⚓ How could they become marine litter?

⚓ How could you prevent these items from becoming

marine litter?

⚓ How could you produce less waste?

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

Marine litter has no international boundaries and
it is a global issue. Just cleaning the oceans is a
poor solution to this current effort, we need to
change our behavior towards litter production and
find new ideas to prevent and reduce marine litter.
 43

2.3.5 LESSON 5
Where does marine litter
come from?
Many of us do not see normal litter in our surrounding
environments. This exercise will increase the student’s awareness
of litter problems and guide them towards understanding how
normal litter becomes marine litter.

Students will observe and record normal litter they see in their
neighborhood and reflect on how the litter came to be
there, then make predictions on how the litter items might make
their way to the ocean. Students will compare the litter they have
observed with data collected during the Seabin collection activity
in lesson 1.

For this exercise have students go on a windy day if possible to a

public bin that is full and hasn’t been emptied and discuss what
can happen even if the litter was discarded of properly in the first
place.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 44

ACTIVITY
“We need to respect the oceans and
take care of them as if our lives
depended on it. Because they do.”
⚓ Discover where marine litter typically comes from and how - Dr. Sylvia Earle
it commonly finds its way into the marine environment.

⚓ Learn how trash that is not properly handled or disposed of

on land can become marine litter.

⚓ What kind of items become marine litter?

⚓ How could the litter found in their community find its way to
the ocean and become marine litter?

⚓ What can the community do to prevent the generation of

marine litter?

⚓ What can each of your students do to prevent the

generation of marine litter?

Photo: Meaghan Ogilvie

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 45

2.3.6 LESSON 6
How does marine litter
affect marine wildlife?

Marine litter can have serious impacts on both marine

wildlife and humans. Litter can entangle, maim and even drown
many wildlife species. Animals can also mistake some litter for
food; once ingested these materials can cause starvation and/or
choking. For humans, marine litter can be a health and safety
hazard.

The ingestion of marine litter by marine organisms can escalate

through the food chain and become part of the human diet
posing a serious health risk. The impacts of marine litter can
The ingestion of marine litter by marine
also result in economic hardships for coastal communities
related to tourism and the fishing industry. organisms can escalate through the food
chain and become part of the human diet.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 46
“Most people can't see the
connection between their own
ACTIVITY
lives and the oceans.”
- Captain Paul Watson For this exercise have the kids find information online or if available
go to a natural area (aquatic or not) and try to find signs of the
impacts of litter on wildlife.
⚓ All species of wildlife can be harmed by marine litter (marine
mammals, seabirds, sea turtles, fish and crustaceans) but
certain species are more susceptible to its dangers because
their behavior patterns attract them to marine litter. The
impact of marine litter on endangered or threatened species
is particularly significant because the numbers of these
species are already so low.

⚓ The ingestion of marine litter by animals can cause

starvation, suffocation, internal injuries, and infections.
Furthermore, it can travel up the food chain and make its
way onto our plates.

⚓ Marine litter is an eyesore that litters open ocean and beach

environments.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 2.3.7 LESSON 7 47

Working towards solutions

Marine litter has no international boundaries and it is a

⚓ Changing the behaviors that lead to marine litter
global issue. Just cleaning the oceans is a poor solution to this
current effort, we need to change our behavior towards litter
⚓ Increasing awareness and better understanding of
production and find new ideas to prevent and reduce marine
the problem
litter.

OUR EFFORTS SHOULD FOCUS ON ⚓ Finding alternative materials

Propose and incentivize the students in a classroom discussion ⚓ Increasing recycling of waste items
on how to approach the bullet points on the right. As a helpful
⚓ Introduce the concept of the circular economy
guide, students can focus on developing ideas to suit the A.I.R
strategy developed by Parley For The Oceans or even do some
artwork with litter collected.
Visit parley.tv for more information if needed.

⚓ Global Ambassador Program www.seabinproject.com Guidelines for schools

 A.I.R STRATEGY 48

By Parley For The Oceans

“A” FOR AVOID

⚓ A1 - Avoid plastic where possible and replace with alternative materials.
⚓ A2 - Avoid virgin plastic and replace with post-consumer recycled materials.
⚓ A3 - Inspire and convince your network and consumers to avoid plastic.

