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MATERIALS LIST:• Nasco Fiber Testing Kit — WA35039• Fabric Scissors — WA32778 or 9728984• Ink Pen or Pencil• Permanent Markers — 9717997(A)• Aluminum Foil — W09460• Sewing Pins — W05440 or WA05861• Stapler — TB20635, Fabric Glue —
9726500, or Tape — 9740908• Tweezers — C34393• 3 Glass Containers• Paper Towels
• Clock with Second Hand or Timer• Eyedropper or Pipettes — SA01161• Olive Oil or Vegetable Oil• Plastic Wrap — W09464• Red Food Coloring• Caramel–Colored Soda (not diet)• Vinegar• Plastic or Rubber Gloves• 100% Acetone Nail Polish Remover• Masking Tape — 9701126• Safety Goggles (Set of 5) — SB46929
• Bleach (with at least 5.5% sodium hypochlorite)
• Unscented Tea Candle• Glass Dish or Disposable Aluminum Pan• Lighter or Matches• Iron• Ironing Surface• Glue Gun — 9731443
For additional FREE lesson plans, go to NascoEducation.com/lessonplans
Lesson Developed by Robin L. Gordon, BS, MEd, MA, RYT (FCS Middle School Educator/Past-President IFACSTA)
LESSON PLAN
DIETARY GUIDELINESTEXTILES TESTING Volume 34 / Middle School
CTE ART
National FCS Standards:Area of Study — 16.0, Textiles, Fashion, and Apparel Content Standards — 16.2 Evaluate fiber and textile products and materials Competencies — 16.2.1, 16.2.2, 16.2.3, 16.2.4, 16.2.5
INTRODUCTION• Explain the overview of the project to students.• Discussion questions (see Appendix page 1; go to
NascoEducation.com/lessonplans to download and print).
FORMATIVE ASSESSMENT
Go to NascoEducation.com/lessonplans to download and print the Formative Assessment Teacher Guidelines sheet that includes Materials List and Directions.• Weave a roving yarn that is bulky and plush.
Have the students manipulate the yarn into a design of their choice using knots and ties. They may add other types of fabric with a glue fun or tie in other pieces of fabric. They may use water to warp the fabric. In addition, they may use per-manent markers to color them and then water to dilute the yarn. Be creative! Allowing students to self-design will influence a greater discussion later.
• Have students number their design with a des-ignated number given to each student by the teacher.
• Have students display their woven masterpieces to create a gallery-like setting.
• Allow students a few minutes to walk about and look at each piece. They may feel the pieces, but they may not move or adjust them.
• Discussion questions (see Appendix page 1; go to NascoEducation.com/lessonplans to download and print).
(20-30 MINUTES):
For additional FREE lesson plans, go to NascoEducation.com/lessonplans
1.800.558.9595NascoEducation.com
U27749
Strength Test Stain Resistance Test
Activity #1 (20-30 minutes):
Show examples of generic and natural fibers. Talk
about the differences (see Appendix pages 2-4; go to
NascoEducation.com/lessonplans to download and
print).
Activity #2 (20-30 minutes per fabric test):
Important Middle School Disclaimer: For each of the
following project testing activities, set class up into
groups of four. Each day, one of the groups will com-
plete a project. While the one group of four completes
a project, the rest of the class will work on a sewing
project as directed by the teacher. This way all stu-
dents can acquire fabric testing skills and draw their
attention to sewing as well. Middle school students
will be able to apply concentration more effectively
when working in this manner.
Please refer to the Nasco Fiber Testing Kit (WA35039)
and complete topics below.
Control Sample & Appearance Tests• Follow Project 1 worksheet provided in kit to record results.• Materials needed: fabric swatches provided in kit, scissors, ruler,
stapler, at least 27 sewing pins, and pen or pencil.• Discussion questions (see Appendix page 5; go to
NascoEducation.com/lessonplans to download and print).Strength Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: ink pen, scissors, container or water, paper
towels, and ruler.• Discussion questions (see Appendix page 5; go to
NascoEducation.com/lessonplans to download and print).Absorption Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: aluminum foil, clock with a second hand,
container of water, eyedropper, and paper towels.• Discussion questions (see Appendix page 6; go to
NascoEducation.com/lessonplans to download and print).Stain Resistance Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: aluminum foil, container of water, olive or
vegetable oil, eyedropper, iron, plastic wrap, paper towels, red food coloring, caramel-colored soda (not diet), styrofoam cup, vinegar, orange juice, lipstick, chocolate (rubbed in), suntan lotion, and grass stains.
• Discussion questions (see Appendix page 7 – two charts available; go to NascoEducation.com/lessonplans to download and print).
Heat Resistance Test• Follow Projects 5 & 6 worksheet provided in kit to record results.• Materials needed: iron, aluminum foil, clock or timer, and safe
ironing surface.• Discussion questions (see Appendix page 8; go to
NascoEducation.com/lessonplans to download and print).Thermoplasticity Test• Follow Projects 5 & 6 worksheet provided in kit to record results.• Materials needed: iron, container of water, clock or timer, and paper
towels.• Discussion questions (see Appendix page 8; go to
NascoEducation.com/lessonplans to download and print).Solubility Test• Follow Project 7 worksheet provided in kit to record results.• Materials needed: two glass containers, paper towels, rubber
gloves, 100% acetone nail polish remover, masking tape, clock or timer, safety goggles, and bleach with at least 5.5% sodium hypochlorite (general brands have this).
• Discussion questions (see Appendix pages 8 & 9; go to NascoEducation.com/lessonplans to download and print).
Burn Test• Follow Project 8 worksheet provided in kit to record results. • Materials needed: unscented tea candles, container of water, glass
dish, disposable aluminum pan or aluminum foil, lighter or matches, and sewing pin.
• Discussion questions (see Appendix page 9; go to NascoEducation.com/lessonplans to download and print).
For organization and better student understanding, discussion questions may be printed, attached, and
answered on the back of each testing sheet.
Mystery Fabric Conclusion (5-10 minutes):• Reference Project 1-8 worksheets provided in kit to answer discussion questions.• Discussion questions (see Appendix page 9; go to NascoEducation.com/lessonplan to download and print).After Lesson Classroom-to-Community Connection:As a middle school classroom, the whole class should be involved in this discussion.• Review questions asked on Formative Assessment sheet (go to NascoEducation.com/lessonplans to download and print).• Discussion questions (see Appendix page 10; go to NascoEducation.com/lessonplans to download and print).
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
1 Form
ativ
e A
sses
smen
t Te
ache
r Dire
ctio
ns: U
sing
cons
truc
tive
criti
que,
ask
the
follo
win
g qu
estio
ns. S
tude
nts s
houl
d us
e de
scrip
tive
answ
ers.
Whi
ch p
iece
cat
ches
you
r eye
? W
hy?
W
hich
pie
ce h
ad th
e be
st h
and?
Exp
lain
wha
t “ha
nd”
mea
ns in
text
iles.
W
hich
cre
atio
n w
as h
ydro
phili
c or
hyd
roph
obic
? Ex
plai
n w
hat “
hydr
ophi
lic a
nd h
ydro
phob
ic fi
bers
” m
ean
in te
xtile
s.
Did
any
cre
atio
n ha
ve lu
ster
? Ex
plai
n w
hat “
lust
er”
mea
ns in
text
iles.
D
id y
ou fe
el th
at a
ny c
reat
ion
was
stai
n re
pelle
nt o
r sta
in re
sista
nt?
