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?

- Grade 7 Pre-Technical Learner's Book
- Pictures n
- 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?

- Grade 7 Pre-Technical Learner's Book
- Realia (wood, metal, plastic samples)
- Pictures
- 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?

- Grade 7 Pre-Technical Learner's Book
- Charts
- Pictures
- Digital devices
- 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?

- Grade 7 Pre-Technical Learner's Book
- Chart papers
- Markers
- Pictures
- 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

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?

- Grade 7 Pre-Technical Learner's Book
- School environment
- Exercise books
- Steel spoon
- Aluminium can
- Copper wire

- Observation - Checklist - Field notes

Materials for Production

Metallic Materials - Weight and flexibility of metals
Metallic Materials - Magnetism of metals

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

- Describe the weight and flexibility of metallic materials
- Compare the weight and flexibility of steel, aluminium and copper
- Appreciate the different physical properties of metals

In groups, learners are guided to:

- Hold or weigh equal-sized samples of steel, aluminium and copper
- Identify which metal is light, slightly heavy or heavy
- Try bending each metal and observe which is easy or hard to bend

How do metals differ in weight and flexibility?

- Grade 7 Pre-Technical Learner's Book
- Steel samples
- Aluminium samples
- Copper samples
- Magnets
- Steel, aluminium and copper samples

- Practical work - Observation - Oral questions

Materials for Production

Metallic Materials - Conductivity of heat
Metallic Materials - Conductivity of electricity

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

- Explain conductivity of heat as a property of metallic materials
- Perform practical activities to test heat conductivity of metals
- Value safety precautions when working with heat

- Place one end of steel, aluminium and copper rods in a flame and feel the other end
- Note which type of rod makes the hand feel warm
- Share findings with other learners in class

Which metals conduct heat better?

- Grade 7 Pre-Technical Learner's Book
- Metal rods (steel, aluminium, copper)
- Source of heat
- Safety gloves
- Bulb
- Cell
- Connecting wires
- Metal rods

- Practical work - Observation - Oral questions

Materials for Production

Metallic Materials - Properties of steel, aluminium and copper
Metallic Materials - Uses of steel, aluminium and copper

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

- Describe the properties of steel, aluminium and copper
- Compare the properties of different metallic materials
- Value the unique characteristics of each metal

In groups, learners are guided to:

- Discuss properties of steel (strong, grey colour, magnetic, poor conductor)
- Discuss properties of aluminium (rust-resistant, silvery, light, non-magnetic)
- Discuss properties of copper (reddish-brown, non-magnetic, excellent conductor)

What are the unique properties of steel, aluminium and copper?

- Grade 7 Pre-Technical Learner's Book
- Charts
- Metal samples
- Digital devices
- School environment

- Oral questions - Written assignments - Group discussions

Materials for Production

Metallic Materials - Matching metals to their applications

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?

- Grade 7 Pre-Technical Learner's Book
- Chart papers
- Markers
- Pictures

- Poster making - Presentations - Peer assessment

Materials for Production

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:

- Define non-metallic materials
- Identify non-metallic materials found in the locality
- Show interest in learning about non-metallic materials

In groups, learners are guided to:

- Identify materials used to make items in pictures (wooden furniture, plastic containers, glass windows)
- Find out from internet or print materials the meaning of non-metallic material
- Discuss examples of non-metallic materials (wood, plastic, rubber, glass, ceramics, stone, cement, paper)

What are non-metallic materials?

- Grade 7 Pre-Technical Learner's Book
- Pictures
- Internet access
- Non-metallic samples
- School environment
- Exercise books

- Oral questions - Written assignments - Observation

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?

- Grade 7 Pre-Technical Learner's Book
- 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?

- Grade 7 Pre-Technical Learner's Book
- 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?

- Grade 7 Pre-Technical Learner's Book
- 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?

- Grade 7 Pre-Technical Learner's Book
- Pictures
- Charts

- Oral questions - Written assignments - Matching activities

Materials for Production
Tools and Production

Non-Metallic Materials - Uses of rubber, cement, glass and ceramics
Computer Hardware - Meaning of computer hardware

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?

- Grade 7 Pre-Technical Learner's Book
- Pictures
- Charts
- Exercise books
- Digital devices
- Internet access

- Oral questions - Written assignments - Group discussions

Tools and Production

Computer Hardware - Categories of computer hardware
Computer Hardware - Keying and pointing devices

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

- Describe the categories of computer hardware (input, output, storage)
- Classify computer hardware devices into their categories
- Appreciate the role of different hardware categories

In groups, learners are guided to:

- Search internet or print materials for categories of computer hardware
- Discuss input devices, output devices and storage devices
- Match devices to their respective categories

What are the categories of computer hardware?

- Grade 7 Pre-Technical Learner's Book
- Internet access
- Pictures
- Charts
- Computer
- Keyboard
- Mouse

- Oral questions - Written assignments - Group discussions

Tools and Production

Computer Hardware - Scanning, voice input and touch screen devices
Computer Hardware - Digitizers and digital cameras
Computer Hardware - Output devices (hard copy and soft copy)

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

- Describe scanning devices, voice input devices and touch screens
- Use scanner, microphone and touch screen to input data
- Appreciate the variety of input methods available

In groups, learners are guided to:

- Place paper on scanner and scan it into computer
- Record voice using microphone and play back recording
- Use touch screen device to open apps by tapping

How do scanners, microphones and touch screens work as input devices?

