3 Fibre to Fabric

Textbook Reference: Pages 34 to 48 Time Required: 8 + 1 periods

[Extra period for work completion/revision/assessment]

Lesson Plan No. 1 Name of absentee(s):

Concept for today: Remember and recall “Natural fibres”

Prior Knowledge: Students know that cotton and jute are natural fibres
Learning Outcomes: The students will be able to:
1. Understand natural fibres are obtained both from plants and animals
Lesson Objectives: Outcomes of LP 1 will be achieved by:
1. Discussing fibres
Skills in Focus: Remembering, understanding and analysis
Activities: Group discussion
Lesson Extension:
Teaching Material/Aids used:
1. Illustrations given on Page 34 of the textbook
Details of Teaching Learning Experience:

Lesson Connect: The • Begin the class by asking students about the importance of clothes
purpose is to introduce the and emphasize that clothes are one of the basic needs of human
topic/concept for today beings.
Time: 10 min
Lesson Conduct • Complete the exercise given under Let’s Get Started on Page 34.
Time: 25 min Let’s Get Started (Page 34) (Answer key)
Purpose: Develop conceptual 1. To a wedding: Silk fabrics as they shine.
understanding 2. On a trip to desert: Cotton fabrics as they can absorb sweat and
keep our body cool.
3. On a trip to cold region: Woollen fabrics as they are bad
conductors of heat and keep our body warm.
• Ask students to recollect what they have learnt about natural fibres in
their previous classes.
Lesson End • Emphasize that in this chapter they will learn in detail about natural
Time: 05 min fibres that are obtained from animals, that is, animal fibres.
Purpose: Assess learning

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 Lesson Plan No. 2 Name of absentee(s):

Concept for today: Wool, its characteristics and animals that yield wool
Prior Knowledge: Students know natural fibres are obtained both from plants and animals
Learning Outcomes: The students will be able to:
1. Understand the characteristics of woollen fibres
2. List the names of some animals that yield wool
Lesson Objectives: Outcomes of LP 2 will be achieved by:
1. Discussing characteristics of woollen fibres and animals that yield wool
Skills in Focus: Observation, understanding and analysis
Activities: Group discussion/Analyse chart together
Lesson Extension:
Teaching Material/Aids used:
1. A chart/poster with the images of animals that yield wool with a brief note about them
2. Game cards having images of various animals that yield wool and their names
Details of Teaching Learning Experience:
Lesson Connect: The • Have a discussion with students by asking them the following
purpose is to introduce the questions:
topic/concept for today m Why are woollen fabrics preferred during cold seasons?
Time: 15 min m Give some examples of woollen clothes.
m What are the characteristics of woollen fibres?
• Summarize students’ responses by explaining the characteristics of
woollen fibres as given on Page 35.
Lesson Conduct • Bring a chart/poster with images of animals that yield wool. Discuss
Time: 15 min the habitat of each animal and the kind of wool that is obtained from
them by referring to Pages 35 and 36.
Purpose: Develop conceptual
understanding • Inform that the fibres for making wool are obtained from the fine
under hair of sheep that usually grows close to the skin.
Lesson End • Conclude the class with the following activity:
Time: 10 min • Form groups and give them the game cards having images of various
Purpose: Assess learning animals that yield wool and their names. Ask them to match images
to the appropriate names. Declare the group that finishes the task
first as winner.

Lesson Plan No. 3 Name of absentee(s):

Concept for today: Rearing and breeding of sheep

Prior Knowledge: Students know natural fibres are obtained both from plants and animals
Learning Outcomes: The students will be able to:
1. Define selective breeding
Lesson Objectives: Outcomes of LP 3 will be achieved by:
1. Discussing rearing and breeding of sheep
Skills in Focus: Observation, understanding and analysis
Activities: Group discussion/Analyse chart together

