Foundations of Pre-Technical Studies

Safety on Raised Platforms - Types of raised platforms

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

- Identify types of raised platforms used in performing tasks
- Describe the characteristics of different raised platforms
- Appreciate the importance of raised platforms in daily tasks

- Walk around the school to explore types of raised platforms
- Brainstorm on types used in day-to-day life and make freehand sketches
- Study pictures and discuss characteristics of raised platforms
- Match raised platforms to their appropriate uses

What types of raised platforms are commonly used in our locality?

- Oxford Bk 9
pg. 2
- Chart on raised platforms
- Actual raised platforms
- Digital devices
- Drawing materials

- Observation - Oral questions - Sketches

Foundations of Pre-Technical Studies

Safety on Raised Platforms - Risks associated with working on raised platforms
Safety on Raised Platforms - Ways of minimizing risks
Safety on Raised Platforms - Safety precautions for different scenarios
Safety on Raised Platforms - Regular inspections and appropriate equipment

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

- Identify risks associated with working on raised platforms
- Describe common risks including electrocution, falls and injuries
- Show concern for safety when working at heights

- Describe safety precautions when working on raised platforms
- Demonstrate proper safety practices
- Show responsibility regarding workplace safety

- Discuss risks involved in working on raised platforms during rain, under power lines, using old equipment
- Search for information on hazards from print or digital media
- Discuss risks: electrocution, falls from weak/slippery/unstable platforms, accidents from overloading
- Compile list of identified risks
- Discuss safety precautions for firefighters using ladders, masons on trestles, librarians using steps
- Examine safety measures for electricians on raised platforms
- Role-play safety practices for working on raised platforms
- Write down safety measures discussed

What risks are associated with working on raised platforms?
What safety precautions should workers observe when using raised platforms?

- Oxford Bk 9
pg. 5
- Print media (textbooks, safety manuals)
- Digital devices with internet
- Safety charts
- Exercise books and pens
pg. 7
- Marker pens and Manila paper
- Safety guidelines charts
- Digital devices
- Reference materials
- Oxford Bk 9
pg. 8
- Ladder, workbench, stand, trestle
- Personal protective equipment (PPEs)
- Safety manuals
- Manila paper and marker pens
- Various raised platforms
- Personal protective equipment
- Inspection checklists
- Safety data sheets

- Oral tests - Observation - Written tests
- Practical work - Observation - Rubrics

Foundations of Pre-Technical Studies

Safety on Raised Platforms - Safe work practices and procedures
Safety on Raised Platforms - Observing safety at the workplace

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

- Demonstrate safe work practices when using raised platforms
- Follow safety guidelines correctly
- Value adherence to safety procedures

- Study safety guidelines before using platforms
- Ensure platforms are in good working condition and placed on even surface
- Practice using most appropriate platform for specific tasks
- Demonstrate proper setup and use procedures

How do we ensure safe work practices when using raised platforms?

- Oxford Bk 9
pg. 9
- Various raised platforms
- PPEs
- Safety guidelines
- Digital resources
- Relevant PPEs
- Exercise books and pens
- Visit to local workplaces
- Digital devices for recording

- Practical work - Observation - Rubrics

Foundations of Pre-Technical Studies

Safety on Raised Platforms - Importance of observing safety measures
Handling Hazardous Substances - Hazardous substances in the environment

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

- Explain the importance of observing safety measures
- Relate safety practices to accident prevention
- Appreciate the need for observing safety while working on raised platforms

- Discuss importance of safety compliance in preventing accidents and injuries
- Examine consequences of not observing safety measures
- Study benefits of proper training and use of PPE
- Reflect on safety practices learned

What is the importance of observing safety when working on raised platforms?

- Oxford Bk 9
pg. 9
- Safety charts
- Case studies on accidents
- Digital resources
- Reference materials
pg. 10
- Pictures of hazardous substances
- Digital devices with internet
- Textbooks or journals
- Safety data sheets

- Observation - Oral questions - Written tests - Self-reflection

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Classifying hazardous substances
Handling Hazardous Substances - Properties of poisonous, flammable and corrosive substances

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

- Classify hazardous substances as poisonous, flammable or corrosive
- Give examples of each category
- Show responsibility in handling hazardous materials

- Explain properties of poisonous, flammable and corrosive substances
- Describe how each type affects health and environment
- Appreciate the dangers of hazardous materials

- Discuss and identify poisonous substances (pesticides, microorganisms, aerosols)
- Identify flammable substances (LPG, gasoline, kerosene, paint)
- Recognize corrosive substances (acids and bases)
- Draw table to classify hazardous substances and present
- Study chemical, biological substances and aerosols as poisonous substances
- Examine flammable liquids and gases, and concept of flash point
- Discuss corrosive substances and their effects on materials and tissue
- Give examples of each type from Table 1.1

How are hazardous substances classified?
What makes a substance poisonous, flammable or corrosive?

