Introductory lesson technology 6 cells fgos. Public lesson. Technology "6 class". Project rules
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Slides captions:
Technology is the process by which humans create useful products or services. The word technology comes from the ancient Greek techne - "art, skill, ability" and the Latin logos - "learning the word, science."
Construction technologies are a set of processes for the manufacture of products, structures and their transformation into finished products construction of buildings and structures.
For transport, technology should be understood as a logical sequence of operations and the basic methods for performing transport services in an integrated transport service or delivery. Aviation Water Railway Automobile
The basis of ICT is the technology of processing, storage and perception of information.
Human world Natural world Technology world Rainbow Orbital station
Preview:
Technology in human life and society
Grade: 5
Goals: Introduce students to the essence of the concept technology; tasks and program requirements for the subject "Technology"; creative projects of students; the rules of safe behavior in the "Technology" classroom, to teach to distinguish between the phenomena of the natural world and the world of technology, to educate motivation for learning activities.
Type of lesson: lecture-conversation.
Teaching methods:explanatory - illustrative.
Visual aids:computer presentation "Technology - as a means of knowing the world around us", creative projects of students.
Used Books: textbook, p. 3-10
Tools and equipment:instructions on the rules of conduct and safety when working in school workshops ( Appendix 1.2), computer.
Work object: illustrative material
During the classes
I. Organizational and preparatory part
1. Teacher's greeting, attendance control.
2. Checking the readiness of students for the lesson.
II. Induction training
The teacher introduces students to the basic rules of conduct and safety precautions when conducting classes in the training workshop (See Appendix 1.2), textbook p.5.
III. Theoretical part
Message about the topic and purpose of the lesson.
A new school year begins, in which you guys will continue to study the course "Technology", but the classes will be held in a study room called the school workshop. Here you will not see the usual order for you; there are no school desks, chairs, but here, doing practical work, you will learn a lot of new and interesting things, how and with what help you can make an object useful to you, due to which your opportunities for studying this subject will expand.
We are surrounded by workbenches and tools, machines and equipment with which you will learn to process structural materials such as wood and metal throughout the year. Racks with tools, machines and equipment are located in accessible and convenient places for use. During the academic year, we will carry out practical work, learn how to take care of tools, equipment and materials.
The teacher, commenting on the educational material, shows the placement of furniture, tools and equipment using the example of his classroom.
In the near future, you may become specialists in various fields of human activity. And yet, no matter what kind of activity you choose, no matter what specialty becomes your favorite thing, each of you should be a good host or hostess. Modern production requires high qualifications, universal knowledge and a variety of skills.
One of the main objectives of the course "Technology" is precisely - to make any work interesting, beloved, useful and creative.
Our subject of study is called "Technology". What technology studies, what technologies are, how they differ from each other - you will learn about this today in the lesson. So, our lesson today is devoted to technologies that are somehow connected with the life of a person and society.
Today we will get acquainted with the best creative projects of students of past years (Fig. 1)
Rice. 1. Creative work of students
You can do such work yourself in the learning process.
Try to answer a few questions that you have already encountered at least once in your practice:
In order to make any product, one desire is not enough. It requires patience, attention, knowledge and procedure for performing basic technological operations. To do this, you have a textbook "Technology" at your workplace. You've probably flipped through it more than once at home.
Teacher. Please tell us what surprised you in our office, what interested you, what did you see for the first time?(Student answers).
In our lessons, we will not only learn how to work correctly, but also safely using various tools, get acquainted with the main properties of structural and ornamental materials. Our activities will be based on various technologies. You will learn to master different type tools, offer various ways processing of structural materials.
Teacher. Is everything that surrounds us created by nature or man? (Student answers).
The whole world around us can be divided into two parts. The first is the natural world (sun, animal and vegetable world etc.), and the second is an artificial world created by human hands (cars, houses, telephones, and much more) (Fig. 2)
A b
Rice. 2. World: a - nature, b – human (Volzhskaya HPP)
The process of creating useful goods and services is called technology.
Teacher. So what is this term technology?
The word "technology" comes from the ancient Greek techne- "art, skill, ability" and Latin logos - teaching, science. Putting these two concepts together, it actually turns out that technology means “the science of how to do”. And rightly so, because the knowledge you gain will be translated into actions to create the product you need.
Technology is understood as a set of techniques and methods for obtaining, processing or processing raw materials, materials, semi-finished products or products carried out in the production process.
Since ancient times, man has been trying to satisfy ever-increasing needs. First of all, it is food. Relatively recently (XVIII-XIX centuries) a man cultivated the land with a plow, a horse-drawn plow. Modern food production technologies are fully mechanized, which includes a variety of equipment and machinery.
Teacher. What are some of the things that help us grow, process, and cook food today? (Student answers)
The technology for the production of products and their processing appeared first.
Teacher. What technology did the second person master? (student answers)
Modern building technologies are significantly different from those used by our distant ancestors. Manual labor was replaced by machinery, and, accordingly, technologies, with the use of which we learned to build not only quickly, but also with high quality.
Teacher. What served people as a vehicle for the transport of goods and lifting mechanisms? (Student answers)
Previously, wind, horse-drawn vehicles (oxen, horses, camels) served as draft power to help people. Modern views transport is so common that sometimes we even choose what is more appropriate to transport. To those vehicles we include: water, land, air transport (Fig. 3).
A B C
Rice. 3. Transport: a - water; b - ground; in - air
Technology is also called a certain sequence of actions that ensure the manufacture of any product of a given quality. How accurately all technological operations will be performed, their sequence will be observed, the guarantee of manufacturing quality products will depend.
