Ethical Consumption Trends

Overview

In this 50-minute lesson for Year 7 students, students will investigate how ethical consumption trends influence product offerings in businesses. This lesson is part 17 of the 30-lesson unit "Navigating Economics Together" from the Western Australian Curriculum for Humanities and Social Sciences: Economics and Business.

The lesson aligns specifically with the Year 7 Economics and Business curriculum, focusing on recognising economic and business issues, interpreting data, and understanding decision-making related to ethical consumption.

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Learning Objectives

By the end of this lesson, students will be able to:

• Describe what ethical consumption means and identify examples of ethical products and businesses.
• Investigate how ethical consumption trends influence businesses’ product offerings.
• Use economic and business terminology correctly (e.g., market, costs and benefits, decision-making).
• Analyse and present data related to ethical consumption trends.
• Reflect on the benefits and challenges of ethical consumption for consumers and businesses.

Western Australian Curriculum References:

• AC9HE7S03: Interpret information and data to identify economic and business issues, trends and economic cause-and-effect relationships【11:AC9HE7S03】
• AC9HE7S04: Develop a response to an economic and business issue, identifying potential costs and benefits【9:AC9HE7S04】
• AC9HE7S05: Create descriptions and explanations, using economic and business knowledge, concepts and terms, referencing information and data from sources【1:AC9HE7S05】

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Resources Needed

• Projector or interactive whiteboard
• Student devices or printed materials with information about ethical products or companies
• Chart paper or whiteboard for group brainstorming
• Graphic organiser templates for data collection and reflection
• Examples of products or advertisements highlighting ethical production (e.g., fair trade, recycled materials, cruelty-free)

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Lesson Structure

1. Introduction and Engagement (10 minutes)

Activity:

• Begin with a question: "What do you think ethical consumption means?"
• Show brief images and examples of products promoted as ethical (e.g., Fairtrade chocolate, cruelty-free cosmetics).
• Facilitate a short class discussion to clarify the concept of ethical consumption—purchasing goods and services produced in ways that consider social, environmental, or economic responsibility.

Teacher Notes:

• Emphasise that ethical consumption influences business practices and product offerings.
• Use key terms: market, costs and benefits, consumers, producers.

2. Investigating Ethical Consumption (15 minutes)

Activity:

• Divide students into 5 groups of 5.
• Provide each group with a short case study or snapshot of a business or product that follows ethical consumption principles (e.g., eco-friendly packaging, fair wages, sustainable sourcing).
• Groups use a graphic organiser to identify:
  • What makes the product/business ethical?
  • How does this affect the product offering or price?
  • Who benefits and who might face challenges?

Teacher Notes:

• Support students to use economic terms and encourage examination of both benefits and costs.
• Encourage them to think about the impact on consumers, producers and the environment.

3. Sharing & Class Discussion (10 minutes)

Activity:

• Each group briefly presents their findings to the class.
• Facilitate a discussion linking the findings to the idea that ethical consumption is shaping markets and product choices.

Teacher Notes:

• Highlight real-world relevance and new product trends.
• Use this opportunity to introduce the idea of cause and effect in economics (ethical demand → business response).

4. Data Interpretation and Reflection (10 minutes)

Activity:

• Present a simple graph or table showing trends in ethical product sales (can be hypothetical or sourced).
• Question students on interpreting the data: What trend is shown? Why might ethical product sales be changing?
• Ask students to reflect on their own buying choices and how ethical consumption could influence them.

Teacher Notes:

• Link back to AC9HE7S03: interpreting economic trends and issues through data.

5. Conclusion and Exit Task (5 minutes)

Activity:

• Exit ticket: Students write one new thing they learnt about ethical consumption and one question they still have.
• Optionally, have them suggest one way their family could support ethical consumption.

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Assessment

• Observation of group discussions and presentations assessing understanding of ethical consumption and use of economic terms (formative).
• Evaluation of graphic organisers and exit tickets for comprehension of key concepts related to costs, benefits, and market effects of ethical consumption (formative).
• Use data interpretation task to assess ability to identify trends as outlined in the curriculum.

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Differentiation

• Provide sentence starters or vocabulary sheets for students needing language support.
• Extension task for advanced students: Research an Australian ethical business and share how it markets its products.

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Cross-Curriculum Priorities

• Sustainability: Understanding ethical consumption’s role in sustainable economic decisions.
• Aboriginal and Torres Strait Islander histories and cultures: Where relevant, include examples of First Nations businesses practicing ethical and sustainable approaches.

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This lesson uses accessible group work and real-world examples to engage Year 7 students with ethical consumption as a contemporary economic issue, fostering relevant skills in data interpretation and critical thinking inline with the Western Australian Curriculum for Economics and Business.

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If you would like, I can also provide detailed teacher notes and handouts templates!