Communication

Visual Programming - Meaning of visual programming

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

- Define visual programming and visual programming applications
- Identify characteristics of visual programming
- Show interest in visual programming

- Brainstorm on the meaning of the terms 'visual programming' and 'visual programming application'
- Study pictures of visual programming environments
- Discuss the characteristics of visual programming
- Compare visual programming to text-based programming

What is visual programming and how does it differ from traditional programming?

- MENTOR Pre-Technical Studies Grade 8 pg. 51
- Digital devices
- Pictures of visual programming environments
- Reference materials

- Observation - Oral questions - Written assignments - Class discussions

Communication

Visual Programming - Types of visual programming applications

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

- Identify types of visual programming applications used in day-to-day life
- Classify visual programming applications based on their purpose
- Appreciate the diversity of visual programming applications

- Use available resources to search for information on types of visual programming applications (Educational, Multimedia, Video games)
- Categorize visual programming applications based on their purpose
- Create presentations on different types of visual programming applications
- Discuss the uses of different visual programming applications

What types of visual programming applications are commonly used?

- MENTOR Pre-Technical Studies Grade 8 pg. 52
- Digital devices
- Internet access
- Reference materials
- Examples of visual programming applications

- Observation - Oral presentations - Written assignments - Research evaluation

Communication

Visual Programming - Examples of visual programming applications

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

- Identify specific examples of visual programming applications
- Explain the features of different visual programming applications
- Show interest in exploring visual programming applications

- Brainstorm on examples of visual programming applications (Microsoft MakeCode, Scratch, Sprite box)
- Identify visual programming applications shown by their icons
- Discuss the features of each visual programming application
- Compare different visual programming applications

What are the popular visual programming applications available today?

- MENTOR Pre-Technical Studies Grade 8 pg. 54
- Digital devices
- Internet access
- Reference materials
- Icons of visual programming applications

- Observation - Oral presentations - Written assignments - Class discussions

Communication

Visual Programming - Features of visual programming applications

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

- Identify features of visual programming applications
- Categorize features based on their function
- Value the user-friendly nature of visual programming applications

- Launch and discuss the different features of visual programming applications
- Identify features such as input, processing, output, and effects
- Categorize features based on their function
- Create presentations on the features of visual programming applications

What features make visual programming applications user-friendly?

- MENTOR Pre-Technical Studies Grade 8 pg. 55
- Digital devices
- Visual programming applications
- Internet access
- Reference materials

- Observation - Oral presentations - Written assignments - Practical demonstration

Communication

Visual Programming - Input features in visual programming

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

- Identify input features in visual programming applications
- Demonstrate how to use input features
- Show confidence in using input features

- Open the scratch application and explore input features
- Use the "Ask command" from the sensing blocks
- Demonstrate how to input different types of data
- Create simple programs using input features

How do input features work in visual programming applications?

- MENTOR Pre-Technical Studies Grade 8 pg. 56
- Digital devices
- Scratch application
- Internet access
- Reference materials

- Observation - Practical demonstration - Program assessment - Class discussions

Communication

Visual Programming - Terminologies used in visual programming
Visual Programming - Sequence statements in programming

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

- Identify terminologies used in visual programming
- Explain the meaning of different programming terminologies
- Show interest in understanding programming concepts

- Search for the meaning of terminologies used in visual programming
- Discuss terms such as syntax, variables, input/output statements, coding, coding blocks, and sequence statements
- Create a glossary of programming terms
- Use these terms in context

Why is it important to understand programming terminologies?

- MENTOR Pre-Technical Studies Grade 8 pg. 57
- Digital devices
- Internet access
- Reference materials
- Programming glossaries
- Visual programming applications

- Observation - Oral presentations - Written assignments - Glossary assessment

Communication

Visual Programming - Variables in programming

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

- Define variables in programming
- Create and use variables in simple programs
- Show interest in understanding variable concepts

- Discuss the meaning and importance of variables in programming
- Create simple programs using variables
- Demonstrate how to declare, assign, and use variables
- Share and evaluate created programs

How are variables used in programming?

