Circle of layout and modeling for children. The working program of the circle "project activity". Center for additional education "Young motorist"

Initial technical modeling

Age: 8-12 years old

Teachers: Chekanova Svetlana Nikolaevna, Maksimova Irina Yurievna, Sharonova M.V.

In the classroom, students get acquainted with the history of the development of technology, learn how to create models from templates and drawings, acquire skills in working with drawing, measuring and hand tools using a variety of materials. Students will get acquainted with a mechanical and electrical designer, create models of aircraft and rockets, compete in launching them, and also try their hand at ship and car modeling.

Design department

Age: 8-12 years old

Teacher: Chekanova Svetlana Nikolaevna

Formation of students' knowledge about technical modeling and design for the development of physical and intellectual abilities. Introduction to the world of technology through the manufacture of simple technical models from paper and cardboard.

Young technicians

Age: 6-12 years old

Teachers: Chekanova Svetlana Nikolaevna, Sharonova M.V.

Introducing students to technical creativity through the manufacture of models from various materials. Formation of practice-oriented activities in the field of technical creativity by promoting the qualitative and versatile development of the intellectual and creative potential of students. The program is designed for students of GBPOU "Sparrow Hills".

Game constructors (complex)

Age: 6-12 years old

Teacher: Blinkova Lyudmila Alekseevna

Classes with various types of children's designers. The formation of mathematical concepts using gaming techniques based on the convergence of various subject-playing environments: origami and designers "LEGO", "Krikoko", "MAGgeom", "Wooden City", "Geometric Pattern", etc. The program is designed for students of GBPOU " Sparrow Hills".

contour design

Age: 6-12 years old

Teacher: Blinkova Lyudmila Alekseevna

Contour modeling develops associative and abstract thinking, creates motivation for the study and development of the world around. The main activity is an acquaintance with basic geometric concepts and regular volumetric figures. The program is designed for students of GBPOU "Sparrow Hills".

Game Simulation Tools

Age: 8-12 years old

Teacher: Chekanova Svetlana Nikolaevna

Creation of an integrated subject environment that promotes the development of social and communication skills, as well as introducing children to technical creativity through the manufacture of various models. Working with play educational building sets allows children in uniform cognitive game learn many important ideas and develop the skills necessary in later life.

Municipal budgetary educational institution"Secondary school No. 4" of the urban district of the city of Sharya, Kostroma region

WORKING PROGRAMM

Cup

"Designing virtual tours"

for 2016-2017 academic year

Informatics teacher: Kudryavtseva E.S.

Circle "Designing virtual tours"

This program is designed for 34 hours.

Explanatory note

Working programm mug "Designing virtual tours" was developed in accordance with the requirements of the Federal State educational standard general education, based on the subprogram for the formation of students' ICT competence.

The work program of the circle "Designing virtual excursions" is included in extracurricular activities on general intellectual direction personality development.

The relevance of this additional educational program lies in the fact that the interest in the study of new technologies among the younger generation and the parent community appears at the present time already at preschool and early school age. Therefore, today the system additional education should solve a new problem - to prepare the younger generation for life, creative and future professional activity in a highly developed information society.

The program provides for the inclusion of tasks and assignments, the difficulty of which is determined not so much by the content as by the novelty and unusualness of the situation. This contributes to the emergence of personal competence, the formation of the ability to work in search conditions, the development of intelligence, curiosity. Creating situations of active search in the classroom, providing an opportunity to make their own "discovery", familiarity with original ways of reasoning, will allow students to realize their potential, gain confidence in their abilities.

The purpose of this program - teaching computer literacy, identifying the communicative skills of students using group forms of organizing classes and using modern teaching aids.

The main objectives of the program:

helping children learn how to use the computer to work in the future in various fields of activity;

studying the principles of operation of the most common operating systems;

assistance in learning the principles of working with the main application programs;

development of creative and mental abilities of students;

computer literacy training;

In accordance with the general educational program, the computer science course program is based on a system-activity approach, which consists in involving the student in educational activities, the formation of the student's competence within the course. It is implemented not only by selecting the content of education, but also by determining the most optimal types of activities for students. The orientation of the course on a system-activity approach allows taking into account the individual characteristics of students, building individual educational trajectories for each student.

The program was developed taking into account the characteristics of the first stage of general education, as well as age and psychological features junior schoolchild and is designed for the age aspect - 11-13 years old, represents a system of intellectual and developmental activities for students. The program of this circle is implemented within the framework of learning activities in accordance with the educational plan of MBOU secondary school No. 4 in Sharya.

Forms and methods of work:

Game activity

Jointly-distributed educational activity (group and pair work).

debates, round tables, projects.

Creative activity (drawing up mini-projects).

SUBJECT RESULTS

Predicted results and how to check them:

At the end of the training, students should demonstrate the formed skills and abilities of working with information and apply them in practical activities and everyday life. As a result of mastering general information skills, students are expected to be able to:

master the basics of computer literacy;

present information in tabular form, in the form of diagrams;

create your own sources of information - information projects;

create and transform information presented in the form of text, tables, figures;

use in practice the acquired knowledge in the form of messages, programs, solve the tasks;

prepare for defense and defend small projects on a given topic;

adhere to the ethical rules and norms applied when working with information, apply the rules of safe behavior when working with computers.

Forms and means of control, evaluation and fixation of results

Summing up form implementation of the additional educational program "Designing virtual excursions" - games, competitions, contests, project defense.

Control methods:

oral questioning;

combined survey;

verification of independent work;

project protection

The grading system is unmarked. Only verbal assessment of student achievement is used.

Summing up form implementation of the additional educational program "Designing virtual excursions" - games, competitions, contests, defense of projects.

results design work placed in the student portfolio.

Program Logistics

I. Teaching aids:

1) laptop;

2) projector;

3) audio information output devices (speakers) for scoring the entire class;

4) interactive board.

II. Software:

Operating system Windows7 (starter);

Educational and thematic plan (34 hours)

Learning theme	Quantity hours
Fundamentals of computer literacy
Working in MS Word text editor
Working with the graphic editor MSPaint.
Working with the spreadsheet editor Excel
Working with MSPowerPoint

Lesson-thematic planning of a circle in grade 5

the date	№ p/n	Name of the topics of classes
Fundamentals of computer literacy
		Introductory lesson. Safety precautions in the classroom. Getting to know your computer.
		Rules of life of people in the world of information. Office equipment.
		Various ways of transmitting information (letter, pictogram, hieroglyph, drawing).
Working in a text editorMSWord
		Creation text document. Ways to edit text.
		Text editing: select text, copy and move text.
		Text decoration: application of fonts and their attributes. Text Decoration: Highlight text with color.
		Checking spelling and grammar.
		Using drawing elements (autoshapes, drawings, clips).
		Using drawing elements (WordArt labels).
		Creation of a mini-project "Greeting card" Happy Birthday ".
		Working with tables: creating tables, entering text, formatting text, changing text direction.
		Formatting tables: adding borders and shading.
		Creation of the project "Schedule of lessons".
Working with a graphic editorMSPaint.
		Working with the graphic editor Paint.
		Creation of a mini-project "Greeting card" Happy New Year ".
		Editing objects. Color reversal.
		Design.

		Creation of a mini-project "Sorceress-Winter".

