Foundations of Pre-Technical Studies

Safety on Raised Platforms - Importance of observing safety measures

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

- Explain the importance of observing safety measures
- Relate safety practices to accident prevention
- Appreciate the need for observing safety while working on raised platforms

In groups, learners are guided to:

- Discuss importance of safety compliance in preventing accidents and injuries
- Examine consequences of not observing safety measures
- Study benefits of proper training and use of PPE
- Reflect on safety practices learned

What is the importance of observing safety when working on raised platforms?

Distinction Pre-Technical Studies Grade 9 pg. 9
- Safety charts
- Case studies on accidents
- Digital resources
- Reference materials

- Observation - Oral questions - Written tests - Self-reflection

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Hazardous substances in the environment

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

- Identify hazardous substances found in the environment
- Explain what makes substances hazardous
- Show awareness of hazards in various environments

In groups, learners are guided to:

- Study pictures of hazardous substances in containers
- Discuss substances that are corrosive, flammable, and poisonous
- Use digital devices or print media to search for examples of hazardous substances
- Explore environment to identify hazardous substances in different workplaces

Which hazardous substances can be found in different workplaces?

Distinction Pre-Technical Studies Grade 9 pg. 10
- Pictures of hazardous substances
- Digital devices with internet
- Textbooks or journals
- Safety data sheets

- Oral tests - Observation - Written tests

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Classifying hazardous substances
Handling Hazardous Substances - Properties of poisonous, flammable and corrosive substances

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

- Classify hazardous substances as poisonous, flammable or corrosive
- Give examples of each category
- Show responsibility in handling hazardous materials

- Explain properties of poisonous, flammable and corrosive substances
- Describe how each type affects health and environment
- Appreciate the dangers of hazardous materials

In groups, learners are guided to:

- Discuss and identify poisonous substances (pesticides, microorganisms, aerosols)
- Identify flammable substances (LPG, gasoline, kerosene, paint)
- Recognize corrosive substances (acids and bases)
- Draw table to classify hazardous substances and present

- Study chemical, biological substances and aerosols as poisonous substances
- Examine flammable liquids and gases, and concept of flash point
- Discuss corrosive substances and their effects on materials and tissue
- Give examples of each type from course book

How are hazardous substances classified?
What makes a substance poisonous, flammable or corrosive?

Distinction Pre-Technical Studies Grade 9 pg. 12
- List of hazardous substances
- Manila paper
- Felt pen, ruler, pencil
- Exercise books
Distinction Pre-Technical Studies Grade 9 pg. 13
- Clean, empty containers of hazardous substances
- Safety labels
- Digital devices
- Charts showing hazard symbols

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

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Safe handling practices
Handling Hazardous Substances - Personal protective equipment

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

- Describe safe ways of handling hazardous substances
- Explain safety protocols for protection
- Value personal and environmental safety

In groups, learners are guided to:

- Discuss how to protect self, others and environment when handling hazardous substances
- Examine proper storage methods and importance of labeling containers
- Study ventilation requirements and not eating/drinking when handling substances
- Discuss reading safety instructions and reporting concerns

How can hazardous substances be handled safely?

Distinction Pre-Technical Studies Grade 9 pg. 14
- Exercise books and pens
- Safety data sheets
- Digital devices
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 15
- Various PPEs (overalls, gloves, gas masks, gumboots)
- Safety manuals
- Charts showing PPE usage
- Clean containers

- Practical work - Observation - Checklist

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Reading and interpreting safety instructions

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

- Read and interpret safety instructions on packaging labels
- Explain information contained in safety data sheets
- Show diligence in following safety instructions

In groups, learners are guided to:

- Wear appropriate PPEs and observe samples in containers or study pictures
- Read safety labels and study safety data sheets
- Interpret prevention, response, storage and disposal instructions
- Practice correct interpretation of safety information including hazardous ingredients and concentration limits

Why is it important to read safety instructions on hazardous substance containers?

