Technology Lesson Plan

Lesson topic:   Planing wood. Rules for safe work.
Lesson objectives :
teaching  - familiarization with the planing process with a planer and other tools for performing this operation;
educational- education of conscious discipline, accuracy and attentiveness when performing planing of details;
developing  - development of skills for working with a planer.

Logistics equipment:

for teacher: product samples, lesson outline, routing

for students: planers, hacksaws, wood, notebook, textbook, sandpaper, squares, rulers.

Lesson plan:

organizational moment 1-2 minutes;

communicating the goals and objectives of the lesson to students for 2-3 minutes;

post new material

introductory briefing on TB and task definition 3-4 min;

students' independent work, current briefing 45 min;

consolidation of the studied material;

summing up, final briefing 4-5 min.

1. Organizational moment (2 min)
- Check student attendance for the magazine.
- Check readiness for the lesson (the availability of teaching aids and writing instruments).
- Check appearance (workwear).

2. Post lesson topics (pre-recorded on the board). (2 min)

Setting goals and production goals for students.
3. An explanation of the new material.

3. Explanation of the new material (20 min)

Planing wood - processing blanks before the right size and creating on her equal and smooth surfaces.Planing is carried out using various plows (planing tools). Among the plows are the most common sherhebeli, planers and jointer

With these tools, shavings are cut from wooden workpieces.

The cutting edge at the sherbel’s knife is arched, convex, and at the plane and jointer - straight.

Sherhebel   perform primary, more rude planing surfaces, but planer - final, fine. « Sherhebel » - german word origin, what means "Plow for rough cutting ".

The planer consists of pads , the knife , wedge , pens . The planer is intended for cutting fine chips and obtaining smooth surfaces on wood, as well as cutting the workpiece to the desired size.

Plow pads can be wooden, metal or combined.

Joiners are much longer than planers. They are comfortable to get smooth, flat surfaces.

The cutting part of all carpentry tools is wedge-shaped. For example, a planer knife in its cutting part is sharpened in the form of a sharp wedge. Two surfaces of the wedge at their intersection form a sharp cutting edge. This cutting edge cuts the wood fibers, and the front surface of the knife bends the cut layer in the form of chips.

Before planing, check that the tool is set up correctly. For a correctly installed knife, the blade is located above the sole of the block without distortions and protrudes 1 ... 3 mm at sherbel   or at 0.1 ... 0.3 mm for the planer.

The workpiece to be mounted on a workbench, clamping or jamming between the stop and the wedge so that the cut side is facing up. With their right hand they take the plane for the handle from the back of the block, and with the left - for the block or handle from the front. A planer is mounted on the workpiece with the blade down and pushed forward. At the beginning of planing, they press on the front of the planer, and at the end - on the back, so that the surface to be machined is flat.

With the return movement of the plane, it is raised above the surface. So, making a movement forward and backward, they gradually cut the surface to be treated until it becomes even and smooth.

If the fibers on the work surface are pulled up, then the part should be planed on the other hand.

The plane must be held tight so that the hands do not slip off and hit the sharp side ribs of the workpieces. In this case, bruises and cuts in the hands are possible. The workpiece stops should not protrude above the work surface.

Quality control of planing is carried out using a ruler or square to the clearance.

Rules for safe work when planing:

but). Securely fasten the workpiece to the workbench.

b) Work a planer with a well-sharpened knife.

in). Do not check the sharpness of the blade and the surface finish with your hands.

d). Only use a wooden wedge to clean planing tools from chips.

e). Lay planing tools on the workbench only on their side with the knife blades away from you.

4. Physical education (3min.)

5. Water briefing according to TB and task definition (3-4min.)

6. Practical work and ongoing training (38 min.)
- The arrangement of students in jobs.
- Issuance of tasks and work control.
- Conducting targeted workarounds

7.Securing the studied material (5min.)

8. Final briefing (5 min)
- Indication of typical errors.
- A mark of the best works.
- Communication of the assessment of the quality of work of each student.
- The issuance of homework.
9. Cleaning jobs (2 min)
- Implementation of verification of cleaning at students' workplaces.

Summary of the lesson on GEF of the second generation technology “Planing of wood blanks”.

Technological lesson map

Thing: technology

Class: 5

Textbook (CMD):  V.D. Simonenko. "Technology"

Lesson topic:  Planing wood blanks .

