Over-Arching Project with Activities
Project: The Story of Wool
Activity: History– The Lincoln Longwool and the Port of Boston
Activity: Art – Making a felt wall hanging picture
Activity: Design and Technology– Making a woven blanket for our library Reading Corner
Activity: PSHE: My Wooly Jumper; Clothing for Warmth and Protection
Topic: Design and Technology/History
Project: The Story of Wool
Key Goals for Understanding
(Differentiated)
Objects in our daily lives have origins and histories. Understanding our culture through arts and crafts (fashion) and understanding the purpose of garments. Looking at clothes for different seasons and weather conditions. The origins of textiles from animals, plants and chemistry. How a garment is made from start to finish. Shearing sheep, cleaning wool, spinning wool, dying the yarn and knitting; also looking at weaving on a hand-loom. Felting.
Palette of Activities
(Differentiated)
De-constructing an old garment of knitted wool. Visiting a local farm to see sheep sheared. Observe and experience spinning to make wool yarn. Use natural dyes to dye the yarn. Observe and experience knitting and weaving. Produce a woven piece of work. Experience felting.
Range of Settings
Visiting a farm to see sheep sheared. Working in the art room to create knitted, woven and felted pieces. Working outside to dip the wool in dye and hang on line to dry.
Cross Curricular Connections Built into Lesson
Animal Husbandry (Science): Shearing sheep. Design Technology: How to spin, dye, and knit. How garments are constructed and deconstructed. British Culture: Look at the history of knitwear fashion. PSHE: Caring for one’s self by dressing appropriately for all kinds of weather. Music: Listening to pieces from Vivaldi’s Four Seasons to match music to weather conditions and emotions. Listening to The Spinning Song by Albert Elmenreich to experience the rhythm of the spinning wheel. Maths: Creating patterns in knitting and weaving, measuring dimensions to plan felt pieces, weighing wool, measuring and mixing dye ingredients. Planning a scarf.
External Partnerships/ Connections and Resources
Engagement Opportunities
(Differentiated)
Pulling yarn from an old knitted garment to see the shape disappear, feeling different weights and textures of textiles in a box or bag or with blindfold (depending on sensory needs), watching sheep shearing on video and then on a farm. Choosing dressing up garments for winter or summer. Processing and mixing natural materials for dying. Knitting and weaving. Felting. Weaving rag strips through chicken wire to make a wall hanging. Listening to music.
Prompts: Visual and Verbal
(Differentiated)
Use Lesson Planet Membership to print worksheets for matching clothing to weather conditions. Use Education.com (sign in password available) to find matching worksheets and images of weather and clothing.
Display several different weights of yarn and label the weights, light, medium, and heavy or bulky. Display colours of yarn to show range of available natural dyes. Print differentiated vocabulary on cards. Display light and heavy pieces of clothing for summer and winter for example, a t-shirt and a pullover. Watch Videos to see sheering, dying, weaving, and spinning. Listen to selected pieces of music.
Vocabulary to Introduce
(Differentiated)
Sheep, wool, fleece, shear, spin, spinning, spindle, dye, knit, weave, loom, wheel, felt, loop, yarn, textiles, row, needle, warp, weft, texture, hank, skein, fiber, thread, needle, matting, pressing, rolling, stitches, weight, light, medium, bulky, heavy, fine, thick
Materials and Preparation
Wool, natural materials for dying, looms, scissors, yarn needles, iPads, paper, coloured pencils, hand spindles, felting wool, felting mats, books on raising sheep, weaving, knitting and felting.
Literature and Media to Support Lessons
(Differentiated)
(all books are in
the project lesson basket)
Woolly Jumper: The Story of Wool by Meredith Hooper Spinning, Dyeing & Weaving: Essential Guide for Beginners (Self Sufficiency) by Penny Walsh
My First Knitting Book: by Susan Akass
Weaving with Children by Ute Fischer
Kids Knit!: Simple Steps to Nifty Projects by Sarah Bradberry
Farmer Brown Shears His Sheep by Teri Sloat and Nadine Bernard Westcot
Where do clothes come from? by Chris Butterworth (Author), Lucia Gaggiotti (Illustrator)
Sheep: Down on the Farm Series, Book 1 Heaps of Sheep Fun Fact Information: Fun Facts About Your Favorite Wooly Animal by Jennifer Reed
Finger Knitting Fun: 28 Cute, Clever, and Creative Projects for Kids by Vickie Howell
The Four Seasons Musical book ( Vivaldi) by Fiona Watt
Weather and The Seasons by Dorling Kindersley
The Story Orchestra: Four Seasons in One Day: (Press the note to hear Vivaldi's music) by Jessica Courtney-Tickle
Spinning Song by Albert Elmenreich, Hear on Youtube.
