D.A.V.

INTERNATIONAL SCHOOL, AHMEDABAD

LESSON PLAN

Class: VI Subject: Science

Chapter Name: Fabric from Fibre

Total No. of Periods Taken:4

Prepared by: Arti Jha

CONCEPT MAP (For the Complete Chapter)

Level-2 Summarizing

PART 1

PART 2

1
 LESSON PLAN
Period 1
Learning objectives:
1. Students will learn about Natural and Synthetic Fibres.
2. Students will learn about the sources of fibres.

Learning Outcome:
● Knowledge (Cognitive)
At the end of this class, students will be able to:
1. Know that different types of fibres are used to make clothes.
2. Differentiate between Natural and Synthetic Fibres.
3. Explain animal and plant fibres.
 Attitude and Values (Affective):
To achieve our goal in our life with need to be regular and systematic, right from the
beginning, just like an object having a rectilinear motion.
 Skills (Psychometric):
They will learn to differentiate the natural fibres like Cotton, jute, coir and linen as plant
fibres and silk and wool as animal fibres.
Life Skills (Real life application):
As the true quality of a garment(fabric) is always on the inside. If we question whether an item is
worth a high-ticket price, see if it has been finished well with sewn-down seams, a special lining, and
finishing details, the piece invariably will withstand the test of time. Humans, of course are much the
same way. Our quality comes from the place deep within, and though not always immediately apparent
to the world around us, the durability, trustworthiness, and true character is made known over time.

Marzano’s Taxonomy used:

Level 3: Analysis- Generalizing

Level 4: Knowledge Utilization- Investigating, problem solving

Cross-curricular link (if any): Social Science

Students will learn about the climatic condition for the production of crops of cotton and jute.

Sustainable-development goal (SDG) No.15 LIFE ON LAND

Teaching Learning Materials required: Any fabric piece, pin (for demonstrating yarn & fibres to
the students)
Note: Teacher need to arrange the materials beforehand
Teacher will inform the students to bring different fabric pieces, A4 sheet, glue, sketch pens &
scissors.
Details of Teaching Learning Experience

Seating Arrangement: Row wise……Forming 4 groups

2
Lesson Settlement of the class Gayatri
Beginning Mantra with meaning
Time: 5 Introduction of the concept/Recapitulation of the
minutes previous knowledge
Purpose: Introduction activity: THINK IN PAIR AND SHARE
(TPS)
Students will sit in pair and will discuss among themselves
and anyone student will come up and share. (Level-1-
Recall Retrieval)
Questions: -
1. What are things from which humans need protection?
2. How are clothes important for us? (Pg-228 D-Q1)
3. Name some unstitched cloth use at are homes?
Based on the activity teacher will introduce Natural and
Synthetic Fibres to the class.

Lesson Middle Sub-topics/Concepts covered:

Time: 20 minutes
 TYPES OF FIBRES-Natural Fibres
Purpose:
-Synthetic Fibres
(Level no.4 Knowledge utilization)
Teacher will explain about the fibre and yarn to the
students by the demonstration of the following activity-
Activity:
DEMONSTRATION OF YARN AND FIBRE
 The teacher will take a piece of cotton fabric and will
loose thread or yarn at one of the edges and pull it out
(as shown in figure). If no loose yarns are visible, teacher
can gently pull one out with a pin or a needle.
We find that a fabric is made up of yarns arranged

together.
 Now, press one end of the yarn with your thumb. Scratch
the other end of the yarn along its length with your nail,
the yarn splits up into thin strands called fibres.

3
 Splitting the yarn into thin strands

 Yarn split up into thin strands

CLASSIFICATION OF FABRICS AS
NATURAL/SYNTHETIC
 Students need to bring cuttings of fabrics leftover
after stitching.
 They will feel and touch each piece of fabric and will
label the fabrics as cotton, silk, wool or synthetic
fibres. (Level-3 Specifying- analysis) (Level-4-
Invesigating)

Learning outcome: The power of "we" achieves infinitely

more than the power of "me."
As each and every strand of a fabric completes it, in the
same way if we together do a task with team spirit, we can
achieve our goal with flying colors.
After the Activity-
THINK IN PAIR AND SHARE (TPS)
Students will sit in pair and will discuss among themselves
and anyone student will come up and share. (level-1-
Recall-Retrieval)

