Throughout this lesson, the students will learn how to correctly take measurements to create a fitted garment. Students will begin with brainstorming measuring tools. Next, they will discuss fabric sizing as a class. Students will learn about the history of measurements and why it is important to take measurements. Individuals will team up in pairs to practice taking measurement. Finally, students will apply the measurements by comparing and contrasting them with a home-sew pattern.  This lesson could be used before a student begins creating a garment for themselves, especially in Intro to Design or an Apparel Production & Construction course.

Burn tests are one method used to identify fiber content of fabric. Throughout this lesson, students will work in groups to learn about burn tests and conduct a lab where they complete burn tests to identify fibers. This lesson is designed to take one 50-minute class period, but could be drawn out to take two 50-minute class periods. To grade this assignment, I like to use their justifications for why they think it was a certain fiber, instead of just assessing if they selected the right fiber for the sample.  Consider teaching the following lessons alongside Burn Tests. Each of these have a textile science focus. Microscopy Fiber ID Lab - https://oercommons.org/courseware/lesson/106763Solubility Fiber ID Lab - https://oercommons.org/courseware/lesson/106762

Throughout this project, the students will complete a burrito-style pillowcase. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project. If they choose to make a pillowcase, I have them make two - one for themself and one for a foster kid.)

Throughout this project, the students will create a drawstring bag. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. 

Throughout this project, students will research historical influences on fashion through the lens of a fashion journalist. The lesson gives the students the prompt, “As a Fashion Journalist, you are constantly observing and reporting on the current styles and fashion trends. Your boss at the magazine, Today’s Trends, has tasked you with creating a mini magazine on the popular fashion trends of the past decade. (The trick here is that each student will be assigned a different decade - you are each placed at a different point in time!)” Each student will choose a different decade throughout history and then use reputable sources to create a mini magazine on Canva that features women’s clothing, men’s clothing, shoes, accessories, historical events, important individuals of the time, and more information about the given decade.  This multi-day lesson plan includes complete instructions for the project as well as a grading rubric. Suggestions for reputable resources are also included. Students are graded on including a variety of information and following the set formatting parameters.

OverviewStudents will be introduced to (or quickly review) the elements of design in this one-day lesson. Students will begin with a Quizzizz game. Next, the students will use a notes sheet to follow along with a slide deck to learn about this topic. While taking notes, students will doodle, write, reflect, and discuss the elements of design as prompted by the slides. Discussion questions are included in the Notes section on each slide. At the end of the class period, the students will watch a music video and discuss how the elements of design are incorporated into the video. If there is extra time, additional discussion questions are included at the end of the slide deck. Essential QuestionWhat should be done about students learning to use the elements of design to create a visually appealing end result? 

Throughout this lesson, the students will learn about the history of weaving and the different types of fabric weaves. This is designed to take one 50-minute class period, but it may take 2 class periods for the students to complete all of their sample weaves. 

Throughout this lesson, students will learn about sustainability in the textile industry by researching fast fashion. While completing the workbook, students begin with learning what the fast fashion industry is. Next, they learn about the negative impacts of fast fashion. Students will explore the environmental impact of fast fashion. Finally, students will learn about what they can do to consume textiles in a sustainable manner. All throughout the activity, students are reflecting on their learning by answering questions over the content and their responses to it.  This lesson on fast fashion is a student-directed workbook - perfect for a day with a substitute teacher. This lesson is designed to take one, 50-minute class period.

Throughout this project, students will research historical influences on fashion through the lens of a fashion historian. The lesson gives the students the prompt, “You are a fashion historian at the Smithsonian and your boss with the Clothing & Accessories division wants you to put together a virtual collection of textile garments that represent the 1900s You will be researching and finding historical garments and fashions using the University of Nebraska-Lincoln’s Historic Costume Collection database.” Students will find a garment in the collection from each of the decades listed and fill in the information as prompted in the template.  This lesson is designed to take 2 class periods (50 minutes). It would be excellent to use as a project before a break or at the end of a unit. NOTE - If you reside close to Lincoln, Nebraska, it would be fun to take a field trip to the University of Nebraska-Lincoln to be shown the Historic Costume Collection and to have the Textile, Merchandising and Fashion Design faculty tell you about specific garments, etc.

Ice-Dying is a twist on the classic tie-dye of the mid-1960s. In this lab, students will be combining the tie-dyeing techniques with the properties of slow melting ice. As the ice melts, the melted water carries the dye into the fabric, distributing the colors.  This is ideally a 3-period lab (52-minute classes). Day 1 consists of instructions, a teacher demo, and planning. Day 2 is when the students get to tie, dye, and prep their designs. Day 3 students get to rinse out their fabric and wash it.

