Lesson plan

Class: 5 "A" class

Topic of the section: Creation of products from textile materials

Lesson topic: Manufacturing technology garment... Processing the side and bottom cuts of the apron.

The purpose of the lesson: Formation of skills and abilities in processing sections of the product, using edge seams in the hem.

Tasks leading to achievement personal results : the manifestation of cognitive interests and activity in the process of working on the definition of methods for processing sections of the product; developing responsibility for the quality of their activities;

Metasubject results : mastering the techniques, rules, technology of processing sections of the product with edge seams; developmenthard work and responsibility for the quality of their activities; oral reflection of the results of their activities;observance of the norms and rules of labor culture in accordance with the technological culture of production;

Subject results: rational use of educational and additional technical and technological information; observance of labor and technological discipline; control of intermediate and final results of work according to established criteria; identification of mistakes made in the labor process and justification of ways to correct them;aesthetic and rational equipment of the workplace;development of motor skills and coordination of hand movements when working with hand tools and performing operations using machines.

Lesson type: a lesson in the use of subject ZUN.

Forms of student work: frontal, individual.

Organization of student activities in the classroom:

They independently determine the topic, the goals of the lesson;

Determine the methods for processing side sections of the product;

They work with a technological map;

Answer questions;

Carry out practical work on the processing of side slices;

Appreciate themselves and each other.

Equipment:

Methodical equipment of the lesson: drawings of models of work clothes and aprons; sample - standard apron; samples of edge seams; multimedia equipment.

Didactic support: technological maps: "Sewing a seam in a hem with a closed cut "," Sewing seams "; materials to consolidate the knowledge of students; criteria for assessing the quality of the work performed; textbook; workbook. "Safety regulations when working with a sewing machine, electric iron, hand tools."

Tools and materials: apron details; threads, hand needles, scissors, household sewing machine; ironing board; iron.

Inter subject links: mathematics, fine arts, life safety.

Lesson objectives as planned learning outcomes, planned level of goals achievement

Type of planned training activities	Educational activities	Planned level of achievement of learning outcomes
Subject	Mastering algorithms for solving organizational problems and technological operations.	Level 2 - understanding, reasonable application of operations.
Regulatory	Determination of the sequence of final operations, taking into account the final result; drawing up a plan and sequence of actions.	Level 2 - independent execution of actions according to the algorithm.
Cognitive	The choice of the most optimal means and methods for solving the problem (processing the side sections of the product with a hem seam)	Level 2 - joint actions of students in conditions of mutual assistance and mutual control
Communicative	Ability to conduct educational cooperation in the lesson with a teacher, students in a group and a team.	Level 1 - performing actions according to the algorithm under the supervision of the teacher.
Personal	Ability to conduct self-assessment, organize mutual assessment and mutual assistance in a group.	Level 2 - independent performance of actions based on a well-known algorithm.

