Animal Fiber Production for the Fashion Supply Chain: Developing Sustainable Agriculture Curriculum for High School Young Women

The method of this project was to create curriculum modules for secondary school students (middle and high school) to learn about the fashion supply chain, sustainable fiber processes, and sustainable sheep husbandry. The framework for the curriculum modules was McDonough and Braungart’s (2002) Cradle-to-Cradle principles – a holistic approach to designing economically, socially, and environmentally sustainable systems.

As previously described, farmers were involved in the development and delivery of the modules. Additionally, we utilized the resources of the American Wool Council, a division of the American Sheep Industry Association, to develop the modules - including their Wool 101 resources and fact sheets. We also integrated resources from Woolmark's educational materials.

The project approach included developing modules around four topic clusters:

1. Fashion Supply Chain: structure of the supply chain; sustainability impacts of fashion production; Cradle-to-Cradle; sustainable practices within the industry
2. Sustainable Fiber and Fashion: sustainable practices for processing fibers, yarns, textiles, and coloration; basic textile science of wool; exposure to versatility of wool; fashion applications
3. Sustainable Sheep Husbandry: basic sheep breeds; animal care and health; fiber characteristics of different breeds; shearing; wool handling and classification
4. Interacting with Sheep Farmers: exploring sustainable supply chain processes and benefits of entrepreneurship in an agricultural enterprise; interactive activities for the students to engage with animals and fiber while utilizing the principles of Cradle-to-Cradle

The curriculum modules were piloted through the "Flint Hills Farm to Fashion" camp on the team members’ university campus. 

This was a three-year project. In Year 1 (2021) and Year 2 (2022), the modules were pilot tested in segments. Year 1 concentrated on piloting modules focused on sustainable sheep husbandry and interactions with sheep farmers. Camp in Year 1 was three days. In Year 2, we focused more on the fashion related modules (while also including revised Year 1 modules). Camp in Year 2 was four days. This strategy permitted us to assess the effectiveness of activities and revisions in manageable stages. In the summer of the final year of funding (2023), all modules were implemented through a week long camp entirely focused on sheep and wool production.

The Curriculum Modules

Curriculum module development utilized active learning strategies. An active learning approach is based upon constructivism, a cognitive development and information processing theory (Swiderski, 2011). The teenagers participating in the project came to the experience with pre-existing knowledge and attitudes. The learning experienced in this project enhanced and built on their previous understanding of the world, helping them process new knowledge. Throughout the curriculum modules, a variety of educational strategies fostered student learning. Many of the activities were hands-on and experiential, and all incorporated active learning strategies with the goal of activating students’ prior knowledge; grouping related information into larger, interrelated chunks to ease processing; allowing students to make connections between their prior knowledge and new understanding; and creating a schema that can be applied to a range of situations (Swiderski).

In addition, the curriculum incorporated the following three NGSS performance expectations to emphasize STEM related outcomes:

• HS-ETS1-1 Engineering Design: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
• HS-ETS1-3 Engineering Design: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including costs, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
• HS-LS2-7 Ecosystems – Interactions, Energy and Dynamics: design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

The various module activities include Scientific and Engineering and Crosscutting Concepts standards as well (National Research Council, 2012).

Fashion Supply Chain Cluster

• Textile and Apparel Supply Chain Overview Module: The purpose of this module was to provide knowledge of the fashion supply chain and sustainability related impacts of fashion production. Specific objectives were to 1) identify the structure of the fashion supply chain; 2) understand economic, social, and environmental impacts of fashion production. The activities of this module were more classroom based than experiential. Students’ current knowledge of the fashion industry were elicited as a starting point. Information was supported by videos and images to help students visualize the magnitude of the industry and the impacts. This module incorporated learning outcomes related to NGSS HS-ETS1-1, Scientific and Engineering Practices (e.g., asking questions), and Crosscutting Concepts (e.g., patterns, cause and effect)
• Sustainability within the Textiles and Apparel Industry Module: The purpose of this module was to share alternative and more responsible business approaches necessary to address economic, social, and environmental impacts and to transform the fashion industry. The objectives were to 1) explore Cradle-to-Cradle principles as a sustainable business approach; 2) investigate some current sustainable practices; 3) recognize the role consumers can play in changing the system. Some activities included classroom style presentation, guided online research, and small group discussion. The modules in this cluster prepared students for the more experiential activities in subsequent clusters. This module incorporated outcomes related to NGSS HS-ETS1-3, Scientific and Engineering Practices (e.g., defining problems), and Crosscutting Concepts (e.g., systems).