- Oxford Bk 9
pg. 13
- List of hazardous substances
- Manila paper
- Felt pen, ruler, pencil
- Exercise books
- Oxford Bk 9
pg. 14
- Clean, empty containers of hazardous substances
- Safety labels
- Digital devices
- Charts showing hazard symbols

- Written tests - Practical work - Observation
- Oral tests - Written tests - Observation

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Safe handling practices

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

- Describe safe ways of handling hazardous substances
- Explain safety protocols for protection
- Value personal and environmental safety

- Discuss how to protect self, others and environment when handling hazardous substances
- Examine proper storage methods and importance of labeling containers
- Study ventilation requirements and not eating/drinking when handling substances
- Discuss reading safety instructions and reporting concerns

How can hazardous substances be handled safely?

- Oxford Bk 9
pg. 15
- Exercise books and pens
- Safety data sheets
- Digital devices
- Reference materials

- Practical work - Observation - Checklist

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Personal protective equipment

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

- Identify appropriate PPE for handling hazardous substances
- Explain the importance of using PPE
- Demonstrate responsible use of safety equipment

- Study various PPEs: overalls, gas masks, gloves, aprons, footwear, glasses, face shields
- Discuss when to use each type of PPE
- Practice wearing appropriate PPE
- Examine importance of marking and labeling containers and storage requirements

What personal protective equipment is needed when handling hazardous substances?

- Oxford Bk 9
pg. 15
- Various PPEs (overalls, gloves, gas masks, gumboots)
- Safety manuals
- Charts showing PPE usage
- Clean containers

- Practical work - Observation - Checklist

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Reading and interpreting safety instructions
Handling Hazardous Substances - Practical safe handling demonstrations

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

- Read and interpret safety instructions on packaging labels
- Explain information contained in safety data sheets
- Show diligence in following safety instructions

- Demonstrate safe handling of hazardous substances
- Practice proper storage and disposal procedures
- Show responsibility in hazardous substance management

- Wear appropriate PPEs and observe samples in containers or study pictures
- Read safety labels and study safety data sheets
- Interpret prevention, response, storage and disposal instructions
- Practice correct interpretation of safety information including hazardous ingredients and concentration limits
- Wear protective equipment and demonstrate safe handling using clean empty containers
- Practice reading and interpreting safety instructions
- Demonstrate closing containers tightly and proper storage methods
- Show proper disposal of empty containers and practice handwashing
- Use checklist to record safe practices

Why is it important to read safety instructions on hazardous substance containers?
How do we practice safe handling of hazardous substances?

- Oxford Bk 9
pg. 16
- Clean, empty containers of hazardous substances
- Safety data sheets
- Manuals of electrical equipment
- PPEs
- Oxford Bk 9
pg. 17
- Safety data sheets
- Personal protective equipment
- Clean, empty containers
- Soap and water
- Checklist

- Observation - Oral questions - Written tests
- Practical work - Observation - Rubrics - Checklist

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Safe disposal methods

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

- Describe proper disposal methods for hazardous substances
- Explain importance of proper disposal
- Value environmental protection when disposing hazardous materials

- Discuss proper disposal methods for different types of hazardous substances
- Study disposal instructions on safety labels and data sheets
- Practice demonstrating safe disposal procedures
- Examine environmental impacts of improper disposal

What are the proper methods for disposing hazardous substances?

- Oxford Bk 9
pg. 17
- Safety data sheets
- Clean containers
- Disposal guidelines
- PPEs
- Reference materials

- Observation - Oral questions - Practical work

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Importance of safe handling

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

- Explain the importance of safe handling of hazardous substances
- Describe consequences of improper handling
- Appreciate the need for observing safety when handling hazardous substances

- Visit different places (workshop, kitchen, laboratory, farm) with teacher guidance
- Identify hazardous substances and observe safety measures practiced
- Find out harm substances can cause to people and environment
- Discuss proper disposal methods and make notes

Why is it important to practice safe handling of hazardous substances?