During the classes

Lesson steps	Methods, techniques of teaching	Forms of educational interactions	Teacher activity	Student activities	Formed UUD and objective actions
1. Organizational stage		Frontal	Target:formation of motivation to cognitive activities, contribute to the formation of the ability to organize your workplace. Good morning! I'm glad to see you in class today! Let's greet each other and wish you success in your work. Sit down. Signing up for the lesson. Slide number 1 We checked the readiness before the start of the lesson. Everything is ready, therefore, you can get to work.	Target:join the business rhythm of the lesson. Greet teachers and each other. Classroom readiness report.	Personal: self-organization. Regulatory: the ability to regulate their actions, predict activities in the lesson.
2.Knowledge update	Analysis and discussion of pocket processing methods.	Frontal, group	Target:check the students' assimilation of the topic: "Processing pockets and connecting them to the lower part of the apron", identifying gaps and correcting them. Today we are working on route sheets. I think everyone has already got acquainted with the upcoming work in the lesson. Tell me, what is the first stage of work we should complete? Right. Therefore, now we will check how you understood the passed topic. To do this, in the itinerary, everyone will find an individual task for themselves, which performs and evaluates themselves (puts +; -) then you must exchange tasks and check the correctness of its implementation. Well done. We coped with the task.	Target:check the correctness and awareness of the fulfillment of d / s, develop the ability to evaluate the work of others. Repeat theme: "Processing pockets and connecting them to the bottom of the apron." They work in route sheets, responding to assigned tasks. Self-assessment, mutual assessment.	Personal: Regulatory: interact with classmates. Cognitive: Ability to analyze, highlight and formulate an answer to a given problem; the ability to consciously build a speech utterance.
3. Motivational target stage	Conversation.	Frontal, individual.	Target:preparation for the main stage of the lesson; provide motivation for students to master new material. We repeated the processing of the pockets and their connection to the apron. Tell me, what kind of work awaits us next? Right. What sections of the apron do we need to process? Formulate the topic of our lesson! Slide number 2 Well done. Record the topic on your itinerary. And now, each for yourself, set tasks for today's lesson. Write them down on your itinerary. Slide number 3 Any work includes a certain algorithm of actions. Do you have any suggestions on what algorithm we have to work with today? Slide number 4 Right. Determine the method for processing product slices. Process the side and bottom cuts of the apron. And, of course, control the quality of the work performed. In the itinerary, set yourself a + for a correctly formulated topic and assigned tasks.	Target:prepare for active cognitive activity based on basic knowledge. Processing apron cuts. Side and bottom cut. Processing of the side and bottom cut of the apron. Working on the definition of the objectives of the lesson: They talk over the tasks. Why are the slices processed? What methods are used to process slices. What requirements must be met. Process apron sections.	Personal: awareness of their capabilities. Regulatory: the ability to regulate your actions, interact with the class. Cognitive: Ability to analyze, highlight and formulate a problem; the ability to consciously build a speech utterance.
4. Primary consolidation (learning new material)	Conversation on the clarification and concretization of knowledge.	Individual	Target: Find out the level of assimilation of knowledge and methods of action on the technology of processing sections of the product. In order to determine the methods of processing apron cuts, remember which machine seams you have already performed. Determine which ones can be used to cut apron slices. Slide number 5 As you have already said, the side and bottom cuts of the apron can be processed with edge seams, namely with a hem seam with a closed cut. You already know this seam, so you can independently, using the technological map in the route sheet, perform the processing of the cuts. Slide number 6 Questions about a closed hem seam? If you have any questions, talk about the technology of its implementation. Such a slave is engaged in production sewing production technologists. Slide number 7. In the route sheet, set yourself a + for the correctly selected method of processing slices. Well done. Now let's warm up, get ready for practical work. Physical education Work hard - we will have a rest. Let's get up, take a deep breath. Raise our hands up And we'll rock it a little. Slightly back, forward bowed And they smiled at each other. We don't sit at our desk, We knead the lower back. Turns left, right. So we will have a great rest.	Purpose: to assimilate knowledge and methods of action on the technology of processing sections of the product. Determine which seams can be used to process sections of the product. Hem seams. Connecting seams. Hem seams - because they are used to process the edges of products. Stitch seams - for joining parts. They take turns determining the method of processing the cuts of their apron. Explain the technology of making a seam in a hem with a closed cut. Read information about a sewing technologist.	Personal: showing interest and activity in choosing a solution; the establishment of the personal meaning of knowledge. Regulatory: Cognitive: the ability to rationally use technological information; evaluate the technological properties of materials, navigate the means and technologies for processing materials; the ability to select tools and equipment.
5.Creative application and acquisition of knowledge in a new situation (practical work)	Practical work	Individual work pupils	Target:to ensure that students master the methods of processing sections of the product; to intensify independence in the acquisition of knowledge; develop the ability to meaningfully work with technical documentation. Before starting practical work, remember the Safety Precautions. Slide number 8 We sat down to sew for the car. We keep the body and back straight. Fingers - furtherfrom a needle, Under the kerchiefshide the bangs. Let's repeat everything together: Store pins in a specific location. So that your teeth and stomach do not hurt, Do not put needles and pins in your mouth. I put scissors on the table Ringsto yourself. I pass the scissors Ringsto you. The scissors should always be closed. You put them open -there may be trouble. So that the board does not smoke and does not suddenly catch fire, Put the iron on the stand as soon as possible! Make sure that the sole does not touch the cord. Do not leave the iron on in the office until morning. I accept your exam and admit to work. Now prepare your workplace, remove all unnecessary things and get to work. Control the quality of your work using the instruction card in the route sheet. Slide number 9 A seamstress is engaged in performing technological operations in production. Slide number 10 (The teacher makes rounds, provides the necessary assistance to students in performing practical work, monitors compliance with safety rules)	Target:to learn and practically work out the methods of processing sections of the product, the technological sequence and technical conditions to perform edge seams. Say TB on the slide. Prepare the workplace. Choose necessary tools and materials. The lower part of the apron is processed in accordance with the requirements of the flow chart. Get acquainted with the profession of a seamstress.	NS. Personal: the ability to master the norms and rules of the scientific organization of labor; Development of diligence and responsibility for the quality of their activities. Regulatory: the ability to draw up a plan and sequence of actions, to control the result. Cognitive: the ability to highlight the necessary information; the ability to navigate in the means and technologies of material processing; the ability to plan your work activity; the ability to substantiate the quality indicators of intermediate operations.
6 . Reflexive-evaluative stage	Frontal	Introspection.	Target:get information about the level of assimilation by students of new knowledge and methods of action. Postpone completed work. And now we have a quality control department - a technical control department. Slide number 11 So you have to evaluate your work in accordance with the requirements for the quality of the seam in the hem with a closed cut. Quality control: 1. The width of the seam is the same along the entire length. 2. The size of the first and second hem are 5 - 7 mm. 3. Machine stitch is inserted 1-2 mm from the edge of the inner hem. 4. The seams are well ironed. For correct execution, put yourself a + in the route sheet.	Target:check the correctness of assimilation teaching material. Get acquainted with the profession of the controller. Evaluate the work performed in accordance with the requirements for the quality of work. Self-control.	Personal: the ability to conduct self-assessment and organize mutual assessment (forecasting and control). Regulatory: Cognitive: the ability to formulate an action algorithm; to identify the mistakes made and to justify the ways to correct them, to justify the indicators of the quality of the final results.
7. Homework	Frontal	Individual.	Target:contribute to the formation of skills to use new knowledge in different situations. D / Z: Prepare a belt, apron; tools: needle, scissors, thread. Trying to finish the work on processing slices at home - who did not have time ??? This will help you textbook paragraph 13, pp. 60-61; or a technological map in a route sheet.	Target:check the degree of assimilation of new knowledge in different situations Determine for themselves d / z. Write down D / Z in the diary.
8. Summing up	Analysis and discussion.		Target:contribute to the formation of skills to analyze their activities and perform self-assessment. Answer the questions: What new have I learned? What have I learned? Did everything work out for me? Why? What is the mood after the lesson? Thank you for the lesson! Clean up your workplaces. Goodbye.	Answers questions. Indicate their mood in emoticons. Cleaning of workplaces.	Personal: self-assessment skills Regulatory: building a logical chain of reasoning and evidence. Cognitive: the ability to formulate your answer; the ability to evaluate your work.