4
 Following questions will be asked by the teacher-
a) Name any three man-made fibres.
b) What is spinning?
c) Which machine is used for weaving?
d) Name the type of soil required for the growth of
cotton and jute respectively.
e) Jute is obtained from which part of the plant?
(Pg-227-QC)
 Pg-229-VBQ will be discussed in the class but will
be given as PW
Ice Breaker Activity itself is an ice breaker. (learning outcome already
Time: 2 minutes mentioned)

Lesson End Logical-Analytical/illustrative questions to be given

Written part (from the back exercise)
Time: 11 1. Define the term ‘natural fibres’. (Recall-Retrieval
minutes Level-1) (Pg-228 D-Q2)
2.Name the kind of soil suitable for growing jute
plants. (Recall-Retrieval Level-1) (Pg-228 D-Q4)
3. Give one examples of plant fibres. (Recall-Retrieval
Level-1) (Pg-228 D-Q3)
4. Where is coir obtained from? (Recall-Retrieval Level-
1) (Pg-228 D-Q5)

2 minutes Value based Information –Spread the love, donate your

unused clothes or unwanted clothes to the needy ones,
charity organizations or take them to consignment shops.
Sustainable-development goal (SDG) No.1 NO POVERTY

LESSON PLAN
Period 2
Learning objectives:
Students will be able to
1. Understand the basic details of the process of making cloth.
2. Understand about the various steps involved in making a cloth
3. Understand about spinning, weaving, dyeing, printing etc.

Learnings outcomes:
a. Knowledge (Cognitive)
At the end of this class, students will be able to:
● Understand that we use the processes of spinning, weaving, dyeing, printing,

5
 finishing and tailoring, in that sequence, to get the clothes we wear.
b. Attitude and Values (Affective):

Skills (Psychometric):
They will learn about the various steps, involved in the process of cloth formation like
spinning, weaving, dyeing, printing, finishing and tailoring.
Life Skills:( Real life application):
“There is no shortcut to the achievement”
If we want to achieve something in our life, we need to follow the right path, step-by-step,
then only we will succeed in achieving our goal. We build foundation brick by brick.

Marzano’s Taxonomy used:

Level 4: Knowledge Utilization

Level-3 Generalizing- Analysis
Level-1 Recall – retrieval

Cross-curricular link (If any): social Science

Different steps involved in production of cloth can be related to the primary sector
(production of cotton, jute etc.) and secondary sector (manufacturing of cloth) of
employment.
Sustainable-development goal (SDG) No.8-DECENT WORK AND ECONOMIC GROWTH &
Sustainable-development goal (SDG) No.9-INDUSTRY, INNOVATION AND INFRASTRUCTURE

Details of Teaching Learning Experience

Seating Arrangement: Row wise……Forming 4 groups

Material required: Cotton ball, colorful A4 sheets, scissors, glue( students need to be
informed one day prior about the same)
Teacher will arrange things one day prior and will carry things along with her.

Lesson Settlement of the class

Beginning Time: Gayatri Mantra with meaning
5 minutes Introduction of the concept/Recapitulation of the
Purpose: previous knowledge
Introduction activity: THINK IN PAIR AND SHARE
(TPS)
Students will sit in pairs and will discuss among
themselves and anyone student will come up and
share. (Level-1-Recall Retrieval)
Questions: -
1. How does a cloth is produced?

6
 2. What are different ways of making clothes?
3. What does a tailor use for stitching clothes?
Based on the activity, the teacher will introduce the
topic-PRODUCTION OF CLOTH

Lesson Middle Sub-topics/Concepts covered: PRODUCTION OF

Time: 20 CLOTH
minutes  Steps involved in cloth production
Purpose:

(Level no.4 Knowledge utilization)

Activity:
 SPINNING OF COTTON INTO YARN
Teacher will demonstrate this process to the students,
by following the given steps: -
STEP 1-Hold some cotton wool in one hand.
STEP 2-Pinch some cotton between the thumb and
forefinger of the other hand.
STEP 3- Gently start pulling out the cotton, while
continuously twisting the fibers of cotton ball. Your yarn
will be ready 👍.

After this activity teacher will explain that the process

of making yarn from fibers is called spinning. In this
process, fibers from a mass of cotton wool are drawn
out and twisted. This brings the fibers together to form
a yarn.
 WEAVING WITH PAPER STRIPS
 Take two sheets of paper of different colours.
Cut square pieces of length and width equal to 30
cm from each sheet. Now, fold both the sheets
7
 into half. On both the sheets draw dotted lines.
 Cut both the sheets along the dotted lines and
then unfold. Weave the strips one by one through
the cuts in the sheet of paper, shows the pattern
after weaving all the strips.