Technology itself as a science is engaged in identifying contradictions between physical, chemical, biological properties and material in order to develop and use the most efficient and cost-effective manufacturing processes. There are many technologies, as well as areas of human activity. Each of them has its own specific features. But there are technologies that every person should own (Fig. 4).
A b
Rice. 4. Technology: A - cooking food; b - apartment cleaning
Teacher. Let's remember together what other technologies exist and what they are? (Student answers).
Each of us, communicating, carries the interlocutor with new information. It will be a communication technology, as it is also called communications. These technologies are necessary for people to transmit words and numbers, speech and images over a distance. To moderncommunicationmedia include television, e-mail and the Internet, radio, telephones, fax. By changing the world around him, the person himself also changes. At the same time, there are new needs for the creation of new technologies that could replace human labor, reduce the time and effort to create material wealth. These technologies are now called communications.
Keeping and caring for small pets is also technology. Caring for your clothes and apartment is also a kind of technology. The textbook that lies in front of you will help us figure it all out. By carefully reading this study guide, carefully and consistently completing the exercises and answering the questions proposed for testing knowledge, you will learn to identify people's needs, design and manufacture products that are necessary for both the individual and society.
One of the components of the course "Technology" is to get acquainted with various professions. It is possible that some of them will be your favorite thing in the future and become your profession. In that academic year we will get acquainted with how and with what construction materials are processed, as the professions of workers engaged in the production of necessary products are called. The main structural materials that we will process will be metal and wood (Fig. 5).
A b
Rice. 5. Structural materials: a - metal; b - wood
Teacher. When you looked at the educational material of your textbook on technology, you noticed that it shows the methods of processing wood and metal, vegetables and fabrics. Someone probably asked himself: “Why do boys need to be able to sew or cook food, and girls need to plan and saw?”.(Student answers).
In modern society, you can find professions in which both men and women perform the same work. For example, a plasterer, tiler, cook, machine operator, etc.
Teacher. But the word "housewife" - female? (Student answers).
In our society, both women and men should participate to the extent possible in the running of the household. Today you can see a situation where a man sits at a refrigerator “clogged” with food hungry until a woman arrives, and a woman is helplessly waiting for a locksmith or electrician at the slightest breakdown of an iron or a leaking faucet in the bathroom.
No one says that knowledge in these areas of human activity should be the same for both boys and girls. After all, for female hands sometimes, of course, it is not possible to unscrew a rusted nut or screw, to cope with a chisel or planer - this is the business of men. But to make sure that the door does not creak in the room, the glass does not rattle, female strength is quite enough. We must all together - both women and men, as well as children, learn how to lead household so that everyone can live well, cozy and comfortable in the house (Fig. 6).
A b
Rice. 6. Housekeeping: A - cooking food; b - cleaning of the apartment
Responsible decisions can only be made when a person sets a goal for himself and knows what conditions are necessary for their implementation. Learning to be independent will help you creative activity, which is combined with the implementation creative projects at the end of the study of a certain section of technology. We will use the project method when making various products at technology lessons that can be sold as a gift, improvement of your home (apartment), for sale or exchange. To do this, we will get acquainted with the components of this method. Typically, a project contains: identifying needs and a brief statement of the problem, a set of initial ideas, developing one or more ideas, planning and manufacturing a product. One of the main goals of project activities is to study the needs of people, to develop solutions to meet them. Of the several proposed project options, it can be very difficult to choose the only one that meets all the requirements of the modern market, but it is important to choose best idea, plan the technological process of creating a product, manufacture it and provide for its implementation.
Each project is the realization of your idea. It is very important that it be made at a high technological level and be useful to you and society.
IV. Practical part
1. Organization of the workplace
Students perform practical work each at their own workplace. To complete the work you will need: a workbook, a textbook, a pencil case with accessories.
Exercise 1.
From the given concepts, list in the table 1 which belong to the natural world, and which to the world of technology.
Sun, artificial satellite Earth, forest, telephone, natural caves, fish, steel, sand, plane, house, rain, canned fish, horse, river, ship.
Table 1
Task 2
Write a mini-essay on the topic: “What does technology give people?”.
V. Final part
Students read out a mini-essay, where they characterize their point of view on the use of modern technologies. The given examples are analyzed and compared. The teacher explains examples of the use of technology in Everyday life their demand in professional field, marks the correct answers. Wishing students good luck in mastering technology in order to meet their own and public interests.
New words! Technology, communication, need, creativity
1. Installation for the next lesson.
The next lesson will continue with the basics of design and the main components of a project. Students will gain new knowledge about the essential meaning of the design process.
2. Homework:
2). Complete the practical task in your notebook creative works №
3). Prepare a message on the topic "People, ideas, technologies"
3. Cleaning jobs, grading.
Annex 1
I approve Agreed
"___" _________ 200__ Protocol No. __ dated "__" _______ 200__
"___" _________ 200__
INSTRUCTION NO.
Rules for safe behavior in the "Technology" cabinet
Working in the technology room is associated with some danger, since it is not only a study room, but also a training workshop at the same time. Machine tools, equipment, stabbing and cutting tools, as well as 220 V and 380 V power supplies are located here, which is undoubtedly a source of increased danger. There should always be exemplary order in the workplace; tools, blanks put only those that are needed in this lesson to complete a certain technological process. It is necessary to use tools - cutting, stabbing, percussion, measuring, as well as equipment and machines - skillfully so as not to injure yourself and not injure a friend.
Most accidents are the result of carelessness and inattention of workers. Exist general rules, the implementation of which is mandatory for every worker, regardless of what work he performs.