Lesson Type:  combined (finalizing with the evaluation of the finished product).

Equipment:  Planer, sherbel, thicknesser, square, ruler, pencil.

Characterization of educational opportunities and previous achievements of students in the class for which the lesson is being designed: objective results - marking ability, wood structure, the concept of fiber.

Lesson objectives as expected learning outcomes:

Subject  - mastery of algorithms for solving organizational problems and technological operations (students get acquainted with the sheherbel, planer and methods of working with the tool).

Meta-subject (UUD):

Regulatory:  determining the sequence of final operations taking into account the final result; drawing up a plan and sequence of actions (transform a practical task into a cognitive one).

Cognitive:  the selection of the most optimal means and methods of solving the problem (planing the surfaces of a wood blank). What is the difference between sherbel and planer?

Communicative: the ability to work in a group when performing tasks, the ability to collaborate with a teacher.

Personal:  the ability to conduct self-analysis of the work performed, organize mutual assessment and mutual assistance in the group, the development of industriousness and responsibility for the quality of their activities.

Key concepts:  planing, sherbel, planer.

Motivation stage  (self-determination to activity) - org. moment, create a problem by showing a slide with the image of sherbel, planer.

Question: What is planing?

What is sherchebel intended for?

What is a planer intended for?

Updating knowledge and fixing individual difficulties in a problematic action.

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

1. What does it mean to cut a timber blank? (Cognitive UUD - to acquire new knowledge in the process of observation and reasoning)

2.What is the workpiece planed for? (Cognitive UUD - to search and select the necessary information for solving a training problem in a textbook, encyclopedia, Internet).

3. What types of planers do you know? (regulatory UUD - to independently study the tool for sawing and planing).

4. Who is such a joiner? (regulatory UUD - independently find the necessary information in the textbook)

Formulation of the topic of the lesson.

What do you think we will learn today?

Having clarified the opinion of the children, the teacher clarifies the purpose of the sherbel and planer (updating students' knowledge, regulatory UUD - goal setting)

Practical work

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

Trial action (task) - to process wood blanks with a sherbel and planer.

One - treats with a shekhebel.

The second - processes a plane.

Third - conducts quality control.

(UUD communicative - cooperation, performing different roles in the group)

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

Fixing difficulty:

Incorrect planing (ways to solve the problem)

Way out of difficulty:

Once again, the teacher tells the students about the methods of planing with a planer and sherbel, thereby organizing the students to investigate the problem situation (UUD - communicative, joint solutions to the problem)

Reflection of learning activities

At this stage of summarizing the lesson, the teacher asks the children questions, answering which he can judge the assimilation of this material.

Questions: - What tools and devices are used for planing wood? What is the difference between sherbel and planer? Why is woodworking planed?

What new knowledge have you received for yourself?

Can knowledge acquired today be useful in life?

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

Homework: Find on the Internet information about other tools for planing wood (grind, zenzubel, humpback, faltsgobel, zinubel).

Planing. In order to give the wood blank the desired shape and size, as well as to obtain a flat surface, the planing operation is performed. It consists in removing thin layers of wood in the form of shavings from the surface of the workpiece. Planing is carried out with manual planing tools - planers with wooden or metal blocks.

Depending on the purpose, planers have cutters of various designs. So, for a planer for clean planing, the blade of the cutter is sharpened in a straight line, and for the sheher - planer for the initial (rough) planing - the cutter has a narrow rounded blade. Depending on the purpose, planers have cutters of various designs. So, for a planer for clean planing, the blade of the cutter is sharpened in a straight line, and for the sheher - planer for the initial (rough) planing - the cutter has a narrow rounded blade.

Before work it is necessary to check whether the tool is adjusted. For a correctly installed incisor, the blade is located without distortions and protrudes above the sole: for sherbel - 1-3 mm, for planers - 0.1-0.3 mm. Before work it is necessary to check whether the tool is adjusted. For a correctly installed incisor, the blade is located without distortions and protrudes above the sole: for sherbel - 1-3 mm, for planers - 0.1-0.3 mm.

