TOOLS AND PRODUCTION

Measuring and marking tools
Measuring tools

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

Explain the meaning of measuring and marking tool.
Name any measuring and marking tools used in the work environment.
Categorise hand tools into: measuring tools, marking tools, cutting tools, driving tools, holding tools, cleaning tools and scooping tools.
Advocate the use of measuring tools.


Identify common measuring tools.
State the functions of common measuring tools.
Draw some of the measuring tools, for example, measuring cylinder, voltmeter.
Appreciate the use of measuring tools.

In groups or in pairs, learners are guided to explain the meaning of measuring and marking tool.
In groups or in pairs, learners are guided to name any measuring and marking tools used in the work environment.
In groups or in pairs, learners are guided to categorise hand tools into: measuring tools, marking tools, cutting tools, driving tools, holding tools, cleaning tools and scooping tools.

In groups or in pairs, learners are guided to identify common measuring tools.
In groups or in pairs, learners are guided to state the functions of common measuring tools.
In groups or in pairs, learners are guided to draw some of the measuring tools, for example, measuring cylinder, voltmeter.

What are measuring tools?
What are the functions of common measuring tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 66-69
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KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 69-71
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Marking tools

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

Identify common marking tools.
State the functions of common marking tools.
Draw some of the marking tools, for example, scriber, dividers, trammel.
Appreciate the use of marking tools.

In groups or in pairs, learners are guided to identify common marking tools.
In groups or in pairs, learners are guided to state the functions of common marking tools.
In groups or in pairs, learners are guided to draw some of the marking tools, for example, scriber, dividers, trammel.

What are the functions of common marking tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 71-74
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting tools; Identification of cutting tools

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

Discuss the term cutting tools.
Name common cutting tools.
Draw the common cutting tools shown in learner's book 8 page 102.
Advocate for the use of cutting tools.

In groups or in pairs, learners are guided to discuss the term cutting tools.
In groups or in pairs, learners are guided to name common cutting tools.
In groups or in pairs, learners are guided to draw the common cutting tools shown in learner's book 8 page 102.

What are cutting tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 101-105
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Uses of cutting tools.

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

Describe the functions of common cutting tools.
Examine how cutting tools are used in a work environment.
Appreciate the uses of cutting tools.

In groups or in pairs, learners are guided to describe the functions of common cutting tools.
In groups or in pairs, learners are guided to examine how cutting tools are used in a work environment.

What are some of the functions of cutting tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 105-107
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Carrying out tasks using cutting tools

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

Discuss the instructions on how to use the cutting tool safely.
Demonstrate how to use the cutting tool.
Cut a piece of wood using a hand saw.
Appreciate the use of a hand saw.

In group or in pairs, learners are guided to discuss the instructions on how to use the cutting tool safely.
In group or in pairs, learners are guided to demonstrate how to use the cutting tool.
In group or in pairs, learners are guided to cut a piece of wood using a hand saw.

How do you use a hand saw?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 107-109
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting a piece of metallic or plastic material using a hacksaw

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

Identify the requirements needed to cut a piece of metallic or plastic material.
Outline the procedure of cutting a piece of metallic or plastic material.
Cut a piece of metallic or plastic material using a hacksaw.
Appreciate the use of hacksaw.

In group or in pairs, learners are guided to identify the requirements needed to cut a piece of metallic or plastic material.
In group or in pairs, learners are guided to outline the procedure of cutting a piece of metallic or plastic material.
In group or in pairs, learners are guided to cut a piece of metallic or plastic material using a hacksaw.

How do you use a hacksaw?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 110-111
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting a sheet metal using snips
Cutting a piece of timber using chisel

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

Identify the requirements needed to cut a sheet metal using snips.
Outline the procedure of cutting a sheet metal using snips.
Cut a sheet metal using snips.
Appreciate the use of snips.


Identify the requirements needed to cut a piece of timber using a chisel.
Outline the procedure of cutting a piece of timber using a chisel.
Cut a piece of timber using a chisel.
Appreciate the use of chisel.

In group or in pairs, learners are guided to identify the requirements needed to cut a sheet metal using snips.
In group or in pairs, learners are guided to outline the procedure of cutting a sheet metal using snips.
In group or in pairs, learners are guided to cut a sheet metal using snips.

In group or in pairs, learners are guided to identify the requirements needed to cut a piece of timber using a chisel.
In group or in pairs, learners are guided to outline the procedure of cutting a piece of timber using a chisel.
In group or in pairs, learners are guided to cut a piece of timber using a chisel.