1. General information.
1.1. All work in the technology room is carried out under the direct supervision of the teacher.
1.2. Each student is assigned a permanent workplace on a desktop or workbench, equipped with a specific a set of tools and accessories.
1.3. TO work is allowed for students who have been instructed in safety precautions, who have received access to various types works signed in the corresponding briefing log.
1.4. It is strictly forbidden to work alone in the office, since in the event of an accident there will be no one to help the victim.
1.5. Each employee should know where fire extinguishing equipment, a first aid kit are located in the office, and be able to use them.
2. Rules for safe work in the office.
2.1. The desktop (workbench) must be kept clean and tidy, not cluttered with unnecessary items; put portfolios, bags under tables on special hangers.
2.3. You can not start work until you have mastered the safety precautions when performing a certain type of work.
2.4. Make sure that overalls (robe, apron, sleeves and headgear) do not have hanging ends-ribbons. They must be removed before starting work. Hide your hair under a headdress.
2.5. Perform only those works that are assigned by the teacher, while observing the specified operational sequence. Monitor the correct working posture, constantly control yourself.
2.6. Do not work on the machines without the permission of the teacher. Use only those tools and equipment, the design and safety of which you are aware of. Wear protective goggles with the protective screen down.
2.7. Work only with a serviceable tool, use it strictly for its intended purpose.
2.8. Position the tool in the workplace so that it is convenient to use, perform the operations of the technological process without jerks and sudden movements. Constantly control yourself.
2.9. Do not check the quality of the machined surface and the sharpness of the blade with your hands. During work breaks, place planing, piercing and cutting tools so that the tool blade is directed away from you.
2.10. Before working on the machines, securely clamp the workpiece. Do not place tools and equipment on the edge of a workbench or machine. Do not put piercing and cutting tools in the pockets of the dressing gown.
2.11. Remove shavings and sawdust from the desktop (workbench, machine) with a special sweeping brush. Remove chips and sawdust from the machine only after the engine has completely stopped rotating.
2.12. During work, do not talk and do not be distracted, do not engage in extraneous matters. If necessary, stop the machine, put the tool in the workplace.
2.13. Do not use electrical appliances without proper instruction. When plugged in, do not hold on to metal objects.
2.14. It is forbidden to turn on and off electrical appliances with wet hands, as well as to use faulty or bare wires appliances.
2.15. You need to know the location and be able to use fire extinguishing equipment, first aid kit.
2.16. Report all cases of violation of safety regulations and injuries to the teacher immediately.
The instruction was compiled:
head office _________ Borovykh V.P.
Annex 2
I approve Agreed
Director of MOU Lyceum No. 9 Chairman of the PC of MOU Lyceum No. 9
Zhigulskaya I.V _________ Sadykova S.L.
"___" _________ 200__ Protocol No. ___ dated "__" _____ 200__
"___" _________ 200__
INSTRUCTION NO.
Safety precautions when performing carpentry work
1. Joiner's machine:
1.1. Do not over-tighten the front or rear workbench clamps;
1.2. You can move the wedges in the sockets of the workbench up and down only with a mallet;
1.3. You can not hit with a hammer (mallet) on the cover of the workbench and clamps;
1.4. The cover of the workbench must be protected from damage by a cutting tool;
1.5. The workplace should not contain unnecessary items and unnecessary tools;
1.6. At the end of the work, it is necessary to remove the chips from the workbench with a brush - sweep.
2. Part marking:
The finished product will be of high quality if it meets the dimensions and requirements indicated on the drawing.
2.1. To obtain a quality product, it is necessary to hold the tool correctly, observe the working posture, accurately perform all operations, constantly control yourself;
2.2. It is necessary to mark the details with a simple and sharply sharpened pencil;
2.3. When marking, the template must be firmly pressed against the workpiece;
3. Sawing with a carpentry saw:
3.1. Before sawing, the workpiece should be correctly installed, securely fastened to the machine;
3.2. Sawing only with a serviceable, sharply sharpened saw;
3.3. Do not allow the saw to skew when sawing, it is necessary to work with a saw or a hacksaw without jerks and bends of the blade;
3.4. Put the saw on the workbench with the teeth away from you;
3.5. Do not guide the saw blade with your finger. Use for these purposes wooden bars, special stops;
3.6. Can't keep left hand close to the saw blade;
3.7. shavings from carpentry workbench clean with a brush.
4. Planing:
4.1. Securely fix the workpiece on the workbench;
4.2. During operation, it is necessary to clean the planing tools from chips with a wooden wedge;
4.3. Work with a planer with a well-sharpened knife;
4.4. During operation, it is necessary to ensure that the treated surface does not fall below the marking lines;
4.5. It is impossible to check the quality of the treated surface and the sharpness of the blade with your hands;
4.6. During breaks in work, planing tools should be laid on their side with the cutter blade away from you.
5. Drilling:
5.1. Before drilling holes, it is necessary to securely fix the workpiece and the backing board on the carpentry workbench;
5.2. The drill in the chuck must be fixed securely and without distortions;
5.3. You can not hold the brace or drill with a drill towards you;
5.4. The feed of the drill during operation must be carried out smoothly, without jerks;
5.5. The pressure on the stop of the brace (drill) at the beginning and end of drilling should be small, the rotation of the handle should be slow;
5.6. Chips from the surface of the product cannot be blown off, they must be swept away with a special sweeping brush.
5.7. Put the brace or drill on the workbench with the drill away from you.
6. Joining parts on nails:
6.1. You can only work with a hammer that is serviceable with a well-fitted and wedged handle, it must be used strictly for its intended purpose.
