Educational Activity Plan

Learning Task

“The Journey of a Smartphone – What minerals do we need, and what is the global cost?”

Students explore the minerals used in everyday electronics and assess the environmental and social consequences of their extraction.

Students will:

1. Identify the minerals found in common items (phone, battery, tablet, laptop).
2. Mark on a world map the main extraction regions (e.g., cobalt in DRC, lithium in Chile, copper in Peru).
3. Read a simple text/infographic on environmental and social impacts:
   • land degradation, water use, pollution,
   • unsafe working conditions,
   • child labor in artisanal mines in certain regions.
4. Discuss questions on global dependence, fairness, and sustainability.
5. Propose solutions that support sustainable development (e-recycling, ethical sourcing, reducing waste, responsible consumption).

Goals

General Competences

• Critical thinking: analyzing human impacts on nature and society
• Communication: expressing ideas and ethical reasoning
• Collaboration: working effectively in groups
• Digital skills: interpreting maps, infographics, online data
• Civic competence: understanding global responsibility and fairness in resource use

Subject Competences

Biology:

• distinguish minerals and rocks based on properties,
• describe how minerals are extracted,
• explain why certain minerals are globally important (e.g., cobalt, lithium, copper),
• analyse how mining in some regions is linked to child labor or unsafe working conditions,
• evaluate environmental impacts such as deforestation, soil destruction, water pollution,
• propose sustainable solutions connected to the SDGs.

Geography:

Locating main extraction regions (e.g., cobalt in DRC, lithium in Chile, copper in Peru).

Ethics:

• Understanding basic principles of children’s rights
• Formulating ethical arguments

Materials / Equipment

• world map,
• list of minerals in electronics,
• short informational sheets or infographics about environmental/social impacts

 Learning Activities

1. Introduction – 5 minutes

Teacher shows a smartphone and asks:

• “How many minerals do you think are inside?”
• “Where do these minerals come from?”
• “Who extracts them, and under what conditions?”

Short brainstorm.

2. Presentation of New Content – 10 minutes

Teacher explains:

• examples of key minerals in electronics (gold, copper, cobalt, lithium),
• main mining regions around the world.

SDG connections:

• SDG 8 – Decent Work: child labor and unsafe mining conditions,
• SDG 12 – Responsible Consumption and Production: need for recycling,
• SDG 13 – Climate Action: mining contributes to land degradation,
• SDG 15 – Life on Land: biodiversity loss due to extraction.

3. Group Activity – 20 minutes

Materials:

• world map,
• list of minerals in electronics,
• short informational sheets or infographics about environmental/social impacts.

Tasks:

1. Identify minerals in a smartphone or battery.
2. Locate the countries of extraction.
3. Complete a worksheet:
   • “What environmental issues are caused by mining in this region?”
   • “Is child labor mentioned as a risk in this area?”
   • “How is our lifestyle connected to these global problems?”
4. Propose sustainable solutions at:
   • individual level (better care for devices, recycling),
   • school/community level (collection points for e-waste),
   • company level (ethical supply chains).

4. Sharing Results – 5 minutes

Groups briefly present their findings.
Teacher summarizes:

“Our devices link us to the entire world—through global trade, through workers who extract minerals, and through the environment that is affected by our consumption.”

5. Reflection – 5 minutes

EXIT TICKET (written on a slip of paper):

Students answer one question:

• “What did I learn about the hidden journey of minerals today?”
  or
• “What can I do to help reduce the negative impacts of mineral extraction?”

Formative assessment:

• participation in group discussion,
• ability to interpret maps and infographics,
• quality of explanations about environmental and ethical issues,
• accuracy when identifying minerals and mining regions.

Optional summative assessment:

• short quiz on minerals and rocks,
• group presentation score,
• homework task:
  “Find information on how much electronic waste Europe produces annually and explain why recycling is essential for sustainability.”

Reflection & Assessment

Students answer:
What did I learn today? What surprised me the most?

Appendix 1

Worksheet – Minerals, Rocks, and Sustainable Development

Worksheet – Minerals, Rocks, and Sustainable Development

Task 1 – Identifying Minerals in Devices

List the minerals commonly found in a smartphone or laptop (e.g., cobalt, lithium, copper, gold).

1. __________________________________
2. __________________________________
3. __________________________________
4. __________________________________

Task 2 – Mapping Extraction Regions

For each mineral, write the main country or region where it is typically mined.

Task 3 – Environmental and Social Impacts

Choose one mineral and describe:

– Environmental impact of its extraction

– Any connection to child labor or unsafe working conditions

Response: ________________________________________________

Task 4 – Sustainable Solutions

List two ideas for more sustainable use of minerals:

1. __________________________________
2. __________________________________