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Fashion Footprint

What's Your Footprint?

Secondary

Description

The "Fast Fashion Lesson Plan: What's Your Footprint?" is an educational resource designed to engage students in understanding the environmental and social impacts of the fast fashion industry. This comprehensive lesson plan aims to foster critical thinking and awareness about sustainable fashion practices and consumer responsibility.

The lesson is divided into 3 sections:

Section 1- Inquire: Students discover the origin of the clothing they personally wear and speculate about possible connections to climate change. 

Section 2- Investigate: Students analyze an editorial and a video detailing the connection between fashion production, carbon emissions, and human rights. 

Section 3- Inspire: Students calculate their fashion footprint and write a paragraph identifying choices they or others can make that promote fashion sustainability. 

General Assessment

What skills does this resource explicitly teach?

In this resource, students will learn to identify elements of effective persuasive writing, As well, they will learn to write a well-constructed paragraph that integrates a personal narrative and supporting evidence. 

Strengths

  • This resource includes differentiation options to support all learners. 
  • This resource is only 90 minutes long making it an easy addition to any lesson. 
  • A readymade slideshow is provided to help with the lesson. 
  • A students document, ready to print, is available. 
  • A teacher answer key is provided. 
  • This resource is very relevant to students as clothing is an important way for youth to express themselves. 
  • The lesson is well explained, with all necessary information for teachers and students. 

Weaknesses

  • Teachers should be sensitive to the fact that some students may be clothing insecure.
  • Rubrics are not provided in this resource. 

Recommendation of how and where to use it

This resource ask students to write a paragraph identifying choices they or others can make that promote fashion sustainability which makes it perfect for language classes. As well, since this resource will have students discover the origin of the clothing they personally wear and speculate about possible connections to climate change, it would serve well in Science classes. 

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.