6.2. The hammer during operation should be kept at a distance of 20 - 30 mm (2 - 3 fingers) from the free end of the handle;
6.3. You can not leave a carpenter's hammer (mallet) on the edge of the workbench;
6.4. You can not stand behind the back of a person working with a hammer;
6.5. Hit the head of the nail so that the direction of impact coincides with the axis of the nail so that it does not fly out and bend;
7. Connection of parts on screws:
7.1. You only need to use a screwdriver that fits exactly into the slot of the screw head;
7.2. The screw must be screwed in at a right angle to the surface of the part;
7.3. When tightening, do not touch the screw with your hand;
7.4. When assembling parts, do not use screws with a knocked down slot;
7.5. Screws lubricated with machine oil or soap are easier to screw into the part;
7.6. The burr on the head of the screwed-in screw must be removed with sandpaper or a file.
8. Connecting parts with glue:
8.1. Bonding of parts should be carried out only on a backing board;
8.2. Do not touch the hot glue pot with your hand;
8.3. When working, avoid getting glue on the skin of the hands;
8.4. After work, wash your hands thoroughly with soap and dry with a towel.
9. Surface finish of products:
9.1. Clean the product with a file with a serviceable and well-fitted handle;
9.2. When working, do not grab the toe of the file with the fingers of your left hand;
9.3. After work, the tool that cleans the irregularities on the surface of the product should be cleaned of sawdust;
9.4. Dyes must be handled with care. Do not allow them to get on clothes, skin of hands, body;
9.5. At the end of work, wash your hands thoroughly with soap;
9.6. Sawdust and grinding dust from the surface of the product must be removed with a special brush.
10. Wood burning:
10.1. You can turn on the electric burner only with the permission of the teacher, work only with a serviceable device;
10.2. When working, the room should be ventilated;
10.3. When working, do not press hard on the pen. At the end of the line, the pen must be sharply taken away from the drawing;
10.4. Do not leave the device plugged in between work;
10.5. Do not lean close to the burning site. Protect your hands and clothing from the touch of a hot feather.
11. Sawing with a jigsaw:
11.1. Work with a jigsaw and an awl with securely fixed and serviceable handles;
11.2. Securely fasten the saw table to the workbench;
11.3. Securely fix the file in the frame of the jigsaw;
11.4. Do not make sudden movements with a jigsaw when cutting, do not lean low over the workpiece.
12. Varnishing products:
- When varnishing, ventilate the room;
- Do not varnish products near heating devices;
- Do not sniff varnish to avoid poisoning;
- Avoid getting varnish on open areas of the body;
12.5. Wash hands thoroughly with soap after work.
13. Finishing products with woodcarving:
13.1. When performing threading elements, you cannot hold your hand in front of the tool;
13.2. Work only with sharpened tools. A poorly sharpened joint knife crumples rather than cuts wood
The instructions were made by:
Head cabinet ___________ Borovyh V.P.
Purpose: Organization of students' activities in mastering the methods of sewing on accessories. Tasks: 1. To acquaint students with the concept of "accessories" and its types; Learn how to repair clothes. 2. Develop independent performing skills, logical thinking. 3. Cultivate aesthetic taste, attentiveness; to instill the skills of a culture of work, accuracy, thrift.
A girl should be neat, Her clothes are always neat. You need to follow the clothes in a timely manner: Mend, sew on a button ... Repair and finishing of garments Requires you to master special skills. We will learn to sew on accessories, to properly repair clothes.
A bit of history… The history of sewing accessories dates back to the very moment when clothes appeared. And how else, because without sewing accessories, clothes and tailoring are not possible: threads are needed for tailoring, buttons - for the functionality of the product, sequins and lace - for decoration and originality.
The first fitting is considered to be a button. Ancient people, instead of buttons, connected pieces of their clothes with thorns from plants, animal bones and sticks. IN Ancient Egypt buckles were used, or one piece of clothing was threaded through a hole made in another, or the ends were simply tied. Who exactly invented the button is unknown: some scientists are inclined to believe that they were Greeks or Romans, others that the button came from Asia. They were made mainly from ivory. The first mention of a button-like clasp dates back to the 3rd millennium BC. According to written sources and ancient drawings, people used round fasteners with 2 holes for sewing. This fact was confirmed in due time by archaeological research. The first buttons were made of bone and metal.
The variety of shapes and sizes is amazing: spherical, pear-shaped, rectangular, voluminous and flat buttons could be so small that it took up to an hour for a seamstress to sew them on, and so huge that they instantly became the main element of any costume. Buttons became widespread only in the 13th century. And almost until the 18th century, they were a sign of wealth and noble birth: kings and aristocracy could afford to order buttons made of gold and silver. At the beginning of the 18th century, buttons began to be made of metal and copper, but almost to late XIX For centuries, buttons were such an expensive commodity that they were changed from one garment to another.
According to their purpose, buttons are divided into overcoat, underwear (for light clothing) and for special clothing. Buttons are made from various materials A: plastic, metal, wood, bone, horn, clam shell, etc. There are buttons according to their design: without decoration and with decoration (with a pattern, with a metal or leather coating, with inscriptions). Buttons come with holes (two, four) and on the stand. They are selected in the color of the main material or finish.
A button for light clothing is sewn close to the fabric with four to five stitches. For outerwear, a button is made on a stand ("leg"). Depending on the thickness of the fabric, the height of the "leg" can be 0.1 - 0.4 cm. For the strength of fastening the button, you can use a lining made of fabric or under the button on the wrong side of the product. Buttons are sewn on with threads 40, 50, folded in half. The threads are selected to match the fabric, if the button is on the stand, or to match the button, if it has holes.
