Burn Test

Class: Sewing
Grade Level: 9-12
Topic: The Fabric of Life Textiles
Date: TBA

Length: 55 minutes
Standards:
4.1 Identify the characteristics of natural and synthetic/manufactured fibers
Objectives:
 Students will learn what happens when a natural fiber burns and when a synthetic fabric
burns.

Notes:
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.
Materials & Technology:
Burn Test Worksheet
Burners
Rubbing Alcohol
Fabric
1. Cotton
2. Wool
3. Silk
4. Alpaca
5. Rayon
6. Nylon
7. Polyester
8. Cotton/Poly blend
9. Acrylic
10. Wool Acrylic blend
Tweezers
Trays

Focus Activity: (5min.)

Starter Question: How do you tell what your clothes are made from? Why would you want to
know?
Let a hand full of students answer this question.

Procedures: (45 min)

Introduction
Today we will be investigating an alternative way to figure out what our clothes are made of.
However, there are some rules first. If any of these rules are broken, you will not be able to
participate in this lab.
Lab Rules:
1. Only the fabric is to be set on fire.
2. Only one piece of fabric is to be tested at a time. (put out the flame on the fabric before
lighting another piece.
3. All hair must be tied back.
4. No reaching over the flame or leaning over the flame.
5. No sweat shirts of baggy clothes can be worn.
6. The fabric has to be held with tweezer while you are setting it on fire.
7. Burning fabric has to stay on the tray or held above the tray with the tweezers
8. No flinging or swinging fabric around the room on fire or not.
Split the class into groups of 3 or 4. No more than 4.
There are four roles for each member to play. If you are the person getting that material, you are
the person to clean it up at the end of the class. When I say go, you can go and get the materials,
after I tell you what each person is getting.
1. Getting one of each of the 10 samples on the table at the front of the room.
2. Getting a tray and tweezers from the closet
3. Get the worksheets from the back of the room
4. Getting the matches and Burners from me at my desk.
On the worksheet are a list of all the fibers in order of how I have them on the table. You are to
write down the characteristics of each fabric as you burn it. It is to be turned in at the end of
class.
Everyone know what they are getting? Okay go.

Walk around and make sure that no one is disobeying the rules. Answer question.

When there is about 15 minutes left of class, five a five-minute warning to clean up.
10 minutes before class ends, have the students clean up.

Closure Activity: (5 min)

Ticket Out: What was your favorite fiber to burn? What did it do?
Have a hand full of students answer this question as well.

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson. Check
all that apply.
Innovation & Creativity Teamwork & Collaboration X Accessing & Analyzing X
Information
Critical Thinking Initiative & Leadership Effective oral & Written X
&Problem Solving Communication
Flexibility & Adaptability Curiosity & Imagination X Character
 Assessment and Reflection:
Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group X Partners Independent
Class
Processes: Reading Writing Listening Independent
Strategies: Hands-On X Meaningful X Links to X
Objective
Rubric(s) I will use: Collaboration X Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge
Solving
Oral Communication X Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
learning: (Check all that Peer-evaluation Checklists/observation X
apply) Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion X Task Management Chart X
Journal Writing/Learning Log X Other
Name__________________________________________ Date__________ Class__________

Burn Test
Smell Hear See Natural/
Synthetic
Description What does it Does it make a What happens when it burns? Is it a natural
smell like when sound, if so what Does if form a bead, if so what fiber,
it burns? is it? color? Does it light on fire or synthetic
does the fire extinguish? fiber, or both.
Cotton

Wool

Silk

Alpaca

Rayon

Nylon
 Polyester

Cotton
Poly/Blend

Acrylic

Wool/Acrylic
Blend
 Weaves
Class: Sewing
Grade Level: 9-12
Topic: The Fabric of Life (Textiles)
Date: TBA

Length: 55 min
Standards:
4.4 Differentiate among woven, knit, and other methods of fabric construction
Objectives:
 Students will learn how to create different weaves and learn how to apply them.
Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)

Materials & Technology:

Construction Paper
Scissors
Tape
My examples of each weave and my paper weaves.
Focus Activity: (5 minutes)
Starter Question: What clothing item are you wearing today that is woven? What kind of weave
is it?

Allow for a hand full of students to answer the question before starting the lesson.

