Educational routing.

The purpose of the lesson:

Educational : to form concepts about long products and methods of obtaining them.

Developmental : develop logic of thinking, develop creative potential, skill

analyze, compare and draw informed conclusions based on comparison.

Educating : to cultivate interest in learning, to cultivate diligence, accuracy,

perseverance, aesthetic feelings, a sense of responsibility for one’s work.

Planned results:

Subject - students become familiar with assembly drawings, sketch a part of one of the products, and learn to read the assembly drawing of the product.

Metasubject (UUD): regulatory - transform a practical task into a cognitive one, communicative - the ability to work in a group when completing a task, the ability to collaborate with a teacher, cognitive - what is an assembly drawing? In what cases do the drawings show not one view, but two or more? etc.

Personal – the ability to conduct self-analysis of the work performed, develop diligence and responsibility for the quality of one’s activities.

Basic Concepts : assembly drawing, reading an assembly drawing.

Lesson type: combined

Equipment : Samples of completed drawings, workbooks, textbook, drawing supplies.

During the classes.

1. Motivation stage (self-determination for activity) - org. moment, we create a problem by showing a slide with an image of an assembly drawing.

Question : What are the rules for depicting technical drawings, sketches and drawings of parts made of wood and sheet metal.

What dimensions are indicated on the drawings?

2. Updating knowledge and recording individual difficulties in a problematic action.

In order to update knowledge, a short conversation is held with students, during which the following questions are asked:

- In what cases do the drawings show not one view, but two or more?

(Cognitive UUD - acquire new knowledge in the process of observation and reasoning)

What dimensions are indicated on assembly drawings? (regulatory UUD - independently read the assembly drawing);

(cognitive UUD) –What is an assembly drawing?

In order to update knowledge, a conversation is held with students, during which the following questions are asked:

1.What is the difference between assembly drawings of wood and metal products? (Cognitive UUD - acquire new knowledge in the process of observation and reasoning)

2.Name the order of reading an assembly drawing from long products(Regulatory UUD - independently find the necessary information in the textbook)

3.What is an assembly drawing? What does the expression "overall dimensions" mean? (Cognitive UUD – search and select necessary information to solve an educational problem - in a textbook, encyclopedia, Internet.)

3. Formulating the topic of the lesson.

What do you think we will learn today?

Having found out the children’s opinion, the teacher clarifies the role of the drawing in the design of products (updating students’ knowledge, regulatory UUD - goal setting)

4. Practical work.

The teacher organizes the updating of methods for studying actions sufficient to build new knowledge.

Trial action (task) - Look at Figure 61, complete workbook sketch of one of the parts: a screwdriver. template, corner - or sketch of a part from your creative project.

Do the experiment: stretch and release springs made of steel (hardened) and copper wire. Draw a conclusion about the elasticity of steel and copper.

Read the assembly drawing shown in Figure 62.

Fill out the table in your workbook

The teacher checks the correctness of the task, identifying difficulties in the trial action.

5. Fixing the difficulty:

Incorrect definition of dimensions. Incorrect determination of the number of views in the drawing (ways to solve the problem)

6. Way out of difficulty:

Once again, the teacher talks about the need to be able to read assembly drawings, to be able to draw drawings of individual parts, thereby organizing students to explore problematic situation(UUD - communicative, joint problem solving)

7. Reflection on educational activities.

At this stage of summing up the lesson, the teacher asks the children questions, by answering which he can judge the mastery of this material.

Questions : What is an assembly drawing?

In what cases do the drawings show not one view, but two or more?

What is the difference between assembly drawings of wood and metal products?

What dimensions are indicated on the assembly drawing?

What new knowledge have you gained for yourself?

Can the knowledge acquired today be useful in life?

The teacher invites the boys to evaluate their work in class. (Personal UUD - adequate understanding of the reasons for success/failure in educational activities.)

8. Cleaning workplaces.

Second generation GEF lesson notes. Technology 6th grade.

Technological lesson map

Subject: Technology

Textbook (UMK): A.T. Tishchenko, V.D. Simonenko

Lesson topic: Drawings of rolled steel parts. Using a computer to develop graphic documentation. Reading assembly drawings.

ETC. Reading individual part and assembly drawings.

Lesson type: combined

Equipment: Samples of completed drawings, workbooks, textbook, drawing supplies.

Multimedia equipment. Textbook of technology V.D. Simonenko.

