Safety

Personal safety; Potential hazards to personal safety

By the end of the lesson, the learner should be able to:

Explain the meaning of safety and hazard.
Draw pictures of things or items that can cause harm, discomfort or sickness to people in their day-to-day life.
Appreciate the importance of observing safety.

In groups, learners are guided to explain the meaning of safety and hazard
In pairs, learners are guided to draw pictures of things or items that can cause harm, discomfort or sickness to people in their day-to-day life

What is personal safety?

KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   1-4     Pictures       Realia

Oral questions Oral Report Observation

Safety

Safety for self and others
Safety for self and others
Safe handling of tools and equipment

By the end of the lesson, the learner should be able to:
List hazards that one faces when working in the kitchen.
Discuss the solutions of different types of hazards.
Have a desire to observe safety.
Define the term safety gear.
Discuss the items that people wear to protect themselves and others when performing tasks.
Draw the pictures of people wearing different safety gear.
Recognize the importance of observing safety.
Discuss the actions people avoid doing to protect themselves and others when performing a task.
Explain four forms of expected safe behavior common to both a farmer and a nurse.
Practise how to correctly wear different safety gear as they work on assigned activities.
Demonstrate safety for self and others.

Learners to list hazards that one faces when working in the kitchen
In groups, learners are guided to discuss the solutions of different types of hazards.
In groups, learners are guided to define the term safety gear
In groups, learners to discuss the items that people wear to protect themselves and others when performing tasks.
In pairs, or individually, learners to draw the pictures of people wearing different safety gear.
In groups, learners are guided to discuss the actions people avoid doing to protect themselves and others when performing a task
Learners are guided to explain four forms of expected safe behavior common to both a farmer and a nurse.
in groups, learners to practise how to correctly wear different safety gear as they work on assigned activities.

How do I ensure my friends and I are safe as we work?

KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   5-7   Realia     Charts
KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   5-7   Table in the learner`s book
KLB; Top Scholar: Pre-Technical Studies Learner     Book pg   7-10    Pictures in the learner`s book

Oral questions Oral Report Observation

Safety

Safety rules and regulations at work
Safety rules and regulations at work
Safety rules and regulations at work

By the end of the lesson, the learner should be able to:
Identify ways of handling tools and equipments safely while performing tasks in the locality.
Practise how to handle tools and equipments safely when performing a task.
Appreciate the importance of safe handling of tools and equipments.
Discuss the meaning of safety rules and precautions.
Determine safety rules and regulations for a given task.
Appreciate the importance of observing safety rules and regulations at work.
List safety rules and regulations to follow when in the hospital.
Describe the danger of working on a task they do not understand well.
Discuss the importance to know the hazards of a task before doing it.

Learners are guided to identify ways of handling tools and equipments safely while performing tasks in the locality
Learners are guided to practise how to handle tools and equipments safely when performing a task
In groups, learners are guided to discuss the meaning of safety rules and precautions
Learners to determine safety rules and regulations for a given task
Learners are guided to list safety rules and regulations to follow when in the hospital.
In pairs, learners to describe the danger of working on a task they do not understand well.
In groups, learners to discuss the importance to know the hazards of a task before doing it.

What is the safe way to handle tools when doing a task?

KLB; Top Scholar: Pre-Technical Studies Learner   Book pg   11-14     Realia
KLB; Top Scholar: Pre-Technical Studies Learner
KLB; Top Scholar: Pre-Technical Studies Learner     Book pg   11-14.   Realia.

Oral questions Oral Report Observation

Safety

Career related to personal safety
Career related to personal safety
Role of safety in day-to-day life
Types of injuries

By the end of the lesson, the learner should be able to:
Define career.
Discuss the safety items sold in their locality.
Draw the safety items that can be made in their locality.
Discuss the services related to personal safety in their locality
Appreciate the careers related to personal safety
Identify how people learn safety.
Name careers of people in their community.
Discuss careers related to personal safety.
Appreciate the careers related to personal safety.
Explain the role of safety in day-to-day life.
Discuss the importance of personal safety.
Discuss the importance of feeling safe.
Appreciate the importance of personal safety.
Define the term injury.
Discuss the common types of injuries.
Draw a picture of a man with fractured leg in plaster.
Appreciate the importance of a health worker.

Learners to define the term career.
In groups, learners are guided to discuss the safety items sold in their locality.
In groups, learners to discuss the services related to personal safety in their locality.
In pairs or individually, learners are guided to draw the safety items that can be made in their locality.
In groups, learners are guided to identify how people learn safety.
In pairs, learners are guided to name careers of people in their community.
In groups, learners to discuss careers related to personal safety
In pairs, learners to explain the role of safety in day-to-day life.
In groups, learners are guided to discuss the importance of personal safety
In groups, learners to discuss the importance of feeling safe.
Learners to define the term injury.
In groups, learners are guided to discuss the common types of injuries.
Learners are guided to draw a picture of a man with fractured leg in plaster

What is a career?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  15 -17. Table and Charts.
KLB; Top Scholar: Pre-Technical Studies Learner.   Book pg  15 -17.  Realia.        Charts.
KLB; Top Scholar: Pre-Technical Studies Learner.    Book pg  17 -18.   Video clip.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  19 -20.  Pictures.      Video clips.

Oral questions Oral Report Observation

Safety

Causes of injury
Causes of injury
First aid measures

By the end of the lesson, the learner should be able to:
Outline the types of injuries one if likely to suffer when carrying out an activity.
Identify the type of injury shown in each of the picture in learner
Identify causes of injuries in the locality.
List most common causes of injuries at workplaces in their community.
Discuss what would cause them injury while carrying out a task.
Recognize things that would cause them injury while carrying out an activity.
Define the term first aid.
Identify the purpose of first aid.
List the items found in a first aid kit.
Relate types of injuries to corresponding first aid requirement.
Appreciate the use of a first aid kit.

In groups, learners are guided to outline the types of injuries one if likely to suffer when carrying out an activity
Learners are guided to identify the type of injury shown in each of the picture in learner`s book.
Learners are guided to identify causes of injuries in the locality
Learners to list most common causes of injuries at workplaces in their community.
In groups, learners to discuss what would cause them injury while carrying out a task.
Learners to recognize things that would cause them injury while carrying out an activity.
Learners to define the term first aid.
In groups, learners to identify the purpose of first aid.
In groups, learners are guided to list the items found in a first aid kit.
In groups, learners to relate types of injuries to corresponding first aid requirement.

Which type of injury will you likely suffer when cooking?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  21.   Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   21-23.  Pictures.     Realia.

Oral questions Oral Report Observation

Safety

First aid measures
First aid measures
First aid measures

By the end of the lesson, the learner should be able to:
Outline the first aid procedure for cuts.
Demonstrate the first aid procedure for cuts.
Draw the pictures in learner`s book.
Outline the first aid procedure for burns and scalds.
Demonstrate the first aid procedure for burns and scalds.
Define a fracture.
Outline the first aid procedure for a fracture.
Demonstrate the first aid procedure for a fracture.
Appreciate the importance of first aid procedure for a fracture.

