KENDRIYA VIDYALAYA SANGATHAN, DELHI REGION

CLASS – VII
MULTI – DISCIPLINARY PROJECT
TITLE OF THE PROJECT – FIBRE TO FABRIC (रे शे से कपड़े तक)

TITLE OF THE PROJECT – FIBRE TO FABRIC

(रे शे से कपड़े तक)
S SUBJECT LEARNING OBJECTIVES
NO
1 SCIENCE 1. To acquire knowledge of
wool yielding animals,
Indian breed of sheep and
different types of silk fibres
and their sources (silk
moth).
2. As plastic is very
dangerous for the
environment so the
students are made aware
about eco-friendly
materials (bio-degradable)
and encourage to use jute
bags and other
environment friendly
materials
3. To understand the life
cycle of silk moth and also
to develop their drawing
skill.
4. To know the different
types of fabrics and the
fibre it is made up of.
5. To make aware about
the journey (process) of
silk fabric (cloth) starting
from the silk moth.
SUGGESTIVE ACTIVITIES LEARNING
OUTCOMES
1. Make a picture book of following and also write the names 1. Students will be
and their brief description (In 20-30 words) (TERM-I) able to know the
(i) Different types of silk fibres and their sources (silk moths). names of wool
(ii) Wool yielding animals yielding animals,
(iii) Indian breed of sheep. Indian breed of
sheep and also the
2. Plastic bags should be replaced with the material made of different types of silk
biodegradable materials (Natural fibres) like jute bags. Where do fibres and their
we get the raw materials for making Jute bags? How does it sources.
help in safe guarding or protecting the environment? (TERM-I)
2. Students will get
3. Draw a well labelled diagram of life cycle of silk moth. (TERM- awareness about the
I) benefits of eco-
friendly materials as
4. Collect various types of fabric and name the type of fibre it is well as they will be
made up of. (TERM-II) encouraged to use
most of
5. With the help of images/ pictures explain the journey of silk biodegradable
fabric (cloth) starting from the silk moth. (TERM-II) materials like jute
bags instead of
6. To identify the picture and explain the processing of fibre into plastic.
wool. (TERM-II)
3. Students will be
(A) able to understand
the life cycle of silk
moth and also they
will develop their skill
of drawing.
4. They will be able
(B) to know the different
types of fabrics and
 6. To make them aware
about the processing of
fibre to wool.
7. To make the child aware
about Mulberry trees as its
leaves are the main diet of
silk moth, and the role of
environmental factors
required for the
development of Mulberry
trees.
2 ENGLISH ❖ To develop writing
skills as Notice
writing, Letter
writing.
❖ To enhance creativity
and to develop
Imagination.
the fibre it is made
up of.
5. They will be able
to know the journey
(process) of silk
fabric starting from
(C) the silk moth.
6. Students will be
able to understand
the processing of
wool from its fibre.
(D) (E) 7. Students will be
able to know that the
Mulberry tree as its
leaves are the main
diet of silk-moth and
also the role of
environmental
factors required for
the development of
7. Mulberry trees play a very important role in the development Mulberry trees.
of silk moth as it is the main diet of Larva of silk moth.
Explain the effect of temperature, climatic conditions and soil
type required for the development of silk moth. (TERM-II)
❖ Develop the
Activity 1: Notice Writing (TERM-I) ability to
➢ You are a student of class 7th. Your school is organizing a analyse and
“Handloom and Textile” exhibition. The student may come differentiate
along with parents. Draft a notice giving necessary details types of fibres.
(Type of fabrics, date, timing, COVID safety protocol) in 50
words. ❖ Develop good
writing skills.
❖ To comprehend the They learn
topic in a wider sense. how to write a
letter, notice,
❖ To make simple story, and
Sentences. paragraph.
❖ To develop ❖ Learn to speak
Presentation skills. fluently.
. ❖ Develop
empathy,
kindness
towards
animals.

❖ Activity 2: Letter Writing (TERM-I)

➢ Recently you have visited a garment factory, write a letter to
your friend explaining him the process of garment production.

❖ Activity 3: Paragraph Writing (TERM-I)

➢ Write a Paragraph on the Topic “DRESSING SENSE
REFLECTS OUR PERSONALITY”. Take instance from the
chapter “THREE QUESTIONS” when the king put on
ordinary clothes to meet to the hermit and from the chapter
“GOPAL AND THE HILSA FISH” when Gopal wore torn
clothes to take up the challenge.
❖ Activity 4: Story Writing (TERM-II)
➢ Write a story about the journey of fibre to becoming a fabric.

