Seams and Seam Finishes

                                                                                                                  
Plan of work for Period Ending----------Year


Subject: Clothing and Textile

Topic: Seams

Grade 8.

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

1. Name at least 4 different types of seams

2. Explain what are seam finishes and make one

3. Make open, French, and overlaid seams.                                                                         

4. Identify different parts of a garment where these seams

may be used.



Statement of the problem:

-You are planning to become a dressmaker and need to know how

to make seams and where to use them on a garment. Find out the

names of as many seams as you can. Learn how to make at least four of

the most frequently used seams.



Instructional aids:

Text book, Home and Family Management page 217-219,

cotton fabric , scissors, thread, needle sewing machine.



Skills

Cutting , sewing, machining, hand stitching, seam making

Instructions for making the following seams French, open, overlaid,

and doubled stitched.

See text, Resource and Technology: By Trudy Ann Barrett et al.



Content outline

The seam used on a particular depends on

a. Texture of the fabric

b. Type of garment

c. Position of seam

Seams are formed by the joining of two or more pieces of fabric together.

Open Seams

In an open seam the stitches do not show on the right side of the garment.

Two pieces of fabric are joined and the seam allowance is pressed open and

neaten with a seam finish.



French Seam

Unlike the open seam in this seam the edges are enclosed.

within the seam. This seam is more bulky than the open seam but is stronger and more durable

It is more suitable for light weight fabric.

Doubled stitched Seams:

This is so named because the two rows of stitching show on the right side of the garment

This seam is very strong and is used on light and medium weight fabrics.

It is suitable for underwear, jeans pants and skirt that require frequent washing. It is comfortable to wear when used on close fitting garment.

Over Laid Seam

This seam is sometimes used as a decorative seam where braids, frills, loops and piping may be.

It is suitable for undergarment, night wear, and children’s garment. This seam is sometimes referred to as the run and fell seam.



Seam Finishes.

Seam finishes prevent seams from fraying, makes it neat and strengths the seam. Most seam finishes are used with the open seam, mock French and overlaid seams.

Seam Finishes
	Edge stitch Bound Zigzag Overcast pinked	Light and medium fabrics Thick ,heavy, woolen fabric Firmly woven fabrics Any type of fabric Fabric that does not fray.

Procedure:

Class discussion on the value of learning to sew. Teacher pass around class already made seams for students to look at and compare and say where in garment they may be found

Students look in their text and identify them then read up on them.

Teacher let student know that a finished seam allowance is usually 4 cm or 5/8 of an inch.

Students will get pieces of fabric from teacher of the same size they will mark off the seam allowance

And baste them together to make a seam.

Some students will finish their seam their seam with a seam finish of their choice.

The students will follow their text and with the teacher’s guidance make the other3 seams.

Evaluation

Students will mount their seams on cartridge paper and pot them in a folder and present them for evaluation.

Cake Decorating

Lesson 10

Subject: Food Preparation and; Services
Unit: Entrepreneurship
Grade 9
Topic: Cake Decorating
Time : 90 minutes sessions
Objective:
At the end of the lesson students will be able to:
1. Name at least three types of icing
2. List the basic ingredients for two (2) types of icing
3. Give at least three (3) rules to observe when making – royal icing, butter cream icing and glac`e
Concept: Icing is used on cakes as how dressing is used on salads. Cake must be served with a sauce or icing. A decorated cake appeals to the appetite through the eyes.
Skill: Icing making , cake decorating

Instructional Aid :
Cake decorating set, turn table, pallet knife, icing sugar shortening, egg white vanilla

Content Out line
1. Purposes of making cakes- occasions dictates the types of cakes to be made.
2. Cup cake are usually decorated on the top with small rosette.
3. Sandwich cake usually have filling between
4. A gato--- is highly decorated plain cake with fruits or special sweets added.
5. Fruit cake is usually made to last long and is usually decorated with royal icing covered with almond paste .
6. Color plays and important part in cake decoration especially in character cakes.
7. Cake must be free from crumbs before icing -use a pastry brush to brush off crumbs
8. Tools necessary for professional cake making are turn table, palette knife of various styles and sizes, mixing bowls, greased paper, cake boards.