		Creation of a mini-project "Congratulatory card" Defender of the Fatherland Day ".
Working with the spreadsheet editorexcel
		Features of representation in information in the spreadsheet editor MS Excel.

		Creation of line and column charts. Formatting.
		Create pie charts. Formatting.
		Using auto-entry. Cell formatting.
		Creation of a mini-project "Weather Observations".
Work in the programMSPowerPoint
		Features of presentation in information in MSPowerPoint.
		Creating slides. Layout. Formatting objects.
		Animation settings. Design.

		Creation of creative mini-projects in the MSPowerPoint environment.
		Protection of mini-projects.
		Protection of mini-projects. Final lesson.

Modern science does not stand still. Innovation has taken over the world. Robotic vacuum cleaners, computers and smart TVs are making huge strides into our lives. So why not keep up with the times? Why not take the future into your own hands?

On the robotics course, your children will be very easy and fun to create real robots! They will be able to teach them to speak, move, respond to commands and even fly! Our teachers will make every effort so that the children can program their own robot and control it. You have no idea how easy and fun it is!

From 4000 RUB /month

Weekday evenings and weekends

Branches near your home!

How we teach in Robotics courses

Robotics lessons for children begin with learning the basics of electronics, where students learn what electricity is, connect LEDs, work with resistors, piezo tweeters, motion sensors, water leakage and other electronic components. Already in these classes, children can realize their potential, they can create electronic projects that they themselves come up with, for example, a piano or an automatic flower waterer.

Further, depending on the level, children choose the direction of study. Each robotics class has a variety of Lego-based robot kits for kids (4-6 year olds) and Arduino-based ones (for students over 6 years old). On these platforms, children experiment, create "smart houses", manipulator robots, build robotic vehicles and look for new ways to move them in space. They also program the created devices on the basis of a special Lego or Arduino programming environment, depending on their age.

In addition, we pay great attention to the Do It Yourself concept, that is, we give children opportunities for the technical implementation of the project from improvised means, applying technical skills using cutting machines and 3D printers. And in the last session of each semester, we invite parents to a project presentation where children talk about what device they have created and what its application is.

Academic plan

Module No.	Name	Duration	Learning Outcomes
1	Introduction to Robotics	16 lessons	Children will get acquainted with the main roboconstructors. Learn the basics of building robots on the Lego platform. Certificate at the end of the module.
2	lego wedo	16 lessons	They will study algorithms and the basics of building programs. They will carry out active work on the Lego WeDo platform. Certificate at the end of the module.
3	Lego Wedo 2.0	16 lessons	Will develop simple mechanisms on the Lego Wedo 2.0 platform. They will take part in the first competitions in Robotics. Certificate at the end of the module.
4	Lego Mindstorm	16 lessons	Familiarize yourself with high-level languages. Develop your own moving robot. Learn traffic control. Diploma at the end of the module.
5	Competition robots	16 lessons	Develop a sumo robot. They will control the speed of the robots. Will create own projects. They will take part in competitions of the city and All-Russian level. Certificate at the end of the module.
6	Fundamentals of circuitry and electronics	16 lessons	Get to know the basics of electronics. Develop programs for robots in block programming languages. Certificate at the end of the module.
7	Working with microcontrollers	16 lessons	Learn how to work with the Arduino platform. Work with the main components. Children will learn the basics of programming and object-oriented development in C/C++. Certificate at the end of the module.
8	Smart systems	32 lessons	Develop smart systems on the Rasbperry PI platform. Learn the Python language. They will assemble smart homes using special sensors. Develop a spy kit. Diploma at the end of the module.

Photos from our Robotics classes

A few reasons why your kids (and you!) will love Robotics for Kids in Moscow:

Unique curriculum.(download) While your child is having an unforgettable experience working with electronics and assembling his own robot, you will know that he is mastering the practical skills of engineering creativity (Just imagine how these skills will help inspire him to implement unique ideas in the future!)

Creative problem solving. In every Robotics for Kids class, your child participates in challenging creative activities that instill a love of science, technology, and engineering.

Fascinating practice sessions. Our classes are filled with interactive activities and many projects are handmade by children from scratch, it occupies children's minds and is great for children of all skill levels.

Constant contact with parents. We always keep you updated on your child's progress in robotics classes. You will know how he does his homework, works in class, and whether he succeeds.

Where does the Robotics for Kids program take place?

Robotics programs are available in our 20 centers throughout Moscow!

Municipal Autonomous General Educational Institution

"Lyceum №28 named after Academician B.A. Korolev"

Working programm

mug "Project activity"

for grade 5

Teacher: Druzhinina M.S.

G. Nizhny Novgorod

Structure of the work program

1) an explanatory note, which specifies the general goals of basic general education, taking into account the specifics of the course;

2) general characteristics of the course;

3) description of the place of the course in the curriculum;

4) personal, meta-subject and subject results of mastering the course;

6) thematic planning with the definition of the main types of educational activities;

7) description of educational, methodological and logistical support educational process;

8) the planned results of studying the course.

1. Explanatory note

success in modern world is largely determined by the ability of a person to organize his life: to determine goals, find and attract the necessary resources, outline an action plan and, having implemented it, analyze whether it was possible to achieve the set goals. Numerous studies conducted both in our country and abroad have shown that the majority of modern leaders in politics, business, art, and sports are people with a project-based type of thinking. Today, the school has every opportunity to develop project thinking with the help of a special type of student activity - project activity. The project method developed in the first half of the 20th century is once again becoming relevant in the modern information society.

From 09/01/2015, MAOU "Lyceum No. 28 named after Academician B.A. Korolev" entered into the implementation of the Federal State Educational Standard LLC.

Ensuring compliance with the requirements of the Standard involves the solution of many problems. Some of them can be solved through the organization of project activities of students. During the implementation of the program of the circle "Project activity", such tasks of the PLO LLC are solved as:

formation of a common culture, spiritual, moral, civil, social, personal and intellectual development, self-improvement of students, ensuring their social success, development creativity, preservation and promotion of health;

ensuring the planned results for the achievement by the graduate of the target settings, knowledge, skills, competencies and competencies determined by the personal, family, public, state needs and opportunities of the secondary student school age, individual features his development and state of health;

formation and development of personality in its individuality, originality;

establishing requirements for the upbringing and socialization of students as part of the educational program and the corresponding strengthening of the educational potential of the school, providing individualized psychological and pedagogical support for each student, forming an educational basis based not only on knowledge, but also on the appropriate cultural level of personality development, creating the necessary conditions for its self-realization;

ensuring an effective combination of classroom and extracurricular forms of organization of the educational process, the interaction of all its participants;

identification and development of the abilities of students, including gifted children, children with disabilities and the disabled, their professional inclinations, including social practice;

organization of intellectual and creative competitions, scientific and technical creativity, design and educational and research activities;

participation of students, their parents (legal representatives), teachers and the public in the design and development of intra-school social environment, school way;

the inclusion of students in the processes of cognition and transformation of the out-of-school social environment ( locality, district, city) to gain experience in real management and action;

social and educational research design, professional orientation of students with the support of teachers, psychologists, social educators, cooperation with basic enterprises, institutions vocational education, centers of professional work.