Expl
ain
wha
t “st
ain
repe
llent
” or
“st
ain
resis
tant
” m
eans
in te
xtile
s.
Wha
t do
you
thin
k yo
ur c
reat
ions
hav
e to
do
with
text
iles a
nd fa
bric
test
ing?
In
trod
uctio
n Te
ache
r Dire
ctio
ns: A
sk th
e fo
llow
ing
ques
tions
to in
trod
uce
Text
iles T
estin
g to
the
stud
ents
. W
hy d
o yo
u th
ink
we
are
goin
g to
test
the
fabr
ic?
W
hat p
urpo
se in
you
r life
and
the
lives
of o
ther
s do
you
thin
k th
is la
b ha
s?
Wha
t do
you
antic
ipat
e w
e w
ill b
e do
ing
next
?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
2 Act
ivity
1 D
irect
ions
: Fill
out
the
tabl
e be
low
with
the
appr
opria
te in
form
atio
n gi
ven
by th
e te
ache
r. W
hen
com
plet
ing,
mak
e su
re to
writ
e a
desc
riptio
n th
at w
ill
help
you
rem
embe
r. Y
ou d
o no
t nee
d to
writ
e th
e ex
act d
efin
ition
. Han
d re
fers
to th
e to
uch.
Ple
ase
incl
ude
wha
t you
feel
whe
n yo
u pi
ck u
p th
e fa
bric
. La
stly
, com
plet
e a
draw
ing,
prin
t out
a sm
all p
ictu
re, o
r pre
pare
a sw
atch
of f
abric
for t
he la
st p
art o
f the
tabl
e sh
own
belo
w.
C
lass
ifica
tions
of
Gen
eric F
iber
s:
Nam
e: C
ellu
lose
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
N
ame:
Pro
tein
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: S
ynth
etic
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: M
iner
al
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
3
C
lass
ifica
tions
of
Nat
ural
Fib
ers:
Nam
e: C
otto
n D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: L
inen
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: S
ilk
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
N
ame:
Woo
l D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
4
Cla
ssifi
catio
ns o
f M
anuf
actu
red
Fibe
rs:
Nam
e: S
ynth
etic
Type
: Acr
ylic
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Type
: Pol
yest
er
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
N
ame:
Reg
ener
ated
Sub-
Type
: Ace
tate
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
Sub-
Type
: Ray
on
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
5
Act
ivity
2: S
umm
ativ
e D
iscus
sion
Que
stio
ns fo
r Eac
h Te
st
Con
trol
Sam
ple
& A
ppea
ranc
e Te
st:
Que
stio
n A
nsw
er
Wha
t gen
eral
stat
emen
t can
you
mak
e ab
out t
he R
ESIL
IEN
CY
(cre
ase
reco
very
) of N
ATU
RAL
FIBE
RS?
Wha
t abo
ut S
YN
THET
IC F
IBER
S?
Whi
ch fa
bric
s wou
ld y
ou u
se in
a w
eddi
ng d
ress
? W
hy?
Wha
t typ
es o
f clo
thin
g co
uld
be m
ade
from
eac
h of
the
fabr
ics?
Hom
e fu
rnish
ings
? O
ther
use
s?
Whi
ch fa
bric
wou
ld d
rape
the
best
for a
circ
ular
skirt
?
Stre
ngth
Tes
t:
Que
stio
n A
nsw
er
Whi
ch fa
bric
s wer
e ea
sier t
o te
ar w
hen
dry?
Did
any
of t
he fa
bric
s bec
ome
easie
r to
tear
onc
e th
ey w
ere
wet
?
Did
any
of t
he fa
bric
s bec
ome
hard
er to
tear
onc
e th
ey w
ere
wet
?
How
mig
ht th
e re
sults
of t
he S
TREN
GTH
TES
T af
fect
the
care
or
clea
ning
of a
gar
men
t mad
e w
ith th
e sa
me
fiber
?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
6 Abs
orpt
ion
Test
: Q
uest
ion
Ans
wer
W
hich
fabr
ics a
bsor
bed
the
wat
er in
to th
e fib
ers (
hydr
ophi
lic) o
f the
fa
bric
?
Whi
ch fa
bric
s dem
onst
rate
d W
ICKI
NG
?
Whi
ch fa
bric
allo
wed
the
wat
er to
spre
ad o
ver t
he la
rges
t are
a?
Whi
ch c
hara
cter
istic
– h
ydro
phili
c or
hyd
roph
obic
– w
ould
mak
e a
fabr
ic
dry
fast
er?
Whi
ch c
hara
cter
istic
– h
ydro
phili
c or
hyd
roph
obic
– w
ould
you
wan
t in
your
shirt
on
a ho
t day
?
Abs
orbe
ncy
is al
so a
key
fact
or in
stat
ic e
lect
ricity
, sin
ce m
oist
ure
will
co
nduc
t or b
leed
ele
ctric
al c
harg
es a
way
. Whi
ch o
f you
r sw
atch
es
wou
ld b
e le
ast l
ikel
y to
hav
e st
atic
ele
ctric
ity?
Whi
ch o
f you
r sw
atch
es
wou
ld h
ave
the
mos
t sta
tic e
lect
ricity
?
Why
is th
e am
ount
of w
ater
abs
orbe
d by
a fa
bric
impo
rtan
t?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
7 Stai
n R
esis
tanc
e Te
st:
Que
stio
ns A
FTER
Ste
ps #
1-16
A
nsw
er
Whi
ch fa
bric
swat
ches
had
the
wor
st so
da (s
ugar
-bas
ed) s
tain
s? W
hat
char
acte
ristic
did
thes
e fa
bric
s hav
e in
com
mon
?
Whi
ch fa
bric
swat
ches
had
the
wor
st d
ye st
ains
? W
hat c
hara
cter
istic
di
d th
ese
fabr
ics h
ave
in c
omm
on?
Whi
ch fa
bric
abs
orbe
d th
e oi
l sta
in a
nd d
id n
ot re
leas
e it
(OLE
OPH
ILIC
)? W
hy m
ight
this
happ
en?
Wha
t effe
ct d
id ir
onin
g th
e sa
mpl
es h
ave
in th
e ab
ility
to ri
nse
the
stai
ns
out?
Did
the
stai
n w
ash
out t
he sa
me
or d
iffer
ently
than
the
air-
drie
d sa
mpl
es?
The
ink
pen
used
to m
ark
the
squa
res i
s an
addi
tiona
l sta
in; d
id a
ny o
f th
e in
k st
ains
rins
e ou
t with
the
war
m w
ater
?
Que
stio
ns A
FTER
Ste
ps #
18-2
1 A
nsw
er
Did
the
vine
gar r
inse
hav
e an
y ef
fect
on
the
soda
(sug
ar-b
ased
) sta
ins?
O
il st
ains
? D
ye st
ains
? In
k st
ains
?
Did
the
air-
drie
d st
ains
reac
t diff
eren
tly th
an th
e iro
n-dr
ied
stai
ns in
the
vine
gar r
inse
?
How
will
the
outc
omes
of t
his t
est a
ssist
you
in th
e la
undr
y ca
re o
f you
r cl
othi
ng?
Fa
bric
s tha
t are
mor
e ab
sorb
ent m
ay ta
ke st
ains
and
dye
s mor
e ea
sily.
