Communication in Pre-Technical Studies

Visual Programming - Meaning of visual programming

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

- Define visual programming
- Explain visual programming applications
- Show interest in learning visual programming

- Study picture of learner using visual programming application
- Brainstorm on meaning of visual programming
- Discuss visual programming applications
- Share findings with other groups

What is visual programming and how is it used?

- Mentor Pre-Technical Grade 8, pg. 51
- Digital devices
- Internet access
- Visual programming software
- Projector

- Observation - Oral questions - Group discussions

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

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

- Identify educational applications
- Describe multimedia applications
- Recognize video game applications

In groups, learners are guided to:
- Search for information on educational applications
- Research multimedia applications
- Explore video game applications
- Brainstorm on examples of visual programming applications

What types of applications can be created using visual programming?

- Mentor Pre-Technical Grade 8, pg. 52
- Digital devices
- Internet connection
- Textbooks
- Application examples

- Written tests - Oral presentations - Observation

Communication in Pre-Technical Studies

Visual Programming - Examples of visual programming applications

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

- Identify Microsoft MakeCode
- Recognize Scratch application
- Describe Sprite Box application

In groups, learners are guided to:
- Search for information on Microsoft MakeCode
- Research Scratch programming
- Study Sprite Box application
- Identify applications from their icons

What are common visual programming applications?

- Mentor Pre-Technical Grade 8, pg. 53
- Computers/tablets
- Internet access
- Application icons
- Digital resources

- Observation - Oral questions - Practical identification

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

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

- Identify input features
- Recognize processing features
- Describe output and effects features

In groups, learners are guided to:
- Launch Scratch application with teacher guidance
- Identify features under input category
- Explore processing features
- Study output and effects (sound, animations, background)

What are the main features of visual programming applications?

- Mentor Pre-Technical Grade 8, pg. 55
- Computers with Scratch
- Internet access
- Projector
- Reference materials

- Practical work - Observation - Peer review

Communication in Pre-Technical Studies

Visual Programming - Input feature in visual programming

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

- Use the Ask command from sensing blocks
- Enter information from keyboard
- Create meaningful input questions

In groups, learners are guided to:
- Open Scratch application
- Use Ask command from sensing blocks
- Type questions for input
- Practice modifying input questions
- Test different input types (numbers, letters, words)

How do we get information from users in a program?

- Mentor Pre-Technical Grade 8, pg. 56
- Computers/tablets
- Scratch software
- Internet access
- Practice worksheets

- Practical work - Observation - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Terminologies in visual programming (Part 1)

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

- Define syntax in programming
- Explain variables
- Describe input and output statements

In groups, learners are guided to:
- Search for meanings of syntax, variables, input statements, output statements
- Discuss definitions with peers
- Write meanings in notebooks
- Share findings for peer review

What are the basic terms used in visual programming?

- Mentor Pre-Technical Grade 8, pg. 57
- Digital devices
- Reference books
- Internet access
- Glossary worksheets

- Written tests - Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Terminologies in visual programming (Part 2)

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

- Explain coding and coding blocks
- Define sequence statements
- Describe repeating statements
- Understand selection statements and variable declarations

In groups, learners are guided to:
- Research meanings of coding, coding blocks, sequence statements
- Study repeating statements (forever, repeat until, repeat 10)
- Learn about selection statements and variable declarations
- Complete terminology table in notebooks

How do we give instructions to computers using visual programming?

- Mentor Pre-Technical Grade 8, pg. 58
- Digital devices
- Scratch application
- Reference materials
- Practice examples

- Written assignments - Oral questions - Peer review

Communication in Pre-Technical Studies

Visual Programming - Creating sequential instructions (Part 1)

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

- Access Scratch online
- Navigate Scratch interface
- Identify Events blocks
- Use When flag clicked block

In groups, learners are guided to:
- Open Scratch using provided link
- Click Start Creating icon
- Close Tutorial Pane
- Explore Scratch interface
- Select Events and drag When flag clicked block

How do we start creating programs in Scratch?