- MENTOR Pre-Technical Studies Grade 8 pg. 57
- Digital devices
- Visual programming applications
- Internet access
- Reference materials

- Observation - Program assessment - Peer evaluation - Practical demonstration

Communication

Visual Programming - Repeating statements in programming

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

- Define repeating statements in programming
- Create simple programs using repeating statements
- Appreciate the efficiency of using loops in programming

- Discuss the meaning and importance of repeating statements in programming
- Create simple programs using repeating statements such as "forever," "repeat until," and "repeat n times"
- Test and debug loop-based programs
- Share and evaluate created programs

Why are repeating statements essential in programming?

- MENTOR Pre-Technical Studies Grade 8 pg. 57
- Digital devices
- Visual programming applications
- Internet access
- Reference materials

- Observation - Program assessment - Peer evaluation - Practical demonstration

Communication

Visual Programming - Selection statements in programming

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

- Define selection statements in programming
- Create simple programs using selection statements
- Show interest in understanding decision-making in programming

- Discuss the meaning and importance of selection statements in programming
- Create simple programs using selection statements such as "if-then" and "if-then-else"
- Test and debug selection-based programs
- Share and evaluate created programs

How do selection statements enable decision-making in programs?

- MENTOR Pre-Technical Studies Grade 8 pg. 57
- Digital devices
- Visual programming applications
- Internet access
- Reference materials

- Observation - Program assessment - Peer evaluation - Practical demonstration

Communication

Visual Programming - Creating a simple animation (Cat walking)

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

- Plan a simple animation program
- Create an animation of a cat walking and saying "meow"
- Show creativity in programming animations

- Follow guided steps to open a new project in Scratch
- Create a program that animates a cat walking and saying "meow"
- Test and debug the animation program
- Share and evaluate created animations

How can we create simple animations using visual programming?

- MENTOR Pre-Technical Studies Grade 8 pg. 58
- Digital devices
- Scratch application
- Internet access
- Reference materials

- Observation - Animation assessment - Peer evaluation - Practical demonstration

Communication

Visual Programming - Creating an animation (Flying bat)

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

- Plan a complex animation program
- Create an animation of a flying bat
- Show creativity and problem-solving skills in programming

- Follow guided steps to create a new project in Scratch
- Select appropriate backgrounds and sprites for a flying bat animation
- Create a program that animates a bat flying
- Test and debug the animation program

How can we create more complex animations with multiple elements?

- MENTOR Pre-Technical Studies Grade 8 pg. 60
- Digital devices
- Scratch application
- Internet access
- Reference materials

- Observation - Animation assessment - Peer evaluation - Practical demonstration

Communication

Visual Programming - Creating an animation with user interaction

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

- Plan an interactive animation program
- Create an animation that responds to user input
- Appreciate the importance of user interaction in programming

- Discuss the importance of user interaction in programs
- Create an animation that responds to keyboard or mouse input
- Test and debug the interactive animation program
- Share and evaluate created animations

How can we make our animations interactive?

- MENTOR Pre-Technical Studies Grade 8 pg. 62
- Digital devices
- Visual programming applications
- Internet access
- Reference materials

- Observation - Animation assessment - Peer evaluation - Practical demonstration

Communication
Materials for Production

Visual Programming - Importance of visual programming
Composite Materials - Composite materials in the locality

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

- Explain the importance of visual programming in day-to-day life
- Identify applications of visual programming in different fields
- Value the role of visual programming in problem-solving

- Discuss on the importance of visual programming in day-to-day life
- Research and present on applications of visual programming in education, entertainment, and other fields
- Debate on the impact of visual programming on learning and creativity
- Create presentations on the future of visual programming

How has visual programming transformed problem-solving and creativity?

- MENTOR Pre-Technical Studies Grade 8 pg. 62
- Digital devices
- Internet access
- Reference materials
- Case studies on visual programming applications
- Mentor Pre-Technical Studies pg. 63
- Visual aids and realia of composite materials

- Observation - Oral presentations - Written assignments - Debate participation

Materials for Production

Composite Materials - Composition of composite materials in the locality
Composite Materials - Constituent materials of composites

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

- Describe the composition of concrete as a composite material
- Identify the constituent materials in a composite
- Value the importance of knowing the composition of composite materials

- Identify composite materials shown in pictures
- Discuss the constituent materials of the composites
- Use digital or print resources to search for information on constituent materials of concrete
- Present findings in class

How are composite materials made?

