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Clothing 4 Climate

Secondary, Middle

Description

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**Clothing4Climate Project Overview:**
In the Clothing4Climate project, students delve into the environmental ramifications of our clothing industry. Participants gain insights into the ecological footprint of clothing across its entire lifecycle—from production and consumption to waste management. They analyze how these processes contribute to greenhouse gas emissions, water pollution, and water consumption. Moreover, students brainstorm sustainable solutions to mitigate these issues and foster a more environmentally friendly clothing system.
The project follows a structured curriculum comprising thematic 'learn' modules, including Climate Change and Water Systems. Each module incorporates lesson plans organized into four sections: Start, Choose an Action, Learn, and Share.
**Module Overviews:**
**1. Climate Change:**
Tailored for high school students, this unit explores the climate impact of clothing choices.
- **Start:** Students reflect on personal clothing choices, view a brief video highlighting clothing's environmental impacts, and initiate brainstorming sessions to address the issue.
- **Choose an Action:** Students select their preferred method of taking action, collaboratively establish criteria for successful actions, and draft action plans.
- **Learn:** Students investigate how the clothing system affects the environment through the carbon cycle, garment composition, and clothing lifecycle. They implement their action plans during dedicated work sessions.
- **Share:** Students present their action initiatives and reflect on their learning journey.
**2. Water Systems:**
Designed for middle school students, this module explores the clothing industry's impact on water systems.
- **Start:** Students identify the interconnectedness of clothing and water, watch a concise video illustrating clothing's environmental impacts, and commence brainstorming sessions to address the issue.
- **Choose an Action:** Inspired by young climate activists, students discuss their preferred methods of taking action.
- **Learn:** Students delve into how clothing affects water systems and develop action plans, implementing them during structured work sessions.
- **Share:** Students showcase their action endeavors and reflect on their newfound knowledge.
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Does this capture the essence of what you were aiming for?

In the Clothing4Climate project, students delve into the environmental ramifications of our clothing industry. Participants gain insights into the ecological footprint of clothing across its entire lifecycle—from production and consumption to waste management. They analyze how these processes contribute to greenhouse gas emissions, water pollution, and water consumption. Moreover, students brainstorm sustainable solutions to mitigate these issues and foster a more environmentally friendly clothing system.

The project follows a structured curriculum comprising thematic 'learn' modules, including Climate Change and Water Systems. Each module incorporates lesson plans organized into four sections: Start, Choose an Action, Learn, and Share.


Module Overviews:


1. Climate Change: Tailored for high school students, this unit explores the climate impact of clothing choices.

  • Start: Students reflect on personal clothing choices, view a brief video highlighting clothing's environmental impacts, and initiate brainstorming sessions to address the issue.
  • Choose an Action: Students select their preferred method of taking action, collaboratively establish criteria for successful actions, and draft action plans.
  • Learn: Students investigate how the clothing system affects the environment through the carbon cycle, garment composition, and clothing lifecycle. They implement their action plans during dedicated work sessions.
  • Share: Students present their action initiatives and reflect on their learning journey.

2. Water Systems: Designed for middle school students, this module explores the clothing industry's impact on water systems.

  • Start: Students identify the interconnectedness of clothing and water, watch a concise video illustrating clothing's environmental impacts, and commence brainstorming sessions to address the issue.
  • Choose an Action: Inspired by young climate activists, students discuss their preferred methods of taking action.
  •  Learn: Students delve into how clothing affects water systems and develop action plans, implementing them during structured work sessions.
  • Share: Students showcase their action endeavors and reflect on their newfound knowledge.

 

General Assessment

What skills does this resource explicitly teach?

Clothing4Climate covers various life skills, including design thinking, team building, creative thinking, entrepreneurial spirit, and do-it-yourself mending.

Strengths

  • Once registered, educators can access free curriculum-aligned teaching materials, including lesson plans and reproducibles. 
  • Reproducibles are available in both Google Docs and PDF styles. 
  • The project empowers students to take tangible actions to address environmental issues related to the clothing industry. 
  • The resource is very relevant to students as clothing is an important way for youth to express themselves. 
  • This project is easy to use in face-to-face, blended, and virtual learning environments. 
  • Students do not need individual electronic devices to participate in the project. All the online resources can be projected for the whole class to explore together. 
  • Let's Talk Science provides a contact email for questions and comments. 

Weaknesses

  • Strategies for learners with difficulties are not included. 

Recommendation of how and where to use it

This project would be best suited for the science classroom. It could be used as part of a unit in environmental science looking  at human impacts on sustainability. As well, the modules could be used to explore topics such as the carbon cycle, water pollution, and the ecological footprint of clothing production. 

Although the connection isn't as strong, this project could connect to learning outcomes in Geography, History, Language Arts, Social Sciences, Family Students and Civics.  

