Materials for Production

Introduction to Materials - Meaning of materials used in production

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

- Define materials used in production
- Identify materials used to make different items
- Show interest in learning about materials for production

In groups, learners are guided to:

- Discuss the meaning of materials used in production
- Identify materials used to make items in pictures (furniture, clothing, containers)
- Search online or in relevant print media for information on materials used in production

What are materials used in production?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 43
- Pictures
- Digital devices
- Internet access

- Oral questions - Observation - Written assignments

Materials for Production

Introduction to Materials - Examples of materials used in production
Introduction to Materials - Distinguishing metallic and non-metallic materials

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

- Identify examples of materials used in production (wood, metal, plastic, fabric, paper)
- Match materials to items they are used to make
- Appreciate the variety of materials available for production

In groups, learners are guided to:

- Identify materials such as wood, metal, plastic, fabric and paper
- List materials used in production of furniture, cars, water bottles, tiles, clothes and shoes
- Walk around workshops in school or locality and identify materials for production

What materials are commonly used to make items we use daily?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 44
- Realia (wood, metal, plastic samples)
- Pictures
- Master Booklyst Pre-Technical Studies Grade 7 pg. 45
- Metallic materials (steel, aluminium, copper)
- Non-metallic materials (wood, plastic, paper)

- Oral questions - Observation - Group discussions

Materials for Production

Introduction to Materials - Sustainable use of materials in production
Introduction to Materials - Importance of materials in production

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

- Describe sustainable ways of using materials in production
- Apply sustainable practices such as reduce, reuse and recycle
- Appreciate the importance of using materials sustainably

In groups, learners are guided to:

- Discuss how to use materials sustainably (reduce waste, reuse, recycle)
- Discuss using renewable materials and energy-efficient methods
- Make notes and present on sustainable ways of using materials in production

How can we use materials in production sustainably?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 47
- Charts
- Pictures
- Digital devices
- Master Booklyst Pre-Technical Studies Grade 7 pg. 48
- Classroom items
- Internet access
- Charts

- Oral questions - Presentations - Written assignments

Materials for Production

Introduction to Materials - Application of materials in everyday items
Metallic Materials - Types of metallic materials

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

- Identify how different materials are used in making items
- Create a poster showing uses of different materials
- Value the contribution of materials to our daily lives

In groups, learners are guided to:

- Create a poster showing how different materials are used in making items
- Write down the importance of materials used
- Take turns to present posters to classmates for discussion

How do materials contribute to the items we use every day?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 49
- Chart papers
- Markers
- Pictures
- Master Booklyst Pre-Technical Studies Grade 7 pg. 50
- Pictures
- Internet access
- Metallic samples

- Poster making - Presentations - Peer assessment

Materials for Production

Metallic Materials - Identifying metallic materials in the environment
Metallic Materials - Appearance and colour of metals
Metallic Materials - Weight and flexibility of metals

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

- Describe metallic materials found in the school and community
- Prepare a checklist for identifying types of metallic materials
- Appreciate the presence of metals in our surroundings

In groups, learners are guided to:

- Take a walk around school or community and identify items made of metal
- Identify the type of metallic materials used to make the items
- Record findings in a table showing item name, location, type of metal and use

How can we identify metallic materials in our environment?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 51
- School environment
- Exercise books
- Master Booklyst Pre-Technical Studies Grade 7 pg. 52
- Steel spoon
- Aluminium can
- Copper wire
- Steel samples
- Aluminium samples
- Copper samples

- Observation - Checklist - Field notes

Materials for Production

Metallic Materials - Magnetism of metals
Metallic Materials - Conductivity of heat

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

- Explain magnetism as a property of some metallic materials
- Perform practical activities to test magnetism of metals
- Show curiosity in discovering magnetic properties of metals

In groups, learners are guided to:

- Use a magnet to test for magnetism of steel, aluminium and copper
- Observe and note which materials are attracted to the magnet
- Share findings with other members in class

Which metals are attracted to magnets?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 53
- Magnets
- Steel, aluminium and copper samples
- Metal rods (steel, aluminium, copper)
- Source of heat
- Safety gloves