- Mentor Pre-Technical Studies pg. 65
- Visual aids
- Digital devices
- Internet connectivity
- Mentor Pre-Technical Studies pg. 66
- Realia (bricks, papier-mâché items)

- Observation - Peer assessment - Written assignment

Materials for Production

Composite Materials - Composition of manufactured boards and plastic-coated paper
Composite Materials - Relating composite materials to their use

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

- Identify constituent materials of manufactured boards
- Describe the composition of plastic-coated paper
- Show curiosity in understanding different composite materials

- Use digital devices to search for information on constituent materials of manufactured boards and plastic-coated paper
- Discuss findings in groups
- Share findings with classmates

What materials are used to make manufactured boards?

- Mentor Pre-Technical Studies pg. 66
- Digital devices
- Internet connectivity
- Samples of manufactured boards and plastic-coated paper
- Mentor Pre-Technical Studies pg. 67
- Charts showing composite materials and their uses
- Realia of composite materials

- Observation - Question and answer - Written test

Materials for Production

Composite Materials - Uses in work environment
Composite Materials - Importance of composite materials

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

- Relate composite materials to their uses in different work environments
- Explain the suitability of composite materials for specific uses
- Show interest in how composite materials are used in work environments

- Study pictures of people using composite materials in work environments
- Identify the work environments shown
- Discuss the uses of each composite material
- Share discussion points with other groups

Why are composite materials suitable for specific uses?

- Mentor Pre-Technical Studies pg. 67
- Pictures of composite materials in use
- Digital devices
- Video clips
- Mentor Pre-Technical Studies pg. 69
- Charts on importance of composite materials

- Written assignment - Group presentation - Question and answer

Materials for Production

Ceramic Materials - Common ceramic materials in the locality
Ceramic Materials - Identifying and collecting ceramic materials

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

- Identify common ceramic materials in the locality
- Distinguish ceramic materials from other materials
- Show interest in ceramic materials found in the locality

- Study pictures of items made from ceramic materials
- Identify the ceramic items in each picture
- Discuss the ceramic materials used to make the items
- Share findings with classmates

How can ceramic materials be identified?

- Mentor Pre-Technical Studies pg. 71
- Visual aids of ceramic items
- Realia of ceramic materials
- Mentor Pre-Technical Studies pg. 73
- Samples of ceramic materials
- Digital devices

- Observation - Question and answer - Written assignment

Materials for Production

Ceramic Materials - Physical properties of ceramic materials

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

- Explain the meaning of physical properties
- Describe the physical properties of ceramic materials
- Appreciate the unique properties of ceramic materials

- Brainstorm the meaning of physical properties
- Discuss the physical properties of ceramic materials
- Use print and digital media to search for information on physical properties of ceramic materials
- Share findings with the class

What are the physical properties of ceramic materials?

- Mentor Pre-Technical Studies pg. 74
- Digital devices
- Internet connectivity
- Visual aids showing properties of ceramic materials

- Question and answer - Written test - Group presentation

Materials for Production

Ceramic Materials - Investigating properties of ceramic materials

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

- Investigate the brittleness of ceramic materials
- Test ceramic materials for fire and heat resistance
- Show curiosity in exploring properties of ceramic materials

- Investigate properties of ceramic materials such as brittleness, fire resistance, heat resistance and water resistance
- Record observations
- Discuss findings in groups
- Share findings with classmates

How can we test the properties of ceramic materials?

- Mentor Pre-Technical Studies pg. 75
- Ceramic items for testing
- Heat source
- Water
- Safety equipment

- Practical assessment - Observation - Written report

Materials for Production

Ceramic Materials - Relating ceramic materials to their uses

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

- Match ceramic materials to their uses in work environments
- Explain the relationship between properties and uses of ceramic materials
- Appreciate the versatility of ceramic materials

- Match ceramic items with their uses in the work environment
- Present findings in class
- Discuss how properties of ceramic materials determine their uses

How does the property of a ceramic material determine its use?

- Mentor Pre-Technical Studies pg. 77
- Charts showing ceramic materials and their uses
- Samples of ceramic materials

- Matching exercises - Observation - Question and answer

Materials for Production

Ceramic Materials - Uses of ceramic materials in work environments

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

- Search for information on uses of ceramic materials
- Categorize ceramic materials according to their uses
- Show interest in how ceramic materials are used in various industries

- Use digital or print resources to search for information on uses of ceramic materials
- Prepare a chart showing types of ceramic materials and their uses
- Visit workplaces to identify ceramic materials being used
- Share findings with classmates

How are ceramic materials used in different work environments?

