Lesson outline plan No. 7-8
Class 5
Topic: The sequence of manufacturing parts from wood. Routing
Purpose: to study with students the main stages of the technological-11> process; teach students how to make flow charts.
During the classes
I. Organizational moment. Preparing the workplace for the lesson, checking the working condition of the transfer, completing the rack and tool box.
II. Repetition of the material covered.
I. Conversation on the questions: What is the difference between a sketch, a technical drawing, a drawing
com?
What types of products do you know? What is the scale? What does it mean to read a drawing? Doing the practical task in pairs.
Read the drawing provided by the teacher in pairs. "1|M1-c, those shortcomings that each of you made in reading | C | chgzha, discuss them together, analyze.
3. Communication of the topic and purpose of the lesson.
III. Presentation of the program material.
I. Illustrative story. V h and t s l. Before proceeding with the manufacture of products, p | and | You need to go through a series of steps:
I) select the necessary materials corresponding to the product; ") to select suitable tools and technological equipment
oianie;
And depict the product in the form of a technical drawing, sketch, and 1 "n.s.;
I) select a quality blank for the future product;
:^) mark the workpiece;
"-) check markup;
/) sh-pulnit the necessary processing: planing, sawing, etc.; X) clean and carry out finishing work with the workpiece.
And the policy may consist of one or more assembly no 15
TsyIf the product consists of several parts, then after manufacturing they must be adjusted to each other, that is, connected to each other - this is an assembly.
If defects are found during assembly, it is necessary:
find the reason;
identify ways to eliminate shortcomings;
eliminate them.
2. Familiarization with the technological map.
Teacher. The sequence for processing and assembly is described in technological maps.
I suggest you familiarize yourself with a sample of such a map in the table on p. 27 textbooks.
table 2
TECHNOLOGICAL CARD cutting board
No. p / p Sequence of the operation Graphic image Tools and fixtures
I 2 3 4
1 Select a blank from a board or plywood with a thickness of 10-12 mm and
mark the contour of the product according to the template 2 Cut out the contour of the product - Hacksaw,
leah joiner
Workbench
3 Prick the center with an awl I 2 3 Prick the center of the hole with an awl. Drill hole 4 Insert workpiece, round off sharp edges and corners
Each part of the product is manufactured according to its own technological process, which, in turn, consists of technological operations. The operation is performed at one workplace or on one machine, for example, sawing, drilling.
Find and read in the textbook on p. 28 operation definition.
An operation consists of transitions and part settings.
How are transitions performed? (Transitions are performed at one workplace or machine with one tool.)
3. A detailed analysis by students under the guidance of a teacher of the content of several technological maps.
IV.Practical work.
Completing tasks:
1. Study the drawing of details proposed by the teacher.
2. Using the table, develop a technological map
details.
V. Lesson summary. Evaluation practical work students, analysis of the mistakes made.
Answers on questions:
What information is contained in the technological map?
What is a technology card for?
Attached files
Lesson outline
technology in 7th grade
Lesson topic: "Technological documentation".
The purpose of the lesson: to give students the basic concepts of design documentation.
Tasks: 1. Teach students to make process maps.
2. Instill, accuracy, diligence.
3. Cultivate respect for work.
Introductory part.
Checking students against the class list.
Checking for necessary accessories.
Safety regulations.
Main part.
(theoretical).
Checking homework.
Topic: "Design documentation".
a) What is design documentation?
(A set of graphic and text documents that contain all the information about the design of the product).
b) What design problems are solved when developing the design of the product and the drawings necessary for manufacturing?
(choose the best option products, its structural elements, materials, analyze product samples and make drawings).
c) What is ESKD?
(Unified system of design documentation).
d) What are design documents?
(detail drawing, Assembly drawing, general view drawing, wiring drawing, diagrams and instructions).
e) Who develops product designs, executes drawings?
(designers, draftsmen).
New topic.
"Technological documentation".
Technological documentation call graphic and text documents that determine the technology of manufacturing products. Part technological documentation includes design documentation.
Technological process - it's part of everything production process, containing purposeful actions to change the shape, size and properties of materials in the manufacture of products from them.
