Understanding By Design Unit Template

Title of Unit

Science of Fabric

Grade Level

10/20

Subject

Home Economics

Time Frame

15-20 hours

Developed By

Meagan Jorgenson

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Lifelong learners, engaged citizens, sense of self and community

During this unit, students will learn about the different characteristics and properties of different fabrics. Students will become
aware of the labor that goes into making a variety of fabrics. This class will make students more aware as a consumer when buying
clothes and other products made up of different fabrics and fibers. The unit will also make students more conscious of minimizing
waste after realizing the work and components needed to make the fabrics and fibers.
Cross curricular Competencies
How will this unit promote the CCC?
This unit will promote all cross-curricular competencies. It will promote Developing Thinking by connecting previous knowledge
to the new and in-depth knowledge provided through the unit. Students will learn new ideas through being creative and an inquiry
based approach. Developing Literacies will be promoted by interpreting qualitative and quantitative data during their fabric lab through
various sources. As well expressing understanding through various forms. Students will Develop Social Responsibility by engaging in
discussion and learning about sustainability and environmental issues that are a part of the world of fabric. Lastly, this unit will
promote the Development of Identity and Interdependence again through learning about sustainability and environmental issues, as
well as learning about another culture and their values.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)
10.1
10.2
10.3
10.4
10.5
10.6
10.7

To identify textile terminology

To identify the sources, processing, characteristics, and uses of natural fibers.
To describe consumer symbols for natural fibers.
Identify the sources, processing, characteristics, and uses of natural fibers.
To analyze fiber characteristics found in fabrics and determine the desirability.
To compare and contrast the characteristics of natural and manufactured fibers used together in a blend or combination yard.
To identify and describe different ways in which yarn is made into fabrics.

10.8 To examine woven fabric for crosswise and lengthwise grain, filling and warp yarns, selvage, and true bias.
10.9 To explore knitting process in making fabric.
10.10 To examine other processes of fabric construction.
10.11 To examine and explore fabric coloration and printing processes.
10.12 To identify fabric finish terminology.
10.13 To describe and evaluate a variety of chemical and mechanical finishes.
10.15 To consider textile consumer information and protection legislation in Canada.
10.16 To examine new textiles as they come on the market.
Enduring Understandings
What understandings about the big ideas are desired? (what you want
students to understand & be able to use several years from now)
What misunderstandings are predictable?
Students will understand that
Fibers and fabrics can be classified according to their properties.
The properties of different fabrics are related to where the fabric fibers come
from.
The properties of fabrics suit them to particular purposes.

Related misconceptions
Students may confuse natural and manufactured fabrics/fibers.
Inaccurate test results during labs.

Essential Questions
What provocative questions will foster inquiry into the content? (openended questions that stimulate thought and inquiry linked to the content
of the enduring understanding)
Content specific.

What are the effects of dye on fabrics?

How does the type of fabric and characteristics of those fabrics
determine your buying habits?
How do fabrics differ?
How do properties of textiles and fabrics affect design,
construction, care, use and maintenance of products?

Knowledge:
What knowledge will student acquire as a result of this unit? This content
knowledge may come from the indicators, or might also address pre-requisite
knowledge that students will need for this unit.

FNMI, multicultural, cross-curricular

Students will learn different ways of dying fabric naturally as done
by First nations
Students will die yarn and weave the yarn to create
fabric/hangings using traditional methods.
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviors that students will be able to exhibit as a result of their
work in this unit. These will come from the indicators.

Students will know

Students will be able to

The basic characteristics and properties of different fabrics, which will

make them a more knowledgeable consumer.
Different methods of working yarn/fibers to create different fabrics
(weaving, knitting, etc.)

Determine what fabric will be most effective for a specific

purpose.
Students will be able to weave together yarn to create a wall
hanging.
Students will be able to classify fabrics based on different
characteristics.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning activity in
story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their understanding
in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
What should students accomplish by
Throughout the unit students will have multiple performance task to demonstrate understandings, knowledge
completing this task?
and skills. The first task will be looking at natural and manufactured fibers under a microscope to more closely
R Role
observe the strands individually (physical characteristics). Then to add to that knowledge students will complete
What role (perspective) will your students
our Fabric Lab, where students will use knowledge from class and look further into the characteristic of both
be taking?
natural and manufactured fibers. This lab will further their knowledge as a consumer to help them create better
A Audience
choices with buying fabric for all purposes.
Who is the relevant audience?

S Situation
The context or challenge provided to the
student.

P Product, Performance
What product/performance will the student
create?