- Practical work - Observation - Written assignments

Materials for Production

Metallic Materials - Conductivity of electricity
Metallic Materials - Properties of steel, aluminium and copper

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

- Explain conductivity of electricity as a property of metallic materials
- Perform practical activities to test electrical conductivity of metals
- Appreciate the use of metals in electrical applications

In groups, learners are guided to:

- Set up a simple circuit with a bulb, cell and connecting wires
- Connect aluminium, steel and copper rods in turns as the material being tested
- Observe which material when connected makes the bulb light

Which metals conduct electricity best?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 54
- Bulb
- Cell
- Connecting wires
- Metal rods
- Charts
- Metal samples

- Practical work - Observation - Written assignments

Materials for Production

Metallic Materials - Uses of steel, aluminium and copper

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

- Explain the uses of steel, aluminium and copper in the immediate environment
- Match metallic materials to their uses
- Appreciate the importance of metals in everyday life

In groups, learners are guided to:

- Use digital device or print resources to search for uses of steel, aluminium and copper
- Look around school or community and list items made of steel, aluminium or copper
- Take pictures or draw items made from these metals

How are steel, aluminium and copper used in our environment?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 55
- Digital devices
- School environment

- Oral questions - Written assignments - Observation

Materials for Production

Metallic Materials - Matching metals to their applications
Non-Metallic Materials - Meaning and examples of non-metallic materials
Non-Metallic Materials - Identifying non-metallic materials in the environment

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

- Relate metallic materials to their specific applications
- Create a poster matching metallic materials with their uses
- Value the contribution of metals to construction and technology

In groups, learners are guided to:

- Create a poster matching metallic materials with their uses
- Present work to classmates
- Make a chart showing more uses of steel, aluminium and copper

Why are different metals suitable for different uses?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 55
- Chart papers
- Markers
- Pictures
- Master Booklyst Pre-Technical Studies Grade 7 pg. 56
- Pictures
- Internet access
- Non-metallic samples
- Master Booklyst Pre-Technical Studies Grade 7 pg. 57
- School environment
- Exercise books

- Poster making - Presentations - Peer assessment

Materials for Production

Non-Metallic Materials - Natural and synthetic materials
Non-Metallic Materials - Identifying natural and synthetic materials

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

- Explain the difference between natural and synthetic non-metallic materials
- Categorise non-metallic materials as either natural or synthetic
- Value both natural and synthetic materials in production

In groups, learners are guided to:

- Read and discuss definitions of synthetic and natural materials
- Categorise materials as natural (wood, cotton, leather, wool) or synthetic (plastic, rubber, cement, glass, ceramics, nylon)
- Sort non-metallic materials in the environment as natural or synthetic

What is the difference between natural and synthetic materials?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 58
- Natural material samples
- Synthetic material samples
- Charts
- Environment
- Camera/phone
- Chart papers

- Oral questions - Written assignments - Sorting activities

Materials for Production

Non-Metallic Materials - Colour and texture of non-metallic materials
Non-Metallic Materials - Hardness of non-metallic materials

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

- Describe the colour and texture of non-metallic materials
- Examine the colour and texture of wood, stone, plastics, paper, rubber, cement, glass and ceramics
- Show curiosity in observing material properties

In groups, learners are guided to:

- Look at collected samples of non-metallic materials and describe colour appearance
- Feel the texture of each material and say whether rough or smooth
- Create a summary table to record colour and texture of each material

What colours and textures do non-metallic materials have?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 59
- Wood, stone, plastic, paper, rubber, cement, glass, ceramic samples
- Metal nail
- Non-metallic material samples
- Gloves

- Practical work - Observation - Written assignments

Materials for Production

Non-Metallic Materials - Fire resistance of non-metallic materials
Non-Metallic Materials - Summary of physical properties

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

- Explain fire resistance as a property of non-metallic materials
- Perform fire resistance test on non-metallic materials
- Value safety precautions when working with fire

In groups, learners are guided to:

- Light a candle and hold each material over the flame using tongs
- Observe how each material reacts (catches fire, melts or changes colour)
- Create a summary table showing fire resistance of each material

