Life Skills:

• Employability

Curriculum Tie:

• Career and Technical Education Introduction
  Standard 1
  Objective 1-1

Time Frame:
1 class period that runs 45 minutes.

Summary:
This is an introduction to clothing & textile careers, and skills needed to be successful in these careers. There is also an evaluation for the end of the unit.

Main Curriculum Tie:
Career and Technical Education Introduction
Standard 6 Objective 6-3
Demonstrate basic skills related to nutrition, food preparation, and clothing and textiles.

Career Connections:

• entrepreneur
• textile machine operater
• fashion designer
• tailor
• retail
• buyer
• farm manager
• fashion merchandising
• laundry and dry cleaning services
• embroidery business
• retail services

Materials:
8 squares of loosely woven flannel; video clips, pictures, or objects related to clothing & textiles such as sewing projects, fashion pictures, cotton boll, etc.

Background For Teachers:
CLOTHING & TEXTILE CAREERS-- Job Description: grow or produce fibers & textiles, design, sew, sell, and clean. Job Skills: working with your hands, working with machines, quality work, critical thinking, time management, creativity, focusing, school skills (math, reading, science, and art, etc.). Career Pathways: Fashion Design, Manufacturing & Merchandising, Interior Design, and Production & Processing. Related classes: FACS exploration, fashion strategies, clothing 1 & 2, interior design, etc.

Student Prior Knowledge:
This is an introduction to clothing and textile careers, and to get kids excited about what they will be learning. This is also a good time to preassess and decide what students need to know. Students need several experiences to be able to evaluate how they liked what they learned.

Intended Learning Outcomes:
Students will recognize types of jobs and skills needed in clothing and textile careers. They will evaluate their experience, what they learned, and how it can help them in real life. Students will connect skills they enjoy with possible careers. Students will list what classes they can take to learn more. This is the time to make your other programs shine!

Instructional Procedures:
Put one square of fabric on each table. Define new words. Have students pull out a thread from the fabric, and unravel it. They can also look at their clothes to see if they are woven or knitted. Pick objects that represent different clothing & textile careers and have students guess them. For example, cotton boll- farmer, clothes on dress form- fashion designer, needle and thread- seamstress/tailor, etc. Discuss and show examples of different types of fibers and fabrics such as cotton, nylon, etc. Give examples why each skill is important, especially stressing reading, math and science skills. At the end of the unit, take 5-10 minutes to have students fill out an evaluation of what they learned. Discuss related career pathways, and other educational opportunities.

Attachments

• Clothing_Intro.ppt
  
• Introduction_and_evaluation.doc
  

Strategies For Diverse Learners:
Have a fashion show.

Extensions:
This can be used as part of the agriculture requirements.

Assessment Plan:
Read career evaluations to see what students learned.

Author:
VALERIE SHAW

Created Date :
Apr 29 2003 16:37 PM