Use of Basic Stitches

Subject: Clothing and Textile

Grade:  7
Unit:  Creating and making
Topic: Types of Stitches
Time: 2 90 minutes sessions

Objective : At the end of the lesson students should be able to
1. Identify at least four (4) basic stitches
2. Name at least four (4) basic
3. Use at least three (3) stitches to be used on their pin cushion

Instructional Aid:
Text book: Home Economics in Action
Sample of seams, needles
Skills: Making even and uneven busting, running stitches
Concept :
You are about to make a pin cushion .what are the stitches you would use to make it
Reference:
Home Economics in Action Page 92-93
Home Economics – A Caribbean Approach
Teaching Method
Modeling, question and answer, demonstration

Content:
Temporary Stitching and their basic functions

- Tacking stitches ----are very simple and easily removed

- Even tacking stitches -----are the same on both sides of fabric

- Uneven tacking----- sometimes called long and short stitches

-------------------------two long stitch followed by on long stitch

- Basting-------------- even and uneven basting used to join

-------------------------layer fabric- space & stitches are same

- Uneven –----------------stitches and space are not the same

- Diagonal------------ used to keep layer of fabric in place until they

----------------------are sewn together. They are good for appliqué and quilting

Permanent Stitching

- Permanent stitches : they are used to join, neaten, holding finished edges.

- Back stitch: stitching seam ----- takes stress

- Running stitch - stitching seam with low resistance

- Hemming stitch - holding all hems

- Over casting – making seam neat and closing openings

- When doing temporary stitching a knot is use to fasten off and about three (3) inches of thread is left at the end

- When doing permanent stitches a back stitch may be used, no knot is used, or three (3) stitches of the same stitch under construction placed in one place may be used the end of the thread must be worked reverse in the seam for neatness.

- Fastening on or fastening means where the stitches begin and end

- Machining-- is a permanent stitch done by a machine. They can be straight, zig-zag.

- Specialized machine will do other specials stitches such as serging, hemming and embroidery

Procedure:

- Teacher and students discuss stitches and student will look at diagram of each in text

- Teacher will allow students to do each stitch on the pin cushion as they progress in the construction
    after giving live demonstration.

Evaluation:
- Check list were the sizes right
- was the fastening on and off done correctly
- Were the stitches firm and spacing right
- Simple written multiple choice questions

Author:(Soy Criada)Juliet Christie Murray

Constructing a square cushion

Plan of  work for period ending day----month------year------

Lesson: 7

Subject: Class project

Unit: Creating and making

Grade: 9

Topic: Making a square cushion

Time: Two 90 minutes sessions

Objectives: At the end of the lesson student should be able to:

1. Select and straighten fabric suitable for making cushion

2. Measure and make pattern for cushion

3. Cut out cushion

4. Make frill for pattern

5. Assemble pattern and stuff cushion

Concepts:

Cushions forms part of the decoration in a room, are very versatile and can liven up a dull room that otherwise could be seemed as drab.

Skills:

Measuring, cutting, making frills and attaching frills.

Focus Question:

Your bedroom looks very dull what item that is fairly cheap you could make to lively up your room?

Teaching Method:

Demonstration, instructional, practical application

Instructional Aid:

Sewing Tools. Magazines with pictures of cushions, fabrics

Reference:

Content Outline

-Cushions comes in various sizes and styles, such as square, round, heart, cylindrical

The most common standardize sizes are 2x12 and 15x15

Cushions may be decorated using cord piping, tassels, frills, smacking or lace

-To make frills for a cushion the fabric use for the gathers must be two times the circumference of the cushion.

-Frills may be finished 2-3 inches on cushions.

-cushion may be stuffed with batten or sponge.

-A stuffing bag should be use in order to make laundering more easier when cushions get dirty

Procedure:

-Class discussion on types, style and purposes of cushions, teacher shows students samples

-Student makes a diagram of the cushion they will make.

-Using news paper students under teacher’s guidance make a pattern of a cushion 15x 15 with a 2 ½ ins frill

-Students bring fabric and teacher shows how to straighten by pulling a weft thread and cut along the pull.

-Students lay our pattern pieces using the most economical fold so as to have adequate amount for the frill.

-Students cut out cushion and with teachers guidance construct frill to fit the circumference of the square cushion.

-Attaching frills to on the right side of 1 using basting stitches making sure that the open edges at both ends of frill have been joined before together attaching.

-Attaching side 2 to side 1 and frill, with right sides facing each other leaving a four inches opening to insert cushion bag and filling.

-Permanent stitch by hand or machine making sure that the frills are stitched right around on side 1 but 4 inches is not stitched on side 2.

-Turn cushion on right sides; Insert a 15x15 cotton bag. Put stuffing in this bag on till cushion is firm.

Using a slip hem close the 4 ins, opening.

Evaluation

Following students’ practical work and assessing stage by stage of the construction.

Written exercise. Explain the steps in constructing a cushion with frills.

Author:(Soy Criada) Juliet Christie Murray
                                                                     Cushion styles
circle                                                      heart                                         square

                                                    

                                                                                                                                       

                                                                                                                         

Principles Of Making soups

Plan of Work for Period Ending Day----Month------Year

Lesson: 6

Subject: Food preparation and service

Unit: Resources

Grade: 9

Topic: Principles of making soup

Time: Two 90 minutes sessions


Objectives: At the end of the lesson students should be able to

1. Explain what soup is

2. Function of soup as a part meals

3. Explain the process of soup making

4. Know how to make a bouquet garnish

5. Students will know what stock is and how to make it.

6. Make a cream soup

Concepts:

Soup is a nourishing dish which may be served as an appetizer or as a main dish depending on the type of soup

Skills:
 soup making, making puree, garnishing soup, making bouquet garni

Focus Question:

Your mom is sick in bed and has no appetite but needs something nourishing what dish could you give her as a hot meal?

