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Lesson Overview
The lesson introduces the concept of a product life cycle
and how it can be used as tool for the consumer to make
more environmentally friendly product choices. The
lesson uses the life cycle of a CD or DVD as an example
to investigate the life cycle of an everyday product and
examine options for reusing, recycling, or disposing
of the item after its useful life. Students are introduced
to pollution prevention strategies (the three Rs), how
consumers can use them, and how the strategies can be
incorporated at different stages of a product’s life cycle to
make a product more economically and environmentally
sustainable.
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Materials
per class
• 6 home-grown or locally grown apples
• individual serving size packs of
applesauce
• jar of applesauce
• EPA’s Life Cycle of a CD or DVD
(poster: large size)
• Life Cycle Assessment (transparency
master)
• Pollution Prevention (The 3Rs)
(transparency master)
• Product Life Cycle Stages Cards (optional
student activity on the MEECS Energy
Resources CD)
• The Life Cycle of a CD or DVD
(answer key)
• overhead projector
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Duration
45 minutes – Classroom setting
Using a Product’s
Life Cycle
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Subject/Target Grade
Science and Social Studies/
Middle School (7-9)
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Energy Resources Lesson 7
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per small group
• CD (1 per group)
• EPA’s Life Cycle of a CD or DVD
(poster: small size)
per student
• large sheet of paper
• markers
• Self-Assessment: Student Product
Choice and Use (student activity)
• The Life Cycle of a CD or DVD
(student activity)
Michigan Environmental Education Curriculum Support
Students answer these essential questions: What are
the economic, social, and environmental consequences
of your product choices? What tools and data can
consumers use to help make better decisions about
energy and resource use and personal actions?
Objectives
Students will be able to:
1. Describe how life cycle assessments are used.
2. Describe the benefits of pollution prevention
(reduce, reuse, and recycle).
3. Analyze the life cycle of a CD and design a more
environmentally friendly CD.
Lesson 7 Energy Resources
127
Lesson 7 Using a Product’s Life Cycle
Background Information
We consume energy directly and indirectly. The
products, food, and services we purchase all have
embodied energy, the energy used to create them,
within them. It takes both resources and energy to
make, package, and transport the products we use
and grow the food we eat. It also takes energy to
dispose of the products when we are done using
them. Therefore, our product choices have direct
and indirect economic, social, and environmental
consequences. Life cycle assessment (LCA) is a
tool consumers can use to make better decisions
about the products they buy and how they use
them. Designers and engineers use LCA to make
more economical and environmentally sustainable
products.
Michigan Grade Level Content
Expectations
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Assessing a product’s life cycle includes examining
the human impacts, energy, materials, and wastes at
each stage of a product’s life cycle from cradle (the
inception of the idea) to the grave (disposal).
The basic areas of life cycle assessment are:
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HS Earth Science:
• Critique solutions to problems, given
criteria and scientific constraints. E1.2f
• Identify scientific tradeoffs in design
decisions and choose among alternative
solutions (e.g., best management practices,
resource quantity and quality trade-offs).
E1.2g
• Describe the life cycle of a product,
including the resources, production,
packaging, transportation, disposal, and
pollution. E2.4d
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Grade 6-7 Science:
• Describe the effect humans and other
organisms have on the balance of the
natural world. S.RS.06.17, S.RS.07.17
• Describe the origins of pollution in the
atmosphere, geosphere, and hydrosphere,
(car exhaust, industrial emissions, acid rain,
and natural sources), and how pollution
impacts habitats, climatic change, threatens
or endangers species. E.ES.07.42
Social Studies:
• Engage in activities intended to contribute
to solving a national or international
problem. 6 – P4.2.2, 7 – P4.2.2, 8 – P4.2.2
• Describe the environmental effects of
human action on the atmosphere, biosphere
lithosphere and hydrosphere. 6 – G5.1.1,
7 – G5.1.1
Design – Includes coming up with an idea for a
product and deciding what materials will be used
to make it, how it will be made, how long it will
last, etc. A product’s design affects each stage of its
life cycle and, therefore, its social, economic, and
environmental impact.
You may order an additional classroom size
copy of the EPA’s The Life Cycle of a CD
or DVD for your classroom by calling
1-800-424-9346. Additional student size
posters may be downloaded from
http://www.epa.gov/epawaste/education/pdfs/
finalposter.pdf.
