We have discussed global climate change and its causes and consequences

  • What are the main causes of GCC?
  • What are the main consequences?
  • How can we limit the impacts of GCC?
    • How realistic are those solution?

Our statement of inquiry for this unit is:

Scientific and technical innovation produce sustainability and equity of resources

  • Can you think of innovations that could help solve GCC?
  • Can we do so without hurting the economy?


Let’s play a game:



  • How is the circular economy better different from the ideas we discussed at the beginning last of class?
  • Do you know any current examples of the circular economy?
  • Do you think the circular economy system is realistic? Do we have other options?

1. Design out waste and pollution


2. Keep products and Materials in Use

3. Regenerate natural systems



  1. We can’t sustain this ‘take-make-dispose’ model – what’s the solution?

2. What would have to change to make recycling work better?

  • Why might aluminum cans be easier to recycle than other products?
  • Are most of the products you use this simple, or are they more complex?
  • What about packaging?

3. What would have to change to allow for using less to be ok?


  • Why might it be hard for a politician to campaign for us to ‘use less’?
  • Is there a way of keeping money flowing around the system whilst not depleting more resources?

4. Could longer lasting products work? How?

  • What would be the effect on businesses, employees and the government if products were designed to last longer?

5. What would we have to change to make efficiency really helpful?


  • Why might the overall negative effect on the environment increase, even if the process of production becomes more efficient, and prices drop?
  • What is the difference between an efficient system and an effective system? Which is most sensible to aim for?

6. Although many green products are moving in the right direction, what does the destination look like?


  • What is the purpose of ‘green’ products?
  • Do ‘green’ products always help us meet that purpose?
  • Is it easy to make the ‘right’ choices as a consumer?
  • Does the ‘green’ label help us choose, or do we need to become experts in every product to understand their environmental and social impact?
  • Is it really fair that unless you can afford to pay a premium you have to choose unhealthy food, damaging products and polluted skies?
  • What if we changed the system instead, so that all products had a positive impact?
  • Are ‘green’ products always good for the planet? Or are they often ‘less bad’?
  • Are companies acting hypocritically when they produce a ‘green’ range alongside their regular products?

7. How can we change things to make our newest members of the human race welcome on our planet?


  • What really impacts population change?
  • What links all of the ‘eco-friendly’ concepts explored in this lesson? They tend to only consider the short-term, they can have negative economic impacts and they all rely on isolated actions, rather than considering the whole system.

8. What are the rules for benign production?


  • Can we create an economic system that is as adapted to the environment as this?