Additional Learning and/or Engagement Opportunities
(Differentiated)
The history of clothing and construction. The history of knitting, weaving and felting and determining which was the oldest method of producing a textile. Learning about other animals providing wool for weaving and knitting. Watching videos of weaving on hand-looms versus machines. Considering the conditions in which children are forced to work in textile factories in other countries and cultures. Looking at a third method of using wool in felt. Examine felt pieces used inside musical instruments to dampen sound and vibration. Look at or create felt storyboards. Weaving natural materials such as grass and flexible twigs and leaves on an outdoor stick loom. Explain differences in spelling an English word in other countries, ie., wooly and woolly. Drama: Acting scenes from the history of wool production and the wool trade.
Assessing Understanding
Each student’s participation and engagement during the plenary of the activities. Specific post-activity questions and worksheets. Noting the student’s understanding and knowledge gained from each activity within the project, and taken to the next activity. Worksheets for each level of ability.
Individual Therapy Considerations:
Input from therapists
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Activity Planning Sheet
Teacher:…………………… Date:………………
Topic: History–The Lincoln Longwool and the Port of Boston
Objectives and curriculum standard
Develop an awareness of the past, learning about the lives of the British people. Learn about industry and trade in Britain. Learn a broader vocabulary related to the specific lesson. Learn to use words and phrases relating to the passing of time. Understand the origin of purposeful, functional, products and how these products were sold, traded and exported and the effects of this industry on the local British people.
Key Goals For Understanding
Learning about the native Lincoln Longwool sheep and the importance of the Port of Boston for the Wool Trade in Medieval Times.
To understand the versatility of wool and its many uses over the ages; for example, clothing, insulation, furniture, blankets, mattresses and duvets.
Palate of Activities
Discuss the history of the wool trade comparing medieval and modern markets.
A trip to the Guild Hall in Boston, where the children will see and try on medieval woollen clothing and learn more about the wool trade within the Guild of St Mary.
Re-enact a wool market in the school grounds with students assigned roles for the performance re-enactment. Making bales of wool (miniature), loading onto carts and hauling to market and weighing the wool or the bales. Negotiating the prices, loading the boats in the Port of Boston.
(Sensory Activity) Examining and feeling examples of wool from its raw form as a ‘sheepskin’ and the more recognisable forms such as a ball of yarn used for knitting, a wool blanket, knitted jumper, tweed and stuffing for bedding and furniture.
.
Range of Settings
indoor classroom, outdoor classroom, the market and the Guild Hall, Boston
Cross Curricular Connections Built into Lessons
Animal Husbandry – caring for sheep correctly to enable them to grow good quality fleece.
Geography – explore the location of Boston on the East Coast of England and the close proximity to the rest of Europe.
PSHE – Communicate with members of the local community in the museum and learn how the wool trade boosted not only Lincolnshire but also England’s economy in medieval times.
Maths – Weights of the wool, negotiating prices, the growth rate of the Lincoln Longwool fleece
Drama – Re-inactments in period costume of market trading and exporting from the port.
External Partnerships/Connections and Resources
The Guild Hall, Boston
Engagement Opportunities
Performing roles from history of the wool trade from farm to port.
Stepping back in time and observing what clothing looked and felt like many years ago. Discussing, as a group, the main differences between the clothing from then and now during the trip to the Guild Hall in Boston.
Prompts; Visual and Verbal
Closely study the different textures of the woollen objects and clothing.
Watch a video
Picture card prompts can be made for those who require additional support using the pictures on pages 3,4 and 5.
Vocabulary
Wool, fleece, sheepskin yarn, fashion, clothing, blankets, bedding, tweed, furniture, warmth, Medieval times, centuries, port, wool trade, Lincoln Longwool Port, merchant, farmer, trade, taxes, scales, weight, barter, guild, cart, shipping, bale, quality
Materials & Preparation
Visual prompts to be prepared and laminated prior to lesson or trip where necessary, (see pages 3,4 and 5)
Examples of different forms of wool, clothing, blankets, sheepskin rug
Map of Boston Port on the East Coast and the proximity to Western Europe.