S Standards & Criteria for Success

Create the rubric for the Performance Task

Students will also be creating a yarn-weaving project that requires them to gather and create natural dyes for
their yarn and skills in weaving. They will be provided creative freedom in what colors and design they want to
complete. (I am in talks to connect this task to FNMI content and have emailed someone to make the connection
more meaningful and seamless).
Last students will act as a sales person and create a brochure on a new textile that has just come to market or is
yet to be on the market. They will use knowledge of this unit to determine what target market and demographic.

Attach rubric to Unit Plan

Other Evidence
Through what other evidence (work samples, observations, quizzes, tests,
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.

Observations during investigation with microscope and fabric lab.

Checklists.
Worksheets.
Individual products (weaving)

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Students will reflect upon learning from the assignments they complete. For
example, students will reflect on their techniques of dying and weaving
once completing assignment from questions given to them. They will self
assess their learning from the products they create and comparing results
during the fabric lab.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been
part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
Students will become more knowledgeable consumers, using what they learnt from their class to help aid their decisions when picking
clothing or fabric for sewing projects. Learners will bring any previous knowledge on fabrics and shopping for fabric to unit to build off
of.
The interest of students will be achieved and held through multiple authentic tasks. However, these tasks will be an area in which
students individually may struggle with instruction or different tasks involved. During those tasks though I will make sure to clarify and
give examples to help address this need.
How will you engage students at the beginning of the unit? (motivational set)

To engage students at the beginning of the unit they will participate in an amazing race style scavenger hunt. We will first have a
discussion on basic/most common fabrics and I will provide information where needed in order for students to complete activity.
Students will then be placed in partners and will have to answer fabric riddles to receive the fabric swatch and the next location of the
next clue. Students will then race to complete the fabric riddles to be the first to cross the finish line with all the swatches.
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will you
equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources
1

Terminology

Quick summary of main fabrics (10 min)

Students scavenger hunt around school (25 min)
Announce winners (~5 min)
Review riddles and answers (5-10 min)
Basic terminology power point (15-20 min)
Matching assignment (possible race to match)

Natural Fibers

Different types of fibers

Animal vs. plant fibers

Intro Lesson

4
Continued
5
Manufactured
Fibers

Natural fiber symbols (~5 min)

Examine Natural Fibers under microscope (~40 min)
Consumer symbols for natural fibers
Different types of manufacture fibers power point (25 min)
Celluloses vs. non-celluloses (10 min)
Examining fibers
Environmental issues

DT, DL

DT

DT

DT, DL

DSR, DL

6
Fiber
characteristics
7

At home assignment (finding fabric blends)

Discussion on assignment findings

DT, DSR

Dying Fabrics
(double class)

FNMI content: Natural dyes (20 min)

Gather items for creating dye (50 min)
Dye yarn pieces for next activity (30 min)

DII, DT,
DL

Yarn into Fabric

Review different methods of manipulating yarn to make fabric (10-15 min)

Aboriginal weaving activity (35-40 min)

DII, DL

10
Fabric
Construction
11

15

16

17

18

Fabric construction processes (20 min)

Assignment

Fabric Finishes

Terminology
Chemical & mechanical finishes

Textile
consumer info
& new textiles

Labeling act
Sleepwear flammability regulations
New textiles video clips
Brochure assignment

12

14

DT,DL

Fabric blends
8

13

Fiber characteristics power point (15 min)

Fabric lab assignment (50 min-1.5 h)

DT

DSR

DL, DSR

J.J. Pizzutos
Fabric
Science by
A. Cohen &
I. Johnson

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes, performance
assessment and learning experiences?

Adaptive Dimension:
Have I made purposeful adjustments to the curriculum
content (not outcomes), instructional practices, and/or
the learning environment to meet the learning needs and
diversities of all my students?

For struggling students:

-

given all information/ shown where to find information

Brochure assignment Student will be provided with the textile and information
and will have to pick out key points and ideas. They will create their own
brochure.

For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Direct teach, student centered, inquiry, project based

Resource Based Learning:

Do the students have access to various resources on an
ongoing basis?

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while honoring
each childs identity?

Students are able to choose their own partners. Have the freedom of creativity in their
projects. The unit will incorporate FNMI content showing diversity.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)

Making A Brochure : New Textile Brochure

Date:
Student Name:
CATEGORY 4

________________________________________
3
2
1

Writing Organization

Each section in the

brochure has a clear
beginning, middle,
and end.

Almost all sections

of the brochure have
a clear beginning,
middle and end.

Most sections of the

brochure have a
clear beginning,
middle and end.

Less than half of the

sections of the
brochure have a
clear beginning,
middle and end.

Writing - Grammar

There are no
grammatical
mistakes in the
brochure.

There are no
grammatical
mistakes in the
brochure after
feedback from an
adult.

There are 1-2

grammatical
mistakes in the
brochure even after
feedback from an
adult.

There are several

grammatical
mistakes in the
brochure even after
feedback from an
adult.