The program of the course "Project activity" is designed to work with children of the 5th grade, and is a mechanism for integrating, ensuring the completeness and integrity of the content of programs in subjects, expanding and enriching it. Project activity is mandatory and provides for the participation of all students in it.

The course "Project activity" is built on the basis of a system of tasks for organizing the educational process on an activity basis and is aimed at developing project skills in schoolchildren of a minimum level of complexity.

Primary education design lays the necessary foundation for the further development of project skills and the use of educational projects in subject classes to organize the independent acquisition of knowledge by students and their effective assimilation, for the formation of students' competencies and the solution of educational problems in the main school.

The purpose of the course of the circle "Project activity"- transformation of the process of development of the intellectual and creative potential of the child's personality by improving his research abilities in the process of self-development; creating conditions for each fifth grader to complete an individual project at the end of the academic year.

The objectives of the course of the circle "Project activity"

1. Personal: the formation of positive self-esteem, self-esteem of the student, the development of the educational success of each student.

2.Communicative: formation of communicative competence in cooperation:

Ability to conduct a dialogue, coordinate their actions with the actions of partners in joint activities;

The ability to be kind and sensitive to people, to empathize;

Formation of socially adequate ways of behavior.

3. Regulatory: formation of the ability to organize and manage activities:

Education of purposefulness and perseverance;

Formation of skills for organizing the workspace and rational use of working time;

Formation of the ability to independently and jointly plan

activities and cooperation;

Formation of the ability to independently and jointly make decisions, achieve the goal.

4. Cognitive: formation of the ability to solve creative problems; ability to work with information (collection, systematization, storage, use).

2. general characteristics course

The most important pedagogical task in the context of the implementation of the Federal State Educational Standards LLC was the introduction into the educational process of tools and techniques that help children "discover" themselves, reveal their personality. The criterion for the success of a student is not so much the effectiveness in studying school subjects, but the attitude of a person to the possibilities of his own knowledge and transformation of nature, history, himself. An important role in achieving the success of each student is played by the implementation of an accessible design concept at the choice of the child, based on the sphere of his interests and personal capabilities.

The course "Project activity" is designed to ensure the development of the most relevant ways of working on projects by students of the basic school and thus preparing them for the development and implementation of their own, individual projects. The need for this course arose in connection with the application of the method of projects as a technology for the formation of key competencies of students in the Lyceum No. 28 named after Academician B.A. Korolev; as a necessary condition for the implementation of an individual project at the end of the year. Mastering the methods of activity applicable to a very wide range of objects of influence, within the framework of studying the course, allows students to form an important internal resource, which is not specially formed in other components of the educational process at school.

Project activities are aimed at the spiritual and professional development personality of the child through active methods of action. The student, working on a project, goes through the stages of problem definition, planning, information collection, its analysis and transformation (synthesis), active work to create a conceived product, its presentation, and development of a project portfolio. Project activity involves mastering the methods of activity that form the basis for the formation of key competencies (information, communication, research, etc.).

When organizing the work of students according to the project method, not only individual independent work but also group. This allows you to acquire communication skills and abilities: working in a group in various qualities (roles), considering different points of view on one problem, organizing interaction between project participants.
Educational projects, as a rule, contain a problem that needs to be solved, which means that they formulate one or more tasks. Using the project method of teaching, children comprehend the entire technology of solving problems - from posing a problem to presenting a result. The project method has rich didactic possibilities for both intra-subject and inter-subject learning.

The projects carried out by students make it possible to identify the interest of each student in terms of the level of success of various types of educational activities, in relation to the process of activity and its results. Design practically helps students to understand the role of knowledge in life and learning. Knowledge ceases to be a goal, but becomes a means in genuine education, helping to master cultural patterns of thinking, to form their own thinking strategies, which allows everyone to independently master the accumulation of culture.

The project activity provides for the search for the necessary missing information in encyclopedias, reference books, books, electronic media, the Internet, the media, etc. The source of the necessary information can be adults: representatives of various professions, parents, enthusiastic people, as well as other children.

3. Description of the place of the course in the curriculum

The working program of the circle "Project activity" was drawn up in order to implement the requirements of the Federal State Educational Standard of LLC to achieve meta-subject results. According to the main educational program of the basic general education of the MAOU "Lyceum No. 28 named after academician B.A. Korolev", the course "Project activity" is part of the group activities in the general cultural direction of education and socialization of students.

Enrollment in the circle "Project activity" takes place at the choice of students in order to prepare them for the implementation of a mandatory individual annual project.

Form of organization: circle classes are held once a week in the classroom, in museums of various types, libraries, at the school site, at enterprises and various city facilities (parks, squares, streets, architectural sights, etc.). Circle project activities include conducting observations, excursions, implementation and presentation of projects in the classroom, at the lyceum and district conferences of student research and design work. Program implementation period: 1 year (grade 5).

4. Personal, meta-subject and subject results of mastering the course

Personal Outcomes

education of Russian civil identity: patriotism, respect for the Fatherland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, language, culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, democratic and traditional values of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;

formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests, as well as on the basis of formation of a respectful attitude to work, development of experience of participation in socially significant work;

formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;

the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;

mastering social norms, rules of conduct, roles and forms of social life in groups and communities, including adults and social communities; participation in school self-government and public life within the limits of age competencies, taking into account regional, ethno-cultural, social and economic characteristics;

development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;

formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other activities;

Metasubject Results mastering the course of the circle "Project activity" reflect:

the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;

the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways solving educational and cognitive problems;

the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;

the ability to assess the correctness of the implementation of the educational task, their own ability to solve it;

possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;

the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions;

the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;

semantic reading;

ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find common decision and resolve conflicts on the basis of coordinating positions and taking into account interests; formulate, argue and defend your opinion;

the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech;

formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT-competencies);

formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.

Subject Results mastering the course of the circle "Project activity" taking into account general requirements The standards should ensure successful learning at the next level of general education. A student who has mastered the course "Project activity" must master the initial skills in project activity from posing a problem to creating a project portfolio.

5.1 Introduction- Familiarization with the content of the project.

A project is an image of a future product; work aimed at solving a specific problem, at achieving a pre-planned result in an optimal way. The project must have a clear, realistically achievable goal. In the most general sense, the goal of the project is always to solve the original problem, but in each specific case this solution has its own unique solution has its own, unique embodiment. This incarnation is a project product that is created by the author in the course of his work and also becomes a means of solving the problem of the project.

5.2 Types of projects

By time: short-term, medium-term, long-term project.

By the number of participants: individual, group, collective.

Classification of projects by leading activities:

1. Teaching research;

2. Information (collection and processing of information);

3. Game (classes in the form of a game);

4. Creative projects;

5. Practice - oriented (practical).

The project may include elements of reports, essays, research and any other types of independent creative work of students, but only as ways to achieve the result of the project

Project activity is aimed at cooperation between the teacher and the student, the development of creative abilities, is a form of assessment in the process continuing education, enables the early formation of professionally significant skills of students. Project technology is aimed at developing the personality of schoolchildren, their independence, and creativity. It allows you to combine all modes of work: individual, pair, group, collective.

5.3 Project stages

The first stage of the project is problematization- it is necessary to assess the existing circumstances and formulate the problem. At this stage, the primary motive for activity arises, since the presence of a problem gives rise to a feeling of disharmony and causes a desire to overcome it.