Distinction Pre-Technical Studies Grade 9 pg. 16
- Clean, empty containers of hazardous substances
- Safety data sheets
- Manuals of electrical equipment
- PPEs

- Observation - Oral questions - Written tests

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Practical safe handling demonstrations
Handling Hazardous Substances - Safe disposal methods

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

- Demonstrate safe handling of hazardous substances
- Practice proper storage and disposal procedures
- Show responsibility in hazardous substance management

- Describe proper disposal methods for hazardous substances
- Explain importance of proper disposal
- Value environmental protection when disposing hazardous materials

In groups, learners are guided to:

- Wear protective equipment and demonstrate safe handling using clean empty containers
- Practice reading and interpreting safety instructions
- Demonstrate closing containers tightly and proper storage methods
- Show proper disposal of empty containers and practice handwashing
- Use checklist to record safe practices

- Discuss proper disposal methods for different types of hazardous substances
- Study disposal instructions on safety labels and data sheets
- Practice demonstrating safe disposal procedures
- Examine environmental impacts of improper disposal

How do we practice safe handling of hazardous substances?
What are the proper methods for disposing hazardous substances?

Distinction Pre-Technical Studies Grade 9 pg. 17
- Safety data sheets
- Personal protective equipment
- Clean, empty containers
- Soap and water
- Checklist
Distinction Pre-Technical Studies Grade 9 pg. 17
- Safety data sheets
- Clean containers
- Disposal guidelines
- PPEs
- Reference materials

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

Foundations of Pre-Technical Studies

Handling Hazardous Substances - Importance of safe handling

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

- Explain the importance of safe handling of hazardous substances
- Describe consequences of improper handling
- Appreciate the need for observing safety when handling hazardous substances

In groups, learners are guided to:

- Visit different places (workshop, kitchen, laboratory, farm) with teacher guidance
- Identify hazardous substances and observe safety measures practiced
- Find out harm substances can cause to people and environment
- Discuss proper disposal methods and make notes

Why is it important to practice safe handling of hazardous substances?

Distinction Pre-Technical Studies Grade 9 pg. 18
- Exercise books and pens
- Appropriate PPEs
- Access to local workplaces
- Digital devices for recording

- Observation - Oral questions - Written reports

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Ways of nurturing talents and abilities

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

- Explain ways of nurturing talents and abilities
- Identify personal strengths and interests
- Value the importance of developing talents for self-development

In groups, learners are guided to:

- Let each group member mention their talents and explain how they discovered them
- Discuss people who earn living through talents (athletes, musicians, dancers)
- Examine ways of nurturing talents: identifying strengths, exposure, resources, practice, mentorship
- Display talents through clubs and societies

How can we nurture talents and abilities?

Distinction Pre-Technical Studies Grade 9 pg. 20
- Exercise books and pens
- Chart on career pathways
- Success stories
- Digital resources

- Observation - Oral questions - Self assessment - Practical work

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Opportunities for talent development
Self-Exploration and Career Development - Relating talents to career pathways
Self-Exploration and Career Development - Ethical practices in pursuing careers

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

- Describe opportunities for developing talents and abilities
- Explain the role of resources and support systems
- Appreciate support available for talent nurturing

- Relate talents and abilities to career pathways
- Identify career pathways that match personal talents
- Appreciate the connection between talents and future careers

- Discuss providing variety of experiences (co-curricular activities, workshops)
- Examine use of role models and mentors
- Study exploration opportunities (festivals, museums, galleries, concerts) and providing resources
- Discuss fostering positive environment and promoting balance

- Study chart showing different career pathways
- Identify career pathway for learners with specific talents (Arts and Sports Science, STEM, Social Sciences)
- List down personal talents and abilities
- Match talents to appropriate career pathways using course book materials

What opportunities help in nurturing talents and abilities?
Which career pathway relates to your talents and abilities?

Distinction Pre-Technical Studies Grade 9 pg. 21
- Information on talent development programs
- Digital devices
- Charts showing pathways
- Success stories
Distinction Pre-Technical Studies Grade 9 pg. 23
- Chart on career pathways
- Exercise books and pens
- Table showing relationship between talents and careers
- Digital resources
Distinction Pre-Technical Studies Grade 9 pg. 25
- Case studies of successful individuals
- Digital resources
- Charts showing ethical practices

- Oral questions - Written assignments - Peer assessment
- Oral questions - Written assignments - Self assessment

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Unethical practices to avoid

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

- Identify unethical practices that can ruin careers
- Explain consequences of unethical behavior
- Value ethical behavior in career development

In groups, learners are guided to:

- Mention unethical practices to avoid
- Discuss how doping, indecent dressing, false information, bribing ruin careers
- Study course book materials showing unethical practices for different talents
- Examine specific examples for athletes, musicians, journalists, photographers

What unethical practices should be avoided when pursuing a career?