(Level-3 Specifying- analysis) (Level-4-Investigating)

Learning outcome:  "It is better to take many small

steps in the right direction than to make a great leap
forward only to stumble backward."
To produce a cloth piece, all the steps need to be
followed in sequence without skipping any of the step or
taking any shortcut. In the same way we need to follow
the right path in proper manner without taking any
shortcut even if it takes time the result will be
the”BEST”.

Ice Breaker Complete the following words with the help of the hint: -
Fibres into threads-
Time: 2 minutes
S I N G
Thread into fabric-
E V G
Colouring of fabric-
D E N
Making patterns on fabric-
P N N
Making fabric smooth and shiny-
F N H
(pg-227-QB)

8
 Lesson End Logical-Analytical/illustrative questions to be
Written part given (from the back exercise)
Time: 11 1.Write, in correct sequence, the names of the
minutes steps involved in the production of cloth. (Level-
3 Specifying- analysis) (Level-4-Invesigating)
(Pg-228-E-Q4)
3. Give the difference between ‘spinning’ and
‘weaving’. (Level 2-Integrating -Comprehensive)
(Pg-228-E-Q3)

2 minutes Value based Information –Upcycle for a new look,

rework the fabric from old clothes into something new,
e.g., a pillow case, quilt, or doll clothes.

LESSON PLAN
Period 3
THIS PERIOD WILL BE USED FOR OVERALL REVISION OF THE CHAPTER &
COMPLETING THE REMAINING EXERCISE

Details of Teaching Learning Experience

Seating Arrangement: Row wise……Forming 4 groups

Lesson Settlement of the class Gayatri

Beginning Time: Mantra with meaning
5 minutes Introduction of the concept/Recapitulation of the previous
Purpose: knowledge
Introduction activity: THINK IN PAIR AND SHARE (TPS)
Students will sit in pair and will discuss among themselves
and anyone student will come up and share. (Level-1-Recall
Retrieval)
Questions: -
1. Which type of soil is best for growing cotton?
2. Cotton is obtained from which part of the plant?
3. What is Fleece?
4. Name the animals from which wool is obtained.
5. Jute is obtained from which part of the jute plant.
(Pg-227-QA)
Lesson Middle Sub-topics/Concepts covered: OVERALL REVISION
Time: 20 minutes Discussion of following questions from something to do:-
Purpose:  Make a list of clothes that you have in your Amirah or
suitcase. Classify them into two categories : clothes

9
 made from (a) natural fibre (b) synthetic fibres. Further
classify them as clothes made from fibres obtained from
(i) plants (ii) animals. (Pg-229-STD-Q1)
 Take small pieces of coloured clothes made of cotton,
silk and nylon. Wash them separately in a given solution
of detergent rinse them with water and leave them for
drying make the observation based on following property
time taken to dry appearance of wrinkles shrinking of
clothes loss of colour ease of irony an compare the
properties of the following fabric cotton, silk and nylon.
(Pg-230-Q2)
(Level-3 Specifying- analysis) (Level-4-Invesigating)
Learning outcome:
Ice Breaker QUIZ BASED ON ENTIRE CHAPTER
Time: 2 minutes
Lesson End Logical-Analytical/illustrative questions to be given
Written part (not from the back exercise)
Time: 11 minutes 1. State the conditions that help in the growth of cotton
plant. (Level 3- Generalization-Analysis) (Pg-228-E-Q1)
2. Why do we need to use ‘fresh soil’ for cultivating
jute plant every year? State any three uses of jute.
(Recall-Retrieval Level-1) (Pg-228-E-Q2)
3. Differentiate between natural and synthetic fibres.
State any three advantages of synthetic fibres over natural
fibres. (Comprehensive Level-2) (Pg-228-E-Q5)

LESSON PLAN
Period 4
Activity-Fashion show on theme “UNITY IN DIVERSITY”
SDG No.16-Peace, justice and strong institutions

Practice work from the chapter: FABRIC FROM FIBRE

Sr. Date Day PW

No
1 08/07/2022 Friday Pg 229 Something to do Q1 on A-4 sheet

2 11/07/2022 Monday Pg 230 Something to do Q2 on A-4 sheet

3 13/07/2022 Wednesday Pg 229 VBQ(Q1 & 2)

10
4 15/07/2022 Friday Page 227 QA,B & C in textbook

11
structures. The fibres are usually obtained from two main

12
13
 structures. The fibres are usually obtained from two main

VBQ

QC

PG-229

D1

D2

E3 & 4

PG-230
E1,2 & 5
14
15
16
17
18
19