PART A - Visualising your topic of choice: Airpods
In fact, many people around me have wireless earphones. At one time, Airpods were so popular that even if you wanted to buy them, you couldn't get it. I never bought it because my ears are smaller than other people's so I could not wear wireless earphones for long periods of time, but I still thought it was nice and convenient when I saw people around me wearing wireless earphones. However, when I read the article, I was surprised to learn that wireless earphones could have such a negative impact on the environment. When I read the first few sentences of the article, I thought that there would be no difference between smartphones and wireless earphones, but I was surprised to learn that the adhesive bonding of wireless earphones makes it very difficult to exchange the batteries. This made them more expensive to repair, and I was convinced that many people would prefer to buy new ones even if they had to pay a little more for that price to repair.
I think the reason for this situation lies in part in consumer ignorance. In fact, I had never thought about the environmental impact of wireless earphones until I read the article, and I thought the smaller production is better. I think it is important to have education and knowledge. Also, I know this is a really difficult task, but I think the government needs to establish guidelines so that companies can focus on creating environmentally friendly products instead of placing profit as the top priority.
PART B - 'What do I do as a teacher in my lessons?'
I wanted to create a lesson related to the article about Airpods, and since I felt it was related to SDG Goal 12 “Responsible Production and Consumption”, I wanted to structure the lesson in a way that it would be centered on students' understanding of the SDGs.
Learning Goals
1 To understand the efforts to create a sustainable society
2 Discover the possibilities to contribute to society from the standpoints of companies and individuals
3 Become a global person who thinks about the future
First questions
-To become a global person who thinks about the future-
Are you buying unnecessary things?
Do you think about what will happen after you no longer use something, such as a recycle mark?
Have you ever used recycle stores?
Do you ever leave food behind?
→Think about what we can do.
Learn about initiatives in Japan and other countries around the world
Activity
1) Bag production
Make a bag using cloths discarded in the clothing manufacturing process. By making a bag, students will reduce waste materials and tackle the issues of marine debris and global warming by eliminating the use of plastic bags.
(2) Product development
Put the students in the shoes of a company and focus on creating environmentally friendly products. Develop products from various perspectives, such as products that use less plastic or products that use materials that would normally be discarded. It may be difficult, but this is a good opportunity to get a sense of the efforts that companies are making.
What I am already doing
1 When I go to the stores, I try to bring my own bag instead of buying a bag, use my own bottle, etc. so as not to increase the consumption of plastic.
2 Do not waste energy such as electricity, and use limited resources such as water carefully.
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