Lesson "drawing up a technological map for the manufacture of stools." Technological process for manufacturing wood products Technological map for manufacturing wood parts

teacher: Shilnikov Alexander Vasilievich

Thing: 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; select the right material for the 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, growth 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. study of 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 carried out using the corresponding slides of the presentation.

Excellent work is obtained if at this stage of the lesson the class moves to the computer science room. 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 of educational 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

Appendix 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 objectives of the lesson and the results, making adjustments, analysis and introspection of educational activities

The teacher offers to analyze the work in the lesson. Express your opinion on the question: did the results of the educational work coincide with the planned indicators? 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; the 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 lessons and the system of additional education, adapted for demonstration on an interactive whiteboard. Grade 5 Glozman E. S., Glozman A. E., Khotuntsev Yu. Mnemosyne, M., 2009.

The kitchen board is an indispensable element during cooking. The technological map for the manufacture of a cutting board allows, in the conditions of modern possibilities, to build a high-quality wooden craft.

The technique of artistic processing of wooden products was used as early as the 9th century. Wooden handicrafts were made by many generations of craftsmen. For this, wood of different species was used, characterized by various artistic qualities: texture, natural structure of the trunk, knots.

Burning as a profitable way of material processing

Decorative processing of wood is carried out in various ways, including artistic burning. This craft is very popular and is inextricably linked with folk traditions. Its development was accompanied by other types of processing:

carving;
turning;
mosaic;
artistic painting.

Burning diversified these arts, but gradually turned into independent types of creativity.

A few decades ago, steel rods were used to make a kitchen cutting board, their tips were heated by fire. The use of special curly stamps was practiced, by means of which relief patterns were engraved.

In modern production, electric burners are used. They include a transformer for converting electrical current, an electrical cable and a pen with a rod. To perform the working part, nichrome wire is used. It simplifies the process, allows you to smoothly change the direction of work.

Before starting work, you need to select a workpiece, this will determine the shape of the product. Any treated wood is suitable as a starting material in the form of:

boards;
timber;
plywood.

The tree must be thoroughly and evenly dried, the masters recommend using the center of the log for blanks, it is less susceptible to deformation. The expressiveness of texture, shade is very important.

Hardwood trees are characterized by the most acceptable qualities for decorative burning. Annual rings are not too visible in them, the texture is quite uniform. The best look will have products from the following breeds:

Linden;
poplar;
maple;
alder;
young birch.

The tree must be of a light tone and not have a shine, then the finished product will have an attractive appearance.

It is necessary to pre-treat the surface, it is done with sandpaper of medium, and then fine grit.

Board burning technique

Before starting work, you should have a clear idea of the future drawing and the methodology used. Burning is of three types:

along the contour;
by silhouette;
artistic processing.

Burning along the contour is relatively simple and resembles a pencil image of the contour on a paper sheet. This type is often practiced by many beginners, often such an operation is performed with the tip of the rod. Contour burning is convenient for making inscriptions, and when applying an ornament, hatching can be applied in this way.

Silhouette burning is performed in two ways: “smooth stroke” and “annealing”. Using the first of these, it is easy to achieve a smooth black surface. The area treated in this way is quite large. With a quick movement of the needle, various shades of the pattern are achieved.

During “annealing”, a strip is made along the edge of the workpiece, achieving the designation of the outer contour of the image. The name of this method comes from the nature of the work - annealing of the edging.

For an artistic or picturesque type of burning, a combination of the two previous methods is characteristic. As a result, a three-dimensional image is achieved, taking into account the play of light and shadow. When manufacturing a product, it is necessary to ensure the correct display of objects at different distances in space. The transfer of different structure of objects is achieved by various hatching and shading techniques.

To perfectly master the technique of burning, you must have good drawing skills. Regular exercise will increase your powers of observation. And also help to develop the necessary qualities. Before the process itself, the masters develop sketches in pencil. This approach will simplify the work on the workpiece.

Multiple Board Manufacturing Technique

The set to be made includes:

2 cutting boards with dimensions 10 × 170 × 360 mm;
wooden pendant 20×90×360 mm;
2 wooden rods with a diameter of 12 mm and a length of 42 mm.

For manufacturing, you will need the following tools and fixtures:

ruler, square with a right angle, compasses;
a simple pencil for marking;
wood saw;
awl;
or a drill, but the drill diameter is 12, 20 mm;
jigsaw, sawing table;
sample;
sandpaper;
brush, wood glue;
mallet;
lathe with cutting and through cutters;
colorless varnish;
electric burner.

The design of the board is quite simple.

Manufacturing technology:

Cost analysis

This set of cutting boards is inexpensive. Pegs can be made from waste materials. Glue is needed so little that the cost of the master is recommended not to be taken into account. You will need to purchase only wood and varnish.

The average price of wood is about 4 thousand rubles, in the case of the production of cutting boards of material, 0.008 cubic meters are needed. meters, the cost will be 32 rubles, and 150 grams of varnish will cost 21 rubles.