Materials Acquisition – The process of obtaining
raw materials. All products are made from some
raw materials, which come directly from the Earth,
like trees or iron ore. Obtaining raw materials may
require harvesting timber or mining. The acquisition
of raw materials uses energy, depletes natural
resources, and impacts the environment. Using
recycled or recovered materials usually saves energy
and natural resources.
Note: The printout of the 8-1/2” x 11”
version is hard to read; print the poster
as 11” x 14”.
Materials Processing – The process of converting
raw materials into a form that can be used to make
products. Each separate process creates waste and
consumes energy.
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Advance Preparation
128 Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support
Using a Product’s Life Cycle Lesson 7
Distribution – Products are transported to different
locations where they are sold, but the materials
and parts used to make the product may have
been transported during earlier stages in the life
cycle. Transportation uses energy and generates
greenhouse gases.
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• Reduce
The first step in pollution prevention is to reduce
the use of something or substitute a less toxic
material when possible. It is economically and
environmentally cheaper to prevent pollution
than to clean it up later. Buying products with
less packaging is another way to reduce waste
and unnecessary consumption of energy and
resources.
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Use – The way products are used impacts the
environment. Reusable, durable, and recyclable
products conserve natural resources, use less energy,
and create less waste than disposable, single-use
products. Generally, the longer the useful life of the
product, the less impact it has on the environment
compared to other products serving the same
purpose.
The hierarchy of pollution prevention is as follows:
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Packaging – Many products are packaged in
paper or plastic, which also undergo separate
manufacturing processes that use energy, consume
natural resources, and create waste. While packaging
serves an important purpose, it is often excessive.
We can use pollution prevention (reduce,
reuse, recycle) strategies at different stages of
a product’s life cycle to help make better use of
limited resources and the energy it takes to extract,
transport, process, and dispose of products after
their useful lives.
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Manufacturing – The process of converting the
materials into the useful product. Manufacturing
processes use energy and create waste at each step.
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• Reuse
The next step in the pollution prevention
hierarchy is to reuse products. If one cannot
personally reuse household items like clothes,
furniture, and toys, they can be donated to
second-hand stores, so that someone else can use
them.
Reuse/Recycling – Recycling or remanufacturing
products into something new reduces the amount
of raw materials that have to be used in the
manufacturing process and usually saves energy.
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Disposal – When we throw products into the trash,
we end their useful life. Disposal uses transportation
energy, creates pollution, and impacts the
environment by taking up landfill space.
• Recycle
The last method of pollution prevention is
recycling. Recycling has environmental and
economic tradeoffs. It takes energy to not only
produce goods, but also to recycle or dispose
of them. Recycling is often a better choice than
disposal, because it typically takes less energy
to recycle materials than to extract, process, and
transport raw materials from the Earth.
Source: U.S. EPA, Solid Waste and Emergency Response.
(2003). The Life Cycle of a CD or DVD. Poster. Washington,
DC: Solid Waste and Emergency Response.
Michigan Environmental Education Curriculum Support
Lesson 7 Energy Resources
129
Lesson 7 Using a Product’s Life Cycle
3. Use the classroom size Life Cycle of a CD or
DVD poster to introduce students to the basic
stages of life cycle assessment.
Procedure
1. How do you choose products and what do you
do with them when you are done using them?
Students complete the Self-assessment: Student
Product Choice and Use student activity.
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Optional: First give students the
Product Life Cycle Stages Cards on the
MEECS CD and have them physically
arrange them in the order they think they
should be arranged.
Design - Includes coming up with an idea for
a product and determining what will be used to
make it, how it will be made, how long it will
last, etc. A product’s design affects each stage of
its life cycle and, therefore, its social, economic,
and environmental impact.
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Show all students six home-grown apples (or
locally grown apples), a store-bought jar of
applesauce, and an individual serving pack
of applesauce. Use the following questions
to generate a class discussion. Which product
would you purchase for lunch? Why? [Answers
will vary.] Which product do you think cost the
least? [Home-grown apples.] Which product
do you think took the least amount of energy to
produce? [Home-grown apples.] Which product
do you think will take the least amount of energy
for disposal? [Home-grown apples.] Which
product do you think has the least impact on the
environment? [Home-grown apples.]
