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.

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
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?
How can you distinguish a metallic material from a non-metallic material?

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

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.

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.

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. 

Oral questions Oral Report Observation

Materials

Physical properties of materials

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

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.

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 are physical properties of different material? (stone, ball)

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

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

Identify the materials to make different items in learner

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.

Learners to identify the materials to make different items in learner
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.

Which careers are related to materials found in their locality?
Which types of materials are found in your 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.

Oral questions Oral Report Observation

Materials

Types of metals
Types of metals

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

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.

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

What are metals?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   44.        Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   45-46.          Charts.

Oral questions Oral Report Observation

Materials

Physical properties of ferrous and non-ferrous metals

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

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.

In groups learners to define ferrous and non-ferrous metals.
In groups, learners to discuss the physical properties of ferrous and non-ferrous metals.

What are ferrous metals? What are non-ferrous metals?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   47-48.      Realia.

Oral questions Oral Report Observation

Materials

Physical properties of ferrous and non-ferrous metals
Uses of metals
Careers related to the use of metals

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

Describe physical properties of ferrous and non-ferrous metals.
Conduct experiments of ferrous and non-ferrous metals.
Enjoy conducting various experiments.

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.

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.
In groups, learners to describe careers related to the use of metals.
In groups, learners to recognize careers related to the use of metals.

What are the physical properties of ferrous and non-ferrous metals
Which careers are related to the uses of metal?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   48-49.     Pictures.             Video clips.
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.

Oral questions Oral Report Observation

Materials

Importance of different metals
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:

Explain the importance of different metals in the locality.
Discuss the importance of different material in the locality.
Write an essay about

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.

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
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

What is the importance of different metals in the locality?
What is a non-metallic material?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   53.        Digital devices. 
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

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.

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.

What are the physical properties of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner`s Book pg  57 -58. 

Oral questions Oral Report Observation

Materials

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

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

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.

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

What are the physical properties of non-metallic materials?

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.

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

What have you learnt about the places you have visited?
Which careers are related to the processing and use of non-metallic materials?

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

Discussion of a problem in the community

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.

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.

Which problem have you see identified?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.           Digital devices.

Oral questions Oral Report Observation

Materials

Describe how a problem affect the community
Identification of the skills required to solve the problem

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

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.
Have a desire to be a problem solver.

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.

How does the problem affect the community?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.         Digital devices.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66. 

Oral questions Oral Report Observation

TOOLS.

Household hand tools. (a) Identification of household hand tools in the locality .
Household hand tools. Categorization of household hand tools according to their uses.
Household hand tools. Using household hand tools safely.

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

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.

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.

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.
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.

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

Charts.
Pictures.
Digital devices.
Realia.
Top Scholar Pre-Technical Studies pg 67-68.
Digital devices.
Charts.
Photos.
Realia.
Top Scholar Pre-Technical Studies pg 69-71.
Top Scholar Pre-Technical Studies pg 72.

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

TOOLS.

Household hand tools. using household hand items.

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

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:
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.

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

Pictures.
Top Scholar Pre-Technical Studies pg 73-75.
Realia.

Observation. Checklist. Oral questions.

TOOLS.

Household Tools. Care for and maintenance of household hand tools.
Household hand tools. (f). Careers related to household hand tools.

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.

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.

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.

Written tests. Checklist. Oral questions. Assessment rubric.

TOOLS.

Household hand tools. The role of household hand tools in the community.
Farming hand tools. Identification of farming hand tools.
Farming hand tools. Categorisation of farming hand tools.

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

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.

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.

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.

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.

What are the roles of household hand tools in the community?
What is a farming hand tool? What are some of the farming hand tools?

Digital devices.
Top Scholar Pre-Technical Studies pg 78.
Charts.
Digital devices.
Realia.
Charts.
Top Scholar Pre-Technical Studies pg 79-80.
Top Scholar Pre-Technical Studies pg 80-82.
Pictures.

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

TOOLS.

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

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

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,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 are the specific uses of different farming hand tools?

Digital devices.
Charts.
Top Scholar Pre-Technical Studies pg 83-84.
Pictures.

Assessment rubric. Checklist. Written tests. oral questions.

TOOLS.

Farming hand tools. Using farming hand tools safely.
Farming hand tools. Care for and maintenance of 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.

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.

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.

Observation. Assessment rubric. Oral questions. Checklists.

TOOLS.

Farming hand tools. (f). Careers related to farming hand tools.
Farming hand tools. The role of farming hand tools in our community.
Project Activity 2: Project Design. Task 2.1.

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

list the careers related to farming hand tools.
recognize the careers related to farming hand tools.
appreciate the careers related to farming hand tools.

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.

In groups,pairs, individually,learners are guided to;
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.
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.

What are some of the careers related to farming hand tools? What can you do with the farming hand tools to earn a living.
How are farming hand tools helpful in the community? What are the roles of farming hand tools in the community?

Digital devices.
Top Scholar Pre-Technical Studies pg 88-89.
pictures.
Realia.
Top Scholar Pre-Technical Studies pg 89.
Digital devices.
Top Scholar Pre-Technical Studies pg 65 & 90.

Checklist. oral questions. Written tests.
Observation. Oral questions. Written test.

TOOLS.

