Materials

Common materials

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

Take a walk around the school compound and collect different materials.
Name the materials they have collected.
Appreciate the materials found in their locality.

List the materials found in their locality.
Draw pictures of different materials in their locality.
Appreciate the materials found in their locality.

As a class, learners to take a walk around the school compound and collect different materials.
Learners to name the materials they have collected
Learners are guided to list the materials found in their locality
Learners are guided to draw pictures of different materials in their locality

Which type of materials have you collected?
Which materials are found in their locality?

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

Oral questions Oral Report Observation

Materials

Categorisation of materials into metals and non-metals

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

Categorise the common materials in their locality into metals and non-metals.
Identify the metallic and non-metallic materials they have separated.
Draw pictures of metallic and non-metallic materials.
Appreciate the metallic and non-metallic materials.

In groups, learners to categorise the common materials in their locality into metals and non-metals
In groups, learners to identify the metallic and non-metallic materials they have separated

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

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

Oral questions Oral Report Observation

Materials

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

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

List the difference between metallic and non-metallic materials.
Examine the appearance of each metallic and non-metallic materials in the locality.
Appreciate the difference between metallic and non-metallic materials.

In pairs, learners to list the difference between metallic and non-metallic materials.
In groups, learners to examine the appearance of each metallic and non-metallic materials in the locality.

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

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

Oral questions Oral Report Observation

Materials

Physical properties of materials
Careers related to materials in the locality

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

Outline four physical properties of the common materials found in their locality.
Using a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.
Enjoy conducting different experiments.


Identify the materials to make different items in learner

Learners are guided to outline four physical properties of the common materials found in their locality
In groups, learners to use a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.

Learners to identify the materials to make different items in learner

What are physical properties of different material? (stone, ball)
Which careers are related to materials found in their locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   40.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   41-42.

Oral questions Oral Report Observation

Materials

Importance of different materials found in the locality

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

Observe the items made from different materials in the locality.
Discuss the importance of different materials found in the locality.
Appreciate the importance of different materials found in the locality.

In groups, learners to observe the items made from different materials in the locality
In groups, learners to discuss the importance of different materials found in the locality

What is the importance of different materials found in the locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   43.        Chart.

Oral questions Oral Report Observation

Materials

Importance of different materials found in the locality

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

Make a chart showing common materials in their locality.
Explain how the materials are used.
Play the crossword puzzle game.
Have fun and enjoy playing the game.

In groups, learners to explain how the materials are used
In groups, learners are guided to make a chart showing common materials in their locality.
In groups, learners are guided to play the crossword puzzle game.

Which types of materials are found in your locality?

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

Oral questions Oral Report Observation

Materials

Types of metals

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

Explain the meaning of metal.
Take a walk around the school compound and pick pieces of metallic items such as jewelry, nails cans.
Have fun and enjoy excursion.

Arrange the metallic items collected into groups.
List the different types of metals found in their locality.
Discuss the different types of metallic items found in their locality.
Appreciate the metallic materials found in their locality.

In pairs, learners are guided to explain the meaning of metal.
In groups, learners to take a walk around the school compound and pick pieces of metallic items such as jewelry, nails cans
In groups, learners to arrange the metallic items collected into groups
In groups, learners to list the different types of metals found in their locality.
In groups, learners to discuss the different types of metallic items found in their locality

What are metals?
Which type of metals are found in your locality?

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

Oral questions Oral Report Observation

Materials

Physical properties of ferrous and non-ferrous metals

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

Define ferrous and non-ferrous metals.
Discuss the physical properties of ferrous and non-ferrous metals.
Appreciate the physical properties of ferrous and non-ferrous metals.

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

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

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

Oral questions Oral Report Observation

Materials

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

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

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

In groups learners to describe physical properties of ferrous and non-ferrous metals.
In groups, learners to conduct experiments of ferrous and non-ferrous metals, such as, using a magnet, heating a metallic item.

What are the physical properties of ferrous and non-ferrous metals

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   48-49.     Pictures.             Video clips.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   50-51.

Oral questions Oral Report Observation

Materials

Careers related to the use of metals
Importance of different metals

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

Describe careers related to the use of metals
Recognize careers related to the use of metals.
Appreciate the careers related to the uses of metals.