RA for trip to the Guild Hall.
iPad to record children’s performance
Literature & Media
The class iPad and computer to be available for research to extend learning opportunities and differentiation where appropriate.
Additional learning and/ or Engagement Opportunities
Compare different breeds of sheep.
Look into reasons why Lincolnshire is a suitable area to raise sheep (landscape – large areas of grazing land)
Can we obtain wool from other animals? Goats, alpacas, llama, camel.
What else was exported from The Port of Boston.
A trip to the Port of Boston to consolidate learning.
Facilitate independent inquiry opportunities with accessible resources and/or media.
Links made to prior learning.
History and significance of Guilds in medieval wool trade
How will the children’s understanding be assessed
The students will be able to sequence the steps in taking wool from sheep to market to port.
The children will be able to answer specific questions referring to the trip to the Guildhall about life, clothing and the wool trade in Medieval Boston. The students will participate in the re-enactment, which will be recorded.
Lincoln Longwool
The Lincoln Longwool is the largest and most important native breeds of sheep in Britain. They produce the heaviest, longest and most lustrous fleece of any breed in the world. The wool of the Lincoln Longwool grows at a rate of 1inch per month. The versatile fleece was in great demand for spinning, weaving and many other crafts. In Medieval Times, Lincolnshire was famous for these sheep, when the wool trade was crucial to Britain’s economy. Boston was one of the major ports exporting sheep and wool to Europe and as far as South America, Australia and New Zealand. In 1260, The Merchants Guild of St Mary was founded at the Guild Hall and many of the merchants made their fortunes trading in wool. Unfortunately the Lincoln Longwool is now one of Britain’s rarer breeds.
Sheepskin was once used to sleep on and under as well as being made into clothing and to line shelters and homes. As time went on people realised that they could collect fleece which had been shed and twisted tightly it into a yarn. This yarn could then be weaved into clothing and blankets. As time went by these techniques changed/developed into the techniques we see today. As for bedding, wool went on to be stuffed inside sacks and later sheets to make duvets, pillows and mattresses. Wool continues to be used as insulation but is now pressed into sheets and rolled.
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Activity Planning Sheet
Teacher:…………………… Date:……………… Class Group……………….
Topic: Art – Making a felt wall hanging picture.
Objectives and Curriculum Standards
To develop a range of art techniques using natural materials and exploring colour, pattern, texture, line, shape, form and space
Key Goals For Understanding
To learn how to wet felt and create a simple work of art choosing from a wide range of coloured felting wool and applying a specific methodology to bind the wool fibres together.
Palate of Activities
Children to watch a short film on how to felt. https://youtu.be/jNMs2LSXq70
Children to choose a variety of colours of wool to create their felt artwork.
Children to go through the whole process to make the felt with their chosen colours.
Range of Settings
Classroom/Art room
Cross Curricular Connections Built into Lessons
History – looking back at this ancient textile process, which is believed to be the oldest form in existence.
Occupational Therapy – Using fine motor skills throughout the felting process.
Maths – creating patterns, estimating amounts of wool to create shapes in the wet felt picture, counting the amount of times to roll the wool after the pattern has been created.
Science – developing an understanding of the nature of wool and applying a specific process/method to transform it in to felt. Observing how to use simple equipment for the intended goal.
Sensory – Children will be stimulating a variety of senses throughout the process of transforming the wool into felt. From choosing the colours to feeling the different textures during the different stages of the felting process.
External Partnerships/Connections and Resources
Engagement Opportunities
The children will be able enjoy the practical process of felt making following simple instructions to create something with newly learned skills.
The children will be given the opportunity to let their imagination and creativity flow with using colours and following their own interests.
Seeing and feeling the different textures of the wool before, during and after the felting process will engage the children’s senses and give them the inspiration to create something beautiful.
Extended learning opportunities to maintain focus and attention.
Prompts; Visual and Verbal
Show samples of real pieces of work. Provide photographs of different patterns attainable when felting. Watch instructional video.