The technological process is carried out on various technological equipment and with the use of technological equipment: additional equipment, fixtures, tools.
Technological operation - this is a complete part of the technological process, performed at one workplace or machine.
A technological operation consists of various technological transitions.
Technological transition called a part of a technological operation performed at one workplace with the same tool.
Technological transitions are performed at a certain basing and fixing of the workpiece being processed, which is called a setup.
The main technological documents are maps: technological, route, operational ...
Technological map call a document in which the entire process of processing parts and products is recorded, indicating the technological operation and their constituent parts- transitions, as well as materials, design documentation, technological equipment.
The development of technological documentation is carried out on the basis of the ESKD-standard unified system design documentation.
III.. Practical work.
Development and compilation of a technological map for the manufacture of a product (file handles, mallets).
Carefully study the contents of one of the educational technological maps.
Select or develop a drawing of the desired part.
Determine the dimensions of the workpiece, taking into account processing allowances and select the type of wood.
Make an operational map with a record of transitions to the manufacture of a product, an image of drawings, sizing and a list necessary tools and fixtures.
Summarizing.
Workplace cleaning.
Analysis of mistakes made in practical work.
Grading.
teacher: Shilnikov Alexander Vasilievich
Item: technology
Class: 5
Lesson type: Lesson learning new knowledge
Subject: Wood. Lumber and wood products
Goals:
Educational: Acquaintance with natural structural material - wood, lumber and wood-based materials
Bring up culture of behavior during frontal work, individual work; respect for nature; form and develop environmental thinking.
Form UUD:
Personal UUD: readiness and ability to comply with safety regulations in technology lessons; the ability to conduct a dialogue based on equal relations and mutual respect; ability to constructively resolve conflicts
Regulatory UUD: willingness and ability to set goals; plan ways to achieve goals; learn to manage your own time; carry out self-assessment of the correctness of the action at all stages of its implementation
Communicative UUD: form one's own opinion, but establish and compare different points of view before making decisions and making choices; to ask questions; exercise mutual control and provide mutual assistance; learn to express your thoughts and listen carefully to your comrades
Cognitive UUD: to carry out an advanced search for information; define concepts; work with texts (introductory, studying, assimilating or search reading): highlight the main and secondary
Planned results:
Subject:
Know definitions of wood, lumber and wood-based materials and their scope
Be able to distinguish between wood species and types of lumber; pick up desired material for product
Personal: understanding the significance of the forest for the life of an individual and humanity; awareness of the need for respect for nature.
Metasubject: understanding of the historical relationship of man to wood as the most convenient natural structural material and the need to maintain ecological balance.
Basic concepts: wood, softwood and hardwood, wood structure, bark, annual rings, lumber, boards, beams, bars, slab, face, rib, butt, edge, wood materials, plywood, veneer, etc.
Equipment: Textbook: Technology. Industrial technologies. Grade 5 A.T. Tishchenko, V.D. Simonenko; Toolkit. Grade 5 A.T. Tishchenko; Workbook; tasks 2,3,4,5 prepared in MO Excel tables, presentation, Handout, multimedia projector, computers
ATTENTION. This lesson has several features that should be considered when analyzing its structure and planning time.
This is one of the first technology lessons in 5th grade. Everything is new and the teacher, and the workshop and some methods of work. The density of this lesson is from 60% to 80%, i.e. educational work should not take all 90 minutes, but from 55 minutes to 72 minutes (hygienic criteria for the rational organization of a lesson according to N.K. Smirnov).
A large number of basic concepts in the content of the topic of the lesson are divided into separate groups for better assimilation and stages are passed for each of them. studying new and fastening new. For securing a new thought out two options for working with tasks. If the lesson is held in the workshop, then students receive tasks on cards, and verification is performed using the corresponding slides of the presentation.