Learners are guided to outline the first aid procedure for cuts.
In groups, in pairs or individually, learners to demonstrate the first aid procedure for cuts.
Learners to draw the pictures in learner`s book.
Learners are guided to outline the first aid procedure for burns and scalds.
In groups, in pairs or individually, learners to demonstrate the first aid procedure for burns and scalds.
Learners to draw the pictures in learner`s book. 
Learners to define a fracture.
Learners are guided to outline the first aid procedure for a fracture.
In groups, in pairs or individually, learners to demonstrate the first aid procedure for a fracture.

What is the first aid procedure for cuts?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   24-25.  Pictures in the learners book.
KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   26-27.   Pictures.
KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   27-28.    Pictures.

Oral questions Oral Report Observation

Safety

Safety measures to minimize injuries
Careers related to first aid and management of injuries
Importance of safety in everyday life

By the end of the lesson, the learner should be able to:
Identify safety measures to minimize cuts, burns, scalds and fractures.
Discuss the safety measures that people take to minimize the injuries.
Apply safety measures to minimize injuries in the locality.
Identify careers related to first aid and management of injuries.
Discuss services that are related to first aid in the locality.
Discuss the careers related to first aid and management of injuries.
Appreciate the careers related to first aid and management of injuries.
Explain the importance of observing safety to reduce injuries in the day-to-day activities.
Conduct a debate on the importance of observing safety precautions when carrying out activities.
Appreciate the importance of safety in everyday life.

In groups, learners are guided to identify safety measures to minimize cuts, burns, scalds and fractures
In groups, learners are guided to discuss the safety measures that people take to minimize the injuries
Learners are guided to identify careers related to first aid and management of injuries
In groups, learners are guided to discuss services that are related to first aid in the locality.
In groups, learners are guided to discuss the careers related to first aid and management of injuries
Learners are guided to explain the importance of observing safety to reduce injuries in the day-to-day activities
In groups, learners to conduct a debate on the importance of observing safety precautions when carrying out activities.

How can we minimize injuries at the workplace?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   29-30.  Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   30-31.   
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   32-33.  Digital devices. 

Oral questions Oral Report Observation

Materials

Common materials
Common materials
Categorisation of materials into metals and non-metals

By the end of the lesson, the learner should be able to:
Take a walk around the school compound and collect different materials.
Name the materials they have collected.
Appreciate the materials found in their locality.
List the materials found in their locality.
Draw pictures of different materials in their locality.
Categorise the common materials in their locality into metals and non-metals.
Identify the metallic and non-metallic materials they have separated.
Draw pictures of metallic and non-metallic materials.
Appreciate the metallic and non-metallic materials.

As a class, learners to take a walk around the school compound and collect different materials.
Learners to name the materials they have collected
Learners are guided to list the materials found in their locality
Learners are guided to draw pictures of different materials in their locality
In groups, learners to categorise the common materials in their locality into metals and non-metals
In groups, learners to identify the metallic and non-metallic materials they have separated

Which type of materials have you collected?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   34.       Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg 34.  Realia.   
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   36.  

Oral questions Oral Report Observation

Materials

Distinction between metallic and non-metallic materials
Physical properties of materials
Physical properties of materials

By the end of the lesson, the learner should be able to:
List the difference between metallic and non-metallic materials.
Examine the appearance of each metallic and non-metallic materials in the locality.
Appreciate the difference between metallic and non-metallic materials.
Define the term physical properties.
Describe physical properties of common materials found in the locality.
Conduct an experiment to determine if the material feels smooth and rough.
Appreciate physical properties of materials.
Outline four physical properties of the common materials found in their locality.
Using a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.
Enjoy conducting different experiments.

In pairs, learners to list the difference between metallic and non-metallic materials.
In groups, learners to examine the appearance of each metallic and non-metallic materials in the locality.
Learners to define the term physical properties
In groups, learners to Describe physical properties of common materials found in the locality.
In groups, learners are guided to conduct an experiment to determine if the material feels smooth and rough
Learners are guided to outline four physical properties of the common materials found in their locality
In groups, learners to use a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.

What is the difference between metallic and non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   37-38.      Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   39. 
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   40.

Oral questions Oral Report Observation

Materials

Careers related to materials in the locality
Importance of different materials found in the locality
Importance of different materials found in the locality
Types of metals

By the end of the lesson, the learner should be able to:
Identify the materials to make different items in learner
Observe the items made from different materials in the locality.
Discuss the importance of different materials found in the locality.
Appreciate the importance of different materials found in the locality.
Make a chart showing common materials in their locality.
Explain how the materials are used.
Play the crossword puzzle game.
Have fun and enjoy playing the game.
Explain the meaning of metal.
Take a walk around the school compound and pick pieces of metallic items such as jewelry, nails cans.
Have fun and enjoy excursion.

Learners to identify the materials to make different items in learner
In groups, learners to observe the items made from different materials in the locality
In groups, learners to discuss the importance of different materials found in the locality
In groups, learners to explain how the materials are used
In groups, learners are guided to make a chart showing common materials in their locality.
In groups, learners are guided to play the crossword puzzle game.
In pairs, learners are guided to explain the meaning of metal.
In groups, learners to take a walk around the school compound and pick pieces of metallic items such as jewelry, nails cans

Which careers are related to materials found in their locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   41-42.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   43.        Chart.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   43.  Digital devices.     Crossword in learner`s book.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   44.        Realia.

Oral questions Oral Report Observation

Materials

Types of metals
Physical properties of ferrous and non-ferrous metals
Physical properties of ferrous and non-ferrous metals

By the end of the lesson, the learner should be able to:
Arrange the metallic items collected into groups.
List the different types of metals found in their locality.
Discuss the different types of metallic items found in their locality.
Appreciate the metallic materials found in their locality.
Define ferrous and non-ferrous metals.
Discuss the physical properties of ferrous and non-ferrous metals.
Appreciate the physical properties of ferrous and non-ferrous metals.
Describe physical properties of ferrous and non-ferrous metals.
Conduct experiments of ferrous and non-ferrous metals.
Enjoy conducting various experiments.

In groups, learners to arrange the metallic items collected into groups
In groups, learners to list the different types of metals found in their locality.
In groups, learners to discuss the different types of metallic items found in their locality
In groups learners to define ferrous and non-ferrous metals.
In groups, learners to discuss the physical properties of ferrous and non-ferrous metals.
In groups learners to describe physical properties of ferrous and non-ferrous metals.
In groups, learners to conduct experiments of ferrous and non-ferrous metals, such as, using a magnet, heating a metallic item.

