On October 23rd, 2014, we updated our
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Life Cycle of a Product
Just like living organisms, inanimate products have a life cycle too.
The stages usually include:
a) what is it to be used for?
b) is it to be reused, durable, thrown out after a few uses?
c) how will it be manufactured?
2. Materials acquisition: a) extraction if virgin or conversion if recycled?
Ex. 1 ton of virgin wood pulp for paper vs
recycled paper uses 64 % less energy in the
processing, 50 % less water in the
processing, decreases air pollution by 74 %
in the processing and saves 17 trees.
b) where from?
3. Materials processing: making it into a product.
4. Manufacturing: a) factories consume energy and create waste.
5. Packaging: a) purpose of the packaging. Ex. stop theft, preserve the
product, display the product,
give information on the
b) is it excessive?
6. Distribution: a) from the factory to the store.
7. Use: a) intended duration?
8. Reuse/recycle: a) can it be reused or recycled? Recycling reduces the use of
natural resources, decreases waste, decreases distances
travelled, decreases the need for landfill space.
9. Disposal: a) how? Ex. landfill, burning, composting etc.
Expectations for the project:
Choose a product. Verify with the teacher that the product will work for this
Research the stages of the product using a variety of resources. A bibliography
must be provided on a separate sheet of paper.
Show the life cycle of the product on a large poster.
The life cycle should include the stages mentioned above. Include a world map in
order to show where materials are collected from, where the factory is and where
the product is being distributed to.
Arrows should connect and show the direction of these stages.
Parts of the product should be on the poster. 6 different materials must be
A scale from 1-10 should be displayed on your poster indicating your opinion of
the environmental impact of the chosen product. 1 is low and 10 is high.
This poster is intended to be informative and self explanatory. The posters will be
placed around the room on a date set by the teacher. You will answer questions
on a sheet of paper provided using the poster you feel provides the most answers
to these questions in a clear and concise manner.
The poster used the most often by others in the class will receive the highest
communication marks possible.
Finally, create a silly method of reusing the product. Ex. CD’s into a wind
chime. Marks for creativity will be awarded.
Categories Level 1 Level 2 Level 3 Level 4
Knowledge/ Information is limited Information is Information is Information is
understanding in detail. accurate with some accurate with accurate with a high
The information presented detail. considerable detail degree of detail
What does that look like? Missing stages All stages are All stages are All stages are
represented and represented and represented and
supported with some supported with 2-3 supported with 3-5
at least one detail meaningful details meaningful details
Thinking/inquiry Demonstrates limited Demonstrates some Demonstrates Demonstrates a high
Calculating the planning and planning and considerable degree of planning
environmental impact of the organization of the organization of the planning and and organization of
product details. details organization of the the details
What does that look like? Difficult to connect The details support Easy to understand Very easy to
the details with the the conclusion how the details understand how the
conclusion support conclusion details support
Communication Communicates Communicates Communicates Communicates
Creating a cycle and information with information with information with information with a
showing the environmental limited clarity some clarity considerable clarity high degree of clarity
impact of the product and some originality and originality
What does that look like? Difficult to follow the Able to follow the Easy to follow the Very easy to follow
cycle and parts are cycle. Presented cycle. the cycle.
not used. using parts of the Shows some Original presentation
product. originality in the using parts of the
presentation using product.
parts of the product.
Communication Communicated with Communicated with Communicated with Communicated with a
Grammar and use of limited knowledge of some knowledge of considerable high degree of
scientific terminology language forms and language forms and knowledge of knowledge of
scientific terminology scientific language forms and language forms and
terminology scientific scientific terminology
What does that look like? English used when a Some major or too Minor spelling No spelling mistakes
translation should many minor spelling mistakes or grammar or grammar errors
have been researched. mistakes or errors for the grade for the grade level
The spelling and grammar errors for level
grammar mistakes the grade level
make it difficult to
Application Makes connections Makes connections Makes connections Makes connections
Making connections between the between the between the between the
between the environmental environmental impact environmental environmental impact environmental impact
impact of the product and and own life with impact and own life and own life with and own life with a
own life limited effectiveness with some considerable high degree of
effectiveness effectiveness effectiveness
What does that look like? The environmental The environmental The environmental The environmental
impact of unclear impact is largely impact is clear impact is obvious
Silly product use Demonstrated with Demonstrated with Demonstrated with Demonstrated with a
limited effectiveness some effectiveness considerable high degree of
Map Is unclear or if Missing one the Shows where Shows clearly where
missing more than one following: where materials are initially materials are initially
of the following: materials are gathered, where the gathered, where the
where materials are initially gathered, product is product is
initially gathered, where the product is manufactured and manufactured and
where the product is manufactured and how distributed to a how distributed to a
manufactured and how how distributed to a store in Ottawa store in Ottawa
distributed to a store store in Ottawa
Opinion scale Difficult to find but Visible and Clearly visible and
completed completed completed
This project was inspired by the information found on the following website:
Le cycle de vie d’un produit choisi! Date_________nom_____________
Feuille de réponse basée sur l’affiche d’un projet autre que le votre.
1. Quel est le produit choisi?_______________________________________
2. De quoi est-ce le produit est construit (6 choses minimum)?
# Matériel Vient d’où? Vierge ou recyclé?
3. D’où vient la majorité du produit?________________________________
4. Est-ce que le produit est assemblé au même endroit que les sources des
5. Quels en sont des produits partiels (by-products) possibles en créant ce produit?
6. Quels sont les matériels employés dans l’emballage du produit? Pourquoi?
7. Quelle est la distance à l’endroit où le matériel était manufacturé? ______km
8. Comment est-ce que c’était transporté chez nous?
9. Quels en sont les impacts à l’environnement de cette transportation?
10. Quelle est la durée de ce produit?
11. Qu’est-ce qui se passe au produit après l’usage du produit? Donner des
12. Choose 3 other products and provide an opinion on a scale of 1-10, one being the
lowest, of its environmental impact according to the information provided.
Product name Opinion scale
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
13. Votre opinion diffère-t-elle de celle de la personne qui présente l’information sur
le produit? Si oui, indique en quelle manière.
14. Comment est-ce l’information découverte dans votre recherche ou la recherche
de quelqu’un d’autre a changé votre opinion sur le produit que vous achetez lorsque
vous y pensez du côté environnemental? Supportez votre commentaire avec des
détails découverts des projets.
15. Changeriez-vous votre pouvoir d’achat (purchasing power) d’après l’information