Second stage of work - goal setting. At this stage, the problem is transformed into a personally significant goal and acquires the image of the expected result, which will later be embodied in the project product.

The most important step in a project is planning, as a result of which not only the distant goal, but also the next steps acquire a clear outline. When there is a work plan, resources (materials, labor, time) and a clear goal, you can get to work.

The next stage of the project cycle - implementation of the existing plan.

An indispensable condition of the project is its public defense, presentation work results. During the presentation, the author not only talks about the progress of the work and shows its results, but also demonstrates his own knowledge and experience of the project problem, acquired competence. The element of self-presentation is the most important part of the work on the project, which involves a reflexive assessment by the author of all the work he has done and acquired during the experience.

Upon completion of the work, it is necessary to compare the result with your plan, if possible, make corrections. This is the stage corrections- comprehension, analysis of the mistakes made, attempts to see the prospect of work, assessment of their achievements, feelings and emotions that arose during and after the work.

The final stage of work - self-esteem and reflection.

5.4.Project portfolio

Drawing up a written report on the progress of the project, presenting the report in the form of a portfolio (title page, introduction, issues, relevance, goal setting, working methods, project form, results, photo evidence, illustrations (drawings), computer presentation).

5.5.Project passport

Brief essential content of the project with initial personal data (for placement in the portfolio of a fifth grader).

6. Thematic planning with the definition of the main types of educational activities

6.1. Correspondence to the sections of the course

Course section	Number of hours		Number of theory hours	Number of practice hours
Introduction		1. Introduction to project activities
Project types		2. Types of projects
Project stages		3. Problematization
		4.Planning
		5. Search for information and its processing
		6.Project implementation
		7. Presentation of the project
		8.Correction of the project, self-assessment and reflection
Project portfolio		9. Requirements for the design of the project
		10. Designing a project portfolio
		11. Presentation of the project portfolio
Project passport		12.Project passport

6.2. Thematic planning with the definition of the main types of educational activities

№ lessons	Topic	Number of theory hours	Qty hours practices	Main activities Students (UUD)
	1.Introduction-1 hour
	1. Introduction to project activities - 1 hour			Meaning formation (L)
	Introduction to the concept of a project.			Formulation of a cognitive goal (P)
	Implementation of mini-projects "Cover of my notebook" and "The image of my name"			Independent creation of ways to solve problems of a creative and exploratory nature
	2. Types of projects -2 hours
	2. Types of projects - 2 hours
	Types of projects by time, by number of participants, by subject content, by leading activity			Classification of objects (P)
	Selection of subject preferences for project selection (test tables and figures)			Selection of bases and criteria for comparison; proof (P)
	3. Stages of the project - 18 hours
	3.Problematization-2 hours
	Concept of a project problem Drawing up "Chamomile" - 6 P of the project: Problem Planning Search for information Presentation Project portfolio			Summing up the concept, deducing consequences (P) putting forward hypotheses and their justification (P)
	Identification of significant lyceum problems: garbage, discipline, wardrobe, change of shoes.			Asking questions
	4.Planning-2 hours
	The value of planning in project activities			Definition of the goal, functions of participants, methods of interaction (K), (P)
	Drawing up a plan for a mini-project. Detailing plans for specific projects			Planning (P)
	5. Search for information and its processing - 3 hours
	Types of information and ways to obtain it			Search and selection of information (P)
	Questioning, interviewing, polling: reaching out with questions to groups of informers - participants in the educational process at school.
	Information processing (statistical and analytical). Drawing up and solving a problem with the data obtained during the survey, survey and interviewing.			Analysis, synthesis (P)
	6.Project implementation-6h
	The meaning of the work schedule for the implementation of the project plan			Planning, control (P)
	Consultations of the project manager - subject teacher, parent. Search and selection of information. Drawing up a schedule for the implementation of the project			Search and selection of information (P), posing a question
	Project manager consultations. Formation of the project structure			Building a logical chain of evidence (P)
	Project manager consultations. Work on the content of the project.
	Project manager consultations. Work on the content of the project			Building a logical chain of evidence (P) Searching and extracting information (P), posing a question
	Preparation of a project progress report
	7. Presentation of the project-3 hours
	Requirements for the presentation of the project.			Moral and ethical assessment (L) The ability to express one's thoughts with sufficient completeness (K)
	Choice of project presentation form. Poster, booklet, script, website information, newspaper article, report, presentation, wall newspaper, etc.			The ability to express one's thoughts with sufficient completeness (K)
	Choosing the form and working out the project presentation: poster presentation, theatrical performance, presentation, etc.			The ability to express one's thoughts with sufficient completeness (K)
	8. Project correction, self-assessment and reflection-2 hours
	Why do you need a project revision?			Correction and evaluation
	Correlation of the project intent with the resulting product			Correction and evaluation, volitional self-regulation
	4.Project portfolio-10 hours
	9. Requirements for the design of the project-3 hours
	Project portfolio requirements
				The ability to express one's thoughts with sufficient completeness (K)
	Designing a project portfolio
	10. Designing a project portfolio - 5 hours
	Portfolio materials and methods			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	Familiarization with existing portfolio of projects and research work			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
				Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	Project manager consultations. Designing a project portfolio			Sign-symbolic, modeling (P) The ability to express one’s thoughts with sufficient completeness (K)
	"Assembly" of the project portfolio			Control, evaluation, volitional self-regulation (P)
	11. Presentation of the project portfolio-2 hours
	Presentation Requirements			The ability to express one's thoughts with sufficient completeness (K)
	Making a presentation			The ability to express one's thoughts with sufficient completeness (K)
	5.Project passport
	12. Project passport -3 hours
	Project Passport Structure
	Selection of material for filling out the project passport			The ability to express one's thoughts with sufficient completeness (K)
	Filling out the project passport			Control, evaluation, volitional self-regulation (P)
	Total: 34 h

7. Description of educational, methodological and logistical support

educational process

7.1. Educational and methodological support of the educational process: Federal State Educational Standards LLC, PEP LLC MAOU "Lyceum No. 28 named after Academician B.A. Queen".

7.2. Logistics and technical support of the educational process:

Study room, media projector, pencil sets, PC, printer, colored paper, scissors, camera.

8. Planned results of studying the course.

The program provides for the achievement of 3 levels of results:

First level results involves the acquisition of new knowledge, experience by fifth-graders collective solving design problems in various areas. The result is expressed in the students' understanding of the essence of project activities, the ability to gradually solve project tasks.

Second level results implies positive attitude students to the basic values of society, in particular to education and self-education. The result is manifested in the active use of the method by students group projects, independent selection of topics (subtopics) of the project, gaining experience in independent search, systematization and presentation of information of interest.

Third level results implies that schoolchildren receive independent social experience. Manifested in the participation of students in the implementation individual educational or social projects in their own chosen direction.

The planned learning outcomes are determined for each level based on the specification of the skills required to work on the project. Since the main part of the work within the framework of the course is based on the work of small groups, control over the achievement of the planned results is carried out directly during the execution of tasks: in the process of presentations, presentation by students of the results of group work.

Grade 5 students should be able to distinguish and implement independently different types works and different types of responsibility for them. They gradually learn to plan their actions and move towards the implementation of the design intent.

