Hrvatska akademska i istraživačka mreža - CARNET

Znanstveni upitnik

Znanstvena

Metodički upitnik

Metodička

Stručni upitnik

Stručna

Tehnički upitnik

Tehnička

Željka Winkler

Ovaj materijal je osmišljen za međunarodnu grupu učenika završnih razreda srednje škole u sklopu Erasmus aktivnosti gdje im je cilj bio promišljati ekološke probleme svijeta te održivi razvoj. Bavili smo se problemom zagađenja koje uzrokuje modna industrija te su zajednički radili na prijedlozima za rješenje problema.

Gotov materijal i upute za održavanje radionice

🔹 Intro Activity: Questions & Answers  1. Question: How many times is a typical clothing item worn before being thrown away? a) 20 b) 50 c) 10  Answer: 👉 c) 10 💬 Discussion prompt: Does this number surprise you? Why do people throw clothes away so quickly?  2. Question: What percentage of clothes globally are recycled? a) 1% b) 20% c) 50%  Answer: 👉 a) 1% 💬 Discussion prompt: What happens to the other 99%?  3. Question: The fashion industry produces more CO₂ than: a) aviation and shipping combined b) cars c) plastic industry  Answer: 👉 a) aviation and shipping combined 💬 Discussion prompt: Why do you think fashion has such a big environmental impact?  🔹 Bonus Warm-up Questions (for discussion)  4. Question: How often do you buy new clothes?  Sample Answer: 👉 (Students answer personally) 💬 Follow-up: Do you really need all the clothes you buy?  5. Question: What do you usually do with clothes you no longer wear?  Sample Answers: 👉 throw away / donate / reuse / sell 💬 Follow-up: Which option is the most sustainable?  6. Question: Have you ever heard of sustainable fashion? What do you think it means?  Sample Answer: 👉 Clothing that is environmentally friendly and ethically produced

During this part of the workshop, students work in small groups using a printed worksheet focused on fast fashion and sustainability.  First, students complete a short quiz designed to introduce key facts about the environmental impact of Fast fashion. They discuss possible answers within their groups and write down their responses. This stage encourages curiosity, activates prior knowledge, and often challenges common assumptions.  After completing the quiz, the teacher reviews the correct answers with the whole class and briefly facilitates a discussion. Students are invited to reflect on surprising facts and connect them to their own shopping habits.  In the second part of the activity, students engage in a creative team task. Each group designs their own sustainable fashion brand. They define a brand name, describe their sustainable idea, and create a slogan and logo. This task promotes collaboration, creativity, and application of newly acquired knowledge about sustainable practices.  Throughout the activity, the teacher acts as a facilitator—guiding discussions, encouraging participation, and supporting students in making connections between environmental issues and everyday choices.  The activity combines knowledge acquisition, critical thinking, and creative expression, helping students better understand the real-world impact of their consumption habits.

Fast fashion - sustainable development

Fast fashion - sustainable development

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