Basic Ingredients Needed

(a) Royal Icing- icing sugar , egg white, lemon juice

(b) Butter Cream Icing- icing sugar, butter or shortening, white vanilla

(c) Glace – icing sugar and water

Rules - Royal Icing
- Egg white should be fresh and free from any trace of egg yolk must not be over beaten

- Sugar should be sifted and free from lumps

- Metal spoons should not be use. They discolor the icing.

- No grease must enter royal icing

- Best to stand for sometime so air can escape

- Cover with a damp cloth

Butter Cream Icing
- Make sure butter is properly creamed before sugar is added

- Beat icing till it peaks and look like smooth cream

- If too stiff add a table spoon of warm waterto the mixture
-There are many different types of icing: Boiled icing, glace, royal, butter cream

How to decorate
1. Separate icing that should be used for putting on decoration ( which should be a little stiffer than that which is to be used for coating).

2. Identify colors needed to color the icing for decorating

3. Place colored icing in piping bags half way full

Covering Cake-
- Put enough icing to cover top all at once. Spread all over tops from centre out to the sides without lifting the( palet knife).Cake decorating knife.

- Put enough icing on sides and turn the (turn table) table and use knife, lifting as gently as possible smooth with pallet knife or an icing comb.

- Decide on where you want the decoration and put it on. Remember borders give cakes a professional finish.

Procedure:

- Class and students discuss – occasions for which cakes are used.

 -Students and teacher discuss items 1-6

- Teacher shows students from books different types of iced cakes.

- Writing of recipe for royal and butter cream

- Teacher use recipe to mix butter cream icing, making sure to bring out important facts in content above.

- Students practice decoration on cake tins then do some on practice board

- When they have mastered the skills of putting on icing on cake tin and those on practice board they will put on icing on a cake.


Evaluation

- Icing a cake

- Answer question on the proceedure

Food Preservation

Subject: Food Preparation & Service

Lesson 8

Grade : 9

Unit Entrepreneurship

Topic: Food Preservation

Time: Two 90 minutes sessions

Objectives

At the end of lesson students should be able to:


1. Explain what is meant by the term Food Preservation

2. List the method of preservation

3. Sterilize a bottle using heat

4. Use two method of preparation to preserve a food item.

Instructional Aid:

Text, bottle, salt bleach, hot water, vinegar, vegetables

Reference: Text book: Food and Nutrition –By Anita Tull page 140-145

Concept:

Food can be preserved in order to have them when they are out of season.

Content:
- Reason for preservation
- Preservation is the act of preventing natural and microbial decay in food, by modifying the conditions which favors enzyme activity and micro- organism growth.
- Preservation helps to add variety to the diet by providing food out of season, providing cheaper foods and to prevent spoilage of some products.
Aim of preservation should be to: retain color, flavor, texture, appearance and nutritional value.

Method of Preservation
- Heating – to destroy micro-organisms & stop enzyme activity
- Removal of Moisture- drying
- Removal of air- to prevent further entry of micro-organism- sealing & canning
- Reductive of temperature to inhibit microbial growth & enzyme activity (freezing)
- Addition of Chemical preservatives- to destroy or inhibit microbial and enzyme activity

Preservation- Using Heat

Heat will destroy most yeast, bacteria, mould and enzyme at 100 C ( 212 F). However some bacteria and bacterial spores are resistant to such temperature and require higher temperature to destroy them.

The main method of heat treatment are:
a. sterilization- as in milk and canned or bottled food this may however destroy heat sensitive, vitamins thiamine and vitamin C. Color and flavor of mild maybe changed.
b. Pasteurization- is a less severe heating & rapid cooling. This only destroys the harmful microbes, the food will not keep for very long as other naturally occurring microbes in the food will begin to cause decay. Some products using this method – are- milk and milk products. Fruit juices, liquid eggs, vegetable juices, beer , vinegar and wine
c. Canning  and bottling: both of these methods rely on heat sterilization to destroy microbes and enzymes and sealing to prevent contamination.

