Science and Technology & Religion

Lesson title: What are you wearing?

Curriculum Links:

Science and Technology:

Grade 6:

LS1.2 assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished.

Grade 7:

LS1.1 assess the impact of selected technologies on the environment.

Grade 8:

M&E1.1 assess the social, economic, and environmental impacts of selected technologies that are based on the properties of fluids.

All Grades

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes.

Religious Education:

Grade 6:

LS2.3 Identify situations of injustice in society, our country and the world which oppose the virtue of human dignity and fundamental human rights and use examples to describe social justice which reflect the principle that “everyone should look upon his neighbour (without any exception) as ‘another self’.”

Grade 7:

LS2.2 Describe the forms of solidarity which can effectively address socio-economic problems and explain through example how these forms of solidarity can promote social change and respect for the common good.

Grade 8:

LS2.3 Define the Church’s social teaching with respect to personal responsibility and participation in public life and give examples of how each promotes the good of individuals and the common good of society.

Catholic Graduate Expectations:

3. REFLECTIVE, CREATIVE AND HOLISTIC THINKER who solves problems and makes responsible decisions with an informed moral conscience for the common good.

Guiding Questions:

1. What human choices have had an impact on ecosystems and the environment?

2. What is the impact of the fashion industry on the ecosystems and the environment?

3. As Catholic Christians, how can we make a positive contribution to society and the world?

4. How can we work for the common good of all people and the environment?

Learning Goals:

By the end of this unit, students will be able to:

• identify and understand how human choices and the fast fashion industry impact ecosystems, society and the environment.

• use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate learning and ideas to a variety of audiences and for a variety of purposes.

• develop attitudes and values founded on Catholic social teaching and act to promote social responsibility, human solidarity and the common good.

• become models of Christian living for all those we encounter in our daily lives.

Success Criteria:

I can…

• identify how human choices, activities and industry impact ecosystems and the environment.

• communicate my learning in a variety of ways (speaking, writing, drawing, recording).

• better understand Catholic social teachings and act to promote responsibility and solidarity for the common good.

• become a model for Christian living for my school and local community.

• Students can look for different types of garment materials on their tags and sort them into groups, natural or human made (synthetic) and answer the following questions: Which clothing material is the most widely used in the clothing you wear? Why do you think it is commonly used?

• Encourage students to write a postcard to your elected officials or clothing manufacturers to tell the fashion industry that they should empower the people in its supply chain and use resources responsibly (see "We Are Fashion Revolution - Write a Postcard" for more information.)

• Ask students to think closely about who they are wearing and why they or their parents chose this manufacturer or company. Also, when out shopping, remind students they can continue to ask themselves these (as well as other) questions: Why do I keep shopping? Who made these clothes? How can I make sure these manufacturers are treating their workers with dignity and respect?