When planing, you must observe the correct grip of the tool and the working position. It should be touched to the full extent of the arms, sending the plane forward with force. At the beginning of the movement, the plane (sherbel) is pressed harder with the left hand, at the end - with the right. When planing, you must observe the correct grip of the tool and the working position. It should be touched to the full extent of the arms, sending the plane forward with force. At the beginning of the movement, the plane (sherbel) is pressed harder with the left hand, at the end - with the right. Quality control of planed surfaces is carried out using a ruler or a square to the clearance. Quality control of planed surfaces is carried out using a ruler or a square to the clearance.

After sawing is finished, the board or bar should be planed to smoothness, remove roughness from the sawn surface. This operation is called jointing and is performed on a planer or electric planer, and manually - by one of the representatives of the planer family. The simplest planer has a wooden case with a handle, a knife and a wooden wedge for fixing the knife.

A modern metal planer has devices that make it easy to regulate the release of the knife blade, which determines the thickness of the removed chips, and the angle of inclination of the knife to the planing plane, and the width of the slit for chips, and the parallelism of the knife blade to the plane of the board.

Planing begins with a sherbel, which allows you to remove a thick layer of wood, and can be planed up and down thanks to the oval shape of the blade.

A planer with a single knife smoothes out an uneven surface after sawing or sherbel, and with a double knife (double planer) it is good for fine planing, planing of butt ends, bulging and twisted sections. In such a plane, the second knife, the chipbreaker, prevents teasing, flakes and spalls.

To grind the burrs, a grinding point is used, it has a short body and an increased cutting angle, which provides thin chips.

The Tsinubel is intended for the formation of grooves and the fleecy surface of the tree (for gluing), therefore, its cutting angle is very large (80 °), and the blade has the shape of a comb.

If you insert a regular knife into the casing of a zinubel, then it can be used as a grinder.

For planing the ends, an end plane is used, in which the knife blade is turned at an angle to the direction of planing.

Zenzbel is designed to sample a quarter. The knife at this plane has two cutting faces - the lower and side - and a side hole for the release of chips. As with the end planer, the lower blade of the knife is turned to the cutting plane at an angle, which improves the quality of cutting.

Mechanical planing of wood is carried out using manual electric planers and special machines. Manual electric planers are used for planing logs, beams, boards, floors and various blanks of carpentry, as well as in cases where the workpiece is not possible to bring to a stationary planing tool.

For any planing, especially when roughing, when a thick layer of wood is removed, it is necessary to determine the direction of the fibers, so as not to plan the look. This is determined by inspection (the fibers should come to the surface in the direction of movement of the tool, i.e., from the joiner) or by trial planing if the fibers are invisible.

When mowing with a scherbel, you can get chips so deep that the workpiece will be damaged. Rough planing is performed with large allowances (up to 5 mm) with a sherbel, with small (1 - 2 mm) planers with one knife. Scherhebel is planed obliquely to the longitudinal axis of the board or bar. Knife release 2-2.5 mm. In wide boards, when crossing the line of the core, as well as in slanting, half of the board may turn out to have a different exit of fibers, so you should either turn the board over or plan it on yourself. If there are knots around which the fibers always form a curl, the knife release should be minimal and the knife itself very sharp, otherwise deep punctures and flakes may appear, because of which it will be necessary to remove a thick layer of wood again over the entire surface. It is not recommended to plan narrow bars and edges with a sherkhebel, since it is difficult to notice the borders here, and the bar will be re-cut.

Wood drying

The wood intended for work should be dried up to 10 - 16% of humidity. Dry wood is better processed.

Wood drying is a very important technological part of the whole process of processing and manufacturing various wood products, because it depends on the drying what the tree will be, how it will look and how it will be processed.

The more competent the wood will be dried, the less there should be cracks. The wood must be dried very well, which may take a lot of time, but the finished product will be less prone to cracking and drying out.

Drying can be done in several. Atmospheric or free-air drying is simple and affordable, but a tree located under a canopy that protects it from rain and direct sunlight dries very slowly - from several months to several years. In summer, wood dries better than in spring, autumn and winter. But if the summer is rainy, it not only dries poorly, but can also become moldy and even rot. In favorable weather, the wood can be dried to an air state of 12 - 18% humidity.

