Trade and Sustainability

Lesson Overview

Year Level: Year 10
Subject: Social Sciences
Unit: Trade and Sustainability Insights (Lesson 1 of 12)
Duration: 60 minutes
Curriculum Area: Social Studies – Level 5 of The New Zealand Curriculum
Big Idea: Trade and sustainability influence economic development and environmental impact.

Learning Objectives

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

• Define trade and sustainability and explain their significance.
• Identify key components of trade and sustainability in a New Zealand and global context.
• Discuss why these concepts matter to individuals, communities, and businesses.

Key Competencies Developed

• Thinking: Analysing how trade impacts sustainability.
• Participating and Contributing: Engaging in discussions about real-world issues.
• Relating to Others: Working in pairs and groups to share ideas and perspectives.

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Lesson Plan

1. Introduction (10 minutes)

Activity: Opening Discussion – "What do we trade?"

• Write “TRADE” and “SUSTAINABILITY” on the board.
• Ask students:
  • What products do we trade in New Zealand?
  • Where do our products go?
  • What does sustainability mean?
• Record student responses using a brainstorm/mind map.
• Highlight key terms: imports, exports, resources, global economy, sustainability, carbon footprint.

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2. Interactive Activity: Global Trade Simulation (15 minutes)

Activity: "The Trading Game"

• Set-up: Divide the class into six “countries,” each assigned a different resource (e.g., dairy, timber, seafood, technology, textiles, energy).
• Objective: Each group must trade with others to obtain three critical resources.
• Discussion points: Were some resources harder to obtain? How did trade impact availability? Were some resources more valuable?
• Debrief: Relate back to New Zealand’s primary industries (agriculture, tourism, horticulture).

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3. Exploring Sustainability (15 minutes)

Activity: "Sustainability Ladder"

• Introduce a set of trade-related scenarios (e.g., exporting beef overseas, importing palm oil from deforested areas, eco-friendly packaging).
• Create a “sustainability ladder” across the room with three positions:
  • Highly Sustainable
  • Somewhat Sustainable
  • Not Sustainable at All
• Students physically place themselves on the ladder based on their opinions for each scenario.
• Facilitate a conversation about why students chose their positions.

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4. Real-World Connection (10 minutes)

Case Study: New Zealand’s Kaitiakitanga and Trade

• Introduce the Māori concept of Kaitiakitanga (guardianship of the land).
• Discuss how New Zealand businesses (e.g., NZ Manuka Honey, Fonterra, Air New Zealand) balance trade with sustainability.
• Ask: What are some ways industries can trade while protecting the environment?

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5. Reflection and Wrap-Up (10 minutes)

Activity: Exit Ticket – "One Connection, One Question"

• Each student writes down:
  • One connection between trade and sustainability.
  • One question they still have about today’s topic.
• Collect responses to inform the next lesson’s discussion.

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Assessment & Homework

Formative Assessment:

• Teacher observations during discussions.
• Exit tickets (to gauge understanding and address misconceptions).

Extension Activity (Optional):

• Research a New Zealand company that deals with trade.
• Identify one sustainability effort they implement and how it benefits the environment.

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Teacher Notes

• Scaffold as needed: Some students may struggle with grasping sustainability; use relatable examples like reusable bags, electric cars, or Fair Trade chocolate.
• Cultural Relevance: Emphasise local Māori connections to trade, land, and environmental responsibility.
• Use Props: Consider bringing in a range of products (fruit, dairy, textiles) for visual engagement.

Next Lesson:

Lesson 2 – The Journey of a Product: Tracking a New Zealand export from source to shelf.

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This lesson plan is designed to engage Year 10 students in meaningful exploration of trade and sustainability, fostering critical thinking and real-world connections. 🚀