Planned results

Must learn	Formed Actions
Students must learn see problems; ask questions; put forward hypotheses; define concepts; classify; observe; collect information and process it; make inferences and conclusions; structure the material prepare texts of own reports; explain, prove and defend their ideas; accept criticism, use comments to improve the project.	In the course of solving the system of project tasks, schoolchildren should develop the following abilities: Reflection (see the problem; analyze what has been done - why it worked out, why it didn’t work out, see difficulties, mistakes); Goal setting (set and maintain goals); Planning (make a plan of your activities); Modeling (represent the method of action in the form of a model-scheme, highlighting everything essential and important); Showing initiative when looking for a way(s) to solve a problem; Entering into communication (interacting when solving a problem, defending one's position, accepting or reasonably rejecting the points of view of others). Monitoring the progress of your project in practice.
Final result:
Fifth graders must develop and implement your individual annual project.
Place of presentation of the result: presentations of projects, participation in competitions, exhibitions, conferences, festivals, etc. (in accordance with the Regulations on the project activities of teachers and schoolchildren of the MAOU "Lyceum No. 28 named after Academician B.A. Korolev"

WORK PROGRAM CIRCLE "Design and modeling from various materials"

I. Explanatory note

Technical advances are increasingly penetrating into all spheres of human activity and are causing the growing interest of children in modern technology. Technical objects appear tangibly close to the child everywhere in the form of dozens of things and objects surrounding him: household appliances and apparatus, toys, transport, construction and other machines. Children learn and accept the world as they see it, try to comprehend, understand, and then explain.

Modeling and design contribute to the knowledge of the world of technology and the expansion of technical horizons, develop design abilities, technical thinking, motivation for creative search, technical activity.

The program "Initial technical modeling" provides for the development of children's creative abilities and implements a scientific and technical focus. Creative activity in the classroom allows the child to acquire a sense of confidence and success, social and psychological well-being.

Relevance of this program is that the combination of initial technical modeling is the most successful form of initiation junior schoolchildren to technical creativity, because in school conditions, children cannot fully satisfy their interests in technical creativity. This circle gives students the opportunity to get acquainted with various types of equipment, to acquire the initial skills and skills of building and running models.

This program is based on the standard program of A.P. Zhuravleva “Circle of initial technical modeling” (“Programs for out-of-school institutions and general education schools. Technical creativity of students ": - M. Education. 1988.)

The main goal of the program - creation of conditions for the development of the child's personality in accordance with his individual abilities through technical creativity.

Tasks:

Educational

- creating conditions for the child to learn practical skills in working with materials;

Teaching the initial rules of engineering graphics, acquiring skills in working with tools and materials used in modeling;

Develop the ability to plan your work;

To teach techniques and technologies for the manufacture of simple structures.

Educational

Create conditions for self-development of students;

- promoting the development of children's abilities for technical creativity;

Development of polytechnical representation and expansion of polytechnical horizons;

Awakening curiosity and interest in the arrangement of the simplest technical objects, the development of the desire to understand their design and the desire to make models of these objects;

Educational

development of communication skills, ability to work in a team;

involvement of children in competitive and play activities;

education of creative activity;

to cultivate respect for work and people of work, a sense of citizenship, self-control.

II. General characteristics of the subject

The program is built on the following conceptual principles:

1.Principles of self-actualization.

In every child there is a need to actualize their creative abilities. It is important to awaken and support the pupil's desire to manifest and develop his natural and socially acquired abilities.

2. The principle of individuality.

Creation of conditions for the formation of the personality of the student. It is necessary not only to take into account individual
features of the pupil, but also in every possible way to promote their further development.

3. The principle of creativity and success.

Thanks to creativity, the student reveals his abilities, learns about the “strengths” of his personality. Achieving success in one or another type of activity contributes to the formation of a positive self-concept of the pupil’s personality, stimulates the child to carry out further work on self-improvement and self-building of his “I”.

4. The principle of trust and support.

Faith in the child, trust in him, support for his aspirations for self-realization and self-affirmation should replace the excessive demands of excessive control.

Features of the program implementation:

The program includes the following sections:

1. Fundamentals of modeling and design.

2. First models.

3. Flying models and toys. Applications.

4. Creative projects.

5. Excursions

6. Final lesson.

Classes of the circle consist of theoretical and practical parts.

Throughout the entire period of study, theoretical classes are held with students on the topics of the program, as well as conversations on the history of aviation, navy, armored vehicles, aimed at fostering patriotism and love for the Motherland.

With the accumulation of knowledge and practical skills in modeling, the teacher attracts pupils to independently analyze models, participate in project activities and defend their projects.

To evaluate the manufactured models, students are asked questions (for example, “what technical object model are you demonstrating?”, “What is the purpose and its type?”, “What nodes does it consist of?”, “What features does it have, how does it differ from other objects?” ). When analyzing the model and defending the project, students are required to use the correct technical terminology.

Analysis of the model allows pupils to recall the previous material, exercises them in observation, in highlighting the main thing, in the possibility of independent application of the acquired experience and knowledge. Project defense allows students to gain experience public speaking, develops their ability to listen to others, develops motivation for self-development. In the learning process, it is important to conduct various role-playing games, small competitions as moving and flying models are made, work to eliminate shortcomings and errors, and repair models. All this allows you to consolidate and repeat the material covered.

Much attention is paid to the history of the development of science and technology, people of science, inventors, researchers, testers. When making models military equipment children will learn the history of the Motherland and its Armed Forces. The program includes a single set of practical work, which ensures the assimilation of new theoretical knowledge, the acquisition of skills and abilities to work with tools (ruler, scissors, compasses) and various materials (drawing paper, cardboard, glue). The freedom to choose a technical object on a given topic in the learning process contributes to the development of creativity and imagination. Evaluation of intermediate results on topics and final classes are held in different forms: games, quizzes, defense of projects.

Forms and methods of work:

Methods and techniques educational activities: reproductive, verbal (explanation, conversation, dialogue, consultation), graphic works (work with diagrams, drawings and their preparation), method problem learning(setting problematic questions and independent search for an answer), design methods (construction from paper, creating models), games (for the development of attention, memory, eye, imagination, travel game, role-playing games(designers, competitions, quizzes), visual (drawings, posters, drawings, photographs, diagrams, models, devices, video materials, literature), creation of creative works for the exhibition, development of scenarios for holidays, games. All the necessary conditions for creative development students. Each lesson is structured according to the topic and specific tasks which are provided by the program, taking into account the age characteristics of children, their individual readiness.

Types of classes: complex, classes-conversations, excursions, independent work.

Types of occupations: - work with literature, drawings, schemes; - practical work; - meeting with interesting people; - Exhibition; - competition; - creative project; - competition; - holiday; - the game. Sanitary and hygienic standards are observed during the lesson.

At each lesson, physical education minutes are held (breathing exercises, exercises for the eye muscles). Forms of summing up the results of the implementation of an additional educational program: conducting open classes, exhibitions, competitions, competitions, quizzes, games, defense of projects.