The trunks of soft hardwood trees bark, that is, remove the bark from them, and lay on racks. Sometimes strips of bark are left from the ends. The same rings at equal intervals are left in the middle. From the trunks of hardwood trees, such as apple trees, maples, bark is not removed at all. To prevent the wood from cracking due to uneven drying, the ends of the trunks are painted over or whitened. Putties that close the pores of wood are made up of a mixture of drying oil and lime-fluff or wood tar and chalk. When drying small trunks, the ends are covered with a thick layer of thick oil paint.

Digestion of small pieces of hardwood in oil and varnish not only prevents the appearance of cracks, but also enhances the decorative expressiveness of the material. Billets for small carvings from apple, boxwood, pear, and oak are boiled in natural linseed oil, linseed cotton, wood (olive) oil. During cooking, oil displaces moisture from the wood into the air, filling the intercellular spaces. The wood boiled in oil or oil is then dried at room temperature. Well-dried wood acquires additional strength and moisture resistance, is perfectly ground and polished.

Digestion of wood in salt water also prevents its cracking. In addition, salt reliably protects the wood from the penetration of putrefactive microbes. In the woodworking workshops of timber industry enterprises that produce troughs and other diced dishes, finished products from linden, aspen and willow are boiled in a 25% solution of table salt.

Small workpieces made of hard and soft wood can be processed at home. Raw wood is placed in a deep pot and filled to the brim with salt water at the rate of 4 - 5 tablespoons of table salt per liter of water. The wood is cooked over low heat for two to three hours, then taken out of salt water and dried at room temperature.

Burrowing wood into shavings is a well-known and reliable method of drying wood used by turners and woodcarvers. Raw turning parts are immediately buried by the turner into the shavings obtained by turning or pre-harvested. A woodcarver buries an unfinished carved board or sculpture into shavings. They dry evenly with chips. This measure relieves the product from warping and cracking, especially with a long interruption in work.

Masters-drevodela always were inexhaustible to fiction, especially when it was necessary to get solid material. Noting that even in severe frosts inside the dunghill, a rather high temperature is constantly maintained, they began to bury oak ridges in it. In spring, the ridges were washed in running water and dried under a canopy in the open air.

Chamber drying is widely used in woodworking enterprises. In special drying chambers, wood is treated with superheated steam and flue gas. The wood dried in the chambers has a room-dry moisture content of 8-12% and is used for carpentry, turning and carving. From three days to a week it is required to dry softwood, such as pine, linden or spruce. From two weeks to a month, solid wood of oak, beech or elm should dry in the chamber. But with chamber drying, the appearance of cracks is not excluded. Therefore, scientists are constantly looking for more advanced and faster ways to dry wood.

In recent years, drying chambers operating at high frequency currents have been created. In such chambers, wood is placed between two brass grid-electrodes. The electrodes are supplied with current from a high-frequency generator. In an electric field, wood dries almost 20 times faster than in a steam chamber. In this way, valuable hardwood is dried.

It should be said about another original method of drying wood - drying on a cement floor, based on the ability of concrete to intensively draw moisture into itself. Wet wood is laid on a dry concrete floor. During the day, each workpiece is turned over so that alternately one or the other of its face rests on the cement floor.

Successful drying of wood depended largely on the size and shape of the workpiece, the presence or absence of sapwood. A craftsman who knows the structure, physico-mechanical properties of wood, with the help of an ax, saw, drill and chisel, could at his discretion direct the drying process in the right direction.

It is well known that it is especially difficult to dry logs, ridges and lumber having a core inside. As a rule, when dried, they crack almost to the core. The logs of many chopped buildings are usually dotted with numerous cracks. However, you can still find log cabins that do not have any noticeable cracks.

How did carpenters dry logs so well? It turns out that there are still cracks on the logs, only they are hidden from our eyes. For each log there is one large crack, but they are skillfully disguised inside the log house. Before drying along each log, the carpenter made a notch with an ax. The depth of the notch was approximately one third of the distance from the surface of the log to the core. After the wood dried, one deep crack formed at the notch site, and the remaining sections of the log remained smooth. One large crack seemed to absorb dozens of smaller ones, concentrating shrinkage in the notch zone. Stacking logs in a log house, carpenters placed them with cracks down. According to the same principle, the wood-cutters of India dry boxwood, which is known to be very hard and prone to severe cracking. Boxwood block is sawn to the core, due to which shrinkage during drying is always concentrated in the cut zone.