- Oxford Bk 9
pg. 18
- Exercise books and pens
- Appropriate PPEs
- Access to local workplaces
- Digital devices for recording

- Observation - Oral questions - Written reports

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Ways of nurturing talents and abilities
Self-Exploration and Career Development - Opportunities for talent development

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

- Explain ways of nurturing talents and abilities
- Identify personal strengths and interests
- Value the importance of developing talents for self-development

- Describe opportunities for developing talents and abilities
- Explain the role of resources and support systems
- Appreciate support available for talent nurturing

- Let each group member mention their talents and explain how they discovered them
- Discuss people who earn living through talents (athletes, musicians, dancers)
- Examine ways of nurturing talents: identifying strengths, exposure, resources, practice, mentorship
- Display talents through clubs and societies
- Discuss providing variety of experiences (co-curricular activities, workshops)
- Examine use of role models and mentors
- Study exploration opportunities (festivals, museums, galleries, concerts) and providing resources
- Discuss fostering positive environment and promoting balance

How can we nurture talents and abilities?
What opportunities help in nurturing talents and abilities?

- Oxford Bk 9
pg. 20
- Exercise books and pens
- Chart on career pathways
- Success stories
- Digital resources
- Oxford Bk 9
pg. 22
- Information on talent development programs
- Digital devices
- Charts showing pathways
- Success stories

- Observation - Oral questions - Self assessment - Practical work
- Oral questions - Written assignments - Peer assessment

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Relating talents to career pathways

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

- Relate talents and abilities to career pathways
- Identify career pathways that match personal talents
- Appreciate the connection between talents and future careers

- Study chart showing different career pathways
- Identify career pathway for learners with specific talents (Arts and Sports Science, STEM, Social Sciences)
- List down personal talents and abilities
- Match talents to appropriate career pathways using Table 1.4

Which career pathway relates to your talents and abilities?

- Oxford Bk 9
pg. 24
- Chart on career pathways
- Exercise books and pens
- Table showing relationship between talents and careers
- Digital resources

- Oral questions - Written assignments - Self assessment

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Ethical practices in pursuing careers

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

- Analyze ethical practices related to use of talents and abilities
- Explain how ethics contribute to career success
- Show integrity in pursuing career goals

- Discuss how hard work, discipline, honesty, integrity, self-confidence, respect help career success
- Examine people who succeeded in athletics, music, games due to good ethics
- Study ethical practices that made individuals succeed
- Write notes on how ethical practices lead to success

Why are ethical practices important in career development?

- Oxford Bk 9
pg. 25
- Exercise books and pens
- Case studies of successful individuals
- Digital resources
- Charts showing ethical practices

- Oral questions - Written tests - Case study analysis

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Unethical practices to avoid
Self-Exploration and Career Development - Choosing a career based on talents and abilities
Self-Exploration and Career Development - Review and assessment

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

- Identify unethical practices that can ruin careers
- Explain consequences of unethical behavior
- Value ethical behavior in career development

- Choose a career based on talents and abilities
- Plan for appropriate career pathway
- Value informed career decision-making for self-development

- Mention unethical practices to avoid
- Discuss how doping, indecent dressing, false information, bribing ruin careers
- Study Table 1.5 showing unethical practices for different talents
- Examine specific examples for athletes, musicians, journalists, photographers
- Write list of personal talents and abilities
- Complete table matching talents to careers (Table 1.6)
- Show completed table to teacher and discuss
- Discuss with parents/guardian at home and during Career Day/Parents' Day

What unethical practices should be avoided when pursuing a career?
How do we choose a career based on our talents and abilities?

- Oxford Bk 9
pg. 26
- Exercise books and pens
- Table 1.5 on unethical practices
- Digital resources
- Case studies
- Oxford Bk 9
pg. 27
- Exercise books and pens
- Career guidance materials
- Table for talents and careers
- Digital resources
- Assessment materials
- Charts and summaries
- Exercise books

- Written tests - Observation - Case study analysis
- Self assessment - Practical work - Written assignments - Observation

Communication in Pre-Technical Studies

Oblique Projection - Characteristics of oblique drawing

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

- Explain the characteristics of oblique drawing in technical fields
- Identify features of oblique projection
- Appreciate the application of oblique drawing in technical communication

- Study images representing oblique drawings and discuss characteristics
- Study a box and discuss faces, edges, corners visible
- Use digital devices or print media to search for characteristics
- Discuss front face, main axes, angle showing depth, cavalier and cabinet projection

What are the characteristics of oblique drawing?

