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Frequently Asked Questions

What grades can do this project?
  • This project is great for anyone interested in learning about the environmental impacts of our clothing industry and what can be done to help make positive change.
  • The reading level and curriculum alignment is best for grades 7 through 12.
  • The project is also great for extra-curricular groups such as Girl Guides, environmental clubs, and other community groups.
Can this project work for a virtual learning setting?
  • Yes, this project is easy to use in face-to-face, blended, and virtual learning environments. 
Which topics are covered by the C4C project?
  • The Clothing4Climate Learn resources currently cover Climate Change and Water Systems. Students will learn about the environmental impacts that occur throughout the life cycle of clothing including production, consumption, and waste. Students will investigate how these processes lead to greenhouse gas emissions, water pollution, and water usage. Students will think about some solutions to these issues and how we can make our clothing system more sustainable.
  • The Actions cover various life skills including design thinking, team building, creative thinking, entrepreneurial spirit, do-it-yourself mending and much more.
What are the learning outcomes for this project?
  • Top-level learning outcomes for this project are understanding how our clothing system impacts our environment and taking action to address this problem.
  • Additional learning outcomes are specific to each topic (Climate Change, Water Systems, etc), see above.
  • Through this project students will gain knowledge about climate change and develop global competencies that are needed to address complex, real-world problems.
What are the cross-curricular connections?

In addition to science courses, this project connects to learning outcomes in geography, history, language arts, social sciences, family studies and civics.

In the Water Systems module, can you indicate where the Indigenous perspectives come in?

The whole unit was designed to interweave principles of Indigenous ways of knowing including land-based learning and community connections into each lesson. The project also highlights the work of Indigenous-led organisations and changemakers. For example, this backgrounder introduces students to some organisations that are helping communities in Canada with water issues.

You will also see FNMI curriculum connections in our curriculum alignment chart for the project.

How much time will this project take?
  • The basics of the project can be completed in as little as 3-4 hours of class time.
  • This project is flexible and can be used as an independent study project, small group project, or whole group project. Educators and students can choose from a variety of learning resources and action ideas to meet their timing needs.
  • Students are provided with resources to continue to work independently on their own actions outside of class if they want to.
What do educators get for registering?
  • Educators will need to register to access supporting educator materials such as reproducibles, assessment tools, lesson plans.
  • All student materials are available at no cost with no registration required on the youth website - 
What resources will students need to participate?
  • Students will need access to the Clothing4Climate website, either on an individual device (student phones or classroom devices) or projected for the whole class to see. 
  • Educators can also provide students with digital or paper copies of the worksheets and other reproducible provided in the Educator Materials.
  • Action suggestions are designed to use commonly available supplies, and the resource list is searchable by the amount of materials needed.
  • Let's Talk Science will not be distributing supply kits to participating classrooms at this time. 
How do you share this project in a classroom environment where students do not have individual electronic devices?
  • 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.
  • If a classroom does not have internet access or a way to view the content all together there are downloadable versions of some of the activities, but the videos and external sources would not be accessible in that scenario. 
How is this project authentic and relevant to students’ lives?
  • 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.