This paper examines the use of Virtual Reality (VR) at Swiss secondary schools. Despite many years of research, no well-founded data are available on the effects of the technology on children's learning success. It is assumed that VR is compatible with the learning theory of constructivism through the possibility of immersion, interaction, 3D representation and the possibility of adopting several perspectives. To investigate the topic, a vision has been developed for a learning unit within the competence area Nature and Technology on the subject "Plastics and its effects on the environment". Divided into five learning blocks, the learning unit provides the students with knowledge about the structure, production, recycling and environmental consequences with possible approaches to solutions. Ideas for possible VR applications were developed for each of these blocks. The vision was discussed in four interviews with teachers. The VR applications were commented and evaluated by 20 students of the same class. The topic "Environmental Problem Microplastics" selected for implementation is topical, fits into curriculum and is compatible with the specialist areas suitable for VR. In summary, it can be said that VR is still a long way from a nationwide deployment at the Swiss elementary school. Nevertheless, the educational institutions should observe the technology and develop an understanding of its possibilities through pilot tests. [For the complete proceedings, see ED600498.]