Which type of metals are found in your locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   45-46.          Charts.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   47-48.      Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   48-49.     Pictures.             Video clips.

Oral questions Oral Report Observation

Materials

Uses of metals
Careers related to the use of metals
Importance of different metals

By the end of the lesson, the learner should be able to:
Name the items made from iron, steel, aluminum and bronze.
Discuss the uses of metals in the locality.
Appreciate the uses of metals
Describe careers related to the use of metals
Recognize careers related to the use of metals.
Appreciate the careers related to the uses of metals.
Explain the importance of different metals in the locality.
Discuss the importance of different material in the locality.
Write an essay about

In groups, learners to name the items made from iron, steel, aluminum and bronze
In groups, learners to discuss the uses of metals in the locality.
In groups, learners to describe careers related to the use of metals.
In groups, learners to recognize careers related to the use of metals.
In pairs, learners to explain the importance of different metals in the locality.
In groups, learners to discuss the importance of different material in the locality.
Individually, learners to write an essay about

What are the uses of metals?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   50-51.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   51-53.     Video clips.    Pictures.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   53.        Digital devices. 

Oral questions Oral Report Observation

Materials

Non-metallic materials
Non-metallic materials
Categorisation of non-metallic materials as either synthetic or natural

By the end of the lesson, the learner should be able to:
Walk around the school compound.
Collect pieces of non-metallic materials such as wood, glass, plastics.
Enjoy th excursion.
Discuss the meaning of natural non-metallic materials and synthetic materials.
Discuss the difference between synthetic and natural non-metallic materials.
Distinguish synthetic and natural non-metallic materials.
Recognize synthetic and natural non-metallic materials.
Name the items made from synthetic materials and those made from natural non-metallic materials.
Discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
Categorise non-metallic materials as either synthetic or natural.
Enjoy categorisation of non-metallic materials as either synthetic or natural.

As a class, learners to walk around the school compound
As a class, learners to collect pieces of non-metallic materials such as wood, glass, plastics.
In groups, learners to discuss the meaning of natural non-metallic materials and synthetic materials.
In groups, learners to discuss the difference between synthetic and natural non-metallic materials.
In groups, learners distinguish synthetic and natural non-metallic materials
In pairs, learners to name the items made from synthetic materials and those made from natural non-metallic materials
In groups, learners are guided to discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
In groups, learners are guided to categorise non-metallic materials as either synthetic or natural

Which types of materials have you collected?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   54.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   55  .        Table in the learner's book.
KLB; Top Scholar: Pre-Technical Studies Learner. Book pg  55 -57.     Video clip.

Oral questions Oral Report Observation

Materials

Physical properties of non-metallic materials
Physical properties of non-metallic materials
Uses of non-metallic materials

By the end of the lesson, the learner should be able to:
Name the items they have collected to conduct the experiment.
Conduct the physical properties of non-metallic materials.
Have fun conducting the experiments.
Describe physical properties of non-metallic materials in the locality.
Discuss the physical properties of non-metallic materials in the locality.
Appreciate the physical properties of non-metallic materials in the locality.
Identify the uses of non-metallic materials.
Name the five household items from non-metallic materials.
Practise how to make different household items from non-metallic materials.
Appreciate the uses of non-metallic materials.

In groups, learners are guided to name the items they have collected to conduct the experiment.
In groups, learners to conduct the physical properties of non-metallic materials.
Learners to describe physical properties of non-metallic materials in the locality.
In groups, learners are guided to discuss the physical properties of non-metallic materials in the locality
In groups, learners are guided to identify the uses of non-metallic materials
In groups, learners are guided to name the five household items from non-metallic materials.
In groups, learners are guided to practise how to make different household items from non-metallic materials.

What are the physical properties of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner`s Book pg  57 -58. 
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  59 -60.      Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   60-63.     Digital devices 

Oral questions Oral Report Observation

Materials

Career related to the processing and use of non-metallic materials
Career related to the processing and use of non-metallic materials
Discussion of a problem in the community

By the end of the lesson, the learner should be able to:
Take a visit to the workplaces and technical training institutions near them.
Identify the careers related to the processing and use of non-metallic materials.
Have fun and enjoy the visit.
Discuss the careers related to the processing and use of non-metallic materials.
Recognise careers related to the processing and use of non-metallic materials.
Appreciate the careers related to the processing and use of non-metallic materials.
Visit different areas in their community, school or homes.
Identify the different problems in different places that require technical skills to solve.
Enjoy the visitation.

In groups, learners are guided to take a visit to the workplaces and technical training institutions near them.
In groups, learners are guided to identify the careers related to the processing and use of non-metallic materials.
In groups, learners to discuss the careers related to the processing and use of non-metallic materials.
As a class, learners to recognise careers related to the processing and use of non-metallic materials
As a class, learners are guided to visit different areas in their community, school or homes.
In pairs or in groups, learners are guided to identify the different problems in different places that require technical skills to solve.

What have you learnt about the places you have visited?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   63-64.           Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   64-65.    
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  65-66.    Video clip.

Oral questions Oral Report Observation

Materials
TOOLS.

Discussion of a problem in the community
Describe how a problem affect the community
Identification of the skills required to solve the problem
Household hand tools. (a) Identification of household hand tools in the locality .

By the end of the lesson, the learner should be able to:
Identify the problem that they intend to solve using the locally available materials.
Discuss the problem they have identified.
Have a desire to be a problem solver.
Discuss how the problem they have identified affects people in the community, school or home.
Describe how the problem affect the community.
Summarise points about how the problem they have identified affects people in the community, school or home.
Identify the skills required to solve the problem.
Discuss the skills required to solve the problem that they have identified.
Summarise points about the skills required to solve the problem they have identified.
Appreciate the skills required to solve the problem.
define the terms tool,hand tool and household hand tool.
name some of the household hand tools in the locality.
draw some of the household hand tools in the locality.

In groups, learners to identify the problem that they intend to solve using the locally available materials.
In groups, learners to discuss the problem they have identified.
In groups, learners to discuss how the problem they have identified affects people in the community, school or home.
In groups, learners to describe how the problem affect the community
Learners are guided to summarise points about how the problem they have identified affects people in the community, school or home.
In groups, learners are guided to identify the skills required to solve the problem
In groups, learners to discuss the skills required to solve the problem that they have identified.
Learners to summarise points about the skills required to solve the problem they have identified.
In groups,pairs, individually,learners are guided to;
brainstorm the meaning of tool,hand tool and household hand tool.
mention some of the household hand tools.
use realia and visual aids to identify household hand tools.
draw and name some of the household hand tools.

Which problem have you see identified?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.           Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.         Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66. 
Charts.
Pictures.
Digital devices.
Realia.
Top Scholar Pre-Technical Studies pg 67-68.

Oral questions Oral Report Observation

TOOLS.