Procedures: (45 minutes)

There are a lot of things found in our lives that are woven. What are some things that you use
daily that is woven? Can you identify what type of weave it is?
There are five different types of weaves, basic, twill, basket, satin, and jacquard.
 A basic weave is a weave that goes over under over under through out the whole fabric.
Find a student who is wearing an example or hold up the one that you have. If you start
over on one row, you start under on the next.
 A Twill weave goes over 1, under 2. The second row would be under1, over 1, under 2.
The third row under 2, over 1. Show them the example after pointing out that this is the
type of weave that our jeans are made of.
 A satin weave goes under one, over 4 and repeats. Show the examples or have a student
model the item they are wearing.
 A basket weave is like a basic, but two strings go at a time. The first two rows are under
two over two. The third and the forth rows are opposite. They are over two under two.
Show the examples.
  Jacquard weave through everything out the door. They are complicated and confusing but
create some beautiful things. Show the examples.
Explain to the class that they are going to create each of the weaves. They are to hand in a paper
sample that is about 5x5 inches of each weave except the jacquard weave.
 5x5 or bigger
 Two colors
 4 samples one of each weaves
Tips
 Cut out a 6x6 inch square.
 Place a piece of tape on one side.
 Cut strips up to the tape.
 Then cut 6.5 in strips to weave in.
When there is 10 minutes left in class, have the students clean up.

Closure Activity: (5 minutes)

Ticket Out: What did you find difficult about weaving? What kind of weave is your favorite?

Allow a hand full of students to answer.

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity X Teamwork & Collaboration X Accessing & Analyzing
Information
Critical Thinking X Initiative & Leadership Effective oral & Written
&Problem Solving Communication
Flexibility & Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group X Partners Independent X
Class
Processes: Reading Writing Listening Independent
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge X
Solving
Oral Communication Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
learning: (Check all that Peer-evaluation Checklists/observation X
apply) Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion Task Management Chart
Journal Writing/Learning Log Other
 Knitting
Class: Sewing
Grade Level: 9-12
Topic: The Fabric of Life (Textiles)
Date: TBA

Length: 55 min.
Standards:
4.4 Differentiate among woven, knit, and other methods of fabric construction
Objectives:
 Students will learn how to knit and be able to apply it to create a sample.
Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class.
(Just the instructional part and materials for students.)

This is going to be more difficult for some students than others so make sure you have big
needles and chunky yarn for them.
It is also going to be hard for those who struggle with fine motor skills.
Students who are blind will not be able to do this.

Materials & Technology:

Student computers
Knitting Needles
Yarn
1. https://www.youtube.com/watch?v=VwKR6X5Re4Q
2. https://www.youtube.com/watch?v=lsrAA4djRlA
3. https://www.youtube.com/watch?v=D4V4DSJ9hUE
Focus Activity: (5 min)
Have you knitted before, if so what? What is the difference between sewing and crocheting?

Have a hand full of students answer the questions.

Then explain that crocheting has one hook and knitting has two needles. Crocheting uses more
yarn then knitting does.

Procedures: (45 min)

This class may take two days. Play it by ear.

Today we will be learning how to knit. Knitting is done by making a series of loops. Whereas
weaving is done by layering threads on top of each other. How many of you are wearing
something that is knitted? Even though we will not be able to knit things as small as your shirt,
we will be knitting a couple samples so that you know how to do it.
When I say go, I want each of you to grab a ball of yarn form my yarn box (point to the yarn box,)
and two of the same size needles. The six of the needle is labeled at the end that is not pointed.
Then return to your seats. Okay go.
Give the students a couple of minutes to get back to their seats.
Even though I know how to knit, I do not have the technology to show you how I do it. Instead, I
have three YouTube clips that I will show you that go through the steps.
Play the first clip about casting on. Walk around the room and help those that are struggling. Be
willing to pause the movie or repeat it as needed.
Then play the second clip doing the same as the first clip.
Allow the students time to practice the first two steps.

Now if the students understand what they are doing and want to know how to take it off the
needles, show them the last clip. However, if the students are not ready show it on the next day.

Closure Activity: (5 min)

Remind the students that they are barrowing the needles and will need to return them at the end of
their knitting project.

Ticket Out: What did you find difficult about knitting? What questions do you have? Do you
need some help outside of class? What else would you like to learn about knitting?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity X Teamwork & Collaboration Accessing & Analyzing
Information
Critical Thinking X Initiative & Leadership Effective oral & Written
&Problem Solving Communication
Flexibility & X Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling X Guided X Independent
Grouping: Whole X Small Group Partners Independent X
Class
Processes: Reading Writing Listening X Independent
Strategies: Hands- X Meaningful Links to X
On Objective
Rubric(s) I will use: Collaboration Written Communication
(Check all that apply.) Critical Thinking & Problem X Content Knowledge
Solving
Oral Communication X Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
learning: (Check all Peer-evaluation Checklists/observation X
that apply) Online tests & exams Concept Maps
Survey X Focus Groups
Reflections: (Check all Discussion Task Management Chart
that apply) Journal Writing/Learning Log Other
 Care Labels
Class: Sewing
Grade Level: 9-12
Topic: The Fabric of Life (Textiles)
Date: TBA

Length:
Standards:
4.8 Apply labeling information to care for fabrics.
Objectives:
 Students will learn why our clothes have care information and why it is important.
Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class.
(Just the instructional part and materials for students.)