Project Activity 2. Task 2.1.
Project Activity 2. Task 2.2 .
Project Activity 2. Task 2.3

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

identify the most suitable item to solve the problem.
state the key features of the item chosen to solve the problem.


design the item that may solve the problem identified in project activity 1.
enjoy drawing the item to chosen 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.
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.

What are the key features of the chosen item to solve the problem? Which criteria did you use to select the item?
How can you design the item selected to solve the identified problem?

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

Oral questions. observation.
observation. checklists. portfolios.

TOOLS.
TOOLS.
Tools and Production.

Project Activity 2. Task 2.3.
Project Activity 2. Task 2.3.
Measuring and Marking Out Tools.

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

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, 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.

What are the prices of the prices for the materials required to make the item?
What is the estimate cost of the item?

Digital devices.
Resource person.
Top Scholar Pre-Technical Studies pg 90.
Digital devices.
Top Scholar Pre-Technical Studies pg 90.
Teacher's Notes.
Pre-Technical Studies Grade 8 pg
Pictures.
Measuring tools.

Oral questions.
Checklist.

Tools and Production
Tools and Production.

Measuring and Marking Out Tools.
Production of Goods and Services.

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.

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.

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.
Digital devices.
pg

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

Tools and Production.

Production of Goods and Services.

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

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.

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.

What is a Good and Service? What types of Goods and Services are found in your local market?

Grade 7 pg
Teacher's Notes
Digital devices.

Assessment rubric. Checklists. Written tests. Oral questions.

Tools and Production.

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

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

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.

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.

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.
In groups,pairs,learners are guided to:

explain the meaning of the term ethical practices 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.

What are the distinguishing characteristics between goods and services?
What are the ethical practices in production of goods and services?

Teacher's Notes.
Digital devices
Grade 7 pg
Posters.
Charts and Marker pens.
Flashcards, Scissors and Marker Pens.
Teacher's Notes.
Digital devices.
Internet.
Grade 7 pg

Oral questions. Written tests Oral discussion. Assessment rubrics. Checklists. Rating Scales.
Assessment rubric. Written tests Oral questions. Oral discussions. Checklists.

Tools and Production.

Production of Goods and Services.
Production of Goods and Services: Assessment.

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

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.

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.

What are the unethical practices in the production of goods and services in the local market?

Teacher's Notes.
Internet.
Digital devices.
pg
Assessment rubrics.
pg
Teacher's Assessment Questions.

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

Tools and Production.

Introduction to Entrepreneurship.

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

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,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.

What is Entrepreneurship? Which entrepreneurship activities do you know in your community? Who is an entrepreneur?

Grade 8 pg 45-47.
Teacher's Notes.
Digital devices.
Dictionary.

Assessment rubric. Oral questions. Oral discussion. Written tests.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

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

Identify the qualities of an entrepreneur in business.
Describe the qualities of an entrepreneur in business.
Prepare flashcards or posters showing the qualities of an entrepreneur in business.
Appreciate the qualities of an entrepreneur in business.

Identify ways of generating business ideas in a community.
Discuss the ways of generating business ideas in a community.
Search the internet for information on the ways of generating business ideas in a community.
Appreciate the ways of generating business ideas in a community.

In groups,pairs,learners are guided to :

read the story in learner's book and identify qualities of an entrepreneur.

download and watch clips or use the internet to search for information on qualities of an entrepreneur.

discuss the qualities that any entrepreneur should possess in a business.

prepare flashcards or posters showing the qualities of an entrepreneur.
In groups,pairs,learners are guided to;

brainstorm and present on the ways in which an individual can generate business ideas in the community.

discuss the ways in which individuals can generate business ideas in the community.

search the internet for information on the ways of generating business ideas in the community.

What qualities should an entrepreneur possess in a business?
What ways can one generate a business ideas for the community?

Teacher's Notes.
Grade 8 pg 47-48.
Digital devices.
Scissors,Charts and marker pens.
Video clips.
Grade 8 pg 49-50.
Internet.
Teacher's Notes.
Grade 8 pg 50.
Digital devices.
Internet.

Assessment rubric. Written tests. Oral questions.
Assessment rubric. Oral questions. Written tests. Oral discussion.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship.

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

Define the terms: Business Opportunity, Viability and Evaluating as used in Entrepreneurship.
Outline the factors that an entrepreneur should consider when determining a business viability.
Discuss the factors that entrepreneurs should consider to determine business viability.
Create posters on factors that ensure the viability of a business opportunity.
Acknowledge the factors considered by entrepreneurs when determining a business viability.

In groups,pairs,learners are guided to:

search the internet and present the meaning of business opportunity, Evaluating and Viability.

brainstorm on the factors that an entrepreneur should consider to determine business viability.

discuss the factors that entrepreneurs should consider to determine business viability

create posters on the factors that entrepreneurs should consider to determine business viability.

What factors should an entrepreneur consider to determine a business viability?

Teacher's Notes.
Grade 8 pg 51-52.
Digital devices.
Posters.
Grade 8 pg 53-54.
Posters.

Assessment rubric. Written tests. Oral discussion. Oral questions.

Entrepreneurship.

Introduction to Entrepreneurship: Assessment.

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

Attempt assessment questions on the sub-strand: Introduction to Entrepreneurship.

Individually or in pairs,learners are guided to:

answer the questions on the sub-strand: Introduction to Entrepreneurship in their assessment books.

Assessment books.
Teacher's Written tests.
Grade 8 pg 54.

Assessment rubric. Written tests. Checklists.