Machine assemblies are performed along the upper cut of the apron. Assemblies are used as a way to create a shape for the bulge of the abdomen and as a decoration for the product.

To form gathers along the upper cut of the apron, lay two parallel machine stitches with a slight tension on the upper thread, retreating from the cut of 5 mm. The distance between the lines is equal to the width of the machine foot (fig. 41).

Tie the upper cut of the apron by the two lower threads of the laid machine stitches to the size of the C t. Tie the ends of the threads into knots so that the assemblies do not come loose. Then the resulting assemblies were distributed evenly over the entire width of the apron (Fig. 42).

Rice. 41. Machine stitches Fig. 42. Distribution of assemblies

for gathering in width

Table 17. Belt processing

Item No.		Image
	Sweep and stitch two belt pieces along the marked line
	Remove the basting threads, iron the seam allowances
	Fold the belt piece in half, right side inward. Sweep the ends of the belt at a distance of 9 mm from the cuts to the control points. The distance between the control points is equal to the measurement C t
	Grind the ends of the belt at a distance of 10 mm from the cuts
	Remove the basting threads. Cut off the seam allowances in the corners, before reaching the machine line of 3 mm. Make additional cuts where machine stitches end
	Turn the belt out to the right side, carefully straightening the corners with a peg. Stitch the belt with straight stitches
	Iron the belt

Table 18. Processing the upper cut of the apron with a stitched belt

Item No.	Sequence of work	Image
	Place the belt on the front side of the main part of the apron, aligning the middle of the belt with the middle of the upper cut of the apron. Pin one slice of the belt with pins
	Baste one cut of the belt from the side of the main apron piece at a distance of 8 mm from the cut. Remove the pins and sew from the side of the belt along the marked line. Remove the threads for temporary use
	Fold back the seam allowances up. Fold the second cut of the belt to the wrong side by 8 mm and sweep, closing the stitching seam by 2 mm
	Machine stitch with front side apron in the seam of attaching the belt. Remove the highlighted stitch threads and iron the belt
	Iron the product

§25. Features of design, modeling and manufacturing of an apron with a bib

Description of the model. An apron with a straight-shaped cotton bib with soft folds along the waistline and patch pockets (Fig. 43). The bib is made with straps and is connected to the main part of the apron with a belt with knotted ends. Bottom and side slices apron processed with a hem seam with a closed cut.

Taking measurements. General rules for taking measurements, see § 23.

To build a pattern for an apron with a bib, two measurements are additionally taken (Fig. 44): the length of the bib (D n) and the width of the bib (W n). These measurements depend on the model you choose. But they do not need to be measured and when constructing a drawing (Fig. 45) can be used as constant values: the length of the bib is 15 cm, the width of the bib is 14 cm.

Rice. 43. Apron with Fig. 44. Taking measurements for construction

bib apron patterns with bib

Rice. 45. Construction of an apron pattern with a bib:

a - the main part of the apron with a bib; b - shoulder strap; c - belt

A drawing of an apron with a bib is built in the sequence outlined in table 19.

Table 19. Building a drawing of an apron with bib

TECHNOLOGY CLASS 5

(indivisible)

Lesson topic: Processing the side and bottom cut of the apron.