- Mentor Pre-Technical Grade 8, pg. 59
- Computers/tablets
- Internet access
- Scratch online platform
- Projector for demonstration

- Practical work - Observation - Teacher guidance

Communication in Pre-Technical Studies

Visual Programming - Creating sequential instructions (Part 2)
Visual Programming - Animation project setup

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

- Use Control blocks (Forever)
- Apply Motion blocks (move steps, bounce)
- Add Sound blocks
- Create simple animation sequence

In groups, learners are guided to:
- Select and drag Forever block from Control
- Add move 10 steps from Motion
- Insert Play sound meow from Sound
- Add If on edge, bounce block
- Set rotation style to left-right
- Test program by clicking green flag

How do we make characters move and make sounds?

- Mentor Pre-Technical Grade 8, pg. 60
- Computers with Scratch
- Internet access
- Step-by-step guide
- Sample projects
- Mentor Pre-Technical Grade 8, pg. 61
- Computers/tablets
- Scratch software
- Internet connection
- Visual examples

- Practical work - Program functionality - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating flying bat animation (Part 1)

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

- Use Forever loop for continuous motion
- Apply motion blocks to sprite
- Add costume changes for animation effect

In groups, learners are guided to:
- Click Events and add When flag clicked
- Add Forever block from Control
- Insert move 10 steps inside Forever
- Add next costume from Looks
- Insert wait 1 sec from Control

How do we create continuous movement in animations?

- Mentor Pre-Technical Grade 8, pg. 62
- Computers with Scratch
- Bat sprite
- Instruction guide
- Sample animations

- Practical work - Animation quality - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating flying bat animation (Part 2)

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

- Complete flying bat animation
- Test and debug animation
- Modify animation parameters

In groups, learners are guided to:
- Add If on edge, bounce from Motion
- Arrange all blocks in correct sequence
- Click green flag to test animation
- Observe bat flying and flapping wings
- Modify speed and wait time if needed

How do we test and improve our animations?

- Mentor Pre-Technical Grade 8, pg. 63
- Computers/tablets
- Completed Scratch project
- Testing checklist
- Peer review forms

- Practical work - Program functionality - Peer assessment

Communication in Pre-Technical Studies

Visual Programming - Creating own animation project

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

- Plan own animation project
- Select appropriate sprites and backdrops
- Apply learned programming blocks
- Create functional animation

In groups, learners are guided to:
- Plan animation idea
- Choose sprites and backdrop
- Apply sequence of blocks learned
- Add motion, sound, and effects
- Test and refine animation
- Present project to peers

How can we create our own unique animations?

- Mentor Pre-Technical Grade 8, pg. 64
- Computers/tablets
- Scratch software
- Planning templates
- Project rubric

- Project work - Presentation - Peer and self-assessment

Communication in Pre-Technical Studies

Visual Programming - Importance of visual programming

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

- Explain importance of visual programming in daily life
- Identify careers using visual programming
- Value visual programming skills

In groups, learners are guided to:
- Discuss importance of visual programming
- Research careers using visual programming
- Share examples of visual programming applications in community
- Present findings in class
- Reflect on learning experience

Why is visual programming important in today's world?

- Mentor Pre-Technical Grade 8, pg. 64
- Digital devices
- Career resources
- Internet access
- Presentation tools

- Oral presentations - Written reports - Self-reflection

Entrepreneurship

Bookkeeping - Meaning of assets, liabilities and capital
Bookkeeping - Identifying assets

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

- Define assets, liabilities and capital
- Search for meanings of bookkeeping terms
- Show interest in learning about bookkeeping

In groups, learners are guided to:
- Think about a shop in nearby shopping centre
- Discuss what items are sold and where money came from
- Use digital devices to search for meaning of assets, liabilities, capital
- Present findings to other groups

What are the basic terms used in bookkeeping?

