The Life Of A T-Shirt Activity
The clothing industry is the 3rd largest industry in the world, after cars and technology, and clothes are bought and thrown away faster than at any point in history — the United Kingdom, where this activity was written, buys more per person than any other country in Europe.1 All of it has a price. The global textiles, clothing and footwear industries have a greater effect on the environment than aviation and shipping put together.2 In this game young people put the eight stages of making a cotton t-shirt into order, from field to landfill, and then rank each stage by the carbon it emits and the water it uses. The activity is built on the evidence in the Quantis (2018) report 'Measuring Fashion: Insights from the Environmental Impact of the Global Apparel and Footwear Industries'.3
How long
20 to 30 minutes
Who it is for
Secondary and upwards
What it is for
- OUTCOMES
- Young people match the name of each stage in the life of a t-shirt with the industrial process it involves, and understand what actually happens at each one.
- They see that even a cheap, simple garment has a long and complicated supply chain, with an environmental cost at every link in it.
- They rank each stage by the carbon it emits and the water it uses — and find out where they guessed wrong.
The manual states these. What it does not state is not here.
The global figures here are from the Quantis 2018 report this session names, and they hold anywhere. The clothing-disposal figure on the clue cards is Britain's and is labelled as such — no Indian number has been substituted, because none is published in this document or on this site. Note also that the CLUE CARDS themselves were a table in the source document and its columns were flattened into a single run of text on extraction, so print them from the original rather than from this page. What the game teaches — the eight stages of making a cotton t-shirt, and ranking them by water and carbon — is the same in any country. The OUTCOMES and MATERIALS lists were printed in two columns and were interleaved line by line on extraction; Swechha has separated them back out, which changes their wording but not what they ask for.
How it runs
The teaching sequence as the manual gives it.
-
01
Cut out the Life of a t-shirt Title cards and mix them up. -
02
Cut out the Life of a t-shirt Description cards and mix them up. -
03
Cut out the Carbon emission ranking cards and put them in a pile, 1 to 8. -
04
Cut out the Use of water ranking cards and put them in a pile, 1 to 8. -
05
Young people match each Title card with its Description card. The correct answers are below. -
06
Now the Carbon emission ranking cards. Using their own judgement, they place card 1 next to the stage they think emits the most carbon, card 2 next to the second greatest, and so on down to card 8. The correct answers are below. -
07
Same again with the Use of water ranking cards: card 1 next to the stage they think uses the most water, down to card 8. The correct answers are below. -
08
The Cotton clue cards give clues to both rankings. Warn the group first: the clues are not all equally relevant, and some will lead a confident group straight to the wrong answer. -
09
When the activity is finished, check the answers. Ask what surprised them and where the group disagreed. Then draw the conclusions.
Talking about it
Discussion points, worked examples and the handouts the manual prints with this session.
Points for discussion
MATERIALS: 8 production stage Title cards; 8 production stage Description cards; 8 Carbon emission ranking cards, numbered 1 to 8 (red); 8 Use of water ranking cards, numbered 1 to 8 (blue); 8 Cotton clue cards. QUESTIONS: Before you start — how many separate stages do you think there are in making a t-shirt? Do you think making a t-shirt has a small, medium or large environmental impact, and why? Afterwards — what do you conclude? And where in that chain could the life of a t-shirt actually be made less damaging?
Answers