How do you use snips?
What is a chisel?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 111-112
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KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 112-114
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting a brick using a chisel

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

Identify the requirements needed to cut a brick using a chisel.
Outline the procedure of cutting a brick using a chisel.
Cut a brick using a chisel.
Advocate the use of a chisel.

In group or in pairs, learners are guided to identify the requirements needed to cut a brick using a chisel.
In group or in pairs, learners are guided to outline the procedure of cutting a brick using a chisel.
In group or in pairs, learners are guided to cut a brick using a chisel.

How do you use a chisel?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 114-115
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting a brick using a chisel

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

Identify the requirements needed to cut a brick using a chisel.
Outline the procedure of cutting a brick using a chisel.
Cut a brick using a chisel.
Advocate the use of a chisel.

In group or in pairs, learners are guided to identify the requirements needed to cut a brick using a chisel.
In group or in pairs, learners are guided to outline the procedure of cutting a brick using a chisel.
In group or in pairs, learners are guided to cut a brick using a chisel.

How do you use a chisel?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 114-115
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Cutting a stone using a chisel
Planning a piece of timber using a jack plane

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

Identify the requirements needed to cut a stone using a chisel.
Outline the procedure of cutting a stone using a chisel.
Cut a stone using a chisel.
Enjoy using a chisel.

Identify the requirements needed to plan a piece of timber using a jack plane.
Outline the procedure of planning a piece of timber using a jack plane.
Plan a piece of timber using a jack plane.
Appreciate the use of a jack plane.

In group or in pairs, learners are guided to identify the requirements needed to cut a stone using a chisel.
In group or in pairs, learners are guided to outline the procedure of cutting a stone using a chisel.
In group or in pairs, learners are guided to cut a stone using a chisel.

In group or in pairs, learners are guided to identify the requirements needed to plan a piece of timber using a jack plane.
In group or in pairs, learners are guided to outline the procedure of planning a piece of timber using a jack plane.
In group or in pairs, learners are guided to plan a piece of timber using a jack plane.

What have you learnt about a chisel?
How do you use a jack plane?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 115-116
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Computing devices

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 117-118
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

Care for cutting tools

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

Discuss the term

In group or in pairs, learners are guided to; Discuss the terms used when cutting items.  Discuss how to care for cutting tools.  State the importance of caring for cutting tools.

How do you care for cutting tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 119-121
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TOOLS AND PRODUCTION

Importance of cutting tools

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

Explore the importance of cutting hand tools in the workplace.
Discuss the importance of cutting tools in their locality.
Appreciate the importance of cutting tools in the workplace.

In group or in pairs, learners are guided to explore the importance of cutting hand tools in the workplace.
In group or in pairs, learners are guided to discuss the importance of cutting tools in their locality.

What are the importance's of cutting tools?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 121-122
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TOOLS AND PRODUCTION

Project: Making a simple measuring, marking or cutting tools
To make the item

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

Identify a problem in their community which requires solutions using measuring, marking or cutting tools.
Describe how the problem affects the community.
Determine the skills needed to solve the problem in the community.
Develop curiosity of making a simple measuring, marking or cutting tools.


Identify the requirements of making a simple measuring, marking or cutting tools.
Outline the process of making a simple measuring, marking or cutting tools.
Make a measuring, marking or cutting tool to solve the identified problem.
Have fun and enjoy making the item.

In groups or in pairs, learners are guided to identify a problem in their community which requires solutions using measuring, marking or cutting tools.
In groups or in pairs, learners are guided to describe how the problem affects the community.
In groups or in pairs, learners are guided to determine the skills needed to solve the problem in the community.

In groups or in pairs, learners are guided to identify the requirements of making a simple measuring, marking or cutting tools.
In groups or in pairs, learners are guided to outline the process of making a simple measuring, marking or cutting tools.
In groups or in pairs, learners are guided to make a measuring, marking or cutting tool to solve the identified problem.

Which problem in your community that requires using measuring, marking or cutting tools?
Which item have you made?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 122-123
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KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 124-126
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Oral questions Oral Report Observation

TOOLS AND PRODUCTION

To make the item

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

Identify the requirements of making a simple measuring, marking or cutting tools.
Outline the process of making a simple measuring, marking or cutting tools.
Make a measuring, marking or cutting tool to solve the identified problem.
Have fun and enjoy making the item.