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2. Introduce the life cycle of an apple.
Materials Acquisition – The process of
obtaining and transporting raw materials and
previously manufactured components.
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In general, products that are local, have been
processed minimally, and have minimum
packaging are the most environmentally friendly.
Hold up one apple. The apple is a product of a
living thing. Recall from elementary school that
all living things have life cycles. What are the
stages of the apple’s life cycle? Draw or write-out
the life cycle of an apple on the board (seed to tree
to blossom to pollination to formation of apple
(fruit) to fruit eaten by animals to seed deposited
in soil…). What other things are needed for the
formation of an apple? [Light (energy from the
sun), water, nutrients (fertilizer), etc.].
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Hold up the jar of applesauce. Do you think that
this jar of applesauce has a life cycle? Explain
to the students that just like living things,
products also have life cycles and each step of
the product life cycle has a name.
130 Energy Resources Lesson 7 Materials Processing – The process of
converting raw materials into a form that can be
used to make products.
Manufacturing – The process of converting
materials and other manufactured goods into a
useful product.
Packaging – Packaging protects the product and
can enhance its marketability.
Distribution – Products are transported to where
they are sold.
Use – The intended and unintended ways the
customer uses products.
Reuse/Recycling – Reusing, recycling, or
remanufacturing products into new ones.
Disposal – The transportation and disposal of
a product in a landfill, an incinerator, or in the
environment.
Michigan Environmental Education Curriculum Support
Using a Product’s Life Cycle Lesson 7
Designers and engineers use LCA to make more
economical and environmentally sustainable
products, and we as consumers can use LCA
to help us make more environmentally sound
purchasing decisions.
Designers and manufacturers can incorporate
pollution prevention strategies (reduce, reuse,
recycle) into different stages of a product’s life
cycle to make products more economically
and environmentally friendly. Consumers can
also use pollution prevention strategies such as
reduce, reuse, and recycle after the purchase of a
product.
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Life cycle assessment of a product can help
us answer these questions and understand the
economic, social, and environment impacts of
our product choices.
6. Display the Pollution Prevention overhead
transparency.
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What questions do you have about the life cycle
of a CD? Students will be able to answer these
questions later in the lesson. What materials are
used to make the CD or DVD? Where did the
materials come from? What types of energy are
used and pollution produced in the production
and transport of this product? What is the useful
life of a CD or DVD? What do you do with them
when you are done using them? Do you ever
think about these questions when you purchase a
product….
7. Students use the Life Cycle of a CD or DVD
mini poster to answer the Life Cycle of a CD
or DVD student activity questions.
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4. Have students examine a CD or DVD.
5. What is a life cycle assessment? Display the
(LCA) overhead transparency.
Life Cycle Assessment (LCA) looks at the
economics, human impact, energy, materials,
and wastes produced at each stage of a product’s
life cycle from cradle (design) to grave
(disposal).
How can we use a life cycle assessment? LCA
informs a manufacturer if the environmental
stresses associated with their product (or
service) is from their supply chain, their
factory, consumer use, or final disposal. The
manufacturer can then focus efforts on the
particular stage of a product life cycle that
results in the greatest environmental impact, or
they may design a product so it is more easily
disassembled and reused at the end of its life.
Manufacturers may also learn that they need
to work more closely with their customers to
limit the environmental impact of a product (or
service) during consumer use. For example, a
consumer can reduce the environmental impact
if they wash clothes with colder water, or place
dishes in the dishwasher without first rinsing.
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Michigan Environmental Education Curriculum Support
1. Which materials are used to make CDs and
DVDs? (The materials used to make CDs
and DVDs include aluminum, polycarbonate,
lacquer, gold, dyes, water, glass, silver and
nickel.)
2. Are the materials renewable or nonrenewable? (All the materials used to make
CDs and DVDs are non-renewable, except
for water.) 3. Which stages of the life cycle use energy?
(Energy is used at each stage of the life cycle
including materials acquisition, materials
processing, manufacturing, packaging,
transportation/distribution, useful life (to
play the CD or DVD), reuse (to play the
CD or DVD), recycling, and disposal.)