❖ Activity 5: Role Play (TERM-II)

➢ You are a sheep. Share your feelings what do you feel when the
human chop off your hair for getting wool.
3 HINDI 1. लेखन क्षमता का 1. जर छात् छात्ाएँ वजस प्रदे ि के वनिासी है , िे अपने अपने राज्य 1. लेखन क्षमता का
विकास करना तथा (प्रदे ि) की िेिभूषा (पहनािा) धारण कराकर अपने पसंदीदा कपडे विकास, परं परागत
परं परागत पररधान तथा से आकषतक कठपुतली तैयार कीवजए । (TERM-I) पररधान तथा
आधुवनक पररधान की आधुवनक पररधान
जानकारी प्राप्त करना । की बरध हरना ।
2. छात्रं में विल्प कौिल 2. छात्रं में विल्प
विकवसत करना | कौिल एिं
3. छात्- छात्ाओं का रिनात्मकता का
भारतीय विवभन्न प्रदे िरं विकास |
की परिाकरं (पहनािा) से 3. छात्- छात्ाओं का
पररवित करिाना | भारतीय विवभन्न
4. लेखन क्षमता का विकास प्रदे िरं की परिाकरं
के साथ-साथ बरध िक्ति (पहनािा) की
2. वििाह िावदयरं एिं भारतीय त्यरहाररं के अिसररं पर आपकर 'भारतीय
, भाषा, िब्दािली, जानकारी|
परं परागत पररधान' पहनना अवधक पसंद है या ‘आधुवनक पररधान’
िततनी िुद्धता कर 4. भाषा िैली,
पहनना । 'भारतीय परं परागत पररधान' और' आधुवनक पररधान कर
विकवसत करना । तावकतकक्षमता ,
लेकर दर बच्रं में हरने िाली बातिीत कर संिाद रूप में वलक्तखए ।
5. छात्रं में रिनात्मक िब्दािली, िततनी
(TERM-I)
िक्ति तथा सकारात्मक िुद्धता का विकास
3. भारतिषत एक वििाल दे ि है , हमारे दे ि के विवभन्न भागरं ि प्रदे िरं में
कल्पनािीलता कर बढािा करना ।
दे ना । तरह-तरह की परिाकें प्रिवलत हैं , विवभन्न प्रदे िरं की प्रवसद्ध (बहु-
5. छात्-छात्ाओं में
6. पररधानरं की विविधता प्रिवलत) परिाकरं के वित् संकवलत कीवजए या रद्दी अखबार , पत्-
रिनात्मक िक्ति
का पररिय कराना | पवत्काओं से विवभन्न प्रदे िरं की प्रवसद्ध परिाकरं की कतरन
तथा सकारात्मक
7. विवभन्न मौसमरं में पहने (Cutting) काटकर अपनी उत्तर पुक्तिका में विपकाइए और उनके
कल्पनािीलता कर
जाने िाले कपडरं के नाम भी वलक्तखए। (TERM -I)
बढािा दे ना ।
प्रकार के बीि संबंधरं कर 4. यवद संभि हर तर विद्याथी अपने माता-वपता के साथ वकसी कपडे के
6. पररधानरं की
समझने में छात्रं की कारखाने (वमल) का भ्रमण कर कपडे बनाने की प्रविया का िणतन
विविधता का पररिय
मदद करने के वलए | करते हुए 80 से 100 िब्दरं का एक अनुच्छेद वलक्तखए । (TERM-II)
कराना |
5. यवद आपकर अपने जन्मवदन पर पहनने िाली परिाक (वलबास) का
7. विवभन्न मौसमरं में
विजाइन बनाने के वलए कहा जाए तर परिाक बनाते समय आप वकन पहने जाने िाले कपडरं
बातरं का ध्यान रखरगे ? अपनी कल्पना से परिाक का विजाइन तैयार के प्रकार के बीि
कीवजए । (TERM-II) संबंधरं की समझ|