- Mentor Pre-Technical Studies pg. 78
- Digital devices
- Internet connectivity
- Charts and tables

- Written assignment - Group presentation - Question and answer

Materials for Production

Ceramic Materials - Importance of ceramic materials

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

- Explain the importance of ceramic materials in daily life
- Discuss the economic value of ceramic materials
- Appreciate the role of ceramic materials in improving quality of life

- Study pictures of people making and using ceramic materials
- Identify ceramic materials shown in the pictures
- Discuss the importance of ceramic materials in the locality
- Debate on the importance of ceramic materials in daily life

Why are ceramic materials important in our lives?

- Mentor Pre-Technical Studies pg. 79
- Pictures of ceramic materials in use
- Digital devices
- Internet connectivity

- Debate assessment - Question and answer - Written assignment

Tools and Production

Cutting Tools - Identifying cutting tools
Cutting Tools - Collecting cutting tools

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

- Identify various cutting tools used in the work environment
- Distinguish between different types of cutting tools
- Show interest in learning about cutting tools

- Study pictures of cutting tools
- Identify each tool shown
- Discuss how the tools are used in working environments
- Name other cutting tools found in the locality

What cutting tools are used in work environments?

- Mentor Pre-Technical Studies pg. 80
- Pictures of cutting tools
- Realia of cutting tools
- Mentor Pre-Technical Studies pg. 81
- Various cutting tools
- Storage boxes

- Observation - Question and answer - Written test

Tools and Production

Cutting Tools - Hacksaws and handsaws

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

- Describe the features and uses of hacksaws
- Explain the functions of handsaws
- Show interest in understanding different cutting tools

- Examine hacksaws and handsaws
- Discuss the uses of hacksaws and handsaws in work environments
- Compare the features of hacksaws and handsaws

What is the difference between hacksaws and handsaws?

- Mentor Pre-Technical Studies pg. 82
- Hacksaws
- Handsaws
- Pictures and charts

- Question and answer - Observation - Written assignment

Tools and Production

Cutting Tools - Chisels, planes and snips

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

- Identify different types of chisels, planes and snips
- Explain the uses of chisels, planes and snips
- Appreciate the importance of specialized cutting tools

- Examine chisels, planes and snips
- Discuss the uses of these tools in work environments
- Compare wood chisels and cold chisels
- Identify types of planes and snips

Why are there different types of cutting tools?

- Mentor Pre-Technical Studies pg. 83
- Chisels
- Planes
- Snips
- Pictures and charts

- Question and answer - Observation - Written test

Tools and Production

Cutting Tools - Scrappers, knives, strippers and cutters

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

- Identify scrappers, knives, strippers and cutters
- Explain the uses of scrappers, knives, strippers and cutters
- Value the importance of appropriate tool selection

- Examine scrappers, knives, strippers and cutters
- Discuss the uses of these tools in work environments
- Compare different types of knives and cutters

When would you use a stripper instead of a cutter?

- Mentor Pre-Technical Studies pg. 84
- Scrappers
- Knives
- Strippers
- Cutters
- Pictures and charts

- Question and answer - Observation - Written assignment

Tools and Production

Cutting Tools - Selecting cutting tools for given tasks

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

- Select appropriate cutting tools for specific tasks
- Match cutting tools to their uses
- Show responsibility when selecting tools for tasks

- Discuss the use of various cutting tools
- Sort tools according to their uses based on materials they cut
- Match cutting tools with their uses
- Share findings with other groups

How do we select the appropriate cutting tool for a task?

- Mentor Pre-Technical Studies pg. 84
- Various cutting tools
- Charts on tool selection

- Observation - Question and answer - Matching exercises

Tools and Production

Cutting Tools - Using a handsaw

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

- Demonstrate proper handling of a handsaw
- Cut timber using a handsaw
- Observe safety precautions when using a handsaw

- Observe a demonstration on how to use a handsaw
- Practice using a handsaw to cut a piece of timber
- Observe safety by wearing safety goggles
- Store the handsaw safely after use

How is a handsaw used safely?

