Clothing and Textiles I

Fabric Construction
Overview:
The students have been doing a unit about the various types of fabrics (natural/synthetic), and the characteristics of each type of fabric. The students have also been learning how to care for their fabrics, and deciding which fabric would be best to use for their project.

11-12th Grade One Class period 50 minutes

Teaching Materials
Material/pictures of: ! ! Examples of woven fabrics Non-example of knit, nonwoven, and felted fabrics

Standards/Objectives: (Psychomotor Domain, Level I)

Standard 3: Students will be able to detect the characteristics and care of specific textiles (Psychomotor Domain, Level 1: Perception). ! Objective 2: Discuss how fabric construction affects selection of fabric (Cognitive Domain, Level 2: Comprehension). ! B. Identify the characteristics of woven, knit (interlocking loops), and non-woven/felted fabrics (Cognitive Domain, Level 1: Knowledge)

Introduction/Set Induction ! ! Thread Fabric

Introduction/Set Induction (5 minutes):

Have a piece of thread and a piece of fabric, have a couple of students come up and see if they can break the piece of thread. Then ask them to break the piece of fabric. Ask them what was easy/hard about breaking the thread/fabric. Why did it make it easy/hard?

Transition (2-3 minutes):

This week we have been learning about the different types of fabric. Today we are going to be looking at different types of fabric. I have some pictures for you all to look at and see if you can make a hypothesis of what we will be talking about.

Fabric Construction

Lesson Body (25-30 minutes): (Content/Teaching Methods)

Concept Attainment: PHASE 1: Presentation of Data & Identification of Concept (10 minutes): Examples and Non-examples are presented to students: Present examples of woven fabrics to the students, have them look at the various pictures/examples and see if they can find any similarities with the fabrics. Then present some non-examples: knit, non-woven, and felted fabrics. Have the students compare attributes of the examples and non-examples After the Students have compared attributes have them generate and test hypotheses of what the examples may be. Students state a definition according to the essential attributes and the hypotheses they have formed. PHASE 2: Testing Attainment of the Concept (10 minutes): After have students identify additional unlabeled examples as yes or no: If it is a no have them identify what fabric construction type it is. Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes: Students will generate their own examples and non-examples of fabric types. PHASE 3: Analysis (5-10 minutes): Students describe thoughts on how they were able to identify the different types of fabrics Students discuss role of hypotheses and attributes and how these roles helped them draw a conclusion Students discuss type and number of hypotheses and if there were multiple ways they could be categorized.

Transition (2-3 minutes):

Have the students turn to their neighbor and explain one of the types of fabric constructions.

Summary/Closure (2-3 minutes):

In our last lesson we learned about all the different kinds of fabrics and there characteristics. Not only are there different fabric structures but also, there are also different ways for them to be woven into fabrics. So it is important to know how the fabric is woven so that you can pick the best fabric for your chosen project.

Assessment/Evaluation:
The students will be assessed on their participation and performance in class.

Fabric Construction