The choice of teaching methods depends on the age characteristics of children and is focused on activation and development cognitive processes. At primary school age, all the main types of activity have already arisen and have received initial development: labor, cognitive and play. Game activity has a strong influence on the formation and development of the mental, physical, emotional and volitional aspects and qualities of the child's personality. The game is inextricably linked with the development of activity, independence, cognitive activity and creative abilities of children. The introduction of elements of the game in the process of preparing younger students for design and technical activities contributes to the fact that children themselves begin to strive to overcome such tasks that are much more difficult to solve without play. The age feature of younger schoolchildren is also the fact that they are actively involved in such practical activities, where you can quickly get results and see the benefits of your work.

Forms of control:

To determine the effectiveness of the educational process,incoming, intermediate (thematic) and final control.

Incoming: determination of the initial level of students (at the first lesson in the form of an interview).

Intermediate (thematic): carried out with the help of competitions, competitions. "Control tasks" are used, drawn up in a form that is interesting for students. They are held at the end of the study of each topic.

Works are evaluated according to the following criteria:

The quality of the implementation of the techniques, operations and work studied in the classroom;

Degree of independence;

Level creative activity(reproductive, partially productive, productive), found productive technical and technological solutions.

Preference should be given to a qualitative assessment of the activities of each child in the classroom, his creative findings in the process of observation, reflection and self-realization.

Final: An exhibition of children's works, in which all members of the circle take part. It allows not only to assess the knowledge and skills of students, but also teaches children to fairly and objectively evaluate their own work, the work of others, to rejoice not only in their own, but also in general success. Instills in them the desire for self-improvement.

Assessment of children's knowledge and skills is not an end in itself, but an auxiliary process that contributes to the successful flow of the entire educational process in a circle, a children's team with a special environment, where children not only learn, but also have ample opportunities for various forms of communication and creative self-realization.

III. Place of the course in the curriculum

The program is designed for students in grades 2-4, for 2 years of study.

The course is given 144 hours per year (4 hours per week: twice a week for two hours). Classes are held for 40 minutes with a break of 10-15 minutes.

Taking into account the purpose and objectives, the content of the educational program is implemented in stages with a gradual complication of tasks. At the beginning of training (1st year), children form initial knowledge, skills and abilities, students work according to the model. At the main stage of training (2nd year), work continues on learning new things and consolidating the acquired knowledge and skills.

IV. Description of value orientations of content.

The program "Initial Technical Modeling" is aimed at developing interest in technical modeling, at developing imaginative and logical thinking, at developing students' skills in working with various materials, tools and handicrafts. Mastering this program allows students to become familiar with modeling and making simple models.
Working in a circle allows you to educate the children in the spirit of teamwork, instills determination, develops attentiveness, interest in technology and technical thinking. Preparing junior schoolchildren for design and technological activities means teaching children to observe, think, imagine, fantasize and assume the shape, device (design) of the product. To teach children to prove the feasibility and benefits of the intended design. To enable children to freely plan and design, transforming their assumption into various mental, graphic and practical options. Classes of children in a circle contributes to the formation of not only contemplative, but also cognitive activity. The desire to learn how to build models yourself from various materials, learn how to use a hand tool, learn the basics of mechanical engineering, participate in competitions and competitions in modeling with models built by yourself, can captivate children, distract them from the harmful influence of the street and antisocial behavior. Indiscriminate passion for the computer at an early age does not give development in creative terms, does not give knowledge in technical and design activities. Modeling classes are an excellent school for the development of creative initiative and independence in children, design and rationalization skills, and abilities for technical creativity.
In the classroom, optimal conditions are created for the child to learn practical skills in working with various materials and tools. Children acquire knowledge in the field of drawing, design, technical modeling and design, get acquainted with technical terminology. Children learn to work with scissors and compasses, read blueprints, and make various models.
In the classroom develops:
fine motor skills of the hands
figurative and logical thinking
visual memory
design ability
Attention
accuracy in work performance.
In the classroom, students also get acquainted with the history and current level of development of Russian and world technology.
Initial technical modeling does not require special jobs or sophisticated technological equipment, classes can be held in classrooms.
It is also important that, being engaged in a team of like-minded people, respect for work and a person of work, self-activity and responsibility for one's own actions and deeds are brought up. Self-esteem increases due to the ability to assert themselves by achieving certain results in competitive activities, children can learn to adequately perceive their successes and failures, which will allow children and adolescents to adequately perceive the surrounding reality. In addition to this, modeling classes give an idea of shipbuilding, auto- and aircraft-building specialties, which is a guideline in choosing an interesting profession for children.

Paper construction is one of the areas of modeling. The magic of turning a flat sheet of paper into a three-dimensional design does not leave indifferent not only children, but also adults. The availability of material, the use of a simple stationery tool (in the early stages), and simple techniques for working with paper make it possible to instill this type of modeling in children of primary school age. Paper construction contributes to the development of the child's imagination, hand motor skills, attentiveness and perseverance. The uniqueness of paper modeling lies in the fact that, starting with elementary models that are made in a few minutes, with the acquisition of certain skills and abilities, you can make models high degree complexity (details and copies). Mastering modeling skills, students see an object not just on a plane, but a three-dimensional structure (model), which allows them to more fully evaluate this object.

V.Planned results

Planned results of the program development

Year of study

results

1st year

Must know :

Principles and technology of building flat and three-dimensional models from paper and cardboard, methods of using templates;

Names of the main parts and parts of equipment;

Necessary safety regulations during all stages of construction.

Should be able to:

Independently build a model from paper and cardboard according to the template;

Identify the main parts of the manufactured models and correctly pronounce their names;

Paint the model with a brush.

2nd year

Must know :

Basic properties of materials for modeling;

The simplest rules for organizing a workplace;

Principles and technology for building simple three-dimensional models from paper and cardboard, methods for connecting parts from paper and cardboard;

Names of the main details and parts of equipment.

Should be able to:

Self-build a simple model of paper and cardboard;

Mark up simple objects on paper and cardboard using a ruler and templates;

Work with simple hand tools

Paint the details of the model and the model with a brush;

understand the drawings, make sketches of future models;

make your own model from start to finish

Expected results by the end of the first year of study:

Subject:

be able to use hand tools;

Know the elementary properties of paper, cardboard, their use, processing methods;

Know the names geometric shapes and tel.

Metasubject:

Cognitive:

Regulatory:

Be able to prepare the workplace and perform practical work according to the proposed plan based on the model;

Bring the work started to the end;

Communicative:

Personal:

Students should know the initial knowledge about modern technology and the history of its creation.

by the end of the second year of study:

Subject:

ability to draw and read blueprints;

know the elementary properties of paper, cardboard, their use, processing methods;

know the names of geometric shapes, bodies and be able to draw them;

be able to use hand tools (pencil, ruler, compasses, square);

To be able to make technical objects from geometric bodies.

Metasubject:

Cognitive:

Know the history of the creation of modern technology, types of technology;

Know the names and purpose of frequently encountered technical objects, the names of hand tools and various materials, their properties;

Know the names of the main parts of the manufactured models.

Regulatory:

Be able to prepare a workplace and perform practical work according to the proposed plan based on the model;

Bring the work you have started to the end.

Communicative:

Be able to listen and hear the interlocutor, express and justify your opinion.

Personal:

Be able to cooperate with adults and peers;

Consciously show purposefulness, diligence, organization, creative attitude in the performance of labor-intensive independent practical work.