Household hand tools. Categorization of household hand tools according to their uses.
Household hand tools. Using household hand tools safely.
Household hand tools. using household hand items.

By the end of the lesson, the learner should be able to:
Categorize household hand tools based on their uses.
Give examples in each of the category of household hand tools.
Draw the household hand tools in each category.
Identify the different household hand tools.
State the specific uses of the identified household hand tools.
Appreciate the specific uses of different household hand tools.
discuss how household hand tools are used safely to perform tasks.
use household hand tools to perform given tasks correctly.
Enjoy using household hand tools in performing tasks.

In groups,pairs, individually,learners are guided to:
discuss the uses of different categories of household hand tools.
Categorize the tools in figure 3.1 according to their uses.
Use digital devices to search photos of some of the household hand tools in different categories.
draw household hand tools in each category on charts and exercise books.
In groups,pairs, individually,learners are guided to;
mention some of the common household hand tools used at home.
state the specific uses of the household hand tools.
use digital devices to search for more household hand tools and their specific uses.
match household hand tools with their corresponding uses correctly.
brainstorm how household hand tools are used safely to perform tasks.
role play safe use and storage of household hand tools.
practice how to perform simple practical tasks that involve using household hand tools.

How do you categorise the household hand tools? Which are the categories of household hand tools?

Digital devices.
Charts.
Photos.
Realia.
Top Scholar Pre-Technical Studies pg 69-71.
Top Scholar Pre-Technical Studies pg 72.
Pictures.
Top Scholar Pre-Technical Studies pg 73-75.

Assessment rubric. Oral questions. Checklist. Written test.

TOOLS.

Household Tools. Care for and maintenance of household hand tools.
Household hand tools. (f). Careers related to household hand tools.
Household hand tools. The role of household hand tools in the community.

By the end of the lesson, the learner should be able to:
identify the maintenance practices one should adopt after using household hand tools to perform a task.
care and maintain household hand tools appropriately after use.
Show care to household hand tools.
Name careers related to household hand tools.
Discuss the careers related to household hand tools.
Appreciate the careers related to household hand tools.
List the role of household hand tools in the community.
discuss the role of household hand tools in the community.
appreciate the role of household hand tools in the community.

In groups,pairs, individually,learners are guided to:
brainstorm the maintenance practices that should be followed after using household hand tools.
discuss the proper care, maintenance and safe storage of household hand tools.
practise how to take care for and maintain different household hand tools.
In groups,pairs,learners are guided to:
explore the careers related to household hand tools.
Mention the careers related to household hand tools in their locality.
discuss the careers related to household hand tools.
In groups,pairs, individually,learners are guided to;
brainstorm what would happen in their homes or community if there was no household hand tools.
identify the roles of household hand tools in the community.
explain the role of household hand tools in the community.
collaborate with teachers,parents or guardians to perform simple tasks using household hand tools.

How can one care and maintain household hand tools after use? What is the importance of caring and maintaining household hand tools?

Digital devices.
Top Scholar Pre-Technical Studies pg 76-77.
Realia.
Top Scholar Pre-Technical Studies pg 77-78.
Pictures.
Top Scholar Pre-Technical Studies pg 78.
Charts.

Written tests. Checklist. Oral questions. Assessment rubric.

TOOLS.

Farming hand tools. Identification of farming hand tools.
Farming hand tools. Categorisation of farming hand tools.
Farming hand tools. The specific uses of farming hand tools.

By the end of the lesson, the learner should be able to:
define the term farming hand tool.
identify farming hand tools in the locality.
Draw and name the farming hand tools.
Enjoy drawing the farming hand tools.
discuss the uses of different categories of farming hand tools.
categorize farming hand tools according to their uses.
draw farming hand tools in each category.
mention various farming hand tools used in the locality.
state the specific uses of the mentioned farming hand tools.
appreciate the specific uses of the different farming hand tools.

In groups,pairs, individually,learners are guided to;
explain the meaning of farming hand tools.
list some of the farming hand tools in the locality.
use realia and visual aids to identify farming hand tools used in the locality.
draw and name the farming hand tools.
download and watch video clips and observe charts on farming hand tools.
categorize the farming hand tools in figure 3.9.
discuss the uses of different categories of farming hand tools.
draw the farming hand tools in each category.
categorize farming hand tools according to use
In groups,pairs,learners are guided to;
mention the various farming hand tools.
state and discuss the specific uses of the farming hand tools.
match the farming hand tools with their corresponding uses.

What is a farming hand tool? What are some of the farming hand tools?

Digital devices.
Realia.
Charts.
Top Scholar Pre-Technical Studies pg 79-80.
Top Scholar Pre-Technical Studies pg 80-82.
Pictures.
Top Scholar Pre-Technical Studies pg 83-84.

Observation. Oral questions. Checklist. Assessment rubric. Written test.

TOOLS.

Farming hand tools. Using farming hand tools safely.
Farming hand tools. Care for and maintenance of farming hand tools.
Farming hand tools. (f). Careers related to farming hand tools.

By the end of the lesson, the learner should be able to:
list the safety measures to be observed when using farming hand tools to perform tasks.
discuss the safety measures to be observed when using farming hand tools.
practise safe use of farming hand tools.
identify the maintenance practices to be adopted after using farming hand tools.
discuss the caring and maintenance practices for farming hand tools.
practice how to properly care for and maintain different farming hand tools after performing tasks.
show care to farming hand tools after performing tasks.
list the careers related to farming hand tools.
recognize the careers related to farming hand tools.
appreciate the careers related to farming hand tools.

In groups,pairs, individually,learners are guided to;
mention and discuss the safety measures to be observed when using farming hand tools.
practise how to perform simple practical tasks using farming hand tools at school.
visit a neaby farm to observe how farming tools are used safely.
In groups,pairs, Individually,learners are guided to:
mention the maintenance practices that should be observed after using farming hand tools to perform tasks.
discuss on the proper care, maintenance and safe storage of farming hand tools.
use a digital device to search the internet for information on other maintenance practices done on farming hand tools.
observe and relate farming hand tools to careers.
discuss some of the careers related to farming hand tools.
use digital devices to search on careers related to farming hand tools.

What are the safety measures to observe when using farming hand tools?

Digital devices.
Realia.
Top Scholar Pre-Technical Studies pg 85-86.
Pictures.
Top Scholar Pre-Technical Studies PG 87-88.
Top Scholar Pre-Technical Studies pg 88-89.

Observation. Assessment rubric. Oral questions. Checklists.

TOOLS.

Farming hand tools. The role of farming hand tools in our community.
Project Activity 2: Project Design. Task 2.1.
Project Activity 2. Task 2.1.

By the end of the lesson, the learner should be able to:
State the role of farming hand tools in their community.
Discuss the role of farming hand tools in their home, school and community.
appreciate the importance of farming hand tools in the community.
Suggest an item that may solve the problem identified in project activity 1.
Discuss the possible items to solve the problem.
identify the most suitable item to solve the problem.
state the key features of the item chosen to solve the problem.

