Communication in Pre-Technical Studies

Visual Programming - Meaning of visual programming

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

- Define visual programming
- Explain visual programming applications
- Show interest in learning visual programming

- Study picture of learner using visual programming application
- Brainstorm on meaning of visual programming
- Discuss visual programming applications
- Share findings with other groups

What is visual programming and how is it used?

- Mentor Pre-Technical Grade 8, pg. 51
- Digital devices
- Internet access
- Visual programming software
- Projector

- Observation - Oral questions - Group discussions

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

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

- Identify educational applications
- Describe multimedia applications
- Recognize video game applications

- Search for information on educational applications
- Research multimedia applications
- Explore video game applications
- Brainstorm on examples of visual programming applications

What types of applications can be created using visual programming?

- Mentor Pre-Technical Grade 8, pg. 52
- Digital devices
- Internet connection
- Textbooks
- Application examples

- Written tests - Oral presentations - Observation

Communication in Pre-Technical Studies

Visual Programming - Examples of visual programming applications

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

- Identify Microsoft MakeCode
- Recognize Scratch application
- Describe Sprite Box application

- Search for information on Microsoft MakeCode
- Research Scratch programming
- Study Sprite Box application
- Identify applications from their icons

What are common visual programming applications?

- Mentor Pre-Technical Grade 8, pg. 53
- Computers/tablets
- Internet access
- Application icons
- Digital resources

- Observation - Oral questions - Practical identification

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

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

- Identify input features
- Recognize processing features
- Describe output and effects features

- Launch Scratch application with teacher guidance
- Identify features under input category
- Explore processing features
- Study output and effects (sound, animations, background)

What are the main features of visual programming applications?

- Mentor Pre-Technical Grade 8, pg. 55
- Computers with Scratch
- Internet access
- Projector
- Reference materials

- Practical work - Observation - Peer review

Communication in Pre-Technical Studies

Visual Programming - Input feature in visual programming

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

- Use the Ask command from sensing blocks
- Enter information from keyboard
- Create meaningful input questions

- Open Scratch application
- Use Ask command from sensing blocks
- Type questions for input
- Practice modifying input questions
- Test different input types (numbers, letters, words)

How do we get information from users in a program?

- Mentor Pre-Technical Grade 8, pg. 56
- Computers/tablets
- Scratch software
- Internet access
- Practice worksheets

- Practical work - Observation - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Terminologies in visual programming (Part 1)

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

- Define syntax in programming
- Explain variables
- Describe input and output statements

- Search for meanings of syntax, variables, input statements, output statements
- Discuss definitions with peers
- Write meanings in notebooks
- Share findings for peer review

What are the basic terms used in visual programming?

- Mentor Pre-Technical Grade 8, pg. 57
- Digital devices
- Reference books
- Internet access
- Glossary worksheets

- Written tests - Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Terminologies in visual programming (Part 2)

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

- Explain coding and coding blocks
- Define sequence statements
- Describe repeating statements
- Understand selection statements and variable declarations

- Research meanings of coding, coding blocks, sequence statements
- Study repeating statements (forever, repeat until, repeat 10)
- Learn about selection statements and variable declarations
- Complete terminology table in notebooks

How do we give instructions to computers using visual programming?

- Mentor Pre-Technical Grade 8, pg. 58
- Digital devices
- Scratch application
- Reference materials
- Practice examples

- Written assignments - Oral questions - Peer review

Communication in Pre-Technical Studies

Visual Programming - Creating sequential instructions (Part 1)

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

- Access Scratch online
- Navigate Scratch interface
- Identify Events blocks
- Use When flag clicked block

- Open Scratch using provided link
- Click Start Creating icon
- Close Tutorial Pane
- Explore Scratch interface
- Select Events and drag When flag clicked block

How do we start creating programs in Scratch?

- Mentor Pre-Technical Grade 8, pg. 59
- Computers/tablets
- Internet access
- Scratch online platform
- Projector for demonstration

- Practical work - Observation - Teacher guidance

Communication in Pre-Technical Studies

Visual Programming - Creating sequential instructions (Part 2)

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

- Use Control blocks (Forever)
- Apply Motion blocks (move steps, bounce)
- Add Sound blocks
- Create simple animation sequence

- Select and drag Forever block from Control
- Add move 10 steps from Motion
- Insert Play sound meow from Sound
- Add If on edge, bounce block
- Set rotation style to left-right
- Test program by clicking green flag

How do we make characters move and make sounds?

