Materials for Production

Metallic Materials - Types of metallic materials

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

- Identify types of metallic materials (steel, aluminium, copper) used in the immediate environment
- Match metallic materials to items made from them
- Show interest in learning about metals

In groups, learners are guided to:

- Study pictures showing items made from steel, aluminium and copper
- Discuss items made using steel, aluminium and copper
- Search on internet or print materials for information on metallic materials

What types of metallic materials are found in our environment?

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

- Oral questions - Written assignments - Observation

Materials for Production

Metallic Materials - Identifying metallic materials in the environment

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

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

In groups, learners are guided to:

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

How can we identify metallic materials in our environment?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 51
- School environment
- Exercise books

- Observation - Checklist - Field notes

Materials for Production

Metallic Materials - Appearance and colour of metals
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 appearance and colour of metallic materials
- Observe and compare physical appearance of steel, aluminium and copper
- Value careful observation skills in identifying metals

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

In groups, learners are guided to:

- Get a steel spoon, aluminium can and copper wire and observe their physical appearance
- Describe the colour and appearance of each metal (shiny or dull)
- Record observations in exercise book

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

What do different metals look like?
Which metals are attracted to magnets?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 52
- Steel spoon
- Aluminium can
- Copper wire
- Steel samples
- Aluminium samples
- Copper samples

- Master Booklyst Pre-Technical Studies Grade 7 pg. 53
- Magnets
- Steel, aluminium and copper samples

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

Materials for Production

Metallic Materials - Conductivity of heat

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?

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

- Practical work - Observation - Oral questions

Materials for Production

Metallic Materials - Conductivity of electricity

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

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

In groups, learners are guided to:

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

Which metals conduct electricity best?

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

- Practical work - Observation - Written assignments

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

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

In groups, learners are guided to:

- 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)

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

What are the unique properties of steel, aluminium and copper?
How are steel, aluminium and copper used in our environment?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 54
- Charts
- Metal samples

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

- Oral questions - Written assignments - Group discussions
- Oral questions - Written assignments - Observation

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?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 55
- Chart papers
- Markers
- Pictures

- Poster making - Presentations - Peer assessment

Materials for Production

Non-Metallic Materials - Meaning and examples of non-metallic materials

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?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 56
- Pictures
- Internet access
- Non-metallic samples

- Oral questions - Written assignments - Observation

Materials for Production

Non-Metallic Materials - Identifying non-metallic materials in the environment
Non-Metallic Materials - Natural and synthetic materials

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

- Describe non-metallic materials found in the school environment
- Identify items made from non-metallic materials
- Appreciate the variety of non-metallic materials around us

- 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:

- Take a walk around school environment
- Identify non-metallic materials in school compound
- List non-metallic materials found and share findings with peers

- 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 non-metallic materials can we find in our school?
What is the difference between natural and synthetic materials?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 57
- School environment
- Exercise books

- Master Booklyst Pre-Technical Studies Grade 7 pg. 58
- Natural material samples
- Synthetic material samples
- Charts

- Observation - Field notes - Oral questions
- Oral questions - Written assignments - Sorting activities

Materials for Production

Non-Metallic Materials - Identifying natural and synthetic materials
Non-Metallic Materials - Colour and texture of non-metallic materials

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

- Identify natural and synthetic materials in the environment
- Create a poster showing natural and synthetic non-metallic materials
- Appreciate the sources of different materials

In groups, learners are guided to:

- Identify non-metallic materials in the environment
- Categorise materials as natural or synthetic
- Take pictures of materials and make a poster to share with peers

How can we identify natural and synthetic materials around us?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 58
- Environment
- Camera/phone
- Chart papers
- Master Booklyst Pre-Technical Studies Grade 7 pg. 59
- Wood, stone, plastic, paper, rubber, cement, glass, ceramic samples

- Poster making - Observation - Peer assessment

Materials for Production

Non-Metallic Materials - Hardness of non-metallic materials

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

- Explain hardness as a property of non-metallic materials
- Perform hardness test on non-metallic materials
- Appreciate the varying hardness of different materials

In groups, learners are guided to:

- Use a metal nail to scratch each material lightly
- Observe which materials scratch easily and which resist scratching
- Classify materials as soft (scratch easily) or hard (resist scratching) and record results

Which non-metallic materials are hard and which are soft?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 59
- 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

- Describe the physical properties of various non-metallic materials
- Compare physical properties of different non-metallic materials
- Appreciate the unique properties of each material

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

- Study summary table of physical properties of non-metallic materials
- Identify five items made from non-metallic materials at home
- Examine items' physical properties and note in exercise book

Which non-metallic materials are fire resistant?
How do the physical properties of non-metallic materials compare?