Chipped wood is known to dry quickly and without cracks. If you split a log or ridge in half, you get a plate (half). The half dries up much faster than the ridge, not only because its mass becomes half as much, but also because air is opened to the cut annual layers. If the half is dried unevenly, then a deep crack can go from the core. Splitting a half in half, get a quarter (according to the old "quarter"). Unlike a plate, a quarter very rarely forms cracks when drying.

The properties of chipped wood were well known and skillfully used by master carvers from the Trinity-Sergius Posad of the Moscow province. They split the lime ridge, depending on its thickness, into four or eight parts through the core. Perhaps this technique, which arose when it was necessary to avoid cracking wood, to some extent suggested a plastic solution to many carved toys.

Hard enough to dry hardwood with a core. When dried, it cracks severely. Deep cracks reach almost the core. For example, freshly chopped apple tree wood is susceptible to severe cracking. But even the trunk of a dried apple tree is dead wood after sawing into short ridges and ham, it is covered with numerous cracks. The apple tree has a light sapwood and a dark core. Masters especially value the core. The core wood is harder and drier, and its pores are filled with a special preservative. Sapwood, on the contrary, is loose and very saturated with moisture. When drying, the ridge cracks in the first place, and then the core. To preserve valuable core wood, sapwood is chipped with an ax and butt ends are greased with paste. After removing the sapwood, the wood dries fairly well, almost without forming cracks.

Raw wood is a lot of trouble for sculptors, who most often have to deal with ridges of rather impressive sizes. In order not to depend on the capricious inconstancy of the wood in the logs, some sculptors glue blocks of pre-dried bars that are necessary in size and configuration. Glued blocks do not give in to warping and cracking, but the violation of the natural direction of the wood layers that form the texture pattern is often detrimental to the artistic merit of the sculpture. In a sculpture made of a whole ridge, and not of a glued block, the texture, on the contrary, emphasizes the shape and makes it more expressive.

The craftsmen noticed that if the core was removed from the ridge, then the appearance of cracks can be almost completely avoided. A hole with a diameter of about 5 centimeters is drilled in the workpiece along the core. When drying, moisture is simultaneously and evenly removed not only from the upper, but also from their inner layers of the ridge. Having completed work on the sculpture. the holes are clogged with wooden corks.

Wood was dried in the woods right on the vine in spring and summer. Around the trunk of the tree intended for cutting, a wide ring of bark was removed. Moisture from the soil ceased to flow into the crown. The leaves and needles absorbed the moisture remaining in the trunk, which evaporated simultaneously with drying. A tree with a dried trunk was felled, branches were chopped off, and then they were cut down, that is, sawn into logs. Nowadays, in this way, harvesters dry the pine before rafting down the river. Drying the trees on the vine increases the buoyancy of the fused wood, and therefore reduces its loss in transit.

In the spring, when the young foliage was gaining full strength on the trees, the Bogorodsk craftsmen went to the forest to harvest linden wood for carved toys. Twigs were cut off from the dumped linden and the bark was removed from the trunk about two-thirds of the length of the whole tree. The top of the tree with branches, branches and leaves (crown) was left untouched. The considerations were very simple. The foliage does not wither away at the sawn tree immediately, but continues to fight for life for a long time, as if by powerful pumps, drawing in the life-giving moisture located in the tree trunk. In two weeks, this natural pump pumped so much moisture out of the barrel that it would take several months to remove it during normal drying in the open air. After two weeks, the linden trunk was sawn into ridges up to one and a half meters long. The barked and dried linden ridges, the so-called lootos, were brought home and dried in the courtyard under a canopy, laying them on a floor towering above the ground. By autumn, linden wood was already quite suitable for all kinds of carvings. Part of the wood was put into operation, and the rest was continued to dry out in free air.

Wood drying by steaming was used by craftsmen in the distant past, since the Russian stove was invented, which became the prototype of a modern drying chamber.

If for some reason it was not possible to procure wood from spring, it was dried in Russian ovens in a short time. Steamed wood in large cast irons. Raw wood was laid in cast iron, and a little water was poured into the bottom. Then the cast iron was covered and placed in a melted furnace. To prevent the heat from leaving the furnace, it was closed with a damper. In the morning, the wood was removed from cast iron and dried at room temperature.