4 MATHS A) To enhance the
observation skill and
computational skill
b)to understand the
concept of data
c) representation of data
d) to understand the
concept of number system
e) to improve creative
vision
f) conversion of fraction to
percentage
g) conversion of decimal
to percentage
h) concept of symmetry
I) Concept of 2-
dimensional figures
and its
Different types
j) application of
percentage and fraction in
real life
6. भारतीय ऋतुओं के अनुसार पहने जाने िाले विविध पररधानरं (िस्त्रं)
के नाम की सवित् (वित् सवहत) सूिी बनाइए । (TERM-II)
A) conduct a survey (preferably online using google form or other A) students will be able
modes) of at least 60 people asking about their favorite fabric. (TERM- to understand the
I) concept of data
b) organize the data in tabular form using tally marks. (TERM-I) b) students will be
able to find different
c) represent data collected by you as bar graph. (TERM-I) modes of collection of
data
c) students will be
able to organize the
data
d) students will be
able to represent the
data
d) collect information about 3 different types of mixed fibers, their
composition and then represent the composition in terms of e) students will be
percentage. (TERM-I) able to understand the
concept of percentage
e) Make a list of any seven 2-dimensional figures and using these and its application
figures design a saree border by using a particular colour for a
particular shape. Make both borders (upper and lower) exactly same F) students will be able
(TERM-II) to understand the
concept of fraction and
f) make a presentation (drawing or report with pics) showing the its application
different stages of formation of a silk cloth (write from the larva) and f) students will be able
the approximate time taken at every stage. find out how much to differentiate
percent of time has to be devoted at every stage compared to total between symmetrical
time taken (TERM-II) and asymmetrical
shapes
 g)conversion of
fraction to percentage
and vice versa
h)knowledge about
different 2-
dimensional shapes

G) make a visit to nearby tailoring shop and interview the tailor .ask
him to make a shirt and trouser or top and a skirt for you.(you can
interview your family member too if one is expert in tailoring) note
down the measurement along with units and the calculations done by
him/her for the purpose. Classify these numbers as whole, natural,
integers, fractions and decimal. Convert all the measurement to SI
unit of length. (TERM- II)

5 SOCIAL ❖ To develop Activity 1: ❖ Students will be

SCIENCE understanding able to develop
understanding
regarding
regarding
availability of availability of
clothes at different clothes at
places. different places.
❖ To know about the ❖ Students will be
people that help in able to know
about different
the production or
types of Fibre.
 trade of different ❖ Students will be
fabrics. able to
recognize the
❖ Develop map
people that help
skills. in the
❖ To know about production or
different states that trade of
produce natural different
fabrics.
fibre.
❖ Students will be
❖ To recognize the able to locate
fabric of their daily different states
wear. on the political
map of India.

Shopping complex Weekly Market

Observe the images and use your personal life experience then compare
and contrast a weekly market and a shopping complex on the following:
(TERM -I)

Market Quality Price of Sellers Buyers Bargainin

of Cloth Cloth g

Weekly

Shopping
Complex
 Activity 2 :

Choose one state each from North, West, South, East and Central India.
From each of these, prepare a list of clothes that are generally worn by
women and men. (TERM -I)

Activity 3: Think about some fabric that you and your family members use.
It could be silk, cotton, wool, polyester etc. Discuss and write through what
chain of markets these reach you. Think and write about the people that
help in the production or trade. (Hint: Farmers, Weaver's cooperative,
Textile Industries, Wholesalers, Retailers etc.) (TERM -I)

Activity 4: Make a list of Natural Fibre then find out the largest producer
state of these fibre. Locate these states on the political map of India. (TERM
-II)
 Activity 5: Conduct an advertisement (Make a video) choose
one of your favourite dress from your garments and make a garment
brand on it. After that conduct an advertisement on your garment brand
and elaborate how the quality of fabric used in your dress is different
from others. (TERM -II)

1. वलखने की क्षमता का 1. वलखने की क्षमता

त्रिवर्ण: ध्वज:
6 SANSKRIT
विकास करना | का विकास
2. बच्े कर विल्प कौिल करना |
विकवसत करने में मदद 2. बच्े कर विल्प
करना | कौिल विकवसत
3. बच्रं में लेखन, पठन, करने में मदद
श्रिण की क्षमता का करना |
विकास करना | 3. बच्रं में लेखन,
4. बच्रं में सजत नात्मकता पठन, श्रिण की
क्षमता का विकास करना| क्षमता का
विकास करना |
: 4. बच्रं में
1.विद्याथी कपिे का प्रयरग करके वत्िणत ध्वज का वनमात ण करें गे। (TERM-I) सजत नात्मकता
क्षमता का विकास
2. िस्त् िब्दरूप वलखें और िस्त् जै से सभी अकारान्त नपुं सकवलंग िब्दरूप
करना|
की सूिी बनायें । (TERM-I)