- Mentor Pre-Technical Grade 8, pg. 60
- Computers with Scratch
- Internet access
- Step-by-step guide
- Sample projects

- Practical work - Program functionality - Observation

Communication in Pre-Technical Studies

Visual Programming - Animation project setup

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

- Identify backdrop and sprites icons
- Import backdrops
- Add sprites to projects
- Position sprites appropriately

- Open new Scratch project
- Identify backdrop icon and sprites icon
- Import brick wall backdrop (Wall 1)
- Select and add bat sprite
- Position bat sprite above ground

How do we set up the environment for animations?

- Mentor Pre-Technical Grade 8, pg. 61
- Computers/tablets
- Scratch software
- Internet connection
- Visual examples

- Practical work - Observation - Project setup

Communication in Pre-Technical Studies

Visual Programming - Animation project setup

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

- Identify backdrop and sprites icons
- Import backdrops
- Add sprites to projects
- Position sprites appropriately

- Open new Scratch project
- Identify backdrop icon and sprites icon
- Import brick wall backdrop (Wall 1)
- Select and add bat sprite
- Position bat sprite above ground

How do we set up the environment for animations?

- Mentor Pre-Technical Grade 8, pg. 61
- Computers/tablets
- Scratch software
- Internet connection
- Visual examples

- Practical work - Observation - Project setup

Communication in Pre-Technical Studies

Visual Programming - Creating flying bat animation (Part 1)

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

- Use Forever loop for continuous motion
- Apply motion blocks to sprite
- Add costume changes for animation effect

- Click Events and add When flag clicked
- Add Forever block from Control
- Insert move 10 steps inside Forever
- Add next costume from Looks
- Insert wait 1 sec from Control

How do we create continuous movement in animations?

- Mentor Pre-Technical Grade 8, pg. 62
- Computers with Scratch
- Bat sprite
- Instruction guide
- Sample animations

- Practical work - Animation quality - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating flying bat animation (Part 2)

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

- Complete flying bat animation
- Test and debug animation
- Modify animation parameters

- Add If on edge, bounce from Motion
- Arrange all blocks in correct sequence
- Click green flag to test animation
- Observe bat flying and flapping wings
- Modify speed and wait time if needed

How do we test and improve our animations?

- Mentor Pre-Technical Grade 8, pg. 63
- Computers/tablets
- Completed Scratch project
- Testing checklist
- Peer review forms

- Practical work - Program functionality - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Creating own animation project

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

- Plan own animation project
- Select appropriate sprites and backdrops
- Apply learned programming blocks
- Create functional animation

- Plan animation idea
- Choose sprites and backdrop
- Apply sequence of blocks learned
- Add motion, sound, and effects
- Test and refine animation
- Present project to peers

How can we create our own unique animations?

- Mentor Pre-Technical Grade 8, pg. 64
- Computers/tablets
- Scratch software
- Planning templates
- Project rubric

- Project work - Presentation - Peer and self-assessment

Communication in Pre-Technical Studies
Materials for Production

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

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

- Explain importance of visual programming in daily life
- Identify careers using visual programming
- Value visual programming skills

- Discuss importance of visual programming
- Research careers using visual programming
- Share examples of visual programming applications in community
- Present findings in class
- Reflect on learning experience

Why is visual programming important in today's world?

- Mentor Pre-Technical Grade 8, pg. 64
- Digital devices
- Career resources
- Internet access
- Presentation tools
- Mentor Pre-Technical Grade 8, pg. 63
- Pictures of composite materials
- Realia (concrete, bricks, manufactured boards)

- Oral presentations - Written reports - Self-reflection

Materials for Production

Composite Materials - Composition of composite materials
Composite Materials - Constituent materials of composites

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

- Describe the composition of composite materials
- Identify constituent materials in composites
- Appreciate the combination of materials in composites

- Discuss and fill in constituent materials of composites
- Participate in group presentations
- Search for information on constituent materials using digital devices
- Study composition of concrete, bricks, papier-mâché, stone, manufactured boards

How are composite materials made?

- Mentor Pre-Technical Grade 8, pg. 64
- Digital devices
- Internet access
- Charts showing composite compositions
- Sample composite materials
- Mentor Pre-Technical Grade 8, pg. 65
- Print resources
- Internet link provided
- Reference books

- Written assignments - Practical work - Group presentations

Materials for Production

Composite Materials - Matching composite materials to their uses
Composite Materials - Uses in work environment

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

- Match composite materials to their uses
- Identify uses of composite materials in work environment
- Appreciate the importance of composite materials

- Match composite materials to their uses in notebooks
- Discuss uses of manufactured boards for furniture
- Study uses of plastic-coated paper for packaging
- Identify uses of concrete in construction
- Share work with classmates

How are composite materials used in different workplaces?

