Materials for Production.

Composite Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the careers associated with composite materials in the locality.
Describe the careers associated with composite materials in the locality.
Prepare posters/flashcards showing the careers related to use of composite materials.
Appreciate the different careers related to use of composite materials in the locality.

In groups,pairs,learners are guided to:
study pictures and identify the careers related to use of composite materials.
describe the different careers related to use of composite materials.
search the internet for careers related to use of composite materials.
prepare posters and flashcards showing the careers related to composite materials.

Which careers are related to the use of composite materials?

Top Scholar Pre-Technical Studies pg 45-47.
Digital devices.
Posters.
Flashcards.
Pictures.

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

Materials for Production.

Composite Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the importance of composite materials used in the locality.
Discuss the importance of composite materials.
Acknowledge the importance of composite materials used in the locality .

In groups,pairs,learners are guided to;
study pictures in learner's book and explain the the importance of the items made from the composite materials shown in the pictures.
brainstorm the importance of composite materials used in locality.
discuss the importance of composite materials.
search the internet for more information on the importance of composite materials.

Why are composite materials?

Top Scholar Pre-Technical Studies pg 47-48
Digital devices.
Pictures.

Assessment rubric. Written tests. oral questions oral discussions.

Materials for Production.

Composite Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the importance of composite materials used in the locality.
Discuss the importance of composite materials.
Acknowledge the importance of composite materials used in the locality .

In groups,pairs,learners are guided to;
study pictures in learner's book and explain the the importance of the items made from the composite materials shown in the pictures.
brainstorm the importance of composite materials used in locality.
discuss the importance of composite materials.
search the internet for more information on the importance of composite materials.

Why are composite materials?

Top Scholar Pre-Technical Studies pg 47-48
Digital devices.
Pictures.

Assessment rubric. Written tests. oral questions oral discussions.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the common ceramic materials in the locality.
Describe the common types of ceramic materials in the locality.
Search the internet for information and pictures of ceramic materials.
Appreciate the common ceramic materials in the locality.

In groups,pairs,learners are guided to;
collect and display the ceramic materials.
search for meaning of ceramic material from textbook or internet.
identify items made of ceramic materials.
describe the common ceramic materials in the locality.

What are ceramic materials? What items made from ceramic materials do you know?

Pictures.
Top Scholar Pre-Technical Studies pg 49-51.
Ceramic items.
Digital devices.

Observation. Checklists. Oral questions Oral discussion . Written tests.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the physical properties of ceramic materials in the locality.
Discuss the physical properties of ceramic materials in the locality.
Conduct simple experiments to investigate the physical properties of ceramic materials.
Acknowledge the properties of ceramic materials.

In groups, pairs,learners are guided to;
Carry out simple activities to determine the physical properties of ceramic materials and record their observation.
identify the physical properties of ceramic materials from the activities.
discuss the physical properties of ceramic materials.
search internet for video clips on physical properties of ceramic materials.

What are the physical properties of ceramic materials?

Top Scholar Pre-Technical Studies pg 51-54.
Ceramic materials.
Video clips.
Digital devices.

Practical Activities. Observation. Checklists. Oral questions. Written tests.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the physical properties of ceramic materials in the locality.
Discuss the physical properties of ceramic materials in the locality.
Conduct simple experiments to investigate the physical properties of ceramic materials.
Acknowledge the properties of ceramic materials.

In groups, pairs,learners are guided to;
Carry out simple activities to determine the physical properties of ceramic materials and record their observation.
identify the physical properties of ceramic materials from the activities.
discuss the physical properties of ceramic materials.
search internet for video clips on physical properties of ceramic materials.

What are the physical properties of ceramic materials?

Top Scholar Pre-Technical Studies pg 51-54.
Ceramic materials.
Video clips.
Digital devices.

Practical Activities. Observation. Checklists. Oral questions. Written tests.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the uses of ceramic materials in the locality.
Discuss the uses of ceramic materials in the locality.
Search the internet for more information on uses of ceramic materials.
Appreciate the uses of ceramic materials in the locality.

In groups,pairs,learners are guided to;
list the items made from ceramic materials.
discuss the uses of ceramic materials in the community.
search the internet for more information and video clips on the uses of ceramic materials.

