Ghana curriculum lesson note

SHS 1 Clothing and Textiles 2nd Semester Week 3 Lesson Plan

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Weekly Learning Plan
Subject	Clothing and Textiles	Week	3
Duration	60 minutes	Form	SHS 1
Strand	Textiles in Clothing	Sub-Strand	Fibres and Fabrics in Clothing Construction
Learning Outcome(s)	1.2.2.LO.1 - Explain the key ideas related to basic textile testing and identification.
Learning Indicator(s)	1.2.2.LI.5 - Basic textile testing and identification
Lesson Focus	Basic textile testing and identification
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Basic textile testing and identification; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Basic textile testing and identification. Complete the concrete guided/practical task for Basic textile testing and identification accurately. Apply Basic textile testing and identification independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with Basic textile testing and identification? What would a strong practical/application response to Basic textile testing and identification look like? How would changing the context, data or constraints affect a decision about Basic textile testing and identification?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Fabric/fibre swatches Hand lens if available Water dropper/absorbency materials Fabric-test recording sheet
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Basic textile testing and identification. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Basic textile testing and identification.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Create a labelled sketch/photo record or small sample showing Basic textile testing and identification; add a short evaluation against three quality criteria.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Show two contrasting garments, fabric swatches or construction samples related to Basic textile testing and identification; ask learners which is more suitable/accurate and require evidence.	Inspect the prompt/materials, record an initial response about Basic textile testing and identification, and justify it briefly.	Not provided.
Activity 115 minutes	Demonstrate the specific textile test, measurement, pattern, construction or design decision required for Basic textile testing and identification using real materials.	Handle/observe labelled and unlabelled fabric swatches; record lustre, handle, crease recovery, absorbency/stretch and likely fibre/structure clues.	Check observations/measurements against the actual textile or garment evidence.
Activity 220 minutes	Learners carry out the concrete clothing/textile task for Basic textile testing and identification, documenting measurements, process steps and observations.	Run safe comparison tests (visual/magnification, absorbency, crease, stretch or fray) and tabulate evidence before identifying likely fabric suitability.	Use a practical rubric for accuracy, technique, safety, finish and reasoning.
Activity 310 minutes	Give an individual garment/fabric/design problem on Basic textile testing and identification and require a corrected drawing, choice, calculation or construction decision.	Match each fabric to a garment/end use and justify the decision using at least three performance properties.	Check whether the individual correction addresses the stated garment/textile problem.

Lesson Closure

Ask learners to point to one physical feature in the fabric/garment/sample that proves their conclusion about Basic textile testing and identification. Complete a one-minute exit response using a concrete example from the lesson on Basic textile testing and identification.

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