PROGRAMMA ERASMUS+ KA2 PARTENARIATI STRATEGICI – Settore Istruzione
scolastica
Codice attività: 2015-1-IT02-KA201-014774
Project title : Science and Global Education beyond the barriers of learning difficulties
Authors : (name, surname), Zespol Szkol Administracyjno Ekonomicznych, Poland
BUY RESPONSIBLY
OBJECTIVES:
← learning to learn
← communication in a foreign language
← digital competence
← social and civic competences
← sense of initiative and entrepreneurship
This lesson will focus on the following:
Digital skills - involves the confident and critical use of information society technology (IST) and thus basic
skills in information and communication technology (ICT)
Communication in foreign languages - which involves, in addition to the main skill dimensions of
communication in the mother tongue, mediation and intercultural understanding. The level of proficiency
depends on several factors and the capacity for listening, speaking, reading and writing
Social and civic competences - social competence refers to personal, interpersonal and intercultural competence
and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and
working life. It is linked to personal and social well-being. An understanding of codes of conduct and customs in
the different environments in which individuals operate is essential. Civic competence, and particularly
knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil
rights), equips individuals to engage in active and democratic participation
Learning to learn is related to learning, the ability to pursue and organise one's own learning, either
individually or in groups, in accordance with one's own needs, and awareness of methods and opportunities
Important factors :
 the ability to understand spoken messages, to initiate, sustain and conclude conversations according to
the individual's needs
 awareness of cultural diversity
 processing (search, evaluation, storage) of information
 identify situations in which technology can help,




being creative with technology
the ability to communicate constructively in different environments,
the ability to show tolerance, express and understand different points of view, the ability to negotiate
with the ability to create confidence
the ability to empathy
EFFECTS
The pupil
 can explain what responsible consumerism is
 understands how everyday purchases affect the lives of other people and the environment
 candefend their position on ethical purchasing
 acquires positive habits related to shopping
 can explain the advantages of reusable shopping bags
 is able to assess what kind of packaging isfriendly for environment, andwhat kind of packaging is nonenvironmentally friendly
 recognizes 5 standard eco-labels
 recognizes the disadvantages of consumerist lifestyle
Lesson duration: 180 minutes.
Location: classroom, nearest shop, computer room,
All movie links will be available on the platform prior to the class.
Lesson
Part 1 - 20 minutes
Each participant selects a metaphorical card and has a half minute to answer the following question:
What's your name, what you see on your card, why did you it chose it, is it associated with our theme?
Part 2 - 40 minutes
Classes begin by reminding the 3Rs rule.
Short video
https://www.youtube.com/watch?v=EWxjFLDoIDA 1:40s
We proceed to consider how the 3Rs rule can be applied during shopping by using the “worldcafe ̋ work method.
The method called "worldcafe ̋ allows ta group of people to communicate easily and allows all
participants to actively participate in the discussion. The discussions are held in groups at separate
tables. One person is assigned to each table to take notes of emerging ideas. Each table is
considering a different issue. The discussions take place in three rounds(10, 7 and 5-minutes ). Each
group sits down to a table for a 10 minute discussion round and switches to a different table after the
7 minute discussion at their current table is finished. The note takers remain at the tables. The
process is repeated until all groups had a chance to sit at all the tables. As a result, each participant
has the opportunity to present their views and opinions in all subject areas. The work done by the
first group at the table is the basis for the next groups, which develop and complement the earlier
proposals. After each change of group, the note taker at the table briefly refers the existing ideas to a
new group. After the last round all teams sit together and the note takers discuss the outcomes and
generated ideas.
We select three students to document the discussion (preferably students who are good in notes-taking, who
write legibly and who have the ability to reference well), while other people are divided into three groups. We
give sheets of paper and markers to the note takers and assign topics.
 give examples of activities relating to Reduce and what can be done to encourage others to use it?
 give examples of activities relating to Reuse and what can be done to encourage others to use it ?
 give examples of activities relating to Reuse and what can be done to encourage others to use it ?
We remind students that the work on each issue will last 10, 7 and 5 minutes. We signal the beginning of
discussions and signal when it is time to change the tables. After the last round we ask students to sit in a large
circle and the note takers present the results of the discussions. We hang sheets with notes in a visible place for
all participants to see.
What can consumers do?
Buy less - thereby using fewer raw materials; limiting emissions, water consumption and the amount of waste.
It is worth to follow the 3R principles:
REDUCE so limit –reduce the amount of purchased thingsand buy only the necessities. Refuse to be manipulated by
commercials that try to convince consumers to buy unnecessary items just to profit from their spending.
REUSE so use again – reuse items before throwing them in the trash. It might be by using an old item in a new capacity,
or by giving it to someone else.
RECYCLE so get back – all recyclable materials: paper, plastic, metal, glass. This allows the limiting of the exploitation
of natural resources and the reduction of the amount of waste produced.
