8th Grade Review of Sewing MAchine Parts
Objective: Students will be able to identify the different parts of the sewing machine and describe the function of the various parts.
Materials: Fill in the Blank Notes, Handout with Image of classroom sewing machine, Sewing Machine Parts Prezi, SMART Board, Young Living Text Book, Sewing Machine
Time: 42 minutes
Introduction: (10 minutes)
Pass out FITB Notes on the functions of the sewing machine parts. Using a pencil, have the students collaborate in their pods (groups of four) to see what they can fill in from their memory of past sewing lessons.
Key Ideas: (17 minutes)
Parts of the Sewing Machine
*Review the function of the various parts of the sewing machine
*Relate machine part functions to specific tasks and procedures of a sewing project (ex. Backstitching, zigzags, proper threading)
*While reviewing as a class, have the students make corrections or additions to the FITB notes
Activity: (10 minutes)
With a shoulder partner, label the parts of the sewing machine on the provided image. After 5 minutes, ask for volunteers to label the parts on an image projected on the SMART board. Students should make corrections or additions to their own copy of the image during this time.
Check for Understanding: (5 minutes)
*Have the students write a brief reasoning of why knowing the basic parts of the machine is important.
Assessment
*Assessment is informal for this activity, completion and accuracy of the notes before class review, students’ reasoning paragraphs.
Materials: Fill in the Blank Notes, Handout with Image of classroom sewing machine, Sewing Machine Parts Prezi, SMART Board, Young Living Text Book, Sewing Machine
Time: 42 minutes
Introduction: (10 minutes)
Pass out FITB Notes on the functions of the sewing machine parts. Using a pencil, have the students collaborate in their pods (groups of four) to see what they can fill in from their memory of past sewing lessons.
Key Ideas: (17 minutes)
Parts of the Sewing Machine
*Review the function of the various parts of the sewing machine
*Relate machine part functions to specific tasks and procedures of a sewing project (ex. Backstitching, zigzags, proper threading)
*While reviewing as a class, have the students make corrections or additions to the FITB notes
Activity: (10 minutes)
With a shoulder partner, label the parts of the sewing machine on the provided image. After 5 minutes, ask for volunteers to label the parts on an image projected on the SMART board. Students should make corrections or additions to their own copy of the image during this time.
Check for Understanding: (5 minutes)
*Have the students write a brief reasoning of why knowing the basic parts of the machine is important.
Assessment
*Assessment is informal for this activity, completion and accuracy of the notes before class review, students’ reasoning paragraphs.
LEsson reflection
While each of my grade level Family and Consumer Science classes sew, the gaps between the years can greatly impact the level of content that a student retains. It is possible for a student to have FACS class in August of their seventh grade year, and then not have FACS curriculum until February of the eighth grade year. That gap makes all the difference in what I need to cover in order to bring the students knowledge of content and the skills that accompany that content back into their Zone of Proximal Development. I really like this activity as it allows for students to reach for content that has previously been covered and can scaffold new content into their existing structure.
While I may have had my eighth graders since their sixth grade year, new students are always moving into the district. Since I have not personally taught theses students in the past, I need to find ways to assess their level of content knowledge. Since the students are working in groups, and the groups can be arranged to include students who have spent their entire middle school years at Simmons and new comers, the students who have little or no knowledge of the content can begin to create a basic structure through collaboration and socialization with their peers. The large group activity at the beginning of the lesson requires all students to actively consider the sewing machine parts and their necessary functions. By allowing students to work in the groups, the students are placed in an environment where they have the ability to brainstorm and generate potential answers all without pressure of failure as we eventually go over the content in a large group. Lev Vygotsky’s learning theory stresses the importance of social interaction in the acquisition of content knowledge. By encouraging peer interaction, the students can build their own content knowledge from collaboration with their classmates.
While I may have had my eighth graders since their sixth grade year, new students are always moving into the district. Since I have not personally taught theses students in the past, I need to find ways to assess their level of content knowledge. Since the students are working in groups, and the groups can be arranged to include students who have spent their entire middle school years at Simmons and new comers, the students who have little or no knowledge of the content can begin to create a basic structure through collaboration and socialization with their peers. The large group activity at the beginning of the lesson requires all students to actively consider the sewing machine parts and their necessary functions. By allowing students to work in the groups, the students are placed in an environment where they have the ability to brainstorm and generate potential answers all without pressure of failure as we eventually go over the content in a large group. Lev Vygotsky’s learning theory stresses the importance of social interaction in the acquisition of content knowledge. By encouraging peer interaction, the students can build their own content knowledge from collaboration with their classmates.