The purpose of the lesson:

Educational:

• systematize the knowledge and skills of students in processing the edge of the product;

  to form in students an idea of ​​\ u200b \ u200bthe seams that protect the edge of the fabric from shedding.

Developing :

• contribute to the formation and development of students' cognitive interest in the subject;

  to form the skills of creative thinking.

Educational :

• contribute to the formation of the communicative qualities of the individual;

  contribute to the formation of the moral qualities of the individual.

Tasks

to achieve the assimilation by students of knowledge on the processing of side sections of the apron and the ability to apply them in practice;

to achieve independence in the implementation of assigned tasks;

develop students' independence in obtaining new information;

develop the skills of educational work (work with information stands);

develop oral speech when performing;

to educate the correct attitude to universal human values;

foster a tolerant attitude towards comrades;

to bring up accuracy and precision in work, aesthetic taste.

Lesson stage

Target

Form of using the training stand

Motivation for learning activities

The inclusion of students in activities at a personally meaningful level. Self-test of nodal processing.

Comparative analysis of the work done and the work to be done.

Knowledge update

Repetition of the studied material, necessary for the "discovery of new knowledge." Identifying difficulties in completing the assignment.

Comparative analysis of the algorithm of actions when performing a task (educational motives).

Statement of the educational problem

Discussion of difficulties. Pronouncing the purpose of the lesson in the form of a question or lesson topic. Increased visibility for the perception of new educational material on the manufacture of a product.

Acquaintance with the content of the training stand for the manufacture of work clothes - an apron.

Learning new knowledge and ways of acting. Solution of the educational problem and discussion of the project for its solution. Algorithmization formation mental activity students.

An independent study of the upcoming technological operations for the manufacture of an apron. Algorithm for solving an educational problem (algorithmicization of mental activity).

Primary anchoring

Beginning of solving the educational problem according to the approved algorithm. Mastering methods of action.

Demonstration of methods of action according to the approved algorithm.

Providing a situation of success. Each student must conclude what he has already mastered at a certain stage of the work.

Mastering the methods of action according to the approved algorithm. Self-test at intermediate stages of work.

Reflection of activity (lesson summary)

Awareness by students of their learning activities (learning activities and technological operations). Apron making.

Self-test of the completed task against the standard. Practicing skills to work with a training stand, which clearly reflects the integral technological process for the manufacture of an apron.

Lesson equipment:

1. Details of the cut of the apron.
2. Tools for performing handicrafts.
3. Training stand.
4. Hand-operated sewing machines.
5. Electric iron, ironing board.
6. Laptop. Presentation.

Apron drawing.

Material display of the expected result.

Technological map of the lesson studying the topic "Processing of side sections of the apron"

p / p

During the classes

Time

Teacher activity

Student activities

Planned result of UUD

Motivation for learning

activities

Organizes speaking

rules of conduct in the lesson.

Sets up thematic frames.

Speaks out the rules

TB in the lesson, explaining why these rules need to be followed, are called the steps of educational activities.

Jointly agree on and follow the rules of conduct and communication at school

(Communicative UUD)

Knowledge update

Organizes the implementation of manual and machine work by students in the manufacture of an apron. (slide number 4;clay number 5; slide number 6)

Organizes execution

learners of trial learning action

Arranges fixing

individual difficulty.

Demonstrates presentation slides.

Asking questions

What types of machine seams are neededknow when processing an apron?

What requirements must be met whenmachine works?

Comments on responses

- They call the seams for processing the apron, hem with a closed cut.

Suggestions are made on further processing of the side sections of the apron.

Make out your thoughts

in oral form

( Communicative UUD)

Synthesize technological processes

as a whole

from parts.

(Cognitive UUD).

Statement of the educational problem

Discussion of difficulties. Pronouncing the purpose of the lesson in the form of a question or lesson topic. Increased visibility for the perception of new educational material on the manufacture of a product. (slide number 2)

Watching

Answer questions

Fix individual

difficulty.

Be able to determine and fformulate a goal on

lesson withteachers;

(Regulatory UUD)

"Discovery of new knowledge". Explanation of the new material

Induction training. TB when working on a sewing machine.

Demonstratespresentation on TB

Tells and explains

Asking questions

Comments on responses

Organizes and analyzes student responses

Watching

Answer questions

Listen and remember

Algorithm of actions according to the training stand

To speak

subsequence

actions of practical work in the lesson using the training stand.

(Regulatory UUD)

Primary anchoring.

Demonstrates methods of labor actions.

(slide number 8;clay number 9; slide number 10;clay number 11; slide number 12)

Organizes execution

students of independent work on new knowledge.

Organizes self-test

according to the standard (training stand).

They memorize the algorithm of the forthcoming actions in accordance with the given topic of the lesson "Processing of side sections of the apron".

Plan your action in accordance with the task (according to a given algorithm)

(Regulatory UUD).