Break - 10 minutes
Part 3 - 20 minutes game ‘Purchase Poker’
Money works like an election vote - even small, everyday purchases of products such as coffee, tea, cereal or
garbage bags are our private "vote".
When shopping can be called environmentally friendly?
Students play the game - ‘Purchase Poker’.
Appendix 1
The game takes place in teams of 4 students.
Each team receives a game board and a set of 24 cards. The designated person shuffles the cards and
deals the cards to the colleagues (each student receives 6 cards). The aim of the game is to lay all the
cards on the board. Once the board of cards is arranged, it should reflect the group’s view of the
characteristics that determine eco-friendly purchases.
Fields marked with number 1 should have characteristics that the students consider to be most
important, fields marked with number 2 should have characteristics that the students consider to be less
important, and in the fields with number 3 should have the characteristics considered to be least
important. The student commencing the game chooses from their set of cards the one which, according
to them, is the most important, and puts it on the board with the appropriate importance ranking
(number 1).All the other students do the same. For following rounds, students choose the cards, which
they consider to describe second and third ranking characteristics.
If a student decides that the card should be in an area that already is taken, they may ask other members
of the group to change cards. If the group agrees with the arguments for the exchange, the card can be
placed on the board, and the rejected card is returned to the person who previously used it. The game
ends when all the cards are placed on the board.
.
After the game, the group representatives share the criteria, which the group considered most important and
presents the arguments that decided about the selection of specific eco-shopping features.
All primary criteria are written on a sheet of paper. If the criteria are repeated in different groups, they are
marked to obtain a complete picture of the opinions and expectations of the students. This will create a code of
good purchases based on the results.
Part 4 shopping - 45 minutes
Students go shopping in mixed groups of 6. Each group receives the sum of 5 euros and buys a product that is
eco-packaged, healthy and considered necessary (satisfies basic needs).
Deciding to buy a product, we stand for what it represents:
 what was used to produce it and what was the manufacturing process?
 who manufactured it and in what conditions?
 how is it used and how is its usage affecting the environment and local community?
After returning from the shopping, students prepare a short presentation highlighting the ecological values of the
purchased product.
Students must answer the following questions:
1. Where does the product come from (transport)?
https://vimeo.com/5487422
https://www.youtube.com/watch?v=GAG-t-kXcqE 17 mn
2. What is it made of?
https://www.youtube.com/watch?feature=player_embedded&v=pfq000AF1i8 8,5 min
3.
Does the manufacturing company destroy the environment, test products on animals or use child labor,
what are the conditions in which the employees work and reside?
http://www.ethicalconsumer.org/shoppingethically/whybuyethical.aspx
4.
Do the products have any eco-labels and what do these labels stand for?
5.
How are the goods packaged and what kind of information can be found on the packaging (product
name, the name and address of the manufacturer, composition, date of manufacture, use by date, usage,
size, capacity packaging, product information, encouragement to buy, various signs and symbols)?
Part 5 - 30 minutes
The final part of the lesson will be devoted to a specific type of packaging, which consumers have a huge impact
on. We will discuss what we bring the products back home in.
What can be used to bring products from the store?
Answers will be written on the board (plastic bag, extra strong plastic bag, paper bag, bag of polypropylene, socalled green bag, cotton or linen bag, wicker basket, backpack, cardboard box).
Which bags are most commonly used? Which are the least ecological? We will consider the raw material from
which it was made, its durability, if it can be fixed if damaged, if it is comfortable and lightweight and if it can
be easily carried around.
The students can then decorate cotton bags with waterproof markers using the sketchnoting technique. The bag
will reflect the personality of the user, will be a way to stand out from the crowd, can be sold at a fair or given as
a gift. Cost of a plain cotton shopper bags is about 1 Euro.
Websites with the sketchnoting method
https://www.youtube.com/watch?v=jLETLMfZ6gQ
https://www.youtube.com/watch?v=AORR9Ud2vsI
https://www.youtube.com/watch?v=w8bf8BRZkLU
Presentation of decorated bags - gallery tour
Gallery Tour: Individuals move around the room as a team to look over, discuss, and give feedback on the
products of other teams. Products can be displayed on tables. A blank feedback sheet is placed by the product so
students can give each other feedback using 3Post-Its with smile .
Part 6 – Evaluation –10 minut
quizz in Quizziz.com
survey
1 = minimum value
5= maximum value
2
3
4
5
Insufficient
Appropriate
High
Distinctive
Descriptors
None
Collaboration(initiate / encourage others to join
activities, awareness of the group)
Participation in the discussion (willing to take part in
the discussion, share your opinion, it is ready to
receive feedback)
Willingness to change their opinions (openness to the
opinions of others, respecting the opinions of others)
Ability to listen(focusing on the caller, do not
interrupt the person speaking to the group, asking
questions)
o
what do you think you have learnt?
o
what did you do well?
o
what should you do better?
o
what do you think was uneffective in the group