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

- Master Booklyst Pre-Technical Studies Grade 7 pg. 60
- Summary table
- Exercise books

- Practical work - Observation - Written assignments
- Oral questions - Written assignments - Group discussions

Materials for Production

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

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

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

In groups, learners are guided to:

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

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

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

- Oral questions - Written assignments - Matching activities

Materials for Production

Non-Metallic Materials - Uses of rubber, cement, glass and ceramics

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

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

In groups, learners are guided to:

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

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

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

- Oral questions - Written assignments - Group discussions

Tools and Production

Measuring and Marking Out Tools - Identifying measuring tools
Measuring and Marking Out Tools - Identifying marking out tools

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

- Identify measuring tools used to perform tasks
- Name examples of measuring tools (tape measure, steel rule, callipers, weighing balance, stopwatch, ammeter, voltmeter)
- Show interest in learning about measuring tools

- Identify marking out tools used to perform tasks
- Name examples of marking out tools (divider, try-square, marking gauge, dot punch, scriber, pencil, marking knife)
- Appreciate the importance of marking out tools

In groups, learners are guided to:

- Read the names of measuring tools from pictures
- Discuss what measuring tools are used for
- Find out more information from internet or print materials about measuring tools

- Read the names of marking out tools from pictures
- Discuss what each marking out tool is used for
- Find out more information from internet or print materials about marking out tools

What are measuring tools and what are they used for?
What are marking out tools and how are they used?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 63
- Pictures
- Realia (measuring tools)

- Master Booklyst Pre-Technical Studies Grade 7 pg. 65
- Pictures
- Realia (marking out tools)

- Oral questions - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Choosing appropriate measuring tools

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

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

In groups, learners are guided to:

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

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

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

- Oral questions - Practical activities - Observation

Tools and Production

Measuring and Marking Out Tools - Choosing appropriate marking out tools

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

- Explain how to select appropriate marking out tools for a given task
- Choose the right marking out tool for different marking tasks
- Appreciate the role of marking out tools in achieving accuracy

In groups, learners are guided to:

- Discuss which tool to use for marking equal distances, checking right angles, marking parallel lines
- Discuss which tool to use for marking centre of circle, marking on metal, drawing guidelines
- Search online or in print materials for more information on use of marking out tools

How do we select the right marking out tool for a task?

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

- Oral questions - Practical activities - Observation

Tools and Production

Measuring and Marking Out Tools - Using a tape measure
Measuring and Marking Out Tools - Using a steel rule
Measuring and Marking Out Tools - Using callipers to measure external diameter

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

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

- Describe how to use a steel rule
- Use a steel rule to measure and mark objects
- Appreciate the importance of accurate measurement

In groups, learners are guided to:

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

- Select the correct side of the steel rule (millimetres/centimetres or inches)
- Position the steel rule with "0" mark at starting point
- Read the measurement with eye perpendicular to scale and mark with pencil

How do we use a tape measure correctly?
How do we use a steel rule for accurate measurement?

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

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

Tools and Production

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

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

- Describe how to measure internal diameter and depth using callipers
- Use vernier callipers to measure internal diameter and depth of objects
- Value the versatility of callipers

In groups, learners are guided to:

- Use smaller inside jaws to measure internal diameter of a beaker
- Extend the depth gauge to measure depth of beaker
- Read and record main scale and vernier scale readings

How do we measure internal diameter and depth using callipers?

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

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a stopwatch

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

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

In groups, learners are guided to:

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

How do we use a stopwatch to measure time?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 72
- Stopwatch

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using an ammeter

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

- Describe how to use an ammeter
- Use an ammeter to measure current in a circuit
- Show interest in electrical measurements

In groups, learners are guided to:

- Set up a circuit with ammeter, dry cells, connecting wires and bulb
- Connect ammeter in series with positive terminal to power source
- Read and record the current measurement

How do we use an ammeter to measure electric current?

