Objectives (5 minutes)

1. Understand the concept of conscious consumption and its importance for environmental preservation.
2. Identify the main environmental problems caused by excessive and irresponsible consumption.
3. Develop critical analysis skills regarding one's own consumption and its impact on the environment.

Secondary Objectives:

• Stimulate reflection on the importance of sustainability and environmental preservation for current and future quality of life.
• Foster the adoption of more responsible and sustainable attitudes and behaviors regarding consumption.

The teacher should start the class by presenting the Objectives, explaining the importance of each one and how they will be achieved throughout the class.

Introduction (10 - 15 minutes)

1. Review of previous concepts:

   • The teacher starts the class by reviewing basic concepts of Ecology and Sustainability, such as the interdependence between living beings and the environment, the importance of biodiversity, and the need for the preservation of natural resources.
   • It is also important to reinforce concepts of consumption and waste, so that students can make the connection with the central theme of the class.

2. Problem situations:

   • The teacher proposes two problem situations to stimulate students' critical thinking. The first one could be: 'Imagine you just received a new smartphone. What will you do with your old one?'. The second: 'Have you ever stopped to think about how many natural resources were used in the production of the objects you own?'.
   • These situations are designed to make students start reflecting on their own consumption and the impact it has on the environment.

3. Contextualization:

   • The teacher contextualizes the importance of conscious consumption by discussing current issues, such as the climate crisis and the loss of biodiversity. He can cite concrete examples, such as the degradation of forests for commodity production, pollution caused by the textile industry, and the generation of electronic waste.
   • It is essential to highlight that, as consumers, we all have a role to play in preventing these problems.

4. Introduction to the topic:

   • To spark students' interest, the teacher can start the class with some curiosities. For example, he can mention that, according to the Global Footprint Network, if everyone in the world consumed like the average American, it would take five planet Earths to sustain consumption.
   • Another interesting curiosity is that the fashion industry is the second most polluting in the world, behind only the oil industry.
   • Finally, the teacher can introduce the topic of the class, explaining that they will discuss what conscious consumption is, its impacts on the environment, and how each individual can contribute to more responsible consumption.

Development (20 - 25 minutes)

1. Theory - Conscious Consumption (10 minutes):

   • The teacher should start with a clear definition of what conscious consumption is, emphasizing that it is a way of consuming that takes into account the impact on the environment and society.
   • He can explain that conscious consumption involves choosing products and services that are produced sustainably, respecting human rights and biodiversity.
   • It is important to emphasize that conscious consumption does not mean stopping consumption, but rather consuming in a more responsible and sustainable way.
   • The teacher can illustrate with practical examples, such as preferring local products, reducing meat and disposable plastics consumption, and reusing products and materials.

2. Theory - Environmental Problems Caused by Consumption (10 minutes):

   • The teacher should then discuss the main environmental problems caused by excessive and irresponsible consumption. He can start with climate change, explaining how energy consumption and the consumption of animal products contribute to the increase in greenhouse gas emissions.
   • Next, he can address biodiversity loss, explaining how deforestation and habitat destruction for commodity production affect fauna and flora.
   • The teacher can also talk about air, water, and soil pollution, and waste generation, highlighting the importance of recycling and reusing.
   • It is essential that the teacher presents the concepts clearly and accessibly, using examples and illustrations to facilitate students' understanding.

3. Practical Activity - Product Analysis (5 minutes):

   • The teacher can propose a practical activity for students to apply what they have learned. He can divide the class into groups and give each group an everyday product (such as a cell phone, a piece of clothing, or a food item) to analyze.
   • Students should research the product's production chain, identifying the environmental and social impacts associated with its production, transportation, and disposal.
   • At the end of the activity, each group should present their findings to the class, promoting discussion and reflection on conscious consumption.

4. Debate - Importance of Conscious Consumption (5 minutes):

   • To conclude the Development, the teacher can propose a debate on the importance of conscious consumption. He can present arguments for and against, and ask students to express their opinions and arguments.
   • The goal of the debate is to stimulate critical reflection and students' awareness of their role as consumers and as citizens.

Return (10 - 15 minutes)

1. Concept Review (5 minutes):

   • The teacher should start this stage by reviewing the main concepts covered in the class, such as what conscious consumption is, the environmental problems caused by excessive and irresponsible consumption, and the importance of conscious consumption for environmental preservation.
   • He can do this interactively, asking students to share what they understood from the concepts and how they apply to reality.
   • The teacher should clarify any doubts students may have and reinforce the importance of the subject for daily life and the future of the planet.

2. Connection to Practice (5 minutes):

   • The teacher should then make the connection between the presented theory and the students' consumption practices. He can ask students to reflect on the problem situations presented at the beginning of the class and how they could apply what they learned to solve these situations.
   • The teacher can also ask students if the product analysis activity changed how they view those products and if they would consider consuming them differently.
   • The goal of this stage is to make students realize that what they learn in school has practical applications in their lives and can help them make more informed and responsible decisions.

3. Final Reflection (5 minutes):

   • To conclude the class, the teacher can propose that students reflect silently for a minute on what they have learned. He can ask questions like: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • After the minute of reflection, the teacher can ask students to share their answers with the class, if they feel comfortable.
   • The teacher should value all answers, even if they are different from expectations, as the goal is to promote reflection and critical thinking.
   • The teacher can write down the main answers on the board and use them to plan the next class or to adapt the planning as needed.

This Return is a crucial stage to consolidate students' learning, identify any gaps in understanding, and evaluate the effectiveness of the class. The teacher should be open to feedback and adjust the approach as needed to better meet students' needs.

Conclusion (5 - 10 minutes)

1. Summary and Recapitulation (3 minutes):

   • The teacher should start the Conclusion by recalling the main points covered during the class. This includes the concept of conscious consumption, the environmental problems caused by excessive consumption, and the importance of each individual contributing to environmental preservation through their consumption choices.
   • He can do this in a synthesized way, highlighting the main points and concepts, and how they connect. This helps reinforce students' learning.

2. Connection between Theory, Practice, and Applications (2 minutes):

   • The teacher should then explain how the class connected theory, practice, and applications. He can mention the theoretical discussion on conscious consumption and environmental problems, the practical activity of product analysis, and the debate on the importance of conscious consumption.
   • It is also important to emphasize how these concepts and practices have applications in students' daily lives, and how they can make a difference through their choices as consumers.

3. Extra Materials (1 minute):

   • The teacher can suggest extra materials for students who wish to deepen their knowledge on the subject. This may include books, documentaries, websites, and apps related to conscious consumption and sustainability.
   • For example, he can suggest reading the book 'The Secret Life of Objects' by Daniel Start, or watching the documentary 'The True Cost', which addresses the social and environmental impacts of the fashion industry.

4. Importance of the Subject (2 minutes):

   • Finally, the teacher should emphasize the importance of the subject for students' daily lives and for the future of the planet. He can reinforce that conscious consumption is not just an option, but a necessity to ensure the sustainability of our planet and the quality of life for future generations.
   • The teacher can encourage students to reflect on their own consumption practices, and to consider how they can contribute to a more sustainable future.

5. Closing (1 minute):

   • To conclude the class, the teacher can thank the students for their participation and reinforce that learning is a continuous process. He can remind students that the class was just an Introduction to the topic and that they are encouraged to continue exploring the subject on their own.
   • The teacher can also announce the theme of the next class and spark students' curiosity about what will be covered.

This Conclusion helps solidify students' learning, encourage the continuation of studying the subject, and prepare students for future classes.