This Remote Learning Plan was created by Brandee Drahota in collaboration with Rick Meyer as part of the 2020 ESU-NDE Remote Learning Plan Project. Educators worked with coaches to create Remote Learning Plans as a result of the COVID-19 pandemic.The attached Remote Learning Plan is designed for preschool students. This alphabet lesson uses the story Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault as an introduction to alphabet identification. 

Throughout this lesson, the students will learn how to correctly take measurements to create a fitted garment. Students will begin with brainstorming measuring tools. Next, they will discuss fabric sizing as a class. Students will learn about the history of measurements and why it is important to take measurements. Individuals will team up in pairs to practice taking measurement. Finally, students will apply the measurements by comparing and contrasting them with a home-sew pattern.  This lesson could be used before a student begins creating a garment for themselves, especially in Intro to Design or an Apparel Production & Construction course.

Burn tests are one method used to identify fiber content of fabric. Throughout this lesson, students will work in groups to learn about burn tests and conduct a lab where they complete burn tests to identify fibers. This lesson is designed to take one 50-minute class period, but could be drawn out to take two 50-minute class periods. To grade this assignment, I like to use their justifications for why they think it was a certain fiber, instead of just assessing if they selected the right fiber for the sample.  Consider teaching the following lessons alongside Burn Tests. Each of these have a textile science focus. Microscopy Fiber ID Lab - https://oercommons.org/courseware/lesson/106763Solubility Fiber ID Lab - https://oercommons.org/courseware/lesson/106762

Throughout this project, the students will complete a burrito-style pillowcase. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. (In my classroom, I give students the choice to complete the PJ Pants or the Pillowcase Project. If they choose to make a pillowcase, I have them make two - one for themself and one for a foster kid.)

Students will use the Occupational Outlook Handbook to explore occupations related to child development and care. Students will create lapbooks to share their findings.

This resource was created by Amber Karber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Students will use MyFitnessPal or another teacher-approved website to record their food and drink consumption for 10 days. Then students will complete a reflection focused on analyzing if students met their recommended daily nutrition goals and nutrients.

Throughout this project, the students will create a drawstring bag. This project will take about five days (50-minute class periods) for students to complete. Everyday, students will begin with setting up their sewing machines and setting goals for the day. Students will follow the written and video instructions to complete the project. At the end of each day, students will reflect upon what they accomplished and what they hope to improve upon for the following day. As there are written and video instructions, students can move through the project at their own pace.  This project works well for middle school or as a project to refresh students on how to use the sewing machine and construction terminology in high school. 

Throughout this project, students will research historical influences on fashion through the lens of a fashion journalist. The lesson gives the students the prompt, “As a Fashion Journalist, you are constantly observing and reporting on the current styles and fashion trends. Your boss at the magazine, Today’s Trends, has tasked you with creating a mini magazine on the popular fashion trends of the past decade. (The trick here is that each student will be assigned a different decade - you are each placed at a different point in time!)” Each student will choose a different decade throughout history and then use reputable sources to create a mini magazine on Canva that features women’s clothing, men’s clothing, shoes, accessories, historical events, important individuals of the time, and more information about the given decade.  This multi-day lesson plan includes complete instructions for the project as well as a grading rubric. Suggestions for reputable resources are also included. Students are graded on including a variety of information and following the set formatting parameters.

OverviewStudents will be introduced to (or quickly review) the elements of design in this one-day lesson. Students will begin with a Quizzizz game. Next, the students will use a notes sheet to follow along with a slide deck to learn about this topic. While taking notes, students will doodle, write, reflect, and discuss the elements of design as prompted by the slides. Discussion questions are included in the Notes section on each slide. At the end of the class period, the students will watch a music video and discuss how the elements of design are incorporated into the video. If there is extra time, additional discussion questions are included at the end of the slide deck. Essential QuestionWhat should be done about students learning to use the elements of design to create a visually appealing end result? 

Throughout this lesson, the students will learn about the history of weaving and the different types of fabric weaves. This is designed to take one 50-minute class period, but it may take 2 class periods for the students to complete all of their sample weaves. 

This lesson is meant to be a guide for Nebraska Family and Consumer Sciences teachers who may teach the following courses Human Development, Human Growth & Development, Child Development, Parenting, Interpersonal Relationships, Relationships, Family Living, Teen Living or Daily Living courses. Any additional readings and/or topics not included in the lesson plan should be marked N/A.

This resource was created by Amber Karber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Throughout this lesson, students will learn about sustainability in the textile industry by researching fast fashion. While completing the workbook, students begin with learning what the fast fashion industry is. Next, they learn about the negative impacts of fast fashion. Students will explore the environmental impact of fast fashion. Finally, students will learn about what they can do to consume textiles in a sustainable manner. All throughout the activity, students are reflecting on their learning by answering questions over the content and their responses to it.  This lesson on fast fashion is a student-directed workbook - perfect for a day with a substitute teacher. This lesson is designed to take one, 50-minute class period.

This lesson plan was created by Jennifer Pritchett as part of the 2020 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 7-12 as a introduction to a service learning project.  This lesson plan can also be used in classes such as Sociology, Introduction to Education, Ethics, Leadership, etc. Students will learn the meanings of values and rank their top 5 values in a hands on or virtual format.  The culminating project is collaboration on a Google Slides presentation with the rest of the class.

This lesson will help students learn proper handwashing techniques.

Throughout this project, students will research historical influences on fashion through the lens of a fashion historian. The lesson gives the students the prompt, “You are a fashion historian at the Smithsonian and your boss with the Clothing & Accessories division wants you to put together a virtual collection of textile garments that represent the 1900s You will be researching and finding historical garments and fashions using the University of Nebraska-Lincoln’s Historic Costume Collection database.” Students will find a garment in the collection from each of the decades listed and fill in the information as prompted in the template.  This lesson is designed to take 2 class periods (50 minutes). It would be excellent to use as a project before a break or at the end of a unit. NOTE - If you reside close to Lincoln, Nebraska, it would be fun to take a field trip to the University of Nebraska-Lincoln to be shown the Historic Costume Collection and to have the Textile, Merchandising and Fashion Design faculty tell you about specific garments, etc.