Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software

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

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

In groups, learners are guided to:
- Use digital device to search for uses of mobile applications and websites
- Study mobile phone screen with various applications
- Discuss application areas: games, animations, money transfer, robotics
- Identify problems solved by each application

How is visual programming used in solving day-to-day problems?

- Oxford Bk 9
pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming

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

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

In groups, learners are guided to:
- Start Scratch program and identify stage, sprites pane, blocks palette, script area
- Practice navigating different areas of interface
- Explore available blocks and categories
- Create new project and save it

What are the basic components of Scratch programming software?

- Oxford Bk 9
pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites
Visual Programming - Creating a story (Part 2) - Adding code blocks

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

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

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

In groups, learners are guided to:
- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes
- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

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

- Oxford Bk 9
pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects
- Oxford Bk 9
pg. 53
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 1) - Maze game setup

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

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

In groups, learners are guided to:
- Start Scratch and save as 'The maze game', insert blue sky2 backdrop
- Use Rectangle tool to draw mazes (three vertical, two horizontal)
- Format mazes by removing outlines and arranging appropriately
- Add beetle sprite and set starting position

How do we create a maze game backdrop?

- Oxford Bk 9
pg. 55
- Computer with Scratch 3
- Digital projector
- Game design examples
- Drawing tools guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 2) - Programming sprite movement and collision

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

- Program sprite movement using arrow keys
- Add collision detection to game
- Show problem-solving skills in game programming

In groups, learners are guided to:
- Set sprite movement for all four directions (up, down, left, right arrow keys)
- Add blocks to detect when sprite touches color
- Program sprite to move -10 steps when touching maze
- Test game and discuss observations

How do we program sprite movement and collision detection?

- Oxford Bk 9
pg. 58
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 3) - Adding game levels

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

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

In groups, learners are guided to:
- Create backdrop2 for level two, backdrop3 with 'PROCEED TO LEVEL 2'
- Create backdrop4 with 'SORRY!! You LOST!!'
- Add blocks to beetle sprite to change levels and end game
- Test complete game and refine based on testing

How do we create multiple levels in a game?

- Oxford Bk 9
pg. 60
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

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

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

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

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

How do we set up a solar system animation?

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

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

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

In groups, learners are guided to:
- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

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

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

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

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

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

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

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

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

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

Communication in Pre-Technical Studies

Visual Programming - Creating own application

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

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

In groups, learners are guided to:
- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

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

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques

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

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

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

What advanced features can we use in visual programming?

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Uses in day-to-day life and assessment
Visual Programming - Project presentation and portfolio

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

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

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

In groups, learners are guided to:
- Discuss applications in money transfer, virtual learning, entertainment, websites
- Explain application in robotics and automation
- Complete assessment exercises covering all aspects learned
- Share experiences with family and reflect on importance
- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

Why is visual programming important in day-to-day life?
How do we present our visual programming projects?

- Oxford Bk 9
pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications
- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Written tests - Practical work - Self-reflection - Digital exercise
- Presentations - Portfolio - Peer assessment - Observation

Materials for Production

Wood - Types of wood
Wood - Classification of wood

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

- Identify types of wood used in the locality
- Describe physical characteristics of softwood and hardwood
- Show interest in learning about wood

In groups, learners are guided to:
- Use print or digital media to search for information on types of wood
- Discuss the physical characteristics of wood (soft and hard wood)
- Observe various items made of softwood and hardwood

What are the physical differences between softwood and hardwood?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 72
- Digital devices
- Samples of hardwood and softwood
- Charts showing various types of wood
- Various pieces of wood
- Checklists
- Photos of hardwood and softwood

- Observation - Oral questions - Written assignments

Materials for Production

Wood - Density and grain patterns
Wood - Wood preparation: Conversion

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

- Explain the concept of density in wood
- Describe grain patterns in different types of wood
- Value the unique characteristics of different wood types

In groups, learners are guided to:
- Discuss density and hardness differences between softwood and hardwood
- Examine grain patterns in various wood samples
- Compare texture of different wood types

Why do hardwoods and softwoods have different grain patterns?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 72
- Wood samples with visible grain
- Magnifying glasses
- Reference books
- Oxford Pre-Technical Studies Today Gr. 9 pg. 74
- Digital devices
- Video clips on sawmills
- Pictures of timber conversion

- Observation - Oral questions - Practical work

Materials for Production

Wood - Wood preparation: Seasoning
Wood - Uses of hardwood
Wood - Uses of softwood

