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Education: starting early
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WIDER IMPLICATIONS OF SHOPPING
Aim: interactive activity to encourage students to consider the wider environmental, social and economic implications of shopping
Age: 11–18
When: introduction to sustainability
Group size: small groups
Supports: citizenship, design & technology, english
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Discussing products and their implications
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Photocopy The WEEE man and the Wider considerations worksheets for each group – you will need enough for pairs or fours |
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Organise your class into pairs or fours and ask them to choose a product from the WEEE man |
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Within their groups, ask them to consider the following questions: What do you like about the product? Would you like to use it or own it? What do you think it says about anyone who owns it? (e.g. are they trendy or not?) |
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Hand out the Wider considerations sheet. Encourage students to spend 10–15 minutes considering the questions in relation to their chosen product. It’s unlikely the students will know all the answers, but the purpose is for them to think about the questions and offer some answers. |
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Ask one student from each group to give feedback on their selected product. |
(Adapted from Sustainable Design Award Teachers Handbook. ITDG, 2003)
 Download Wider implications of shopping PDF (155 kb)
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