Teaching sequence

Work through this resource material in the following sequence:

15 minutes

Part A: Activating Prior Knowledge

40 minutes

Part B: Understanding Obsolescence

40 minutes

Reflection

Part A: Activating Prior Knowledge

Step 1

Vocabulary exercise: Ensure that students are familiar with and understand the term ‘planned obsolescence’ - a policy of producing consumer goods that rapidly become obsolete and so require replacing, achieved by frequent changes in design, termination of the supply of spare parts, and the use of non-durable materials.

Step 2

Ask students to watch the Story of Stuff video below, specifically from 12.15 - 15.40 and to answer the relevant questions on the S tudent Worksheet.

Step 3

Optional: If you can source the documentary The Men Who Made Us Spend - Episode 1, ask students to watch from 7:00 to 13:00 min.

The Story of Stuff from Story of Stuff Project on Vimeo.

Part B: Understanding Obsolescence

Step 1

Ask students to share their thoughts on the clip from The Story of Stuff by participating in an A-Z brainstorming exercise (students are asked to take turns in thinking of a word or phrase relating to the topic which commences with each letter of the alphabet). You can record the brainstorm using mindmeister or bubbl.us.

Step 2

Engage your students in a brief discussion around the following points:

How does upgrading relate to planned obsolescence?
We are now fully accustomed to the idea of upgrading. Can you think of any products in that we use in our day to day lives that don’t need regular upgrading?

Step 3

Working independently, ask students to undertake a brief assessment of a product they or someone in their family recently purchased. Students should use the questions on the student worksheet.

Step 4

Working in groups, ask students to redesign a product considering the following factors:

How long it will last;
How the design will accommodate repairs and replacement parts;
How it can be upgraded with minimal environmental impact;
Where the materials to make the product come from (e.g. ethical sources).
What can we do with the product once we have finished with it?

Groups are asked to create an infographic to describe their new product. The infographic should include answers to all the points above.

Reflection

1. Students should present their infographics to the class for discussion.

2. Ask students to think about an advertisement they have seen recently and create a meme that addresses upgrading and planned obsolescence in the context of this ad. Students can use this website to help create their meme: imgflip

Extension

Ask students to write a letter to the company that produces the item that they individually assessed (in Part 2 of the Student Worksheet). The letter should address the issue of planned obsolescence.

Teacher Reflection

Take this opportunity to reflect on your own teaching

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

National Recycling Week - Obsolescence or Opportunity?

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