[Subject] Clothing I

Sewing Supplies
Overview:
In order to perform various sewing related tasks at an introductory level, students need to be able to recognize various sewing equipment. For this lesson, students will explore the equipment used during clothing/project construction and be able to explain the function of each tool/piece of equipment.

[Grade Level] 9-12 [Class Time] 60 minutes

Teaching Materials
Sewing Equipment for Each Table: Thread Seam gauge Scissors Seam Ripper Tailors Chalk Shears Bobbins Tracing Wheel and Paper Pins Pinking Shears Rotary Cutter Rotary Mat Rotary Ruler Sewing Machine Feet Tape Measure Washable Fabric Marker Fabric Adhesive Yardstick Needles Sharps Needles Ballpoint Needles Hand Sewing Pincushion Press Cloth Tailors Ham

Standards/Objectives:
Standard 1: Students will be able to recognize basic sewing equipment (Psychomotor Domain, Level 1: Perception). ! Objective 4a: Identify sewing equipment and function (Cognitive Domain, Level 1: Knowledge)

Introduction/Set Induction (time): 5 minutes

As students enter the room they will be given a sample strip of cotton fabric that is either, blue, red, green, yellow or orange and find the table that has the same color of fabric on it and sit at that table. The students will remain at their respective tables for the entire class period. On each table there will be a basket filled with the sewing supplies they will be identifying during the class period.

Transition (3 minutes):
The teacher will instruct the students to remove the supplies from the basket and take out a sheet of notebook paper and pen or pencil.

Sewing Machine Equipment

Lesson Body (45 minutes)

Inductive Thinking: PHASE 1: Concept Formation (25 minutes): List (What did you see? Hear? Note?): You have been given sewing supplies that you will be using this trimester as they learn to sew. List the name of each of the supplies if you know it or confer with members in your group to determine the name of each of the supplies. Group (What belongs together? On what criterion?): Group the supplies into groups that you think they are used for in sewing. Label (How would you label these groups?): Next decide how each of the groupings should be labeled. PHASE 2: Interpretation of Data (10 minutes): Identify Critical Relationships (As you look at the names of the categories listed, what similarities or differences do you notice?): Have each student look at the categories they have listed and discuss within their groups the similarities and differences and what function the categories would serve. Explore & Explain Relationships between Categories (Is any group more important than another?): Have the students determine if one group is more important than any of the other groups and discuss why. Make Inferences about Categories (What conclusions might be drawn, how do conclusions impact your life, etc.?): The students will decide how each of the categories might affect their sewing. PHASE 3: Application of Principles (10 minutes): Predict Consequences (What would happen if?): Ask students what might happen if they didnt have a particular supply and how would they be able to accomplish the sewing project without certain sewing supplies or equipment. Support Predictions (Why do you think this would happen?): What would happen to your project. Verify Predictions (What would it take for this to be generally true or probably true?):

Transition (2 minutes):
The students will put the sewing supplies and equipment back into the basket.

Summary/Closure (5 minutes):
The teacher will ask if there was any equipment that the students didnt know the name or understand the function. If there are any questions the teacher will pose the question to the class and if the class cannot answer it the teacher will explain.

Assessment/Evaluation:
Students will hand in their sheets of paper that they listed their supplies on.

Sewing Machine Equipment