4. Which stages of the life cycle do you think
create wastes? (Wastes are created at each
stage of the product’s life cycle.)
Lesson 7 Energy Resources
131
Lesson 7 Using a Product’s Life Cycle
Hang the posters in the classroom for peer
review.
Analyzing a product’s life cycle can help us
make informed purchasing decisions and end-oflife choices (reuse, recycle, or dispose).
Pollution prevention (reduce, reuse, recycle)
strategies can help us make better use of limited
resources and the energy it takes to extract,
transport, process, and dispose of them.
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We use energy directly and indirectly in
the products and services we purchase
and use. Product choices have direct and
indirect economic, social, and environmental
consequences that should be considered when
making purchasing decisions.
Careful purchasing along with the 3Rs can
help us conserve energy and raw materials, and
minimize pollution and waste.
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8. Homework.
Students use their responses to question 6 to
design a new more environmentally friendly life
cycle of a CD or DVD incorporating their ideas
on large sheets of paper.
9. Summary understandings.
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5. Which of the following actions uses the least
amount of energy and resources: reusing the
CD or DVD, recycling the CD or DVD, or
disposing of the CD or DVD? (Reusing the
CD or DVD uses the least amount of energy
and resources.)
6. How can designers and manufacturers
make a more environmentally friendly, or
sustainable, CD or DVD? What changes
could be made at each step 1-6 to make
the product better for the environment?
(Answers will vary.)
Assessment Options
1. Ask students to write a paragraph describing
how life cycle assessments are used.
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2. Have students write a poem describing the
benefits of pollution prevention (reduce, reuse,
recycle).
3. The homework assignment (step 8) can be used
as an assessment.
Adaptations/Extensions/
Enhancements
1. Students could plan an eco-friendly class lunch
that uses a minimum of disposable goods.
They can recycle and compost as much of the
“garbage” as possible.
132 Energy Resources Lesson 7 2. Students could compare paper and plastic bags
using the interactive Life Cycle Analysis of
Paper and Plastic Bags Michigan Technological
University Tech Alive Web Module.
(http://techalive.mtu.edu/meec_index.htm or
http://techalive.mtu.edu/meec/module14/title.
htm.)
Michigan Environmental Education Curriculum Support
Using a Product’s Life Cycle 5. Students could learn about hazardous and
nonhazardous waste using the resources on the
U.S. Environmental Protection Agency. Solid
Waste and Emergency Response. A Collection
of Solid Waste Resources, 2003 Edition. (CD).
Washington, DC: U.S. Environmental Protection
Agency. (Included with the unit.)
4. Students could play the U.S. EPA’s Recycle City
game to learn more about pollution prevention
(http://www.epa.gov/recyclecity/).
6. Students complete the Life Cycle of a Sport Shoe
activity (on the MEECS Energy Resources CD)
to learn about the energy and resources required
to make and dispose of a sport shoe.
References
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3. Encourage students to explore waste and
landfills using the interactive Where Does
Our Garbage Go? Michigan Technological
University Tech Alive Web Module. Retrieved
October 20, 2010, from http://techalive.mtu.
edu/meec.htm or http://techalive.mtu.edu/meec/
module15/title.htm.
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Lesson 7
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United Nations Environment Programme. Is the Future Yours? A Survey on Youth and Consumption.
Retrieved May 8, 2004, from http://www.uneptie.org/pc/sustain/reports/youth/youthquest-en.pdf.
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U.S. Environmental Protection Agency. Solid Waste and Emergency Response. (2003). Life Cycle of a CD
or DVD. (Poster). Washington DC: United States Environmental Protection Agency. Available at
http://epa.gov/epaoswer/osw/students/finalposter.pdf.
Additional Resources
Garbage 2: Recycling, the second in a two-part lesson plan on the American Association for the
Advancement of Science’s Science NetLinks web site, informs students about the problems of waste disposal
and how recycling can help reduce the amount of waste. The focus is on what goes into everyday items that
are typically discarded and how valuable materials can be recovered through recycling. Retrieved October
20, 2010, from http://www.sciencenetlinks.com/lessons.cfm?Grade=3-5&BenchmarkID=8&DocID=386.