D
id y
ou o
bser
ve th
is re
sult?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
8 Hea
t Res
ista
nce
Test
: Q
uest
ion
Ans
wer
W
hich
fibe
rs w
ere
mos
t affe
cted
by
heat
?
How
mig
ht th
e re
sults
of t
his t
est i
nflu
ence
the
way
you
laun
der,
dry,
or
iron
your
ow
n cl
othi
ng?
Ther
mop
last
icity
Tes
t:
Que
stio
n A
nsw
er
Whi
ch fa
bric
was
TH
ERM
OPL
AST
IC?
Layi
ng th
e PO
LYES
TER
sam
ple
flat,
does
one
side
of t
he fo
lded
re
ctan
gle
look
shin
ier t
han
the
othe
r? W
here
the
iron
touc
hed
the
POLY
ESTE
R on
the
one
side
of th
e fo
ld w
ould
hav
e fla
tten
ed th
e fib
ers,
m
akin
g th
em a
ppea
r shi
nier
. The
oth
er si
de to
uchi
ng th
e iro
ning
boa
rd
wou
ld re
mai
n un
affe
cted
.
Solu
bilit
y Te
st:
Que
stio
n A
FTER
step
s #1-
16 (P
ART
#1)
A
nsw
er
Whi
ch fi
bers
did
the
blea
ch a
ffect
, by
eith
er d
issol
ving
or b
ecom
ing
mus
hy?
Wha
t fib
er c
lass
ifica
tion
do th
ese
fiber
s hav
e in
com
mon
?
Whi
ch fa
bric
’s c
olor
s wer
e af
fect
ed o
r cha
nged
by
imm
ersio
n in
the
blea
ch?
Wha
t is c
hlor
ine
blea
ch u
sed
for?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
9 Wou
ld y
ou u
se b
leac
h on
all
fiber
s? W
hy o
r why
not
?
Que
stio
n A
FTER
step
s #1-
7 (P
ART
#2)
A
nsw
er
Whi
ch fi
bers
wer
e m
ost a
ffect
ed b
y th
e ac
eton
e so
lutio
n?
Why
do
you
thin
k th
e ac
eton
e w
ould
affe
ct th
e fib
ers i
n th
is m
anne
r?
Nam
e on
e co
mm
on u
se fo
r ace
tone
.
Burn
Tes
t:
Que
stio
n A
nsw
er
Wha
t are
the
diffe
renc
es b
etw
een
the
way
the
NA
TURA
L FI
BERS
and
th
e SY
NTH
ETIC
FIB
ERS
burn
ed?
Wha
t are
the
simila
ritie
s bet
wee
n th
e N
ATU
RAL
FIBE
RS a
nd
SYN
THET
IC F
IBER
S?
Ther
mop
last
icity
is a
pro
cess
whe
re th
e fib
ers b
ecom
e so
ft an
d ev
entu
ally
mel
t whe
n he
ated
. Whi
ch fi
bers
exh
ibite
d th
is ch
arac
teris
tic?
Did
this
mat
ch th
e TH
ERM
OPL
AST
ICIT
Y T
EST?
Why
do
you
thin
k th
e BU
RN T
EST
cann
ot b
e us
ed a
s the
sole
test
to
iden
tify
a fa
bric
?
If yo
u ar
e ha
ving
a b
arbe
cue
with
an
open
flam
e, sh
ould
you
wea
r lig
htw
eigh
t, lo
ose
fittin
g cl
othi
ng o
r a m
ore
clos
ely
fitte
d, m
ediu
m-
wei
ght g
arm
ent?
Why
?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Mid
dle
Scho
ol)
V
olum
e 34
U
2774
9
10
Mys
tery
Fab
ric:
Que
stio
n A
nsw
er
Be p
repa
red
to d
iscus
s the
resu
lts o
f eac
h of
the
fiber
test
s to
supp
ort
thei
r con
clus
ions
of t
he fi
ber c
onte
nt o
f the
MY
STER
Y fa
bric
.
Aft
er L
esso
n C
lass
room
-to-
Com
mun
ity C
onne
ctio
n Te
ache
r Dire
ctio
ns: R
evie
w th
e fo
llow
ing
ques
tions
from
the
form
ativ
e as
sess
men
t. Ta
lk a
bout
the
diffe
renc
es b
etw
een
each
disc
ussio
n w
ith y
our
clas
sroo
m.
Now
that
you
hav
e co
mpl
eted
the
fabr
ic te
st, w
hy d
o yo
u th
ink
we
test
ed d
iffer
ent t
ypes
of f
abric
s?
Wha
t pur
pose
in y
our l
ife a
nd th
e liv
es o
f oth
ers d
o yo
u th
ink
this
lab
has?
Nas
co F
CS
Less
on: T
extil
es T
estin
g (M
iddl
e Sc
hool
)
V
olum
e 34
U
2774
9
Wea
ving
Pro
ject
G
ener
al D
irect
ions
: Use
this
proj
ect i
n co
njun
ctio
n w
ith th
e Te
xtile
s Tes
ting
proj
ect.
This
proj
ect s
houl
d be
use
d fo
r the
cla
ss a
s eac
h st
atio
n oc
curs
. Fo
r exa
mpl
e, w
hile
the
Ther
mop
last
icity
test
is a
wai
ting
dryi
ng, h
ave
the
stud
ents
wor
k on
this
wea
ving
pro
ject
. In
addi
tion,
this
proj
ect c
an b
e co
mpl
eted
on
off d
ays f
or e
ach
grou
p of
stud
ents
. See
Gro
upin
g Ex
ampl
e an
d W
eekl
y Sc
hedu
le.
Obj
ectiv
e: U
se th
e W
eavi
ng P
roje
ct to
teac
h st
uden
ts a
bout
wea
ving
of y
arn
and
thre
ad. I
n do
ing
so, m
ake
sure
stud
ents
read
w
hat t
ype
of te
xtile
s are
use
d.
Mat
eria
ls L
ist:
•
2 Y
arn
Bund
les o
f Any
Yar
n Te
xtile
per
Stu
dent
(sho
uld
be o
n th
eir s
uppl
y lis
t at t
he st
art o
f cla
ss)
• Sc
issor
s (sh
ould
be
supp
lied
for s
tude
nts)
•
Col
ored
Pap
ercl
ips (
shou
ld b
e su
pplie
d fo
r stu
dent
s)
• Sh
oebo
x, B
in, o
r Oth
er S
tora
ge D
evic
e fo
r Dai
ly U
se
• A
sses
s to
the
Inte
rnet
and
a T
echn
olog
y D
evic
e on
Whi
ch to
Wat
ch
Dire
ctio
ns: H
ave
stud
ents
, wor
king
in th
eir g
roup
s, le
arn
how
to w
eave
yar
n.
1. H
ave
stud
ents
wor
k on
the
Wea
ving
Pro
ject
by
wat
chin
g th
e “D
IY A
rm K
nitt
ing
– 30
Min
ute
Infin
ity S
carf”
vid
eo o
n Y
ouTu
be. A
s the
y pr
ogre
ss
thro
ugh
the
proj
ect,
they
may
pla
y an
d st
op th
e vi
deo
on y
our w
ides
cree
n, P
rom
ethe
an b
oard
, iPa
d® , iPo
d® , lap
top,
des
ktop
, or t
he li
ke. V
ideo
: ht
tps:
//w
ww
.you
tube
.com
/wat
ch?v
=070
qaU
xEyp
4 2.
