EDUCATIONAL ACTIVITY PLAN

LEARNING TASK

Students will read two short informational texts about Responsible Consumption and Production (SDG 12), complete reading comprehension tasks, practise key vocabulary, and work in groups to create a simple ‘Responsible consumer’ action plan for their school/home.

GOALS

General competences

1. Learning to learn: students set a reading purpose, use strategies (skimming, scanning, context clues), and reflect on what helped them understand.
2. Cognitive: they identify cause–effect links (consumption → waste/emissions), compare ideas, and justify choices using information from the texts.
3. Social: they cooperate in pairs and groups, share roles, and communicate respectfully during discussions.
4. Personal: they express opinions confidently, reflect on their own habits, and understand how daily choices affect people and the environment.

Subject competences

5. Understand the main idea and specific information in short texts about responsible consumption and production.
6. Use topic vocabulary (reduce, reuse, recycle, packaging, carbon footprint, fair trade) in speaking and writing.
7. Ask and answer questions, give reasons, and participate in a short discussion about everyday consumption choices.
8. Summarise information from texts and create a mini action plan to reduce waste and make smarter purchases.
9. Show awareness of SDG 12 and connect the topic to real life (shopping, food waste, clothes, electronics, school supplies).

Integration with other subjects

Ethics/Civic education (responsibility, fairness), Technology/Home economics (materials, waste), Geography (resources, global supply chains), ICT (digital labels, fact-checking).

MATERIALS / EQUIPMENT

Projector/board, SDG 12 icon or picture prompts, printed student worksheet (Appendix 2), reading texts (Appendix 1) or digital copies, pens/highlighters, mini-dictionaries or phones (if allowed), sticky notes for exit ticket.

LEARNING ACTIVITIES

(The lesson is not split into separate parts; timing is suggested.)

10. Warm-up (5 min): ‘What did you throw away yesterday?’ Quick brainstorm (food packaging, bottles, paper, clothes).
11. Vocabulary focus (7 min): match key words to meanings (Appendix 1 table) and predict what the texts will mention.
12. Reading (15 min): students read Text A and Text B, then complete comprehension tasks (Appendix 2).
13. Vocabulary practice (8 min): gap-fill and word-use tasks (Appendix 2).
14. Speaking/Writing (10 min): groups complete the ‘Consumption problems & solutions’ table and share a 30–60 sec mini action plan.

REFLECTION. ASSESSMENT

Reflection: students complete an exit ticket (sticky note) by finishing the sentences:

• In this lesson I learned that…
• One choice I want to change is…
• One word I will remember is…
• My participation today was… (1–5) because…

APPENDIX 1

Reading texts: Responsible consumption and production (SDG 12)

Read Text A and Text B. Underline words you do not know. Try to guess their meaning from the context. After reading, complete the tasks in Appendix 2.

TEXT A – What does ‘responsible consumption’ mean?
Responsible consumption means using goods and services in a smart way so we do not waste resources or harm people and nature. Every product has a life cycle: raw materials are taken from nature, the product is made in factories, transported, used, and finally thrown away or recycled. At each step, energy and water are used and pollution can be created.

A responsible consumer thinks before buying: Do I really need this? Can I borrow it, repair it, or buy it second-hand? Choosing durable products and reducing unnecessary packaging helps create less waste. Many people follow the 5R idea: refuse what you don’t need, reduce what you use, reuse what you can, repair when possible, and recycle correctly.

TEXT B – How to practise responsible consumption at school and at home
Small habits can make a big difference. Bring a reusable water bottle and lunch box instead of single-use plastic. Plan meals and take only the food you will eat to reduce food waste. Share, swap, or donate clothes and books instead of throwing them away. When something breaks, try to fix it before replacing it.

It also matters how products are made. Some labels show that items are produced in a more ethical way (for example, fair trade), and buying local products can reduce transport emissions. The total greenhouse gases linked to a product is called its carbon footprint. By choosing less, choosing better, and using things longer, we support the goal of SDG 12: a healthier planet and fairer production.

Tip: Use the vocabulary table below to support your reading and speaking tasks.

APPENDIX 2

Tasks (student worksheet)

15. Reading comprehension
16. 1) Skim both texts. Write ONE sentence: What is the main idea of Text A? What is the main idea of Text B?
17. 2) True (T) or False (F). Correct the false sentences.
18. 3) Answer the questions in full sentences.

T/F statements:

• Responsible consumption means buying as much as possible when there is a sale.
• Reusing, repairing and buying second-hand can reduce waste.
• Single-use products are designed to be used many times.
• A product’s carbon footprint can include emissions from production and transport.
• Fair trade labels can support better conditions for workers.

Questions:

• What does a product life cycle include? Name two stages.
• Write two questions a responsible consumer asks before buying.
• Give two examples of responsible habits at school or at home.
• What is a carbon footprint (in your own words)?
• Why can choosing products with less packaging be helpful?

1. Vocabulary practice

4) Match the words to the definitions (write the letter):

1. a) reuse b) recycle c) packaging    d) carbon footprint    e) fair trade
2. ______ : using an item again instead of throwing it away
3. ______ : turning waste into new materials/products
4. ______ : the material that covers or protects a product (box, plastic, paper)
5. ______ : the total greenhouse gas emissions linked to a product or activity
6. ______ : products made with better pay and conditions for workers

5) Complete the sentences with the correct word/phrase:

1. I bring my own bottle to __________ instead of buying new ones.
2. We should sort waste so we can __________ paper, glass, and plastic.
3. Choosing local food can lower the __________ because it travels less.
4. Buying products with less __________ can reduce rubbish at home.

1. Speaking/Writing (group task)

6) In groups, complete the table below. Then present your mini action plan (30–60 seconds).

Table. Consumption problems and solutions

APPENDIX 3

Assessment criteria

Explain the criteria to students before starting. Suggested total: 10 points.

19. Participation and teamwork (2 points).
20. Reading comprehension tasks (5 points).
21. Vocabulary accuracy and ‘Responsible consumer’ action plan (3 points).