Lesson plan of Conscious Consumption and Environmental Issues

Objectives (5-7 minutes)

• Understand the concept of conscious consumption and its importance for environmental preservation.
• Identify the main environmental problems resulting from irresponsible consumption, such as pollution and waste.
• Develop critical skills to assess the consequences of your consumption choices and how they affect the environment.

Secondary objectives:

• Encourage reflection on how individual attitudes can contribute to environmental preservation.
• Stimulate critical thinking about the influence of advertising and consumerism in shaping consumption habits.
• Increase awareness that conscious consumption goes beyond environmental aspects, comprehending social and economic aspects as well.

Introduction (10-15 minutes)

1. Review of previous content: Begin the class by recalling the concepts of ecosystem, food chain and sustainability that were studied in previous classes. This can be done through quick questions and answers to engage students and prepare them for new content.

2. Problem situations: Present two situations that illustrate the problems of irresponsible consumption. For example, the first one can be about food waste at a birthday party, and the second one on pollution caused by improper disposal of electronics. These situations should be challenging enough to arouse students' curiosity and motivate them to learn more about the topic.

3. Contextualization: Explain to students that conscious consumption is an important concept today, as it plays a crucial role in environmental preservation and the sustainability of the planet. Emphasize the relevance of the topic, citing examples of real problems caused by irresponsible consumption, such as the increase in electronic waste and the scarcity of natural resources.

4. Introduction of topic: To capture students' attention, present two interesting facts or curiosities about conscious consumption. For example, you can mention that if all humanity lived like Americans, five planets would be needed to sustain the level of consumption. Another striking fact is that, according to the UN, if we do not change our consumption patterns, by 2050 we will need three planets to sustain the world population.

5. Explanation of why the topic is important: End the introduction by highlighting that conscious consumption not only helps protect the environment, but can also contribute to reducing social inequality, since it promotes fair trade and production. It is also a powerful tool to face global problems, such as climate change.

Development (20 - 25 minutes)

1. Role-playing activity: The Conscious Consumption Game (10-15 minutes)

   • Divide the class into groups of 5 to 6 students. Each group will represent a "family" with a monthly budget.
   • Give each group a list of products and services (e.g., food, clothing, electronics, transportation) with different prices and environmental impacts.
   • Each "family" must decide how to allocate its budget, considering not only the price, but also the environmental impact of the products.
   • After a round of decisions, ask each group to justify their choices and discuss the possible environmental impacts of their consumption decisions.
   • This activity helps students understand that conscious consumption is not just about spending less, but making informed choices that take into account the environmental impact.

2. Mapping activity: The Life Cycle of Products (10-15 minutes)

   • Next, ask the groups to select one product from the list of the previous game and "map" it from the beginning to the end of its life cycle.
   • They should identify the product's raw material extraction, manufacturing, distribution, use and disposal steps.
   • For each step, students should discuss possible environmental and social impacts and how these impacts can be mitigated through conscious consumption.
   • For example, if the chosen product is a smartphone, students should consider issues such as mining rare earth metals, working conditions in electronics factories, product transportation and proper disposal of electronics.
   • This activity helps students understand that conscious consumption involves not only choosing the product, but also considering its entire life cycle.

3. Debate activity: Conscious consumption and advertising (5-10 minutes)

   • To end the Development phase, suggest a debate on the role of advertising in conscious consumption.
   • Divide the class into two groups and assign each group one side of the debate: one arguing that advertising can be a tool to promote conscious consumption and the other arguing that advertising encourages irresponsible consumption.
   • Each group must prepare their arguments and counterarguments.
   • After the debate, open up a class discussion so that students can share their opinions and conclusions.
   • This activity helps students understand that advertising can play an ambiguous role in conscious consumption and that it is important to develop critical skills to assess advertising messages.

Feedback (8-10 minutes)

1. Group discussion (3-5 minutes): Start a group discussion with all the students about the solutions or conclusions reached by each team during the Role-Playing and Mapping activities. This will allow students to share their perceptions, learn from each other's ideas and see how different approaches can lead to different results. The teacher should act as a moderator, encouraging the participation of all and ensuring that the discussion remains focused on the theme of conscious consumption and its environmental impacts.

2. Connection to theory (2-3 minutes): After the discussion, the teacher must make the connection between the practical activities and the theory presented at the beginning of the class. This can be done by highlighting how the activities helped to illustrate concepts such as the life cycle of products, the environmental impact of consumption and the role of advertising in conscious consumption. The teacher can also reinforce the main learning points of the class, clarify any remaining doubts and prepare the students for the reflection stage.

3. Final reflection (3-5 minutes): To conclude the class, ask students to reflect individually on what they have learned. The teacher can suggest the following questions to guide reflection:

   • What was the most important concept learned today?
   • What questions remain unanswered?
   • How can you apply what you have learned about conscious consumption in your daily life?
   • After a minute of reflection, ask some students to share their answers with the class. This will not only allow the teacher to assess the students' understanding, but will also provide an opportunity for the students to learn from each other and for the class to end in an atmosphere of reflection and learning.

4. Closing (1 minute): To close the class, the teacher must thank the students for their participation, emphasize the importance of conscious consumption and invite the students to continue reflecting on the theme in their daily lives. The teacher can also announce the next topic to be discussed in the next class, creating expectation and interest in the students.

Conclusion (5-7 minutes)

1. Summary of content (2-3 minutes): The teacher should start the Conclusion by recalling the main points covered during the class. This includes the definition of conscious consumption, identifying the environmental problems arising from irresponsible consumption and the importance of assessing the consequences of our consumption choices. The teacher can do this through a brief recap or by asking students questions so that they express what they have learned. This helps to consolidate the knowledge acquired and reinforces the relevance of the subject.

2. Theory-Practice Connection (1-2 minutes): The teacher must then explain how the class connected theory and practice. This can be done by highlighting the activities carried out, such as the Game of Conscious Consumption and the Mapping of the Life Cycle of Products, and how they allowed the students to apply theoretical concepts in a practical and meaningful way. The teacher can also mention the debate about advertising and conscious consumption as an example of how the class stimulated critical thinking and reflection.

3. Extra materials (1 minute): The teacher should suggest extra materials for students who wish to deepen their understanding of conscious consumption. This can include books, documentaries, educational websites and online games related to the theme. The teacher can share these suggestions orally or in writing, whichever is more convenient. It is important that the materials are accessible and appropriate to the students' level of understanding.

4. Importance of the subject (1-2 minutes): Finally, the teacher must reinforce the importance of conscious consumption in students' everyday lives. This can be done by highlighting how individual consumption choices can have a major impact on the environment and on society as a whole. The teacher can also emphasize that conscious consumption is not only about choosing sustainable products, but also about questioning and challenging the advertising messages and consumption values that are presented to us daily. The teacher should end the class by encouraging students to apply what they have learned in their daily lives and reminding them that even small changes in our consumption habits can make a big difference.