What items are made from ceramic materials?

Pictures.
Ceramic materials.
Top Scholar Pre-Technical Studies pg 54-56.
Digital devices.
Internet.
Video clips.

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

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the careers related to use of ceramic materials in the locality.
Discuss the careers related to use of ceramic materials in the locality.
Prepare posters showing the careers related to use of ceramic materials in the locality.
Appreciate the careers related to ceramic materials.

In groups,pairs,learners are guided to;
brainstorm on the careers related to use of ceramic materials in the locality.
discuss the careers related to use of ceramic materials in the locality.
search the internet for more information on the careers related to use of ceramic materials.

What careers are related to use ceramic materials in the locality?

Top Scholar Pre-Technical Studies pg 57-58.
Digital devices.
Posters.

Oral questions Oral discussion. Written tests.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the importance of ceramic materials used in the locality.
Discuss the importance of ceramic materials in the locality.
Search the importance for more information on importance of ceramic materials used in locality.
Acknowledge the importance of ceramic materials used in the locality.

In groups,pairs,learners are guided to;
study the information in learner's book.
discuss the importance of ceramic materials used in the locality.
present their findings in class .

Why are ceramic materials important in the locality?

Top Scholar Pre-Technical Studies pg 59-60.
Digital devices.
Internet.

Peer Assessment. Written tests. oral questions oral discussions.

Materials for Production.

Ceramic Materials.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the importance of ceramic materials used in the locality.
Discuss the importance of ceramic materials in the locality.
Search the importance for more information on importance of ceramic materials used in locality.
Acknowledge the importance of ceramic materials used in the locality.

In groups,pairs,learners are guided to;
study the information in learner's book.
discuss the importance of ceramic materials used in the locality.
present their findings in class .

Why are ceramic materials important in the locality?

Top Scholar Pre-Technical Studies pg 59-60.
Digital devices.
Internet.

Peer Assessment. Written tests. oral questions oral discussions.

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the terms: Communication, Business Communication and Communication Channel.
Identify the forms of communication in a work environment.
Discuss oral/verbal communication channels in a work environment.
Search the internet for advantages and disadvantages of oral communication in a work environment.
Appreciate the use of oral communication channels in a work environment.

In groups,pairs,learners are guided to:
explain the meaning of terms: communication, business communication and communication channel.
search the internet or books for the forms of communication channel.
discuss the oral communication channels.
state the advantages and disadvantages of oral communication channels.

Why is business communication important? What types of of communication channels do you know?

Oxford Business Studies pg 74-75.
Internet.
Digital devices.

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

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify written channels of communication used in a work environment.
Discuss the advantages and disadvantages of written communication channels in a work environment.
Prepare one type of written communication to communicate with different audiences in a business.
Appreciate the use of written communication channels in work environment.

In groups,pairs,learners are guided to;
define written communication channels.
identify the written communication channels.
discuss the advantages and disadvantages of written communication channels.
search internet for more information on written communication channels.
prepare one written communication channel to communicate and present in class.

What are the channels of written communication in a work environment?

Oxford Business Studies pg 76-78.
Samples of written communication channels.
Digital devices.
Internet.

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

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term audio-visual channels of communication.
Identify the audio-visual forms of communication used in a business.
Discuss the advantages and disadvantages of audio-visual forms of communication.
Search the internet for information on the audio-visual forms of communication.
Appreciate the use of audio-visual forms of communication in a business.

In groups,pairs,learners are guided to:
brainstorm the meaning of audio-visual channels of communication.
mention examples of audio-visual communication channels.
search the internet for advantages and disadvantages of audio-visual communication channels.
discuss the the advantages and disadvantages of audio-visual communication channels.

What are audio-visual communication channels? What are the examples of audio-visual communication channels?

Oxford Business Studies pg 79-80.
Digital devices.
Internet.
Audio-visual communication channels.

Assessment rubric. Written test. Oral questions. Oral discussion.

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term audio-visual channels of communication.
Identify the audio-visual forms of communication used in a business.
Discuss the advantages and disadvantages of audio-visual forms of communication.
Search the internet for information on the audio-visual forms of communication.
Appreciate the use of audio-visual forms of communication in a business.

