Grade 10 Home Science Term 2 Scheme of Work

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Week Lesson Strand Sub-strand Lesson Learning Outcomes Learning Experiences Key Inquiry Question(s) Learning Resources Assessment Reflection
2 1 Clothing and Textiles 3.2 Textile Fibres By the end of the lesson, the learner should be able to:
a) define textile, fibre, yarn, and fabric;
b) differentiate between these terms using examples;
c) show curiosity about textile origins.		 The learners will be guided to:
i) match terms to definitions using flashcards;
ii> examine raw cotton, wool, and synthetic fibres;
iii> create a “Textile Vocabulary Wall” in class.		 What is the difference between a fibre and a fabric? Fibre samples, flashcards, posters Vocabulary matching rubric —
2 2 Clothing and Textiles 3.2 Textile Fibres By the end of the lesson, the learner should be able to:
a) classify textile fibres into natural and synthetic;
b) draw a classification chart with sub-categories;
c) appreciate environmental conservation in fibre production.		 The learners will be guided to:
i) study classification charts;
ii> draw and label a fibre tree (animal, plant, regenerated, synthetic);
iii> discuss sustainability of cotton vs polyester.		 How are textile fibres classified? Classification charts, drawing paper Chart accuracy rubric —
2 3 Clothing and Textiles 3.2 Textile Fibres By the end of the lesson, the learner should be able to:
a) carry out a burning test to identify unknown fibres;
b) record observations (smell, ash, flame);
c) observe safety during chemical and fire tests.		 The learners will be guided to:
i) conduct supervised burning tests in pairs;
ii> fill an observation table;
iii> relate results to fibre type.		 How can you identify a fabric using simple tests? Fabric swatches, tongs, safety goggles, observation sheets Lab safety and accuracy checklist —
2 4 Clothing and Textiles 3.2 Textile Fibres By the end of the lesson, the learner should be able to:
a) describe characteristics of fibres (absorbency, strength, elasticity);
b) link properties to uses in household articles;
c) value functionality in textile selection.		 The learners will be guided to:
i> test absorbency with cotton vs polyester;
ii> stretch samples to compare elasticity;
iii> match fabrics to products (e.g., cotton for towels).		 How do fibre characteristics affect fabric use? Fabric samples, water droppers, rulers Property testing rubric —
2 5 Clothing and Textiles 3.2 Textile Fibres By the end of the lesson, the learner should be able to:
a) mount a fibre collection folder with labels;
b) include source, identification method, characteristics, and uses;
c) demonstrate unity by sharing samples in groups.		 The learners will be guided to:
i> compile their test results into a personal fibre folder;
ii> exchange samples with peers;
iii> display folders in a “Textile Gallery”.		 Why is it important to know your fibres? Folders, samples, labels, display boards Project folder assessment rubric —

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