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 Lesson Extension:
Teaching Material/Aids used:
1. Newspaper articles/magazines related to the importance of selective breeding in animal husbandry
Details of Teaching Learning Experience:
Lesson Connect: The • Have a discussion with students by asking them the following questions:
purpose is to introduce the m What are the necessary things that animals need in order to
topic/concept for today survive?
Time: 10 min m Which are the places in India where sheep are mostly reared?
Lesson Conduct • Collate students’ responses and summarize the concept of ‘rearing
Time: 20 min and breeding of sheep’ and ‘selective breeding’ by referring to Page 37.
Purpose: Develop conceptual • Bring some newspaper articles/magazines that talk about the
understanding importance of selective breeding. Show those articles to students
and make them understand the importance of selective breeding in
animal husbandry.
• Display the list of Indian breeds and other breeds of sheep, their
habitats and the quality of wool that can be obtained from these
animals as given in Tables 3.1 and 3.2 on Page 37.
Lesson End • Conclude the class with a brief summary of the points discussed:
Time: 10 min
Purpose: Assess learning

Lesson Plan No. 4 Name of absentee(s):

Concept for today: Wool production and health hazards in wool industry
Prior Knowledge: Students know rearing and breeding of sheep for wool
Learning Outcomes: The students will be able to:
1. Describe the steps involved in making wool
2. Understand the health hazards in the wool industry
Lesson Objectives: Outcomes of LP 4 will be achieved by:
1. Discussing the steps involved in wool production
Skills in Focus: Observation, understanding and analysis
Activities: Group discussion
Lesson Extension:
Teaching Material/Aids used:
1. Videos related to the steps involved in the processing of fleece to fabrics:
[Link]
2. Newspaper articles/magazines related to health hazards in the wool industry
Details of Teaching Learning Experience:
Lesson Connect: The • Show videos related to the steps involved in the processing of fleece
purpose is to introduce the to fabrics.
topic/concept for today • Using the flowchart given in Fig. 3.10, explain in detail the steps
Time: 20 min involved in wool production.
• Make students understand that the process of shearing does not hurt
sheep because fleece is removed from the uppermost layer of the
skin, which is dead skin.

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 Lesson Conduct • Show students newspaper articles/magazines that focus on the
Time: 15 min health hazards to workers in the wool industry.
Purpose: Develop conceptual • Refer to Page 39 to explain about the health hazards in the wool industry.
understanding • Encourage students to give suggestions to overcome the hazards
workers face in the wool industry.
Lesson End • Discuss Revise and recall (Page 39) (Answer key)
Time: 10 min 1. Sheep 2. Cashmere 3. summer 4. eyes.
Purpose: Assess learning

Lesson Plan No. 5 Name of absentee(s):

Concept for today: Silk, its characteristics and the life cycle of a silk moth
Prior Knowledge: Students know the steps involved in making wool
Learning Outcomes: The students will be able to:
1. Understand the various stages involved in the life cycle of a silk moth
Lesson Objectives: Outcomes of LP 5 will be achieved by:
1. Explaining life cycle of a silk moth at each stage
Skills in Focus: Observation, understanding and analysis
Activities: Group discussion/Analyse chart together
Lesson Extension:
Teaching Material/Aids used:
1. Video on the life cycle of a silk moth: [Link]
Video on silk worm farming in India: [Link]
2. Printout of images related to the life cycle of a silk moth, chart paper, glue
Details of Teaching Learning Experience:
Lesson Connect: The • Ask students why silk fabrics are preferred during occasions like
purpose is to introduce the marriages and festivals.
topic/concept for today • Let students come up with the different characteristics of silk fibres.
Time: 15 min Summarize their responses by explaining the general characteristics
of silk fibres as given on Page 39.
Lesson Conduct • Explain in detail the life cycle of a silk moth at each stage using the
Time: 15 min flowchart given in Fig. 3.13.
Purpose: Develop conceptual • Show videos or animations related to the life cycle of a silk moth.
understanding • Ask students whether they have seen any stalls exhibiting the
life cycle of insects during any handloom exhibition. If not, then
encourage them to visit such stalls next time.
Lesson End • Conduct a small activity and ask students to work in pairs.
Time: 10 min m Take images related to the life cycle of a silk moth to the class.
Purpose: Assess learning Jumble all the images and distribute them to each group.
m Ask them to arrange the pictures in the correct sequence, paste
them on a chart paper and write the name of each stage with a
short description about that stage.
m Inform students that the group which completes the task first will
be the winner.

