The students are divided into different groups and work together to find out the CO2 impact of their assigned clothing item according to different resources.
The intention is for students to find out what clothing item has the most CO2 impact, and why this is the case.
Before:
This activity is part 2 of 2. Part 1 can be found here: CO2 impact of my clothes.
1
After initial research, form new “matrix groups” with one member from each research group. In the matrix groups, students teach each other what they discovered about their specific item, using the CO2 impact of my clothes – Part 2 method. Each matrix group now has a complete overview of all clothing items and their CO₂ impacts.
2
As a class, fill out a summary chart:
| Clothing Item | Estimated CO₂ (kg) | Main reasons for impact | Possible solutions |
| Cotton T-shirt | 2–3 kg | Farming, water, transport | Organic cotton, reuse |
| Polyester T-shirt | 5–6 kg | Oil-based, production energy | Recycled polyester |
| Jeans | 30 kg | Cotton farming, dyeing, washing | Fewer washes, longer wear |
3
Discuss in class:
- Which item had the highest CO₂ impact, and why?
- What surprised you about clothing emissions?
- What can individuals do to reduce the CO₂ footprint of their clothes?
- How do material choices influence sustainability?
Didactic tips
- Create a poster or digital infographic with the class titled “The Carbon Footprint of Our Clothes.” Include each clothing item, its CO₂ data, and key takeaways.