Excellent work is obtained if this stage lesson, the class moves to the computer science classroom. Then the teacher offers options for tasks 2,3,4,5 prepared in MO Excel tables. All of my students love doing this. It takes much less time to complete them, the computer strictly monitors spelling and does not miss errors. And most importantly, the computer fairly evaluates the work, does not find fault, but does not make concessions. The transition from the workshop to the computer science room and back is considered a dynamic pause.
| The main stages of the organization learning activities | Expected results (development of UUD) |
|||
| Stage tasks | Teacher activity | Student activities |
||
| Organizational Moment (2 min) | Organize the updating of the requirements for students from the side of educational activities | Teacher's greeting, mental attitude | duty report | Regulatory: volitional self-regulation; Personal: meaning formation (I have to...) Communicative: |
| I. Motivation for learning activities Purpose: the inclusion of students in activities on a personal level. "I want because I can" | Preparation for conscious perception of the material, stimulation of cognitive interest, transformation of the learning content into personally significant | Organizes. Clarifies the thematic framework. Proposes to continue the sentence: Karelia is the land of … and … Offers to choose only one object, the one that is suitable for the technology lesson Offers to give an explanation, answer the questions: why? How do you think? | Repeat basic safety rules Suggest options, choose, summarize, comment Choose forest Answer questions | Communicative: planning educational cooperation with the teacher and peers. Cognitive: logical - analysis of objects in order to highlight features |
| II. Formulation of the topic of the lesson, goal setting(7 min) Purpose: repetition of the studied material; pronunciation of the purpose of the lesson in the form of a topic of the lesson | Reproduction of knowledge, skills, life experience necessary for the discovery and assimilation of new knowledge and methods of action. Ensuring learning motivation, accepting lesson objectives | Offers to name the trees associated with the holidays; trees and fairy tales; trees - the benefit and historical glory of Zaonezhie. Offers to formulate the topic of the lesson and the purpose of the lesson; Helps to plan the work. Clarifies wording; Offers evaluation paper to work on the method raytin G Exercise 1: page 4 in the workbook Assignment evaluation criteria slides 2 and 3 | Answer questions: Spruce - New Year Willow - Easter, Palm Sunday Birch - Trinity. Pentecost Linden - Fox and hare (bast hut) Spruce, pine - museum - reserve Kizhi (monuments of wooden architecture) Aspen - plowshare (covering the domes of temples) Formulate the topic: Wood. Lumber and wood products. Formulate the goal: Acquaintance with natural structural material - wood, lumber and wood-based materials Fill in the table in the workbook; Enter the results of the work in the evaluation sheet | Personal: awareness of one's capabilities Communicative: Expressing your thoughts with sufficient completeness and accuracy; asking questions; planning educational cooperation with the teacher and with peers Regulatory: goal setting; performing a trial learning activity Cognitive: Independent formulation of the cognitive goal; Logical - problem formulation; analysis of objects in order to highlight features |
| Physical education minute | Dynamic pause | |||
| III. Learning new(15 minutes) Purpose: “Discovery” of new knowledge
application 4.jpg
appendix 3
appendix 3.1
application 2 appendix 2.1
Annex 1 IV. Consolidation of the new(25 min) Purpose: pronunciation of new knowledge, recording in the form of a reference signal | Discovery and assimilation by students of new knowledge and methods of action Fulfillment of tasks for assimilation of the main thing in new information, fulfillment of tasks, including creative ones, on the basis of what has been learned. Identification of gaps in the primary comprehension of the studied material, correction of the identified gaps, ensuring the consolidation in the memory of students of the knowledge and methods of action that they need for independent work | Proposes to consider the structure of a tree trunk according to the textbook pages 10 - 11 (3 paragraphs) and perform: Task 2(card - application 1 or MO Excel version of the structure of the trunk); Task 3(card - appendix 2 or MO Excel cross section option)
Offers work with the textbook p.11 - p.12 and name advantages and disadvantages of wood The teacher attaches cards in 2 columns to the board or invites the student to do this. He proposes a problematic question: how to determine (assume) from a small sample what tree it is from? Offers to work with the text of the textbook on page 13 and run: Task 4(card - Appendix 3 or MO Excel variant types of lumber); slide 8
Suggests doing: Task 5(card - application 4 or option MO Excel board elements); slide 10
The teacher shows several samples (plywood, lath, lining, fiberboard, etc.) And he asks to choose natural wood materials, i.e. what is obtained from logs or lumber by sawing, planing, cutting | Task 2 on cards or in MO Excel. When working on a card, checking on slides 4 and 5, filling out a self-assessment sheet.