Sustainable Fiber and Fashion Cluster

• Textile Science of Wool Module: The purpose of this laboratory module was to examine the structural properties of wool and develop connections between properties and sustainability. The objectives were to 1) understand how structural properties of wool fiber relate to the characteristics and sustainability of wool apparel; 2) appreciate structural differences of different wool classifications; 3) be aware of different scientific methods for testing fibers. Some of the lab activities in this module included identifying the microscopic characteristics of wool fibers in comparison to other fibers and conducting fiber identification and other textiles tests. This module incorporated learning outcomes related to Scientific and Engineering Practices (e.g., analyzing and interpreting data, constructing explanations) and Crosscutting Concepts (e.g., patterns, cause and effect).
• Spinning, Dyeing, and Weaving Module: The purpose of this hands-on module was to experience the processes of hand spinning and weaving wool. The objectives were to 1) understand the steps required to process raw wool into a yarn and a textile; 2) learn how to dye wool yarn using natural methods; 3) create products from wool fibers. Some of the activities in this module included carding and spinning fiber, naturally dyeing yarn, and weaving on small looms. This module incorporated learning outcomes related to Scientific and Engineering Practices (e.g., planning and carrying out investigations) and Crosscutting Concepts (e.g., cause and effect).
• Fashion Applications Module: The purpose of this classroom/hand-on module was to expose students to the versatility of wool for fashion. The objectives were to 1) change misconceptions of wool products; 2) identify fabric characteristics of different wool fabrications and appropriate applications. Some of the activities included interaction with a variety of wool fabrications and products to elicit and change misconceptions as well as to identify characteristics and applications and use three stages of the design thinking process to apply their new understanding of sustainability and wool. This module incorporated learning outcomes related to NGSS HS-ETS1-3, Scientific and Engineering Practices (e.g., defining problems, analyzing and interpreting data), and Crosscutting Concepts (e.g., patterns).

Sustainable Sheep Husbandry Cluster

• Sheep and Fiber Industry Overview Module: The purpose of this module was to provide an overview of the interconnectedness of the global, national, regional, and state sheep industry. The objectives were to 1) understand the sheep industry and economic drivers; 2) appreciate the scope of the global and national industry; 3) comprehend the high profitability of sheep for farmers. Some of the activities in this module included learning about breeds of sheep and how different breeds are utilized. This module incorporated learning outcomes related to NGSS HS-ETS1-1, Scientific and Engineering Practices (e.g., asking questions), and Crosscutting Concepts (e.g., cause and effect).
• Sheep Handling and Facilities Module: The purpose of this hands-on module was to educate on the proper handling of sheep and the facilities necessary to operate a farm. The objectives were to 1) give a broad understanding of how to handle sheep (efficiently and humanely); 2) learn how to provide general care to sheep; 3) increase understanding of sheep movement and handling. Some of the activities in this module included working with the university’s sheep and meat goat center to trim hooves, vaccinate, and body-condition score sheep. This module incorporated learning outcomes related to NGSS HS-ETS1-3 and Crosscutting Concepts (e.g., patterns, cause and effect).
• Sheep Health and Nutrition Module: The purpose of this hands-on module was to focus on sheep health and nutrition. The objectives were to 1) teach typical diseases and health issues; 2) learn how to prevent and treat these issues; 3) gain knowledge of how to navigate a nutrition program for fiber-producing sheep. Some of the activities in this module included identifying sheep health issues and designing and implementing a nutrition program. This module incorporates learning outcomes related to NGSS HS-ETS1-3, Scientific and Engineering Practices (e.g., asking questions, defining problems,) and Crosscutting Concepts (e.g., cause and effect).
• Harvesting Sheep Fiber Module: The purpose of this hands-on module was to educate about the proper harvesting procedures necessary to obtain a sustainable, high-quality fiber product. The objectives were to 1) teach appropriate shearing technique; 2) teach proper wool handling, classing, and packaging. Some of the activities in this module included practicing shearing techniques and wool classing and packaging. This module incorporated learning outcomes related to NGSS HS-ETS1-3, Scientific and Engineering Practices (e.g., analyzing and interpreting data), and Crosscutting Concepts (e.g., patterns).

Interacting with Sheep Farmers Cluster

• Farm Tour Module: The purpose of this hands-on module was to create a connection to what the students have been taught in the previous modules at a sustainable sheep farm. The objective of this module was to provide a real-world example. Some of the activities in this module included visiting a sheep farm to learn directly from farmers that operate profitable and environmentally sustainable sheep and fiber businesses. While at the farm the participants practiced safe handling of sheep and identifying sheep health issues. Time at the farm was spent spinning and weaving. Farmers were involved in the development and delivery of this module. This module incorporated learning outcomes related to NGSS HS-ETS1-3.
• Sustainable Sheep Enterprises Module: The purpose of this classroom/hands-on module was to use problem-based educational strategies to teach sustainable business development concepts (I.e. triple bottom line). The objectives of the module were to 1) introduce sustainable business models; 2) teach students how to write a business plan; 3) understand the basics of constructing a budget for sustainability and profitability of a sheep enterprises. In this activity students worked in small teams to create a mock business plan and budget for an economically, environmentally, and socially sustainable sheep enterprise. This module incorporated learning outcomes related to NGSS HS-LS2-7, Scientific and Engineering Practices (e.g., defining problems, designing solutions, obtaining, evaluating and communicating information), and Crosscutting Concepts (e.g, systems models).

References

McDonough, W., & Braungart, M. (2002). Cradle to cradle: Remaking the way we make things. North Point Press.

National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington DC: The National Academies Press.

Swiderski, S. M. (2011). Transforming principles into practice: Using cognitive active learning strategies in the High School classroom. The Clearing House, 84(6), 239-243.