Buttons and button-like objects used as decorations or seals rather than fasteners have been found in the Indus Valley Civilization of ca BC, as well as the Bronze Age in China (circa BC) and Ancient Rome. Buttons made from shells were used in the Indus Valley Civilization for decorative purposes by 2000 BC. Some of the buttons have been carved into geometric shapes. Function buttons with a fastening loop first appeared in Germany in the 13th century. They soon became widespread with the advent of tight-fitting clothing in 13th and 14th century Europe.
The button consists of a base (with a rod) and an overlay (with a spring). Buttons come in different sizes and shapes. In color, they should stand out as little as possible on the fabric. Sew on buttons inside fasteners to a double layer of fabric, making three or four stitches in each hole. The base is sewn from the wrong side of the upper edge (the stitches should be invisible from the front side), and the overlay is sewn from the front side of the lower edge of the fastener.
Hooks and loops were born in the 14th century. in England. They certainly didn't look as beautiful then as they do now. This type of fastener reached its strongest heyday in the era early medieval, when loose clothes were replaced by fitted ones, when the dress was cut strictly according to the figure and had to have the maximum degree of fit. This degree was provided by hooks. Their number on ladies' dresses sometimes numbered in the hundreds. Over time, they decreased in size and are still used very widely.
For the first time, a continuous and automatic fastener for clothes was invented by Leonard Judson back in the 19th century, but, apparently, people of the 19th century did not like it, so the invention was not widely used. The fastener, the zipper, as soon as they did not call the predecessors of our zipper, which appeared in its familiar form in 1913, and since then the principle of its operation has remained unchanged. But the manufacturers did not immediately believe in the power of this device, only ten years later the zipper became widespread.
The buckle has a long history. As old as human memory can hold. People have used belts and belts since ancient times. It goes without saying that no belt is complete without a buckle. After all, if a belt or scarf could be fastened with a knot or brooch, then a belt without a buckle cannot be fastened. From the very beginning, these were rather roughly worked leather-cut strips with leather or bone buckles. Later, in the Bronze Age, expensive bronze buckles appeared. These were already almost precious buckles.
When the fittings have become unusable, they should be replaced. During work, you need to be careful and careful not to make an incision in the fabric. To do this, use a knife for cutting loops or small scissors with sharp ends. When repairing clothes, remember and follow the rules for safe work with scissors, needles, pins and irons.
Synopsis of a technology lesson in grade 6 "Introductory lesson"
Purpose: to reveal to students the purpose and content of the program "Technology"; teach proper organization labor and workplace; familiarize with occupational safety and health.
Tools and equipment:
1. Joiner's workbench with a set of tools,
2. Posters on safety in school workshops.
During the classes
I. Organizing time.
Greeting, checking the readiness of students for the lesson. Familiarization of students with the purpose and content of the Technology program for grade 6, with the rules of conduct in the school workshop, with the training workshop and the mode of work in it.
Safety briefing.
Formulation of the protocol.
II. Presentation of new program material.
From the 5th grade program, remember what we mean by
the term "technology".
Technology is understood as a set of techniques and methods for obtaining, processing or processing raw materials, materials, semi-finished products or products carried out during the production process.
- What technologies do you know?
Wood processing technology.
Metal processing technology.
Technology of electrical works.
Technology of repair and construction works.
- Now consider what is included in the carpenter's workplace:
1. Carpentry workbench.
2. Chair.
3. Racks, boxes, shelves.
4. Bedside tables for storing tools, fixtures and
blanks.
Let's remember from the 5th grade course what carpentry consists of
Workbench. Rice. 1.
Rice. 1. Carpentry workbench:
1- forearm;
2 - cover with holes;
3 - tray wedges;
4 - front clamp;
5 - retractable and rotary fingers.
Invite students to tell about the purpose of each part of the workbench.
1. Front clamp for securing workpieces.
2. Holes and wedges for stop and fastening of workpieces
when planing.
3. Rear clamp for fixing workpieces when planing and sawing, etc.
4. Next, let's remember how to choose the right workbench for
convenience of work?
5. Stand near the workbench, put your hands down, put your hand on
its cover: if you do not need to bend or bend your arm,
It means that the workbench is chosen correctly.
Next, we will analyze the basic safety rules
1. Works are performed in special clothes:
robe; jumpsuit or apron; beret.
2. Basic safety rules when working on a workbench.
3. Protect the lid of the workbench from cutting damage.
tools and. etc.
4. Do not overtighten the front and rear clamps of the workbench.
5. Do not hit the lid of the workbench with a hammer.
6. Drive the wedges into the holes of the workbench only with a mallet.
7. At the end of work, clean the workbench only with a brush.
RULES OF INTERNAL RULES IN THE WORKSHOP
In the school workshop, as well as in an industrial enterprise, it is necessary to follow the rules of the internal regulations.
Enter the workshop only after the call and with the permission of the teacher.
2. You must come to classes in overalls (robe or apron with oversleeves, headgear).
3. You should have a workbook with drawing accessories with you.
4. The materials and tools necessary for work are provided by the attendants or the teacher.
5. It is forbidden to approach the machines without the permission of the teacher.
6. Only the tools provided should be used for work. Do not take tools from another workplace.
7. Tools common use provided by the teacher if needed.
8. At the workplace, only those works that are specified in the task are performed.
9. Tools and fixtures are used only for their intended purpose.
10. It is forbidden to leave your workplace and move to another during the lesson.
11. The workplace must be kept clean and tidy.
12. At the end of work, clean the workplace using a dustpan and a sweeping brush, remove overalls and wash your hands.
13. Tools, fixtures, products and blanks are handed over to the duty officer or teacher.
14. Leave the workshop only with the permission of the teacher.
In case of violation of the internal regulations, the student is suspended from work.