Teaching staff to repeat questions and factual information as required and point out interesting facts. “look at how the wool is sticking together.”, “look at the beautiful colours…..”, “which colours do you like together? Hold side by side to compare the selections before making the choices for your work of art.”
Study real pieces of felt at the different stages throughout the process as guidance and inspiration.
Verbal reassurance throughout to encourage and promote positivity.
Vocabulary
Wool, felt, colours, create, imagination, pull, press, roll, rub, wet, soapy, water, count, squeeze, rinse, dry
Materials & Preparation
Computer to play calming background classical music –
Visual prompts to be prepared and laminated prior to lesson where necessary.
Prepared felt at various stages throughout the felting process
Coloured wool, towels, bamboo rolling mats, cotton sheets, plastic sheets, large bowls, squeeze bottles filled with warm soapy water.
Disposable gloves (if required)
iPad to record children’s progress throughout the felting process and to play video and music.
Literature & Media
Link to felting tutorial, Tigerlilly Makes – The Wool and Felt Making Boutique - https://youtu.be/jNMs2LSXq70
Beginners Guide to Feltmaking by Shirley Ascher & Jane Bateman
Additional learning and/ or Engagement Opportunities
To refine this newly learned skill to make more felting projects in line with annual celebrations, such as – Daffodils and Easter eggs, broaches for Mother’s Day, Christmas decorations.
The children to explore the qualities of more detailed feltings, such as, felt animals, jewellery and footwear.
Research other felting methods and projects.
How will the children’s understanding be assessed
Students will create a finished felt piece. The students will recall the correct sequence of steps in the felting process.
The students will be able to explain what happens to the wool during the felting process.
The students will be able to explain their choice of colour and pattern and their reasoning behind these choices.
By the end of the activity the children will be able to correctly use the new vocabulary. Students will use the new vocabulary during the activity.
Individual Therapy Considerations:
to be completed by the therapists
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Activity Planning Sheet
Teacher:…………………… Date:………………Class Group…………………………………………
Topic: Design and Technology– Making a woven blanket for our library reading corner
Objectives and Curriculum Standards
Select from and use a range of tools and equipment to design and make a functional and appealing product. Choose from wide range of materials according to their characteristics.
Key Goals For Understanding
The source of wool. How different textures are created from the wool.
How different weights of wool will provide greater warmth. How to weave parts for a greater whole.
Palate of Activities
A trip to the Design Studio to meet The Lincolnshire Guild of Weavers, Spinners and Dyers.
The children will be given the opportunity to watch wool being spun on a traditional spinning wheel, whilst listening to The Spinning Song by Albert Elmenreich.
The Students will choose from several baskets of wool, in various textures and colours, from which to make own products. Students will explore different choices on their loom, then draft a simple pattern design on paper using coloured pencils.
The children will be shown how to use a simple weaving loom and create small squares to be connected together to create a school blanket for the library. Within this process, the children will be able to explore colour, texture, and patterns as well as the working mechanisms of the loom and the use of simple tools.
Range of Settings
Classroom, The Design Studio – Antons Gowt (www.designstudioboston.co.uk).
Cross Curricular Connections Built into Lessons
Music – listening to classical music and hearing how it accompanies and mimics the rhythm of the spinning process.
History – the life of farmers in history, wool manufacture during the industrial revolution
Maths – creating patterns, counting loops for the loom, classification of wool weights
Occupational Therapy- Using fine motor skills when weaving the wool.
PSHE – Improved communication with peers and external specialists, teamwork, self-esteem, motivation and enjoying the success of completing an intended goal.
External Partnerships/Connections and Resources
The Design Studio – Anton Gowt
https://heritagelincolnshire.org – look into current/appropriate and local Heritage open days.
Lincolnshire Guild of Weavers, Spinners and Dyers
Engagement Opportunities
The children will enjoy observing and being involved with the processes of the wool production and creating something with newly learned skills.
The children will be given the opportunity to let their imagination and creativity flow with using colours and patterns.
Seeing and feeling the different textures of the wool before and after being spun then choosing pieces for their own weaving project. Comparing the rhythm of the music to the rhythm of the spinning wheel.
Prompts; Visual and Verbal
Examining woven pieces in different textures and colours. Photographs of different patterns in weaving. Watching the videos on spinning and weaving. Listening to the Spinning Song to think about the rhythm of the wheel.