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 Lesson Plan No. 6 Name of absentee(s):

Concept for today: Sericulture and types of silk fibres

Prior Knowledge: Students know the various stages involved in the life cycle of a silk moth
Learning Outcomes: The students will be able to:
1. Understand the process of rearing of silkworms and the processing of silk
Lesson Objectives: Outcomes of LP 6 will be achieved by:
1. Discussing the process of rearing of silkworms and the processing of silk
Skills in Focus: Observation, understanding and analysis
Activities: Group discussion
Lesson Extension:
Teaching Material/Aids used:
1. Samples of clothes made, of different silk fibres like, mulberry silk, tassar silk, kosa silk and mooga silk
Details of Teaching Learning Experience:

Lesson Connect: The • Show videos or animations related to rearing of silkworms and the
purpose is to introduce the processing of silk from cocoons. Refer to Pages 40 and 41 to explain
topic/concept for today the concepts in detail.
Time: 15 min
Lesson Conduct • Divide the class into small groups. Provide samples of clothes made
Time: 20 min of different silk fibres like mulberry silk, tassar silk, kosa silk and
mooga silk to each group and ask students to observe the texture of
Purpose: Develop conceptual
these samples.
understanding
• Note down students’ responses on the board.
• Then explain in detail that there are different types of silk fibres
based on the leaves or plants that silkworms feed on and explain
about each type of silk fibre as given on Page 42.
• If possible, take students to a nearby sericulture unit/department to
show various stages involved in the life cycle of a silk moth, processes
involved in rearing of silkworms and processing of silk fibres.
Lesson End • Conclude the class by asking the students to give brief summary of
Time: 10 min the topic discussed.
Purpose: Assess learning

Lesson Plan No. 7 Name of absentee(s):

Concept for today: Health hazards in sericulture

Prior Knowledge: Students know the process of rearing of silkworms and the processing of silk
Learning Outcomes: The students will be able to:
1. List the hazards of working in wool and silk industries
Lesson Objectives: Outcomes of LP 7 will be achieved by:
1. Making them aware of the laborious processes and hazardous effects of sericulture industry
Skills in Focus: Observation, understanding, analysis and creating
Activities: Sharing information/ideas

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 Lesson Extension:
Teaching Material/Aids used:
1. Newspaper articles/magazines related to health hazards in sericulture
Details of Teaching Learning Experience:
Lesson Connect: The • Bring some newspaper articles/magazines that focus on the health
purpose is to introduce the hazards to the workers in the sericulture industry.
topic/concept for today • Show those articles to students and make them aware about the
Time: 15 min laborious processes involved in the making of silk fabrics and the
hazardous effects faced by workers in the sericulture industry. Refer
to Page 43.
Lesson Conduct • Take students to the science lab and provide materials required to
Time: 15 min perform Activities 1 and 2 given on Page 43. Assist students while
they are performing the activities and help them to observe the
Purpose: Develop conceptual
texture of the fabric through a dissection microscope.
understanding
Lesson End • Encourage students to give suggestions to overcome the hazards
Time: 10 min workers face in the sericulture industry.
Purpose: Assess learning

Lesson Plan No. 8 (and 9) Name of absentee(s):

Concept for today: Revision of the chapter

Prior Knowledge: Wool, wool production, silk, sericulture
Learning Outcomes: The students will be able to:
1. Assess and evaluate their understanding of concepts taught in the chapter
Lesson Objectives: Outcomes of LP 8 and LP 9 will be achieved by:
1. Remembering and recalling the chapter
Skills in Focus: Recalling, remembering and oral
Activities: Remembering and recalling key terms of the chapter
Lesson Extension:
Teaching Material/Aids used:
1. Keywords and Summary section of the textbook, Chapter-end exercises and worksheets
Details of Teaching Learning Experience:
Lesson Connect: The • Ask the students whether they understood and remember the
purpose is to introduce the concepts taught in the chapter.
topic/concept for today • Summarize the concepts learned in the chapter using the Keywords
Time: 10 min and Summary sections on Page 44.
• The concept map can be written on the board with inputs given by
students.
Lesson Conduct • Ask the students to complete the questions given at the end of the
Time: 20 min chapter. Help students complete the worksheet given at the end of
the chapter.
Purpose: Develop conceptual
understanding
Lesson End • Cross-check the answers together with the students.
Time: 10 min
Purpose: Assess learning