In groups or in pairs, learners are guided to identify the requirements of making a simple measuring, marking or cutting tools.
In groups or in pairs, learners are guided to outline the process of making a simple measuring, marking or cutting tools.
In groups or in pairs, learners are guided to make a measuring, marking or cutting tool to solve the identified problem.

Which item have you made?

KLB, Top Scholar; Pre- Technical Studies Learner's Book Grade 8 pg. 124-126
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Oral questions Oral Report Observation

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-State the meaning of oblique projection.
-Identify characteristics of oblique drawing in technical fields.
-Use digital devices to Search for information on characteristics of oblique drawing.
-Acknowledge the features of oblique drawing.

-Search print media od digital devices for the meaning of oblique drawing.
-Use digital devices or text books to Search for information on the characteristics of oblique drawings.
-Discuss the characteristics of oblique drawing.

What are the features of oblique drawing?

Sportlight
pre-technical studies learner

-Checklists. -Oral questions. -Observation. -Written questions.

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-Differentiate between cavalier and cabinet in oblique projection.
-Sketch given drawings in oblique projection.
-Enjoy sketching drawings in oblique projection.
-Outline the steps for drawing shaped blocks in oblique projection.
-Discuss the steps for drawing shaped blocks in oblique projection.
-Draw shaped blocks in oblique projection following the outlined steps.
-Enjoy drawing the shaped blocks in oblique projection.

In pairs or individually, learners are guided to: -
-Use digital devices to search for information and pictures on cavalier and cabinet in oblique projection.
-Discuss the difference between cavalier and cabinet in oblique projection.
-Draw given drawings in oblique projection without using instruments cavalier and cabinet.
-Share their drawings or sketches with peers for assessment.
-Outline the steps to follow while drawing shaped blocks in oblique projection.
-Discuss the steps to follow when drawing shaped blocks in oblique projection.
-Demonstrate drawing shaped blocks in oblique projection.
-Draw shaped blocks in oblique projection and share with peers for assessment.

What is the difference between cavalier and cabinet in oblique projection?
Why should we follow the steps in drawing shaped blocks in oblique projection?

Sportlight
pre-technical studies learner

-Checklists. -Assessment rubrics. -drawing tests. -Peer assessment.

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-Draw shaped blocks in the cavalier projection using drawing instruments.
-Show interest in drawing shaped blocks in the cavalier projection.

-Use geometrical set drawing instruments to Draw shaped blocks in oblique projection using cavalier projection.
-share their drawing with peers for assessment.

How do you draw a shaped block in cavalier projection using drawing instruments?

Sportlight
pre-technical studies learner

-Checklists. -Peer assessment. -drawing tests. -Assessment rubrics.

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-Outline the steps for drawing shaped blocks in cabinet projection.
-Discuss the steps for drawing shaped blocks in cabinet projection.
-Practice drawing shaped blocks in cabinet projection.
-Desire to Draw shaped blocks in cabinet projection.

-observe a clip on drawing shaped blocks in cabinet projection.
-Outline the steps for drawing shaped blocks in cabinet projection.
-Discuss steps followed in drawing shaped blocks in cabinet projection.
-Practice drawing shaped blocks in cabinet projection.

How do you draw shaped blocks in cabinet projection?

Sportlight
pre-technical studies learner

-Checklists. -Assessment rubrics. -drawing tests. -Observation.

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-Draw shaped blocks in cabinet projection using drawing instruments.
-Enjoy drawing shaped blocks in cabinet projection using drawing instruments.
-State the application of oblique projection in drawing.
-Discuss the uses of oblique drawing in our day-to-day life.
-Walk around the locality to observe Use of oblique drawings.
-Appreciate the applications of oblique projection in drawing.

-Use geometrical set drawing instruments to Draw shaped blocks in oblique projection cabinet.
-share their drawings with peers for assessment.
-Use digital and print resources to Search for information on the applications of oblique projection in drawing.
-Discuss the uses of the oblique projection in our day-to-day life.
-Walk around the locality to observe the uses of oblique drawings.

How do you draw shaped blocks in cabinet projection?
How are oblique drawing used in technical fields?

Sportlight
pre-technical studies learner

-Checklists. -Assessment rubrics. -Peer assessment.
-Observation. -Assessment rubrics. -Checklists. -Written questions.

Communication in pre-technical studies.

Oblique projection.

