Lesson at a Glance | He Tirohanga Whakamua
NgΔ WhΔinga Ako | Learning Intentions
Students will know
- That technology products have "embodied energy" and raw material footprints long before they reach a store.
- Aotearoa generates around 99,000 tonnes of e-waste per year β 19.2 kg per person, above the OECD average of 17.1 kg and more than 2.5 times the world average of 7.3 kg (UN Global E-waste Monitor 2024).
- The difference between linear disposal ("take-make-waste") and accountable technology stewardship.
Students will demonstrate
- By researching 3 verifiable impact facts for one daily technology product (smartphones, fast fashion, packaging, single-use items).
- By selecting their individual problem area for the unit and drafting a precise Problem Statement in Design Journal Section 2.
Do Now | TΔ«matanga Whakaaro (10 min)
Prompt on board (3 min silent reflection, 5 min pair share, 2 min harvest):
"When a smartphone breaks or gets replaced in your house, where does it go? What happens to the cobalt, lithium, and gold inside it?"
Most students assume old electronics are "recycled" if put in a council bin or handed in. Reveal the reality: in Aotearoa only about 2% of e-waste is diverted from landfill and properly recycled (UN Global E-waste Monitor 2024). Most ends up in municipal landfills where heavy metals (lead, mercury, cadmium) risk leaching into soil and waterways.
Aotearoa E-Waste Data & Product Selection (15 min)
Examine the national e-waste data for Aotearoa New Zealand. Use this data to contextualise why technology design requires systemic intervention.
π³πΏ The Aotearoa Context: ~99,000 Tonnes Per Year
Every New Zealander generates an average of 19.2 kg of e-waste annually β above the OECD average of 17.1 kg, and more than two and a half times the world average of 7.3 kg (UN Global E-waste Monitor 2024). Unlike the European Union, Aotearoa did not have mandatory regulated product stewardship for e-waste until recent Ministry for the Environment declarations. As a result:
- Around 99,000 tonnes of electrical and electronic equipment are discarded in NZ each year β and it is the countryβs fastest-growing waste stream.
- Valuable rare-earth elements (lithium, cobalt, neodymium) are permanently lost to landfills.
- Landfills near coastal or river catchments pose long-term kaitiakitanga risks to moana and awa.
Product Category Selection: Students choose ONE everyday product category that they will focus on for the remainder of the unit (through their Design Journal):
π± 1. Consumer Electronics
Smartphones, headphones, chargers, laptops. Key issues: rare metal mining, planned obsolescence, un-repairable glued batteries.
π 2. Synthetic Textiles
Polyester sportswear, fast fashion hoodies. Key issues: microplastic shedding in wash, petroleum-based synthetics, landfill volume.
π¦ 3. Single-Use Packaging
Takeaway containers, bubble wrap, snack wrappers. Key issues: single-use plastics, un-recyclable composite laminates.
π₯€ 4. Everyday Personal Tech
Disposable vapes, electric toothbrushes, cheap LED gadgets. Key issues: embedded lithium batteries in single-use casings.
Activity: Find the Footprint (15 min)
Working individually or in pairs, students select their product category and complete a 15-minute Footprint Audit Worksheet:
- Origin Mapping: Where are the primary raw materials extracted? (e.g. Cobalt from DRC, Lithium from Chile/Australia, Petroleum from Middle East).
- Manufacturing Footprint: How much energy/water does manufacturing require? (e.g. One smartphone requires ~13,000 litres of water and generates ~85 kg of COβ before it is ever switched on).
- End-of-Life Destination: What happens when the user finishes with it in NZ? (Landfill, incineration, overseas export, or local recovery?).
π Design Journal β Section 2: My Problem Area
Students open their Design Journal (physical notebook or digital document) and write Section 2 using this structured prompt:
Section 2 Template:
1. Chosen Product Category: [Name of product/device]
2. 3 Key Impact Facts: [Fact A - extraction, Fact B - manufacturing/energy, Fact C - end-of-life in NZ]
3. Why This Matters to Kaitiakitanga: [How does this product's current design conflict with our obligation to protect taiao and future generations?]
Exit Statement | Ka Mutu Hoki (5 min)
Complete this sentence in your exit ticket before leaving:
"The technology problem I will work to redesign in this unit is [Product/Issue] because [Impact Fact/Kaitiakitanga reason]."
Teacher Planning & Curriculum Alignment
NZ Curriculum Alignment (Technology β Phase 3 / Years 9β10):
- Technological Knowledge: Understand how material selection and manufacturing processes impact ecological systems.
- Nature of Technology: Critique how societal demands and economic drivers shape technology disposal and e-waste.
Key Vocabulary: Embodied energy, e-waste, rare-earth metals, planned obsolescence, product stewardship, kaitiakitanga.