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The Institute for Market Transformation to Sustainability has links to sustainable product standards
and certification programs for various types of products and services (e.g., forest products, organic foods,
electric power, buildings) that meet third-party social, economic, and environmental criteria. Retrieved
October 20, 2010, from http://www.mts.sustainableproducts.com/standards.htm.
The Life Cycle of Everyday Stuff, a curriculum for grades 8-12 from the National Science Teachers
Association, examines energy and material flow associated with common items. Seven sections designed
to stand alone or as a series include hands-on activities. Reeske, M. and Ireton, S. (2001). The Life Cycle
of Everyday Stuff. Arlington, VA: National Science Teachers Association. Life Cycle of Everyday Stuff is a
book for sale. Retrieved October 20, 2010, from http://www.nsta.org/store/product_detail.aspx?id=10.2505/
9780873551878.
Michigan Environmental Education Curriculum Support
Lesson 7 Energy Resources
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Lesson 7 Using a Product’s Life Cycle
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Pollution Prevention (P2) in Michigan, the Michigan Department of Environmental Quality’s web site
for pollution prevention information and assistance, includes resources for energy efficiency, recycling, and
green purchasing, plus links to business partnership programs and the Retired Engineer Technical Assistance
Program (RETAP). Retrieved October 20, 2010, from
http://www.michigan.gov/deq/0,1607,7-135-3585---,00.html.
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Projects: Michigan Recycling Measurement Study, a two-part report on collection and diversion of
municipal solid waste and the economic impact of recycling, points out that Michigan’s 20-percent recycling
rate amounts to a $2 billion industry in the state. The project report provides the most detailed information
available about the status of recycling in Michigan. Michigan Recycling Coalition. (2003). Lansing, MI:
Michigan Recycling Coalition. Retrieved October 20, 2010, from
http://www.michiganrecycles.org/index.php?option=com_content&view=article&id=23&Itemid=9.
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The Quest for Less: A Teacher’s Guide to Reducing, Reusing, Recycling. Unit 1: Product Life Cycles.
This unit of a curriculum from the U.S. Environmental Protection Agency Office of Solid Waste and
Emergency Response develops a foundation for understanding the importance of managing waste properly.
Students will learn where common products come from, how much and what kind of waste is created during
production and disposal, and why it is important to prevent waste in the first place and to recycle, compost,
and reuse. Retrieved October 20, 2010, from http://www.epa.gov/wastes/education/quest/pdfs/unit1/chap2/
u1-2_product-life.pdf.
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Stuff: The Secret Lives of Everyday Things is an 86-page book that traces how nine common items are
produced, how they impact the environment, and what we can do as consumers to reduce our impact.
Ryan, J. and Durning, A. (1997). Stuff: The Secret Lives of Everyday Things. Seattle, WA: Northwest
Environment Watch. Available for $14.95. Retrieved October 20, 2010, from
http://www.northwestwatch.org/publications/stuff.asp.
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Stuff: The Secret Lives of Everyday Things Curriculum Guide, developed by the British Columbiabased nonprofit group NEW BC to accompany Northwest Environmental Watch’s 1997 book of the same
name (above), takes an approach to science, social studies, and environmental education that encourages
students to think about what really goes into the items they use every day. NEW BC (2000). Stuff: The
Secret Lives of Everyday Things Curriculum Guide. Victoria, BC: NEW BC. Retrieved October 20, 2010,
from http://www.sightline.org/publications/books/stuff.
134 Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support
STUD
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ACTIVI
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Name_______________________
Self-assessment: Student Product Choice and Use
1. Clothes (jeans, t-shirts, shoes, etc.)
a. lowest cost
b. highest quality
c. best value d. best style 2. Personal care (shampoos, creams, deodorant, etc.)
a. lowest cost
b. highest quality
c. best value d. brand name e. most ecologically friendly
3. Food (snacks and meals)
a. lowest cost
b. highest quality
c. best value d. best taste w
e. most ecologically friendly
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Directions: Choose the response that would most often be the major influence in your decision to
buy something.
e. most ecologically friendly
4. Electronics (television, stereo, computer, etc.)
a. lowest cost
b. highest quality
c. best value d. brand name e. most ecologically friendly
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5. What do you do with your products when you are done using them? Write always (a), sometimes
(s), or never (n) in the columns, to indicate your end-of-life actions.