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 EXERCISE ANSWER

A 1. (b) Reeling, Dyeing, Weaving 2. (b) Sheep

3. (b) Larva 4. (b) Camel 5. (b) Wool
B 1. mulberry silk 2. pupa stage 3. Merino sheep 4. Angora goat 5. Washing
C 1. False 2. False 3. True 4. False 5. False
D 1. Shearing 2. Scouring 3. Grading 4. Dyeing 5. Spinning
E 1. Selective breeding is important to obtain the breeds with desirable characteristics that are resistance
to diseases, tolerance to environmental conditions and to provide more yield.
2. Shearing (removal of fleece from sheep) is done mainly during the summer months as it helps the
sheep to keep its body cooler from the excessive heat.
3. Collecting cocoons with bare hands should be avoided as the heat that gets transferred from the
hands can be fatal to them and it may cause allergy to our skin.
4. With each moult the caterpillar grows in size, hence they shed their skin at least four times during
their feeding stage.
5. The secretion of pupating caterpillars hardens when it comes in contact with air and makes the
filaments stick together to form silk fibres. These fibres completely cover the pupa.
F 1. (a) Targhee–United States, Fine and long wool (b) Nali–Rajasthan, Carpet wool
(c) Lohi–Punjab, Good quality wool (d) Barbado–Texas, Short, coarse wool
2. The process of rearing of silkworms for the production of silk is known as sericulture.
3. Characteristics of silk fibres: It is a bad conductor of heat. It is very elastic, thus resists creasing. It is
resistant to dust.
4. The process of selecting parents for obtaining desirable characters in their offspring is known as
selective breeding. To improve the production and quality of wool, some sheep are selectively bred
with other sheep.
5. Wool absorbs moisture to a great extent. Silk is lustrous and soft. It is as strong as a steel wire.
G 1. The various stages involved in the life cycle of a silk moth are given below.
I. Laying
 of eggs: After mating, the female silk moth lays hundreds of eggs on the mulberry
leaves.
II. Hatching into larvae or caterpillars: The eggs hatch into worms called larvae or caterpillars,
also known as silkworms. The caterpillars feed on mulberry leaves for 3–4 weeks. They shed
their ‘skin’ at least four times during this feeding stage. This process of shedding their skin is
known as moulting and with each moult the caterpillar grows in size.
III. Formation of cocoon: After the final moult when the caterpillars have sufficiently grown in size, they
cease to feed and begin to grow into a pupa. The pupating caterpillars start secreting a thin, filament
like substance from the salivary glands located on either side of their head. Caterpillars swing their
heads from side to side in the form of the figure eight (8). The secretion hardens when it comes in
contact with air and makes the filaments stick together to form fibres. The pupa completely covers
itself with these silk fibres. This covering with the pupa inside is known as the cocoon.
IV. Emergence of a silk moth: Inside the cocoon, the pupa develops into an adult moth.
2. The processing of woollen fabric from the sheared fleece involves the following steps:
(a)  Shearing: The process of removal of fleece from the body of animals like sheep is known as
shearing. It is done with the help of clippers or a pair of scissors or a shearing machine.
(b)  Scouring: The raw sheared fleece is washed with detergent and alkali in tanks to remove grease,
dust and dirt. The process in which the shorn hair is treated to remove grease and dirt is called
scouring. Nowadays, scouring is done using machines.
(c) Sorting: The process of removal of any damaged and stained wool from the fleece is known as
sorting.
(d) Grading: The process of grouping of wool according to their length, colour, texture and ease of
dyeing is known as grading.
(e)  Dyeing: The natural colour of the fleece of sheep and goats is white, brown or black. So, the
sheared wool is dyed in various colours, depending on the requirements.