Removal of Moisture

Dehydration is a very old method of food preservation where moisture is removed from food by leaving to dry in hear such as the sun, or spray through rotating tray with dry heat. Method of moisture removal are:

1. Roller drying – not used much

2. Spray drying – use on products like egg, milk

3. Accelerated freeze drying

Food preserved by dehydration are milk, coffee, tea, fish , meat, vegetable, pulses, egg, soup, instant snack. Many of these can be reconstituted by adding water.

Procedure
- Students and teacher will discuss reasons for preserving food

- Types of preserved food. Class discussion on important points above.

- Sterilizing a jar using boiling or bleaching.

- Preparing- pickled vegetable, cucumbers , chocho ,carrot, pepper,  etc.
Example
1.select fresh firm vegetables.Carrot and chocho.
2.wash peel and cut using different types of decorative cuts.
3. Sprinkle with salt and leave in salt water for 2-3 hours in the refrigerator
drain off water and .
4. Blanch in hot boiling water for 2 minutes.
5. strain and pack into jars. cover.
boil 1 pint vinegar with 2tbsp sugar and 1tsp salt.pour over vegetables and cover hot

Evaluation:

Students answer a short quiz on the process they went through to preserve the vegetable and the ingredients used.

Yarns

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

Lesson: 10

Subject: Clothing and textile

Unit: Resources

Grade: 9

Topic: Yarns

Time: Two 90 minutes sessions

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

1. Tell the different types of yarns

2. Identify yarns according to their use and purpose

3. List the different methods of fabric construction

4. Using thread to create 3 different samples of yarns

5. Write 6 sentences of what they have learnt of yarns



Concepts: Fabric behaves differently depending on the types of yarns and type of weave used in its construction

Skills: Identifying different types of yarns

Focus Question:

Explain to your friend what is meant by staple yarns and filament yarns. Use thread to demonstrate how types of yarn are constructed

Teaching Method: Question and answer, brain storming, demonstration

Instructional Aid: cartridge paper, Home Economics in Action book 1

Reference: Text Resource and technology book 1,

Content Outline

1. Yarn are made from fibers twisted together by a process called spinning

2. Yarns vary in thickness dependent on the purpose for which it was created

3. The Thickness of a yarn is given in Tex. A unit of measurement especially used for silk and

manmade fibers.

4 Tex. is measured as the weight in grams of a given length of yarn, the

coarser the yarn

6. There are different types of yarns, they vary according to

a. the type of fiber from which they come,

b. the number of filament that makes up the yarn,

c the construction process

d. the number of yarn put together

e. the direction of the twist

f. the use to which the yarn is to be put.

Types of yarns and classification of yarns

a. Staple yarns- these are made from shorter fibers, having fuzzy ends that stick out. They can be made from natural fibers or manmade filament cut into short lengths.

b. Mono filament yarns-this is a single yarn that may have only one continuous strand of filament such as that used in ladies stockings this is the simplest

c. Ply yarns are made up of two or more yarns twisted together at the same time.

d. Multifilament yarns or corded yarns are ordinary yarns that are made up of several long continuous filament yarns



Grouping yarns

And the number of strands put together to make the yarn. The types of yarn above are

based on their length. There are also different types of yarns produce for different p

purpose such as

a. Weaving yarns -for weaving fabrics lengthwise (Warp) and crosswise (weft) direction the warp are smooth, regular, and strong having high or medium twist.

The weft is also smooth but not as strong they run across the warp filling up the spaces.

b. Knitting yarns- for hand knitting are soft twisted plied and cable yarns special textured and fancy yarns are made for machine knitting.

c. Sewing yarns (threads) are made to be strong smooth and slightly stretchy. They have high resistance to rubbing, heat light, shrinkage and chemicals

d. Cotton and synthetic fibers are often used to make sewing yarns.

Procedure:

-Teacher gives piece of fabric to students and let them draw out some yarn from length wise and cross wise. Students test them for strength and how easy it was to draw them out.

- Brain storming to find out what students know about topic. Students read focus question and under teachers guidance try to find answers in text while teacher guides them in finding information set out in content above.

-Students look at the samples of the different types of yarn in text and try to make samples of them using thread.

Students record finding and paste their samples on cartridge paper for display.

Evaluation

Students answer focus question using samples created in not more than six sentences

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