A resource for teaching and learning about consuming planet earth

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CONTINUED E3 What is it really going to cost? Exercise 4 - Faster or slower? For each of the time-saving decisions below, write down the benefits of the ‘faster’ option and any potential benefits of the ‘slower’ option. At the end, choose a few of your own time-saving decisions and list the benefits of both options. Decision Benefit of faster option Benefit of slower option Driving a car or riding a bike Car is much faster, can carry more items Driving a car or taking public transport Texting a friend or sending a card on his/her birthday Eating fast food or cooking a meal at home Using plastic bags from the supermarket or canvas bags Separating recyclables from rubbish or throwing it all away Washing dishes by hand or using a dishwasher Buying groceries from three different local shops or buying from a supermarket Ordering a CD/DVD via the internet or buying from a record store consumer affairs victoria 78 Exercise, cheaper, no emissions to environment Need consumer help? 1300 55 81 81 www.consumer.vic.gov.au
E A consuming culture 1. Create some slogans! Consuming sustainably potentially means questioning some common perceptions of a consumer culture. Some slogans that have become well-known include ‘small is beautiful’ and ‘live simply so that others may simply live.’ Working individually or with a partner, create some new slogans that reflect issues raised in this unit. Pass the slogans around the class and encourage other students to make comments. Based on the feedback, select one slogan and create a colourful poster or multimedia presentation illustrating your message. 1. 2. 3. 2. Consumer culture survey Explore how attitudes affect consumer behaviour by creating a survey with questions based on issues raised in this unit. 3. ‘Green’ advertising Using some of the persuasive advertising techniques learned in this unit, create some powerful adverts promoting either the use of ‘green’ products or a more sustainable life style. 4. From trash to treasure As a class, collect a range of discarded items and create as many new products as you can from them. Hold a lunchtime sale and raise awareness of recycling possibilities. 5. From trash to art As an individual, or in a group, collect a range of discarded items and construct a sculpture which could be placed in a garden. Consider appropriate materials (think about rusting and biodegradability potential), then design and construct your sculpture. 6. Sustainable Consumption Festival As a class, year level or whole school, organise a consumer festival. Invite ‘green’ producers and environmental organisations to be involved. 7. So, what is a ‘good’ way to consume? Write a reflective piece or article for a newspaper or magazine with your own answer to the above question. consumer affairs victoria 79 The Age Need consumer help? 1300 55 81 81 www.consumer.vic.gov.au
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A resource for teaching and learnin
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Contents 4 Message from the Ministe
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Victorian Essential Learning Standa
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Victorian Essential Learning Standa
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Links to Victorian Certificate of A
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The Thinking Curriculum Multiple in
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A SECTION A Consuming the planet Ai
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ACONTINUED SECTION A Consuming the
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CONTINUED A1 World population growt
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CONTINUED A2 It’s not just number
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CONTINUED A2 It’s not just number
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CONTINUED A3 Treading lightly in th
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CONTINUED A2 Consuming the planet 1
Page 28 and 29: CONTINUED A2 A Consuming the planet
Page 30 and 31: B SECTION B Buy ‘green’, save m
Page 32 and 33: BCONTINUED SECTION B Buy ‘green
Page 34 and 35: CONTINUED B1 Calculating utility co
Page 36 and 37: CONTINUED B3 Reducing the waste Exe
Page 38 and 39: CONTINUED B3 Reducing the waste Exe
Page 40 and 41: CONTINUED B4 Making sense of energy
Page 42 and 43: CONTINUED B4 Making sense of energy
Page 44 and 45: CONTINUED B5 How sustainable is my
Page 46 and 47: CONTINUED B Buy ‘green’, save m
Page 48 and 49: C SECTION C The real cost of food A
Page 50 and 51: CONTINUED C SECTION C The real cost
Page 52 and 53: CONTINUED C1 My food footprint You
Page 54 and 55: CONTINUED C3 Water - tap or bottled
Page 56 and 57: CONTINUED C4 Exploring new options
Page 58 and 59: CONTINUED C The real cost of food 5
Page 60 and 61: D SECTION D Smarter transport optio
Page 62 and 63: DCONTINUED Smarter transport option
Page 64 and 65: CONTINUED D1 Getting around 7. Calc
Page 66 and 67: D3 Consuming fuel Exercise 1 - Labe
Page 68 and 69: DCONTINUED Smarter transport option
Page 70 and 71: ECONTINUED SECTION E A consuming cu
Page 72 and 73: CONTINUED E1 What do I want? Exerci
Page 74 and 75: CONTINUED E2 Why do I want what I w
Page 76 and 77: CONTINUED E3 What is it really goin
Page 80 and 81: F SECTION F Wealth, consumption and
Page 82 and 83: FCONTINUED SECTION F Wealth, consum
Page 84 and 85: CONTINUED F1 Is happiness about hav
Page 86 and 87: F2 Social sustainability and proble
Page 88 and 89: Resource book evaluation sheet Cons
Page 90: Consumer Affairs Victoria’s resou
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A resource for teaching and learning about consuming planet earth

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