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  • Alberta
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    • Grade 9
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      • English/Language Arts
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        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences.
        • Manage ideas and information
        • Respect,support and collaborate with others
    • Grade 10
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      • English as an Additional Language
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        • English as a Second Language: Use spoken and written English to explore, respond to and extend ideas and experiences
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        • English as a Second Language: Use spoken and written English to make decisions, solve problems, and plan and carry out
      • English/Language Arts
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        • Create oral, print, visual and multimedia
        • Respect, support and collaborate with others
      • Science
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        • Science 10: Energy Flow in Global Systems
  • British Columbia
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    • Grade 9
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      • English/Language Arts
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        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
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      • English/Language Arts
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        • Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Composition 10: Language shapes ideas and influences others
        • Composition 10: Texts are socially, culturally, geographically, and historically constructed
        • Composition 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
        • Creative Writing 10: Creative writers are observant of the world.
        • Creative Writing 10: Creative writers take risks and persevere.
        • Creative Writing 10: Language shapes ideas and influences others
        • Creative Writing 10: Texts are socially, culturally, geographically, and historically constructed.
        • Creative Writing 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
  • Manitoba
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        • Celebrate and build community
        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
    • Grade 10
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      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and build community
        • Comprehend and respond personally and critically to oral, print, and other media texts
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings, and experiences
        • Manage ideas and information
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Weather Dynamics
  • New Brunswick
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    • Grade 9
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        • Representations
      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
    • Grade 10
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        • Writing & Other Ways of Representing
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
  • Newfoundland & Labrador
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        • Writing & Other Ways of Representation
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      • English as an Additional Language
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        • ESL 1205: Writing & Other Ways of Representing
      • English/Language Arts
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        • English 1201:Writing & Other Ways of Representing
        • English 1202: Writing & Other Ways of Representing
        • Literacy 1204: Communicate Effectively
        • Literacy 1204: Create Information
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        • Literacy 1204: Interpret and understand information.
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        • Science 1206: Weather Dynamics
  • Northwest Territories
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    • Grade 9
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        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
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      • English/Language Arts
        • Step 4Relevant matches
        • Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Composition 10: Language shapes ideas and influences others
        • Composition 10: Texts are socially, culturally, geographically, and historically constructed
        • Composition 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
        • Comprehend literature, and respond personally, critically and creatively
        • Creative Writing 10: Creative writers are observant of the world.
        • Creative Writing 10: Creative writers take risks and persevere.
        • Creative Writing 10: Language shapes ideas and influences others
        • Creative Writing 10: Texts are socially, culturally, geographically, and historically constructed.
        • Creative Writing 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world
      • Science
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        • Experiential Science 10: Climatology and Meteorology
  • Nova Scotia
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        • Access and Explore
        • Celebrate and Build Community
        • Clarify and Enhance
        • Comprehend and Respond
        • Plan and Focus
    • Grade 10
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      • English as an Additional Language
        • Step 4Relevant matches
        • English as a Second Language: Explore, respond to and extend ideas and experiences
        • English as a Second Language: Gather, interpret and communicate information
        • English as a Second Language: Make decisions, solve problems, and plan and carry out
      • English/Language Arts
        • Step 4Relevant matches
        • Comprehend literature, and respond personally, critically and creatively
        • Create oral, print, visual and multimedia
        • Explore thoughts, ideas, feelings and experiences
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Climatology and Meteorology
        • Science 10: Energy Flow in Global Systems
  • Ontario
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        • Composition: Expressing Ideas and Creating Texts
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        • English: Writing
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
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        • Writing & Other Ways of Representing
    • Grade 10
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      • English/Language Arts
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        • ENG 421A: Writing & Other Ways of Representing
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        • Science 431A: Earth and Space Science, Weather Systems
  • Quebec
  • Saskatchewan
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    • Grade 9
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        • English Language Arts A10: Compose and Create
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens.
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Composition 10: Engagement with writing processes can support creativity and enhance clarity of expression.
        • Composition 10: Language shapes ideas and influences others
        • Composition 10: Texts are socially, culturally, geographically, and historically constructed
        • Composition 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world.
        • Creative Writing 10: Creative writers are observant of the world.
        • Creative Writing 10: Creative writers take risks and persevere.
        • Creative Writing 10: Language shapes ideas and influences others
        • Creative Writing 10: Texts are socially, culturally, geographically, and historically constructed.
        • Creative Writing 10: The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world

Themes Addressed

Air, Atmosphere & Climate (2)

  • Climate Change
  • Weather

Citizenship (1)

  • Sustainable Consumption

Waste Management (1)

  • Rethink, Reduce, Reuse, Recycle

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 Fashion footprint lesson 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

This lesson 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 and end-of-life disposal. 

Respects Complexity:

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

Acting on Learning Poor/Not considered

Actions on learning are not provided in this lesson. 

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

In Fashion Footprint, students will reflect on their clothing choices. They will write a response detailing their personal commitment to reduce their fashion footprint in a well-developed paragraph. 

Values Education:

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

Empathy & Respect for Humans Satisfactory

Discovering the origin of their clothing may lead students to recognize the social issues tied to garment production, such as labor exploitation and unsafe working conditions. 

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

This lesson 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

This lesson promotes 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 lesson, students will write a response detailing their personal commitment to reducing their fashion footprint. 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 Good

This resource ask students to write a paragraph identifying choices they or others can make that promote fashion sustainability which makes it perfect for language classes. As well, since this resource will have students discover the origin of the clothing they personally wear and speculate about possible connections to climate change, it would serve well in Science classes. 

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 Poor/Not considered

This is not a focus of this lesson. 

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 Very Good

This resource includes a variety of instructional approaches and includes differentiation strategies for all learners. 

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 lesson aligns closely with real-world context by addressing pressing environmental and social issues related to the clothing industry. However, all activities take place inside 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 Poor/Not considered

Assessment tools are not provided in this lesson. 

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 Satisfactory

Students will share their responses and commitments with the class. They will also brainstorm ways to publicize their statements in order to educate their school community. 

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 enviornment. 

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 Satisfactory

This lesson is very scripted. 

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.

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