Carbon Life of a t-shirt title cards Life of a t-shirt description Water Emissio cards Use ns (Ranked (Ranked) ) 3 Growing cotton plants Cotton plants take 5 or 6 1 and removing the months to grow. After fibre from the plant harvest, the woolly fibre is removed from the plant and prepared for spinning. 2 Making Cotton Thread Spinning occurs in factories. 3 The fibre, which looks like cotton wool, is turned into thread, which is also called yarn 4 Making Cotton Cloth There are two ways of 4 turning cotton yarn into fabric, or cloth. The first is weaving and the second is knitting. 1 Dyeing and Finishing Before fabric, or cloth, is cut 2 Cotton Cloth and sewn to make clothes, it is bleached, dyed and then finished. This gives fabric its colour, pattern and texture. 5 Making clothes Fabric, or cloth, is cut and 5 sewn according to patterns to make clothes. Buttons and zips are added. Clothes are packed ready for distribution 6 Distributing clothes to Clothes are distributed to 6 shops warehouses, shops and online retailers. The journey from where clothes are made to where they are sold is usually long. 8 Buying and Wearing People buy clothes, take 7 Clothes them home or have them delivered, and wear them 7 End of Clothes Life When people no longer 8 want their clothes, they usually throw them away. The main ways of disposing of unwanted clothing are landfill or incineration (burning)
LIFE OF A T-SHIRT TITLE CARDS (CUT OUT)
GROWING COTTON PLANTS AND MAKING CLOTHES REMOVING THE FIBRE FROM THE PLANT
MAKING COTTON THREAD DISTRIBUTING CLOTHES TO SHOPS
MAKING COTTON CLOTH BUYING AND WEARING CLOTHES
DYEING AND FINISHING COTTON CLOTH END OF CLOTHES LIFE
LIFE OF A T-SHIRT DESCRIPTION CARDS (CUT OUT)
COTTON PLANTS TAKE 5 OR 6 FABRIC, OR CLOTH, IS CUT AND MONTHS TO GROW. AFTER SEWN ACCORDING TO PATTERNS HARVEST, THE WOOLY FIBRE IS TO MAKE cLOTHES. BUTTONS AND REMOVED FROM THE PLANT AND ZIPS ARE ADDED. CLOTHES ARE PREPARED FOR SPINNING. PACKED READY FOR DISTRIBUTION
SPINNING OCCURS IN FACTORIES. CLOTHES ARE DISTRIBUTED TO THE FIBRE, WHIcH LOOKS LIKE WAREHOUSES, SHOPS AND COTTON WOOL, IS TURNED INTO ONLINE RETAILERS. THE THREAD, WHIcH IS ALSO CALLED JOURNEY FROM WHERE CLOTHES YARN ARE MADE TO WHERE THEY ARE SOLD IS USUALLY LONG
THERE ARE TWO WAYS OF PEOPLE BUY CLOTHES, TAKE TURNING COTTON YARN INTO THEM HOME OR HAVE THEM FABRIC, OR CLOTH. THE FIRST IS DELIVERED, AND WEAR THEM WEAVING AND THE SECOND IS KNITTIG.
BEFORE FABRIC, OR CLOTH, IS WHEN PEOPLE NO LONGER WANT CUT AND SEWN INTO CLOTHES, IT THEIR CLOTHES, THEY USUALLY IS BLEACHED, DYED AND THEN THROW THEM AWAY. THE MAIN FINISHED. THIS GIVES FABRIC ITS WAYS OF DISPOSING OF COLOUR, PATTERN, AND TEXTURE. UNWANTED CLOTHING ARE LANDFILL OR INCINERATION (BURNING)
CARBON EMISSION RANKING CARDS (CUT OUT)
1 2
3 4
5 6
7 8
USE OF WATER RANKING CARDS (CUT OUT)
1 2
3 4
5 6
7 8
COTTON CLUE CARDS (CUT OUT)
THE CLOTHINg INDUSTRY PEOPLE IN BRITAIN (THIS IS A UK FIGURE; THE MANUAL GIVES NO INDIAN EQUIVALENT) SEND 11 ACCOUNTS FOR 8% OF THE MILLION ITEMS OF CLOTHING A WORLD’S CARBON EMISSIONS – WEEK TO LANDFILL, THAT’S OVER THAT’S MORE THAN 5,500 TONNES OF CLOTHING A INTERNATIONAL AVIATION AND WEEK SHIPPING COMBINED
DYEING COTTON FABRIC MOST CLOTHING IS TRANSPORTED REQUIRES A LOT OF ENERGY AND AROUND THE WORLD BY SHIP, WATER, AND THE WATER MUST BE WHICH HAS MUCH LOWER HOT. FACTORIES IN CHINA, INDIA CARBON EMISSIONS THAN AIR AND BANGLADESH USE TRANSPORT COAL-BASED ENERGY TO HEAT WATER. IT HAS HIGH CARBON EMISSIONS
COTTON IS A VERY THIRSTY CROP. SOME METHODS FOR SPINNING IT TAKES AROUND 800 LITRES OF YARN ARE ‘WET’. THIS REQUIRES WATER TO GROW ENOUGH WATER FOR CLEANING THE COTTON FIBRE TO MAKE A T-SHIRT FIBRE AND SPINNING.
WATER IS NOT REQUIRED TO THE FERTILIZERS AND DISPOSE OF UNWANTED PESTICIDES USED TO GROW CLOTHING. THE MAIN METHODS COTTON HAVE A HIGH ARE LANDFILL, AND INCINERATION ENVIRONMENTAL IMPACT. MANY (BURNING) TO PRODUCE ENERGY FERTILIZERS ARE MADE FROM OIL AND THEIR USE EMITS CARBON
Where this comes from
Bridge the Gap is a compilation. This is what the manual records for this session.
The manual prints no source for this session. It is published here as Swechha has used it, adapted over years of classroom work; if you recognise its origin, tell us and we will credit it.
Before you start sets out where the compendium as a whole comes from.
Next
Where to go from here.
Previous session
The Bean GameSustainable Development, 10 of 11The theme
Sustainable Development11 sessions and the background readingAll eight themes
Teach43 sessions across 8 themesUnderstand the data
- How to read environmental dataSeven questions that catch most of the ways a true number becomes a false claim.
- Measured or modelled?The first question to ask of any environmental number, and the one most often skipped.
- What is a reporting floor?When an instrument returns its own lowest value, that is not a measurement of nothing.