By the end of the lesson, the learner should be able to:
-State the application of oblique projection in drawing.
-Discuss the uses of oblique drawing in our day-to-day life.
-Walk around the locality to observe Use of oblique drawings.
-Appreciate the applications of oblique projection in drawing.

-Use digital and print resources to Search for information on the applications of oblique projection in drawing.
-Discuss the uses of the oblique projection in our day-to-day life.
-Walk around the locality to observe the uses of oblique drawings.

How are oblique drawing used in technical fields?

Sportlight
pre-technical studies learner

-Observation. -Assessment rubrics. -Checklists. -Written questions.

Communication in pre-technical studies.

Visual programming.

By the end of the lesson, the learner should be able to:
-Identify the application areas of visual programing software in solving problems.
-Explain the application areas of visual programing software in solving problems.
-Search the internet for information on application areas of visual programing.
-Acknowledge the application areas of visual programing.

-Use digital and print resources to Search for information on the applications area of visual programing.
-Identify the application areas of visual programing.
-Discuss the application areas of visual programing software.

What are the application areas of visual programing?

Sportlight
pre-technical studies learner

-Checklists. -Written questions. -Assessment rubrics. -Oral questions.

Communication in pre-technical studies.

Visual programming.

By the end of the lesson, the learner should be able to:
-Outline the steps for creating an application using visual programing software for solving problems in day-to-day life.
-Use digital devices to Search for clips on information on creating an application using visual programing software.
-Desire to develop applications using programing software.
-Create an application using visual programing software for solving problems in day-to-day life.
-Enjoy creating applications using the visual programing software.

-Use digital devices to Search and watch video clips on How to develop an application using visual programing software (games, stories and animations)
-Outline the steps to follow in creating application using visual programing software (games, stories and animations)
-Discuss the steps to follow in creating application using visual programing software (games and stories)
-Use digital devices to develop interactive stories, games and animation using the visual programing software.
-share their developed stories, games and animations with pears.

How are applications developed using visual programing software?

Sportlight
pre-technical studies learner

-Checklists. -Oral questions. -Oral questions. -Written tests.
-Project. -Portfolios. -Checklists. -Peer assessment.

Communication in pre-technical studies.

Visual programming.

By the end of the lesson, the learner should be able to:
-develop interactive stories, games and animations using visual programing software.
-Embrace the Use of visual programing in the day-to-day life.

-Use scratch or sprite to Create interactive stories, games and animations.
-present their creations in class.
-Practice using visual programing application to solve problems in day-to-day life.

What type of visual programing applications can you use to create games, stories and animations?

Sportlight
pre-technical studies learner

-Portfolios. -Projects. -Assessment rubrics. -Checklists.

Materials for production.

Wood.

By the end of the lesson, the learner should be able to:
-Identify the types of wood used in production.
-Use digital or print resources to Search for information on the types of wood used in production.
-Acknowledge the different types of wood used in production.

-Use print or digital resources to Search for information on types of wood.
-Identify the types of wood used in production and their examples.
-Discuss the different types of wood used in production.

What types of wood are used in production?

Sportlight
pre-technical studies learner

-Written questions. -Oral questions. -Checklists. -Assessment rubrics.

Materials for production.

Wood.

By the end of the lesson, the learner should be able to:
-Identify the physical characteristics of soft and hardwood used in production.
-Use digital devices to Search for information on the physical characteristics of soft and hardwood.
-Acknowledge the physical characteristics of soft and hardwood that makes suitable for production.

-Use digital or print resources to Search information on the physical characteristics of hard and softwood.
-Identify the physical characteristics of hard and soft wood.
-Discuss the physical characteristics of hard and soft wood.
-observe the surrounding environment to look for hardwood and softwood trees.
-Prepare posters or flashcards showing the physical characteristics of hard and soft wood.

What are the physical characteristics of hard and softwood?

Sportlight
pre-technical studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.

Materials for production.

Wood.

By the end of the lesson, the learner should be able to:
-Identify physical properties to Use in classifying woods used in production.
-Classify wood used in production according to the physical properties.
-Enjoy classifying the different types of wood used in material production.

-State the physical property to Use in classifying wood as either soft or hardwood.
-Use a checklist to sort wood as either softwood or hardwood.
-present their classification table of wood according to the physical properties.

What criteria will you use to classify the different types of wood used in material production?

Sportlight
pre-technical studies learner

-Written questions. -Checklists. -Assessment rubrics. -Oral questions.