Materials & Technology:

Bucket of Thrift Store Clothing
Care Label Work sheet
Care Label Hand out
http://www.textileaffairs.com/docs/common-050608.pdf (Care Label Hand out)

Focus Activity: (5 Minutes)

Starter Question: What information is found on the care labels on the clothes that we wear?

Procedures: (45)

Have you ever been bugged by the tag on the clothes that you wear? What information do you
think is on it? Should you cut off the tag, why or why not?
Tags on clothing are mandatory by law. The give the care instructions, location it was made, and
what is in it. Why do you think it is important to know this information? What happens when
you wash wool or silk?

Hand out the Care Label Hand out

These are some of the symbols that are found on our clothing. Which one have you seen and
what do they mean? Go over what each symbol is on the hand out.

So today, you are going to find some of these symbols on other articles of clothing. I have a
bucket of clothes. Your job will be to fill out the following worksheet.

Allow the students to have time to go over the items in the box and find different things. Ask
them what they would do to care for the item.
Closure Activity: (5 minutes)

Ticket Out: What is something new that you learned today?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity Teamwork & Collaboration Accessing & Analyzing X
Information
Critical Thinking X Initiative & Leadership Effective oral & Written
&Problem Solving Communication
Flexibility & X Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group Partners Independent X
Class
Processes: Reading Writing Listening Independent
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge X
Solving
Oral Communication Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
learning: (Check all Peer-evaluation Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion X Task Management Chart
Journal Writing/Learning Log Other
Name________________________________________ Date__________ Class __________

Care Label Worksheet

Find 10 Items at school that have care labels. Describe the clothing item, draw the symbols on it.
Then describe what you would do to care for that item. The go home and find 5 more items at
home and do the same thing.

At Home

Clothing Description Symbols How to Care

Item 1

Item 2

Item 3

Item 4

Item 6

Extra Credit Item

 Clothing Discription Symbols How to Care
1

10
 Fabric to Project
Class: Sewing
Grade Level: 9-12
Topic: The Fabric of Life
Date: TBA

Length: 55 minutes
Standards:
4.7 Select fibers and fabrics for specific end uses
Objectives:
Students will identify what fabric is best for certain projects.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)

Materials & Technology:

Patterns
Fabric
Student computers
Paper instruction sheets.
Self evaluation
Focus Activity: (5minutes)
What piece of clothing would you like to make?

Procedures: (Time Allotted)

Up to this point, you have been doing assignments to help you understand projects. Today, we
are going to learn how to pick fabrics for different projects, but first, you must pick your project.

Options for projects

 Pajama Pants
 Pillow Case
 Bag
Once students pick their project ask, what kind of fabric would be best for their project? Why is
that fabric best? What are the care instructions for that fabric?
Instruct the students that before they can buy the fabric for their project, they must get the
approval from the teacher. How they get the approval is by writing a one-page double spaced
paper about the type of fabric they want to use and why. They will also need to list the challenges
to using the fabric.

After the project is done, the students will do a self evaluation.

Closure Activity: (5 minutes)
Ticket Out: What fabric did you decide to use? What project are you doing?
21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity X Teamwork & Collaboration Accessing & Analyzing X
Information
Critical Thinking X Initiative & Leadership Effective oral & Written
&Problem Solving Communication
Flexibility & X Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group Partners Independent X
Class
Processes: Reading Writing Listening Independent
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration Written Communication
(Check all that apply.) Critical Thinking & Problem X Content Knowledge X
Solving
Oral Communication Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation X Notes
learning: (Check all Peer-evaluation Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion Task Management Chart
Journal Writing/Learning Log Other
 Fabric Approval Paper Instruction
 1 Page Double Spaced
 Following must be answered
o What project are you doing?
o What type of fabric are you going to use?
o Why did you choose that fabric?
o How do you care for that fabric?
o What are some of the challenges of working with that fabric?

Self-Evaluation
What was your Project __________________________________________________________

What fabric did you use? ________________________________________________________

What did you struggle with?

What would you do differently?

Was your fabric choice good for your project?

What did you learn along the way?