- Oxford Bk 9
pg. 30
- Writing materials
- Technical drawing magazines/journals
- Digital devices with internet
- Box or cube samples

- Observation - Oral questions - Written tests

Communication in Pre-Technical Studies

Oblique Projection - Axes, dimensions and types

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

- Describe the three axes used in oblique projection
- Distinguish between cavalier and cabinet projection
- Show interest in learning technical drawing principles

- Study how oblique drawing emphasizes front face along horizontal plane at 45°
- Examine three axes (OZ at 90°, OX and OY at 135°) of unequal dimensions
- Compare cavalier projection (depth at full scale) with cabinet (depth at half scale)
- Study examples showing differences between types

How are axes arranged and what are the types of oblique projection?

- Oxford Bk 9
pg. 33
- Drawing papers
- Pencils and erasers
- Set squares and rulers
- Charts showing axes and types

- Observation - Oral questions - Written tests

Communication in Pre-Technical Studies

Oblique Projection - Sketching in oblique projection
Oblique Projection - Using oblique grid paper and instruments

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

- Sketch given drawings in oblique projection
- Apply freehand sketching techniques
- Show creativity in technical drawing

- Use oblique grid paper for sketching
- Identify instruments in geometrical set for oblique drawing
- Appreciate tools that facilitate oblique drawing

- Sketch horizontal baseline and perpendicular lines to create square face
- Sketch arc across angle and diagonal line at 45° to form depth
- Complete oblique square box sketch
- Sketch rectangular brick in oblique projection
- Study oblique grid paper features (vertical lines at 90°, horizontal at 180°, diagonal at 45°)
- Practice sketching on oblique grid paper
- Discuss instruments: ruler, set square, compass, protractor
- Examine 45° set square and its predetermined angle

How do we sketch drawings in oblique projection?
How do oblique grid paper and instruments help in drawing?

- Oxford Bk 9
pg. 35
- Chart with oblique objects drawn by freehand
- Drawing paper
- Well-sharpened pencils
- Erasers
- Oxford Bk 9
pg. 36
- Oblique grid paper
- Geometrical set
- Drawing materials
- Charts showing instruments

- Practical work - Observation - Rubrics
- Practical work - Observation - Oral questions

Communication in Pre-Technical Studies

Oblique Projection - Drawing a square brick in cabinet projection (Part 1)

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

- Draw horizontal and vertical lines accurately
- Use ruler and set square correctly
- Show precision in technical drawing

- Draw horizontal line (AB) and mark centre (O)
- Use 45° set square to draw perpendicular line (OC) 5cm high
- Draw another vertical line (DE) parallel to OC, 5cm apart
- Draw line EC (5cm) to complete square

How do we begin drawing a square brick in cabinet projection?

- Oxford Bk 9
pg. 38
- Drawing paper
- Ruler, pencil and eraser
- 45° set square
- Examples of completed drawings

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Oblique Projection - Drawing a square brick in cabinet projection (Part 2)

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

- Draw diagonal lines to show depth
- Complete cabinet projection of square brick
- Demonstrate accuracy in technical drawing

- Use 45° set square to draw diagonal lines (OF, CG, EH) each 5cm long
- Measure and mark midpoints X, Y, Z of lines to create cabinet image
- Join midpoints with horizontal line
- Complete brick and erase construction marks, make main lines bold

How do we complete the cabinet projection of a square brick?

- Oxford Bk 9
pg. 39
- Drawing paper
- Ruler, pencil and eraser
- 45° set square
- Examples of completed brick

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Oblique Projection - Drawing a horizontal cylinder
Oblique Projection - Drawing a triangular prism (Part 1)

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

- Use compass to draw circles for cylinder
- Draw horizontal cylinder in oblique projection
- Show skill in using drawing instruments

- Use protractor to measure angles
- Draw triangular face of prism
- Show precision in using drawing instruments

- Draw horizontal line (AB) 6cm long and mark midpoint O
- Use compass with radius 3cm to draw circle at O
- Use 45° set square to draw diagonal line OC (8cm) and mark midpoint X
- Draw another circle at X with radius 3cm, join edges with straight lines
- Delete construction marks and make cylinder lines bolder
- Draw line AB 5cm long and mark midpoint O
- Place protractor at O and make mark at 90°
- Draw line OE 4cm in height
- Draw diagonal lines AE and BE to converge at E forming triangle

How do we draw a horizontal cylinder in oblique projection?
How do we draw the front face of a triangular prism?