The students work with the textbook and Task 3 on cards or in MO Excel. When working on a card, checking on slides 6 and 7, filling out a self-assessment sheet.
Students work with the textbook, highlight the advantages and disadvantages in the text. Orally name the advantages and disadvantages of wood. Students work with a textbook and name the properties of wood: breed, texture, color, smell, hardness; The students work with the textbook and Task 4 on cards or in MO Excel. When working on a card, checking on slide 9 and filling out a self-assessment sheet
Students perform Task 5 on cards or in MO Excel. When working on a card, checking on slide 11 and filling out a self-assessment sheet
Students make a choice. The question arises, how to name the remaining samples? Where to find the answer? What sources of information do students have at the moment? Work with the textbook page 14. Pronounce the names of samples of wood materials | Communicative: Expressing your thoughts with sufficient completeness and accuracy; asking questions; initiative cooperation: control, correction, evaluation of the partner's actions Regulatory: Planning, forecasting, control, evaluation, correction Cognitive: |
| Physical education minute (4 minutes for 2 lessons) | Dynamic pause Eye charger | The teacher offers a pause after completing each semantic group of tasks. | Wood Lumber and wood products | |
| V. Supervisory task(20 minutes) Purpose: everyone should draw a conclusion for himself that he already knows how. Completion of tasks that contain new concepts and the transition to tasks in which new knowledge is used together with previously learned. | Primary check and self-test of the level of mastery of the material and methods of action. Identification of the quality and level of assimilation of knowledge and methods of action, as well as the identification of shortcomings in knowledge and methods of action, establishing the causes of the identified shortcomings. | Samples for practical work are laid out on the table. The teacher suggests doing item 1 and item 4 from LR 1 on page 15 of the textbook Run exercise 2 on page 4 of the workbook. Run exercise 5 on page 5 of the workbook. | Choose a sample, analyze the properties and try to determine the type of wood. Enter the results of practical work in the evaluation sheet Students perform exercise 2 and perform a self-check against the criteria using slides 12 and 13.
Students perform exercise 5 and conduct a self-test against the criteria using slide 14.
Enter the data on the self-check sheet. | Personal: self-determination Regulatory: Control, correction, selection and awareness of what has already been learned and what is to be mastered, awareness of the quality and level of assimilation Cognitive: Analysis, comparison, generalization, analogy; summing up the concept; definition of primary and secondary information; structuring knowledge; conscious and voluntary construction of an utterance |
| VII. Reflection of educational activity in the lesson(5 minutes) Purpose: students' awareness of their educational activities, evaluation of the results of their own and the whole class. | Establishing correspondence between the set objectives of the lesson and the results, making adjustments, analysis and self-analysis of educational activities | The teacher offers to analyze the work in the lesson. Express your opinion on the question: did the results match? academic work with targets? What were the difficulties? What was interesting and what is better not to use? | Self-esteem. Students work with assessment sheets. Express their opinion on the tasks of the lesson, the proposed methods of work. | Communicative: the ability to express one's thoughts with sufficient completeness and accuracy; Cognitive: reflection Regulatory: assessment-comprehension of the level and quality of assimilation; control |
| VIII. Homework and cleaning jobs (5 min) | Communication of the volume and content of homework, including options for homework at the choice of students, instructions on how to complete it | The teacher asks for homework: 1. Find on the Internet how the wood of the Karelian birch differs from the wood of other types of birches. 2. Find answers to tasks on cards with photographs | Students write down tasks in diaries; Perform job site cleaning | |
Literature
Carpentry / Comp. E.V. Smirnova - M.: Stroyizdat, 1996 - 328 p.
Stepanov B.A. Materials science for professions related to woodworking: Proc. for the beginning prof. Education./M.: Publishing Center "Academy", 2003-328s.
CD-ROM “Technology. Library of electronic visual aids, CJSC INFOSTUDIA. ECON" 2004.
Electronic support for technology and system lessons additional education, adapted for display on an interactive whiteboard. Grade 5 Glozman E. S., Glozman A. E., Khotuntsev Yu. Mnemosyne, M., 2009.