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

- Define seasoning of wood
- Describe methods of seasoning wood (air drying and kiln drying)
- Explain why seasoning is important

- Identify uses of softwood in different industries
- Explain why softwood is suitable for construction
- Show appreciation for the versatility of softwood

In groups, learners are guided to:
- Discuss safe ways of preparing wood for use
- Compare air drying and kiln drying methods
- Examine the effects of moisture in wood
- Brainstorm on the uses of softwood in different trades
- Visit the locality to explore the uses of wood
- Discuss uses in construction, paper making, and packaging

Why must wood be seasoned before use?
How is softwood used differently from hardwood?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 75
- Digital resources
- Charts on wood seasoning
- Samples of seasoned wood
- Oxford Pre-Technical Studies Today Gr. 9 pg. 76
- Hardwood samples
- Furniture items
- Charts and pictures
- Oxford Pre-Technical Studies Today Gr. 9 pg. 77
- Softwood samples
- Construction materials
- Digital resources
- Internet access

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

Materials for Production

Wood - Importance of wood in day-to-day life
Handling Waste Materials - Types of waste materials

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

- Explain the importance of wood in various sectors
- Discuss uses of wood in agriculture, carpentry, and culinary arts
- Value the role of wood in society

In groups, learners are guided to:
- Brainstorm on the importance of wood in daily life
- Discuss uses in construction, agriculture, and decoration
- Present findings on wood's contribution to different industries

Why is wood considered an essential raw material?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 78
- Reference books
- Digital devices
- Charts showing wood uses
- Oxford Pre-Technical Studies Today Gr. 9 pg. 82
- Charts showing waste types
- Gloves and masks
- Waste bins

- Oral questions - Written assignments - Observation

Materials for Production

Handling Waste Materials - Electronic and construction waste

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

- Identify electronic waste and construction waste
- Explain sources of different waste types
- Appreciate the need to properly identify waste

In groups, learners are guided to:
- Identify electronic waste (computers, phones, appliances)
- Discuss construction waste materials
- Visit places around school to identify various types of waste

How do we distinguish between different categories of waste?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 83
- Pictures of electronic waste
- Construction waste samples
- Digital resources

- Observation - Written tests - Oral questions

Materials for Production

Handling Waste Materials - Safe handling methods: Composting
Handling Waste Materials - Safe handling methods: The 3Rs

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

- Explain the composting process
- Identify organic waste suitable for composting
- Demonstrate composting techniques

- Explain the 3Rs of waste management (Reduce, Reuse, Recycle)
- Apply the 3Rs in handling waste materials
- Develop responsible waste management habits

In groups, learners are guided to:
- Use print or digital media to search for information on composting
- Discuss how to convert organic waste into manure
- Practice piling organic waste for composting
- Discuss safe ways of handling waste materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources

What is composting and why is it important?
How can we apply the 3Rs to manage waste effectively?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 84
- Organic waste materials
- Compost pit
- Digital devices
- Gloves and masks
- Oxford Pre-Technical Studies Today Gr. 9 pg. 85
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books

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

Materials for Production

Handling Waste Materials - Incineration and landfills

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

- Describe the incineration process
- Explain how landfills are used for waste disposal
- Understand safety considerations in these methods

In groups, learners are guided to:
- Discuss safe ways of handling waste through controlled burning
- Learn about landfill design and use
- Compare advantages and disadvantages of different methods

When should incineration or landfills be used for waste disposal?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 84
- Pictures of incinerators
- Digital resources
- Charts on waste disposal
- PPEs

- Oral questions - Written assignments - Observation

Materials for Production

Handling Waste Materials - Bio-digestion

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

- Explain the bio-digestion process
- Identify organic materials suitable for bio-digestion
- Appreciate bio-digestion as a sustainable waste solution

In groups, learners are guided to:
- Discuss anaerobic digestion process
- Learn about biogas production
- Visit or observe a biodigester in operation

How does bio-digestion convert waste into useful products?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 85
- Pictures of biodigesters
- Digital devices
- Reference materials

- Observation - Oral questions - Written tests

Materials for Production

Handling Waste Materials - Recycling waste materials

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

- Collect recyclable materials from the locality
- Make items from recycled waste materials
- Show creativity in recycling projects

In groups, learners are guided to:
- Collect recyclable waste materials with proper PPEs
- Brainstorm on items to make using waste materials
- Make items such as spirit lamps or flower vases