In groups,pairs,learners are guided to:
brainstorm the meaning of audio-visual channels of communication.
mention examples of audio-visual communication channels.
search the internet for advantages and disadvantages of audio-visual communication channels.
discuss the the advantages and disadvantages of audio-visual communication channels.

What are audio-visual communication channels? What are the examples of audio-visual communication channels?

Oxford Business Studies pg 79-80.
Digital devices.
Internet.
Audio-visual communication channels.

Assessment rubric. Written test. Oral questions. Oral discussion.

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify factors considered when selecting channels of communication in a work environment.
Explain the factors considered when selecting channels of communication in a work environment.
Search the internet for more information on the factors considered when selecting channels of communication.
Acknowledge the factors considered when selecting channels of communication.

In groups,pairs learners are guided to;
brainstorm the factors considered when selecting channels of communication.
discuss and present the factors considered when selecting channels of communication in a work environment.

What factors should one consider when selecting channels of communication in a work environment?

Oxford Business Studies pg 81-82.
Digital devices.
Internet.
Teacher's Notes.

Assessment rubric. Checklists. Written test. Oral questions. Oral discussion.

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify factors considered when selecting channels of communication in a work environment.
Explain the factors considered when selecting channels of communication in a work environment.
Search the internet for more information on the factors considered when selecting channels of communication.
Acknowledge the factors considered when selecting channels of communication.

In groups,pairs learners are guided to;
brainstorm the factors considered when selecting channels of communication.
discuss and present the factors considered when selecting channels of communication in a work environment.

What factors should one consider when selecting channels of communication in a work environment?

Oxford Business Studies pg 81-82.
Digital devices.
Internet.
Teacher's Notes.

Assessment rubric. Checklists. Written test. Oral questions. Oral discussion.

Communication.

Business Communication.

By the end of the lesson, the learner should be able to:
lesson, be able to;
State the ethical and unethical practices in business communication.
Analyse the ethical and unethical practices in business communication.
Ackonwledge the ethical and unethical practices in business communication.

In groups,pairs,learners are guided to;
search the internet for the ethical and unethical practices in business communication.
read and analyse a case study on ethical and unethical practices in communication.

What are the ethical and unethical practices in business communication?

Teacher's Notes.
Internet.
Digital devices.

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

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Cutting tool.
Identify the common cutting tools used in a work environment.
Describe the cutting tools used in a work environment.
Draw the common cutting tools used in a work environment.
Appreciate the different cutting tools used in the work environment.

In groups,pairs,learners are guided to;
study the cutting tools displayed in class or pictures and name them
describe the different cutting tools used in work environment.
draw the different cutting tools and label them.

What are cutting tool? What cutting tools do you know?

Charts.
Cutting tools; knife,panga,axe, scissors,saw.
Pictures.
Top Scholar Pre-Technical Studies pg 101-105.

Oral questions. Oral discussion. written tests. Checklists. Assessment rubric.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Cutting tool.
Identify the common cutting tools used in a work environment.
Describe the cutting tools used in a work environment.
Draw the common cutting tools used in a work environment.
Appreciate the different cutting tools used in the work environment.

In groups,pairs,learners are guided to;
study the cutting tools displayed in class or pictures and name them
describe the different cutting tools used in work environment.
draw the different cutting tools and label them.

What are cutting tool? What cutting tools do you know?

Charts.
Cutting tools; knife,panga,axe, scissors,saw.
Pictures.
Top Scholar Pre-Technical Studies pg 101-105.

Oral questions. Oral discussion. written tests. Checklists. Assessment rubric.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the uses of the different cutting tools used in work environment.
Discuss the uses of the cutting tools used in work environment.
Search the internet for audio-visual aids to observe the use of cutting tools in work environment.
Appreciate the uses of the cutting tools in work environment.

In groups,pairs,learners are guided to;
identify the uses of the cutting tools in work environment.
discuss the uses of the cutting tools in work environment.
search for video clips or audio -visual aids showing the uses of cutting tools.

What are the uses of the cutting tools in user environment?

Top Scholar Pre-Technical Studies pg 105-107
cutting tools.
Audio-visual aids.
Digital devices.