“I” FOR INTERCEPT

⚓ I1 - Take back products at end of life and keep plastic in a closed loop.
⚓ I2 - Empower and incentivize consumers to return end-of-life products to the loop.
⚓ I3 - Intercept plastic reaching land fills, rivers, lakes or oceans, before it’s burned or buried.
⚓ I4 - Retrieve plastic litter from beaches, coastal areas, oceans, lakes, rivers.

“R" FOR REDESIGN

⚓ R1 - Question the ‘reason to be’ for every item you create or promote.
⚓ R2 - Create products that last.
⚓ R3 - Develop and support the use of eco innovative materials to replace plastic.
⚓ R4 - Disrupt plastic-dependent product categories with new business models.

www.parley.tv
Photo: 27mm

⚓ Global Ambassador Program www.seabinproject.com A.I.R Strategy

 “Right now in the ocean there is already
1 particle of plastic for
every 2particles of
plankton”
- Sergio Ruiz Halpern, Seabin Project's
head of science
Photo: Nick Pumphrey
 14

3. Research and Development Program

“The only positive in this global littering

dilemma is that we are learning from
our mistakes”
- Pete Ceglinski
Co Founder & Managing Director
Seabin Project
 51

Research and development A research program that not only

addresses the consequence of the
The Global Ambassador Program would be incomplete installation of Seabins in the
without its second element; a research program that not only environment, but that also utilizes the
addresses the consequences of the installation of Seabins in the power of Seabin to engage a sizable
environment, but that also utilizes the power of Seabin to engage
audience.
a sizable audience and collect a large amount of data to better
understand the marine litter program and make better collective
decisions on where we need to devote our efforts. The research
program is divided into 5 main areas:

⚓ Impact of the Seabins in the environment

⚓ Seabin global database

⚓ Microplastics

⚓ The circular economy

⚓ Collaborations

⚓ Global Ambassador Program www.seabinproject.com Research Program

 52

3.1 The impact of

Seabins
A plan to evaluate the potential impacts of the
Seabins will be implemented to ensure we
constantly upgrade our product to protect the
environment. When a potential hazard is detected we
will do our best to eliminate or significantly reduce this
hazard.

⚓ Global Ambassador Program www.seabinproject.com Research Program

 53

“The best preparation for tomorrow is THE AIMS

doing your best today.”
- H. Jackson Brown, Jr.
⚓ Collection of data on potential negative impacts on the
environment. (e.g. catching fish, other animals…)

⚓ Evaluation and monitoring of environmental quality (water

quality parameters) to assess if the Seabin is having a positive or
negative impact on those parameters. (or a mix of both positive
and negative effects)

⚓ Evaluation of the impacts and design of strategies to eliminate

or reduce this impact. (e.g. fish deterrent technology)

⚓ Implementation of strategy and evaluation of performance.

Based on the new results evaluate efficiency of proposed
measures and if needed revaluate the design or concept.

⚓ Global Ambassador Program www.seabinproject.com Research Program

“If we knew what it was we were doing,
it would not be called research, would it?”
-Albert Einstein
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3.2 Seabin global

database

A global database of the litter collected by the Seabins will be

developed to compile a comprehensive data set that will enable
us to analyze the impact of the Seabins in the capture of marine
litter and also to help us better understand this global
phenomenon of marine litter. A comprehensive data set that will
enable us to analyze the impact of the
The Seabin Project will partner with the best experts in the world Seabins in the capture of marine litter,
to have a comprehensive data management system in
compliance with other database formats already available and and also to help us better understand this
collecting data on marine litter to ensure data quality and global phenomenon of marine litter.
interoperability with other information sources to harness the
power of big data in the resolution of this problem.