We used another, simpler method of drying wood. After another firebox, ash was scooped out of the Russian oven and the floor was cleaned, on which wooden blanks were placed on the priest. Tightly closing the shutter, the tree was kept in the oven until morning. By morning, the wood dried well and at the same time acquired a beautiful color. The raw white linden after steaming was dyed golden, and alder wood was light chocolate.

Drying logs in an upright position on dry land is known in the southern regions of our country. For example, Uzbek carvers dried wood under a canopy in the open air. The logs intended for drying were placed vertically, so that the bottom end rested on dry soil. Moisture in the logs gradually descended along the fibers down the capillaries and the dry earth eagerly absorbed it.

Drying of wood in the ground and river sand. From the trunk of a freshly cut tree, a rough workpiece is first cut out. Then it is buried in the ground somewhere under a canopy, so that rain can not moisten the soil. In the ground, a tree can withstand several years, but more often it takes only one year. After a certain period of time, the workpiece is torn out of the ground and dried in the room. Duration of rest is determined by the state of the wood. The color of the wood, the nature of the sound made by the workpiece with a light tapping on it with the knuckle, give the experienced craftsman accurate information about the readiness of the wood for further processing.

Small pieces of hardwood can be dried quite quickly artificially in river sand. At the same time they acquire a golden brown color.

An interesting decorative effect can be achieved by drying already finished carved products. A layer of clean river sand is poured into cast iron. Billets are placed on top, which, in turn, are covered with a new layer of dry sand. Thus, cast iron is filled to the top, making sure that the workpieces do not touch its walls. Loaded cast iron without a cover is placed on the stove. The closer he stands to the burning wood, the faster drying will go. But at the same time there is a danger that the wood will begin to smolder after some time. At the same time, if the iron is too far from the fire, the wood will dry slowly. The optimum distance from fire to cast iron is determined empirically. As the wood dries in the areas facing the fire, a golden tan gradually appears. It smoothly turns into a natural color, which has a wood blank on the opposite side. Often this is the effect they achieve by decorating finished carvings. But if you want to get a uniform color, the cast iron is occasionally rotated around its axis, substituting one side or the other for fire. If they want to get clean, dried wood (without tanning), cast iron with sand and billets is put into the furnace after being smoked overnight. Wood can be dried in the sand on a stove or on a fire, using cans, old pots, buckets instead of cast iron.

From written sources it is known that ancient Greek sculptors dried valuable wood by digging in dry rye. Drying of wood in grain was well known in Russia. A wooden blank was buried in the grain closer to spring. For several weeks, the grain absorbed all the “forest moisture” from the wood. The wood thus prepared was kept at room temperature, and then boldly put into operation, without fear of cracking. It was believed that drying the raw wood in the grain a few weeks before sowing beneficially affects the quality of the seed. The grain, filled with life-giving moisture, seemed to wake from hibernation and sprouted faster, once in the ground.

LESSON PLAN

Grade 5 " »»

Made by:

Kuzmin Sergey Ilyich,

Teacher

MBOU secondary school No. 6 of Ozyory

Explanatory note.

The synopsis presented by me complies with the requirements of the Federal Educational Standard. The basis is an active approach to learning.

The material consists of a lesson summary.This lesson is part of a technology training course. « Technologies for manual processing of wood and wood materials " .

Forms of work of students:   frontal and individual.

Lesson Objectives:

Educational:

Educational:

Developing: to develop students' creative activity and self-esteem skills.

To form UUD:

Personal UUD:

Regulatory ECM:

Communicative UUD:   skillbuildto express  their problems.

Cognitive UUD: realizeinformation search, analysis

Students own

regulatory ECM:

formulate questions on the topic based on supporting (interrogative) words; transform a practical task into an educational-cognitive one together with a teacher;

cognitive UUD:

collect and allocate information relevant to solving the problem, under the guidance of a teacher;

communicative UUD:

express your point of view at the initiative of the teacher;

Personal UUD:

carry out the reflection of their attitude to the content of the topic and the evaluation of labor results.

Expected Results:

Learn to reproduce acquired knowledge, skills in a specific activity. Planing parts in compliance with safe working practices. Sustainable motivation to learn and consolidate the new. To be able to build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships.