III. Practical part.
1. Choose a workbench according to your height.
2. Practice fixing the workpiece in clamps and between wedges.
IV. current instruction.
Check the correct fixing of the workpieces. The wedge should protrude above the table top to a height less than the height of the workpiece.
v. Final part.
Checking the fastening of workpieces, an indication of shortcomings. Cleaning of workplaces and workshop premises.
Position: technology teacher
Place of work: MBOU secondary school No. 6 named after. Konovalova V.P.
Location: Klintsy, Bryansk region
The purpose of the lesson: to generalize and systematize knowledge about natural fibers
Tasks:
To give a primary idea of the fibers of animal origin;
To study the properties of fibers and conduct their comparative characteristics;
To develop the ability of students to apply the acquired knowledge in practice;
Cultivate initiative and independence in work activities
Lesson type: lesson explaining new material, laboratory work.
Intersubject communications: history, geography, biology.
Materials and equipment:
1. Collections: "Silk Fabrics", "Woolen Fabrics", "Wool Processing Sequence", "Silk Processing Sequence"
2. Materials and tools for laboratory work.
3. Scraps of cotton, linen, wool, silk fabrics.
4. Projector, screen.
New terms: natural silk; natural wool, silkworm, chrysalis, fluff, awn, dead hair.
During the classes.
1. Organizational moment
Greeting, report of attendants on attendance and readiness of students for the lesson.
2. Communication of the topic and purpose of the lesson.
At the workplace in front of the students, lay out shreds of cotton, linen, wool, silk.
Teacher: There are pieces of cloth on the table in front of you. Consider them carefully, think about what you can sew from them?
Students: Clothes can be sewn from such fabrics (dress, skirt, blouse, shirt, apron, etc.)
Teacher: Now look at your clothes. What is it made of?
Students: Clothes are made from fabric.
Teacher: How did you get your clothes?
Students: Bought at the store.
Teacher: Good! How do clothes get into the store?
Students: The clothes were sewn at a clothing factory from fabric.
Teacher: What is fabric made of? (can be viewed with a magnifying glass)
Students: Fabric is made of thread or yarn.
Teacher: And the threads from what?
Students: Threads are made from fibers.
Teacher: Once again, carefully examine the scraps of fabric, and tell me, are they all similar or different from each other?
Students: They are different, thick and thin, warm, soft and not very ....
Teacher: Why do you think the patches are all different?
Students conclude: The properties of a fabric depend on the properties of the fibers from which it is made.
Teacher: What do we call fiber?
Students: Very thin, flexible threads, the length of which exceeds their transverse dimensions.
Teacher: What are the two types of textile fibers?
Students: Fibers are natural and chemical.
Teacher: What fibers are called natural?
Students: Natural fibers are found in nature.
Teacher: Natural fibers are of plant and animal origin. You studied plant fibers (cotton and linen) in grade 5, and today in the lesson we will talk about animal fibers. Write down the topic of our lesson: "Natural animal fibers." Based on the title of the topic, set the objectives of the lesson. (students set and voice their lesson objectives)
For example - find out what are the fibers of animal origin;
Learn the properties of animal fibers;
Find out what fabrics are made from these fibers.
3. Explanation of new material.
Natural fibers of animal origin include: a) wool and b) silk. You have a table "Properties of fibers" at your workplaces. You completed the first columns of the table (cotton and linen) in 5th grade. The last columns (wool and silk) fill in today's lesson.
(While explaining educational material, students enter the information in the table).
Wool.
Wool is animal hair. Man has adapted to get wool from different animals: goats, sheep, camels, dogs and even rabbits. The fibers are white, black, red, have a length of 2 to 45 cm (depending on the animal). However, there is an animal that gives about 90% of the total volume of wool. Remember the children's riddle "In the mountains, in the valleys, a fur coat and a caftan walks." Of course it's a sheep. They cut it twice a year: in spring and autumn. The wool removed in the spring is hard and thick, and the wool sheared in the fall is softer and thinner (by winter, the sheep has more fluff). For shearing, special electric machines are used, and earlier they were sheared with large scissors, which were called sheep scissors. Wool is removed in one piece - a fleece. After shearing, the sheep again graze in the meadow, grow new wool. The wool of a sheep is heterogeneous, for example, it is hard on the back, and softer on the stomach, so all the removed wool is sorted by quality. Students write in their notebooks:
fluff- the thinnest, softest, crimped fiber (the most valuable raw material).
Awn (transitional hair)- thicker, stiffer and less crimped fiber.
dead hair- low-strength and very hard fiber.
Warm sweaters and hats, beautiful dresses and coats are made from fluff and soft fibers, and cloth, felt and felt boots are made from hard fibers.
Sheep graze in the open air, their wool is heavily polluted. In order to put the wool in order, carry out the primary processing:
1. Sorting of fibers (by quality)
2. Scutching (removing litter)
3. Washing fibers
4. Drying the fibers
After the initial processing, the fibers are sent to spinning mill, there they are:
1. Cheshut (carding shop) - get a tape
2. Align, stretch, reduce in thickness by draw frame(tape shop)
3. Twist and pull the tape into a roving
4. The roving is twisted into yarn on a spinning machine and wound in the form of cobs.
Finished yarn is taken to weaving factory where the fabric is woven and finished.
Wool is used to produce dresses and suit fabrics. They are plain dyed, multicolored and printed.
Woolen fabrics have a number of positive properties- they are soft, strong enough, almost do not crumple, wear-resistant, drape well and have excellent hygienic properties (absorb moisture and let air through). However, there are also negative properties: they shrink a lot after washing, so they must decatenate before cutting, attract dust very strongly, and require frequent cleaning. Wash fabrics in warm water with special washing powders, do not twist, cleaning is recommended. They are ironed with an iron with a “wool” thermostat.