Publication date: 13.09.2015
Short description:
material preview
Plan - lesson summary
Lesson number 4 " Workplace and tools for manual woodworking.
The sequence of manufacturing parts from wood»
Target lesson: to familiarize students with the device of the carpentry workbench, the methods of working on the workbench, the rules for safe work at the workbench and tools for working wood; give information about working profession carpenter, familiarize with the concepts of "production process", "technological process", types of technological operations, examples of technological processes; to teach to formulate and write down the sequence of the technological process of manufacturing a simple piece of wood; develop technical thinking, planning skills labor activity taking into account available resources and conditions.
Educational: to acquaint with the device of tools, a carpentry workbench. Get an idea about the sequence of manufacturing wood products. Learn to organize the workplace, follow the rules of safe work.
Developing: develop technical thinking, skills in planning work activities, taking into account available resources and conditions.
Educational: to cultivate accuracy, accuracy.
LESSON TYPE: Combined lesson (UK)
Methods: story, conversation, demonstration of visual aids, tools, briefing on the rules of safe work, practical work .
Molded universal learning activities: personal, regulatory, cognitive, communicative.
Basic concepts: carpenter's workbench (lid, front and rear clamps, holes (nests), wedges, tray), carpenter, production process, technological process, technological operation, technological map, technologist.
Planned learning outcomes.
Personal
results
subject
results
Metasubject
results
Be motivated to study
ness, to show interest in the classes of subject-practical activities.
Get acquainted with the device of tools, a carpentry workbench. Get an idea about the sequence of manufacturing wood products. They will learn how to organize the workplace, observe the rules of safe work.
Cognitive UUD: be able to extract information presented in different forms (story, product, illustration, etc.); independently draw conclusions, process information, transform it.
Regulatory UUD: be able to plan an algorithm
actions to organize your workplace with an emphasis on functionality and convenience.
Communicative UUD: be able to listen to the teacher and classmates, join the educational
cooperation, formulate answers to questions.
Technological map with the methodological structure of the lesson 80min
Purpose of the stage
Teacher activity
Student activities
1. Organizational stage 2 min.
Student Activation
class greeting. Checking the readiness of the class for the lesson
Greeting the teacher, control of their readiness for the upcoming lesson.
Personal: mobilization of attention, respect for others
Regulatory: lesson planning
Cognitive: the procedure for conducting and organizing a lesson on technology
Communicative: mutual cooperation of the teacher and students in the lesson
2. Updating knowledge -5 min
To identify the level of knowledge and the degree of readiness to assimilate new material.
Analyze the acquired knowledge:
Types of graphics
Drawing lines
- scale
Reading a drawing
To carry out an exit to a task that causes cognitive difficulty: where is the work on the manufacture of the product performed?
Participate in dialogue and discussion of problematic issues, formulate their own opinion and argue it.
Students should understand why and for what they need to study this topic.
Personal: awareness of their capabilities.
Regulatory: ability to plan your work.
Cognitive: the ability to work with information, analyze, compare, highlight the main thing.
Communicative: collaboration and communication between teachers and students.
3. Setting the goal and objectives of the lesson. Motivation of educational activity of students -3 min.
Create conditions for the emergence of an internal need for inclusion in educational activities.
Inform students about the lesson:
The lesson consists of 2 parts
1. topic "Workplace and tools for manual woodworking." 2. the second part of the lesson "The sequence of manufacturing parts from wood."
After each topic, practical work.
Answer the teacher's questions and discuss them. Formulate the purpose of the lesson, defining the boundaries of knowledge and ignorance. Make a plan to achieve the goal of the lesson and determine the algorithm of their actions.
Personal: mobilization of attention, the desire to learn new things
Regulatory: goal setting, activity planning
Cognitive: ability to work with information, analyze, compare, highlight the main
Communicative: proactive cooperation in the search, selection and analysis of information.
4. Primary assimilation of new knowledge 10 min.
Conducts an explanation of the new material of the first topic “Workplace and tools for manual woodworking”, helps to parse the information:
Explains the device of the carpentry workbench, dwelling in detail on all its main elements, and focusing the attention of students on the rules for safe work at the workbench;
Demonstrates carpentry tools.