Materials for production.

Wood.

By the end of the lesson, the learner should be able to:
-Identify methods used in wood production.
-Describe the conversion method as a method of wood preparation.
-Search the internet for information and clips on the conversion method of wood.
-Appreciate the conversion method in wood preparation.

-Discuss on the methods used in wood preparation.
-Identify methods used in wood preparation.
-Use digital devices to Search for information and clips on the conversion method of wood preparation.
-Discuss the conversion method of wood preparation.

What is the importance of conversion method in wood?

Sportlight
pre-technical studies learner

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

Materials for production.

Wood.
Wood.

By the end of the lesson, the learner should be able to:
-Define the term seasoning as used in wood preparation.
-Describe the seasoning method in wood preparation.
-Acknowledge the need for wood seasoning in wood preparation.
-Relate the types of wood to their uses in the community.
-Discuss the uses of the different types of wood used in the locality.
-develop charts showing the types of wood and their uses.
-Value the importance of wood in day-to-day life.

-Discuss and present the meaning of seasoning in wood preparation.
-Use digital or print resources to Search for information on the seasoning of wood.
-Discuss the seasoning of wood as a method of wood preparation.
-Use digital devices to Search and watch clips on methods used in seasoning of wood.
-Discuss on the uses of wood in different trades and presents.
-Match different types of wood to their uses.
-Discuss the uses of the different types of wood in the locality.
-Prepare charts showing the types of wood and their uses.
-Visit the locality to explore the uses of wood.

-What are the benefits of wood seasoning? -What is seasoning as a method of wood preparation?
Why is wood important in day-to-day life?

Sportlight
pre-technical studies learner

-Checklists. -Oral questions. -Assessment rubrics. -Written tests.
-Checklists. -Peer assessment. -Portfolio. -Written questions. -Oral questions. -Assessment rubrics.

Materials for production.

Handling waste materials.

By the end of the lesson, the learner should be able to:
-Identify waste materials found in the environment.
-Collect waste products in the school compound.
-sort the collected waste materials according to their nature.
-Enjoy collecting and sorting the different types of waste products.

-Walk around the school compound to Identify the waste materials.
-Collect the identified waste materials in the school compound.
-sort the waste materials collected as either plastic, glass, metal, wood, electronic or construction material waste.
-Store the sorted waste materials in cartons or sacks.

Which waste materials are found in the environment?

Sportlight
pre-technical studies learner

-Assessment rubrics. -Field excursion. -Observation. -Checklists.

Materials for production.

Handling waste materials.

By the end of the lesson, the learner should be able to:
-Identify the ways of handling waste materials safely in the environment.
-Describe ways of handling waste materials safely in the environment.
-Search the internet for information on safe ways of handling waste materials.
-Acknowledge the safe ways of handling waste materials in the environment.

-Discuss on the ways of handling waste materials safely in the environment.
-Use digital or print resources to Search for information on safe ways of handling waste materials.
-Discuss the safe ways of handling waste materials.

How are waste materials handled in the locality?

Sportlight
pre-technical studies learner

-Checklists. -Assessment rubrics. -Oral questions. -Written questions.

Materials for production.

Handling waste materials.

By the end of the lesson, the learner should be able to:
-Identify the methods of disposing waste materials in the environment.
-Dispose waste materials using appropriate methods.
-Acknowledge the need for disposing waste materials appropriately in the environment.

-Identify the methods used in disposing waste materials in the environment.
-Practice safe disposal of waste materials in the school environment
(re-using, recycling, compost and burn)

How can we dispose waste materials in the environment?

Sportlight
pre-technical studies learner

-Checklists. -Assessment rubrics. -Written questions. -Observation schedule.

Materials for production.

Handling waste materials.

By the end of the lesson, the learner should be able to:
-State the importance of proper handling of waste materials in the environment.
-Search the internet or print resources for proper handling of waste materials in the environment.
-Appreciate the need for proper handling of waste materials in the environment.

-Discuss the importance of proper handling of waste materials in the environment.
-Use digital devices to Search for information on the importance of proper handling of waste materials in the environment.
-Discuss the importance of proper handling of waste materials in the environment.
-Prepare posters showing the importance of proper handling of waste materials.

Why is it important to handle waste materials properly in the environment?

Sportlight
pre-technical studies learner

-Checklists. -Oral questions. -Written questions. -Assessment rubrics.

Materials for production.

Handling waste materials.

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