In groups,pairs, individually,learners are guided to;
outline the roles of farming hand tools in the community.
discuss the role of farming tools in their home, school and community.
collaborate with teachers,parents or guardians to perform simple tasks using farming hand tools.
In groups,pairs,learners are guided to;
refer to the problems identified in Task 1.1 on pg 65.
discuss the possible items to solve the problem.
In groups,pairs,learners are guided to:
decide on the most suitable item to solve the problem.
summarise the key features of the item they have chosen to solve the problem.

How are farming hand tools helpful in the community? What are the roles of farming hand tools in the community?

Realia.
Top Scholar Pre-Technical Studies pg 89.
Digital devices.
Top Scholar Pre-Technical Studies pg 65 & 90.
Top Scholar Pre-Technical Studies pg 90.

Observation. Oral questions. Written test.

TOOLS.

Project Activity 2. Task 2.2 .
Project Activity 2. Task 2.3
Project Activity 2. Task 2.3.
Project Activity 2. Task 2.3.

By the end of the lesson, the learner should be able to:
design the item that may solve the problem identified in project activity 1.
enjoy drawing the item to chosen to solve the problem.
prepare a part list of the item in the drawing.
determine the quantities of the materials for making the item.
Inquire the prices of the materials required to make the item.
price all the parts of the item.
prepare a cost estimate for the designed item.

In groups,pairs,learners are guided to:
refer to the item identified in Task 2.1.
use visual aids to design items that may solve the problems identified in project activity 1.
make a free hand sketch of the item selected.
draw the item to scale using drawing instruments.
label the drawing to show the different parts of the item.
In groups, pairs,learners are guided to;
prepare a parts list of the item in the drawing.
determine the quantities of the materials for making the item.
In groups,pairs, individually,learners are guided to:
use a resource person or digital devices find out the prices of the materials required to make the item.
In groups,pairs,learners are guided to;
price all the parts of the item.
summarise the estimated cost of the item.

How can you design the item selected to solve the identified problem?

Drawing instruments.
Top Scholar Pre-Technical Studies pg 90.
Digital devices.
Drawings.
Resource person.

observation. checklists. portfolios.

DRAWING.

Types of drawings. Identification of types of drawings.
Types of drawings. Differences between artistic and technical drawings.
Types of drawings. Use of artistic and technical drawings.

By the end of the lesson, the learner should be able to:
identify different types of drawings used in the technical fields.
discuss the different types of drawings used in technical fields and give examples.
appreciate the different types of drawings used in technical fields.
distinguish between artistic and technical drawings.
discuss the differences between the artistic and technical drawings.
appreciate the differences between the artistic and technical drawings.
identify the uses of artistic and technical drawings.
describe the uses of artistic and technical drawings.
appreciate the uses of artistic and technical drawings.

In groups,pairs, learners are guided to;
research and identify the different types of drawings used in the technical fields.
discuss about the artistic and technical drawings and give examples in each.
Summarise points about artistic and technical drawing.
In groups,pairs,learners are guided to;
identify the differences between artistic and technical drawings.
discuss the differences between artistic and technical drawings.
use digital devices to search the internet for other differences between artistic and technical drawings.
Summarize the differences between artistic and technical drawings on charts and display in class.
use downloaded video clips to identify the uses of artistic and technical drawings.
discuss the uses of the technical and artistic drawings.
use digital devices to search the internet for other uses of artistic and technical drawings.

What is an artistic drawing? What is a technical drawing?

Digital devices.
Pictures.
Top Scholar Pre-Technical Studies pg 91-92.
Charts.
Top Scholar Pre-Technical Studies pg 92-93.
Video clips.
Top Scholar Pre-Technical Studies pg 94-95.

Assessment rubric. Oral questions. Written test.

DRAWING.

Types of drawings. Application of drawings in various careers.
Types of drawings. The importance of drawing.
Drawing instruments and equipment. Identification of drawing instruments and equipment.

By the end of the lesson, the learner should be able to:
identify the careers that requires drawing skills.
discuss the careers related to the use of drawings.
recognize the application of drawings in various careers.
appreciate the careers related to use of drawings.
identify the importance of drawing in day to day life.
discuss the importance of drawing in day to day life.
appreciate the importance of drawing in day to day life.
identify the various drawing instruments and equipment.
discuss the instruments and equipment used in technical drawing.
draw and name the various drawing instruments and equipment.
appreciate the various drawing instruments and equipment.

In groups,pairs, individually,learners are guided to:
use digital devices to search careers that are related to drawings.
identify and discuss the careers that requires drawing skills.
discuss the application of drawing in other careers
In groups,pairs,learners are guided to;
identify objects at home, school or in the community where drawing has been used to make them.
discuss the importance of drawing in day to day life.
use digital devices to search the internet for the importance of drawing in the day to day life.
list the instruments and equipment used in technical drawing in the notebook.
discuss the instruments and equipment used in technical drawing.
draw and name the drawing instruments and equipment.
use digital device to search the internet for more technical drawing instruments and equipment.

What are some of the careers related to use of drawings? How are drawings used in various careers?

Digital devices.
Top Scholar Pre-Technical Studies pg 96-98.
Video clips.
Top Scholar Pre-Technical Studies pg 98-99.
Top Scholar Pre-Technical Studies pg 99-100.
Pictures.
Realia.
Charts.

Assessment rubric. Written tests. Checklist. Oral questions.

DRAWING.

Drawing instruments and equipment. Use of drawing instruments and equipment.
Drawing instruments and equipment. Drawing lines and shapes.
Drawing instruments and equipment. Care for and maintenance of drawing instruments and equipment.

By the end of the lesson, the learner should be able to:
mention the uses of different drawing instruments and equipment.
describe the use of drawing instruments and equipment in technical drawing.
Enjoy using the drawing instruments and equipment.
Outline the steps to follow when drawing a straight line and simple shapes.
discuss the steps to follow when drawing straight lines and simple shapes.
draw lines and shapes using drawing instruments and equipment.
enjoy drawing lines and simple shapes using different drawing instruments and equipment.
outline ways for caring and maintaining technical drawing instruments and equipment.
demonstrate proper care and maintenance of drawing instruments and equipment.
Have a desire to care and maintain the drawing instruments and equipment.

In groups,pairs, individually,learners are guided to;
identify and state the uses of different drawing instruments.
discuss the uses of different drawing equipment and instruments.
use digital devices to search and watch videos from the internet about use of technical drawing instruments and equipment.
outline the steps to follow when drawing a straight line and simple shapes.
discuss the steps to follow when drawing a straight line and simple shapes.
summarize the steps to follow when drawing a straight line and simple shapes in their notebook.
use drawing instruments to draw straight lines and simple shapes and display in class.
In groups,pairs, individually,learners are guided to:
discuss how to care for and maintenance of technical drawing instruments and equipment.
summarise points about proper care and maintenance of technical drawing instruments and equipment.
practise how to care for and maintenance of technical drawing instruments and equipment.