To
pau
se a
scar
f pla
ce th
e pa
perc
lips a
roun
d th
e lo
catio
n in
whi
ch th
e st
uden
ts’ a
rms w
ere
in. C
olor
-cod
e th
em. F
or e
xam
ple,
yel
low
is th
e le
ft ar
m
and
purp
le is
the
right
arm
. 3.
U
se a
sepa
rate
bin
to st
ore
your
stud
ents
’ wor
k to
ass
ure
the
yarn
doe
s not
get
tang
led
betw
een
stud
ents
and
day
s.
G
roup
ing
Exam
ple:
In a
24-
stud
ent c
lass
room
, see
the
grou
ping
as f
ollo
ws.
Gro
ups
Stud
ents
1
4
2 4
3
4
4
4
5 4
6
4
Nasco FCS Lesson: Textiles Testing (Middle School) Volume 34 U27749
Formative Assessment Teacher Guidelines: What is a roving yarn? The top of spinning fiber that is processed from wool, but not yet spun into a yarn. Materials Needed:
• Roving Yarn Fiber Samples (this will help reduce costs — 4 full sample rolls of various colors — Bernat Roving is a good example of a cost-effective yarn)
• Permanent Markers in Different Colors • Fabric Markers • Glue Gun with Extra Glue Sticks • Paper or Plastic Cup for Water • Embellishments (if desired)
Teacher Directions:
1. Each student will receive at least 4 ft. of roving yarn. Make sure each student picks up at least four different colors of yarn to equal 4 ft.
2. Allow students to make loops and knots from the yarn. 3. Students may then color the yarn with permanent or fabric markers. 4. A glue gun may be used to add embellishments, if desired. 5. Students may use hot and cold water and/or stretch or compress the yarn as
well. 6. Once done (should take 20-30 minutes) display the pieces of artwork. Each
artwork should have a designated number by it that is assigned by the teacher. 7. At this time, begin your constructive critique. For discussion questions, see
Appendix page 1; go to NascoEducation.com/lessonplans to download and print.
Wee
kly
Sche
dule
: Wor
king
with
gro
ups,
follo
w th
e re
com
men
ded
sche
dule
bel
ow.
Wee
k 1:
M
onda
y Tu
esda
y W
edne
sday
Th
ursd
ay
Frid
ay
1. Fo
rmat
ive
Ass
essm
ent:
Wea
ve
a Ro
ving
Yar
n
(All
Stud
ents
)
2.
Intr
oduc
tion
(A
ll St
uden
ts)
1. Fo
rmat
ive
Ass
essm
ent:
Disc
ussio
n
(All
Stud
ents
)
2.
Expl
ain
the
Wea
ving
Pr
ojec
t (A
ll St
uden
ts)
Act
ivity
2:
Con
trol
Sam
ple
&
App
eara
nce
Test
s (A
ll G
roup
s)
1. A
ctiv
ity 2
: Str
engt
h Te
st
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Abs
orpt
ion
Test
(S
tude
nts i
n
Gro
ups 2
, 4, a
nd 5
)
2.
Wea
ving
Pro
ject
(S
tude
nts i
n
Gro
ups 1
, 3, a
nd 6
) W
eek
2:
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1.
Act
ivity
2: S
tain
Res
istan
ce
Test
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Hea
t Res
istan
ce
Test
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
2.
Wea
ving
Pro
ject
(S
tude
nts i
n
Gro
ups 1
, 3, a
nd 6
)
1. A
ctiv
ity 2
: Th
erm
opla
stic
ity
Test
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Sol
ubili
ty T
est
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
2.
W
eavi
ng P
roje
ct: F
inal
ize
Proj
ect (
Stud
ents
in
Gro
ups 1
, 3, a
nd 6
)
1. A
ctiv
ity 2
: Bur
n Te
st
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
Wea
ving
Pro
ject
: Fi
naliz
e Pr
ojec
t (S
tude
nts i
n
Gro
ups 2
, 4, a
nd 5
) W
eek
3:
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
M
yste
ry F
abric
(A
ll G
roup
s)
Afte
r Les
son
Cla
ssro
om-t
o-C
omm
unity
Con
nect
ions
(A
ll St
uden
ts)
R
efer
ence
s: K
urtz
, Aud
ra. "
DIY
Arm
Kni
ttin
g - 3
0 M
inut
e In
finity
Sca
rf" YouTube
. You
Tube
, 8 S
ept.
2013
. Web
. 27
Apr
. 201
5.
National Standards for Family and Consumer Sciences Education
Copyright © 2008-‐2018 Developed by National Association of State Administrators of Family and Consumer Sciences (NASAFACS)
Area of Study 16.0 Textiles, Fashion, and Apparel Comprehensive Standard Integrate knowledge, skills, and practices required for careers in textiles and apparels. Content Standards Competencies 16.1 Analyze career paths within textile
apparel and design industries. 16.1.1 Explain the roles and functions of individuals engaged in textiles
and apparel careers. 16.1.2 Analyze opportunities for employment and entrepreneurial
endeavors. 16.1.3 Summarize education and training requirements and
opportunities for career paths in textile and apparel services. 16.1.4 Analyze the effects of textiles and apparel occupations on local,
state, national, and global economies. 16.1.5 Create an employment portfolio for use with applying for
internships, work-‐based learning opportunities and employment in textiles, fashion, and apparel.
16.1.6 Analyze the role of professional organizations in textiles, fashion, and apparel industries.
16.2 Evaluate fiber and textile products
and materials. 16.2.1 Apply appropriate terminology for identifying, comparing, and
analyzing the most common generic textile fibers. 16.2.2 Evaluate performance characteristics of textile fiber and fabrics. 16.2.3 Summarize textile legislation, standards, and labeling in the
global economy. 16.2.4 Analyze effects of textile characteristics on design, construction,
care, use, and maintenance of products. 16.2.5 Apply appropriate procedures for care of textile products.
16.3 Demonstrate fashion, apparel, and
textile design skills. 16.3.1 Explain the ways in which fiber, fabric, texture, pattern, and
finish can affect visual appearance. 16.3.2 Apply basic and complex color schemes and color theory to
develop and enhance visual effects. 16.3.3 Utilize elements and principles of design in designing,
constructing, and/or altering textile, apparel, and fashion products.
16.3.4 Demonstrate design concepts with fabric or technology/computer, using draping and/or flat pattern making technique.
16.3.5 Generate design that takes into consideration ecological, environmental, sociological, psychological, technical, and economic trends and issues.
16.3.6 Apply elements and principles of design to assist consumers and businesses in making decisions.
16.3.7 Demonstrate ability to use technology for fashion, apparel, and textile design.
National Standards for Family and Consumer Sciences Education Copyright © 2008-‐2018
Developed by National Association of State Administrators of Family and Consumer Sciences (NASAFACS)
Area of Study 16.0 Textiles, Fashion, and Apparel
16.4 Demonstrate skills needed to
produce, alter, or repair fashion, apparel, and textile products.
16.4.1 Demonstrate professional skills in using a variety of equipment, tools, and supplies for fashion, apparel, and textile construction, alteration, and repair.
16.4.2 Explain production processes for creating fibers, yarn, woven, and knit fabrics, and non-‐woven textile products.
16.4.3 Use appropriate industry products and materials for cleaning, pressing, and finishing textile, apparel, and fashion products.
16.4.4 Analyze current technology and trends that facilitate design and production of textile, apparel, and fashion products.
