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This resource focuses on the concept of responsible purchasing and sustainable consumption. By analyzing the production, consumption and disposal of everyday items, students make connections between product choices and social, economic and environmental impacts. Through this experience, students develop a sense of environmental responsibility. A brief description of the lessons-
After exploring what students know about how products are manufactured and disposed of they are given an item of clothing and asked to reflect on a series of questions focusing on its life cycle. They are then given posters of the Life cycle of a soccer ball, Life cycle of a DVD and the Life cycle of a cell phone and asked to create timelines that show the production, consumption, and disposal sequence of each. They must include information on how much energy, water, and waste is involved in the lifetime of the product.
After sharing and discussing their findings with classmates, groups are given WW backgrounders on chocolate, coffee, paper, clothing, and soap and asked to draw Venn Diagrams to show the relationship among money, people and the environment for each item. Positive and negative points are highlighted in different colors. Summary discussions are used to encourage students to consider sustainable practices and principles when purchasing products in the future.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The resource aims to increase awareness of the negative environmental impacts of certain consumer product choices, and the emphasis is on this point of view.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource makes connections between consumer purchasing and the social, economic, and environmental impacts of the product choices.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Although not examining all aspects of this issue, the resource aims to provide young students with context for understanding the rippling effect of their choices.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Walking the talk provides students with an effective and meaningful opportunity to act on the principle themes of this lesson. It is however presented as a suggestion only.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
Although there is no out-of-doors experience, students are encouraged to take care of their planet.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
The resource examines the cradle to grave impact of products that are used by and popular with students.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Current situations are discussed with an emphasis on the negative environmental impacts of over consumption. The resource encourages students to make more sustainable choices in the future with regards to personal product purchases.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The life cycle exercises allow students to draw their own conclusions about the environmental impacts of the purchase of these goods. There are opportunities for student to link their own experience and suggest possible solutions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Although primarily a social studies and science resource, there are some learning opportunities in language arts art, and mathematics.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The resource teaches to both the cognitive and affective domains. Appropriate groupings should facilitate successful learning opportunities. There are no specific suggestions for accommodation.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
Poor- there are no experiential learning opportunities.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Poor- teachers must develop all assessment tools
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The life cycles of the products are well detailed and presented. The cell phone life cycle poster, however, MUST be updated.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Students may be motivated to go deeper into this issue, due the "personal" nature of the products discussed
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|