How are the drawing instruments and equipment used? What are the uses of different drawing instruments and equipment?

Digital devices.
Top Scholar Pre-Technical Studies pg 101-102.
Charts.
Pictures.
Realia.
Drawing instruments and equipment.
Top Scholar Pre-Technical Studies pg 102-103.
Drawings.
Top Scholar Pre-Technical Studies pg 103-104.

Assessment rubric. Written test. Oral questions. Checklists.

DRAWING.

Drawing instruments and equipment. The use of drawing instruments and equipment in different careers.
Free hand sketching. Freehand sketching of straight line.
Freehand Sketching. Freehand sketching of two-dimensional shapes.

By the end of the lesson, the learner should be able to:
identify the use of drawing instruments and equipment in different careers.
discuss the use of drawing instruments and equipment in different careers.
appreciate the use of drawing instruments and equipment in various careers.
define the term Freehand sketching.
identify and describe the types of straight lines.
sketch straight lines using free hand.
enjoy sketching straight lines.
define a two-dimensional shape.
mention examples of two-dimensional shapes.
discuss how to draw two-dimensional shapes using freehand.
sketch two-dimensional shapes using freehand.
enjoy sketching two-dimensional shapes.

In groups,pairs, individually,learners are guided to;
discuss the uses of drawing equipment and instruments in different careers.
summarise the use of drawing instruments and equipment in different career.
watch video clips on the use of drawing instruments and equipment in various careers.
explain the meaning of freehand sketching.
describe the types of straight lines.
discuss how to draw a straight line using free hand.
use pencils and drawing papers to sketch lines.
In groups,pairs, individually,learners are guided to:
explain what is a two-dimensional shapes.
discuss how to draw two-dimensional shapes using freehand.
use pencils and drawing papers to sketch two-dimensional shapes.

How are drawing instruments and equipment used in different careers?

Digital devices.
Top Scholar Pre-Technical Studies pg 104-105.
Top Scholar Pre-Technical Studies pg 105-106.
Pencils and papers.
Pencils and drawing papers.
Top Scholar Pre-Technical Studies pg 107-108.         Drawing book & pencil.

DRAWING.

Freehand sketching. Sketching of still life objects in perspective drawing.
Freehand sketching. Uses of freehand sketching in artistic drawing.
Free hand sketching. The importance of freehand sketching.

By the end of the lesson, the learner should be able to:
explain the meaning of still life drawing and perspective drawing.
discuss how to draw still life objects in perspective drawing using freehand.
sketch still life objects in perspective drawing.
enjoy sketching still life objects in perspective drawing.
identify the uses of freehand sketching in expression of artistic ideas in different career fields.
discuss the use of freehand sketches in expression of artistic ideas in different career fields.
recognize the use of freehand sketches in expression of artistic ideas in different career fields.
outline the importance of freehand sketching in day to day life.
discuss the importance of freehand sketching in day to day life.
appreciate the importance of free hand sketching in day to day life.

In groups,pairs, individually,learners are guided to:
explain the meaning of still life objects and perspective drawing.
outline and discuss the steps to follow when sketching still life object in perspective drawing using freehand.
use realia to sketch still life objects.
In groups, pairs,learners are guided to:
use digital media to observe how freehand sketches express artistic ideas in different career fields.
discuss the use of freehand sketches in expression of artistic ideas in different career fields.
summarize points about the use of freehand sketches in expression of artistic ideas in different career fields.
identify and explain the importance of freehand sketching in day to day life.
summarise the importance of freehand sketching in day to day life.
visit a resource center in the locality to appreciate the importance of freehand sketching in the day to day life.

What are still life and perspective drawings ? How do you sketch still life objects in perspective drawing?

Digital devices.
Top Scholar Pre-Technical Studies pg 108-110.
Realia.    Drawing book & pencil.
Top Scholar Pre-Technical Studies pg 110-111.   Drawing book & pencil.
Realia.
Top Scholar Pre-Technical Studies pg 111.

Observation. Assessment rubric. Portfolios. Checklist.

DRAWING.

Freehand sketching.
Geometric constructions. Construction of angles.
Geometric constructions. (b) Bisecting an angle.
Geometric constructions. constructing angle of 60

By the end of the lesson, the learner should be able to:
take photos of the sketches and drawings.
develop portfolios of the photos of sketches and drawings.
enjoy taking photos of the sketches and drawings using digital devices.
define the term bisecting.
mention the requirements for bisecting lines and angles.
construct a perpendicular at a given point on a line.
construct a perpendicular bisector.
enjoy constructing a perpendicular line and bisecting a line.
outline the steps for bisecting an angle.
bisect an angle following the outlined steps.
enjoy bisecting angles.
outline steps to follow in constructing angle of 30

In pairs, groups, individually,learners are guided to:
take photos of the sketches and drawings for the development of portfolios.
use digital devices to develop portfolios.
Individually,in pairs,in groups,learners are guided to:
explain the meaning of bisecting.
outline the steps for constructing a perpendicular at a given point on a line and constructing a perpendicular bisector.
construct a perpendicular at a given point on a line.
construct a perpendicular bisector.
In groups,pairs, individually,learners are guided to;
outline the steps to follow in bisecting angles.
bisect angles.
Outline the steps in constructing angle of 30

How do you develop a portfolio?

Top Scholar Pre-Technical Studies pg 105-110.
Digital devices.
Photos.
Drawings.    Drawing book & pencil.
Top Scholar Pre-Technical Studies pg 112-116.
Rulers and pair of compasses.     Drawing book & pencil.
Top Scholar Pre-Technical Studies pg 117-119.
Pair of compasses, pencils and rulers.
Top Scholar Pre-Technical Studies pg 119-123.
Pencils,pair of compasses and rulers.

Observation. Portfolios.

DRAWING.

Geometric constructions. constructing angle 90
Geometric constructions. constructing angle of 120
Geometric constructions. (f) constructing angle of 150

By the end of the lesson, the learner should be able to:
outline the steps in constructing a 90
outline the steps in constructing angle of 120
outline the steps in constructing angle of 150

In groups,pairs, individually,learners are guided to;
outline the steps in constructing a 90
outline and explain the steps in constructing angle of 120
outline the steps in constructing angle of 150

How do you construct a 90

Top Scholar Pre-Technical Studies pg 123-129.
Digital devices.
Rulers,pair of compasses and pencils.
Top Scholar Pre-Technical Studies pg 129-131.
Top Scholar Pre-Technical Studies pg 131-134.
Pencils, Rulers and pair of compasses.