Make the necessary

adjustments into action after its completion based on its assessment and taking into account the nature of the mistakes made (training stand)(Regulatory UUD).

Independent work self-test by reference ... Current control. Current briefing.

Observes the work

Controls the execution of work

- Individual student assistance.

Answer questions

Find and correct mistakes made using the training stand.

Physical education

Make the necessary

adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made(Regulatory UUD).

Independent work. Self-control and self-esteem using the training stand.

Carries out control of students' knowledge using test questions on presentation slides (slide number 14)

Evaluates work

Carry out the task on their own on the details of the cut.

Perform a self-test onstandard (training stand).Physical education

Assess correctness

performing actions according to a given algorithm (training stand)

( Regulatory UUD).

Reflection of activity (summing up)

Summarizes the lesson.

Gives marks.

Offers to evaluate your own well-being on an emotional level

Dshowcase their products.

Assess their well-being on an emotional level - Clean up their workplace.

Self-assessment ability based on the criterion of successful learning activity(Personal UUD)

Homework

- Instructions on the implementation of d / h

They listen and remember the algorithm of the upcoming actions.

Applyinformationand

receivedskillsat the lesson

(Cognitive UUD).

Technological map of the lesson.

Theme:Processing technology for side and bottom apron cuts. Blurring, obscuring.

The purpose of the lesson:

1. To organize the activities of students to acquire knowledge about the technological sequence of manufacturing a product.

2. To cultivate neatness and tidiness in work, a culture of safe work.

Tasks:

1. To acquaint with the general technological sequence of manufacturing a garment.

2. To acquaint with the technology of sewing an apron.

3. To acquaint with the professions of a tailor, seamstress.

4. Start processing the design product according to individual plan.

Equipment: computer, projector, screen, ESD materials, sewing machine, iron, ironing board, sewing accessories; technology textbook, workbook, colored pencils.

Formed UUD:

personal- to show interest in the topic of the lesson, readiness for rational housekeeping, be able to search for the necessary information; show cognitive activity in the lesson; develop self-education skills; communication and collaboration skills; skills of environmental awareness and respect for natural resources, the formation of a moral and ethical orientation, mastering the attitudes, norms and rules of the scientific organization of mental and physical labor, the development of diligence and responsibility for the quality of their activities.

subject- the sequence of making garments. Technology of sewing napkins, apron, skirt. Patch pockets processing. Technological stage: development of the design and manufacturing technology of the product, selection of materials and tools, organization of the workplace. metasubject- the ability to complete the teacher's assignments in accordance with the established rules, listen to the teacher and conduct a dialogue. Self-formulation and formulation of the topic and objectives of the lesson. Planning your own cognitive activity. Formation of skills in working with educational literature. Mastering the skills of conducting laboratory work. Formation of skills in analysis and systematization. Conscious use of speech means to express your own thoughts. Organization of cooperation and joint activities with the teacher and classmates. Evaluation of the correctness of the tasks assigned, diagnostics of one's own cognitive activity in accordance with the developed criteria. Teaching methods: verbal, visual demonstration, practical work. Lesson type: combined Interdisciplinary connections: mathematics, history, literature, fine arts

Technological map of the lesson.