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
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      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Humankind's Use of the Earth
  • British Columbia
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Earth and its climate have changed over geological time
    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system
  • Manitoba
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    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
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    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7 Earth Surface Processes: Learning and Living Sustainably
    • Grade 8
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      • Science
        • Step 4Relevant matches
        • Science 8 Beyond Earth: Human presence in the solar system: Learning and Living Sustainably
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: An Overview of Environmental Science
        • Introduction to Environmental Science 120: Investigating Environmental Issues
        • Introduction to Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
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    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
    • Grade 9
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      • Home Economics
        • Step 4Relevant matches
        • Home Economics Intermediate: Clothing Module
    • Grade 10
      • Step 3Select a subject
      • Geography
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        • Canadian Geography 1202: Global Issues n Canadian Geography
      • Science
        • Step 4Relevant matches
        • Science 1206: Weather Dynamics
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: The Atmosphere and the Environment
        • Environmental Science 3205: Water Use & the Environment
  • Northwest Territories
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    • Grade 9
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      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 10: Energy Flow in Global Systems
  • Nova Scotia
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    • Grade 7
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      • Science
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        • Science 7: Environmental Action
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      • Science
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        • Science 8: Climate Change
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      • Science
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        • Science 10: Weather Dynamics
  • Nunavut
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10: Energy Flow in Global Systems
  • Ontario
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    • Grade 7
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      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Heat in the Environment
        • Life Systems: Interactions in the Environment
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      • Science & Technology
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        • Earth and Space Systems: Water Systems
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      • Science
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        • :Biology: Sustainable Ecosystems
    • Grade 10
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      • Science
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Family Studies
        • Step 4Relevant matches
        • Understanding Fashion (College Prep.): Marketing, Environmental Responsibility, and Consumer Behaviour
      • Geography
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        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
    • Grade 12
      • Step 3Select a subject
      • Chemistry
        • Step 4Relevant matches
        • (College Prep.) Chemistry in the Environment
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
  • Prince Edward Island
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
      • Geography
        • Step 4Relevant matches
        • What can I do?
        • Geography 621A Global Issues
        • Geography 621A Global Issues : Inquiry- What are the issues?
        • Geography 631A Global Issues: What are the issues?
        • Geography 631A Global Issues: What Can I Do?
  • Quebec
    • Step 2Select a grade level
    • Grade 7
    • Grade 8
    • Grade 9
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Living World
        • Science and Technology: The Earth and Space
        • Science and Technology: The Living World
    • Grade 10
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      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology: The Earth and Space
        • Environmental Science & Technology: The Technological World
        • Science & Technology: The Earth and Space
        • Science & Technology:The Living World
        • Science and the Environment: The Earth and Space
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Citizenship (2)

  • Ecological Footprint
  • Sustainable Consumption

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

By considering multiple viewpoints and evaluating evidence, students are empowered to make informed decisions and take a position on issues related to sustainability and the clothing industry.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

The Clothing4Climate project provides a comprehensive and multi-dimensional exploration of the environmental, economic, and social dimensions of the clothing industry. By engaging with these dimensions, students develop a holistic understanding of the complex issues surrounding fashion and sustainability.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

The project delves into the multifaceted nature of the clothing industries environmental impact, acknowledging the complexity of factors involved in clothing production, consumption, and waste management. It examines various aspects such as material sourcing, manufacturing processes, consumer behavior, and end-of-life disposal. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

Students will choose an action that helps to address environmental impacts by changing their own habits or influencing the habits of others.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

Students are empowered to translate their beliefs and values into action through the development and implementation of sustainability action plans.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

This is not the focus of this resource. 

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

The Clothing4Climate project encourages a personal affinity with the Earth by fostering a deep connection to the natural world and promoting a sense of responsibility towards environmental stewardship.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Youth are very interested in clothing, especially as a means of expressing themselves and their unique identity. Youth also have some agency in deciding what to wear and can make some of their own clothing choices. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The Clothing4Climate project promotes an understanding of the past, present, and future by contextualizing environmental issues within a historical framework, examining current trends and practices, and envisioning future possibilities for sustainable change.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

In this project, students find their own solutions for clothing impacts on environmental issues. They are not steered toward one right solution. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

While this resource is mostly connected to science outcomes, components of the project could connect to learning outcomes in Geography, History, Language Arts, Social Sciences, Family Students and Civics.  

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students will be exposed to the impact of clothing on the environment. They will then choose an action to help address the problem. The teacher's role is to assist where needed.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The variety of activities in this project addresses the needs of visual, auditory, and kinesthetic learners. However, strategies for learners with difficulties are not included. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

This project aligns closely with real-world contexts by addressing pressing environmental and social issues related to the clothing industry and promoting actionable solutions that have relevance beyond the classroom. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students will work in groups.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Very Good

The actions provided on the student website are authentic learning tasks that can be used in summative assessment. A topic assessment guide and an expectation checklist are also provided. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Very Good

Once students have finished implementing their Actions, they will share what they've accomplished with one or more of the following audiences: 

  • Their class
  • Community members
  • Other students across Canada through the Clothing4Climate website
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

Through lessons and videos, students will discover the impact that our clothing system has on the environment.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

Students will have full control over what action they choose to work on during this project. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.