Planned results

Subject - students get acquainted with assembly drawings, sketch a part of one of the products, learn to read the assembly drawing of the product.

Meta-subject (MSD): regulatory - transform a practical task into a cognitive one, communicative - the ability to work in a group when completing a task, the ability to collaborate with a teacher, cognitive - what is an assembly drawing? In what cases do the drawings show not one view, but two or more? etc. Personal – the ability to conduct self-analysis of the work performed, the development of hard work and responsibility for the quality of one’s activities.

Basic Concepts: assembly drawing, reading an assembly drawing.

Motivation stage(self-determination for activity) -org. moment, we create a problem by showing a slide with an image of an assembly drawing.

Question: What are the rules for depicting technical drawings, sketches and drawings of parts made of wood and sheet metal.

What dimensions are indicated on the drawings?

Updating knowledge and recording individual difficulties in problematic action.

In order to update knowledge, a short conversation is held with students, during which the following questions are asked:

In what cases do the drawings show not one view, but two or more? (Cognitive UUD - acquire new knowledge in the process of observation and reasoning)

What dimensions are indicated on assembly drawings? (regulatory UUD - independently read the assembly drawing);

(cognitive UUD) - What is an assembly drawing?

In order to update knowledge, a conversation is held with students, during which the following questions are asked:

1.What is the difference between assembly drawings of wood and metal products? (Cognitive UUD - acquire new knowledge in the process of observation and reasoning)

2. State the procedure for reading an assembly drawing from a rolled section (Regulatory UUD - independently find the necessary information in the textbook)

3.What is an assembly drawing? What does the expression "overall dimensions" mean? (Cognitive learning activities - search and select the necessary information to solve an educational problem - in a textbook, encyclopedia, Internet.)

Formulating the topic of the lesson.

What do you think we will learn today?

Having found out the children’s opinion, the teacher clarifies the role of the drawing in the design of products (updating students’ knowledge, regulatory UUD - goal setting)

Practical work

The teacher organizes the updating of methods for studying actions sufficient to build new knowledge.

Trial action (task) - Look at Figure 61, draw a sketch of one of the parts in your workbook: a screwdriver. template, corner - or sketch of a part from your creative project.

Do the experiment: stretch and release springs made of steel (hardened) and copper wire. Draw a conclusion about the elasticity of steel and copper.

Read the assembly drawing shown in Figure 62.

Fill out the table in your workbook

The teacher checks the correctness of the task, identifying difficulties in the trial action.

Fixing the problem:

Incorrect definition of dimensions. Incorrect determination of the number of views in the drawing (ways to solve the problem)

Way out of the problem:

Once again, the teacher talks about the need to be able to read assembly drawings, to be able to draw drawings of individual parts, thereby organizing students to investigate a problem situation (UCD - communicative, joint problem solving)

3. Reflection on learning activities

At this stage of summing up the lesson, the teacher asks the children questions, by answering which he can judge the mastery of this material.

Questions: What is an assembly drawing?

In what cases do the drawings show not one view, but two or more?

What is the difference between assembly drawings of wood and metal products?

What dimensions are indicated on the assembly drawing?

What new knowledge have you gained for yourself?

Can the knowledge acquired today be useful in life?

The teacher invites the boys to evaluate their work in class. (Personal UUD - adequate understanding of the reasons for success/failure in educational activities.)

House. exercise: repeat § No. 16.

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Slide captions:

Technology lesson in 6th grade Lesson topic: “Sawing of billets from rolled products” (First stage) Compiled by: teacher of higher technology qualification category MKOU Svetloyarsk Secondary School No. 2 named after. F. F. Pluzhnikova Trofimov V. P.

LESSON OBJECTIVES To familiarize students with the types and characteristics of files for various purposes, and the principle of their operation as cutting tools. Learn to determine the class of a file and its purpose.

Testing students' knowledge of previously studied educational material Testing students' knowledge using task cards different levels difficulty (4-6 students). Answers to questions (by other students): 1. What are the main parts of a hacksaw? 2. List the rules safe work hacksaw. 3. For what purpose is a cut made on the workpiece at the cutting site with a triangular file? 4. How to cut a long piece?

Presentation of a new material: “Sailing of billets from long rolled products.” Sawing is cutting off a small layer of metal (allowance) from a workpiece using files to obtain the exact dimensions indicated in the drawing. Files are made from tool steel.

File elements

Types of files by cross-sectional shape

Length of the working part of the file Serial numbers 1 2 3 4 5 6 7 8 Length of the working part. mm 100 125 150 200 250 300 350 400

Types of file cuts.