Assessment rubric. Written tests. oral questions. oral discussion.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
;
Select one cutting tool in a user environment.
Outline instructions on how to use the selected cutting tool safely.
Carry out a task using the selected cutting tool in a work environment.
Enjoy carrying out the task using a cutting tool.

In groups,pairs,learners are guided to;
select at least one cutting tool in a work environment
outline instructions on how to use a cutting tool to perform a task.
follow the instructions to perform a task using the selected cutting tool.

How do use a cutting tool to perform a task?

Top Scholar Pre-Technical Studies pg 107-118.
Cutting tools.

Practical Activity. Checklists. Observation.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify ways of caring for cutting tools in the work environment.
Discuss the ways of caring for cutting tools in the work environment.
Practise how to care for any of the cutting tool in work environment.
Acknowledge the need for caring the cutting tools in work environment.

In groups,pairs, individually,learners are guided to;
explain the term caring for cutting tools.
discuss the different ways of caring for cutting tools in the work environment.
practise caring for any of the cutting tools in the work environment and record.

How do you care for the cutting tools in a work environment?

Top Scholar Pre-Technical Studies pg 119-120.
Cutting tools.
Digital devices.
video clips.

Assessment rubric. Checklist Practical Activity. Observation.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify ways of caring for cutting tools in the work environment.
Discuss the ways of caring for cutting tools in the work environment.
Practise how to care for any of the cutting tool in work environment.
Acknowledge the need for caring the cutting tools in work environment.

In groups,pairs, individually,learners are guided to;
explain the term caring for cutting tools.
discuss the different ways of caring for cutting tools in the work environment.
practise caring for any of the cutting tools in the work environment and record.

How do you care for the cutting tools in a work environment?

Top Scholar Pre-Technical Studies pg 119-120.
Cutting tools.
Digital devices.
video clips.

Assessment rubric. Checklist Practical Activity. Observation.

Tools and Production.

Cutting Tools.

By the end of the lesson, the learner should be able to:
lesson,
State the importance of cutting tools in the work environment.
Discuss the importance of cutting tools in the work environment.
Recognise the importance of cutting tools in the work environment.

In groups, pairs,learners are guided to;
brainstorm on the importance of cutting tools in a work environment.
discuss the importance of cutting tools in a work environment and present in class.

What are the importance of cutting tools in a work environment?

Top Scholar Pre-Technical Studies pg 121-122.

Assessment rubric. oral discussion. oral questions. Written tests.

Tools and Production.

Production Unit.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Define the term Production unit as used in business.
Identify the factors to consider when locating a production unit.
Discuss the factors to consider when locating a production unit.
Prepare posters to show factors to consider when locating a production unit.
Acknowledge the factors to consider when locating a production unit.

In groups,pairs,learners are guided to;
use the internet or relevant textbook to search the meaning of production unit.
give examples of production units in the locality.
identify the factors to consider when locating a production unit.
discuss the factors to consider when locating a production unit.

What is a production unit? What production units do you know in your locality?

Oxford Business Studies pg 86-88.
Internet.
Digital devices.
Posters.

Written tests. oral questions. oral discussion. Assessment rubric.

Tools and Production.

Production Unit.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the factors that determine the size of a production unit.
Explain the factors that determine the size of a production unit.
Search the internet for factors that determine the size of a production unit.
Recognise factors that determine the size of a production unit.

In groups,pairs,learners are guided to;
read the story in learner's book and identify the factors to determine the size of a production unit.
discuss the factors that determine the size of a production unit and present in class.

What factors show one consider to determine the size of a production unit?

Oxford Business Studies pg 84-85.
Digital devices.

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

Tools and Production.

Production Unit.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Identify the factors that determine the size of a production unit.
Explain the factors that determine the size of a production unit.
Search the internet for factors that determine the size of a production unit.
Recognise factors that determine the size of a production unit.

In groups,pairs,learners are guided to;
read the story in learner's book and identify the factors to determine the size of a production unit.
discuss the factors that determine the size of a production unit and present in class.

What factors show one consider to determine the size of a production unit?

Oxford Business Studies pg 84-85.
Digital devices.

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

Tools and Production.

Production Unit & Cutting Tools. Assessment.

By the end of the lesson, the learner should be able to:
lesson, be able to;
Answer the questions on the sub-strand correctly.