- Mentor Pre-Technical Grade 8, pg. 114
- Digital devices
- Textbooks
- Reference materials
- Internet access
- Mentor Pre-Technical Grade 8, pg. 115
- Pictures of assets
- Charts
- Real business examples

- Observation - Oral questions - Written tests

Entrepreneurship

Bookkeeping - Understanding liabilities and capital
Bookkeeping - Meaning and importance of bookkeeping

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

- Identify liabilities in a business
- Explain what constitutes capital
- Value the concept of business financing

In groups, learners are guided to:
- Read case study on Tony's lorry transport business
- Mention liabilities that may be found in business
- Read case study on Jeff's motorcycle business
- Identify capital contributed in the business
- Share suggestions with classmates

What is the difference between liabilities and capital?

- Mentor Pre-Technical Grade 8, pg. 116
- Case study materials
- Business scenarios
- Charts
- Reference books
- Mentor Pre-Technical Grade 8, pg. 117
- Charts showing bookkeeping importance
- Digital devices
- Sample business records

- Written assignments - Oral presentations - Observation

Entrepreneurship

Bookkeeping - Bookkeeping equation (Assets = Capital)
Bookkeeping - Bookkeeping equation (Assets = Capital + Liabilities)

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

- Understand the basic bookkeeping equation
- Calculate assets and capital
- Apply the equation in business scenarios

In groups, learners are guided to:
- Learn that assets equal owner's contribution at business start
- Read statement about Anne's salon business
- Calculate value of assets and capital using equation
- Share findings with class

How do we show the relationship between assets and capital?

- Mentor Pre-Technical Grade 8, pg. 118
- Calculators
- Practice worksheets
- Business scenarios
- Charts showing equation
- Mentor Pre-Technical Grade 8, pg. 119
- Practice exercises
- Worksheets

- Practical work - Written assignments - Observation

Entrepreneurship

Bookkeeping - Expressing scenarios using bookkeeping equation
Bookkeeping - Business transactions (Cash and Credit)
Bookkeeping - Types of business transactions

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

- Express business scenarios using equation
- Apply equation to different situations
- Demonstrate understanding of equation components

In groups, learners are guided to:
- Study Mohamed's bookshop scenario
- Express bookkeeping equation for different situations
- Calculate values when business expands
- Work on scenarios involving loans
- Complete practice exercise table

How can we use the bookkeeping equation in real business situations?

- Mentor Pre-Technical Grade 8, pg. 120
- Business scenarios
- Calculators
- Practice tables
- Worksheets
- Mentor Pre-Technical Grade 8, pg. 121
- Case study materials
- Real transaction examples
- Charts
- Reference materials
- Mentor Pre-Technical Grade 8, pg. 122
- School canteen examples
- Transaction scenarios
- Digital devices

- Practical work - Written assignments - Portfolio assessment

Entrepreneurship

Bookkeeping - Cost, price, profit and loss

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

- Differentiate between cost and price
- Calculate profit and loss
- Apply calculations in business scenarios

In groups, learners are guided to:
- Study pictures of Benson selling electronics
- Discuss cost versus price in business
- Read statements about transactions at Masomo Bookshop
- Calculate profit or loss from each transaction
- Present findings in table format

How do we determine if a business is making profit or loss?

- Mentor Pre-Technical Grade 8, pg. 123
- Pictures of business transactions
- Calculators
- Practice scenarios
- Worksheets

- Practical work - Written assignments - Observation

Entrepreneurship

Bookkeeping - Statement of financial position

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

- Identify components of statement of financial position
- Explain how to prepare the statement
- Appreciate importance of financial statements

In groups, learners are guided to:
- Discuss what shows financial position of business
- Identify components of statement
- Study example of Brian Mobile Phones
- Learn structure: Assets = Capital + Liabilities
- Discuss how both sides must balance

What is a statement of financial position?

- Mentor Pre-Technical Grade 8, pg. 124
- Sample statements
- Charts
- Business examples
- Reference materials

- Observation - Written tests - Oral questions

Entrepreneurship

Bookkeeping - Preparing statement of financial position

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

- Prepare statement of financial position
- List assets and capital with liabilities correctly
- Demonstrate accuracy in preparation

In groups, learners are guided to:
- Study preparation steps from Brian's example
- List assets on left side
- List capital and liabilities on right side
- Ensure both totals are equal
- Complete practice exercise for ABC Groceries
- Submit work for assessment

How do we prepare a statement of financial position?