16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.
16.5 Evaluate elements of textile,
apparel, and fashion merchandising. 16.5.1 Apply marketing strategies for textile, apparel, and fashion
products. 16.5.2 Analyze the cost of constructing, manufacturing, altering, or
repairing textile, apparel, and fashion products. 16.5.3 Analyze ethical considerations for merchandising apparel and
textile products. 16.5.4 Apply external factors that influence merchandising. 16.5.5 Critique varied methods for promoting apparel and textile
products. 16.5.6 Apply research methods, including forecasting techniques, for
marketing apparel and textile products. 16.6 Evaluate the components of
customer service. 16.6.1 Analyze factors that contribute to quality customer relations. 16.6.2 Analyze the influences of cultural diversity as a factor in
customer relations. 16.6.3 Demonstrate the skills necessary for quality customer service. 16.6.4 Create solutions to address customer concerns.
16.7 Demonstrate general operational
procedures required for business profitability and career success.
16.7.1 Analyze legislation, regulations, and public policy affecting the textiles, apparel, and fashion industries.
16.7.2 Analyze personal and employer responsibilities and liabilities regarding industry-‐related safety, security, and environmental factors.
16.7.3 Analyze the effects of security and inventory control strategies, cash and credit transaction methods, laws, and worksite policies, on loss prevention and store profit.
16.7.4 Demonstrate procedures for reporting and handling accidents, safety, and security incidents.
16.7.5 Analyze operational costs such as mark ups, mark downs, cash flow, and other factors affecting profit.
16.7.6 Demonstrate knowledge of the arts, of various resources, and cultural impact upon the textile, apparel, and fashion industries.
For additional FREE lesson plans, go to NascoEducation.com/lessonplans
LESSON PLAN
DIETARY GUIDELINES Volume 34 / High SchoolTEXTILES TESTINGLesson Developed by Robin L. Gordon, BS,
MEd, MA, RYT (FCS Middle School Educator/Past-President IFACSTA)
MATERIALS LIST:• Nasco Fiber Testing Kit — WA35039• Fabric Scissors — WA32778 or 9728984• Ink Pen or Pencil• Permanent Markers — 9717997(A)• Aluminum Foil — W09460• Sewing Pins — W05440 or WA05861• Stapler — TB20635, Fabric Glue —
9726500, or Tape — 9740908• Tweezers — C34393• 3 Glass Containers• Paper Towels
• Clock with Second Hand or Timer• Eyedropper or Pipettes — SA01161• Olive Oil or Vegetable Oil• Plastic Wrap — W09464• Red Food Coloring• Caramel–Colored Soda (not diet)• Vinegar• Plastic or Rubber Gloves• 100% Acetone Nail Polish Remover• Masking Tape — 9701126• Safety Goggles (Set of 5) — SB46929
• Bleach (with at least 5.5% sodium hypochlorite)
• Unscented Tea Candle• Glass Dish or Disposable Aluminum Pan• Lighter or Matches• Iron• Ironing Surface• Glue Gun — 9731443
INTRODUCTION• Explain the overview of the project to students.• Discussion questions (see Appendix page 1; go to
NascoEducation.com/lessonplans to download and print).
FORMATIVE ASSESSMENT
Go to NascoEducation.com/lessonplans to download and print the Formative Assessment Teacher Guidelines sheet that includes Materials List and Directions.• Weave a roving yarn that is bulky and plush.
Have the students manipulate the yarn into a design of their choice using knots and ties. They may add other types of fabric with a glue fun or tie in other pieces of fabric. They may use water to warp the fabric. In addition, they may use per-manent markers to color them and then water to dilute the yarn. Be creative! Allowing students to self-design will influence a greater discussion later.
• Have students number their design with a des-ignated number given to each student by the teacher.
• Have students display their woven masterpieces to create a gallery-like setting.
• Allow students a few minutes to walk about and look at each piece. They may feel the pieces, but they may not move or adjust them.
• Discussion questions (see Appendix page 1; go to NascoEducation.com/lessonplans to download and print).
(20-30 MINUTES):
CTE ART
National FCS Standards:Area of Study — 16.0, Textiles, Fashion, and Apparel Content Standards — 16.2 Evaluate fiber and textile products and materialsCompetencies — 16.2.1, 16.2.2, 16.2.3, 16.2.4, 16.2.5
For additional FREE lesson plans, go to NascoEducation.com/lessonplans
U27749
Absorption Test
Burn Test
1.800.558.9595NascoEducation.com
Activity #1 (20-30 minutes):
Show examples of generic and natural fibers. Talk
about the differences (see Appendix pages 2-4; go to
NascoEducation.com/lessonpans to download and
print).
Activity #2 (20-30 minutes per fabric test):
Please refer to the Nasco Fiber Testing Kit (WA35039)
and complete topics below.
Control Sample & Appearance Tests• Follow Project 1 worksheet provided in kit to record results.• Materials needed: fabric swatches provided in kit, scissors, ruler,
stapler, at least 27 sewing pins, and pen or pencil.• Discussion questions (see Appendix page 5; go to
NascoEducation.com/lessonplans to download and print).Strength Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: ink pen, scissors, container or water, paper
towels, and ruler.• Discussion questions (see Appendix page 5; go to
NascoEducation.com/lessonplans to download and print).Absorption Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: aluminum foil, clock with a second hand,
container of water, eyedropper, and paper towels.• Discussion questions (see Appendix page 6; go to
NascoEducation.com/lessonplans to download and print).Stain Resistance Test• Follow Projects 2, 3, and 4 worksheets provided in kit to record
results.• Materials needed: aluminum foil, container of water, olive or
vegetable oil, eyedropper, iron, plastic wrap, paper towels, red food coloring, caramel-colored soda (not diet), styrofoam cup, vinegar, orange juice, lipstick, chocolate (rubbed in), suntan lotion, and grass stains.
• Discussion questions (see Appendix page 7 – two charts available; go to NascoEducation.com/lessonplans to download and print).
Heat Resistance Test• Follow Projects 5 & 6 worksheet provided in kit to record results.• Materials needed: iron, aluminum foil, clock or timer, and safe
ironing surface.• Discussion questions (see Appendix page 8; go to
NascoEducation.com/lessonplans to download and print).Thermoplasticity Test• Follow Projects 5 & 6 worksheet provided in kit to record results.• Materials needed: iron, container of water, clock or timer, and paper
towels.• Discussion questions (see Appendix page 8; go to
NascoEducation.com/lessonplans to download and print).Solubility Test• Follow Project 7 worksheet provided in kit to record results.• Materials needed: two glass containers, paper towels, rubber
gloves, 100% acetone nail polish remover, masking tape, clock or timer, safety goggles, and bleach with at least 5.5% sodium hypochlorite (general brands have this).
• Discussion questions (see Appendix pages 8 & 9; go to NascoEducation.com/lessonplans to download and print).
Burn Test• Follow Project 8 worksheet provided in kit to record results. • Materials needed: unscented tea candles, container of water, glass
dish, disposable aluminum pan or aluminum foil, lighter or matches, and sewing pin.
• Discussion questions (see Appendix page 9; go to NascoEducation.com/lessonplans to download and print).