In order to prepare students for the perception of new material, enhance their mental activity as the motivational beginning of the lesson and update the supporting knowledge, a purposeful repetition of previously passed material in the form of frontal work is organized in order to prepare students for the perception of new knowledge. A number of questions and educational tasks, students were led to formulate the purpose of the lesson. The emphasis of the lesson was placed on the independent individual work of children. Where at the end of the lesson each child should come to the result, make wedges for the workbench.

For self-assessment of students at the stage of reflection, I used a number of questions. Children had to evaluate their work and the work of classmates. What mistakes or violations were made. What happened and what not, explain why.

At the end of the lesson, homework is given that will help expand knowledge on this topic. Thus, the lesson is built on an active basis with the use of modeling techniques for solving problems in real life, is practical, and ensures the development of cognitive activity and the solution of educational tasks.

The content of the educational material and the types of work used in the lesson were aimed at maintaining the cognitive activity of students throughout the lesson. From an educational point of view, the lesson contributed to the formation of children's interest in the subject.

LESSON PLAN-CONSPECT Grade 5

Theme of the lesson: " Planing wood blanks»

1. Purpose of the lesson:

Educational:   summarize and systematize the material studied on this topic.

Educational: to promote the education of students, accuracy, responsibility, concern for the results of their work, the practical significance of the manufactured product.

Developing: to develop students' creative activity and self-esteem skills.

To form UUD:

Personal UUD: assessment of digestible content, providing a personal choice, an active position.

Regulatory ECM:   statement of the educational task, comparison, the ability to control one’s and others ’activities, correction of the initiative, management activity, mutual control and self-control.

Communicative UUD:   skillbuild  dialogue and monologue (speech activity), cooperation, with sufficient completeness and accuracyto express  their problems.

Cognitive UUD: realizeinformation search, analysislesson information received during the lessonin order to highlight the main, to formulate problems and cognitive goals.

2. Tasks:

1. To reveal the concepts of “planing”, “planer”, “sherbel”, “working pose”.

2. To reveal the technology of the planing process of wood blanks.

3. Be able to prepare the tool for work, carry out commissioning.

4. Carry out visual quality control of the product.

5. Compliance with the rules of safe work.

6. Draw conclusions, summarize.

3. Expected Results:

Learn to reproduce acquired knowledge, skills in a specific activity. Planing parts in compliance with safe working practices. Sustainable motivation to learn and consolidate the new. To be able to build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships

4.Type of lesson: Combined lesson.

5.Technology: Health saving, problem-based learning, a differentiated approach to learning.

6. Equipment: joiner's workbench, pencil, ruler, plane, sherbel.

7. Object of work:   wedges for a workbench.

Route of the technology lesson in grade 5 on the topic "Planing of wood blanks"

Methods

Teacher activities

Student Activities

Planned educational outcomes

subject

UUD:

Regulatory Cognitive; Communicative

personal

Organizational moment motivation for learning activities

Hello guys! Check if you are all ready for the lesson? Today we will study another way of wood processing and active work in the lesson will help you learn new material and make the product. The result of the work done will depend on the work of each of you. Therefore, you must work in an atmosphere of cooperation, mutual assistance and goodness.

Verbal

Provides an open, friendly environment for working in class. Psychologically prepares students for communication.

Welcomes students, checks readiness for the lesson, checks those present.

Check the availability of training tools and materials for working in the lesson.

Teachers welcome.

Regulatory:

Self-monitoring of educational activities

Communicative:

Planning a learning collaboration with a teacher and peers

Students are ready for self-development and self-education,

they are able to mobilize their personal qualities and student's ability to learn in a situation of "beginning of activity".

Motivation for learning activities

We have already met some carpentry operations. Recycle them. Today we will get acquainted with one more.

Problematic issue:

Demonstrate two identical in size boards. One is planed, the other has a rough sawn surface. Question. Let's compare the two blanks?

How is it processed?

Who guessed what was at stake? What operation will we get to know today?

Verbal

(conversation), graphic,

practical

Motivates students to determine the topic and to set the cognitive goal of the lesson.

Invites students to tell what they already know about wood processing.

Turns to the class with questions.

Listen to the teacher; Determine the topic of the lesson;

Participate in the formulation of the cognitive purpose of the lesson.

Pupils recall what they already know about the topic, and speak out alternately.