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 (f) D  rying: After dyeing the wool, it is dried. The dyed wool is made to pass through machines that
squeeze out the excess water. It is then packed into bales for transport to the mill.
(g) Spinning: The fibres after drying are oiled, straightened, combed, washed, twisted and spun into
yarns. The fibres are straightened by keeping them under rollers and twisted into yarns.
(h) Weaving and knitting: The larger fibres are spun into yarns and knitted for making sweaters,
whereas the shorter fibres are spun and woven into other woollen clothes.
3. Sheep live and move in groups called flocks and a big group of sheep is called a herd. The process
of domestication and raising of sheep is known as rearing. Sheep are herbivores and preferably feed
on grass and weeds. Jowar, oil cakes (material left after extracting oil from seeds) and a mixture of
pulses and minerals are also fed to the sheep. Sheds with gunny bags and thatched roof are preferred
as shelter for sheep. Their shelters should be kept dry and well ventilated.
4. The processing of silk from the cocoons involves the following steps:
I. Boiling of cocoons: For obtaining silk fibres, a pile of cocoons are used. They are kept under
the sun or immersed in hot boiling water to kill the pupae inside the cocoons. On boiling, the silk
fibres separate out from the cocoons because the sericin that adheres the silk filaments together
gets dissolved. This process is also known as degumming.
II.  Process of reeling: The process of taking out the silk fibres or threads from the cocoons is
called reeling. Reeling is done by using special machines to unwind the fibres of silk from the
cocoons. Then, the fibres from a few cocoons are joined and twisted together to make a strong
thread that is wound around a reel. The fibre that is obtained by the process of reeling is known
as raw silk.
III. Dyeing of raw silk: Depending on the requirement, the raw silk fibres can be dyed in various
colours and then spun into silk threads.
The silk threads are woven into silk cloth by weavers.

Cognitive Corner

Critical Thinking
Burn test should be carried out by Mary to find out whether the silk she brought is pure or not.
Picture Study
1. Merino sheep – Wool 2. Llama – Wool 3. Silk moth – Silk
Project
1. Help students by giving them ideas to make scrapbooks.
2. Suggest some tips to students about the various sources can help collect information about silk
fibres and silk production.
In the Library
Have a class discussion about the information collected by students on Ahimsa silk and provide inputs.
Life Skills
Observation of fabric under microscope help the forensic people as each fabric is made up of certain
fibres. Their texture and properties can be studied easily and help them to identify the type of fibres.

SDG-based Worksheet

A. As
 most of the available water resources are used up to cultivate the cotton crops, it may lead to
water scarcity. The environment might also suffers with drought and its adverse effects.
B. As most soil nutrients get utilized by the cultivation of crops, it will be difficult for the cultivation and
production of other crops in that soil.
C. Excessive use of fertilizers and pesticides lead to environmental pollution and also depletes the
fertility of the soil.
D. Using organic manure, minimizing the use of fertilizers and pesticides in fields, practising crop
rotation method for the cultivation of different crops, recycling cotton clothes as much as possible

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 Additional Worksheet 1: Fibre to Fabric MM: 10

A. Mention the steps under the given images related to the processing of wool.

After drying
and spinning

B. Unscramble the following jumbled words related to silk production and types of silk fibres.

1. RLEINEG ............................................

2. GEUDMIMGN ............................................

3. YEDNGI ............................................

4. WVAEGNI ............................................

5. KOA SSARTA ............................................

6. SOKA ILKS ............................................

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 Additional Worksheet 2: Fibre and Fabric MM: 10

A. With
 the help of the clues given, complete the crossword puzzle based on the processing of fleece
to make fabric.

2 3

Across Down
2. Washing of raw sheared fleece 1. Fabrics from yarn
5. Colouring of fibre 3. Grouping of wool
6. Separating hairs 4. Twisting of fibres into yarns

B. Complete the flow chart.

Scouring
Sheep Fleece

Sorting, grading,
dyeing and drying
Knitti
ng
Spinning
Dyed fleece

Woollen fabrics

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