Vocabulary
Wool, yarn, cleaned, washed, brushed, combed, carded, colour, dye, spin, spun, spinning wheel, weave, loom, pattern, rhythm.
Materials & Preparation
Visual prompts to be prepared and laminated prior to lesson or trip where necessary.
Wool, looms, scissors, weaving needles
R.A. for The Design Studio.
Pencils, coloured pencils and drawing paper
iPad to record children’s progress throughout the weaving process and to play the videos and music
Literature & Media
Spinning, Dyeing and Weaving: Essential Guide for Beginners by Penny Walsh.
https://heritagelincolnshire.org – look into current/appropriate and local Heritage open days.
The Spinning Song by Albert Elmenreich.
https://www.youtube.com/watch?v=JxdkVVO8e2k
Additional learning and/ or Engagement Opportunities
Spinning by hand on spinning drop spindles, Dying wool using natural materials, Match the rhythm of music to the rhythm of actions in everyday activities. Learning about child labour in the textile industry in Britain and in the rest of the world. Examining different weights of woven fabrics to match to weather temperatures.
How will the children’s understanding be assessed
Did each student produce a woven wool square for the blanket? The student will be able to explain the correct sequence of steps necessary to weave on the loom. The student will be able to explain the process of spinning. The student will be able to make appropriate choices for the weaving process and explain the reasons for their choices. The Students will make proper use of the vocabulary during the Activity Lesson.
Individual Therapy Considerations:
to be completed by therapists
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Activity Planning Sheet
Teacher:…………………… Date:……………… Class Group……………………………………………………………………….
Topic: My Wooly Jumper: Clothing for Warmth and Protection
Objectives and Curriculum Standards
Understanding our world: objects in our daily lives have origins and histories. We wear different clothes for different seasons and weather conditions.
Key Goals For Understanding
The source of wool. How items for warmth are created from the wool.
How different weights of wool will provide different levels of warmth.
Palate of Activities
The Students will choose from several baskets of wool, in various textures and colours, from which to make own products. The sleeve of an old jumper (on a mannequin) will be deconstructed by pulling one strand of wool yarn. Knitting with fingers and needles.
Watching videos on the source and history of wool and history of clothing. Experience the process of knitting
Range of Settings
Classroom, National Trust Houses, Museums
Cross Curricular Connections Built into Lessons
Design and Technology - how a knitted jumper is made. The source of wool.
History - The history of clothing
Maths –classification of wool weights counting loops
Occupational Therapy- Using fine motor skills
External Resources and Partnerships/Connections
Lincolnshire Guild of Weavers, Spinners and Dyers
Engagement Opportunities
Sensory exploration with different weights of yarn and textures, deconstructing the jumper by pulling the yarn, watching videos, visiting museums and NT houses.
Prompts; Visual and Verbal
Videos and photos.
Comparing different weights of yarn
Examining knitted pieces in different textures and colours.
Vocabulary words posted on classroom walls
Vocabulary
(differentiated)
Wool, yarn, cleaned, washed, brushed, combed, carded, colour, dye, spin, spun, spinning wheel, needles, loops, pattern
Materials & Preparation
iPad to record children’s progress throughout lesson and to play the videos
scissors, yarn, needles, knitting books to display different styles of jumpers
Literature & Media
Why We Wear Clothes https://www.youtube.com/watch?v=3fvbnTKBsqQ
History of Clothing
Dyeing and making a cloak from wool
Fibre to Fabric Wool
Additional learning and/ or Engagement Opportunities
Spinning by hand on spinning drop spindles, dying wool using natural materials, learning about child labour in the textile industry in Britain and in the rest of the world.
Drama - acting a scene (The Cappers Act 1571) in which a person is caught not wearing his or her knitted cap.
The first recorded knitting school was established in Lincoln, Leicester and York in the late 16th century.
The Cappers Act of 1571 stated that every person above the age of six years (except for "Maids, Ladies, Gentlewomen, Noble Personages, and every Lord, Knight and Gentleman of 20 Marks Land") in England on Sundays and holidays should wear (except when travelling)
How will the children’s understanding be assessed?
Did each student participate in the lesson? The student will be able to explain the process of knitting The student will be able to make appropriate choices for clothing for each season and explain the reasons for their choices. The Students will make proper use of the vocabulary during the lesson.
Individual Therapy Considerations:
To be completed by therapists
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