- Mentor Pre-Technical Grade 8, pg. 67
- Charts showing composite uses
- Pictures of furniture and buildings
- Real composite items
- Mentor Pre-Technical Grade 8, pg. 68
- Pictures of work environments
- Charts showing sector applications
- Digital devices
- Video clips

- Practical work - Oral questions - Peer assessment

Materials for Production

Composite Materials - Searching for information on uses

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

- Research uses of composite materials
- Prepare charts showing types and uses
- Apply digital literacy skills in research

- Use digital devices to search for information on uses
- Watch video clips showing composite material applications
- Observe pictures and charts
- Find out uses of plastic-coated paper, chipboard, concrete
- Write reports on observations

How can we find information about composite material uses?

- Mentor Pre-Technical Grade 8, pg. 69
- Digital devices
- Internet access
- Video clips
- Manila papers for charts

- Chart assessment - Written reports - Practical work

Materials for Production

Composite Materials - Importance in the locality
Ceramic Materials - Identifying common ceramic materials

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

- Explain importance of composite materials in locality
- Identify structures made from composites
- Value the impact of composites on community life

- Identify structures or items made from composites in locality
- Explain importance to the community
- Discuss how lives have been impacted by composites
- Present findings to classmates

Why are composite materials important in our community?

- Mentor Pre-Technical Grade 8, pg. 70
- Community resources
- Pictures of local structures
- Digital devices
- Sample composite items
- Mentor Pre-Technical Grade 8, pg. 71
- Pictures of ceramic items
- Real ceramic items (pots, plates, tiles)

- Oral presentations - Written tests - Observation

Materials for Production

Ceramic Materials - Collecting ceramic items

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

- Collect ceramic items from locality
- Write names of ceramic items
- Store collected items safely

- Take a walk around locality with teacher guidance
- Identify ceramic items
- Collect some of the items
- Write names of items
- Discuss ceramic materials used
- Store items in safe place

How can we identify and collect ceramic materials safely?

- Mentor Pre-Technical Grade 8, pg. 72
- Collection bags
- Notebooks for recording
- Storage boxes
- Safety gloves

- Practical work - Observation - Portfolio assessment

Materials for Production

Ceramic Materials - Physical properties of ceramics

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

- Define physical properties
- Identify physical properties of ceramic materials
- Appreciate the unique properties of ceramics

- Brainstorm meaning of physical properties
- Discuss physical properties of ceramic materials
- Use print and digital media to search for properties
- Study pictures showing brittleness, fire resistance, heat resistance

What are the physical properties of ceramic materials?

- Mentor Pre-Technical Grade 8, pg. 73
- Digital devices
- Print resources
- Pictures showing properties
- Sample ceramic items

- Observation - Written tests - Group discussions

Materials for Production

Ceramic Materials - Investigating properties

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

- Investigate brittleness of ceramic materials
- Test fire resistance of ceramics
- Examine heat and water resistance
- Demonstrate safe investigation procedures

- Drop ceramic material from height to test brittleness
- Hold ceramic using tongs and place on flame
- Place pot over low flame to test heat resistance
- Place water inside glass to test water resistance
- Record observations

How can we test the properties of ceramic materials?

- Mentor Pre-Technical Grade 8, pg. 74
- Ceramic items (glass, pots)
- Water
- Source of heat
- Tongs
- Safety equipment

- Practical work - Observation - Written reports - Safety compliance

Materials for Production

Ceramic Materials - Understanding properties

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

- Explain brittleness of ceramics
- Describe fire, heat, water and corrosion resistance
- Value the properties of ceramic materials

- Study explanations of basic properties
- Discuss brittleness and why ceramics break easily
- Learn about fire resistance in flames
- Understand corrosion resistance
- Discuss water and heat resistance applications

Why do ceramic materials have these specific properties?

- Mentor Pre-Technical Grade 8, pg. 75
- Charts showing properties
- Sample ceramic items
- Pictures demonstrating properties
- Reference books

- Written tests - Oral questions - Observation

Materials for Production

Ceramic Materials - Uses in work environment

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

- Match ceramic materials to their uses
- Identify uses of ceramics in different sectors
- Prepare charts showing types and uses
- Appreciate ceramic material applications

- Match ceramic items with uses in work environment
- Search for information on uses using digital resources
- Prepare chart showing types and uses
- Visit workplaces to identify ceramic materials
- Record findings in tables

How are ceramic materials used in different workplaces?