Personal: awareness of their capabilities;
Regulatory: ability to plan the stages of the future project.
cognitive: to extract the necessary information from the heard, to structure knowledge.
Communicative: enter into a dialogue, with confidence in the completeness and accuracy of expressing their thoughts.
5. Initial check of understanding 5 min
Contribute to the emotional mood and the development of cognitive interest in the topic
Asking questions:
Workplace for wood processing
The main parts of the workbench
Woodworking tool
Safety rules when working on a workbench
Teachers answer questions, participate in discussions, defend their point of view, give examples, analyze the presentation they have watched.
Personal:
Regulatory: analyze and establish a logical sequence in the answers to questions.
Communicative: listen, hear and analyze the opinions of interlocutors
cognitive: apply the acquired knowledge when choosing the topic of your creative project.
6. Primary fixing 15 min
Practical work No. 3. Organization of a workplace for carpentry.
To consolidate the educational material, students are invited to complete paragraphs 1 and 2 of task 3 from the workbook.
Arranges students at their workplaces, adjusts the workbench to the height of each student, distributes wood blanks.
Corrects errors when fixing workpieces. Monitors compliance with TB rules.
Students do:
Items 1 and 2 of task 3 from the workbook;
They study the device of the carpentry workbench and the purpose of its elements;
Fix the workpieces in the front and rear clamping boxes.
Personal: awareness of their learning opportunities;
cognitive:
7. Primary assimilation of new knowledge 10 min
Organize a meaningful perception of new information.
Conducts an explanation of the new material of the second topic "The sequence of manufacturing parts from wood."
First, he brings the information that the creation of machines, furniture, household items and other products is a complex and lengthy process, including design, construction, technological preparation and manufacture.
Before any product can be made, it must be designed and constructed.
Design is the development of the design of the product as a whole, and construction- Creation of a product in drawings. The documentation obtained as a result of design and construction bears a single name - project.
Then comes the stage preliminary design, where the designer makes sketches of all the main parts of the product, selects the best of them and draws drawings to scale.
After that, they develop technical project products. Often it consists in making a model in a certain scale or life size. Breadboarding allows you to identify errors in the drawings, clarify the proportions and color design of the product. At this stage, the cost of the parts that make up the product and the cost of the entire product are calculated. If necessary, they make amendments to the created design and develop refined working drawings products.
At the stage technological preparation the sequence of operations for the manufacture of the product is determined, technological maps (technological processes) are drawn up.
The final stage in the creation of a product is the manufacture prototype, which is tested in real conditions to identify design flaws. After that, they make changes to the technical documentation and produce the required number of products according to it.
In the creation of machines, furniture, various devices, as a rule, creative teams various specialists: design engineers, design artists (designers), technologists, economists, workers of various specialties.
Familiarize yourself with the concepts:
The production process is the transformation of materials into a finished product using tools;
Technological process - a part of the production process with a sequence of actions for processing the workpiece to obtain a separate part of the product or assemble the product from parts;
Technological operation - a part of the technological process performed at one workplace.
Parse on the example shown in Figure 18 from the textbook ( general form p.182). In the workshops, students work according to technological maps - the process of manufacturing a part is shown in a simplified form. It is better to use a computer to compile them.
Participate in conversation; formulate conclusions, make notes in the workbook.
Parse the example in Fig.18. determine the tool for each operation.
Personal:
Regulatory: control, correction, selection and awareness of what is still to be mastered, awareness of the quality and level of assimilation of educational material;
cognitive:
Communicative: be able to listen to the teacher and classmates, enter into educational cooperation, formulate answers to questions.
8. Primary fixing 20 min
Provide meaningful and assimilation and consolidation of knowledge on the topic of the lesson
Practical work No. 4. Development of a sequence for manufacturing parts from wood.