The students filled out the table in the wool column: the fibers are black, white, red, do not have a sharp sheen, length 10-450 mm, thick, highly crimped, soft, fluffy, have medium strength.
Silk.
Who gives us natural silk, you will find out by solving the riddle:
He neither night nor day, without work does not sit
He spins a golden thread from mulberry leaves.
Silkworm- a real pet, because it is not found in the wild at all. It feeds only on the leaves of the mulberry tree. The silkworm butterfly lays eggs, from which a caterpillar emerges. Caterpillars eat a lot of leaves and grow quickly. At some point, the caterpillar begins to curl into a cocoon, turns into a chrysalis. A butterfly emerges from the chrysalis. Natural silk - unwound the finest threads of a cocoon. The birthplace of silk is China. For a very long time, the Chinese kept the secret of silk production and traded it all over the world. According to legend, a Chinese princess unraveled the secret of getting silk when a cocoon fell into her cup of hot tea and began to unwind. Very light, beautiful and durable fabrics are obtained from silk fibers. (Display collection).
Teacher: What do you think, what products are best made from silk fabrics?
Students: (dresses, blouses, headscarves, headscarves)
A thread thinner than a human hair and 700-800 meters long is wound from one cocoon. The fiber is straight, white and smooth. The thread is wound immediately from 6-8 cocoons. Such silk is called raw silk.
Silk processing
1. Collecting silkworm cocoons
2. Steam treatment (marinating the pupa - to kill the pupa and prevent it from turning into a butterfly that spoils the cocoon, making an exit hole in it).
3. Drying with hot air (so as not to deteriorate during storage).
4. Getting silk - raw
5. Winding silk threads
It is impossible to completely unwind the entire cocoon, the waste obtained during the unwinding of cocoons (the upper tangled layers, the remains of cocoon shells, damaged cocoons and cocoons that cannot be unwound) is used to obtain silk yarn.
Silk fabrics have a number of positives: they are very beautiful, durable, thin, soft, have a shiny and smooth surface, are hygroscopic, breathable, comfortable for the body - they are not hot in summer, not cold in winter. However, there are also negative properties: a large shedding of cuts and sliding during cutting. Wash fabrics in warm water with special washing powders. They are ironed with an iron with a silk thermostat.
The students filled out a table in the silk column: the fibers are white, cream-colored, have a sharp sheen, length 700-1000 mm, thin, straight, soft, very strong.
4.Practical work (§ 1 pp. 8 - 9).
"Comparison of wool fibers and natural silk"
Teacher: What is the purpose of practical work?
Students: Learn to recognize the fibrous composition of tissues.
Materials and tools: Fibers collection, textbook, workbook, magnifying glass
Progress:
1. Examine the fibers of wool and silk under a magnifying glass.
2. Compare them with each other by appearance and to the touch
3. The teacher demonstrates the process of burning wool and silk fibers. Take a close look at the combustion process.
4.Fill in the table.
The coat is white in appearance, soft to the touch, fluffy, burns well, the smell of burnt feathers.
Silk is white in appearance, smooth to the touch, burns well, smells like a burnt feather.
Our lesson is coming to an end. Tell me, did you get answers to the questions that you asked at the beginning of the lesson, did you fulfill your goals?
Student responses.
Homework for the next lesson: textbook. § 1-2, select fabric samples from natural fibers of animal origin, arrange a collection of fabrics.
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The purpose of the lesson: acquaintance of students with the aesthetic principles of design, the concept of style, varieties of styles in the interior, elements of color science, color combinations in the interior.
Lesson objectives:
- Define the concept of style, interior, aesthetic principles of design;
- Give an idea of the variety of styles in the interior;
- Consider color circle, primary and secondary colors;
- Continue the development of independence in working with information sources on a given topic, the ability to isolate the main thing from the text;
- Cultivate aesthetic taste in students.
Equipment:
- multimedia equipment;
- Handout;
- Presentation, clip;
- Art supplies, scissors, magazines for practical work.
Expected result: after the lesson, students should have an idea about the aesthetic principles of design, the basics of color science. Understand that each era is characterized by its own style of decoration of the room, interior items.
During the classes
1. Organizational moment - 1 min.
Hello girls! Have a seat! Tell me, please, is everyone ready for the lesson? Who is absent today?
2. Actualization of mental activity, access to the topic, purpose and objectives of the lesson - 5 min.
Look at the screen, please read the Japanese folk wisdom: “It is easy to live at home and a thousand days, if you leave the house, it is difficult for an hour.” What do you think is its meaning? (Student answers). (Slide number 1).
And now, based on your answers, let's formulate the topic of our today's lesson. (Student answers). Let's write it down in a notebook. (Slide number 2).
Please look carefully at the topic of our lesson. Tell us what goal we need to achieve and what tasks we have to solve today? (Student answers).
That's right, the purpose of our lesson is: Exploring the aesthetic functions of design through a variety of styles and color combinations in the interior. (Slide number 3).
What do we need to achieve this result? (Student answers).
So our tasks are:
- Learn the terminology of the topic;
- Systematize groups of styles in the interior, their main features;
- Get to know the meaning colors in the interior;
- Consolidate and test your knowledge on this topic.
(Slide number 4).
3. Studying the terminology of the topic - 7 min.
In order to qualitatively master the material of any topic, it is necessary to first study the terms and concepts. Today it will be:
- Interior
- Style
- Aesthetic design principles
(Slide number 5).
What do you think is the meaning of each word? (Student answers).