Teaching Method:
Demonstration, questing and answer, practical exercises

Instructional Aid:
Recipe book, school cook book, vegetables, bouquet garni

Reference:
Text Food and nutrition, AnitaTull meat,

Content Outline
1. Soup is a class of food used to form part of a meal, often used as appetizer and in some case as main course. It is often used as a nourishing meal for the sick or convalescent. Many use it as a method of introducing babies to eating from the family pot.

2. All soups need stock as a base which is usually made with meat, bones, peas, or vegetables and water.

3. Soup should be non greasy. Trim off all fat from meat, before making stock, skim off remaining fat when stock is cooked. A paper napkin is very helpful to remove the last drop of fat. Easier yet, boil stock before hand and put in refrigerator to cool the fat will sleep and can be easily removed.

4. Classification of soup:

i. Thick soup – cream soups, chowders, pepper pot

ii. Clear or clarified consommé, clear broth

iii. Mixed soup – soups with vegetables and ground provisions

a. Some countries the mixed soups are called stews because they contain pieces of meats and different vegetables and may contain noodles.

b. In cream soups vegetable is pureed and added to the brought if the vegetable does not contain enough starch a thickening agent such as flour is used. In most cream soups milk or cream is added in the last 3- minutes of the final stage of cooking.

c. In consommé the stock is clarified to remove any thing that will discoluor,(egg shell is usually used )

Serving soup

Soup placed on a table for individuals to serve themselves is placed in a tureen.

Soups served individually are served in soup bowels place on plates called under liners.

d. Cream soups are usually served with biscuits bread, cheese sticks etc.

e. Cream soups are usually garnished with crotons, grated cheese chopped parsley, etc.

f. Crotons are cubed bread fried to golden brown.

g. -Serve ½ pint of soup for one person

Standard measurements for preparing soups

For every 575 ml -1 pint of stock or water add 1lb vegetable, or ½ lb meat fish, poultry or 4 ounces pulse.

Procedure:

1. Students read focus question and supply answer.

2. These will be discussed.

3. Teacher explains to students the process of making soups including use of a bouquet garni for seasoning (seasoning place in a muslin bag)

4. Students decide on two cream soups of their choice and make it.

5. Teacher and students make recipe for cream soup

6. Students make soup along with teacher’s instructions.

7. Students make garnish and serve soup.

Evaluation:

Tasting soup  for testure , flavour, body etc.
Students do simple test on the standard for soup.


Author:(Soy Criada) Juliet Christie Murray

Safety using kitchen tools

Subject: Home Management

Unit: Safety
Grade : 8
Time: Two 90 minutes ses
Topic: Safety when working with food                            Free kitchen tools photos

Objective: At the end of the lesson students will :
- Be aware of the many different types of incidents that can happen in the kitchen
- Able to use knife correcting and place safety for cleaning
- Know the rules when moving hot liquids and pots
- Know and practice safety rules when using electrical equipment
- How to manage cookers and stove.
- Pay special attention to the use of gas drums and matches.
- Make a safety chart for the kitchen

Concept : Practicing safety measures in the home will minimize accident in the kitchen.

Instructional Aid:
Safety Chart, text book- Caribbean Home Economics in action.

Skills:
Writing, identifying and practicing safety measures
Focus question:
Mary says she has never heard about accidents in a kitchen. Tell her what are some of the accidents that can happen in the home, and identify methods of controlling or preventing them.

Teaching Methods: Question and answer. demonstration, dramatization

Content- out line:
See pages 59-61 in Caribbean Home Economics in Action

Points to consider
a.Safety in using kitchen knives eg.
1. always cut on a cutting board
2. always hold the knife handle
3. never put  knife in water when washing
4. To avoid accidents store knife in a special drawer or a rack

b. when using hot pans:
- always tell others in the way when you are about to move a hot pot
- never place rear edge of table
- never pour water into hot pot
- cool before placing in water to prevent burning by the steam
- never place container of hot liquid on the floor, or near edges of counter or labels

c. when using Electrical Equipment eg.
- Read and follow manual :
- Never stand on wet floor to plug in or plug out when using
- Replace frayed wire on appliance.
- Never let cords dangle over counter edges
- Use dry hands to plug or unplug
- Never put metal or anything in your toaster.

Safety Using Cooker:
- Place away from windows and curtains
- Place coal pot on a safety sheet or concrete counter
- Wipe up grease spill immediately
- Do not leave, pot holder and towels near a flame
- Make sure matches sticks are put out properly before discarding
- Turn off gas, oil and electricity when not in use
-Light matches before turning on gas
Safety using glass ware and China ware
- Do not use crack or chopped glassware or china
- Wrap broken pieces before putting them in the garbage bin
- Use soft damp paper to pick up splinter – never use a mop
- Store dish and glasses where they are easily reached to prevent accidents

Safety for kitchen floors
- Wipe up all liquid spill immediately
- Make sure all floor cover lay flat and cannot cause persons to trip
- Keep toys out of the kitchen
- Vegetables and fruit skin must be removed same time.
- Wear low heels in the kitchen
- Wear no flammable aprons
- Keep insecticide and other dangerous liquids out of the kitchen

Procedure:.
teacher  let students examine a photo in text book and get them to identify
.Things that can compromise safety.
.Students divide into groups and make a tables of the various items listed above
and come up with strategies as the measure to take when using and operating.
.Students will report to class in the form of a skit on one specific chosen area
.Students use text book to see if they had covered all the danger areas, if not they will discuss them with teacher and class.


Evaluation: Student make safety charts
write sentences on safety measures and illustrate where possible

Author:(Soy Criada)Juliet Christie Murray