He proposes to independently write down in the workbook the stages of the technological process of manufacturing the part proposed by the teacher. To do this, the teacher must prepare in advance the required number of drawings of parts. The choice of parts should be determined by the fact that their technological maps (technological process) contain no more than 5-6 positions (operations). It is not necessary to draw processing sketches. The student can also develop a workflow for manufacturing a part of their creative project, if the choice of a project topic has already been determined.
Students complete the task:
Consider a drawing or sketch of a part;
Records the manufacturing sequence in the workbook
Identifies the tools for making the part and writes the name in the workbook.
Personal: awareness of their learning opportunities;
Regulatory: plan an algorithm of actions to organize your workplace.
cognitive: the ability to structure knowledge, the choice of the most effective ways in answering questions, the ability to consciously and competently build answers, including technological terminology, to transform information.
Communicative: organize educational interaction with each other, and in general in the team, formulate answers to questions.
9. Control of assimilation, discussion of the mistakes made and their correction 6 min
Define typical mistakes and possible gaps in knowledge and skills, by eliminating, correcting and improving them
Analyzes the work of students during the lesson, advises on issues that arise during the discussion, advises, helps.
Teaches methods of control and self-assessment of activities.
It develops the ability of students to independently find and correct errors, to determine the degree of success.
The teacher formulates conclusions, sums up the joint and individual activities, marks the lesson
When grading for mastering this topic of the lesson, take into account the correctness of the execution of paragraphs 1 and 2 of task 3 from the workbook
Correct answers to the task "Test yourself" on the topic "Workplace and tools for manual woodworking"
Statement
Summing up the study of the second topic of the lesson "The sequence of manufacturing parts from wood" is carried out according to the results of the development of a technological map according to the criteria:
correct choice of part material;
selection of workpiece dimensions, taking into account allowances;
the accuracy of the presentation of the content of operations;
completeness of the list of tools;
completeness of the list of devices;
literacy of the stated text;
correct presentation of the sequence of operations;
all necessary operations are indicated in the technological process;
accuracy of filling in the technological card;
10) time to complete the task.
They present the results of mastering the material in the class and individually, exercise control (with the help of the teacher, forms of self-control and mutual control are used), formulate difficulties and correct possible mistakes made.
Formulate conclusions on the studied material.
Personal: awareness of the importance of teaching the subject;
Regulatory: control, correction, selection and awareness of what is still to be mastered, awareness of the quality and level of assimilation of educational material;
cognitive: the ability to structure knowledge, the choice of the most effective ways in answering questions;
Communicative: partner behavior management - control, correction, evaluation of partner actions, be able to listen to the teacher and classmates
10.Information about homework, briefing on its implementation 2 min
Homework Information
The teacher advises.
Three levels of homework:
Standard Minimum
(reproductive level)
Constructive
- Creative
1. Answer the questions given at the end of § 5 and 6 of the textbook.
2. Solve a crossword puzzle from a workbook.
3. Find information on the Internet and other sources about what other tools for carpentry work exist, besides those discussed in the textbook.
4. If the student wants to make a part, the image of which is not in the textbook, then it is necessary to search the Internet and write down the sequence of technological operations for the selected part.
Answers to the crossword. Horizontally: 1 - carpenter, 5 - designer. Vertically: 2 - technologist, 3 - drawing, 4 - workbench.
They are aware of the variability of homework, choose a feasible option for its implementation and work on it.
Personal: awareness of the importance of teaching the subject;
11. Reflection (summarizing the lesson) 2 min
To give a qualitative assessment of the work of the class and individual students.
To initiate students' reflection on their psycho-emotional state, the motivation of their activities and interaction with the teacher and classmates in the last lesson.
The teacher organizes the reflection of educational activities in the lesson.
What new did you learn in the lesson?
What new concepts did you learn today?
Where can you apply the acquired knowledge in practice?
Why do you need to know this material?
What difficulties did you have?
Give an analysis of your activities in the lesson.
Invites students to formulate their answer in the form of a telegram, SMS message, a complete sentence.
Students can be asked to justify their answer.
1. During the lesson, I worked actively / passively
2. I am satisfied / not satisfied with my work in the lesson
3. The lesson seemed short / long for me
4. For the lesson I was not tired / tired
5. My mood got better / got worse
6. The material of the lesson was clear / not clear to me
useful / useless
interesting / boring
7. Homework seems easy / difficult to me
interested / not interested
They answer the questions of the teacher, analyze the work they have done in the lesson, perform self-assessment, discuss it, draw conclusions.