Writing - Mechanics Capitalization and

punctuation are
correct throughout
the brochure.

Capitalization and
punctuation are
correct throughout
the brochure after
feedback from an
adult.

There are 1-2

capitalization and/or
punctuation errors in
the brochure even
after feedback from
an adult.

There are several

capitalization or
punctuation errors in
the brochure even
after feedback from
an adult.

Attractiveness &
Organization

The brochure has

exceptionally
attractive formatting
and well-organized
information.
Colourful and
appealing to the eye.

The brochure has

attractive formatting
and well-organized
information.
Colourful and
appealing to the eye.

The brochure has

well-organized
information. Has
some esthetic
features.

The brochure\'s
formatting and
organization of
material are
confusing to the
reader. Minimal
esthetic features.

Graphics/Pictures

Graphics go well
with the text and
there is a good mix
of text and graphics.

Graphics go well
with the text, but
there are so many
that they distract
from the text.

Graphics go well
with the text, but
there are too few
and the brochure
seems \"textheavy\".

Graphics do not go
with the
accompanying text
or appear to be
randomly chosen.

Information

Key points
highlighted and
obvious for viewer.
Contains thorough
information about
your textile.
Information easy to
follow. Includes
information buyers
would want to know.

Key points are

highlighted and
obvious for viewers.
Information is easy
to follow. Includes
some information
buyers would want
to know.

Some key points are

highlighted.
Information is
somewhat easy to
follow. Includes
some information
buyers would want
to know.

None or minimal key

points are
highlighted.
Information is not
easy to follow.
Includes minimal
information buyers
would want to know.

Lab Report : Fabric lab

Date:
Student Name:
CATEGORY 4

________________________________________
3
2
1

Safety

Lab is carried out

with full attention to
relevant safety
procedures. The setup, experiment, and
tear-down posed no
safety threat to any
individual.

Participation

Lab is carried out

with some attention
to relevant safety
procedures. The setup, experiment, and
tear-down posed no
safety threat to any
individual, but
several safety
procedures need to
be reviewed.

Safety procedures
were ignored and/or
some aspect of the
experiment posed a
threat to the safety
of the student or
others.

Used time well in lab Used time pretty

and focused attention well. Stayed focused
on the experiment.
on the experiment
most of the time.

Did the lab but did

not appear very
interested. Focus
was lost on several
occasions.

Participation was
minimal OR student
was hostile about
participating.

Components of the
report

All required
All required
elements are present elements are present.
and additional
elements that add to
the report (e.g.,
thoughtful
comments, graphics)
have been added.

One required
Several required
element is missing, elements are
but additional
missing.
elements that add to
the report (e.g.,
thoughtful
comments, graphics)
have been added.

Data

Professional looking
and accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled.

Accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled.

Accurate
Data are not shown
representation of the OR are inaccurate.
data in written form,
but no graphs or
tables are presented.

Two or three errors

in spelling,
punctuation and
grammar in the
report.

Four errors in
spelling, punctuation
and grammar in the
report.

Spelling, Punctuation One or fewer errors

and Grammar
in spelling,
punctuation and
grammar in the
report.

Lab is generally
carried out with
attention to relevant
safety procedures.
The set-up,
experiment, and
tear-down posed no
safety threat to any
individual, but one
safety procedure
needs to be
reviewed.

More than 4 errors

in spelling,
punctuation and
grammar in the
report.

Calculations

All calculations are

shown and the
results are correct
and labeled
appropriately.

Some calculations
are shown and the
results are correct
and labeled
appropriately.

Some calculations
are shown and the
results labeled
appropriately.

No calculations are
shown OR results
are inaccurate or
mislabeled.

Appearance/
Organization

Work is very neatly

hand written or
typed. All
information is
organized and in
correct location.

Work is neatly hand

written. All
information is
organized and in
correct location.

Work is hand written

and legible.
Information is
slightly
disorganized.

Work is hand written

but sloppy and/or
includes multiple
cross outs, tears in
paper, etc.
Information is
disorganized.

Team work

All members of
group work
effectively and
efficiently. Each
team member has
multiple
responsibilities that
are completed in a
timely matter. All
work together
cohesively.

All members of
group work
effectively and
efficiently.
Some/one of team
member completes
majority of the
work. All work
together cohesively.

Members of the
group work
somewhat
effectively. Each
team member has
responsibilities but
not completed in a
timely manner.

Members of the
group do not work
effectively or
efficiently. Each
members
responsibilites are
not all completed.
Team members do
not work well
together.

Summary

Summary describes
the skills learned, the
information learned
and some future
applications to real
life situations.

Summary describes Summary describes

the information
the information
learned and a
learned.
possible application
to a real life
situation.

No summary is
written.