Mystery Fabric Conclusion (5-10 minutes):• Reference Project 1-8 worksheets provided in kit to answer discussion questions.• Discussion questions (see Appendix page 9; go to NascoEducation.com/lessonplan to download and print).After Lesson Classroom-to-Community Connection:As a middle school classroom, the whole class should be involved in this discussion.• Review questions asked on Formative Assessment sheet (go to NascoEducation.com/lessonplans to download and print).• Discussion questions (see Appendix page 10; go to NascoEducation.com/lessonplans to download and print).
For organization and better student understanding, discussion questions may be printed, attached, and
answered on the back of each testing sheet.
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
1 Form
ativ
e A
sses
smen
t Te
ache
r Dire
ctio
ns: U
sing
cons
truc
tive
criti
que,
ask
the
follo
win
g qu
estio
ns. S
tude
nts s
houl
d us
e de
scrip
tive
answ
ers.
W
hich
pie
ce c
atch
es y
our e
ye?
Why
?
Whi
ch p
iece
had
the
best
han
d? E
xpla
in w
hat “
hand
” m
eans
in te
xtile
s.
Whi
ch c
reat
ion
was
hyd
roph
ilic
or h
ydro
phob
ic?
Expl
ain
wha
t “hy
drop
hilic
and
hyd
roph
obic
fibe
rs”
mea
n in
text
iles.
D
id a
ny c
reat
ion
have
lust
er?
Expl
ain
wha
t “lu
ster
” m
eans
in te
xtile
s.
Did
you
feel
that
any
cre
atio
n w
as st
ain
repe
llent
or s
tain
resis
tant
? Ex
plai
n w
hat “
stai
n re
pelle
nt”
or “
stai
n re
sista
nt”
mea
ns in
text
iles.
W
hat d
o yo
u th
ink
your
cre
atio
ns h
ave
to d
o w
ith te
xtile
s and
fabr
ic te
stin
g?
Intr
oduc
tion
Teac
her D
irect
ions
: Ask
the
follo
win
g qu
estio
ns to
intr
oduc
e Te
xtile
s Tes
ting
to th
e st
uden
ts.
Why
do
you
thin
k w
e ar
e go
ing
to te
st th
e fa
bric
?
Wha
t pur
pose
in y
our l
ife a
nd th
e liv
es o
f oth
ers d
o yo
u th
ink
this
lab
has?
W
hat d
o yo
u an
ticip
ate
we
will
be
doin
g ne
xt?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
2 Act
ivity
1 D
irect
ions
: Fill
out
the
tabl
e be
low
with
the
appr
opria
te in
form
atio
n gi
ven
by th
e te
ache
r. W
hen
com
plet
ing,
mak
e su
re to
writ
e a
desc
riptio
n th
at w
ill
help
you
rem
embe
r. Y
ou d
o no
t nee
d to
writ
e th
e ex
act d
efin
ition
. Han
d re
fers
to th
e to
uch.
Ple
ase
incl
ude
wha
t you
feel
whe
n yo
u pi
ck u
p th
e fa
bric
. La
stly
, com
plet
e a
draw
ing,
prin
t out
a sm
all p
ictu
re, o
r pre
pare
a sw
atch
of f
abric
for t
he la
st p
art o
f the
tabl
e sh
own
belo
w.
C
lass
ifica
tions
of G
ener
ic F
iber
s:
Nam
e: C
ellu
lose
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
N
ame:
Pro
tein
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: S
ynth
etic
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: M
iner
al
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
3
Cla
ssifi
catio
ns o
f Nat
ural
Fib
ers:
N
ame:
Cot
ton
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
N
ame:
Lin
en
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
N
ame:
Silk
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: W
ool
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
4
Cla
ssifi
catio
ns o
f Man
ufac
ture
d Fi
bers
: N
ame:
Syn
thet
ic
Ty
pe: A
cryl
ic
Des
crip
tion
Han
d Pi
ctur
e or
Sw
atch
Ty
pe: P
olye
ster
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Nam
e: R
egen
erat
ed
Su
b-Ty
pe: A
ceta
te D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
Su
b-Ty
pe: R
ayon
D
escr
iptio
n H
and
Pict
ure
or S
wat
ch
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
5 Act
ivity
2: S
umm
ativ
e D
iscus
sion
Que
stio
ns fo
r Eac
h Te
st
Con
trol
Sam
ple
& A
ppea
ranc
e Te
st:
Que
stio
n A
nsw
er
Wha
t gen
eral
stat
emen
t can
you
mak
e ab
out t
he R
ESIL
IEN
CY
(cre
ase
reco
very
) of N
ATU
RAL
FIBE
RS?
Wha
t abo
ut S
YN
THET
IC F
IBER
S?
Whi
ch fa
bric
s wou
ld y
ou u
se in
a w
eddi
ng d
ress
? W
hy?
Wha
t typ
es o
f clo
thin
g co
uld
be m
ade
from
eac
h of
the
fabr
ics?
Hom
e fu
rnish
ings
? O
ther
use
s?
Whi
ch fa
bric
wou
ld d
rape
the
best
for a
circ
ular
skirt
?
Stre
ngth
Tes
t:
Que
stio
n A
nsw
er
Whi
ch fa
bric
s wer
e ea
sier t
o te
ar w
hen
dry?
Did
any
of t
he fa
bric
s bec
ome
easie
r to
tear
onc
e th
ey w
ere
wet
?
Did
any
of t
he fa
bric
s bec
ome
hard
er to
tear
onc
e th
ey w
ere
wet
?
How
mig
ht th
e re
sults
of t
he S
TREN
GTH
TES
T af
fect
the
care
or
clea
ning
of a
gar
men
t mad
e w
ith th
e sa
me
fiber
?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
6 Abs
orpt
ion
Test
: Q
uest
ion
Ans
wer
W
hich
fabr
ics a
bsor
bed
the
wat
er in
to th
e fib
ers (
hydr
ophi
lic) o
f the
fa
bric
?
Whi
ch fa
bric
s dem
onst
rate
d W
ICKI
NG
?
Whi
ch fa
bric
allo
wed
the
wat
er to
spre
ad o
ver t
he la
rges
t are
a?
Whi
ch c
hara
cter
istic
– h
ydro
phili
c or
hyd
roph
obic
– w
ould
mak
e a
fabr
ic
dry
fast
er?
Whi
ch c
hara
cter
istic
– h
ydro
phili
c or
hyd
roph
obic
– w
ould
you
wan
t in
your
shirt
on
a ho
t day
?
Abs
orbe
ncy
is al
so a
key
fact
or in
stat
ic e
lect
ricity
, sin
ce m
oist
ure
will
co
nduc
t or b
leed
ele
ctric
al c
harg
es a
way
. Whi
ch o
f you
r sw
atch
es
wou
ld b
e le
ast l
ikel
y to
hav
e st
atic
ele
ctric
ity?
Whi
ch o
f you
r sw
atch
es
wou
ld h
ave
the
mos
t sta
tic e
lect
ricity
?
Why
is th
e am
ount
of w
ater
abs
orbe
d by
a fa
bric
impo
rtan
t?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
7 Stai
n R
esis
tanc
e Te
st:
Que
stio
ns A
FTER
Ste
ps #
1-16
A
nsw
er
Whi
ch fa
bric
swat
ches
had
the
wor
st so
da (s
ugar
-bas
ed) s
tain
s? W
hat
char
acte
ristic
did
thes
e fa
bric
s hav
e in
com
mon
?
Whi
ch fa
bric
swat
ches
had
the
wor
st d
ye st
ains
? W
hat c
hara
cter
istic
di
d th
ese
fabr
ics h
ave
in c
omm
on?