Which non-metallic materials are fire resistant?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 60
- Candle
- Tongs
- Non-metallic material samples
- Safety gloves
- Summary table
- Exercise books

- Practical work - Observation - Written assignments

Materials for Production

Non-Metallic Materials - Uses of wood, stone, plastics and paper

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

- Explain the uses of wood, stone, plastics and paper in the locality
- Match non-metallic materials to their uses
- Value the contribution of non-metallic materials to everyday life

In groups, learners are guided to:

- Discuss uses of wood (furniture, flooring, construction)
- Discuss uses of stone (building foundations, walling, landscaping)
- Discuss uses of plastics (bottles, packaging, household items) and paper (books, newspapers, packaging)

How are wood, stone, plastics and paper used in our locality?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 61
- Pictures
- Charts

- Oral questions - Written assignments - Matching activities

Materials for Production
Tools and Production
Tools and Production

Non-Metallic Materials - Uses of rubber, cement, glass and ceramics
Measuring and Marking Out Tools - Identifying measuring tools
Measuring and Marking Out Tools - Identifying marking out tools

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

- Explain the uses of rubber, cement, glass and ceramics in the locality
- Relate non-metallic materials to their applications
- Appreciate the importance of non-metallic materials in production

In groups, learners are guided to:

- Discuss uses of rubber (tires, footwear, seals)
- Discuss uses of cement (constructing buildings, making roads)
- Discuss uses of glass (windows, bottles, decorative items) and ceramics (tiles, pottery, kitchenware)
- Write summary of uses of non-metallic materials in production

How are rubber, cement, glass and ceramics used in production?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 61
- Pictures
- Charts
- Exercise books
- Master Booklyst Pre-Technical Studies Grade 7 pg. 63
- Realia (measuring tools)
- Master Booklyst Pre-Technical Studies Grade 7 pg. 65
- Realia (marking out tools)

- Oral questions - Written assignments - Group discussions

Tools and Production

Measuring and Marking Out Tools - Choosing appropriate measuring tools
Measuring and Marking Out Tools - Choosing appropriate marking out tools

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

- Explain how to select appropriate measuring tools for a given task
- Choose the right measuring tool for different measurement tasks
- Value the importance of using the correct tool

In groups, learners are guided to:

- Discuss how people use measuring tools in pictures
- Decide which tool to use for measuring length of desk, weight, time, voltage and current
- Discuss which measuring tool to choose for different tasks

How do we choose the right measuring tool for a task?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 66
- Measuring tools
- Pictures
- Master Booklyst Pre-Technical Studies Grade 7 pg. 68
- Marking out tools

- Oral questions - Practical activities - Observation

Tools and Production

Measuring and Marking Out Tools - Using a tape measure
Measuring and Marking Out Tools - Using a steel rule

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

- Describe how to use a tape measure
- Use a tape measure to measure length of objects
- Value accuracy when taking measurements

In groups, learners are guided to:

- Extend the tape and position the end hook at starting point
- Measure the length ensuring tape remains straight and tight
- Read and record the measurement, then retract the tape

How do we use a tape measure correctly?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 69
- Tape measure
- Piece of wood
- Master Booklyst Pre-Technical Studies Grade 7 pg. 70
- Steel rule
- Piece of wood
- Pencil

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using callipers to measure external diameter
Measuring and Marking Out Tools - Using callipers to measure internal diameter and depth

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

- Explain how to use vernier callipers to measure external diameter
- Use vernier callipers to measure external diameter of objects
- Show interest in precision measurement

In groups, learners are guided to:

- Zero the callipers before measuring
- Open the bigger jaws and place them around a pipe
- Read and record the main scale reading and vernier scale reading

How do we use callipers to measure external diameter?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 70
- Vernier callipers
- Small pipe
- Master Booklyst Pre-Technical Studies Grade 7 pg. 71
- Beaker

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a stopwatch
Measuring and Marking Out Tools - Using an ammeter

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

- Explain how to use a stopwatch
- Use a stopwatch to time activities
- Appreciate the importance of accurate timing

In groups, learners are guided to:

- Take turns to name measuring and marking out tools while timing each other
- Start timing by pressing 'start' button
- Stop timing with 'stop' button, read and record time, reset to zero

How do we use a stopwatch to measure time?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 72
- Stopwatch
- Ammeter
- Dry cells
- Connecting wires
- Bulb

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a voltmeter

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

- Describe how to use a voltmeter
- Use a voltmeter to measure voltage in a circuit
- Value safety when working with electrical equipment

In groups, learners are guided to:

- Set up a circuit with voltmeter, cells, connecting wires and bulb
- Connect voltmeter in parallel with positive terminal to more positive point
- Read and record the voltage displayed

How do we use a voltmeter to measure voltage?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 73
- Voltmeter
- Cells
- Connecting wires
- Bulb

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a divider

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

- Explain how to use a divider
- Use a divider to mark equal distances on a workpiece
- Appreciate the precision of marking out tools

In groups, learners are guided to:

- Open or close the legs of the divider using the hinge
- Adjust the length to 10 cm by aligning to steel rule
- Mark the same measurement on surface of wood

How do we use a divider to mark equal distances?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 74
- Divider
- Steel rule
- Piece of wood
- Pencil

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a try-square

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

- Describe how to use a try-square
- Use a try-square to check for squareness and mark 90-degree lines
- Value accuracy in woodworking tasks

In groups, learners are guided to:

- Place the stock of try-square against edge of wood to check squareness
- Check if surface aligns perfectly with blade (no gap means square)
- Use try-square to mark a 90-degree perpendicular line

How do we use a try-square to check for squareness?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 75
- Try-square
- Pieces of wood
- Pencil

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a marking gauge

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

- Explain how to use a marking gauge
- Use a marking gauge to mark parallel lines on a workpiece
- Show interest in precision marking techniques

In groups, learners are guided to:

- Loosen locking screw and slide fence to set length (5 cm)
- Use ruler to measure length and tighten screw to lock fence
- Place fence against edge of wood and scribe a parallel line

How do we use a marking gauge to mark parallel lines?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 76
- Marking gauge
- Steel rule
- Piece of wood

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a dot punch and scriber

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

- Describe how to use a dot punch and scriber
- Use a dot punch and scriber to make marks on materials
- Value safety when using marking out tools

In groups, learners are guided to:

- Mark places on wood using pencil, then use dot punch to create indentations
- Hold dot punch vertically and tap lightly with hammer
- Use scriber to scratch fine lines on metal along a ruler

How do we use a dot punch and scriber for marking?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 77
- Dot punch
- Scriber
- Hammer
- Metal piece
- Steel rule

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a marking knife

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

- Explain how to use a marking knife
- Use a marking knife to make clean, sharp lines on wood
- Appreciate the importance of precise marking for cutting

In groups, learners are guided to:

- Make a straight line on wood using pencil and ruler
- Place ruler along desired line and hold marking knife with bevel facing cut area
- Run marking knife along straight edge with light pressure, then deepen the mark

How do we use a marking knife to mark cutting lines?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 78
- Marking knife
- Straight edge ruler
- Piece of wood
- Pencil

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Caring for tools

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

- Describe how to care for measuring and marking out tools
- Practise proper care and maintenance of tools
- Value the importance of tool maintenance

In groups, learners are guided to:

- Clean tools using soft cloth and brushes
- Practise storing tools in safe places
- Check tools to make sure they are working correctly

Why is it important to care for measuring and marking out tools?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 79
- Measuring and marking out tools
- Cleaning supplies
- Lubricants

- Practical work - Observation - Oral questions

Tools and Production
Entrepreneurship
Entrepreneurship

Measuring and Marking Out Tools - Importance of tools when performing tasks
Introduction to Entrepreneurship - Defining entrepreneur and entrepreneurship
Introduction to Entrepreneurship - Importance of entrepreneurship in the community

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

- Explain the importance of measuring and marking out tools when performing tasks
- Create a chart showing the importance of these tools
- Recognise the value of accurate measurement and marking

In groups, learners are guided to:

- Search online for importance of marking out tools and measuring tools
- Create a chart of the importance of tools when performing tasks
- Display chart in classroom for feedback