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

In groups, learners to describe careers related to the use of metals.
In groups, learners to recognize careers related to the use of metals.
In pairs, learners to explain the importance of different metals in the locality.
In groups, learners to discuss the importance of different material in the locality.
Individually, learners to write an essay about

Which careers are related to the uses of metal?
What is the importance of different metals in the locality?

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

Oral questions Oral Report Observation

Materials

Non-metallic materials

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

Walk around the school compound.
Collect pieces of non-metallic materials such as wood, glass, plastics.
Enjoy th excursion.

As a class, learners to walk around the school compound
As a class, learners to collect pieces of non-metallic materials such as wood, glass, plastics.

Which types of materials have you collected?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   54.

Oral questions Oral Report Observation

Materials

Non-metallic materials

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

Discuss the meaning of natural non-metallic materials and synthetic materials.
Discuss the difference between synthetic and natural non-metallic materials.
Distinguish synthetic and natural non-metallic materials.
Recognize synthetic and natural non-metallic materials.

In groups, learners to discuss the meaning of natural non-metallic materials and synthetic materials.
In groups, learners to discuss the difference between synthetic and natural non-metallic materials.
In groups, learners distinguish synthetic and natural non-metallic materials

What is a non-metallic material?

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

Oral questions Oral Report Observation

Materials

Categorisation of non-metallic materials as either synthetic or natural
Physical properties of non-metallic materials

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

Name the items made from synthetic materials and those made from natural non-metallic materials.
Discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
Categorise non-metallic materials as either synthetic or natural.
Enjoy categorisation of non-metallic materials as either synthetic or natural.


Name the items they have collected to conduct the experiment.
Conduct the physical properties of non-metallic materials.
Have fun conducting the experiments.

In pairs, learners to name the items made from synthetic materials and those made from natural non-metallic materials
In groups, learners are guided to discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
In groups, learners are guided to categorise non-metallic materials as either synthetic or natural
In groups, learners are guided to name the items they have collected to conduct the experiment.
In groups, learners to conduct the physical properties of non-metallic materials.

How do you categorise non-metallic materials as either synthetic or natural?
What are the physical properties of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg  55 -57.     Video clip.
KLB; Top Scholar: Pre-Technical Studies Learner`s Book pg  57 -58. 

Oral questions Oral Report Observation

Materials

Physical properties of non-metallic materials

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

Describe physical properties of non-metallic materials in the locality.
Discuss the physical properties of non-metallic materials in the locality.
Appreciate the physical properties of non-metallic materials in the locality.

Learners to describe physical properties of non-metallic materials in the locality.
In groups, learners are guided to discuss the physical properties of non-metallic materials in the locality

What are the physical properties of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  59 -60.      Digital devices.

Oral questions Oral Report Observation

Materials

Uses of non-metallic materials
Career related to the processing and use of non-metallic materials

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

Identify the uses of non-metallic materials.
Name the five household items from non-metallic materials.
Practise how to make different household items from non-metallic materials.
Appreciate the uses of non-metallic materials.

In groups, learners are guided to identify the uses of non-metallic materials
In groups, learners are guided to name the five household items from non-metallic materials.
In groups, learners are guided to practise how to make different household items from non-metallic materials.

What are the uses of non-metallic materials

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   60-63.     Digital devices 
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   63-64.           Realia.

Oral questions Oral Report Observation

Materials

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

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

Discuss the careers related to the processing and use of non-metallic materials.
Recognise careers related to the processing and use of non-metallic materials.
Appreciate the careers related to the processing and use of non-metallic materials.


Visit different areas in their community, school or homes.
Identify the different problems in different places that require technical skills to solve.
Enjoy the visitation.

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

Which careers are related to the processing and use of non-metallic materials?
Which place have you visited?

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

Oral questions Oral Report Observation

Materials

Discussion of a problem in the community

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

Identify the problem that they intend to solve using the locally available materials.
Discuss the problem they have identified.
Have a desire to be a problem solver.

In groups, learners to identify the problem that they intend to solve using the locally available materials.
In groups, learners to discuss the problem they have identified.