Individually,in pairs,learners are guided to;
answer the assessment questions on the sub-strand; Production unit and Cutting tools.

Assessment books.
Assessment questions.

Written tests. Assessment rubric. Checklists.

Tools and Production.

Computer programming concepts

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

Explain the meaning of program and computer programming.
Identify the programs represented by the icons in the pictures.
Draw the icons that represent different programs
Develop curiosity to learn more about computer programming.

In groups or in pairs, learners are guided to explain the meaning of program and computer programming.
In groups or in pairs, learners are guided to identify the programs represented by the icons in the pictures.
In groups or in pairs, learners are guided to draw the icons that represent different programs.

Who is a programmer? What is computer programming?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Importance of computer programming

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

Identify and explain the importance of computer programming.
Read the messages and answer the questions that follow.
Appreciate the importance of computer programming.

In groups or in pairs, learners are guided to identify and explain the importance of computer programming.
In groups or in pairs, learners are guided to read the messages and answer the questions that follow.

What are the importance's of computer programming?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Importance of computer programming

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

Identify and explain the importance of computer programming.
Read the messages and answer the questions that follow.
Appreciate the importance of computer programming.

In groups or in pairs, learners are guided to identify and explain the importance of computer programming.
In groups or in pairs, learners are guided to read the messages and answer the questions that follow.

What are the importance's of computer programming?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Application areas of computer programs

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

Discuss how computer programs are being used in the pictures.
Search for information on application areas of computer programs.
Investigate how they use computer programs in their daily life.
Apply areas of computer programs.

In groups or in pairs, learners are guided to discuss how computer programs are being used in the pictures.
In groups or in pairs, learners are guided to search for information on application areas of computer programs.
In groups or in pairs, learners are guided to investigate how they use computer programs in their daily life.

How do you use computer programs in your daily life?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Application areas of computer programs

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

Discuss how computer programs are being used in the pictures.
Search for information on application areas of computer programs.
Investigate how they use computer programs in their daily life.
Apply areas of computer programs.

In groups or in pairs, learners are guided to discuss how computer programs are being used in the pictures.
In groups or in pairs, learners are guided to search for information on application areas of computer programs.
In groups or in pairs, learners are guided to investigate how they use computer programs in their daily life.

How do you use computer programs in your daily life?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Launching and interacting with computer programs

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

Identify a game he or she would like to play.
List the steps they followed to open the game.
Play the game and quit the game.
Have fun and enjoy playing the game.

In groups or in pairs, learners are guided to identify a game he or she would like to play.
In groups or in pairs, learners are guided to list the steps they followed to open the game.
In groups or in pairs, learners are guided to play the game and quit the game.

What game did you play?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Launching and interacting with computer programs

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

Identify the parts of the paint program main window.
Practice using the paint application to draw, paint and save a drawing.
Draw and colour the national flag of Kenya.
Enjoy using the paint program.

In groups or in pairs, learners are guided to identify the parts of the paint program main window.
In groups or in pairs, learners are guided to practice using the paint application to draw, paint and save a drawing
In groups or in pairs, learners are guided to draw and colour the national flag of Kenya.

What are the functions of each part of the Paint program main window?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Launching and interacting with computer programs

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

Identify the parts of the paint program main window.
Practice using the paint application to draw, paint and save a drawing.
Draw and colour the national flag of Kenya.
Enjoy using the paint program.

In groups or in pairs, learners are guided to identify the parts of the paint program main window.
In groups or in pairs, learners are guided to practice using the paint application to draw, paint and save a drawing
In groups or in pairs, learners are guided to draw and colour the national flag of Kenya.

What are the functions of each part of the Paint program main window?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation

Tools and Production.

Visual programming concepts

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

Explain the meaning of visual programming.
Discuss any visual programming application they are familiar with.
Recognize the types of visual programming application they found.
Appreciate the types of visual programmes.

In groups or in pairs, learners are guided to explain the meaning of visual programming.
In groups or in pairs, learners are guided to discuss any visual programming application they are familiar with.
In groups or in pairs, learners are guided to recognize the types of visual programming application they found.

Why do we use visual programming applications?

Curriculum Design; Pre-Technical Studies, Grade 8
Pictures
Digital devices
Computing devices

Oral questions Oral Report Observation