What useful items can we create from waste materials?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 86
- Recyclable materials
- Tools for making items
- Gloves and aprons
- Waste bins

- Practical work - Project - Observation

Materials for Production

Handling Waste Materials - Recycling waste materials

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

- Collect recyclable materials from the locality
- Make items from recycled waste materials
- Show creativity in recycling projects

In groups, learners are guided to:
- Collect recyclable waste materials with proper PPEs
- Brainstorm on items to make using waste materials
- Make items such as spirit lamps or flower vases

What useful items can we create from waste materials?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 86
- Recyclable materials
- Tools for making items
- Gloves and aprons
- Waste bins

- Practical work - Project - Observation

Materials for Production
Tools and Production

Handling Waste Materials - Importance of proper waste management
Holding Tools - Identifying holding tools

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

- Explain the importance of proper waste management
- Dispose waste materials using appropriate methods
- Demonstrate commitment to environmental conservation

In groups, learners are guided to:
- Practice safe disposal of waste materials (reduce, reuse, recycle, compost and burn)
- Visit the locality to observe handling of waste materials
- Discuss the importance of observing safety when handling waste

Why is proper waste management important in our community?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 88
- Well-labelled dustbins
- PPEs
- Mop and bucket
- Digital resources
- Oxford Pre-Technical Studies Today Gr. 9 pg. 92
- Variety of holding tools (vices, clamps, pliers, tongs, clips)
- Charts showing holding tools

- Observation - Practical work - Rubrics

Tools and Production

Holding Tools - Types of vices and clamps
Holding Tools - Types of pliers, clips and tongs

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

- Identify types of vices and clamps
- Describe the structure of vices and clamps
- Appreciate the variety of holding tools

In groups, learners are guided to:
- Observe and identify bench vices, hand vices, machine vices
- Study different types of clamps (G-clamp, F-clamp, U-clamp, sash clamp)
- Discuss physical characteristics of each type

How do different types of vices and clamps differ in structure?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 92
- Different types of vices
- Various clamps
- Digital resources
- Oxford Pre-Technical Studies Today Gr. 9 pg. 93
- Various pliers
- Different clips
- Types of tongs
- Charts

- Observation - Practical work - Checklist

Tools and Production

Holding Tools - Uses of holding tools
Holding Tools - Safe use of holding tools
Holding Tools - Using holding tools to perform tasks
Holding Tools - Using pliers, clips and tongs

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

- Describe the uses of different holding tools
- Select appropriate holding tools for given tasks
- Appreciate the importance of using correct tools

- Use vices to hold workpieces when cutting
- Use clamps to hold pieces together
- Apply correct techniques in using holding tools

In groups, learners are guided to:
- Discuss the uses of holding tools
- Choose holding tools for different tasks
- Study pictures showing holding tools in use
- Hold a piece of wood using a bench vice when cutting
- Hold two pieces of wood using a G-clamp
- Demonstrate safe use of holding tools when performing tasks

How are different holding tools used in workplaces?
How do we use holding tools to perform various tasks safely?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 94
- Chart showing uses of holding tools
- Available holding tools
- Relevant textbooks
- Digital devices
- Oxford Pre-Technical Studies Today Gr. 9 pg. 96
- Digital devices with internet
- Safety goggles
- Gloves
- Oxford Pre-Technical Studies Today Gr. 9 pg. 98
- Bench vice
- G-clamp
- Pieces of wood
- Handsaw
- Wood glue
- Workbench
- Oxford Pre-Technical Studies Today Gr. 9 pg. 99
- Needle nose pliers
- Wire
- Paper clips
- Drawing board
- Crucible tongs
- Bunsen burner

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

Tools and Production

Holding Tools - Care and importance of holding tools
Driving Tools - Identifying driving tools

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

- Clean and store holding tools properly
- Explain the importance of holding tools
- Appreciate the need for proper tool maintenance

In groups, learners are guided to:
- Use a soft brush to wipe off dirt from tools
- Oil the moving parts of tools
- Clean and safely store holding tools
- Discuss the importance of holding tools in day-to-day life

Why is it important to care for holding tools properly?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 100
- Holding tools
- Clean piece of cloth
- Soft brush
- Oil can
- Tool box or rack
- Dust cover
- Oxford Pre-Technical Studies Today Gr. 9 pg. 106
- Variety of driving tools (hammer, mallet, screwdriver, punch, spanner)
- Charts showing driving tools