VI. Content training course

Topic name

theory

practice

Total

1st year of study

Fundamentals of Modeling and Design

First models

Flying models and toys. Applications

Excursions

Creative projects

Final lesson.

Total:

110

144

2nd year of study

Design Basics

Building Models

Car models and toys. Applications

Creative projects

Excursions

Final session

Total:

113

144

VII. Educational - thematic plan

1st year of study

№ p/n

Topic name

Number of hours

the date

Types of learning activities

Class equipment

theory

practice

Total

according to plan

In fact

Fundamentals of modeling and design - 10 hours

1.1.

Introductory lesson

Safety precautions when working in a circle.

Making products on the theme "My favorite craft"

Diagnostic tests, safety instructions.

1.2.

Materials and tools

Determination of types, properties of papers. The simplest experiments on testing various paper samples for strength and water resistance

Scissors, various types of paper, eraser, pencils, glue, knife, compasses

1.3.

Acquaintance with technical human activities

Viewing magazines and photographs, where students can get acquainted with the technical activities of a person.

1.4.

Introduction to some graphic conventions

Acquaintance in the process of practical work with the symbol of the line of the visible contour (solid thick line). Acquaintance in the process of practical work with a conditional image of a fold line and designation of a place for glue.

Making models of various aircraft from thick paper (marking according to a template), where there is a fold line on the model pattern, and a visible contour line along the edge. Production of simplified models of transport.

Samples of graphic images, drawings

First models - 94 hours

2.1.

Origami technique - 22 hours

2.1.a

Paper folding and folding technology;

Determining the location of the fold line in images on chalkboard, on the pages of books and manuals. Rules for bending and folding.

Making models by folding paper: models of land and air transport. Games and competitions.

2.1.b

Electronic presentation, slide films, multimedia projector.

Drawing tool, glue, cutting tool

2.1.c

Execution of air transport models;

Electronic presentation, slide films, multimedia projector. Drawing tool, glue, cutting tool

2.1.d

Implementation of models of water transport;

Electronic presentation, slide films, multimedia projector

2.2.

Designing layouts and models of technical objects and toys from flat parts - 24 hours

2.2.a

Technology of working with paper according to templates;

assembly of flat parts.

Improving the methods and techniques of working on templates. Marking and manufacturing of individual parts according to templates and a ruler. Dividing a square, rectangle and circle into 2, 4 (or more) equal parts by bending and cutting. Dividing a square and a rectangle diagonally by bending and cutting. Connection (assembly) of flat parts with each other: a) using glue; b) with the help of slot-like connections "in the lock"; c) with the help of "rivets" made of soft thin wire.

Practical work.

Construction of paper and thin cardboard models of technical objects - water, air, land transport. Model coloring.

Templates, drawings, sample models

Drawing tool, glue, cutting tool

2.2.b

Technology of assembling flat parts.

2.2.c

Implementation of land transport models.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.2.g

Execution of air transport models.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.2.e

Implementation of models of water transport.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.3.

Designing layouts and models of technical objects and toys from three-dimensional parts - 48 hours

2.3.a

Designing models and layouts of technical objects from ready-made three-dimensional forms.

Designing models and layouts of technical objects.

Making a simplified car model. Model coloring. Games and competitions with models.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.3.b

Designing models and layouts of technical objects from three-dimensional forms with the addition of additional details necessary for a particular product.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.3.c

Designing models and layouts of technical objects from three-dimensional parts made on the basis of the simplest developments.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.3.d

Making a simplified car model.

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

Flying models and toys. Applications - 18 hours

3.1.

The concept of application. Application types.

Planar application "Airplanes".

The concept of aviation, its purpose. Acquaintance with the types of aircraft: passenger, cargo, military, sports. Takeoff and landing of the aircraft.

Airframe device.

The history of the creation of the parachute, its device, application.

Acquaintance with the main parts of the rocket. How a rocket takes off. Methods for launching flying models, safety precautions for rocket launches.

Templates, samples of applications.

3.2.

Airplane is the fastest mode of transport.

Volume application "On guard of the sky".

Drawing tool, glue, cutting tool.

3.3

The concept of a glider. Airframe device.

Templates, types of applications.

Drawing tool, glue, cutting tool.

Electronic presentation, multimedia projector

3.4

The history of the creation of the parachute, its device, application. Parachute "Gnome".

Templates, types of applications.

Drawing tool, glue, cutting tool.

Electronic presentation, multimedia projector

3.5

Conversation "Dreams of a person about flying into space."

Planar application "Conquest of space" (satellite).

Electronic presentation, multimedia projector

Creative projects - 18 hours

4.1.

The main stages of project development, the choice of topics and technologies for the implementation of design work.

Using the existing experience of students in the performance of design work;

registration of works;

project protection.

Sketches, sample models,

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, cutting tool, brushes

4.2.

Implementation of projects.

Sketches, sample models,

Tools: drawing tool, cutting tool, brushes

4.3.

Registration of works.

Sketches, sample models,

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, cutting tool, brushes

4.4.

Project protection.

Finished projects

4.5

Exhibition of works of circle members

Excursions - 2 hours

5.1.

Correspondence excursions

6.1.

Final lesson.

Course test.

Diagnostic technique.

Test

TOTAL:

109

144

2nd year of study

№ p/n

Topic name

Number of hours

the date

Types of learning activities

Class equipment

theory

practice

Total

according to plan

In fact

Design Basics – 8 ocloc'k

1.1.

Introductory lesson

Test execution

Diagnostic tests, safety instructions,

1.2.

Basic graphic knowledge and skills. Ability to use

hard tool.

Consolidation and expansion of knowledge about some drawing tools and accessories: ruler, square, compasses, pencil. Their purpose, rules of use and rules for safe work. Methods and techniques for constructing parallel and perpendicular lines using two squares and a ruler. Techniques for working with compasses and measuring instruments. Expansion and consolidation of knowledge about axial symmetry, symmetrical figures and flat details. Enlargement and reduction of images of flat parts using cells of different sizes.

Scissors, various types of paper, eraser, pencils, glue, knife, compasses, awl, needle, ruler, square, brushes, etc.

Model building - 92 hours

2.1.

Design and modeling of layouts and models of technical objects and toys from flat parts - 16 hours

2.1.a

The technology of manufacturing a model from flat parts.

Making models of an astronaut, a truck, a helicopter from thick paper and thin cardboard using knowledge of axial symmetry, decreasing the increase in pattern by cells.

Sweeps and samples of geometric shapes, flow chart for the manufacture of models

Materials: thick paper, cardboard, colored paper. Tools: drawing tool, glue, cutting tool.

2.1.b

Making a model "Cosmonaut".

2.1.c

Production of the "Truck" model.

2.1.d

Making a model "Helicopter".

2.2.

Construction of simple three-dimensional models according to templates and ready-made patterns - 36 hours

2.2.a

Technology of making models from paper and cardboard.

Acquaintance with the technology of making models from paper and cardboard.

Making complex geometric shapes from paper, building patterns of parts, assembling individual units and parts into a single whole.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.2.b

Making complex geometric shapes from paper.

2.2.c

Construction of patterns of details.

2.2.g

Assembling individual components and parts into a single whole.

2.2.d

Manufacturing and installation of detailing.

Working with model detail templates.

