The TED-Ed video "The life cycle of a Tshirt, by Angel Chang" found on YouTube channel has been turned inτο an interactive video using https://h5p.org/. There are pauses with pop up questions to check learners' understanding on the content.

Tell the learners they have 10' to watch a video about the lifecycle of an ordinary white T-shirt.Notify there are pauses with questions. They have to choose an answer and check if it is right or wrong. They keep record of their correct answers to announce to the class.They may also keep notes of what they want to further discuss or write down words that hinder their understanding. Share the link so the learners will start watching. (You may use any other relevant or updated video and turn it to an interactive one).

Note: If there is no equipment to use per student, you may show the video using a projector and let learners give their answers in groups, note down the right answers of each team and give, this way, a gamification tone to the activity.

1. Identify the key ideas in the interactive video “The Lifecycle of a T-Shirt”

2. Select the best answer from the options given in the pop up questions

3. Report the number of your correct answers

4. List any new or unknown words or record any questions you might have for the follow up discussion

This is a SciLMi (D1G2 – Use search strategies) activity:

Learners search for and select additional information sources. They may use Google or any alternatives you may suggest like Bing, DuckDuckGo, as well as AI-driven engines. They then compare them with the video watched.

This way Learners practice extracting knowledge from different sources and develop awareness of credibility. Thus they will be able to:

Determine the focus (what), scope (how much), and purpose (what for) of the information need.Select possible information source(s).

Formulate tailored search queries for the selected information sources.

1. Collaborative learning: Learners in pairs work together and share findings with peers.

2. Problem-based: learners investigate a real-world issue.

3. Inquiry-based learning: learners actively investigate, research, and solve questions.

4. Learner-centred: learners search and interpret information.

FAST

FASHION: Quick Info SearchSearch Work with your partner: Using a search engine locate one extra source about the environmental impact of Fast Fashion. Analyse how it compares to the TED-ed "The Lifecycle of a T-shirt". (Following the steps and filling the blank spaces in the chart will be helful)

Step

Task

Your Notes

1. Search

Formulate your search query (ex fast fashion AND

pollution)

locate one extra source

about the environmental impact of fast fashion.

Search query:

______________________________________

Link to source: ______________________________________

2. Check Your Source

Identify details about your source.

Title:

__________________________________________

Type (news, blog, scientific…):

________________

Date of publication: ______________________________ Author/Organization:

______________________________

3. Compare with theTED-Ed Video

Summarize what your source says.

Analyze how it compares to The Lifecycle of a

T-Shirt.

Summary:

________________________________________

Comparison (confirms / adds /

differs: ____________

4. Share

Present one interesting fact or insight to your

classmates.

Key point

to share: _________________________________

1. Collaborative learning: Learners in pairs work together and share findings with peers.

2. Problem-based: learners investigate a real-world issue.

3. Inquiry-based learning: learners actively investigate, research, and solve questions.

4. Learner-centred: learners search and interpret information.