Stage of the lesson		Form of work	Student activities
1. Organizational part (3 minutes)	1. Greetings, attendance control 2. Checking the readiness of students for the lesson WRITTEN ON THE BOARD: “ Don't start - think, but once you start - do. "		Prepare for the lesson, greet the teacher
2. Updating students' knowledge	I ... Tests related to machine seams 1 . Find the excess. What three groups are all machine seams divided into? A) connecting; B) disconnecting; B) edge; D) finishing. 2. Choose the correct answer. What are the joining seams for? A) to secure the folded edge of the product; B) for a strong connection of parts of the garment with each other; B) for temporary connection of two parts. 3. Choose the correct answer. What seams are connected? A) stitching; B) a hem seam with an open cut; B) invoice with a closed cut; D) hem seam with a closed cut. 4. Choose the correct answer. What seams are edge seams? A) invoice with a closed cut; B) a hem seam with a closed cut; C) stitching in a crooked manner. 5. Choose the correct answer. What are edge seams used for? A) for a strong connection of parts of the garment with each other; B) to secure the folded edge of the product; B) for decorating products. 6. Choose the correct answer. What is a closed cut patch seam used for? A) for attaching patch pockets; B) for attaching cuffs; C) both answers are correct. II ... Give out modular folders "Machine seams" (spread out the cards). III ... Write the answer words in the boxes. 1. Permanent fastening of the folded edge. 2.Preservation of slices from shedding. 3. Permanent connection of approximately the same parts. 4. The name of the stitch with which you can overcast the cut of the part. 5.Triple machine stitch no more than 7 mm long at the beginning and end of the seam. IV ..Write the words-answers in the cells. 1. A device in the iron to moisten the fabric. 2. A device in the iron for regulating the temperature of its soleplate. 3. Reducing the thickness of the seam, fold by ironing. 4.Fixing seam allowances laid in one direction with an iron. 5.Fixing seam allowances with an iron, spread out in different directions.	slideshow	Listen to the teacher They answer questions, reason, debate, give examples. Answers questions.
3. Formation of new knowledge	Poem We are craftswomen girls We will sew the apron now We will not be afraid of difficulties Let's dress up, decorate at once! To begin with, we will measure how much fabric do we need, open and check again, it will not be enough for us. And now we will boldly sew And decorate the bottom with braid , Let's admire the case , How beautifully sewn by me! Draw up and write down the sequence for making an apron: 1. Process the bottom and side sections of the apron. 2. Process the drawstring (upper cut of the apron). 3. Finish the pockets and stitch onto the apron. 4. To process a belt-tie. 5. Finish the apron. Routing. Processing the side and bottom cuts of the apron Tools, materials and fixtures: lower part of the apron, cotton threads No. 40 (50), scissors, hand needle, pins, needle bar, thimble, ruler. Fold the side cuts of the apron to the wrong side 1 cm to the contour line and sweep. Wrap the side folds again along the contour line and stab. Sweep and stitch the side edges of the apron, seam width - 0.1-0.2 cm from the inner fold. Remove the tangle-free threads. Press on the seams. Cut off protruding seam allowances at the corners. Fold the bottom cut to the wrong side 1 cm to the contour line and sweep. Wrap the bottom fold again along the contour line and stab. Sweep and stitch the bottom edge 0.1-0.2 cm from the inner fold. Remove the tangle-free threads. Press on the seams.		Trying to name the topic of the lesson Listening, watching illustrations, presentation. They write it down.
4. Practical work	Practical work according to the instruction card. Routing. Theme: processing technology of the lower part of the apron - sweeping, overlapping; processing of side cuts of the apron - sweeping, overlapping. Tools and fixtures Turn the bottom edge of the apron to the wrong side by 5 mm and press it on. Tuck the bottom edge of the apron again along the marked hem line and sweep Ruler, crayon, pins, thread, needle, iron. Sew on at a distance of 2 mm from the folded edge. Remove the threads of the eye-catching stitches. Iron on. Cut off protruding seam allowances. Sewing machine, scissors, iron. Turn the side sections of the apron to the wrong side by 5 mm and press them iron on. Tuck the side cuts of the apron a second time along the marked lines and sweep. Gently tucking in the seam allowances in the corners. Ruler, crayon, pins, thread, needle. Sew at a distance of 2 mm from the folded edges of the apron. Remove the threads of the eye-catching stitches. Iron on. Sewing machine, iron. Targeted teacher walks: instructing students to perform individual operations and assignments in general, providing assistance to poorly trained students, monitoring the respect for property, monitoring compliance with the rules safe work on sw. car. Self-control. Criteria for evaluation Number of points 1. Organization of the workplace 2. Evenness of stitching 3.The width of the seam is the same along the entire length 5. Presence of bartacks at the beginning and end of the stitching 6. The presence of the WTO 7.Compliance with safety rules Cleaning of workplaces.	demo presentation practical work.	Do practical work.
5. The final part.	Question. - What goal and objectives did we set at the beginning of the lesson? - Did you manage to solve them? - What else needs to be done? - Do you want to sew beautiful things? - How do you rate your work? Analysis of practical work; mark the most correct ones. Discuss the difficulties encountered during the work. Grading according to the results of the work done. Reflection: hand out cards, girls answer ……. it was interesting… it was difficult… Now I can… I learned… surprised me ... I wanted… Homework: 1. To finish the work for those who did not have time in class. 2. Bring sewing accessories, unfinished product.	conversation, discussion	Participate in the discussion of the results of the work. Reflection. Write down homework in the diary, give marks.

Used literature and INTERNET resources.

1. Technology. Housekeeping technologies: Grade 5 / N.V. Sinitsa, V.D. Symonenko. - M .: Ventana-Graf, 2012.

2. Technology. Household technologies: grade 5: Toolkit/ N.V. Tit. - M .: Ventana-Graf, 2013

Toburak Saglana

Creative project "Apron".

Completed by the student 5 "in" class. MBU Toora-Khem secondary school Toburak Saglana

Objective of the project:

1. Assess your capabilities in project activities.

2. Develop and execute the project.

3. Make an apron according to the project.

4. Evaluate the work done.

My task is to design and sew an apron for myself.

The sequence of the project.

Justify the problem and need arisen.

Choose a model. Describe its appearance.

Choose a fabric.

Determine the necessary tools, devices.

Equipment.

Design and model the product.

Cut out the product.

Draw up a technological sequence

manufacture of the product and make it.