Reuse
Recycle/Compost
Dispose
(self or other)
Clothing
CDs
Plastic bags
Soft drink cans/bottles Newspapers
Magazines
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Other aluminum cans
Video games
Pizza boxes
Paper bags
Packaging materials
Leftover food
Survey adapted from: United Nations Environment Programme. Is the Future Yours? A Survey on Youth and Consumption.
Retrieved May 8, 2004, from http://www.uneptie.org/pc/sustain/reports/youth/youthquest-en.pdf.
Michigan Environmental Education Curriculum Support
Lesson 7
Energy Resources
135
TRANS
TER
AS
RENCY M
PA
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Life Cycle Assessment
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What is a life cycle assessment?
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How can we use a life cycle assessment?
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The basic stages of a life cycle assessment are:
Design
Materials Acquisition
Materials Processing Manufacturing
Packaging Distribution
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136 Use Reuse/Recycling Disposal Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support
TRANS
TER
AS
RENCY M
PA
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The pollution prevention hierarchy:
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Pollution Prevention
(The 3Rs)
1st REDUCE the use of something or use
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a more environmentally friendly alternative.
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it away.
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2nd REUSE something instead of throwing
3rd RECYCLE (or compost) to save energy
and resources.
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Disposal is the last choice.
Michigan Environmental Education Curriculum Support
Lesson 7
Energy Resources
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STUD
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The Life Cycle of a CD or DVD, Page 1 of 2
ACTIVI
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NT
Y
Names_____________________________________________________
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The Life Cycle of a CD or DVD
What materials are used to make CDs and DVDs? 2.
Are the materials renewable or non-renewable? 3.
Which stages of the life cycle use energy? Pr
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On
1.
4. Which stages of the life cycle do you think create wastes? Fo
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5. Which of the following actions do you think uses the least energy and resources:
reuse the CD or DVD; recycle the CD or DVD; dispose of the CD or DVD?
138 Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support
STUD
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The Life Cycle of a CD or DVD, Page 2 of 2
Y
Names_____________________________________________________
ACTIVI
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NT
Environmentally Friendly Changes
Step 3: Step 4: Step 5: Step 6: Pr
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Step 2: Fo
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Step 1: On
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6. How can designers and manufacturers make a more environmentally friendly, or
sustainable, CD or DVD? What changes could be made at each step of the Life Cycle
of the CD or DVD to make the product better for the environment?
Michigan Environmental Education Curriculum Support
Lesson 7
Energy Resources
139
Answer Key
The Life Cycle of a CD or DVD, Page 1 of 2
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The Life Cycle of a CD or DVD
What materials are used to make CDs and DVDs? The materials used to make CDs and DVDs include aluminum,
polycarbonate, laquer, gold, dyes, water, glass, silver, and nickel.
2.
Are the materials renewable or non-renewable? All the materials used to make CDs and DVDs are non-renewable, except water.
3.
Which stages of the life cycle use energy? Energy is used at every stage of the life cycle including materials acquisition,
materials processing, manufacturing, packaging, transportation/distribution,
useful life (to play the CD or DVD), reuse (to play the CD or DVDs, recycling,
and disposal.
4.
Which stages of the life cycle do you think create wastes? Wastes are created at every stage of the product’s life cycle.
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1.
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5. Which of the following actions do you think uses the least energy and resources:
reuse the CD or DVD; recycle the CD or DVD; dispose of the CD or DVD?
Reusing the CD or DVD uses the least amount of energy and resources.
140 Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support
Answer Key
The Life Cycle of a CD or DVD, Page 2 of 2
Environmentally Friendly Changes
(Answers will vary.)
Step 1: On
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6. How can designers and manufacturers make a more environmentally friendly, or
sustainable, CD or DVD? What changes could be made at each step of the Life Cycle
of the CD or DVD to make the product better for the environment?
(Answers will vary.)
Step 3: (Answers will vary.)
Step 4: (Answers will vary.)
Step 5: (Answers will vary.)
Step 6: Fo
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(Answers will vary.)
Step 2: Michigan Environmental Education Curriculum Support
Lesson 7
Energy Resources
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142 Energy Resources Lesson 7 Michigan Environmental Education Curriculum Support