⚓ Global Ambassador Program www.seabinproject.com Research Program

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Design of the database

⚓ Create

⚓ Develop

⚓ Maintain

⚓ Analyze

⚓ Deliver products
(maps, counts, statistics, publications…)

⚓ Share knowledge gained

⚓ Global Ambassador Program www.seabinproject.com Research Program

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3.3 Microplastics
The global database will already present data on the amount
of microplastics collected by Seabins but we aim to have a
specific program on microplastics to increase the Seabins
efficiency in the collection of this fraction of litter.

THE AIMS
⚓ Documentation of the actual amount of microplastics
collected vs the microplastics present.

⚓ Research into ways to reduce the size of mesh without

harming the ecosystem. (jointly with impacts of Seabin)

⚓ Alternatives for microplastic recycling and reuse.

⚓ R&D for smaller size microplastic capture. (Nanoplastics,

fibers, microbeads)

⚓ Global Ambassador Program www.seabinproject.com Research Program

 The Seabin Project will be very
58
active in finding solutions and the
3.4 The circular economy most optimal way of reusing the litter
that we have collected.

One of the key goals of the Seabin Project is to avoid the

transferring of the litter collected to landfills or incineration as we
believe this is merely shifting the problem from one place to
another. The Seabin Project will be very active in finding
solutions and the most optimal way of reusing the litter that we
have collected, including the production of new Seabins from the
plastic litter collected.

THE AIMS

⚓ Understand the limits of what we can do with the plastics we

have collected and establish partnerships to source the
useable plastic collected for reintroduction in the production
chain using the circular economy concept.

⚓ Generate Seabins out of our own plastics collected.

⚓ Research the potential use of by catch (living or dead

biomass) for the production of other goods (fertilizers, food,
biofuels, organic matrices for industrial processes, etc…).

⚓ Global Ambassador Program www.seabinproject.com Research Program

 59

3.5 Collaborations
It is in the DNA of the Seabin Project to care
for our environment and one of our main
We are stronger together! Harnessing the knowledge and
objectives is to reduce our carbon footprint.
power of the world’s top experts in the field is key in establishing
a successful research program. We have a demonstrated
interest on behalf of some of these experts to contribute and help
us grow.

It is in the DNA of the Seabin Project to care for our environment

and one of our main objectives is to reduce our carbon footprint.
We will do this by not only applying the latest technology in
renewable energy and efficiency of use, but also by promoting
activities and research that will protect our valuable planetary
blue carbon assets (salt marshes, mangroves and seagrass
ecosystems) as a way to offset our carbon emissions.

Everybody at Seabin is passionate about the sea and would like

to see a clean and healthy ocean capable of providing humanity
all the goods and services it needs for generations to come.

Photo: Nick Pumphrey

⚓ Global Ambassador Program www.seabinproject.com Research Program

 60
“The way to get started is to
quit talking and begin doing.” OBJECTIVES OF
- Walt Disney THE GLOBAL
AMBASSADOR PROGRAM

⚓ Create, develop and maintain partnerships.

⚓ Be open to the incorporation of new ideas into the Seabin

concept.

⚓ Mentorship of students in collaborations with universities to

deliver meaningful marine litter research.

⚓ Liaise with the educational element of the Global Ambassador

Program.

⚓ Presentations at specialized conferences and outreach venues.

⚓ Scientific publications in top journals in the field.

⚓ Global Ambassador Program www.seabinproject.com Research Program

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Helpful Resources

http://www.seabinproject.com

http://www.surfrider.eu/en/our-missions/protect-the-oceans/marine-litter/

http://www.algalita.org

https://marinedebris.noaa.gov/about-us

http://www.unep.org/regionalseas/marinelitter/

http://www.ospar.org/work-areas/eiha/marine-litter

http://www.parley.tv/#fortheoceans

⚓ Global Ambassador Program www.seabinproject.com Research Program

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This document has been prepared by

Sergio Ruiz Halpern Pete Ceglinski

Head of Scientific Research and Education at Seabin Project SL. Co-Founder and Managing Director at Seabin Project SL.

⚓ Global Ambassador Program www.seabinproject.com Authors

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www.seabinproject.com

For further details email us at [email protected]

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