Checklist. Observation. Rating scales. Assessment rubric.

DRAWING.

Geometric constructions. construction of triangles.
Geometric constructions (b) construction of scalene and right-angled triangle.
Geometric constructions. Construction of quadrilaterals.

By the end of the lesson, the learner should be able to:
 identify the types of triangles and state their properties.
construct an equilateral and isosceles triangle.
enjoy constructing an equilateral and isosceles triangle.
outline steps to construct a scalene and right-angled triangle.
construct scalene and right-angled triangles.
enjoy drawing scalene and right-angled triangles.
define a quadrilateral.
identify the types of quadrilaterals and state their properties.
outline the steps to follow in constructing a square and rectangle.
enjoy constructing a square and rectangle.

In groups,pairs, individually,learners are guided to:
define the term triangle.
identify the different types of triangles and state their properties.
illustrate how to construct equilateral and isosceles triangles.
construct equilateral and isosceles triangles.
In groups,pairs, individually,learners are guided to;
outline and explain the steps in constructing a scalene and right-angled triangles.
construct scalene and right-angled triangles and display them in the classroom.
explain what is a quadrilateral.
identify the types of quadrilaterals and state their properties.
construct a square given the length of one side and rectangle given the length of adjacent sides.

What is a triangle? What are the properties of the different types of triangles?

Top Scholar Pre-Technical Studies pg 134-136.
Pencil,Ruler and pair of compasses.
Digital devices.
Top Scholar Pre-Technical Studies pg 136-137.
Rulers,pair of compasses and pencils.
Top Scholar Pre-Technical Studies pg 138-143.
Pencils, rulers and pair of compasses.

Checklist. Assessment rubric. Written test.

DRAWING.

Geometrical construction. construction of rhombus.
Geometrical construction. Construction of circles.
Geometrical construction. (b) construction of circle inscribed in a triangle.

By the end of the lesson, the learner should be able to:
outline the steps to follow in constructing a rhombus.
construct a rhombus given the length of one side and one diagonal.
enjoy constructing rhombuses.
define a circle and give examples of circular objects.
draw a circle and identify the parts of a circle.
construct a circle given the diameter
outline the steps in constructing a circle inscribed in a triangle.
construct a circle inscribed in a triangle.
practice and enjoy constructing a circle inscribed in a triangle.

In groups,pairs, individually,learners are guided to;
outline the steps to follow in constructing a rhombus.
construct a rhombus given the length of one side and one diagonal.
practice constructing rhombuses in plane geometry.
In groups,pairs, individually,learners are guided to:
explain what is a circle and give examples of circular objects.
identify and explain the parts of a circle.
outline the steps of constructing a circle given the diameter.
construct circles given the diameter.
outline and explain the steps to follow in constructing a circle inscribed in a triangle.
construct a circle inscribed in a triangle.
use a digital device to search and watch a video clip showing how to construct a circle inscribed in a triangle.
practice constructing circles inscribed in triangles.

How do you construct a rhombus given length of one side and one diagonal?

Top Scholar Pre-Technical Studies pg 143-144.
Pencils,rulers and pair of compasses.
Pictures.
Drawings.
Top Scholar Pre-Technical Studies pg 145-146.
Digital devices.
Top Scholar Pre-Technical Studies pg 147-148.
Pencil,pair of compasses and rulers.

Checklist. observation. Assessment rubric. written test.

DRAWING.
Tools and Production.

Geometrical construction. (c) constructing a circle circumscribed on a triangle.
Geometrical construction. construction of combined shapes.
Measuring and Marking Out Tools.

By the end of the lesson, the learner should be able to:
outline the steps in constructing a circle circumscribed on a triangle.
illustrate how to construct a circle circumscribed on a triangle.
construct a circle circumscribed on a triangle.
enjoy constructing circles circumscribed on triangles.
define the term combined shape.
outline the procedure for constructing a combined shape in plane geometry.
construct combined shapes.
enjoy constructing combined shapes.

Define the term Measuring Tools.
Identify the measuring tools used in a work environment.
Draw the measuring tools used in work environment.
Appreciate the different measuring tools used in the work environment.

In groups,pairs, individually,learners are guided to:
outline the steps to follow in constructing a circle circumscribed on a triangle.
use a digital device to search videos on how to construct circle circumscribed circles.
construct circles circumscribed on triangles.
practice constructing circumscribed circles.
In groups,pairs and individually,learners are guided to:
discuss combined shapes in plane geometry
observe various combined shapes.
outline and discuss the procedure for constructing combined shapes.
practice how to construct combined shapes in plane geometry.
use digital devices to search videos on how to construct combined shapes.
In groups,pairs,learners are guided to:

use visual aids and realia to observe and identify the measuring tools.

draw the measuring tools in exercise books and charts.

display their drawings in class and peers to give feedback.

How do you construct circumscribed circles?

Top Scholar Pre-Technical Studies pg 149-151.
Digital devices.
Rulers,pair of compasses and pencils.
Top Scholar Pre-Technical Studies pg 151-152.
drawing instruments.
Teacher's Notes.
Pre-Technical Studies Grade 8 pg
Pictures.
Measuring tools.

Assessment rubric. observation. Rating scale. Checklist. Written test.

Tools and Production
Tools and Production.
Tools and Production.

Measuring and Marking Out Tools.
Measuring and Marking Out Tools.
Measuring and Marking Out Tools.

By the end of the lesson, the learner should be able to:

Identify the uses of the measuring tools in a work environment.
Discuss the uses of the measuring tools in a work environment.
Search the internet for clips on how measuring tools are used in the work environment.
Appreciate the uses of the measuring tools in a work environment.
Define the term Marking tools.
Identify the marking tools used in a work environment.
Draw the marking tools in exercise books and charts.
Appreciate the different marking tools in a work environment.
Outline the uses of the different marking tools used in a work environment.
Discuss the uses of the marking tools in a work environment.
Search the internet for clips on how marking tools are used in a work environment.
Appreciate the uses of the different marking tools in a work environment.

In groups,pairs,learners are guided to:

observe pictures in learner's book and identify the uses of the measuring tools being used

outline the uses of the measuring tools used in the work environment.

discuss the uses of the measuring tools.

search the internet for clips on how measuring tools are used in a work environment.
In groups,in pairs or individually,learners are guided to:
observe pictures and identify the marking tools used in a work environment.
search the internet for photos of the marking tools used in a work environment.
draw the marking tools used in a work environment in exercise books and charts.
display their drawings in class and peers to assess them.
In groups,in pairs,learners are guided to:
search the internet for clips on how marking tools are used in a work environment.
state the uses of the different marking tools in a work environment.
discuss the uses of the different marking tools in work environment.

What are the uses of the measuring tools used in a work environment?

Teacher's Notes.
Pre-Technical Studies Grade 8 pg
Pictures.
Video clips.
Digital devices.
Teacher's Notes
Photos.
Digital devices.
Grade 8 pg
Teacher's Notes.

