EDUCATION 520:

INTERDISCIPLINARY LEARNING
MARY AYENI, DAVID CASSIDY,
MATTHEW KILLEEN AND EMILY KOTT

FASHION OF THE FUTURE

HOW WILL CLIMATE CHANGE AFFECT HOW WE DRESS IN THE FUTURE?
PROJECT GRADE-LEVEL: 5
According to Natural Resources Canada, [t]he Earths climate is changing [] To reduce the
negative impacts of this change and to take advantage of new opportunities presented, Canadians
will need to adapt (Natural Resources Canada, 2015). After introducing this information to the
class, students will be given the responsibility to create a new fashion line of clothing that will
meet consumer needs for the future. This project will require students to build their knowledge in
the following disciplines:
SCIENCE
Students will learn about weather patterns, climate change, and the effects weather has on
organisms and the environment in order to understand how people should dress during the hot
and cold seasons. A weather expert will be invited into the classroom to further this discussion,
which will help the students see the real-world applications of this project. Students will also use
technology to access weather forecast information throughout this project to help them determine
how they should prepare for the weather.
SOCIAL STUDIES
Students will learn about Indigenous clothing styles of the past from an Elder and about modern
clothing styles to offer students inspiration for their fashion line designs in terms of practicality
and aesthetics.
MATHEMATICS
Students will learn about temperature and measurement so that they will be able to better
interpret weather results. Students will also determine the costs of their clothing line, which will
help them decide if their fashion ideas are economically realistic.
ART
Students will sketch and colour their fashion line to help bring their ideas to life. Students will be
given the opportunity to use computer software for design purposes if desired. Students will also
select fabric samples and will be introduced to the craft of manufacturing clothing.
LANGUAGE ARTS

Students will read weather reports, fashion articles, and other promotional advertisements to get
inspiration in writing their own advertisements designed to promote their own fashion line.
Students will present their fashion lines and rationalize their ideas to the class.
SUGGESTIONS ON HOW TO ASSESS THIS PROJECT
FORMATIVE ASSESSMENT

During lessons relevant to this project.

To confirm evidence of learning when checking student progress.

SUMMATIVE ASSESSMENT

When marking student presentations.

When marking the Design Your Own Clothing Fashion Line Worksheet.
When marking students Promotional Advertisements.

FORMATIVE AND/OR SUMMATIVE ASSESSMENT

Assign quizzes or mini-assignments that are relevant to this project.

Teachers and students can also collaborate together to create a project rubric; this
approach allows students to contribute to their own learning.

References
Natural Resources Canada. (2015). Chapter 1: An
introduction to climate change adaptation. Canada.
Retrieved from http://www.nrcan.gc.ca/environment/
resources/publications/impacts-adaptation/reports/
municipalities/10081