- Mentor Pre-Technical Studies pg. 87
- Handsaw
- Timber
- Measuring tools
- Safety equipment

- Practical assessment - Observation - Peer assessment

Tools and Production

Cutting Tools - Using a hacksaw

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

- Demonstrate proper handling of a hacksaw
- Cut metal and plastic pipes using a hacksaw
- Value the importance of safe tool handling

- Observe a demonstration on how to use a hacksaw
- Practice using a hacksaw to cut metal and plastic pipes
- Observe safety by clamping materials firmly
- Store the hacksaw safely after use

Why is it important to secure materials when using a hacksaw?

- Mentor Pre-Technical Studies pg. 88
- Hacksaw
- Metal rods
- Plastic pipes
- Bench vice
- Safety equipment

- Practical assessment - Observation - Self-assessment

Tools and Production

Cutting Tools - Using a wood chisel

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

- Demonstrate proper handling of a wood chisel
- Cut grooves on timber using a wood chisel
- Show responsibility when handling sharp tools

- Observe a demonstration on how to use a wood chisel
- Practice using a wood chisel to cut grooves on timber
- Observe safety by cutting with the blade pointing away from oneself
- Store the chisel safely after use

How can a wood chisel be used safely?

- Mentor Pre-Technical Studies pg. 89
- Wood chisel
- Mallet
- Timber
- Clamp
- Safety equipment

- Practical assessment - Observation - Question and answer

Tools and Production

Cutting Tools - Using snips

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

- Demonstrate proper handling of snips
- Cut metal sheets using snips
- Observe safety precautions when using snips

- Observe a demonstration on how to use snips
- Practice using snips to cut metal sheets
- Observe safety by cutting away from the body
- Store the snips safely after use

Why should we cut away from our body when using snips?

- Mentor Pre-Technical Studies pg. 90
- Snips
- Metal sheets
- Measuring tools
- Safety equipment

- Practical assessment - Observation - Question and answer

Tools and Production

Cutting Tools - Using wire cutters

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

- Demonstrate proper handling of wire cutters
- Cut wires of different sizes using wire cutters
- Show responsibility when working with cutting tools

- Observe a demonstration on how to use wire cutters
- Practice using wire cutters to cut wires of different sizes
- Observe safety by holding wires properly
- Store the wire cutters safely after use

What safety precautions should be observed when using wire cutters?

- Mentor Pre-Technical Studies pg. 92
- Wire cutters
- Wires of different sizes
- Safety equipment

- Practical assessment - Observation - Self-assessment

Tools and Production

Cutting Tools - Using a plane

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

- Demonstrate proper handling of a plane
- Smoothen timber using a plane
- Value the importance of precision in tool use

- Observe a demonstration on how to use a plane
- Practice using a plane to smoothen timber and reduce its thickness
- Observe safety by wearing safety goggles
- Store the plane safely after use

How does a plane help in finishing wood surfaces?

- Mentor Pre-Technical Studies pg. 93
- Plane
- Timber
- Safety equipment

- Practical assessment - Observation - Peer assessment

Tools and Production

Cutting Tools - Using a scrapper and stripper

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

- Demonstrate proper handling of a scrapper and stripper
- Use a scrapper to remove embedded dirt
- Strip insulation from wires using a stripper
- Show responsibility when using tools

- Observe demonstrations on how to use a scrapper and stripper
- Practice using a scrapper to remove embedded dirt
- Practice using a stripper to strip wire insulation
- Observe safety precautions
- Store the tools safely after use

When would you use a scrapper versus a stripper?

- Mentor Pre-Technical Studies pg. 93
- Scrapper
- Stripper
- Surfaces with embedded dirt
- Insulated wires
- Safety equipment

- Practical assessment - Observation - Question and answer

Tools and Production

Cutting Tools - Using a knife
Cutting Tools - Caring for cutting tools

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

- Demonstrate proper handling of a knife
- Cut cardboard using a knife
- Observe safety precautions when using a knife

- Observe a demonstration on how to use a knife
- Practice using a knife to cut cardboard
- Observe safety by cutting away from the body
- Store the knife safely after use

Why is knife safety so important in a workshop?

- Mentor Pre-Technical Studies pg. 95
- Knife
- Cardboard
- Ruler
- Pencil
- Safety equipment
- Mentor Pre-Technical Studies pg. 96
- Various cutting tools
- Cleaning materials
- Lubricants
- Storage facilities

- Practical assessment - Observation - Self-assessment

Tools and Production

Production Unit - Factors for locating a production unit

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

- Explain the meaning of a production unit
- Identify factors considered when locating a production unit
- Appreciate the importance of proper location for a production unit

- Discuss the meaning of the term 'production unit'
- Brainstorm and present factors considered when choosing the location of a production unit
- Share discussion points in class

How is the location of a production unit determined?

