Family & Consumer Science Standards and/or Academic Anchors: FCS Standards: 11.1.3,F RWSL Standards:1.2.8.A Math Standards: 2.8.8.A Grade: 6 Unit: Textile Construction Time: 2.3 hrs (4 classes) 11.1.6.A 1.4.8.B 2.9.8.J,K Type of lesson: x_ Acquisition x_ Refining /Extending __Mastery/Application 11.2.4.B 1.5.8.B,C,F 2.11.8.C 11.2.4.B 1.3.5.C,D 1.8.8.B,C E.Q. Why is it important to learn about fabric construction? R8.A.2.Demonstrate the ability to understand and interpret nonfiction texts including informational appropriate to grade level. A. Content of Lesson: Teaching Strategies: Describe how/what you want students to do (Activities) The sixth grade student has learned about fiber origins in 5th grade. Now they Day 1 – Watch video: Discovering Fibers to Fabric will learn how the thread arrangements in making the fabric influence its care and Explain each construction method and examine samples. Assign Internet Laundry Lesson use. They will be able to identify the methods of fabric construction and site its Start 6th Grade Textile Unit Packet, Chapter 29 best use, both skills used in making good consumer decisions. Day 2 – Review construction methods and identify swatches on card Finish Chapter 29 review questions B. Key Concepts: Fabric Magic Square Announce quiz next class 1. L.E.Q. What are the three basic methods of fabric construction? Day 3 – Finish Packet; What Do You Know? 2. L.E.Q. What are identifying traits for each construction method? Summary questions on cover page Collect textile unit and Internet Laundry Lesson 3. L.E.Q. How does fabric construction influence its use? Take Quiz 4. L.E.Q. How can consumers use this information? Look at washer/dryer and discuss laundry _x_ Direct instruction __ Numbered pairs ___Think-Pair-Share _x_ Guided practice ___Graphic organizer _x_ Independent Practice ___Laboratory Activity _x_ Group Discussion C. Key Vocabulary: Previewing _x _Media display x Teacher Demonstration _x_ Lecture _x_ Review ___Other 1.bonding 5. plain weave 9. twill weave Summarizing Strategies: Can students answer the Essential Question? Closure. 2.filling/woof/weft 6. satin weave 10. wear & care Wrap up lesson and review important concepts covered. Re-ask the essential questions. 3.knitting 7. shiny/luster 11. weaving Test 4.pile weave 8. stretchy Examine items of laundry and have students cite laundry concerns based on fiber content, fabric construction and types of soiling. Goal(s) of Lesson: What students are to achieve as a result of this lesson…the end product: ___KWL _x_ Ticket Out the Door ___3-2-1 ___Key Word The student will: ___Journaling ___Draw Picture _x_Physically Demonstrate Expand upon the information concerning fiber origins from 5th grade, where they learned that the _x_Reflection Questions ___Inner/Outer Circles __x_ The Important Thing characteristics of the fiber and its consistent performance help determine its best use. The 6th grade textile unit builds upon this with its focus on the construction methods of fabric and its best Accommodations: List ways to Differentiate instructions use. Knowing these fabric traits enables the student to be a better consumer. Illustrate thread placement on black board Weave and Knit on classroom scale looms Objectives: Observable student performance Internet laundry assignment is differentiated Answers are given during class discussion 1.Students will: Extra help available during ARP and Flex Time A. Identify the three methods of fabric construction. Assessment: Check for Understanding B. Identify the four most common weaves, knit fabrics and bonded fabric by Collect packets and grade with rubric. examining thread arrangement, and unique construction traits. Internet Laundry Lesson Examine fabric swatches and identify construction method C. Execute weaving and knitting samples using classroom equipment. __ Authentic Performance _x_ Knowledge – recall learned information D. Analyze the best and worst use for each construction method. _x_ Class Participation _ x Comprehension – paraphrases, restates in own words, summarize _x_ Classwork __x_ Application – can transfer information, predicts, projects Students understand what is expected of them 2.Grading rubric reviewed: _x_ Project _x _Analysis – breaks information into parts, distinguishes (grading rubric reviewed on front of student unit cover page) ___Laboratory _x_ Synthesis – applies prior knowledge to new or original product _x_ Summarizing Activity _x _Evaluation – appraises, compares/contrasts, justifies __ Teacher Observation __ Other Introduction or “Hook” that links to prior Knowledge Activating Strategies: ___Homework th Have the students remember back to 5 grade (look at Venn Diagram poster) ___Quiz/Test and recall what they know about textile origins. Introduce the textile construction Materials/Equipment Needed: Discovering Fibers to Fabric video TV/VCR unit with a video: Discovering Fibers to Fabric. Classroom looms 6th grade textile unit swatches of fabric laundry cards washer/dryer