Which problem have you see identified?

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

Oral questions Oral Report Observation

Materials

Describe how a problem affect the community

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

Discuss how the problem they have identified affects people in the community, school or home.
Describe how the problem affect the community.
Summarise points about how the problem they have identified affects people in the community, school or home.
Have a desire to be a problem solver.

In groups, learners to discuss how the problem they have identified affects people in the community, school or home.
In groups, learners to describe how the problem affect the community
Learners are guided to summarise points about how the problem they have identified affects people in the community, school or home.

How does the problem affect the community?

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

Oral questions Oral Report Observation

Materials
Entrepreneurship.

Identification of the skills required to solve the problem
Introduction to Entrepreneurship.

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

Identify the skills required to solve the problem.
Discuss the skills required to solve the problem that they have identified.
Summarise points about the skills required to solve the problem they have identified.
Appreciate the skills required to solve the problem.


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

In groups, learners are guided to identify the skills required to solve the problem
In groups, learners to discuss the skills required to solve the problem that they have identified.
Learners to summarise points about the skills required to solve the problem they have identified.

In groups,pairs,learners are guided to :

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

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

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

prepare flashcards or posters showing the qualities of an entrepreneur.

Which skills are required to solve the problem that they have identified?
What qualities should an entrepreneur possess in a business?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66. 
Teacher's Notes.
Grade 8 pg 47-48.
Digital devices.
Scissors,Charts and marker pens.
Video clips.

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

Entrepreneurship.

Introduction to Entrepreneurship.

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

Define the term Business Idea.
Identify the sources of business ideas for a business venture.
Discuss the sources of business ideas for a business venture.
Search the internet for information on the sources of Business ideas for a business venture.
Recognize the sources of business ideas for a business venture.

In groups,in pairs,learners are guided to:

brainstorm and present the meaning of business idea.

search the internet for information on the sources of generating business ideas for a business venture.

identify the sources of generating business ideas.

discuss the sources of generating business ideas for business venture in the community.

What are the sources of business ideas for a business venture?

Teacher's Notes.
Grade 8 pg 49-50.
Digital devices.
Internet.

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

Entrepreneurship.

Introduction to Entrepreneurship.

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

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

In groups,pairs,learners are guided to;

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

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

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

What ways can one generate a business ideas for the community?

Teacher's Notes.
Grade 8 pg 50.
Digital devices.
Internet.
Grade 8 pg 51-52.
Posters.

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

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship: Assessment.

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

Identify the factors that enhance business success in the community.
Discuss the factors that enhance business success in the community.
Prepare posters showing the factors that enhance business success in the community.
Acknowledge the factors that enhance business success in the community.

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

In groups,pairs,learners are guided to;

read,analyse a case study about the factors that enhance business success in the community.

identify the factors enhancing business success in the community from the case study.

discuss the factors that entrepreneurs should consider to enhance business success from the case study.

prepare and display posters showing the factors that enhance business success in the community.
Individually or in pairs,learners are guided to:

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

What factors should entrepreneurs in community consider to enhance success in their businesses?

Teacher's Notes.
Grade 8 pg 53-54.
Posters.

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

Assessment rubrics. Checklists. Oral presentation. Oral discussion.
Assessment rubric. Written tests. Checklists.

Entrepreneurship.

Financial Goals.

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

Define the terms: Financial Management and Goal Setting.
Identify the importance of setting goals in financial management.
Explain the importance of setting goals in financial management.
Acknowledge the need of setting goals in financial management.

In groups,pairs,learners are guided to:

brainstorm on the meaning of goal setting,goal and financial management.

study the pictures in learner's book and identify a goal in each picture.

identify the categories of financial goals that is:Short term, medium and long term financial goals.

discuss the importance of setting goals in financial management.

search the internet for information on the importance of setting goals in financial management.

What is a Goal? Why is it important for an individual to set financial goals?

Teacher's Notes.
MTP Business Grade 8 pg 1-4.
Pictures.
Internet
Digital devices.

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

Entrepreneurship.

Financial Goals.

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

Define the term Financial discipline.
State the importance of financial discipline.
Discuss the importance of financial discipline.
Search the internet for information on the importance of financial discipline.
Acknowledge the need for financial discipline to individuals.