- Pre-Technical Studies Curriculum Design
- Digital devices
- Pictures of production units
- Charts

- Observation - Question and answer - Group presentation

Tools and Production

Production Unit - Assessing location factors

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

- Identify local production units
- Analyze factors that influenced their location
- Show interest in understanding business location decisions

- Visit the local community to assess factors that influenced the location of a particular production unit (e.g., posho mill, salon, barber shop, welding shop, cybercafé)
- Record observations
- Discuss findings in class

What factors influenced the location of production units in our community?

- Pre-Technical Studies Curriculum Design
- Observation checklist
- Digital devices
- Local production units

- Field report - Group presentation - Question and answer

Tools and Production

Production Unit - Availability of raw materials and market

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

- Explain how availability of raw materials affects location
- Discuss the importance of market proximity
- Value the relationship between location and business success

- Use print or digital media to search for information on how availability of raw materials and market proximity affect location of production units
- Discuss findings in groups
- Present findings in class

How does market proximity affect a production unit's location?

- Pre-Technical Studies Curriculum Design
- Digital devices
- Internet connectivity
- Charts and diagrams

- Question and answer - Written assignment - Group presentation

Tools and Production

Production Unit - Infrastructure and labor

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

- Explain how infrastructure affects location decisions
- Discuss the importance of available labor
- Show interest in understanding location economics

- Use print or digital media to search for information on how infrastructure and labor availability affect location of production units
- Discuss findings in groups
- Present findings in class

Why is infrastructure important when locating a production unit?

- Pre-Technical Studies Curriculum Design
- Digital devices
- Internet connectivity
- Charts and diagrams

- Question and answer - Written assignment - Group presentation

Tools and Production

Production Unit - Factors determining size

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

- Identify factors that determine the size of a production unit
- Explain how capital affects the size of a production unit
- Value informed decision-making in business planning

- Use print or digital media to search for information on factors that determine the size of a production unit
- Discuss how capital, market size, and technology affect the size of a production unit
- Share findings with peers

How is the size of a production unit determined?

- Pre-Technical Studies Curriculum Design
- Digital devices
- Internet connectivity
- Charts

- Question and answer - Written test - Group presentation

Tools and Production

Production Unit - Locating a production unit

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

- Apply knowledge on location factors
- Suggest suitable locations for different production units
- Show responsibility in making business decisions

- In groups, select a type of production unit
- Discuss suitable locations for the production unit based on factors learned
- Justify choices
- Present findings to class

What is the most suitable location for your chosen production unit?

- Pre-Technical Studies Curriculum Design
- Maps
- Digital devices
- Charts

- Group presentation - Peer assessment - Question and answer

Entrepreneurship

Bookkeeping - Importance of bookkeeping

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

- Explain the meaning of bookkeeping
- Describe the importance of bookkeeping in entrepreneurship
- Value the role of record-keeping in business success

- Brainstorm on the meaning of bookkeeping
- Discuss the importance of bookkeeping for a business
- Present discussion points to the class

Why is bookkeeping important to a business?

- Mentor Pre-Technical Studies pg. 114
- Charts on importance of bookkeeping
- Digital devices

- Question and answer - Group presentation - Written assignment

Entrepreneurship

Bookkeeping - Assets, liabilities and capital

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

- Define assets, liabilities and capital
- Identify examples of assets, liabilities and capital
- Appreciate the importance of differentiating business components

- Search for the meaning of assets, liabilities and capital using digital devices or textbooks
- Identify assets shown in pictures
- Discuss examples of liabilities and capital
- Present findings to other groups

What is the difference between assets, liabilities, and capital?

- Mentor Pre-Technical Studies pg. 115
- Pictures of business assets
- Digital devices
- Charts

- Question and answer - Written test - Observation

Entrepreneurship

Bookkeeping - Bookkeeping equation

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

- Explain the concept of bookkeeping equation
- Apply the bookkeeping equation in business scenarios
- Show interest in understanding financial relationships

- Discuss the bookkeeping equation (Assets = Capital + Liabilities)
- Calculate assets, liabilities and capital using the bookkeeping equation
- Solve practice exercises using the equation

How does the bookkeeping equation help in financial management?