- Mentor Pre-Technical Grade 8, pg. 76
- Digital devices
- Manila papers for charts
- Workplace access
- Resource persons
- Sample ceramic items

- Chart assessment - Practical work - Oral presentations - Written reports

Materials for Production
Tools and Production

Ceramic Materials - Importance in the locality
Cutting Tools - Identifying cutting tools

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

- Identify importance of ceramic materials in locality
- Discuss uses in kitchen, construction, decoration
- Explain healthcare applications
- Value ceramic materials in daily life

- Study pictures of people making and using ceramics
- Identify ceramic materials shown
- Discuss importance in the locality
- Debate statement about ceramic importance
- Share with parents importance of ceramics at home

Why are ceramic materials important in our daily lives?

- Mentor Pre-Technical Grade 8, pg. 78
- Pictures of ceramic uses
- Digital devices
- Debate guidelines
- Reference materials
- Community resources
- Mentor Pre-Technical Studies Grade 8 pg. 80
- Pictures of cutting tools
- Real cutting tools (hacksaws, handsaws, chisels, planes, snips)
- Charts showing cutting tools

- Oral presentations - Written reports - Debate participation - Self-reflection

Tools and Production

Cutting Tools - Collecting and identifying cutting tools
Cutting Tools - Uses of hacksaws and handsaws

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

- Collect different cutting tools available in the locality
- Identify and write down names of cutting tools
- Store tools safely for later use

- Collect different cutting tools available in the locality under teacher guidance
- Identify and write down the names of the cutting tools
- Store the tools in a safe place

How should cutting tools be stored safely?

- Mentor Pre-Technical Studies Grade 8 pg. 81
- Various cutting tools from locality
- Storage containers
- Notebooks for recording
- Hacksaws and handsaws
- Metal rods, plastic pipes, wood pieces
- Pictures showing tool applications

- Practical work - Observation - Written records

Tools and Production

Cutting Tools - Uses of chisels and planes

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

- Identify different types of chisels and their uses
- Explain the function of planes in woodwork
- Demonstrate responsibility in tool handling

- Study wood chisels and cold chisels
- Discuss uses of chisels in cutting or shaping wood, metals or stone
- Learn about planes used to cut thin layers from timber
- Discuss types of planes (bench planes, block planes, specialty planes)

How do chisels and planes shape materials differently?

- Mentor Pre-Technical Studies Grade 8 pg. 82
- Wood chisels and cold chisels
- Various types of planes
- Wood and metal samples
- Safety equipment

- Observation - Oral questions - Written tests

Tools and Production

Cutting Tools - Uses of snips, scrappers and other cutting tools
Cutting Tools - Selecting appropriate cutting tools

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

- Describe the use of snips in metalwork
- Explain the function of scrappers in removing materials
- Identify uses of knives, strippers and cutters

- Learn about tin snips and aviation snips for cutting metal sheets
- Discuss scrappers for removing material from surfaces
- Study knives (fixed blade, sliding, folding)
- Learn about strippers for removing wire insulation
- Discuss various cutters (wire cutters, pipe cutters, paper cutters)

What tools are best for cutting thin metal sheets?

- Mentor Pre-Technical Studies Grade 8 pg. 82
- Tin snips and aviation snips
- Scrappers
- Various knives
- Wire strippers
- Different types of cutters
- Mentor Pre-Technical Studies Grade 8 pg. 83
- Previously collected cutting tools
- Classification charts
- Notebooks for recording

- Observation - Oral questions - Group discussions

Tools and Production

Cutting Tools - Using a handsaw safely
Cutting Tools - Using a hacksaw safely

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

- Use a handsaw safely to cut timber
- Follow proper procedures when using a handsaw
- Observe safety precautions while cutting

- Wear protective gear such as gloves and safety goggles
- Position timber carefully on working surface
- Measure and mark cut line using try square and pencil
- Secure timber using a clamp
- Practice cutting timber using proper handsaw technique

How is a handsaw used safely to cut wood?

- Mentor Pre-Technical Studies Grade 8 pg. 85
- Handsaws
- Pieces of timber
- Tape measure, try square, pencil
- Clamps
- Working surface
- Protective gear (gloves, goggles)
- Mentor Pre-Technical Studies Grade 8 pg. 86
- Hacksaws
- Metal rods and plastic pipes
- Scriber
- Bench vice
- Working bench
- Protective gloves and overalls

- Practical work - Observation - Safety compliance assessment

Tools and Production

Cutting Tools - Using a wood chisel

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

- Use a wood chisel to cut grooves and shape timber
- Follow proper procedures when using a chisel
- Demonstrate safe handling of sharp tools

- Secure timber on working surface using a clamp
- Mark the point to be cut using pencil and ruler
- Hold chisel correctly with sharp end facing down
- Strike chisel with mallet to remove thin slices
- Practice cutting grooves and shaping wood edges

How is a chisel used to shape wood?

- Mentor Pre-Technical Studies Grade 8 pg. 88
- Wood chisels
- Pieces of timber
- Mallet
- Pencil and ruler
- Clamps
- Protective gloves and goggles

- Practical work - Observation - Safety assessment

Tools and Production

Cutting Tools - Using snips to cut metal sheets

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

- Use snips to cut metallic sheets
- Apply correct technique when using snips
- Cut safely away from the body

- Wear protective gloves
- Secure metallic sheet on flat working surface
- Measure and mark cut line using scriber and steel rule
- Hold snips correctly
- Open snips and align blades with cut line
- Practice cutting along the marked line

How do we use snips to cut metal sheets safely?

- Mentor Pre-Technical Studies Grade 8 pg. 89
- Tin snips or aviation snips
- Metallic sheets
- Scriber and steel rule
- Tape measure
- Protective gloves
- Working surface

- Practical work - Observation - Written tests

Tools and Production

Cutting Tools - Using wire cutters

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

- Use wire cutters to cut wires of different sizes
- Hold wire cutters properly
- Observe safety when cutting wires

- Identify and mark point on wire for cutting
- Hold wire cutter with dominant hand correctly
- Open handles to open blades
- Place wire between blades ensuring proper alignment
- Apply force to close blades and cut wire
- Practice cutting wires of different sizes

How do we cut wires safely using wire cutters?

- Mentor Pre-Technical Studies Grade 8 pg. 91
- Wire cutters
- Wires of different sizes
- Marking tools
- Protective gloves

- Practical work - Observation - Peer assessment

Tools and Production

Cutting Tools - Using planes and scrappers

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

- Use a plane to smoothen and reduce timber thickness
- Use a scrapper to remove embedded dirt
- Apply proper techniques for each tool

- Use jack plane to smoothen timber surface
- Practice reducing thickness of timber
- Wear protective gear (safety goggles)
- Use scrapper to remove embedded dirt from surfaces
- Hold scrapper at 30° angle
- Practice scraping different surfaces

How do planes and scrappers prepare surfaces?

- Mentor Pre-Technical Studies Grade 8 pg. 90
- Jack plane
- Scrappers
- Pieces of timber
- Surfaces with embedded dirt
- Safety goggles
- Protective gloves

- Practical work - Observation - Safety compliance

Tools and Production

Cutting Tools - Using wire strippers and knives

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

- Use wire strippers to remove wire insulation
- Use utility knives to cut cardboard and paper
- Observe safety precautions with sharp tools

- Open jaws of wire stripper
- Place wire between jaws at correct distance from end
- Squeeze and rotate stripper to remove insulation
- Practice stripping and cutting wires
- Use utility knife to cut cardboard at 45° angle
- Store knife with blade retracted

How do we safely strip wires and cut with knives?

- Mentor Pre-Technical Studies Grade 8 pg. 92
- Wire strippers
- Insulated wires
- Utility/sliding knives
- Cardboard paper
- Ruler and pencil
- Protective gloves

- Practical work - Observation - Peer assessment

Tools and Production

Cutting Tools - Caring for cutting tools

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

- Identify ways of caring for different cutting tools
- Explain maintenance procedures for each tool
- Demonstrate responsibility in tool care

- Study pictures showing ways of caring for cutting tools
- Discuss how tools are being cared for
- Use digital devices or print resources to search for ways of caring for cutting tools
- Discuss maintenance for hacksaws, handsaws, chisels, snips, cutters, planes, scrappers, strippers and knives

Why is it important to care for cutting tools?

- Mentor Pre-Technical Studies Grade 8 pg. 95
- Various cutting tools
- Digital devices
- Internet access
- Tool maintenance materials
- Pictures of tool care

- Observation - Oral questions - Written assignments

Tools and Production

Cutting Tools - Importance of cutting tools in the workplace

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

- Explain the importance of cutting tools in work environment
- Prepare informative posters on cutting tools
- Value the role of cutting tools in various workplaces

- Discuss the importance of cutting tools in the work environment
- Prepare posters providing information on importance of cutting tools
- Place posters at school workshop or Pre-Technical Studies corner
- Share findings with classmates

Why are cutting tools essential in workplaces?

- Mentor Pre-Technical Studies Grade 8 pg. 96
- Manila papers
- Markers and colors
- Pictures of cutting tools
- Reference materials

- Observation - Poster assessment - Oral presentations