- Grade 7 Pre-Technical Learner's Book
- Scanner
- Microphone
- Touch screen device
- Drawing tablet
- Digital camera
- Computer
- Printer
- Monitor
- Speakers

- Practical work - Observation - Oral questions

Tools and Production

Computer Hardware - Fixed and removable storage devices
Computer Hardware - Importance of computer hardware devices

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

- Describe fixed and removable storage devices
- Identify examples of storage devices (hard drive, USB flash drive, CD/DVD, memory card)
- Value the importance of data storage

In groups, learners are guided to:

- Identify storage devices from pictures
- Discuss fixed storage (hard drive) and removable storage (USB, CD/DVD, memory card)
- Save document to hard drive and USB flash drive

How do storage devices help us save and retrieve data?

- Grade 7 Pre-Technical Learner's Book
- USB flash drive
- CD/DVD
- Memory card
- External hard drive
- Internet access
- Chart papers
- Markers

- Oral questions - Practical work - Observation

Entrepreneurship

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:

- Define the terms entrepreneur and entrepreneurship
- Identify examples of entrepreneurs in the community
- Show interest in learning about entrepreneurship

In groups, learners are guided to:

- Read the story of Maneno who started a fruit juice business
- Discuss who an entrepreneur is based on the story
- Discuss the meaning of entrepreneurship and name known entrepreneurs

Who is an entrepreneur and what is entrepreneurship?

- Grade 7 Pre-Technical Learner's Book
- Pictures
- Charts
- Charts
- Pictures

- Oral questions - Written assignments - Group discussions

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?

- Grade 7 Pre-Technical Learner's Book
- Charts
- Internet access
- 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?

- Grade 7 Pre-Technical Learner's Book
- 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?

- Grade 7 Pre-Technical Learner's Book
- Chart papers
- Internet access
- 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?

- Grade 7 Pre-Technical Learner's Book
- Pictures
- Digital devices
- Internet access

- Oral questions - Poster making - Observation

Entrepreneurship

Production Unit - Access to materials and customers
Production Unit - Competition and growth opportunities

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?

- Grade 7 Pre-Technical Learner's Book 0
- Charts
- Pictures
- Internet access

- Oral questions - Written assignments - Group discussions

Entrepreneurship

Production Unit - Field visit to local production units
Production Unit - Number of employees and volume of goods

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

- Identify factors that influenced location of production units in the locality
- Visit and assess local production units
- Show curiosity in understanding real business location decisions

In groups, learners are guided to:

- Visit local market, salon, barbershop, welding workshop or posho mill
- Ask owners why they chose their location
- Note down responses and present findings to class

What factors influenced the location of businesses in our community?

- Grade 7 Pre-Technical Learner's Book 0
- Local production units
- Exercise books
- Grade 7 Pre-Technical Learner's Book 1
- Pictures
- Charts

- Field visit - Presentations - Written reports

Entrepreneurship

Production Unit - Buildings, capital and production methods
Production Unit - Visiting and analysing local production units

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

- Describe how buildings, capital invested and production methods affect size
- Analyse factors that determine size of production units
- Value careful planning in determining business size

In groups, learners are guided to:

- Discuss how area covered by buildings determines size of production unit
- Discuss how amount of capital invested affects size
- Discuss how type of production methods and specialisation determines size

How do capital and production methods affect the size of a business?

- Grade 7 Pre-Technical Learner's Book 1
- Charts
- Pictures
- Exercise books
- Local production units

- Oral questions - Written assignments - Group discussions

Entrepreneurship

Production Unit - Access to materials, labour and skills

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

- Explain the importance of locating a production unit in a suitable area
- Relate suitable location to access to materials and quality labour
- Appreciate strategic location for business success

In groups, learners are guided to:

- Role-play as business owner deciding where to locate production unit
- Discuss how suitable location provides access to raw materials and suppliers
- Discuss how location in urban centres attracts quality labour with skills

Why is it important to locate a business in a suitable area?

- Grade 7 Pre-Technical Learner's Book 2
- Role play materials

- Role play - Oral questions - Group discussions

Entrepreneurship

Production Unit - Labour costs and business advantages
Financial Goals - Meaning of financial goals

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?

- Grade 7 Pre-Technical Learner's Book 2
- Internet access
- Chart papers
- Markers
- Grade 7 Pre-Technical Learner's Book 3
- Mind map
- Charts

- Chart making - Presentations - Oral questions

Entrepreneurship

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

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

- Explain the importance of setting goals in financial management
- Relate financial goals to saving and planning
- Appreciate the value of setting financial goals

In groups, learners are guided to:

- Listen to resource person talk about financial discipline
- Discuss what helps know what you are working towards with money
- Discuss what helps know how much money to save or spend

Why is it important to set financial goals?

- Grade 7 Pre-Technical Learner's Book 4
- Resource person
- Charts
- Grade 7 Pre-Technical Learner's Book 5
- Dialogue script

- Oral questions - Written assignments - Observation

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?

- Grade 7 Pre-Technical Learner's Book 6
- 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?

- Grade 7 Pre-Technical Learner's Book 7
- 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?

- Grade 7 Pre-Technical Learner's Book 8
- Exercise books
- Charts
- Chart papers
- Markers

- Practical work - Written assignments - Peer assessment