The ability to draw parts according to the sketch, the accuracy of manufacturing parts and assemblies.

The ability to paint the details of the model with a brush.

2.2.e

Model painting and finishing

2.2.g

Model Assembly

2.2.h

Making a collective model " tank battle»

2.3.

Construction of complex three-dimensional models - 40 hours

2.3.a

Making models from ready-made geometric shapes.

Ability to work with drawing tools, accuracy of part marking.

Sketches, samples of models, flow chart for manufacturing models

Materials: thick paper, cardboard, colored paper, paint. Tools: drawing tool, glue, cutting tool, brushes

2.3.b

Construction of ground transport models.

2.3.c

Air transport model building

2.3.d

Making a model of a moving man.

2.3.e

Making models of home furniture.

Car models and toys. Applications - 20 hours

3.1.

Motor transport, its importance in human life. Purpose of trucks. Volume application "Milk truck".

Electronic presentation, slide films, multimedia projector

3.2.

The history of the sports car. Passenger car by origami method. Racing game.

Marking according to the template, cutting out the silhouettes of cars.

Using the origami method. The game.

Electronic presentation, slide films, multimedia projector

3.3.

The main parts of the car: cab, body, wheel, engine, headlights. Silhouette moving model. Freight car.

0,5

2,5

Marking according to the template, cutting out the silhouettes of cars.

Production of models from paper and cardboard in accordance with the technology.

Electronic presentation, slide films, multimedia projector

3.4.

Variety of trucks. Freight car.

0,5

2,5

Marking according to the template, cutting out the silhouettes of cars.

Electronic presentation, slide films, multimedia projector

3.5.

Passenger transport. Bus.

Marking according to the template, cutting out the silhouettes of cars.

Electronic presentation, slide films, multimedia projector

3.6.

Application "My car of the future".

Production of models from paper in accordance with the technology.

Creative projects - 20 hours

4.1.

The choice of ideas, the choice of topics, the formation of creative groups for the implementation of collective projects and the individual implementation of projects.

Implementation of collective projects and individual implementation of projects

Sketches, sample models,

Materials: thick paper, cardboard, colored paper, paint ready-made set of parts. Tools: drawing tool, cutting tool, brushes

4.2.

Project implementation.

Project implementation

4.3.

Project protection.

Finished projects

4.4.

Registration of the final exhibition of the work of the circle.

Exhibition of works of circle members

Excursions - 2 hours

5.1

Correspondence excursions

Final lesson - 2 hours

6.1

Final session

Summing up and analysis of work for the year

Identification of the results of acquired knowledge

Diagnostic technique.

Test

TOTAL:

113

144

VIII. Material and technical base :

Literature for the teacher

1. Law Russian Federation"On Education" (with amendments and

additions)

2. The Constitution of the Russian Federation.

3. UN Convention on the Rights of the Child.

4. Federal education program for 5 years.

5. Andrianov P.M. Technical creativity of students. Handbook for teachers of circle leaders. - M.: "Enlightenment", 1986.

6. Arkhipova N.A. Guidelines. M.: Station of young technicians. 70th anniversary of the Komsomol, 1989.

7. Borovkov Yu.A. Technical reference labor teachers. M.: "Enlightenment", 1971.

8. Zhuravleva A.P., Bolotina L.A. Initial technical modeling: A guide for teachers at the beginning. classes for extracurricular activities. M.: Enlightenment, 1982.

9. Zavorotov V.A. From idea to model. - M.: "Enlightenment", 1988.

10. Timofeeva M.S. Create, invent, try. - M.: "Enlightenment", 1981.

11. Kravchenko A.S., Shumkov B.M. New homemade paper. 94 modern models. - M.: Lirus, 1995.

12. Mayorova I.G. ; Romanina V.I. . Didactic material on labor training 1 class. A guide for students at the beginning of school. M .: Education, 1986 - 96 p. ill.

13. Programs for out-of-school institutions and secondary schools. Technical creativity of students. M.: Enlightenment, 1988

14. Golovanov V.P. Methods and technology of work of a teacher of additional education: tutorial for stud. medium institutions. prof. Education / V.P. Golovanov-M.: Humanitarian. ed. center VLADOS, 2004.

15.Additional education of children: a textbook for students. higher textbook institutions / Ed. O.E. Lebedev. – M.: Humanitarian. ed. center VLADOS, 2003.

16. Methodist. Scientific - methodical journal. № № 1,2,3,4,5 2008.

17. Bulletin of program and methodological materials for institutions of additional education for children (regional experience). No. 1,2,Z 2008.

18. Prosnyakova T.N. Technology. Mastery Lessons: A Textbook for the Third Grade. - 3rd ed., Rev. and additional - Samara: Publishing house " Educational literature": Publishing House "Fedorov", 2008. - 120 p.

19. Krulekht M.V., Krulekht A.A. Samodelkino. Toolkit for preschool teachers. - St. Petersburg: "CHILDHOOD-PRESS", 2004. - 112 p.

20. Tsirulik N. A., Prosnyakova T. N. Creativity lessons: A textbook for the second grade. 3rd edition, revised. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2006. - 112 p.

21. Tsirulik N. A., Prosnyakova T. N. Smart hands. Textbook for 1st grade. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2005. - 80 p.

22. Chernova N. N. Magic paper. - M.: AST, 2005. - 207p.

Literature for students

four . Tsirulik N. A., Prosnyakova T. N. Creativity lessons: A textbook for the second grade. 3rd edition, revised. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2006. - 112 p.

7. Prosnyakova T.N. Technology. Mastery Lessons: A Textbook for the Third Grade. - 3rd ed., Rev. and additional - Samara: Educational Literature Publishing House: Fedorov Publishing House, 2008. - 120 p.

8. Tsirulik N. A., Prosnyakova T. N. Smart hands. Textbook for 1st grade. - Samara: Fedorov Corporation, Educational Literature Publishing House, 2005. - 80 p.

Internet resources:

http://stranamasterov.ru

Screen aids:

electronic presentations, slide films.

Educational and practical equipment:

Multimedia projector, screen; sketches, sample models, flow chart of model making

Materials: thick paper, cardboard, colored paper, paint.

Tools: drawing tool, glue, cutting tool, brushes

IX. Application.

1. Topics of conversations with students:

1st year of study

Classification of ships and ships of the fleet, aircraft, cars

Maritime and aviation terminology.

Russian sailors.

Russian naval commanders.

Russian pilots (aviators)

The main types of aircraft, ships, cars (slide show)

The device of the ship, aircraft, car.

2nd year of study

Classification of models of ships, aircraft, ground equipment.

Theoretical drawing.

Model making technology.

The main mechanisms and components of technology.

Rules for conducting exhibitions and competitions.

Exhibitions and competitions (video film, slide show, photos)

2. Bank of projects:

1st year of study

- model "Space web";

- model "Robot";

- model "Car of my dreams";

- model "Multi-storey building";

- model "Giraffe";

- model "Man";

- model "Caterpillar";

2nd year of study

- model "Bus";

- model "Truck";

- car model "Zhiguli";

- model "Tank";

- model "Rocket";

- model "Steam locomotive";

- model " Spaceship»;

- model "Crawler tractor"

- collective project "Autopark";

- collective project "Space Station";

- collective project "Sports".