Distinction Pre-Technical Studies Grade 9 pg. 25
- Exercise books and pens
- Digital resources
- Case studies
- Reference materials

- Written tests - Observation - Case study analysis

Foundations of Pre-Technical Studies

Self-Exploration and Career Development - Choosing a career based on talents and abilities

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

- Choose a career based on talents and abilities
- Plan for appropriate career pathway
- Value informed career decision-making for self-development

In groups, learners are guided to:

- Write list of personal talents and abilities
- Complete table matching talents to careers
- Show completed table to teacher and discuss
- Discuss with parents/guardian at home and during Career Day/Parents' Day

How do we choose a career based on our talents and abilities?

Distinction Pre-Technical Studies Grade 9 pg. 26
- Exercise books and pens
- Career guidance materials
- Table for talents and careers
- Digital resources

- Self assessment - Practical work - Written assignments - Observation

Foundations of Pre-Technical Studies
Communication in Pre-Technical Studies

Self-Exploration and Career Development - Review and assessment
Oblique Projection - Characteristics of oblique drawing
Oblique Projection - Axes, dimensions and types
Oblique Projection - Sketching in oblique projection

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

- Review key concepts on self-exploration and career development
- Apply knowledge of talents, ethics and career pathways
- Demonstrate understanding of career planning

- Describe the three axes used in oblique projection
- Distinguish between cavalier and cabinet projection
- Show interest in learning technical drawing principles

In groups, learners are guided to:

- Review ways of nurturing talents and relating talents to career pathways
- Discuss ethical and unethical practices in careers
- Complete assessment exercises
- Reflect on learning and career choices

- Study how oblique drawing emphasizes front face along horizontal plane at 45°
- Examine three axes (OZ at 90°, OX and OY at 135°) of unequal dimensions
- Compare cavalier projection (depth at full scale) with cabinet (depth at half scale)
- Study examples showing differences between types

How does self-exploration help in career development?
How are axes arranged and what are the types of oblique projection?

Distinction Pre-Technical Studies Grade 9 pg. 27
- Assessment materials
- Charts and summaries
- Digital resources
- Exercise books
Distinction Pre-Technical Studies Grade 9 pg. 30
- Writing materials
- Technical drawing magazines/journals
- Digital devices with internet
- Box or cube samples
Distinction Pre-Technical Studies Grade 9 pg. 32
- Drawing papers
- Pencils and erasers
- Set squares and rulers
- Charts showing axes and types
Distinction Pre-Technical Studies Grade 9 pg. 34
- Chart with oblique objects drawn by freehand
- Drawing paper
- Well-sharpened pencils
- Erasers

- Written tests - Oral questions - Self-reflection
- Observation - Oral questions - Written tests

Communication in Pre-Technical Studies

Oblique Projection - Using oblique grid paper and instruments
Oblique Projection - Drawing a square brick in cabinet projection (Part 1)

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

- Use oblique grid paper for sketching
- Identify instruments in geometrical set for oblique drawing
- Appreciate tools that facilitate oblique drawing

In groups, learners are guided to:

- Study oblique grid paper features (vertical lines at 90°, horizontal at 180°, diagonal at 45°)
- Practice sketching on oblique grid paper
- Discuss instruments: ruler, set square, compass, protractor
- Examine 45° set square and its predetermined angle

How do oblique grid paper and instruments help in drawing?

