Planned Obsolescence Sucks. Here's Why It Still Exists.

Videos

Grades6, 7, 8, 9, 10, 11, 12Economics

Scientist Reviewed

Provided by Our Changing Climate

Open Resource

What it is

This video describes the method of marketing and production design that many companies use to drive sales by purposely making items that are meant to break or go "out of style" quickly, and are impossible for the consumer to repair or update.
Examples of planned obsolescence in the video are light bulbs, smartphones, other electronic devices, clothing, and vehicles.

Teaching tips

Positives

This video connects planned obsolescence with increasing consumerism and environmental degradation.
Students will be inspired to support movements to beat this system.

Prerequisites

There are commercials before and during the video.
The last minute of the video is an ad.

Differentiation & Implementation

Economics and social studies classes can discuss the social and economic impacts of planned obsolescence, particularly on low-income communities.
Science classes could connect this video to lessons about the increasing amount of wild spaces that are being mined, logged, fragmented, or polluted that result in a loss of ecosystem services, wildlife habitat, and biodiversity.
Other resources on this topic include this interactive data resource about the drivers of climate change, this table of solutions to climate change, and this video about the impacts of environmental degradation on biodiversity.

From the scientist review

This 11-minute video presents the concepts of planned and perceived obsolescence primarily through the example of Apple iPhones. This resource touches on climate change and sustainability briefly but focuses primarily on business practices, economic systems, and social, industrial, and political systems. Citations are provided in small text on the bottom right corner of the screen, which need to be looked up from a list of resources linked in the video description. Although this takes additional effort to follow citations, this resource is recommended for teaching.

How we review resources

Ready to use it?

Hosted on youtube.com

Open Resource

Want this to fit your class?

Add your location for local examples, questions, and action ideas.

At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Economics
Format: YouTube Video
Language: English
Location: Earth
Provider: Our Changing Climate
Authors: Our Changing Climate
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-4. + 44 more

Core

Core Standards legacy

MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
D2.Eco.1.6-8D2.Eco.1.6-8 Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.Eco.2.6-8D2.Eco.2.6-8 Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
D2.Eco.6.6-8D2.Eco.6.6-8 Explain how changes in supply and demand cause changes in prices and quantities of goods and services, labor, credit, and foreign currencies.
CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
D2.Eco.15.9-12D2.Eco.15.9-12 Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

6.1.12.EconET.3.a:6.1.12.EconET.3.a: Relate the wealth of natural resources to the economic development of the United States and to the quality of life of individuals.
6.1.12.EconGE.3.a:6.1.12.EconGE.3.a: Analyze how technological developments transformed the economy, created international markets, and affected the environment in New Jersey and the nation.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.II.6.2SL.II.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

6.SL.26.SL.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
HS.ESS3.4HS.ESS3.4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
6-7.E.IC.9:6-7.E.IC.9: Evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for traditionally underrepresented groups and individuals in early major Western and non-Western civilizations.
HS.E.ST.13:HS.E.ST.13: Explain how international economic trends and policies affect political, social, and economic conditions in various nations.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.6.2SL.6.2 Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
SS.Econ1.a.mSS.Econ1.a.m Predict the opportunity costs of various decisions and explain why the opportunity cost might differ from person to person or in different situations. Assess how limited resources (e.g., money, land, natural resources, workers, time) impact the choices of individuals, households, communities, businesses, and countries.
SS.Econ2.b.mSS.Econ2.b.m Investigate the relationship between supply and demand. Evaluate the extent to which competition exists in product markets and its relationship to price and quality of goods and services.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

HS-ESS3-4HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
SL.6-8.2SL.6-8.2 Integrate and evaluate information presented in diverse media and formats, including point of view, reasoning, and use of evidence and rhetoric.
PersonalPersonal Finance (F1): Students understand the principles and processes of personal finance by explaining how scarcity influences choices and relates to the market economy.
GlobalGlobal Connections (F2): Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by analyzing how resource distribution effects wealth, poverty, and other economic factors.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

EES.8.1.EES.8.1. Explain how economic decisions affect the well-being of individuals, businesses, and society; evaluate alternative approaches or solutions to economic issues in terms of benefits and costs for different groups of people.
12.12.E412.12.E4 THE TOOLS OF ECONOMIC POLICY IN A GLOBAL ECONOMY: Globalization and increased economic interdependence affect the United States economy significantly. The tools that the policy makers have available to address these issues are fiscal policy, monetary policy, and trade policy.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
6SL2:6SL2: Interpret information presented in diverse formats (e.g., including visual, quantitative, and oral) and explain how it relates to a topic, text, or issue under study.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.6.2CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
6.Eco.1.a.6.Eco.1.a. Explain how economic decisions affect the well-being of individuals, businesses, and societies within a region (e.g., Organization of the Petroleum Exporting Countries, South Asia Food and Nutrition Security Initiative, National Human Development Initiative, FIFA World Cup).
MW.His.2.d.MW.His.2.d. Analyze the impact of scientific and technological change in the late 20th and early 21 century (e.g., International Space Station, computer technology, vaccines and public health, Global Positioning Systems, cellular technology, Artificial Intelligence).
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
12.1.312.1.3 Identify the difference between monetary and nonmonetary incentives and how changes in incentives cause changes in behavior.
12.2.212.2.2 Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of particular products.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

HS-ESS3-4HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
66 – G5.1.2 Explain how different technologies can have positive and negative impacts on the environment.
EE – 1.3.2 Price, Equilibrium, Elasticity, and Incentives – analyze how prices change through the interaction of buyers and sellers in a market, including the role of supply, demand, equilibrium, and elasticity, and explain how incentives (monetary and non-monetary) affect choices of households and economic organizations.
SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Illinois Climate Education

Illinois Climate Education Standards legacy

SL.6.2.SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SS.6-8.EC.1.LC.SS.6-8.EC.1.LC. Explain how economic decisions. affect the well-being of individuals, businesses and society.
SS.6-8.EC.1.MC.SS.6-8.EC.1.MC. Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
SS.9-12.EC.13.SS.9-12.EC.13. Explain how current and past globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution.
MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.

Cookie Preferences

What it is

Teaching tips

From the scientist review

Ready to use it?

Want this to fit your class?

Related Teaching Resources