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

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a voltmeter

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

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

In groups, learners are guided to:

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

How do we use a voltmeter to measure voltage?

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

- Practical work - Observation - Written assignments

Tools and Production

Measuring and Marking Out Tools - Using a divider

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

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

In groups, learners are guided to:

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

How do we use a divider to mark equal distances?

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

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a divider
Measuring and Marking Out Tools - Using a try-square

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

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

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

In groups, learners are guided to:

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

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

How do we use a divider to mark equal distances?
How do we use a try-square to check for squareness?

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

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

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

Tools and Production

Measuring and Marking Out Tools - Using a marking gauge

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

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

In groups, learners are guided to:

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

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

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

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a marking gauge

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

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

In groups, learners are guided to:

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

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

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

- Practical work - Observation - Oral questions

Tools and Production

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

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

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

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

In groups, learners are guided to:

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

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

How do we use a marking gauge to mark parallel lines?
How do we use a dot punch and scriber for marking?

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

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

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

Tools and Production

Measuring and Marking Out Tools - Using a marking knife

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

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

In groups, learners are guided to:

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

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

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

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Using a marking knife

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

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

In groups, learners are guided to:

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

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

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

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Caring for tools

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

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

In groups, learners are guided to:

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

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

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

- Practical work - Observation - Oral questions

Tools and Production

Measuring and Marking Out Tools - Importance of tools when performing tasks

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

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

In groups, learners are guided to:

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

Why are measuring and marking out tools important?

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

- Chart making - Presentations - Oral questions

Tools and Production

Computer Hardware - Meaning of computer hardware

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

- Define the term computer hardware
- Identify examples of computer hardware devices
- Show interest in learning about computer hardware

In groups, learners are guided to:

- Discuss what can be seen in pictures of computer hardware
- Search on internet or print materials for meaning of computer hardware
- Write the definition of computer hardware in exercise book

What is computer hardware?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 85
- Pictures
- Digital devices
- Internet access

- Oral questions - Written assignments - Observation

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

- Describe keying and pointing devices
- Use keyboard and mouse to perform tasks on a computer
- Value the role of input devices in computer use

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

- Type a short paragraph on a computer using keyboard
- Practise using mouse to open, close and move files
- Discuss how each key has a specific function

What are the categories of computer hardware?
How do keying and pointing devices help us interact with computers?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 85
- Internet access
- Pictures
- Charts

- Master Booklyst Pre-Technical Studies Grade 7 pg. 86
- Computer
- Keyboard
- Mouse

- Oral questions - Written assignments - Group discussions
- Practical work - Observation - Oral questions

Tools and Production

Computer Hardware - Scanning, voice input and touch screen devices
Computer Hardware - Digitizers and digital cameras

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?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 86
- Scanner
- Microphone
- Touch screen device
- Master Booklyst Pre-Technical Studies Grade 7 pg. 87
- Drawing tablet
- Digital camera
- Computer

- Practical work - Observation - Oral questions

Tools and Production

Computer Hardware - Output devices (hard copy and soft copy)

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

- Distinguish between hard copy and soft copy output devices
- Use printer and monitor as output devices
- Appreciate the different forms of computer output

In groups, learners are guided to:

- Print a document or image (hard copy output)
- Read text from monitor and listen to sound from speaker (soft copy output)
- Compare printed version with screen version

What is the difference between hard copy and soft copy output?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 87
- 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

- Explain the importance of computer hardware devices in a user environment
- Create a chart showing importance of computer hardware
- Acknowledge the essential role of hardware in computing

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

- Search internet or print materials for importance of computer hardware devices
- Discuss how input, output and storage devices are important
- Create a chart on importance of computers and display for feedback

How do storage devices help us save and retrieve data?
Why are computer hardware devices important?

- Master Booklyst Pre-Technical Studies Grade 7 pg. 87
- USB flash drive
- CD/DVD
- Memory card
- External hard drive

- Master Booklyst Pre-Technical Studies Grade 7 pg. 90
- Internet access
- Chart papers
- Markers

- Oral questions - Practical work - Observation
- Chart making - Presentations - Oral questions