Distinction Pre-Technical Studies Grade 9 pg. 35
- Oblique grid paper
- Geometrical set
- Drawing materials
- Charts showing instruments
Distinction Pre-Technical Studies Grade 9 pg. 37
- Drawing paper
- Ruler, pencil and eraser
- 45° set square
- Examples of completed drawings

- Practical work - Observation - Oral questions

Communication in Pre-Technical Studies

Oblique Projection - Drawing a square brick in cabinet projection (Part 2)
Oblique Projection - Drawing a horizontal cylinder

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

- Draw diagonal lines to show depth
- Complete cabinet projection of square brick
- Demonstrate accuracy in technical drawing

In groups, learners are guided to:

- Use 45° set square to draw diagonal lines (OF, CG, EH) each 5cm long
- Measure and mark midpoints X, Y, Z of lines to create cabinet image
- Join midpoints with horizontal line
- Complete brick and erase construction marks, make main lines bold

How do we complete the cabinet projection of a square brick?

Distinction Pre-Technical Studies Grade 9 pg. 38
- Drawing paper
- Ruler, pencil and eraser
- 45° set square
- Examples of completed brick
Distinction Pre-Technical Studies Grade 9 pg. 39
- Compass
- 45° set square

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Oblique Projection - Drawing a triangular prism (Part 1)
Oblique Projection - Drawing a triangular prism (Part 2)
Oblique Projection - Practice drawing various objects

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

- Use protractor to measure angles
- Draw triangular face of prism
- Show precision in using drawing instruments

- Draw various shaped blocks in oblique projection
- Apply oblique projection techniques independently
- Value the application of oblique projection in drawing

In groups, learners are guided to:

- Draw line AB 5cm long and mark midpoint O
- Place protractor at O and make mark at 90°
- Draw line OE 4cm in height
- Draw diagonal lines AE and BE to converge at E forming triangle

- Practice drawing different shaped blocks using learned techniques
- Draw objects in both cavalier and cabinet projection
- Compare and contrast the two types of projection
- Complete practice exercises

How do we draw the front face of a triangular prism?
How do we apply oblique projection to draw different objects?

Distinction Pre-Technical Studies Grade 9 pg. 40
- Drawing paper
- Ruler, pencil and eraser
- Protractor
- Set square
Distinction Pre-Technical Studies Grade 9 pg. 41
- Protractor and set square
- Completed examples
Distinction Pre-Technical Studies Grade 9 pg. 42
- Drawing paper
- Complete geometrical set
- Pencils and erasers
- Practice worksheets

- Practical work - Observation - Rubrics
- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Oblique Projection - Application in technical communication

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

- Explain applications of oblique projection in technical fields
- Relate oblique projection to various careers
- Appreciate the importance of oblique drawing in technical communication

In groups, learners are guided to:

- Discuss careers where oblique projection is applied (engineering, architecture, design)
- Use digital devices or print media to search for importance
- Study how it shows dimension, proportion, details and helps sketch ideas
- Examine use in explaining complex concepts and project proposals

How is oblique projection used in technical fields?

Distinction Pre-Technical Studies Grade 9 pg. 44
- Digital devices with internet
- Print media with technical drawings
- Career brochures
- Examples from engineering

- Oral questions - Written assignments - Observation

Communication in Pre-Technical Studies

Oblique Projection - Review and assessment
Oblique Projection - Advanced practice and portfolio

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

- Review key concepts of oblique projection
- Apply oblique projection techniques in assessment
- Demonstrate understanding of oblique drawing

In groups, learners are guided to:

- Review characteristics and types of oblique projection
- Practice drawing matchbox in cavalier and cabinet projection
- Identify projection type from given images
- Complete assessment exercises and reflect on learning

Why is oblique projection important in technical communication?

Distinction Pre-Technical Studies Grade 9 pg. 45
- Drawing paper
- Complete geometrical set
- Assessment sheets
- Examples of various objects
Distinction Pre-Technical Studies Grade 9 pg. 46
- Portfolio folder
- Assessment rubric

- Practical work - Written tests - Rubrics - Self-reflection

Communication in Pre-Technical Studies

Oblique Projection - Final assessment and reflection
Visual Programming - Application areas of visual programming software

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

- Complete final assessment on oblique projection
- Evaluate own learning and progress
- Appreciate the value of oblique projection skills

- 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:

- Complete comprehensive assessment covering all aspects of oblique projection
- Self-evaluate progress in learning oblique drawing
- Reflect on challenges and achievements
- Discuss real-world applications of skills learned

- 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

What have we learned about oblique projection?
How is visual programming used in solving day-to-day problems?