Regulatory:

determine the goals and objectives of the lesson);

Communicative :

participate in the formation of an atmosphere of research and co-creation

Cognitive:   work with a table

Educational and cognitive activity .

To get a flat surface, the details are planed. When planing, a thin layer of wood - chips, is removed from the surface of the workpiece. For manual processing of wood blanks with planing, we will use a planer and a shekherbel. Let's compare the two tools. What are the differences. Cherkhebel serves for preliminary (rough) planing of workpieces. The plane is intended for final (fair) planing of workpieces.

I explain the planer device. Features of fastening a knife. I demonstrate the adjustment of planers with a knife fastening with a wedge and a screw.

Verbal

(conversation), graphic,

practical

It offers students problematic questions and assignments in order to clarify the differences between the plows and understand their purpose.

Directs the students' activities related to the formulation of the problem, the search for ways to solve it.

Make a conclusion about the use of plows.

Comparison of tools is carried out, signs of their similarity and differences are revealed, they are aware of the difficulty, they are looking for a way to overcome it.

Perform the task in the workbook.

They know the difference between a planer and a sherbel, in which cases they should be used. Know the device of the plows.

Cognitive:

Formulation of the problem, search for solutions;

Information retrieval;

Analysis with the identification of essential and non-essential features, comparison, the establishment of causal relationships, generalization;

Constructing a speech utterance.

Regulatory:

Goal setting;

Planning;

The control;

Evaluation and self-esteem.

Communicative:

Presentation of one’s own thoughts and ideas, dialogue, ability to lead a discussion.

Show cognitive interest. Understand: your success in studying the topic.

Respect for another person, his opinion.

Independent work. Briefing.

Before planing, the workpiece is installed on a workbench. How to do it? The plane is placed on the workpiece with the sole and begin planing. In order to make the planed surface smooth and even. It is necessary to fix the workpiece so that the direction of the wood fibers coincides with the direction of movement of the planer during planing. At the beginning of planing, they press harder with the left hand on the front of the planer, and at the end of the movement - with the right hand on the back. If the tap hole is clogged with chips, then it must be pulled up from the tap hole or cleaned with a sliver. The quality of the planed surface is checked with a ruler, applying it in different positions.

Clear

practical

Distributes blanks. Offers to fix it on a workbench. Supervises. Demonstrates the grip of the tool, working position, planing process. Control of planed surfaces. Fitting the blade to the workbench.

Set workpieces on workbenches. Prepare the tool for work. They plan, control planed surfaces, and adjust them in the holes of the workbench.

Individual activity.

Self-creation of ways to solve problems of a creative nature based on the method of reflective activity

Responsible attitude to the fulfillment of educational tasks.

Fastening, reflection, summing up the lesson

Let us return to the goals set at the beginning of the lesson. Did you manage to reach them?

Verbal

It initiates the reflection of students about their emotional state, their activities, and interaction with the teacher's classmates. Ensures students learn the principles of self-regulation and cooperation. It could be a test.

What aroused interest?

What seemed difficult? What mistakes were made?

They determine the level of perception of information in the lesson, the state of comfort during collective, frontal and individual work.

Regulatory:

Participation in the debriefing of the lesson; development of criteria for evaluating work.

Self-esteem.

Cognitive:

Monitoring and evaluation of their activities

To establish a connection between the purpose of the activity and its result;

evaluate your own work

Self-assessment based on success criteria; An adequate understanding of the reasons for success / failure in educational activities;

Compliance with moral standards and ethical requirements

Homework

Know the material of paragraph 13 of the textbook;

Creative d / z (which still exists for wood planing).

Evaluate their capabilities when choosing d / z.

Write d / z in the diary.

List of references

1. Sample programs of educational institutions “Technology. Technical work ”for grades 5–9; recommended by the Ministry of Education and Science of the Russian Federation. Project. - 2nd ed. - M.: Education, 2011.

2. Technology: Technical work. 5kl .: textbook / ed. V.M. Kazakevich, G.A. Moleva.-2nd ed., Sterotype. - M.: Bustard, 2014.-192 p.: Ill.

3. Tishenko A. T., Simonenko V. D. Textbook “Technology. Industrial Technologies ”- Grade 5. M .: "Ventana-Graf", 2012

Used materials and Internet resources