Wage costs are determined by half the cost of materials - 26.5 rubles. Other overhead costs - a quarter of the amount of wages and materials - 19.8 rubles.

Knocking out all the costs, the total cost of the product will be 99.3 rubles.

Safety precautions during the burning

For these works, like any other, the specialist is required to comply with safety regulations.

When sawing a tree, the master must adhere to the following principles:

use limiters and guides;
do not allow the free hand to be near the hacksaw blade;
do not blow off the chips, they are swept away with a brush.

Performing work with a lathe, the specialist is obliged to perform the following actions:

read the safety manual for this equipment;
only be processed by trained people.

When drilling, the master must pay attention to the following rules:

install the drill in accordance with the requirements for the machine or drill;
the drilled product must be securely fixed;
drill feed should be carried out without acceleration and jerks;
at the exit of the drill, slow down the movement.

When performing paint work:

Do not keep the container with varnish open for a long time.
When performing work, do not bring varnish to your face.
The room must be ventilated.
It is necessary to use personal protective equipment: a protective mask, gloves.
Upon completion of work, wash hands thoroughly with soap.

When using an electric burner:

ensure the flow of air into the room;
conductive parts must be reliably insulated;
When finished, turn off the device from the network.

The manufacture of boards forces the master to spend about 12 hours, the technique is simple and does not require large financial investments. There are a huge number of options for the shape of finished products, as well as their finishes, it all depends only on the imagination of the performer.

Video: Cutting Board Workshop

This collection of technological maps for the manufacture of wood crafts is designed for students of the second year of study who are engaged in additional educational programs in the field of woodworking. The age of students is 12-14 years old.

The collection can be used in professional activities by teachers of additional education, teachers of technology, drawing and graphics of educational institutions.

Source:

Introduction.

The use of technological maps in the educational process.

In traditional pedagogy, the work of a teacher is focused, first of all, on communicating knowledge and methods of action that are offered by students in a finished form, designed for reproducing assimilation; the teacher is the only proactive person in the educational process. Currently, new technologies and methods are being introduced into the practice of additional education. Most of the new technologies are focused on improving the work of students in mastering new knowledge, skills and abilities. The use of a technological map in the classroom also contributes to the formation of students' skills to work with information sources, process and systematize information. The use of a technological map allows students to more consciously approach the study of new material, evaluate their capabilities to achieve the goals and objectives of the lesson, and allows them to conduct a self-assessment of their actions.

A technological map is one of the forms of the educational process that allows you to make the lesson more fruitful. The use of instructional and technological maps in the classroom is one of the methods of student-centered learning, which allows organizing the independent development of students' knowledge.

What are flow charts and what are they for?

It is a document that contains all the necessary information and, accordingly, instructions for personnel who perform a specific technological process or maintenance of an object. A well-designed technological map must necessarily give clear answers to such questions:
- What kind of operations should be performed?
- In what sequence are the operations provided for by the technological process carried out?
- With what frequency is it necessary to perform operations (in cases where multiple repetition of the operation is necessary)?
- How much time is spent on the performance of a single operation?
- What is the end result of performing a certain operation?
- What tools and materials are required to perform the operation effectively?
Development and implementation of technological maps is necessary in such cases:
- with a high degree of complexity of the operations performed;
- if there are controversial elements and ambiguities in the planned operations;
- if necessary, a clear definition of labor costs for the quality operation of the facility.
I must say that most often a technological map is compiled for each individual object, drawn up in the form of an understandable table. One technological map can take into account different, but at the same time having some similarity with each other, object models

Technological cards- these are conclusions that are born before the eyes of students at the time of explanation and are drawn up in notebooks in the form of tables, cards, drawings and drawings.

Compact, supporting schemes, arousing the keen interest of students, encourage them to active work, to search.

When working on a project, children applytechnological maps, and these maps allow you to put all the stages of work into “shelves”

Project method in conjunction withtechnological map, allows children to think creatively.

Content:

Introduction____________________________________________________________3

Technological map for the manufacture of parts "Salt shaker" ____________ 5

Technological map for the manufacture of parts "Children's stool" _____ 10

Technological map for the manufacture of parts "Hanging shelf" _____ 16

Technological map for the manufacture of parts "Children's Bench" ____ 22

Technological map for the manufacture of parts "Delivery" ___________ 28

Technological map for the manufacture of parts "Salt shaker 2" ___________ 33

Technological map for the manufacture of parts "Shovel for children" ______36

Technological map for the manufacture of parts souvenir "Needlewoman"_40

Technological map for the manufacture of parts "Wall candlestick"_46

Technological map for the manufacture of parts "Cutting Board" ____ 55

Publication date: 13.09.2015

Short description:

material preview

Plan - lesson summary

Lesson No. 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 the working profession of a carpenter, introduce 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, skills in planning work activities, 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 .

Formed 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.

As a rule, creative teams of various specialists participate in the creation of machines, furniture, various devices: 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.

Disassemble using the example shown in Figure 18 from the textbook (general view 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

Ensure 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 that include technological terminology, and 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

Identify 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, summarizes 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 a 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 a 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 may 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