Why are measuring and marking out tools important?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 83
- Chart papers
- Markers
- Internet access
- Master Booklyst Pre-Technical Studies Grade 7 pg. 92
- Pictures
- Charts
- Master Booklyst Pre-Technical Studies Grade 7 pg. 93
- Charts
- Pictures

- Chart making - Presentations - Oral questions

Entrepreneurship

Introduction to Entrepreneurship - Role of entrepreneurship in economy and technology
Introduction to Entrepreneurship - Qualities of an entrepreneur

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

- Describe how entrepreneurship contributes to capital formation, infrastructure and technology
- Discuss how entrepreneurs make good use of local resources
- Value the contribution of entrepreneurs to national development

In groups, learners are guided to:

- Discuss how entrepreneurship contributes to formation of capital
- Discuss how entrepreneurship saves on imports and improves infrastructure
- Discuss how entrepreneurs promote technology and the culture of entrepreneurship

How does entrepreneurship contribute to economic development?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 93
- Charts
- Internet access
- Master Booklyst Pre-Technical Studies Grade 7 pg. 94
- Internet access
- Chart papers
- Markers

- Oral questions - Group discussions - Written assignments

Entrepreneurship

Introduction to Entrepreneurship - Self-assessment on entrepreneurial qualities
Introduction to Entrepreneurship - Meaning and sources of business ideas

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

- Explain additional qualities of an entrepreneur (resilience, leadership, vision, adaptability)
- Conduct self-assessment on entrepreneurial qualities
- Show willingness to develop entrepreneurial qualities

In groups, learners are guided to:

- Watch a video on qualities of a successful entrepreneur
- State personal qualities that would make one a successful entrepreneur
- Compare list of qualities with peers and identify qualities to learn

Which entrepreneurial qualities do I possess?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 95
- Digital devices
- Internet access
- Charts
- Pictures

- Self-assessment - Oral questions - Peer discussions

Entrepreneurship

Introduction to Entrepreneurship - More sources of business ideas
Introduction to Entrepreneurship - Role of entrepreneurship in community development

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

- Describe additional sources of business ideas (customer feedback, innovation, observation, trends, skills)
- Explore various sources to generate business ideas
- Appreciate the variety of sources for business ideas

In groups, learners are guided to:

- Discuss how customer feedback, innovation and technology provide business ideas
- Discuss how observation of successful businesses and trends in society inspire ideas
- Make a chart of sources of business ideas and display in class

How can we use different sources to generate business ideas?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 96
- Chart papers
- Internet access
- Master Booklyst Pre-Technical Studies Grade 7 pg. 97
- Markers

- Chart making - Presentations - Oral questions

Entrepreneurship

Production Unit - Defining a production unit
Production Unit - Introduction to location factors

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

- Define the term production unit
- Identify examples of production units (salon, barbershop, welding, posho mill, cyber cafe)
- Show interest in learning about production units

In groups, learners are guided to:

- Study pictures of production units (barber shaving, welding)
- Discuss the meaning of production unit based on pictures
- Download or take pictures of a production unit and make a poster

What is a production unit?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 98
- Pictures
- Digital devices
- Master Booklyst Pre-Technical Studies Grade 7 pg. 99
- Internet access

- Oral questions - Poster making - Observation

Entrepreneurship

Production Unit - Access to materials and customers
Production Unit - Competition and growth opportunities
Production Unit - Field visit to local production units

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

- Describe how access to raw materials and customers affects location choice
- Relate location to transportation costs and market access
- Value strategic location planning

In groups, learners are guided to:

- Discuss how suitable location ensures easy access to materials needed for production
- Discuss how being close to target market makes distribution easier
- Discuss how choosing right area saves on costs like rent and transportation

How does access to materials and customers affect business location?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 100
- Charts
- Pictures
- Internet access
- Local production units
- Exercise books

- Oral questions - Written assignments - Group discussions

Entrepreneurship

Production Unit - Number of employees and volume of goods
Production Unit - Buildings, capital and production methods

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

- Explain how number of employees and volume of goods affect size of production unit
- Compare sizes of different production units
- Appreciate that production units vary in size

In groups, learners are guided to:

- Study pictures of salon and cyber cafe and discuss space requirements
- Discuss how number of employees determines size (more employees = larger unit)
- Discuss how volume of goods produced determines size

How do employees and production volume affect the size of a production unit?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 101
- Pictures
- Charts
- Charts
- Pictures

- Oral questions - Written assignments - Group discussions

Entrepreneurship

Production Unit - Visiting and analysing local production units
Production Unit - Access to materials, labour and skills

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

- Identify factors that determine size of production units in the locality
- Analyse the size of visited production units
- Show interest in understanding business size decisions

In groups, learners are guided to:

- Talk about production unit visited previously
- Describe the size of the production unit visited
- Discuss factors that determined the size and share with peers

What factors determined the size of businesses in our community?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 101
- Exercise books
- Local production units
- Master Booklyst Pre-Technical Studies Grade 7 pg. 102
- Role play materials

- Oral questions - Group discussions - Written reports

Entrepreneurship

Production Unit - Labour costs and business advantages

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

- Describe how suitable location affects labour costs and business advantages
- Create a chart showing importance of suitable location
- Value the importance of location planning in entrepreneurship

In groups, learners are guided to:

- Discuss how suitable location helps attract labour at reasonable costs
- Search on internet or print materials for more importance of suitable location
- Create chart showing importance of locating production unit in suitable area

How does suitable location give a business advantages?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 102
- Internet access
- Chart papers
- Markers

- Chart making - Presentations - Oral questions

Entrepreneurship

Financial Goals - Meaning of financial goals
Financial Goals - Importance of financial goals
Financial Goals - Benefits of financial discipline

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

- Define setting goals in financial management
- Explain what financial goals involve
- Show interest in financial planning

In groups, learners are guided to:

- Brainstorm what the word 'goal' means
- Discuss the mind map showing financial goal of saving to buy a story book
- Discuss the meaning of setting goals in financial management

What does it mean to set financial goals?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 103
- Mind map
- Charts
- Master Booklyst Pre-Technical Studies Grade 7 pg. 104
- Resource person
- Master Booklyst Pre-Technical Studies Grade 7 pg. 105
- Dialogue script

- Oral questions - Written assignments - Group discussions

Entrepreneurship

Financial Goals - More benefits of setting financial goals
Financial Goals - Factors to consider when setting goals

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

- Explain additional benefits of setting financial goals (planning, saving, responsibility, avoiding debt)
- Create a chart showing importance of setting financial goals
- Appreciate financial planning for personal development

In groups, learners are guided to:

- Discuss how setting goals makes saving money easier
- Discuss how goals help learn to take care of money and prevent debt
- Find out from internet more information on importance of setting financial goals

How do financial goals help with saving and responsibility?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 106
- Internet access
- Chart papers
- Charts
- Exercise books

- Chart making - Oral questions - Group discussions

Entrepreneurship

Financial Goals - More factors for setting financial goals
Financial Goals - Setting SMART financial goals

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

- Describe additional factors (purpose, deadline, priority, challenges, flexibility, commitment)
- Apply factors when formulating personal financial goals
- Value careful consideration in goal setting

In groups, learners are guided to:

- Discuss stating the purpose of the goal and setting a deadline
- Discuss considering current income, prioritising goals and planning for challenges
- Watch video clips online on factors to consider when setting financial goals

How do we plan for challenges when setting financial goals?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 107
- Digital devices
- Internet access
- Internet access
- Charts

- Oral questions - Written assignments - Video discussion

Entrepreneurship

Financial Goals - Creating SMART financial goals
Financial Goals - Observing financial discipline
Financial Goals - Benefits of financial discipline in financial management

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

- Formulate SMART financial goals for individual development
- Create a timeline and savings plan for a financial goal
- Show commitment to achieving personal financial goals

In groups, learners are guided to:

- Set a financial goal (e.g., buying a storybook) and create a timeline
- Consider how much to save each week and when to reach the goal
- Create a plan while considering SMART factors

How do we create a SMART financial goal?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 108
- Exercise books
- Charts
- Chart papers
- Markers

- Practical work - Written assignments - Peer assessment