Let's check and write the definitions in a notebook. (Slides #5, 6, 7, 8).
4. Learning new material - 22 min.
4.1. Introductory briefing before group work with information sources - 2 min.
The interior of an apartment is a reflection of the character, attitude and, of course, the style of its owner, so the choice of design is a rather responsible task. It will not be superfluous to consider all the main styles of interior design and only then make a decision.
Beauty, attractiveness and style are indispensable conditions for the creative success of a modern home.
It is conditionally possible to divide all interior styles into three groups: historical, modern and ethnic styles. (Slide number 9).
We will understand the variety of styles in the interior in the course of working with information sources that lie on the desks in front of you (see. Application No. 1). You are not randomly divided into groups, despite the fact that each of you will extract information on a certain style on your own, each group will have to present the overall result in the form of a cluster characterizing a certain group of styles. You will work according to a certain plan, with the help of a memo on working with an information source, which are also on your desks (see. Application No. 2). You need to find answers to the following questions:
- Style name
- The year of origin or the highest popularity of the style
- Main characteristics
- Essence of style.
4.2. Independent work with information sources - 5 min.
4.3. Monological answers of students, making clusters - 15 min.
(Slides #10, 11, 12).
5. Presentation demonstration 2 – 4 min.
Now I suggest you take a break and see how each style can be embodied in the interior.
6. Monitoring, discussion of seen illustrations - 1 min.
Students express their opinion about sympathy for any style.
7. Learning new material - 5 min.
With the help of what, besides the style of the interior, can you beat the living space? (Student answers).
Really. The same room will look different if its walls are pasted over with light or dark wallpaper, change the curtains. To analyze the color combinations that can be used in decorating a room, let's get acquainted with color science. (Slide number 13).
What do you see on the screen? (Student answers). (Slide number 14).
Indeed, this is a color wheel. What colors exist? (Student answers). (Slide number 14).
Let's look at how each color can embody the interior of rooms of different functional affiliation.
- Blue color. First of all, it is a calming color. Creates an atmosphere of silence, purity, infinity and rigor, it is recommended for classrooms or classrooms. (Slides #15, 16, 17, 18).
- Yellow. It is a bright, joyful, stimulating color. It is associated with intelligence and expressiveness. It increases concentration, organizes, improves memory, promotes fair and quick decision-making. Causes a feeling of warmth, light and sun, fun and lightness. (Slides #19, 20, 21, 22).
- Red color. Stimulates, supplies very strong, but rather rough energy. Promotes activity, confidence, friendliness. Festive, energetic. In large quantities, it can provoke rage, anger. (Slides No. 23, 24, 25, 26).
- Green color. This is life, growth, harmony, fun. Helps to be closer to each other. Soothing, peaceful and discreet. Thanks to him, we become closer to nature. (Slides #27, 28, 29, 30).
- Purple. Associated with artistry, great ideas, intuition and mysticism. It promotes inspiration, compassion, sensitivity. Solemnly luxurious, but in large numbers can be oppressive. (Slides #31, 32, 33, 34).
- Orange color. Releases emotions, raises self-esteem, teaches to forgive.
Pastel shades (apricot, peach) restore nervous costs. Warm, festive, full of life. This is an excellent antidepressant, promotes a good mood. (Slides #35, 36, 37, 38). - Black color. It has paradoxical properties: it evokes a sense of security, consolation, a sense of mystery, it is associated with silence, infinity. But it can slow us down when making decisions. (Slides #39, 40, 41, 42).
8. Practical work in groups - 27 min.
8.1. Introductory briefing before group work, issuance of tasks - 2 min.
Now you have to do practical work in groups. Its meaning is to design the interior according to the task. Each group will have their own task. Please pull out your assignment (see Application No. 3). You have 20 minutes to work, after which each group will have to defend their work. The work you have to do is creative, it can be done in any technique: collage, drawing with paints, pencils, appliqué.
8.2. Group work of students - 20 min.
The students work, the teacher answers the questions that arise.
8.3. Protection of creative works - 5 min.
Each group demonstrates their creative work to the class, commenting on it.
9. Monitoring of acquired knowledge - 3 min.
Let's check ourselves. (Slides #43, 44, 45, 46, 47, 48, 49, 50, 51).
10. Issue homework- 3 min.
In the next lesson, we will continue our study of the section "Designing the interior and decoration of a children's room or children's corner" and will deal with the implementation of the project. You already know about the culture of the home, the types of cleaning. On the types of lighting, lighting fixtures in the living room. In the course of today's lesson, we got acquainted with the styles and colors in the interior. All this knowledge will be useful for you to complete the project, which we will do in the next lesson. For this house, you need to draw up a plan of your room at the present time: determine the dimensions of the room and furniture, choose the scale of the image, determine the location of windows and doors. (Slide number 52).
11. Summing up the results of the lesson - 2 min.
So, what new and useful did you learn in today's lesson? (Student answers).
Let's get back to Japanese folk wisdom. How do you understand it now? Have we achieved the lesson objectives? (Student answers). (Slide number 1).
You all worked very hard today, everyone gets excellent grades for the lesson.
Thank you for the work in the lesson, everyone can be free. (Slide number 53).
List of information sources used
- Ozhegov S.I., Shvedova N.Yu. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / Russian Academy of Sciences. Institute of the Russian Language. V.V. Vinogradov. 4th edition, enlarged. M.: LLC "ITI Technologies", 2003. 944 pages.
- Technology: Grade 6: Textbook for students of educational institutions (version for girls) / Edited by I.A. Sasova. 2nd edition, revised. M.: Ventana-Graf, 2007. 224 p.: ill.