Personal: awareness of the interest and importance of studying the subject;
Regulatory: self-assessment of activities in the lesson;
cognitive: development of cognitive interest in the subject;
Communicative: ability to listen and conduct a dialogue;
If the material does not suit you, use the search
Pedagogical justification of the lesson:
In this lesson, students begin a new creative project, which involves the implementation of independent sequential actions of students in the implementation of a specific plan. Since any creative work- this is a certain sequence of actions in the implementation of a certain plan, then this requires the correct sequence of actions. Teaching students to master these research methods is one of the most important tasks of the entire educational field, including this lesson.
Lesson time: 90 minutes
Lesson Objectives:
educational:
- to teach students to independently plan activities based on the knowledge gained and the skills developed,
- reveal the essence of the stool manufacturing process from the point of view of the technological process;
- implementation of the acquired knowledge on the production of a technological map for solving a new problem;
developing:
- develop labor skills and abilities of students to draw up technological maps
- develop imagination, creativity in doing work
- develop the ability to break a task into subtasks;
nurturing:
- cultivate a conscientious attitude to the tasks performed;
- educate respect for equipment and tools
Tools and equipment:
- Workbench,
- ruler,
- compass,
- album sheet,
- pencil
Visual aids:
- routing,
- finished products (stools of various designs),
- parts blanks.
Form of study:
- individual,
- group
Brief Lesson Plan
I. Organizing time
II. Knowledge update
III. Explanation of the new topic.
IV. The practical part of the lesson.
v. Analysis of students' work, summarizing
VI. Homework
DURING THE CLASSES
I. Organizational moment
Checking the list of students, reporting on the topic, goals and content of the lesson
Checking students' readiness for the lesson (state of workplaces, availability of notebooks, pens)
Determines the topic of the lesson, motivates for the final result
II. Knowledge update
- What is a technological process? ( The technological process is a part of the production process that contains purposeful actions to change the shape, size and properties of materials in the manufacture of a product from them. The technological process is carried out using various technological equipment: machine tools, fixtures, tools).
- What is a technology card? ( A technological map is a document in which the entire process of processing parts of a product is recorded, indicating technological operations.)
III. Explanation of new material
From today's lesson, we are starting to make a stool.
Demonstration of finished products (stools)
Which stool would you like to make?
When the idea is defined, students move on to the next, most important stage in creative activity - the embodiment of the idea in sketches.
IV. Practical part of the lesson
Students draw up a technological map for the manufacture of stools
Sequence of operations |
Graphic image |
Tools, fixtures |
|
Select workpieces, mark, cut the workpiece |
|
ruler, pencil, hacksaw |
|
Process workpieces on the machine |
|
planer FSSh-2 |
|
Plane and cut to size. Diagonally find the center for turning on lathe |
|
workbench, ruler, pencil, hacksaw, hammer, crank |
|
Marking and setting the workpiece on a lathe |
machine STD-120M, caliper, cutters, ruler, pencil |
||
Turning a workpiece to size and shape |
|
machine STD-120M, template, reyer, meisel |
|
Sanding stool legs |
sandpaper |
||
Marking and making spike nests |
|
Drilling and slotting machine |
|
Marking, sawing, planing inserts |
|
Pencil, ruler, planer, hacksaw, square |
|
Making a spike connection |
|
Workbench, ruler, square, hacksaw, chisel, knife |
|
Assembling the skeleton of the stool (connecting the legs to the inserts) |
|
Joiner's glue, mallet |
|
Worktop manufacturing: marking, sawing, grinding |
Workbench, ruler, pencil, hacksaw, jack file, sanding paper |
||
Product assembly |
Workbench, carpentry glue, dowel, mallet |
V. Analysis of student work, summing up
Evaluating the work of students, the teacher takes into account the sequence and correctness of the work.
VI. Homework
Draw up technological maps for different types of stools, indicate their purpose (children's, kitchen, for work, household needs, etc.).
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