Throughout this project, the students will construct a kitchen pot holder. This project will take about six to seven days (45-minute class periods, with 22 students) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school (specifically 6th grade) or as a project to refresh students on how to use the sewing machine and construction terminology in high school.

Microscopy tests are one method used to identify fiber content of fabric. Throughout this lesson, students will work in groups to learn about microscopy tests and conduct a lab where they complete these tests to identify fibers. This lesson is designed to take one 50-minute class period, but could be drawn out to take two 50-minute class periods. To grade this assignment, I like to use their justifications for why they think it was a certain fiber, instead of just assessing if they selected the right fiber for the sample. 

Throughout this project, the students will construct a pair of pajama pants. This project will take about seven days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project.)

Students will be introduced to (or quickly review) the principles of design in this one-day lesson. Students will begin with a review of the elements of design.. Next, the students will use a notes sheet to follow along with a slide deck to learn about this topic. While taking notes, students will doodle, write, reflect, and discuss the principles of design as prompted by the slides. Discussion questions are included in the Notes section on each slide. Students will combine their new knowledge of the principles of design with their previous knowledge of the elements of design as they create greeting cards. At the end of the class period, the students will watch a music video and discuss how the principles and elements of design are incorporated into the video. If there is extra time, additional discussion questions are included at the end of the slide deck. 

This one day lesson (45-minute class period) is designed as a checkpoint to make sure students understand how to use the sewing machine safely. Students will independently work through a worksheet that has them describe the steps to set-up a sewing machine, describe sewing notions, explain their skill level on a sewing machine, practice sewing on paper, and sew a straight line and pivot on fabric. As the students are working, the teacher will walk around, monitor progress, and ask questions. The day will conclude with a class discussion and the teacher picking up  the applications. The following day, after the worksheets are graded, the teacher will award the Sewing Machine Licenses.  This lesson is used right before the students begin their main sewing project as one last check to make sure the students know the necessary information to complete their projects.

Throughout this lesson students will learn about and use the various sewing notions through a series of six stations. This lesson is designed to be used towards the beginning of a sewing unit. The lesson will begin with a discussion of sewing knowledge and the importance of tools to various careers. Next, the teacher will explain and demo each of the six stations. The safety precautions will also be discussed. The students will move about the room in eight-minute increments as they learn about and try the tools. The students will also fill out a worksheet on the tools. The class will wrap-up with a discussion of the tools. 

Throughout this 5-day project (45-minute class periods), the students will apply their knowledge of the elements and principles of design to create a shoebox room. This works well as either a unit project over the elements and principles of design for high school or an Interior Design unit project for middle school.  Each student will bring in a shoebox and recycled materials. The student will receive five days to create a cohesive room. At the beginning of the five days, the student will receive the Shoebox Room Instructions & Grading Rubric, which should guide their designs.   This lesson is a designed to be a summative assessment over the Elements and Principles of Design in an Interior Design unit. For a refresher on this knowledge, review the following two links: Elements of Design - https://oercommons.org/courseware/lesson/105052Principles of Design - https://oercommons.org/courseware/lesson/105123

Solubility tests are one method used to identify fiber content of fabric. Throughout this lesson, students will work in groups to learn about solubility tests and conduct a lab where they complete solubility tests to identify fibers. This lesson is designed to take one 50-minute class period. To grade this assignment, I like to use their justifications for why they think it was a certain fiber, instead of just assessing if they selected the right fiber for the sample.  For this lab, you can either conduct the tests as a class and have all of the students observe one set of samples OR you can have groups of students conduct the experiments. It just depends on the size of your class and the volume of supplies, swatches, chemicals, and jars you have available. 

            To dive into this topic, students will begin with reflecting on their current knowledge of their favorite clothing brands, fast fashion, and pollution. Next, students will watch a video showcasing the global impact of our textile waste in Ghana. These individuals will test their previous knowledge on sustainability facts. They will observe the global impact of our waste through pictures and culminate what they see in a collage. Students will read an article covering the global impact of our fast fashion trend. Finally, students will work in groups to create a persuasive infomercial to culminate their new knowledge. All throughout this process, students will journal their thoughts, changing perspectives, and consumption goals for the future.  

This documentary is an excellent resource to use at the beginning of a textiles unit in middle school or a textile sciences unit in high school. It showcases careers that are available in the textile industry as well as current science that is being researched. The examples are relatable for students, yet push the boundaries on conceptualizing the future of the textile industry.