Distinction Pre-Technical Studies Grade 9 pg. 46
- Assessment materials
- Self-evaluation forms
- Digital resources
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Written tests - Practical work - Self-assessment - Reflection
- 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?

Distinction Pre-Technical Studies Grade 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

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

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

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

Distinction Pre-Technical Studies Grade 9 pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks
Visual Programming - Creating a game (Part 1) - Maze game setup

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

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

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

In groups, learners are guided to:

- 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

- 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 program backdrops and sprites in a story?
How do we create a maze game backdrop?

Distinction Pre-Technical Studies Grade 9 pg. 52
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts
Distinction Pre-Technical Studies Grade 9 pg. 54
- 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
Visual Programming - Creating a game (Part 3) - Adding game levels

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?

Distinction Pre-Technical Studies Grade 9 pg. 57
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide
Distinction Pre-Technical Studies Grade 9 pg. 59
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics

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?

Distinction Pre-Technical Studies Grade 9 pg. 61
- 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)
Visual Programming - Creating an animation (Part 3) - Programming planets (Mars, Jupiter, Saturn, Uranus, Neptune)

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

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

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

- 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

How do we program orbital motion for Sun and inner planets?
How do we complete the solar system animation?

Distinction Pre-Technical Studies Grade 9 pg. 62
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples
Distinction Pre-Technical Studies Grade 9 pg. 64
- Computer with Scratch 3
- Digital projector
- Complete animation guide
- Solar system reference

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Testing and discussing programs

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

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

In groups, learners are guided to:

- 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 code blocks control sprite behavior in programs?

Distinction Pre-Technical Studies Grade 9 pg. 67
- Computer with Scratch 3
- Digital projector
- Program analysis guide
- Assessment rubric

- 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?

Distinction Pre-Technical Studies Grade 9 pg. 68
- 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
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:

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

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

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

- 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

What advanced features can we use in visual programming?
Why is visual programming important in day-to-day life?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Computer with Scratch 3
- Digital projector
- Advanced features guide
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Practical work - Observation - Rubrics
- Written tests - Practical work - Self-reflection - Digital exercise

Materials for Production

Materials for Production - Types of wood
Materials for Production - 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
- Create checklist to examine physical properties of tree types

What are the physical differences between softwood and hardwood?

Distinction Pre-Technical Studies Grade 9 pg. 76
- Digital devices
- Samples of hardwood and softwood
- Charts showing various types of wood
- Reference materials
- Various pieces of wood
- Checklists
- Photos of hardwood and softwood
- Exercise books

- Observation - Oral questions - Written assignments

Materials for Production

Materials for Production - Density and grain patterns
Materials for Production - 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
- Observe and record grain pattern variations

Why do hardwoods and softwoods have different grain patterns?

Distinction Pre-Technical Studies Grade 9 pg. 77
- Wood samples with visible grain
- Magnifying glasses
- Reference books
- Digital devices
- Digital devices and internet
- Video clips on sawmills
- Pictures of timber conversion
- Charts showing conversion methods

- Observation - Oral questions - Practical work

Materials for Production

Materials for Production - Wood preparation - Seasoning
Materials for Production - Uses of hardwood
Materials for Production - Uses of softwood
Materials for Production - Importance of wood in day-to-day life
Materials for Production - Types of waste materials

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
- Study diagrams showing both seasoning processes

- 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
- Create comparison table of softwood and hardwood uses

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

Distinction Pre-Technical Studies Grade 9 pg. 78
- Digital resources
- Charts on wood seasoning
- Samples of seasoned wood
- Diagrams of kiln and air drying
- Hardwood samples
- Furniture items
- Charts and pictures
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 79
- Softwood samples
- Construction materials
- Digital resources
- Internet access
- Reference books
- Digital devices
- Charts showing wood uses
- Case studies
Distinction Pre-Technical Studies Grade 9 pg. 82
- Charts showing waste types
- Gloves and masks
- Waste bins
- Observation sheets

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

Materials for Production

Materials for Production - 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
- Create inventory of e-waste sources

How do we distinguish between different categories of waste?