Name Number of main cuts per 10 mm of file length Number of cuts Application Brushing 5 6... 14 0 1 Rough filing of workpieces for removing large metal allowances (up to 0.5 mm) Personal 8... 20 12...28 2 3 Finish filing to remove small metal allowances (up to 0.15 mm) Velvet 20...40 28... 56 4 5 Precision finishing, grinding and finishing of parts Types of file notches.

File classes 0; 1- Brussels files have a large notch, 5-12 teeth per 10 mm. Lengths. They are used for large processing. The thickness of the metal layer removed in one stroke is 0.2-0.5 mm. 2; 3 - personal - have a medium cut, 13-26 teeth per 10 mm. length. These files work when the main layer of metal has already been removed with a bastard file. The thickness of the removed metal layer in one stroke is 0.1-0.3 mm. 4; 5 - velvet - have a notch of 42-80 teeth per 10 mm. lengths and are used for finishing and grinding surfaces. They remove a layer of metal 0.005 - 0.01 mm thick.

Types of files. Needles: a, b - flat; in - square; g, d - triangular; e - round; g - semicircular; z - olive-shaped; and - rhombic; k - trapezoidal; l - fillet

Laboratory and practical work Task No. 1. 1. Fill out the table according to the form provided. 2.Look at samples of files. 3. Determine the shape of each file. 4. Count the number of notches per 10 mm of file length. 5. Determine the type of notches. 6. Determine the class (type) and purpose of the file 7. Enter all received data into the prepared table. No. File shape Number of notches per 10 mm length Type of notch Class (type) of file What processing is 1,2,3, etc. intended for?

Organizational and final part Analysis of typical errors and causes when determining types of files. Reporting the evaluation of each student's work Homework: Prepare for the second stage of the lesson: “Sailing of billets from long rolled products” Textbook “Technology”. Page 95-99.

The presentation is used when studying the topic in 6th grade "Technology for manufacturing products from long products." The presentation is intended to familiarize students with the technological processes of manufacturing products from long products.

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"Presentation "Technology for manufacturing products from rolled products""

Municipal autonomous educational institution

"Lyceum No. 10" of the city of Sovetsk, Kaliningrad region

Technology for manufacturing products from rolled products

Goal: get acquainted with the main technological processes for processing metals and alloys, about the types of products made from rolled products

Performed by technology teacher Zinchenko A.G.

MAOU "Lyceum No. 10"

Sovetsk, 2017

Technological operations necessary for the manufacture of parts from rolled sections

• preparatory (selection of workpiece, marking);
• processing (cutting, bending, chopping, drilling);
• assembly (connection with bolts, welding, soldering, rivets, etc.);
• finishing (cleaning, sanding, painting, etc.)

Reading a Part Drawing

Breakdown technological process for technological operations

Processing

Preparatory

Assembly

Finishing

Determining the sequence of preparatory operations

Determining the sequence of assembly operations

Determination of the sequence of finishing operations

Determining the sequence of processing operations

Workpiece selection

Stripping

Rivet connection

Grinding

Marking

Bolted connection

Other operations

Drilling

Other operations

Other operations

Other operations

Equipment selection

Selection of devices

Selecting Tools

Development of sketches of technological operations and transitions

Equipment selection

Selection of devices

Selecting Tools

Equipment selection

Selection of devices

Drilling

Selecting Tools

Manufacturing process

receipt of workpieces, processing of parts, maintenance and repair of devices, sharpening and straightening of tools, control and testing of the finished product, packaging and storage finished products etc.

Technological process

• represents part production process, which is associated with a change in shape and size, the state of the material when converting it into finished products.

Technological operation

• This is a complete part of the technological process, performed at one workplace or machine.

Locksmiths

At enterprises, these operations are performed locksmiths .

Locksmiths mechanical assembly works machine tools, engines, cars, tractors are assembled from individual parts and components

Repairmen

Locksmiths - repairmen carry out repairs and adjustments of various equipment.

Tool makers

manufacture and repair tools and fixtures

Sources used

• Tishchenko A.T. Technology. Industrial technologies: 6th grade: methodological manual / A.T. Tishchenko. – M.: Ventana-Graf, 2016. – 192 p.
• Technology lessons using ICT. 5 – 6 grades. Toolkit With electronic application. – M.: Planeta, 2011. – 384 p. – (Modern school).
• Photos were taken from the Internet.