- Oxford Bk 9
pg. 40
- Drawing paper
- Ruler, pencil and eraser
- Compass
- 45° set square
- Oxford Bk 9
pg. 41
- Drawing paper
- Ruler, pencil and eraser
- Protractor
- Set square

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Oblique Projection - Drawing a triangular prism (Part 2)

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

- Draw depth of triangular prism
- Complete oblique projection of prism
- Demonstrate accuracy in technical drawing

- Place protractor at point B and measure 45°, draw diagonal line BC 6cm
- Slide set square along vertical line and draw horizontal line EC
- Measure and mark point D 2.5cm from C, draw vertical line DJ 4cm
- Draw lines EJ and CJ, delete construction marks and bold main lines

How do we complete the triangular prism in cavalier projection?

- Oxford Bk 9
pg. 42
- Drawing paper
- Ruler, pencil and eraser
- Protractor and set square
- Completed examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Oblique Projection - Practice drawing various objects

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

- Draw various shaped blocks in oblique projection
- Apply oblique projection techniques independently
- Value the application of oblique projection in drawing

- Practice drawing different shaped blocks using learned techniques
- Draw objects in both cavalier and cabinet projection
- Compare and contrast the two types of projection
- Complete practice exercises

How do we apply oblique projection to draw different objects?

- Oxford Bk 9
pg. 43
- Drawing paper
- Complete geometrical set
- Pencils and erasers
- Practice worksheets

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Oblique Projection - Application in technical communication
Oblique Projection - Review and assessment

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

- Explain applications of oblique projection in technical fields
- Relate oblique projection to various careers
- Appreciate the importance of oblique drawing in technical communication

- Review key concepts of oblique projection
- Apply oblique projection techniques in assessment
- Demonstrate understanding of oblique drawing

- Discuss careers where oblique projection is applied (engineering, architecture, design)
- Use digital devices or print media to search for importance
- Study how it shows dimension, proportion, details and helps sketch ideas
- Examine use in explaining complex concepts and project proposals
- Review characteristics and types of oblique projection
- Practice drawing matchbox in cavalier and cabinet projection
- Identify projection type from given images
- Complete assessment exercises and reflect on learning

How is oblique projection used in technical fields?
Why is oblique projection important in technical communication?

- Oxford Bk 9
pg. 46
- Digital devices with internet
- Print media with technical drawings
- Career brochures
- Examples from engineering
- Oxford Bk 9
pg. 47
- Drawing paper
- Complete geometrical set
- Assessment sheets
- Examples of various objects

- Oral questions - Written assignments - Observation
- Practical work - Written tests - Rubrics - Self-reflection

Communication in Pre-Technical Studies

Oblique Projection - Advanced practice and portfolio

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

- Create portfolio of oblique drawings
- Demonstrate mastery of oblique projection techniques
- Show creativity and precision in technical drawing

- Create portfolio with various oblique drawings (cavalier and cabinet)
- Draw complex shaped objects in oblique projection
- Label drawings correctly with dimensions
- Present portfolio for assessment

How do we create a comprehensive portfolio of oblique drawings?

- Oxford Bk 9
pg. 47
- Drawing paper
- Complete geometrical set
- Portfolio folder
- Assessment rubric

- Portfolio - Practical work - Rubrics - Presentation

Communication in Pre-Technical Studies

Oblique Projection - Final assessment and reflection

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

- Complete final assessment on oblique projection
- Evaluate own learning and progress
- Appreciate the value of oblique projection skills

- Complete comprehensive assessment covering all aspects of oblique projection
- Self-evaluate progress in learning oblique drawing
- Reflect on challenges and achievements
- Discuss real-world applications of skills learned

What have we learned about oblique projection?

