Collect the countries of origin together, for example on the board, and examine where your clothes come from.Ask learners to reflect on why they own these particular clothes. Are they necessary, essential, fashionable? Are there other reasons? Could the student replace this item with something else they already own? Could they estimate how many similar items they have?

In pairs or as a whole class: Look at where your clothing was made. Each student can choose one item of clothing, for example a shirt. The information about the country of manufacture is usually found on the care label.

Watch a documentary related to the topic from local sources or YouTube. In Finland, for example, Yle Areena offers Pikamuotisokki (episode 2 of the series Jätesokki), originally the Norwegian Aleksandra Joners Klessjok (episode 2 of the series Sløsesjokket). You may use any available program that discusses fast fashion and its negative impacts. There are also many suitable programs available on YouTube. Pikamuotisokki is approximately 25 minutes long. A shorter program can also work well.During the program, learners will list claims made about fast fashion. Write these claims on the board. Afterwards, learners will work in small groups to verify the accuracy of the claims by researching other sources. This part should take about 10–15 minutes. Each group will then briefly present their findings to the rest of the class – whether the claims were supported by other sources.

While watching the program, pay attention to the types of claims made about fast fashion and its impacts. These claims may relate to, for example, the amount of fashion production or waste, the environmental effects of fashion, or the working conditions of employees. Write down the claims as you watch the program.After watching, compile the claims you found into a single list.Under the teacher’s guidance, divide into groups. Each group will be assigned one of the claims from the program to investigate. Using various internet sources, try to find out whether the claim is accurate. Present your findings to the rest of the class.

Teacher Instructions:Return to the topic of learners’ own clothing. Ask them to reflect on the item they examined at the beginning of the lesson and consider the consequences of purchasing it.Learners should think about the impact of the purchase at three different points in time.

Model Answer:NowFor you: I get a new piece of clothing that I like and want to wear.For the person who made it: They may have worked long hours for low pay in poor conditions.For nature: Resources like water and energy were used, and pollution may have been caused during production.In one monthFor you: The excitement of the new item may fade, and I might not wear it as often.For the person who made it: Their situation likely hasn’t changed – they continue working under the same conditions.For nature: If the item is not used much, it becomes waste more quickly, adding to environmental problems.In five yearsFor you: The clothing might be thrown away or forgotten, contributing to textile waste.For the person who made it: The long-term effects of fast fashion may continue to impact workers globally.For nature: The item may end up in landfill, releasing microplastics or other harmful substances.

Let’s return to thinking about your own clothes. Consider the consequences of purchasing the item you looked at at the beginning of the lesson.What are the effects of that purchase:TimeframeFor youFor the person who made the clothingFor natureNowIn one monthIn five years