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Preparation (before the lesson)

Materials:

Provide A2 paper, markers, and

basic art supplies for posters.

Ensure access to

internet-connected devices or library resources for group research.

Space: reserve the school library

or another space suitable for displaying posters and holding a gallery

walk.

Timing: The activity can be run across

2 lessons (45 minutes each) + homework:

Lesson 1: initial discussion; group research; poster preparation.Homework: completion of the poster.

Lesson 2: Gallery Walk + presentations.

Lesson 1

– Personal inventory & discussion (English + Citizenship focus)

1. Briefly discuss this questions as a

class: How often do we change electronic devices? Why? What happens

to them?

2. Divide learners into five

groups of 4-5 and assign each group one stage of the device lifecycle:

Group 1: Mineral extraction (conflict minerals)Group 2: Manufacturing & labor conditionsGroup 3: Distribution & marketingGroup 4: Consumption patternsGroup 5: Disposal & recycling

3. Provide each group with guiding questions in English (e.g., Where do the materials come from? What are the working conditions?).

4. Monitor progress: circulate,

answer questions, and check learners are using English to share

information.

5. Encourage groups to collect 3–4

key facts, 1 striking image, and keywords for their

posters.

Homework – Poster Creation (English + Creativity)

1. Distribute A2 sheets and

markers.

2. Instruct

groups to:

Write a clear title in

English.Include 3–4 main points,

visuals, and keywords.Keep text concise but

accurate.

Remind them the posters will be

displayed in the school library, so clarity and visual appeal matter.

Lesson 2 – Gallery Walk & Presentations (English + Citizenship)

Display the posters in the

library.

Organize a gallery walk:

each group stands by their poster and presents their findings in English

(2–3 minutes).

Encourage the audience to ask at

least one question per group.

Conclude with a class

discussion: What surprised you? How do our personal choices connect to

global issues?

1. Learners discuss their electronic device habits in English.

2. Learners form groups of four or five people.Learners receive one stage of the electronic device lifecycle assigned to their group.

3. Learners research information about their assigned stage using reliable sources.

4. Learners select three or four key facts that best explain their stage.

5. Learners choose one powerful image that illustrates their stage.

6. Learners identify keywords that summarize the main ideas of their research.

7. Learners design an A2 poster with a clear English title, key facts, keywords, and visuals.

8. Learners display their posters in the school library.

9. Learners present their posters to classmates during a gallery walk.

10. Learners explain their findings in English for two to three minutes.

11. Learners listen actively to the presentations of other groups.

12. Learners summarize in writing what they learned about the life cycle of electronic devices and how their electronic consumption habits impact the world.