10 Assess the work done.

11. Protect the project.

In order not to miss any questions about the implementation of a creative project, you can draw up a work plan for the product, which reflects its main components:

Need, problem.

Materials and tools, fixtures.

Equipment.

Design, modeling.

Manufacturing technology.

Safety.

Price.

It was possible to buy an apron, but it is best to sew in an original way myself, because I already know how to do a lot myself (cutting, making hand and machine seams, processing edges and cuts).

It will be interesting for me to see the result of my work, to please my parents and surprise my friends.

Justification of the problem.

At school, in technology lessons, I liked sewing an apron, and therefore I took a creative project on the theme "Apron", developed several models. Then I started to carry out a creative project.

Model selection.

Of the apron options I developed, I liked model 1 and model 5 most of all, but I decided that I would sew all the models I designed.

Apron made of cotton fabric with a printed pattern, soft folds, pockets-inserts made of finishing fabric, stitched belt. The bottom section of the headscarf is made of printed fabric.

National, modern double-sided silk fabric apron with patterns, oval... The upper edge of the bib and the lower edge of the apron are made of braid. The shoulder straps are fastened with a buttonhole and buttoned button. The fabric consumption is minimal.

Now that my teacher and I have decided on the models of aprons, I have to choose the right fabric for their manufacture.

Apron fabric:

1) Chintz, satin;

Conclusion: I choose chintz fabric, because it is thin and light. Therefore, "Apron" is the most suitable theme to test yourself as a fashion designer.

Selection of equipment, tools and fixtures:

1) Sewing machine;

2) Ironing board, iron, spray bottle;

3) Threads, cotton No. 50 - for machine work, No. 60 - for hand work;

4) Hand needle # 3, pins, scissors, thimble;

5) Measuring tape, ruler, chalk;

6) Textbook, workbook.

Additional materials:

Paper for constructing patterns (the apron pattern was made during the lesson), fashion magazines, sewing books.

Design and modeling of an apron.

In the technology class, I learned how to take measurements, build a drawing of an apron and perform modeling.

Open the apron.

I cut the apron to fit the front and seamy sides fabrics, thread directions, seam allowances and economical positioning of cut details on the fabric.

Technological sequence making an apron.

I have performed a series of sequential operations:

1) I processed the pocket (I connected the details of the pocket with a stitching seam in a crocheted fashion, processed the top, bottom and sides of the pocket with a hem seam with a closed cut);

2) Stitched a pocket on the lower part of the apron (with an overhead seam with a closed cut);

3) Processed the lower side cuts of the apron (with a hem seam with a closed cut);

4) Processed the upper cut of the apron (soft folds);

5) Processed the belt;

6) I stitched a belt to the bottom of the apron;

7) Iron the finished products.

Calculation of materials and cash costs

(conditional prices)

For an apron, you need 1 m of fabric, with a width of 70 cm.

material	Quantity	unit price rub.	price
the cloth	1m	40	40
thread	1	20	20
bias inlay	4m	10	40
total	-	-	100

Expert assessment and self-assessment of the work done.

expert	self-esteem
I am	I really liked the aprons. I will gladly dress at home and
classmates
Subject teacher: Hunan-Kara A.M.
Relative	I wished to make it even better

The aprons sewn by me fully meet all the requirements presented at the design stage:

I was able to sew all models (from # 1 to # 5) thought out by me;

Not required a large number fabrics;

Aprons are simple in design;

It took a little time to make;

The aprons are comfortable, and model # 5 can be worn for the Shagaa holiday.

Thanks to the beautiful bright colors and natural fabric, the aprons look fashionable.

I really liked the aprons. I will gladly dress at home and

in cooking classes, and the national apron in holidays- "Shagaa".

Mom Mom praised me, saying: "Finally, I have a good helper and needlewoman."

Classmates Classmates praised me and said: "Well done."

Geography teacher: Kungaa A.N.

The geography teacher also praised me and said that if I bring the cloth, you will sew me an apron. I answered: "Yes."

Subject teacher:

Hunan-Kara A.M.

The teacher noted that the work was done independently and on time. The quality of the product is good, although smoother stitches could have been made.

Project defense

I will repeat all of the above at the defense of the project, present a creative project, pattern drawings and finished products. The teacher and the jury of classmates will ask me questions about the design of the project and the manufacture of the apron, will express their opinion about appearance and the quality of the product.

Result:

I defended my work before the jury in the school assembly hall "Protection creative projects". (May month. 2013).

Download:

Preview:

MBU Toora-Khemskaya

Creative project on the topic: "Apron"

Completed by a student of 5 "v" class: Toburak Saglana

with. Toora-Khem

2012.

Creative project "Apron".

Objective of the project:

1. Assess your capabilities in project activities.

2. Develop and execute the project.

3. Make an apron according to the project.

4. Evaluate the work done.

My task - to design and sew an apron for yourself.