- Oxford Bk 9
pg. 47
- Assessment materials
- Self-evaluation forms
- Digital resources
- Reference materials

- Written tests - Practical work - Self-assessment - Reflection

Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software
Visual Programming - Introduction to Scratch programming

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

- Explain the application areas of visual programming software in solving problems
- Identify uses of applications in daily life
- Appreciate the role of visual programming

- Navigate the Scratch programming interface
- Identify basic components of Scratch
- Show confidence in using visual programming software

- Use digital device to search for uses of mobile applications and websites
- Study mobile phone screen with various applications
- Discuss application areas: games, animations, money transfer, robotics
- Identify problems solved by each application
- Start Scratch program and identify stage, sprites pane, blocks palette, script area
- Practice navigating different areas of interface
- Explore available blocks and categories
- Create new project and save it

How is visual programming used in solving day-to-day problems?
What are the basic components of Scratch programming software?

- Oxford Bk 9
pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts
- Oxford Bk 9
pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Oral questions - Written assignments
- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

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

- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes

How do we create backdrops and add sprites for a story in Scratch?

- Oxford Bk 9
pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks

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

- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

How do we program backdrops and sprites in a story?

- Oxford Bk 9
pg. 53
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 1) - Maze game setup
Visual Programming - Creating a game (Part 2) - Programming sprite movement and collision
Visual Programming - Creating a game (Part 3) - Adding game levels

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

- Create a maze game backdrop
- Use drawing tools in Scratch
- Show creativity in game design

- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

- Start Scratch and save as 'The maze game', insert blue sky2 backdrop
- Use Rectangle tool to draw mazes (three vertical, two horizontal)
- Format mazes by removing outlines and arranging appropriately
- Add beetle sprite and set starting position
- Create backdrop2 for level two, backdrop3 with 'PROCEED TO LEVEL 2'
- Create backdrop4 with 'SORRY!! You LOST!!'
- Add blocks to beetle sprite to change levels and end game
- Test complete game and refine based on testing

How do we create a maze game backdrop?
How do we create multiple levels in a game?

- Oxford Bk 9
pg. 55
- Computer with Scratch 3
- Digital projector
- Game design examples
- Drawing tools guide
pg. 58
- Movement blocks guide
- Collision detection guide
- Oxford Bk 9
pg. 60
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics
- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 1) - Solar system setup

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

- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

- Insert space backdrop
- Search internet for planet sprites and save with .PNG extension
- Upload all planet sprites (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
- Add Sun sprite

How do we set up a solar system animation?

- Oxford Bk 9
pg. 62
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 2) - Programming planets (Sun, Mercury, Venus, Earth)

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

- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

How do we program orbital motion for Sun and inner planets?

- Oxford Bk 9
pg. 63
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 3) - Programming planets (Mars, Jupiter, Saturn, Uranus, Neptune)
Visual Programming - Testing and discussing programs

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

- Program remaining planets' orbital motions
- Coordinate multiple sprite animations
- Demonstrate animation sequencing skills

- Test program functionality
- Explain what each code block does
- Demonstrate understanding of programming concepts

- Program Mars, Jupiter, Saturn, Uranus and Neptune orbital motions
- Add appropriate blocks to each planet sprite
- Test complete solar system animation
- Observe all planets orbiting Sun
- Test story, game and animation by clicking green flag
- Discuss what each block in script pane instructs sprites to do
- Explain orbital motions, movements and sprite behaviors
- Write down findings and present to class

How do we complete the solar system animation?
How do code blocks control sprite behavior in programs?

- Oxford Bk 9
pg. 65
- Computer with Scratch 3
- Digital projector
- Complete animation guide
- Solar system reference
- Oxford Bk 9
pg. 68
- Computer with Scratch 3
- Digital projector
- Program analysis guide
- Assessment rubric

- Practical work - Observation - Rubrics
- Practical work - Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Creating own application

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

- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques

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

- Explore advanced features in visual programming
- Create more complex programs
- Demonstrate mastery of visual programming concepts

- Explore additional Scratch features (variables, operators, sensing)
- Create programs with more complex logic and interactions
- Add sound effects and advanced animations to projects
- Test and debug programs

What advanced features can we use in visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Advanced features guide
- Reference materials

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Uses in day-to-day life and assessment

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

- Explain uses of visual programming in day-to-day life
- Complete assessment on visual programming
- Embrace the use of visual programming in daily life

- Discuss applications in money transfer, virtual learning, entertainment, websites
- Explain application in robotics and automation
- Complete assessment exercises covering all aspects learned
- Share experiences with family and reflect on importance

Why is visual programming important in day-to-day life?

- Oxford Bk 9
pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications

- Written tests - Practical work - Self-reflection - Digital exercise

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

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

- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

How do we present our visual programming projects?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation