Communication in Pre-Technical Studies

Visual Programming - Meaning of visual programming
Visual Programming - Types of visual programming applications

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

- Observation - Oral questions - Group discussions

Communication in Pre-Technical Studies

Visual Programming - Examples of visual programming applications
Visual Programming - Features 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

In groups, learners are guided to:
- 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
- Mentor Pre-Technical Grade 8, pg. 55
- Computers with Scratch
- Projector
- Reference materials

- Observation - Oral questions - Practical identification

Communication in Pre-Technical Studies

Visual Programming - Input feature in visual programming
Visual Programming - Terminologies in visual programming (Part 1)

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

In groups, learners are guided to:
- 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
- Mentor Pre-Technical Grade 8, pg. 57
- Digital devices
- Reference books
- Glossary worksheets

- Practical work - Observation - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Terminologies in visual programming (Part 2)
Visual Programming - Creating sequential instructions (Part 1)

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

In groups, learners are guided to:
- 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
- Mentor Pre-Technical Grade 8, pg. 59
- Computers/tablets
- Internet access
- Scratch online platform
- Projector for demonstration

- Written assignments - Oral questions - Peer review

Communication in Pre-Technical Studies

Visual Programming - Creating sequential instructions (Part 2)
Visual Programming - Animation project setup

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

In groups, learners are guided to:
- 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
- Mentor Pre-Technical Grade 8, pg. 61
- Computers/tablets
- Scratch software
- Internet connection
- Visual examples

- Practical work - Program functionality - Observation

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

In groups, learners are guided to:
- 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)
Visual Programming - Creating own animation project

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

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

In groups, learners are guided to:
- 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
- Mentor Pre-Technical Grade 8, pg. 64
- Scratch software
- Planning templates
- Project rubric

- Practical work - Program functionality - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Importance of visual programming
Visual programming - Application areas

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

In groups, learners are guided to:
- 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
- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Pictures of applications
- Reference materials

- Oral presentations - Written reports - Self-reflection

Communication in Pre-Technical Studies

Visual programming - Application areas

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

- Describe mobile programming
- Explain web development
- Appreciate the importance of visual programming in daily life

In groups, learners are guided to:
- Study images showing mobile applications
- Identify and name mobile applications
- Discuss how applications are used to perform tasks
- Learn about mobile programming and web development

How are mobile and web applications developed?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Smartphones/tablets
- Digital devices
- Examples of mobile apps
- Internet access
- Video clips
- Examples of games and educational tools

- Oral questions - Observation - Written tests - Group discussions

Communication in Pre-Technical Studies

Visual programming - Installing and familiarising with Scratch
Visual programming - Familiarising with Scratch

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

- Download and install Scratch program
- Identify features of Scratch interface
- Show willingness to learn visual programming

In groups, learners are guided to:
- Follow steps to download and install Scratch
- Open and explore Scratch interface
- Identify instruction area, script area, stage and execution buttons
- Click on categories to explore commands

How do you install and use Scratch?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers/laptops
- Internet connection
- Scratch software
- Installation guide
- Computers with Scratch installed
- Digital projector
- Practice activities
- Reference guide

- Practical work - Observation - Checklist - Oral questions

Communication in Pre-Technical Studies

Visual programming - Creating a clicker game

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

- Create a simple clicker game using Scratch
- Select appropriate backdrop and sprite
- Show creativity in game development

In groups, learners are guided to:
- Choose backdrop and sprite for the game
- Create variable for score
- Drag and drop blocks to create script
- Test the game and make improvements

How can you create a clicker game in Scratch?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Internet access
- Sample games
- Step-by-step guide
- Project files
- Debugging guide
- Assessment rubrics

- Practical work - Observation - Portfolio - Peer assessment

Communication in Pre-Technical Studies

Visual programming - Creating interactive stories

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

- Create an interactive story using Scratch
- Add characters and dialogues
- Show creativity in storytelling

In groups, learners are guided to:
- Watch video on developing stories in Scratch
- Choose backdrop and characters for story
- Make characters say something using scripts
- Add multiple characters to the story

How can you create interactive stories in Scratch?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Internet access
- Video tutorials
- Storyboard templates

- Practical work - Portfolio - Presentations - Observation

Communication in Pre-Technical Studies

Visual programming - Creating interactive stories
Visual programming - Creating music

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

- Flip character direction in stories
- Insert text for characters to say
- Appreciate the use of visual programming in storytelling

In groups, learners are guided to:
- Position characters correctly using flip horizontal
- Insert conversation for each character using looks block
- Switch backdrops to show different parts of story
- Hide and show characters appropriately

How can characters interact in a Scratch story?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Sample stories
- Character sprites
- Backdrop images
- Speakers/headphones
- Musical instrument sprites
- Sound library

- Practical work - Observation - Creativity assessment - Portfolio

Communication in Pre-Technical Studies

Visual programming - Creating own interactive story
Visual programming - Creating animations

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

- Develop original interactive story
- Identify appropriate blocks for story creation
- Value creativity in programming

In groups, learners are guided to:
- Come up with original story
- Choose suitable backdrop and characters
- Arrange blocks logically to create story
- Run script to watch the story
- Share story with classmates

How can you create your own interactive story?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Flashcards for planning
- Story templates
- Assessment rubrics
- Animation examples
- Sprite library
- Tutorial videos

- Practical work - Portfolio - Presentations - Peer feedback

Communication in Pre-Technical Studies

Visual programming - Advanced animations
Visual programming - Exploring Scratch tutorials

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

- Create animations with multiple sprites
- Add scoring system to animations
- Appreciate complex programming

In groups, learners are guided to:
- Add multiple sprites to animation
- Create scripts for sprite interactions
- Add score variable
- Make sprites respond to each other
- Debug and improve animation

How can multiple sprites interact in animations?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Complex animation examples
- Debugging guide
- Assessment tools
- Internet access
- Tutorial guides
- Learning journal

- Practical work - Problem-solving - Portfolio - Observation

Communication in Pre-Technical Studies

Visual programming - Using visual programming in daily life
Visual programming - Assessment project

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

- Explain how visual programming helps solve problems
- Identify applications of visual programming in daily life
- Embrace the use of visual programming

In groups, learners are guided to:
- Study case scenario on using visual programming to solve problems
- Discuss how visual programming helps in daily life
- Identify ways to use visual programming skills
- Create educational games and learning tools

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

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 66
- Computers with Scratch
- Case study materials
- Examples of educational games
- Reference materials
- Project planning templates
- Assessment rubrics
- Presentation tools

- Oral questions - Written tests - Discussions - Practical examples

Entrepreneurship

Financial services - Financial institutions in Kenya
Financial services - Classification of financial institutions

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

- Identify financial institutions available in Kenya
- Give examples of financial institutions
- Show interest in financial services

In groups, learners are guided to:
- Study diagram showing types of financial institutions
- Identify examples of each type
- Name financial institutions in locality
- Use print or digital media to search for information

What are financial institutions?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 160
- Digital devices
- Pictures of banks and SACCOs
- Financial institution brochures
- Reference materials
- Classification chart
- Examples of institutions
- Comparison table

- Observation - Oral questions - Written assignments - List completion

Entrepreneurship

Financial services - Services offered

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

- Explain services offered by banks
- Describe banking services
- Value financial literacy

In groups, learners are guided to:
- Search for information on services offered by banks
- Study case study on Mr. Mwakazi and his wife
- Discuss deposit acceptance, loans, money transfer
- Learn about investment and foreign exchange services

What services do banks offer?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 160
- Digital devices
- Case study materials
- Bank brochures
- Reference materials

- Oral questions - Written tests - Case study analysis - Discussions

Entrepreneurship

Financial services - Services by other institutions
Reasons for government involvement

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

- Explain services offered by insurance companies, micro-finance institutions and SACCOs
- Compare services of different institutions
- Appreciate diversity of financial services

In groups, learners are guided to:
- Discuss services offered by insurance companies
- Learn about micro-finance services
- Discuss SACCO services
- Create presentation on financial services

What services do different financial institutions offer?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 160
- Digital devices
- Presentation materials
- Service comparison chart
- Manila paper
- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 169
- Pictures of public services
- Flashcards
- Discussion guides

- Presentations - Written tests - Oral questions - Comparison charts

Entrepreneurship

Government and business - Ways of involvement
Government and business - Training and development

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

- Describe ways government gets involved in business
- Explain regulations, licensing and quality standards
- Value government oversight

In groups, learners are guided to:
- Study pictures showing government closing businesses
- Discuss regulations imposed on businesses
- Learn about licensing requirements
- Discuss quality standards enforcement

How does government get involved in business?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 169
- Pictures showing enforcement
- Licensing examples
- Quality standards documents
- Digital devices
- Examples of training institutions
- Trade policy documents
- Reference materials

- Oral questions - Written tests - Case discussions - Observation

Entrepreneurship

Government and business - Types of taxes
Government and business - Types of taxes continued

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

- Explain the meaning and importance of taxes
- Identify types of taxes in Kenya
- Value tax payment

In groups, learners are guided to:
- Study pictures of public facilities
- Discuss meaning and importance of paying taxes
- Search for information on types of taxes
- Learn about income tax, VAT, corporate tax

What is tax and why is it important?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 169
- Pictures of public facilities
- Digital devices
- Tax information materials
- Reference materials
- Tax rate information
- Word search puzzles
- KRA materials

- Oral questions - Written tests - Discussions - Research notes

Entrepreneurship

Government and business - e-Government services
Government and business - Accessing e-Government

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

- Explain meaning of e-Government services
- Identify e-Government platforms
- Appreciate digital government services

In groups, learners are guided to:
- Read and analyze case study on e-Citizen
- Discuss e-Government services in business
- Learn about business registration and licensing online
- Discuss benefits of e-Government

What are e-Government services?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 169
- Case study materials
- Digital devices
- E-Government platform access
- Reference materials
- Computers/smartphones
- Internet connection
- E-Government platforms
- Navigation guide

- Case study analysis - Oral questions - Written tests - Discussions

Entrepreneurship

Government and business - Review and compliance
Business plan - Importance in entrepreneurship

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

- Explain importance of complying with regulations
- Review government involvement in business
- Value regulatory compliance

In groups, learners are guided to:
- Discuss need to comply with government regulations
- Review key concepts on government and business
- Complete assessment activities
- Reflect on learning

Why should businesses comply with government regulations?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 169
- Assessment tools
- Self-reflection checklist
- Case scenarios
- Regulation examples
- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 180
- Digital devices
- Video clips
- Sample business plans
- Reference materials

- Written tests - Oral questions - Self-reflection - Discussions

Entrepreneurship

Business plan - Components

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

- Identify components of a business plan
- Explain executive summary and business description
- Appreciate business plan structure

In groups, learners are guided to:
- Study chart showing business plan components
- Read case studies on business plan components
- Discuss executive summary and business description
- Study sample business plan sections

What are the components of a business plan?

- Spotlight Pre-Technical Studies Learner's Book Grade 9 pg. 180
- Business plan samples
- Case study materials
- Chart of components
- Digital devices

- Oral questions - Written tests - Case study analysis - Component identification