- Mentor Pre-Technical Studies pg. 119
- Calculators
- Charts showing bookkeeping equation
- Practice exercises

- Calculation exercises - Question and answer - Written test

Entrepreneurship

Bookkeeping - Business transactions

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

- Identify parties involved in business transactions
- Distinguish between cash and credit transactions
- Value honesty in business dealings

- List items bought and identify buyers and sellers
- Read and analyze a case study on business transactions
- Discuss differences between cash and credit transactions

What types of transactions occur in a business?

- Mentor Pre-Technical Studies pg. 122
- Case studies
- Digital devices
- Charts

- Question and answer - Case study analysis - Written assignment

Entrepreneurship

Bookkeeping - Cost and price of a product
Bookkeeping - Statement of financial position

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

- Differentiate between cost and price
- Calculate profit and loss from business transactions
- Appreciate the importance of pricing in business

- Study pictures showing buying and selling activities
- Discuss the difference between cost and price
- Calculate profit or loss from various transactions
- Present findings in a table

How is profit or loss determined in a business?

- Mentor Pre-Technical Studies pg. 126
- Calculators
- Charts on profit calculation
- Examples of business transactions
- Mentor Pre-Technical Studies pg. 128
- Sample financial statements
- Digital devices
- Charts

- Calculation exercises - Question and answer - Written assignment

Entrepreneurship

Bookkeeping - Preparing a statement of financial position

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

- Organize financial data into appropriate categories
- Prepare a simple statement of financial position
- Value accuracy in financial reporting

- Study a sample statement of financial position
- Practice preparing statements of financial position from given information
- Present work for review and discussion

How is a statement of financial position prepared?

- Mentor Pre-Technical Studies pg. 129
- Sample financial statements
- Calculators
- Practice exercises

- Practical assessment - Question and answer - Written assignment

Entrepreneurship

Bookkeeping - Cash flow statement

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

- Explain the meaning of a cash flow statement
- Identify components of a cash flow statement
- Show responsibility in monitoring cash flow

- Discuss the components of a cash flow statement
- Study a sample cash flow statement
- Identify cash inflows and outflows in the statement

Why is monitoring cash flow important for a business?

- Mentor Pre-Technical Studies pg. 130
- Sample cash flow statements
- Digital devices
- Charts

- Question and answer - Observation - Written test

Entrepreneurship

Bookkeeping - Preparing a cash flow statement

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

- Calculate net cash flow from business operations
- Prepare a simple cash flow statement
- Value the importance of tracking cash movement

- Study a sample cash flow statement
- Follow step-by-step instructions to prepare a cash flow statement
- Calculate net movement in cash
- Compare opening and closing cash balances

How is a cash flow statement prepared?

- Mentor Pre-Technical Studies pg. 131
- Sample cash flow statements
- Calculators
- Practice exercises

- Practical assessment - Calculation exercises - Written assignment

Entrepreneurship

Bookkeeping - Income statement

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

- Explain the meaning of an income statement
- Identify components of an income statement
- Show interest in tracking business performance

- Discuss components of an income statement
- Study a sample income statement
- Identify revenue, expenses, and profit in the statement

How does an income statement show business performance?

- Mentor Pre-Technical Studies pg. 133
- Sample income statements
- Digital devices
- Charts

- Question and answer - Observation - Written test

Entrepreneurship

Bookkeeping - Preparing an income statement

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

- Calculate gross profit and net profit
- Prepare a simple income statement
- Value accuracy in profit calculation

- Study a sample income statement
- Follow step-by-step instructions to prepare an income statement
- Calculate gross profit and net profit
- Present work for review and discussion

How is an income statement prepared?

- Mentor Pre-Technical Studies pg. 134
- Sample income statements
- Calculators
- Practice exercises

- Practical assessment - Calculation exercises - Written assignment

Entrepreneurship

Bookkeeping - Importance of financial records

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

- Explain the importance of financial records in decision-making
- Analyze how bookkeeping helps in financial management
- Appreciate the role of record-keeping in business success

- Read a story about a business owner who keeps records
- Discuss the role of bookkeeping in the business
- Explain how bookkeeping helped in making financial decisions

How do financial records help in making business decisions?

- Mentor Pre-Technical Studies pg. 135
- Case studies
- Digital devices
- Charts

- Question and answer - Case study analysis - Written assignment