The sequence of the project.

1. Justify the problem and need arisen.

1. Choose a model. Describe its appearance.

1. Choose a fabric.

1. Determine the necessary tools, devices.

1. Equipment.

1. Design and model the product.

1. Cut out the product.

1. Draw up a technological sequence

1. manufacture of the product and make it.

10 Assess the work done.

11. Protect the project.

In order not to miss any questions about the implementation of a creative project, you can draw up a work plan for the product, which reflects its main components:

1. Need, problem.

1. Model.

1. Materials and tools, fixtures.

1. Equipment.

1. Design, modeling.

1. Manufacturing technology.

1. Safety.

1. Price.

1. Fashion

It was possible to buy an apron, but it is best to sew in an original way myself, because I already know how to do a lot myself (cutting, making hand and machine seams, processing edges and cuts).

It will be interesting for me to see the result of my own, to please my parents and surprise my friends.

Justification of the problem.

At school, in technology lessons, I liked sewing an apron, and therefore I took a creative project on the theme "Apron", developed several models. Then I started to carry out a creative project.

Model selection.

Of the apron options I developed, I liked model 1 and model 5 most of all, but I decided that I would sew all the models I designed.

Model 1.

Printed cotton apron, soft folds, pocket-inserts made of finishing fabric, stitched belt. The bottom section of the headscarf is made of printed fabric.

Model 5.

National, modern double-sided apron made of silk fabric with patterns, oval shape. The upper edge of the bib and the lower edge of the apron are made of braid. The shoulder straps are fastened with a buttonhole and buttoned button. The fabric consumption is minimal.

Now that my teacher and I have decided on the models of aprons, I have to choose the right fabric for their manufacture.

Apron fabric:

1) Chintz, satin;

2) Silk;

Output: I choose chintz fabric, because it is thin and light. Therefore, "Apron" is the most suitable theme to test yourself as a fashion designer.

Selection of equipment, tools and fixtures:

1) Sewing machine;

2) Ironing board, iron, spray bottle;

3) Threads, cotton No. 50 - for machine work, No. 60 - for hand work;

4) Hand needle # 3, pins, scissors, thimble;

5) Measuring tape, ruler, chalk;

6) Textbook, workbook.

Additional materials:

Paper for constructing patterns (the apron pattern was made during the lesson), fashion magazines, sewing books.

Design and modeling of an apron.

In the technology class, I learned how to take measurements, build a drawing of an apron and perform modeling.

Open the apron.

I cut the apron taking into account the right and wrong sides of the fabric, the direction of the common thread, the seam allowances and the economical arrangement of the cut details on the fabric.

Technological sequence for the manufacture of an apron.

I have performed a series of sequential operations:

1) I processed the pocket (I connected the details of the pocket with a stitching seam in a crocheted fashion, processed the top, bottom and sides of the pocket with a hem seam with a closed cut);

2) Stitched a pocket on the lower part of the apron (with an overhead seam with a closed cut);

3) Processed the lower side cuts of the apron (with a hem seam with a closed cut);

4) Processed the upper cut of the apron (soft folds);

5) Processed the belt;

6) I stitched a belt to the bottom of the apron;

7) Iron the finished products.

Calculation of materials and cash costs

(conditional prices)

For an apron, you need 1 m of fabric, with a width of 70 cm.

Material	Quantity	Unit price,	Price
Textile	1m.	40 p.	40 p.
Threads		20 p.	20 p.
Oblique binding	4 m	10 p.	40 p.
Total:			100 p.

Expert assessment and self-assessment of the work done.

Experts	Assessment (self-assessment)
	The aprons sewn by me fully meet all the requirements presented at the design stage: I was able to sew all models (from # 1 to # 5) thought out by me; Didn't require a lot of fabric; Aprons are simple in design; It took a little time to make; The aprons are comfortable, and model # 5 can be worn for the Shagaa holiday. Thanks to the beautiful bright colors and natural fabric, the aprons look fashionable. I really liked the aprons. I will gladly dress at home and in cooking classes, and the national apron on holidays - "Shagaa".
Mama	Mom praised me, saying: "Finally, I have a good helper and needlewoman."
classmates	Classmates praised me and said: "Well done."
Geography teacher: Kungaa A.N.	The geography teacher also praised me and said that if I bring the cloth, you will sew me an apron. I answered: "Yes."
Subject teacher: Hunan-Kara A.M.	The teacher noted that the work was done independently and on time. The quality of the product is good, although smoother stitches could have been made.

Project defense

I will repeat all of the above at the defense of the project, present a creative project, pattern drawings and finished products. The teacher and the jury of classmates will ask me questions about the design of the project and the manufacture of the apron, will express their opinion on the appearance and quality of the product.

Result:

I defended my work before the jury in the school assembly hall “Protection of Creative Projects”. (May month. 2013).