Whi
ch fa
bric
abs
orbe
d th
e oi
l sta
in a
nd d
id n
ot re
leas
e it
(OLE
OPH
ILIC
)? W
hy m
ight
this
happ
en?
Wha
t effe
ct d
id ir
onin
g th
e sa
mpl
es h
ave
in th
e ab
ility
to ri
nse
the
stai
ns
out?
Did
the
stai
n w
ash
out t
he sa
me
or d
iffer
ently
than
the
air-
drie
d sa
mpl
es?
The
ink
pen
used
to m
ark
the
squa
res i
s an
addi
tiona
l sta
in; d
id a
ny o
f th
e in
k st
ains
rins
e ou
t with
the
war
m w
ater
?
Que
stio
ns A
FTER
Ste
ps #
18-2
1 A
nsw
er
Did
the
vine
gar r
inse
hav
e an
y ef
fect
on
the
soda
(sug
ar-b
ased
) sta
ins?
O
il st
ains
? D
ye st
ains
? In
k st
ains
?
Did
the
air-
drie
d st
ains
reac
t diff
eren
tly th
an th
e iro
n-dr
ied
stai
ns in
the
vine
gar r
inse
?
How
will
the
outc
omes
of t
his t
est a
ssist
you
in th
e la
undr
y ca
re o
f you
r cl
othi
ng?
Fa
bric
s tha
t are
mor
e ab
sorb
ent m
ay ta
ke st
ains
and
dye
s mor
e ea
sily.
D
id y
ou o
bser
ve th
is re
sult?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
8 Hea
t Res
ista
nce
Test
: Q
uest
ion
Ans
wer
W
hich
fibe
rs w
ere
mos
t affe
cted
by
heat
?
How
mig
ht th
e re
sults
of t
his t
est i
nflu
ence
the
way
you
laun
der,
dry,
or
iron
your
ow
n cl
othi
ng?
Ther
mop
last
icity
Tes
t:
Que
stio
n A
nsw
er
Whi
ch fa
bric
was
TH
ERM
OPL
AST
IC?
Layi
ng th
e PO
LYES
TER
sam
ple
flat,
does
one
side
of t
he fo
lded
re
ctan
gle
look
shin
ier t
han
the
othe
r? W
here
the
iron
touc
hed
the
POLY
ESTE
R on
the
one
side
of th
e fo
ld w
ould
hav
e fla
tten
ed th
e fib
ers,
m
akin
g th
em a
ppea
r shi
nier
. The
oth
er si
de to
uchi
ng th
e iro
ning
boa
rd
wou
ld re
mai
n un
affe
cted
.
Solu
bilit
y Te
st:
Que
stio
n A
FTER
step
s #1-
16 (P
ART
#1)
A
nsw
er
Whi
ch fi
bers
did
the
blea
ch a
ffect
, by
eith
er d
issol
ving
or b
ecom
ing
mus
hy?
Wha
t fib
er c
lass
ifica
tion
do th
ese
fiber
s hav
e in
com
mon
?
Whi
ch fa
bric
’s c
olor
s wer
e af
fect
ed o
r cha
nged
by
imm
ersio
n in
the
blea
ch?
Wha
t is c
hlor
ine
blea
ch u
sed
for?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
9 Wou
ld y
ou u
se b
leac
h on
all
fiber
s? W
hy o
r why
not
?
Que
stio
n A
FTER
step
s #1-
7 (P
ART
#2)
A
nsw
er
Whi
ch fi
bers
wer
e m
ost a
ffect
ed b
y th
e ac
eton
e so
lutio
n?
Why
do
you
thin
k th
e ac
eton
e w
ould
affe
ct th
e fib
ers i
n th
is m
anne
r?
Nam
e on
e co
mm
on u
se fo
r ace
tone
.
Burn
Tes
t:
Que
stio
n A
nsw
er
Wha
t are
the
diffe
renc
es b
etw
een
the
way
the
NA
TURA
L FI
BERS
and
th
e SY
NTH
ETIC
FIB
ERS
burn
ed?
Wha
t are
the
simila
ritie
s bet
wee
n th
e N
ATU
RAL
FIBE
RS a
nd
SYN
THET
IC F
IBER
S?
Ther
mop
last
icity
is a
pro
cess
whe
re th
e fib
ers b
ecom
e so
ft an
d ev
entu
ally
mel
t whe
n he
ated
. Whi
ch fi
bers
exh
ibite
d th
is ch
arac
teris
tic?
Did
this
mat
ch th
e TH
ERM
OPL
AST
ICIT
Y T
EST?
Why
do
you
thin
k th
e BU
RN T
EST
cann
ot b
e us
ed a
s the
sole
test
to
iden
tify
a fa
bric
?
If yo
u ar
e ha
ving
a b
arbe
cue
with
an
open
flam
e, sh
ould
you
wea
r lig
htw
eigh
t, lo
ose
fittin
g cl
othi
ng o
r a m
ore
clos
ely
fitte
d, m
ediu
m-
wei
ght g
arm
ent?
Why
?
App
endi
x N
asco
FC
S Le
sson
: Tex
tiles
Tes
ting
(Hig
h Sc
hool
)
V
olum
e 34
U
2774
9
10
Mys
tery
Fab
ric:
Que
stio
n A
nsw
er
Be p
repa
red
to d
iscus
s the
resu
lts o
f eac
h of
the
fiber
test
s to
supp
ort
thei
r con
clus
ions
of t
he fi
ber c
onte
nt o
f the
MY
STER
Y fa
bric
.
Aft
er L
esso
n C
lass
room
-to-
Com
mun
ity C
onne
ctio
n Te
ache
r Dire
ctio
ns: R
evie
w th
e fo
llow
ing
ques
tions
from
the
form
ativ
e as
sess
men
t. Ta
lk a
bout
the
diffe
renc
es b
etw
een
each
disc
ussio
n w
ith y
our
clas
sroo
m.
Now
that
you
hav
e co
mpl
eted
the
fabr
ic te
st, w
hy d
o yo
u th
ink
we
test
ed d
iffer
ent t
ypes
of f
abric
s?
Wha
t pur
pose
in y
our l
ife a
nd th
e liv
es o
f oth
ers d
o yo
u th
ink
this
lab
has?
Nasco FCS Lesson: Textiles Testing (High School) Volume 34 U27749
Formative Assessment Teacher Guidelines: What is a roving yarn? The top of spinning fiber that is processed from wool, but not yet spun into a yarn. Materials Needed:
• Roving Yarn Fiber Samples (this will help reduce costs — 4 full sample rolls of various colors — Bernat Roving is a good example of a cost-effective yarn)
• Permanent Markers in Different Colors • Fabric Markers • Glue Gun with Extra Glue Sticks • Paper or Plastic Cup for Water • Embellishments (if desired)
Teacher Directions:
1. Each student will receive at least 4 ft. of roving yarn. Make sure each student picks up at least four different colors of yarn to equal 4 ft.
2. Allow students to make loops and knots from the yarn. 3. Students may then color the yarn with permanent or fabric markers. 4. A glue gun may be used to add embellishments, if desired. 5. Students may use hot and cold water and/or stretch or compress the yarn as
well. 6. Once done (should take 20-30 minutes) display the pieces of artwork. Each
artwork should have a designated number by it that is assigned by the teacher. 7. At this time, begin your constructive critique. For discussion questions, see
Appendix page 1; go to NascoEducation.com/lessonplans to download and print.