Oral questions. Oral discussions. Written tests. Assessment rubric. Checklists.

Tools and Production.

Measuring and Marking Out Tools.
Measuring and Marking Out Tools.
Measuring and Marking Out Tools.
Measuring and Marking Out Tools.

By the end of the lesson, the learner should be able to:

Identify ways of caring for measuring and marking tools in a work environment.
Discuss the ways of caring for measuring and marking tools in a work environment.
Prepare posters showing the ways of caring for measuring and marking tools in a work environment.
Embrace the ways of caring for measuring and marking tools in a work environment.
State the importance of measuring and marking tools in the work environment.
Discuss the importance of measuring and marking tools in a work environment.
Recognize the importance of measuring and marking tools in the work environment.
Select a measuring and marking tools for a given task.
Outline the steps of performing a task using the selected marking and measuring tools.
Search the internet for clips on how the selected tools are used to perform a task.
Acknowledge the steps to perform a task using a specific marking out and measuring tool.
Use the selected measuring and marking out tools to perform a given task.
Enjoy using the measuring and marking out tools to perform the given tasks.

In groups,pairs,learners are guided to:

brainstorm on the ways of caring for measuring and marking tools in a work environment.

discuss the ways of caring for measuring and marking tools in a work environment.

prepare posters showing the ways of caring for measuring and marking tools in a work environment.
In groups,learners,are guided to:
brainstorm on the importance of measuring and marking tools in a work environment.
discuss the importance of measuring and marking tools in a work environment.
search the internet for more information on the importance of marking and measuring tools in a work environment.
make a presentation on the importance of measuring and marking tools.
In groups,learners are guided to:
collaborate in choosing the appropriate measuring and marking tools to perform a given task.
discuss the steps to follow in performing the given task.
use digital devices to search the internet for clips on how to use the selected marking and measuring tools to perform a task.
collaborate in performing specific tasks using the the selected measuring and marking out tools.
record using digital devices as they carry out the tasks using the marking out and measuring tools.

How do you take care of measuring and marking tools in a work environment?

Pre-Technical Studies Grade 8 pg
Teacher's Notes.
Posters.
Marker pens and Charts.
Digital devices.
Digital devices.
Video clips
Pre-Technical Studies Grade 8 pg
Measuring and Marking Out tools.

Assessment rubric. Written tests. Oral questions. Oral discussions.

Tools and Production.

Production of Goods and Services.
Production of Goods and Services.
Production of Goods and Services.

By the end of the lesson, the learner should be able to:

Define the term Production.
State the benefits/importance of Production to the community.
Discuss the benefits of Production to the community.
Search the internet for additional information on the benefits of Production to the community.
Acknowledge the benefits of production to the community.
Define the terms:Goods, Services and Market as used in production.
Identify the types of goods and services found in the local market.
Describe the different types of goods and services found in a local market.
Search the internet for information on types of goods and services in a local market.
Recognize the different types of goods and services found in a local market.
Outline the differences between Goods and Services found in a local market
Discuss the distinguishing characteristics between goods and services found in local market.
Prepare posters to show the distinguishing characteristics between goods and services.
Acknowledge the distinguishing characteristics of goods and services.

In groups,in pairs,learners are guided to:

brainstorm and present the meaning of Production.

list the activities involved in the production of goods and services in the community.

discuss the benefits of production in the community.

search the internet for information on the importance of production in the community.
In groups,pairs,learners are guided to:
brainstorm and present the meaning of the terms goods, services and market.
identify the different types of goods and services found in a local market.
discuss about the different types of goods and services found in a local market.
search the internet for information on the types of goods and services found in a local market.
In groups,pairs,learners are guided to:
brainstorm on the differences between goods and services found in a local market.
search the internet for information on differences between goods and services.
discuss the distinguishing characteristics between goods and services and make a presentation.
prepare posters or charts showing the differences between goods and services.

What is Production? What are the benefits of Production in the community?

Teacher's Notes.
Digital devices.
pg
Grade 7 pg
Teacher's Notes
Digital devices
Posters.
Charts and Marker pens.

Oral questions. Oral discussion Written tests.

Tools and Production.

Production of Goods and Services.
Production of Goods and Services.
Production of Goods and Services.
Production of Goods and Services: Assessment.
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:

Identify the factors of production and their rewards in the community.
Describe the factors of production in the community.
Search the internet for information on the factors of production.
Appreciate the role of factors of production in the community.
State the ethical practices in production of goods and services in the community.
Discuss the ethical practices in the production of goods and services.
Search the internet for information on ethical practices in production of goods and services in the community.
Acknowledge the ethical practices in production of goods and services in the local market.
Outline the unethical practices in the production of goods and services in the local market.
Discuss the unethical practices in production of goods and services in the local market.
Search the internet for information on the unethical practices in production of goods and services.
Acknowledge the unethical practices in the production of goods and services.
Attempt questions on the sub-strand; Production of goods and services.
Define the terms: Social Entrepreneurship,Entrepreneur and Entrepreneurship.
State the importance of entrepreneurship to an individual and community.
Discuss the importance of entrepreneurship to an individual and community.
Search the internet for information on importance of entrepreneurship to an individual and community.
Acknowledge the importance of entrepreneurship to individuals and the community.

In groups,learners are guided to:

identify the factors of production and their rewards in the community.

discuss the characteristics of each of the factors of production in the community.

search the internet for information on the factors of production.

prepare flashcards showing the factors of production and their rewards.
In groups,pairs,learners are guided to:
explain the meaning of the term ethicalpractices in production of goods and services.
use print or digital media to search for information on ethical practices in production of goods and services.
discuss the ethical practices in production of goods and services in local market.
In groups,pairs,learners are guided to:
explain the term unethical practices in production of goods and services.
search the internet or print media for information on the unethical practices in production of goods and services.
discuss the unethical practices in the production of goods and services.
share experiences on unethical practices in the production of goods and services.
In pairs, individually,learners are guided to;
answer the assessment questions on the sub-strand; Production of Goods and Services.
In groups,pairs,learners are guided to:
search the internet or dictionary for the meaning of entrepreneur and entrepreneurship and share in class.
identify the entrepreneurship activities carried out in the community.
discuss and present on the importance of entrepreneurship activities to an individual and community.
search the internet for information on the importance of entrepreneurship to an individual and community.

Why are factors of production important to the community? What are the factors of production and their rewards?

Teacher's Notes.
Grade 7 pg
Digital devices
Flashcards, Scissors and Marker Pens.
Digital devices.
Internet.
Grade 7 pg
pg
Assessment rubrics.
pg
Teacher's Assessment Questions.
Grade 8 pg 45-47.
Dictionary.

Assessment rubrics. Written tests. Oral questions. Checklists Oral discussion.