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Responsible Consumption and Production Lesson Plan

This lesson plan focuses on responsible consumption and production in relation to Sustainable Development Goal #12, aiming to enhance students' financial and economic literacy. It includes activities such as analyzing personal consumption patterns, discussing the impact of waste, and creating innovative proposals for sustainable practices. The lesson emphasizes the importance of reshaping economic models to promote sustainability for future generations.

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Derek Sedo
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27 views5 pages

Responsible Consumption and Production Lesson Plan

This lesson plan focuses on responsible consumption and production in relation to Sustainable Development Goal #12, aiming to enhance students' financial and economic literacy. It includes activities such as analyzing personal consumption patterns, discussing the impact of waste, and creating innovative proposals for sustainable practices. The lesson emphasizes the importance of reshaping economic models to promote sustainability for future generations.

Uploaded by

Derek Sedo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON PLAN

Teacher’s Name: D. Sedo

Subject: Economics 12

Lesson Topic: Responsible Consumption and Production tied to SDG #12 1-2 lessons

Big Ideas • Financial and economic literacy promotes the financial and economic well-being of both
individuals and businesses.

Curricular • Critically analyze how competing social, ethical, and sustainability factors impact the
Competencies economics of global needs for preferred futures
• Choose or create various economic scenarios, and identify potential issues, intended
impact, and possible unintended negative consequences
Rationale • Students graduating will continue to make decisions as consumers and producers in an
increasingly interconnected global economy throughout their lives.

• When thinking about a sustainable world for future generations and ourselves,
considering the impact of the mainstream economic model of production and progress in
the world is worthwhile.

• Currently, a considerable number of goods are disposed of as waste after consumption.


With continuously reduced product life cycles, the rate at which waste is being
generated is increasing.

• This situation not only generates an efficiency problem (resources are being depleted
faster and disposed of without using them completely), but poses a major challenge for
sustainability of life in the planet as a whole.

Objectives • Current patterns of production and consumption pose a threat to the sustainability of life
(SWBAT) in the world.

• There are alternatives to reshape the economic model of production/progress, and we


will explore just one of them.

• In their personal, professional, and civic lives, students will have the opportunity to
bring about change to the economic model of production/progress, helping develop a
more sustainable approach towards the use of resources in the world.
Vocabulary • SDG #12 Responsible Consumption and Production

Materials Computer and projector, computers for digital poster or poster boards for paper ones

Intro/Hook Class discussion questions for introduction


• How do our patterns of consumption
impact the world?

• What alternatives can we think of,


design, and implement to change the
current trends of the amount of
waste generated in the world?

Body 1. Ask students to make a chart with


information related to some goods they
or their families might have
owned/acquired in the past years (ideally
including those bought before high
school). Additional useful information
includes year of purchase or acquisition
of the good. No information about prices
or brands is needed.The types of goods
to be included in the chart are mobile
phones televisions radios or other music
player devices.

2. Place students in small groups (3-5) each


student will share with their group the
information in their goods chart.
Together the group must calculate the
total and average number of goods for
each type of device that they or their
families have used in the given time
frame. Considering the individual and
final group numbers, students will
engage in discussing the following
questions:

• What are the similarities or


differences in the patterns of
use/consumption of the reported
goods?

• Are any of these goods being


bought more frequently than
others by us, our families, or the
people we know?

• Are all these goods still under


use by us or our families?

• What happens to the goods we


no longer use?

• Where are they now?

• Do we keep them, sell them,


dispose them?

• What happens to the disposed


goods?

• Do we know if they are used


again or if they are just regarded
as waste?

3. Watch together as a whole class the Ted


Talk Video Sustainability Through a
Circular Economy:
http://tiny.cc/G12L4R3

Share reactions and comments on the


video. Questions that might be asked in
order to engage students in this section
include:

• What are the main


characteristics of a
linear/circular economy?
• How can the ideas of the videos
help us understand our answers
to the first activity of the lesson?

• What goods that we currently


buy/use can be associated with
each of these two types of
economic production/progress?

4. A Poster of Innovative Ideas for the


Future: Students will work again in the
same small groups from the beginning of
the lesson. Together, they must agree on
a set of ideas or proposals that will help
them contribute to bring about change
within the current patterns of
consumption and production, and write
them down then create either digital
poster on Canva or a paper one with their
innovative ideas.

Questions that might help this activity


are:

What can we do as consumers to reduce


the impact of the products we buy on the
sustainability of the planet?

What can we do as professionals (in our


future jobs or occupations) to help
reduce the amount of waste that is
generated in the world?

What can we do as citizens to make sure


that current and future generations are
guaranteed life in a world with a clean
and healthy environment?
Closure • Each group will share their proposal
posters with the rest of the class

Work Time Groups will work on their Poster of


Innovative Ideas for the Future:

Assessment • Engagement during the group activities;

• Participation in group discussions;

• Relevance of the ideas shared.

• Poster of Innovative Ideas for the Future: can be assessed in terms of quality, breadth,
and creativity.

Teacher Teacher reflection on the lesson – to be done after the lesson


Reflection

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