GENERAL DIRECTORATE OF CURRICULAR DEVELOPMENT

DEPUTY DIRECTORATE OF TECHNOLOGY

SUBJECT : CARPENTRY AND WOOD INDUSTRY I
BLOCK: I “Technique and technology”
School:___________________________________________ Grade: FIRST Bimester: FIRST . Number of students: 35 School Year: 2010-2011

Period: September-

COMPETITION(S):
Generic: Identify, recognize, relate,
ISSUE RELATED INDICATORS OF PERFORMANCE
SUBTOPICS PURPOSES Characterize. Social practice, components
CONCEPTS EXPECTED LEARNING
of techniques and technology
ATTRIBUTES
1. Techniques in everyday life. 1.1Technique. 1. Distinguish technique as a system made up of a 1. They identify technique as a social practice that is an important part KNOWLEDGE, ABILITIES, SKILLS, VALUES, SKILLS
2. Technique as a system, types of 1.2 Technical intervention set of actions to satisfy needs and interests. of their daily life.
techniques and their common elements. 1.3.Needs and interests 2. Characterize technical systems as the articulated 2. They recognize the components of the techniques such as: strategic
3. Technique as a sociocultural and historical Social. set of intentional human actions, matter, energy actions and instrumental actions to achieve certain goals.
practice, and its interaction with nature. 2.1 Technique. and artifacts. 3. They relate the needs and interests of social groups and the creation
SOCIAL PRACTICE:
4. The techniques and artisanal production 2.2 Strategic actions,e 3. Recognize technique as an object of study of and use of techniques in different social and historical contexts. 1. Social practice and the influence of technology in the different
processes. Instrumentals. technology. 4. They characterize technology as the area of knowledge that studies activities carried out by students.
2.3 Technique classes: 4. Demonstrate the close relationship that exists techniques.
assembly, transportation, between social needs and the creation of 5. They use the problem-solving methodology to satisfy a need or
1.1
transformation, modeling, techniques that satisfy them. interest.
repair, preparation,
THE TECHNIQUE.
capture, handling, service.
3.1 Technique.
3.2 Culture.
3.3 Technique as culture.
3.4 Transformation
nature.
4.1 Technique.
4.2 Production process.
4.3 Artisanal technical process.
1. Technology as a field of study and as a 1.1 Technology.
reflection of technique. 1.2 Technique
2.The role of technology in society 2.1 Technology
2.2 Technique
1.2
2.3 Needs and interests
social.
TECHNOLOGY
 TRANSVERSE ENVIRONMENTAL TRAINING IN VALUES SEX AND GENDER EQUITY EDUCATION
FIELDS EDUCATION
Collaborative work in our schools. Are women still marginalized in companies or the
Pollution problems of industrial How can we go from being an area of improvement to a strength in workplace in our community?
processes. our school?

TOPIC 1

TECHNIQUE

SUBTOPICS DIDACTIC
BLOCK DEVELOPMENT RESOURCES ASSESSMENT OBSERVATIONS
STRATEGY

Illustrate and describe how technical objects cover various needs

SUBTOPIC in everyday life.

Techniques in everyday
life
The products of the
technique in school and
family contexts.
The technical activities in
which the family
intervenes.
Techniques and ways of
life.
The products of the
carpentry and wood
industry in everyday life;
furniture, toys, utensils,
construction supplies
among others.
Organize a round table where the teacher presents the types of
carpentry products that exist at home and at school. As the
students participate, the teacher reflects based on the indicated
artifacts about:
 Artifacts
 Processes
 Services
Of the products recognized by the students in the brainstorming
session, the teacher recovers those that are related to carpentry
and the wood industry and leads the group to reflect on how they
were obtained and the social function they have.
Organize the group into teams to make a double-entry
comparative table where in the first column the various products
of daily life are listed such as chairs, bookcases, dining tables,
among others, and in the next column the social function is
simultaneously described. of each of the aforementioned artifacts.
At the end, each team presents its paintings to compare their
proposals; They then draw up a group conclusion about the social
function of carpentry artifacts.
 Reproduce some of the techniques in everyday practices. It is
SUBTOPIC important that in each one the components of the techniques are
Technique as a system, identified to conclude the activity with a diagram in which the
types of techniques and technique is characterized based on its components.
their common elements.
Visit to a carpentry and wood industry workshop where the
necessary information is obtained to prepare a diagram that
Components of everyday indicates the general phases involved, from obtaining the wood to
use techniques: sets of selling the product (for example, a piece of furniture). Through the
actions, means and ends. analysis of the general process, identify the various techniques
and their relationships.
Carpentry and wood
industry activities in my When comparing the classes of carpentry techniques, reinforce
community. the identification of the components that define any technique,
returning to what is seen in the techniques of everyday life.
Classes of techniques in
carpentry and wood Carry out a simple carpentry practice, to identify the components
of a technique and their relationships through reflection and
industry, and their
analysis by students of their own actions, reproducing, for
relationships in technical example, an assembly technique.
processes:
.Transformation (in the
treatment of wood)
.Modeling (Cutting,
roughing and others.
. Assembly (of furniture or
others).
. Finish.
. Storage (of wood or
products).
Transportation (of wood or
products.
. Marketing

Visit a carpentry and wood industry workshop to witness the

SUBTOPIC
The techniques and
artisanal production
processes
Characteristics of artisanal
processes in my
community.
The artisanal process in
carpentry and wood
industry.
The intervention of human
beings in the use of tools
and machines in all phases
of the technical process
and its products.
technical process of making a piece of furniture. Prepare a
drawing that represents the phases of the technical process seen
in the workshop, integrate into the drawing the technical gestures
involved in the process.
Investigate where furniture is made in the community and reflect
on the fusion of techniques not used by carpenters and that
belong to other technological activities, for example, the
manufacture of a living room armchair with synthetic materials
that simulate leather.
Carry out a carpentry practice where the student's role in each of
the phases of the process is identified and represented through a
drawing where the instrumental and strategic actions are
highlighted.

The productive processes

of carpentry and wood
industry in the community.

TOPIC 2

SUBTOPICS
SUBTOPIC
Technology as a field of
study and as a reflection
on technique
Various meanings of
technology.
Technology as a field of
study and reflection on
technique.
Technology as the set of
knowledge and practices to
explain and improve
carpentry products, the use
of new materials and their
industrialization.
TECHNOLOGY
DIDACTIC
BLOCK DEVELOPMENT RESOURCES ASSESSMENT OBSERVATIONS
STRATEGY
Based on the group analysis of students' previous ideas about
what technology is, guide the group construction of the meaning
of this term. Ask students to confront each other and look for
information in other sources to expand the concept.
Group exercise: obtaining the content of a nut (see annex)
analyze the process for making agreements, the definition and
execution of actions, the division of tasks, the use of arguments
and discussions, the creation of means and the scope of the
ends.
Through the practice and analysis of a carpentry technique,
recognize in its application the knowledge and methods of
technology. Try to make a wooden product using only the body,
using some tools (not specific to the task and with the use of
appropriate ones), in order to reflect on the technique and its
development to facilitate the making of products to satisfy needs.