Distinction Pre-Technical Studies Grade 9 pg. 83
- Pictures of electronic waste
- Construction waste samples
- Digital resources
- E-waste labels

- Observation - Written tests - Oral questions

Materials for Production

Materials for Production - Safe handling methods - Composting

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

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
- Observe decomposition process over time

What is composting and why is it important?

Distinction Pre-Technical Studies Grade 9 pg. 84
- Organic waste materials
- Compost pit
- Digital devices
- Gloves and masks

- Practical work - Observation - Oral questions

Materials for Production

Materials for Production - Safe handling methods - The 3Rs
Materials for Production - Incineration and landfills

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

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

- 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 materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources
- Create action plan for implementing 3Rs

- Discuss safe ways of handling waste through controlled burning
- Learn about landfill design and use
- Compare advantages and disadvantages of different methods
- Examine environmental impacts of each method

How can we apply the 3Rs to manage waste effectively?
When should incineration or landfills be used for waste disposal?

Distinction Pre-Technical Studies Grade 9 pg. 84
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books
Distinction Pre-Technical Studies Grade 9 pg. 85
- Pictures of incinerators
- Digital resources
- Charts on waste disposal
- PPEs

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

Materials for Production

Materials for Production - 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
- Calculate potential energy generation from bio-digestion

How does bio-digestion convert waste into useful products?

Distinction Pre-Technical Studies Grade 9 pg. 85
- Pictures of biodigesters
- Digital devices
- Reference materials
- Case studies

- Observation - Oral questions - Written tests

Materials for Production

Materials for Production - 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
- Display recycled creations and explain process

What useful items can we create from waste materials?

Distinction Pre-Technical Studies Grade 9 pg. 86
- Recyclable materials
- Tools for making items
- Gloves and aprons
- Waste bins

- Practical work - Project - Observation

Materials for Production
Tools and Production
Tools and Production

Materials for Production - Importance of proper waste management
Tools and Production - Identifying holding tools
Tools and Production - Types of vices and clamps
Tools and Production - Types of pliers, clips and tongs
Tools and Production - Uses of 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

- Identify types of pliers, clips and tongs
- Distinguish between different holding tools
- Value the specific design of each tool

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
- Create awareness campaign on waste management

- Study longnose pliers, combination pliers, waterpipe pliers
- Identify paper clips, crocodile clips, circlips
- Observe blacksmith tongs, crucible tongs, cooking tongs
- Create comparison chart of all types

Why is proper waste management important in our community?
What are the differences between various types of pliers and tongs?

Distinction Pre-Technical Studies Grade 9 pg. 88
- Well-labelled dustbins
- PPEs
- Mop and bucket
- Digital resources
Distinction Pre-Technical Studies Grade 9 pg. 92
- Variety of holding tools (vices, clamps, pliers, tongs, clips)
- Charts showing holding tools
- Digital devices
- Different types of vices
- Various clamps
- Digital resources
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 93
- Various pliers
- Different clips
- Types of tongs
- Charts
Distinction Pre-Technical Studies Grade 9 pg. 94
- Chart showing uses of holding tools
- Available holding tools
- Relevant textbooks
- Digital devices

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

Tools and Production

Tools and Production - Safe use of holding tools
Tools and Production - Using holding tools to perform tasks
Tools and Production - Using pliers, clips and tongs
Tools and Production - Care and importance of holding tools

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

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

In groups, learners are guided to:

- Use print or digital media to search for information on safe use
- Watch videos on how to safely hold tools
- Role-play safe use of different holding tools
- Discuss common mistakes and how to avoid them

What safety measures should be observed when using holding tools?

Distinction Pre-Technical Studies Grade 9 pg. 96
- Digital devices with internet
- Relevant textbooks
- Safety goggles
- Gloves
Distinction Pre-Technical Studies Grade 9 pg. 98
- Bench vice
- G-clamp
- Pieces of wood
- Handsaw
- Wood glue
- Workbench
Distinction Pre-Technical Studies Grade 9 pg. 99
- Needle nose pliers
- Wire
- Paper clips
- Drawing board
- Crucible tongs
- Bunsen burner
Distinction Pre-Technical Studies Grade 9 pg. 100
- Holding tools
- Clean piece of cloth
- Soft brush
- Oil can
- Tool box or rack
- Dust cover

- Observation - Practical work - Checklist