Wee
kly
Sche
dule
: Wor
king
with
gro
ups,
follo
w th
e re
com
men
ded
sche
dule
bel
ow.
Wee
k 1:
M
onda
y Tu
esda
y W
edne
sday
Th
ursd
ay
Frid
ay
1. Fo
rmat
ive
Ass
essm
ent:
Wea
ve
a Ro
ving
Yar
n
(All
Stud
ents
)
2.
Intr
oduc
tion
(A
ll St
uden
ts)
1. Fo
rmat
ive
Ass
essm
ent:
Disc
ussio
n
(All
Stud
ents
)
2.
Expl
ain
the
Wea
ving
Pr
ojec
t (A
ll St
uden
ts)
Act
ivity
2:
Con
trol
Sam
ple
&
App
eara
nce
Test
s (A
ll G
roup
s)
1. A
ctiv
ity 2
: Str
engt
h Te
st
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Abs
orpt
ion
Test
(S
tude
nts i
n
Gro
ups 2
, 4, a
nd 5
)
2.
Wea
ving
Pro
ject
(S
tude
nts i
n
Gro
ups 1
, 3, a
nd 6
) W
eek
2:
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1.
Act
ivity
2: S
tain
Res
istan
ce
Test
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Hea
t Res
istan
ce
Test
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
2.
Wea
ving
Pro
ject
(S
tude
nts i
n
Gro
ups 1
, 3, a
nd 6
)
1. A
ctiv
ity 2
: Th
erm
opla
stic
ity
Test
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
W
eavi
ng P
roje
ct
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
1. A
ctiv
ity 2
: Sol
ubili
ty T
est
(Stu
dent
s in
G
roup
s 2, 4
, and
5)
2.
W
eavi
ng P
roje
ct: F
inal
ize
Proj
ect (
Stud
ents
in
Gro
ups 1
, 3, a
nd 6
)
1. A
ctiv
ity 2
: Bur
n Te
st
(Stu
dent
s in
G
roup
s 1, 3
, and
6)
2.
Wea
ving
Pro
ject
: Fi
naliz
e Pr
ojec
t (S
tude
nts i
n
Gro
ups 2
, 4, a
nd 5
) W
eek
3:
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
M
yste
ry F
abric
(A
ll G
roup
s)
Afte
r Les
son
Cla
ssro
om-t
o-C
omm
unity
Con
nect
ions
(A
ll St
uden
ts)
R
efer
ence
s: K
urtz
, Aud
ra. "
DIY
Arm
Kni
ttin
g - 3
0 M
inut
e In
finity
Sca
rf" YouTube
. You
Tube
, 8 S
ept.
2013
. Web
. 27
Apr
. 201
5.
National Standards for Family and Consumer Sciences Education
Copyright © 2008-‐2018 Developed by National Association of State Administrators of Family and Consumer Sciences (NASAFACS)
Area of Study 16.0 Textiles, Fashion, and Apparel Comprehensive Standard Integrate knowledge, skills, and practices required for careers in textiles and apparels. Content Standards Competencies 16.1 Analyze career paths within textile
apparel and design industries. 16.1.1 Explain the roles and functions of individuals engaged in textiles
and apparel careers. 16.1.2 Analyze opportunities for employment and entrepreneurial
endeavors. 16.1.3 Summarize education and training requirements and
opportunities for career paths in textile and apparel services. 16.1.4 Analyze the effects of textiles and apparel occupations on local,
state, national, and global economies. 16.1.5 Create an employment portfolio for use with applying for
internships, work-‐based learning opportunities and employment in textiles, fashion, and apparel.
16.1.6 Analyze the role of professional organizations in textiles, fashion, and apparel industries.
16.2 Evaluate fiber and textile products
and materials. 16.2.1 Apply appropriate terminology for identifying, comparing, and
analyzing the most common generic textile fibers. 16.2.2 Evaluate performance characteristics of textile fiber and fabrics. 16.2.3 Summarize textile legislation, standards, and labeling in the
global economy. 16.2.4 Analyze effects of textile characteristics on design, construction,
care, use, and maintenance of products. 16.2.5 Apply appropriate procedures for care of textile products.
16.3 Demonstrate fashion, apparel, and
textile design skills. 16.3.1 Explain the ways in which fiber, fabric, texture, pattern, and
finish can affect visual appearance. 16.3.2 Apply basic and complex color schemes and color theory to
develop and enhance visual effects. 16.3.3 Utilize elements and principles of design in designing,
constructing, and/or altering textile, apparel, and fashion products.
16.3.4 Demonstrate design concepts with fabric or technology/computer, using draping and/or flat pattern making technique.
16.3.5 Generate design that takes into consideration ecological, environmental, sociological, psychological, technical, and economic trends and issues.
16.3.6 Apply elements and principles of design to assist consumers and businesses in making decisions.
16.3.7 Demonstrate ability to use technology for fashion, apparel, and textile design.
National Standards for Family and Consumer Sciences Education Copyright © 2008-‐2018
Developed by National Association of State Administrators of Family and Consumer Sciences (NASAFACS)
Area of Study 16.0 Textiles, Fashion, and Apparel
16.4 Demonstrate skills needed to
produce, alter, or repair fashion, apparel, and textile products.
16.4.1 Demonstrate professional skills in using a variety of equipment, tools, and supplies for fashion, apparel, and textile construction, alteration, and repair.
16.4.2 Explain production processes for creating fibers, yarn, woven, and knit fabrics, and non-‐woven textile products.
16.4.3 Use appropriate industry products and materials for cleaning, pressing, and finishing textile, apparel, and fashion products.
16.4.4 Analyze current technology and trends that facilitate design and production of textile, apparel, and fashion products.
16.4.5 Demonstrate basic skills for producing and altering textile products and apparel.
16.5 Evaluate elements of textile,
apparel, and fashion merchandising. 16.5.1 Apply marketing strategies for textile, apparel, and fashion
products. 16.5.2 Analyze the cost of constructing, manufacturing, altering, or
repairing textile, apparel, and fashion products. 16.5.3 Analyze ethical considerations for merchandising apparel and
textile products. 16.5.4 Apply external factors that influence merchandising. 16.5.5 Critique varied methods for promoting apparel and textile
products. 16.5.6 Apply research methods, including forecasting techniques, for
marketing apparel and textile products. 16.6 Evaluate the components of
customer service. 16.6.1 Analyze factors that contribute to quality customer relations. 16.6.2 Analyze the influences of cultural diversity as a factor in
customer relations. 16.6.3 Demonstrate the skills necessary for quality customer service. 16.6.4 Create solutions to address customer concerns.
16.7 Demonstrate general operational
procedures required for business profitability and career success.
16.7.1 Analyze legislation, regulations, and public policy affecting the textiles, apparel, and fashion industries.
16.7.2 Analyze personal and employer responsibilities and liabilities regarding industry-‐related safety, security, and environmental factors.
16.7.3 Analyze the effects of security and inventory control strategies, cash and credit transaction methods, laws, and worksite policies, on loss prevention and store profit.
16.7.4 Demonstrate procedures for reporting and handling accidents, safety, and security incidents.
16.7.5 Analyze operational costs such as mark ups, mark downs, cash flow, and other factors affecting profit.
16.7.6 Demonstrate knowledge of the arts, of various resources, and cultural impact upon the textile, apparel, and fashion industries.