- Observation - Practical work - Written tests

Tools and Production

Driving Tools - Types of hammers and mallets

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

- Identify types of hammers and mallets
- Describe the structure of hammers and mallets
- Appreciate the variety of driving tools

In groups, learners are guided to:
- Study ball pein hammer, cross pein hammer, straight peen hammer, claw hammer
- Observe wooden head mallet, plastic head mallet, rubber head mallet
- Compare parts, shapes and sizes of driving tools

How do different types of hammers and mallets differ?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 107
- Different types of hammers
- Various mallets
- Charts
- Digital resources

- Observation - Oral questions - Written tests

Tools and Production

Driving Tools - Types of hammers and mallets
Driving Tools - Types of spanners, screwdrivers and punches

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

- Identify types of hammers and mallets
- Describe the structure of hammers and mallets
- Appreciate the variety of driving tools

- Identify types of spanners, screwdrivers and punches
- Distinguish between different driving tools
- Value the specific design of each tool

In groups, learners are guided to:
- Study ball pein hammer, cross pein hammer, straight peen hammer, claw hammer
- Observe wooden head mallet, plastic head mallet, rubber head mallet
- Compare parts, shapes and sizes of driving tools
- Study ring spanner, socket spanner, open spanner, adjustable spanner
- Identify straight slotted and Phillips screwdrivers
- Observe leather hole punch and drive pin punches

How do different types of hammers and mallets differ?
What are the different types of spanners, screwdrivers and punches?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 107
- Different types of hammers
- Various mallets
- Charts
- Digital resources
- Oxford Pre-Technical Studies Today Gr. 9 pg. 108
- Various spanners
- Different screwdrivers
- Types of punches
- Charts

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

Tools and Production

Driving Tools - Uses of driving tools

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

- Describe the uses of different driving tools
- Select appropriate driving tools for given tasks
- Appreciate the importance of using correct tools

In groups, learners are guided to:
- Discuss uses of driving tools for different tasks
- Select driving tools to perform given tasks
- Study pictures showing driving tools being used

How are different driving tools used in various tasks?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 109
- Chart showing uses of driving tools
- Real driving tools
- Relevant textbooks
- Exercise book and pen

- Oral questions - Written tests - Observation

Tools and Production

Driving Tools - Safe use of driving tools

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

- Explain safety precautions when using driving tools
- Demonstrate safe use of driving tools
- Develop safe working habits

In groups, learners are guided to:
- Use digital devices to search for information on safe use of driving tools
- Watch videos on how to safely use each tool
- Role-play safe use of hammers, mallets, screwdrivers, spanners and punches

What safety measures should be observed when using driving tools?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 111
- Digital devices with internet
- Relevant textbooks
- Safety goggles
- Gloves
- First aid box

- Observation - Practical work - Checklist

Tools and Production

Driving Tools - Using hammers and mallets
Driving Tools - Using screwdrivers, spanners and punches

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

- Use a hammer to join pieces of wood
- Use a mallet to drive dowels into wood
- Apply correct techniques in using driving tools

- Use a screwdriver to fasten screws
- Use a spanner to tighten bolts and nuts
- Use a punch to make holes in leather

In groups, learners are guided to:
- Join two pieces of wood using a hammer and nails
- Join two pieces of wood using a wooden mallet and dowel
- Demonstrate safe use of driving tools when performing tasks
- Fasten pieces of wood using a screwdriver and screws
- Tighten a bolt and nut using a spanner and pliers
- Make holes in a leather belt using a revolving leather hole punch

How do we use hammers and mallets to perform tasks safely?
How are screwdrivers, spanners and punches used in practical tasks?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 112
- Claw hammer
- Wooden mallet
- Pieces of wood
- Nails
- Dowels
- Workbench
- Clamp
- Oxford Pre-Technical Studies Today Gr. 9 pg. 113
- Screwdriver
- Wood screws
- Spanner
- Pliers
- Bolt and nut
- Leather hole punch
- Leather belt

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

Tools and Production

Driving Tools - Care and importance of driving tools

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

- Clean and store driving tools properly
- Explain the importance of driving tools
- Appreciate the need for proper tool maintenance

In groups, learners are guided to:
- Use a dry piece of cloth to wipe off dirt from tools
- Clean and safely store driving tools
- Discuss the importance of driving tools in day-to-day life
- Present discussion points in class

Why is it important to care for driving tools properly?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 115
- Driving tools
- Clean piece of cloth
- Soft brush
- Tool box
- Storage shelf
- Digital devices

- Observation - Practical work - Written tests