In groups,in pairs,learners are guided to:

brainstorm on the meaning of financial discipline.

search the internet for the meaning of financial discipline and information on importance of financial discipline.

discuss the importance of financial discipline.

What is Financial Discipline? Why is it important for individuals to have financial discipline?

Teacher's Notes.
Grade 8 pg 4.
Digital devices.
Internet.

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

Entrepreneurship.

Financial Goals.

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

Create educative messages on the importance of financial discipline using digital devices or posters.
Enjoy creating educative messages on the importance of financial discipline.


Identify the factors to consider when setting up financial goals.
Search the internet for information on the factors to consider when setting financial goals.
Prepare flashcards showing the factors considered when setting financial goals.
Acknowledge the factors considered when setting financial goals.

In groups,learners are guided to;

collaborate in creating educative messages on the importance of financial discipline using digital devices or posters.
In groups,in pairs,learners are guided to:

brainstorm and present on the factors to consider when setting financial goals.

search the internet for information on the factors considered when setting financial goals.

prepare flashcards showing the factors considered when setting financial goals.

How can you create an attractive and educative message on the importance of financial discipline using digital devices?
What are the factors to consider when setting financial goals?

Digital devices.
Internet.
Digital devices.
Internet.
Teacher's Notes.
Grade 8 pg 4-5.
Marker pens, scissors and manilla.
Flashcards.

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

Entrepreneurship.

Financial Goals.

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

Mention the factors considered when setting financial goals.
Discuss the factors considered when setting financial goals.
Appreciate the factors considered when setting up financial goals.

In groups,in pairs,learners are guided to;

mention the factors considered when setting up financial goals.

discuss and present the factors considered when setting up financial goals.

What are the factors considered when setting up financial goals?

Teacher's Notes.
Grade 8 pg 5.
Digital devices.

Assessment rubrics. Written tests. Oral discussion. Oral presentation.

Entrepreneurship.

Financial Goals.

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

Identify learning resources that one can use to search for information on setting financial goals.
Select and use learning resources to search for information on setting financial goals.
Appreciate the different learning resources used to search for information on setting financial goals.

In groups or pairs,learners are guided to:

study the pictures in learner's book and identify the resources that one can use to search for information on setting up financial goals.

list other resources that can be used to search for information for setting financial goals.

select and use a learning resource to search for information on setting up financial goals and make a presentation of their findings.

How can you use the resources to search for information on setting up financial goals? Which resources can you use to search for information on setting financial goals?

Teacher's Notes.
Grade 8 pg 6.
Print and Digital media.
Teacher's Notes
Digital devices.
Internet.
Video clips.

Assessment rubric. Checklists. Written tests. Oral questions.

Entrepreneurship.

Financial Goals.

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

Formulate financial goals for individual development.
Enjoy formulating financial goals for individual development.

Individually,in pairs,in groups,learners are guided to;

observe keenly as the teacher demonstrates how to set a SMART financial goal.

set SMART financial goals in their note books and present in class for assessment.

How do you set a SMART financial goal?

Grade 8 pg 6-7.
Teacher's Sample Financial Goals.

Assessment rubrics. Checklists. Peer Assessment.

Entrepreneurship.

Financial Goals: Assessment.

By the end of the lesson, the learner should be able to:
Formulate financial goals for individual development.  Enjoy formulating financial goals for individual development.

Individually,in
pairs,in groups,learners are guided to; 

 
observe keenly as the teacher demonstrates how to set a SMART financial
goal. 
 
set SMART financial goals in their note books and present in class for
assessment.

How do you set a SMART financial goal?

  Grade 8 pg 6-7. 
Teacher's Sample Financial Goals.

Assessment rubrics.  Checklists.  Peer Assessment.

Entrepreneurship.

Financial Goals: Assessment.

By the end of the lesson, the learner should be able to:
Attempt assessment questions on the sub-strand: Financial Goals.

In pairs or individually,learners are guided to: answer the questions on the sub-strand: Financial Goals.

Assessment rubrics. Teacher's Assessment questions.

Assessment rubrics. Written tests Checklists.