3. िस्त् िब्दरूप के अनुसार अन्य 5 िब्दरं के िब्दरूप तैयार करें | (TERM-

II)

4. विवभन्न िस्त्रं के वित् सं कवलत करके उनके नाम सं स्कृत में वलक्तखए।

(TERM-II)
7 ARTS • To Recognize and WALL HANGINGS WITH WOOL (TERM-I) A) Students will be
evaluate basic able to understand
elements of design different media and
(color, line, form, techniques and their
texture, rhythm, etc.) use for creative and
• Acquire a working productive expression
vocabulary for common use;
associated with fiber B) Students will be
• Exercise and able to explore various
demonstrate use means of communication
(verbal and nonverbal).
and mastery of the C) Students will be
elements of design able to discover space,
• Use materials, tools organization, colours,
forms, lines, texture,
and processes from SAREE BORDER DESIGN (TERM-I)
D) Students will be
a variety of media able to develop a sense
(printmaking, of organization and
design which inculcates
painting, craft work)
in them a sense of order
• Handle materials with regard to their
effectively personal appearance,
home, school and
• Produce creative community.
works that E) Students will be
demonstrate able to identify own
strengths and
innovation in develop areas for
concepts, formal growth
language and/or
F) Students will be
materials able to understand
• Describe, analyze the concept of
and interpret created fraction and its
application
artwork
 • Recognize elements
of design in works of
art POTATOES BLOCK PRINTING ON CLOTHES (TERM-II)
• Analyze, interpret
and evaluate the
form and content of
works of art

• CONTENT
ASSESSMENT- RUBRICS • ORGANIZATION AND PRESENTATION
• ORIGINALITY IN OBSERVATION AND REFLECTIVE THINKING
• LANGAUAGE AND STRUCTURE
• CREATIVITY
• APPROPRIACY TO TOPIC
• SKILL
• INTRODUCTION
PROJECT SHOULD COVER • ACKNOWLEDGEMENT
• CONTENT
• CONCLUSION
• BIBLIOGRAPHY
METHODOLOGY INTERVIEWS
QUESTIONAIRE
REPORTS
BAR GRAPH
DRAWING
GOOGLE FORM
SURVEY
EXPLORATION
ART & CREATIVITY
WRITING SKILL
FOCUS ON ENCOURAGING INDIVIDUAL WORK
EXPERIMENTATION/ACTIVITY
Resources which the students Newspaper
Wikipedia.
may refer to e.g., Websites, YouTube.
books, journals etc. ALTERNATIVE ACADEMIC CALENDER
GOOGLE
NCERT TEXT BOOK
https://ncert.nic.in/textbook.php
DIKSHA PORTAL
https://diksha.gov.in/ncert
e-PATHSHALA
https://epathshala.nic.in/
MATHS LAB ACTIVITIES
https://ncert.nic.in/science-laboratory-manual.php

REMARKS IF ANY IT IS SUGGESTED THAT STUDENTS SHOULD FOCUS ON THE TITLE AND ARE FREE
TO EXPLORE, INNOVATE AND USE THEIR OWN IDEAS WITH FACTS.
 Patron: Sh. Nagendra Goyal, Deputy Commissioner, KVS Delhi Region
Mentor: Smt. Shilbala Singh, Assistant Commissioner, KVS Delhi Region
Convener: Mrs. Rashmi Shukla, Principal, KV SPG, Sec-8, Dwarka
Co-ordinator: Mrs. Bandana S Kumar, PGT Biology, KV SPG, Sec-8, Dwarka
Compiled By: Mrs. Manisha, Computer Instructor, KV SPG, Sec-8, Dwarka
Members:
• Mrs. Sumanjeet Kaur, TGT Hindi, KV SPG, Sec-8, Dwarka
• Mrs. Leena Verma, TGT Maths, KV SPG, Sec-8, Dwarka
• Mrs. Savita Kumari, TGT Science, KV SPG, Sec-8, Dwarka
• Mrs. Chhavi Tomar, TGT SSc., KV SPG, Sec-8, Dwarka
• Mrs. Ruby Yadav, TGT English, KV SPG, Sec-8, Dwarka
• Mrs. Sarita Sankle, TGT AE, KV SPG, Sec-8, Dwarka
• Mrs. Beena, TGT SKT(Contract), KV SPG, Sec-8, Dwarka