- Mentor Pre-Technical Grade 8, pg. 125
- Practice exercises
- Calculators
- Blank statement templates
- Business data

- Practical work - Written assignments - Portfolio assessment

Entrepreneurship

Income and Budgeting - Sources of income for an individual

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

- Define income
- Identify sources of income
- Appreciate diverse income sources

In groups, learners are guided to:
- Search for meaning of 'income for an individual'
- Read about Hadijah and Lemayian's sources of income
- Identify salary, royalties, dividends, business profits
- Study chart showing various income sources
- Discuss meaning of sources of income

Where can individuals get income from?

- Mentor Pre-Technical Grade 8, pg. 136
- Charts showing income sources
- Digital devices
- Case study materials
- Reference books

- Observation - Oral questions - Written tests

Entrepreneurship

Income and Budgeting - Understanding income sources

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

- Explain employment income
- Describe business income
- Identify investment income and other sources

In groups, learners are guided to:
- Study chart showing income sources in detail
- Discuss employment income (salary, wages, allowances)
- Learn about business income (profits from sales)
- Understand investment income (rent, dividends, interest)
- Explore gifts, donations, and government transfers

What are the different categories of income sources?

- Mentor Pre-Technical Grade 8, pg. 137
- Income source charts
- Real-life examples
- Digital resources
- Sample income statements

- Written tests - Oral presentations - Group discussions

Entrepreneurship

Income and Budgeting - Importance of budgeting

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

- Define budget and budgeting
- Explain importance of budgeting
- Value financial planning

In groups, learners are guided to:
- Discuss pocket money and spending plans
- Search for meaning of budget and budgeting
- Read conversation between Mrs Bundi and children
- Discuss how much family earns and spends
- Explain importance of budgeting

Why is it important to make a budget?

- Mentor Pre-Technical Grade 8, pg. 138
- Budget examples
- Family scenario materials
- Digital devices
- Reference materials

- Observation - Written assignments - Oral questions

Entrepreneurship

Income and Budgeting - Benefits of budgeting

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

- List benefits of budgeting
- Explain how budgeting helps in daily life
- Appreciate budget discipline

In groups, learners are guided to:
- Read case study about Maria's income
- Discuss how budgeting helps her
- Learn budgeting helps spend on important things
- Understand budgeting helps track spending
- Learn budgeting helps save money and avoid debt

How does budgeting improve our financial lives?

- Mentor Pre-Technical Grade 8, pg. 139
- Case study materials
- Charts showing benefits
- Real-life examples
- Digital resources

- Written tests - Oral presentations - Group discussions

Entrepreneurship

Income and Budgeting - Ways of spending money wisely

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

- Identify ways to spend money wisely
- Create tips for wise spending
- Demonstrate financial responsibility

- Study poster made by Grade 8 learners
- Discuss tips on spending money wisely
- Discuss other ways of spending money wisely
- Create quotes on spending money wisely
- Display work in classroom for peer review

What are smart ways to spend money?

- Mentor Pre-Technical Grade 8, pg. 140
- Sample posters
- Manila papers
- Markers
- Digital devices
- Display materials

- Practical work - Portfolio assessment - Peer review

Entrepreneurship

Income and Budgeting - Preparing a simple budget

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

- Prepare a personal budget
- List income and expenses
- Include savings in budget

In groups, learners are guided to:
- Discuss what to consider when preparing budget
- Study Rehema's monthly budget example
- Identify income sources and expenses
- Calculate savings target
- Prepare simple budget for Shs 3,000 shopping money
- Present budget for feedback

How do we prepare a personal budget?

- Mentor Pre-Technical Grade 8, pg. 141
- Sample budgets
- Budget templates
- Calculators
- Practice scenarios

- Practical work - Written assignments - Peer assessment

Entrepreneurship

Income and Budgeting - Ethical practices in budgeting

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

- Define ethics and ethical practices
- Identify ethical practices in budgeting
- Value honesty in financial management

In groups, learners are guided to:
- Discuss meaning of ethics
- Brainstorm ethical and unethical practices
- Read case study about Mitundu Self-help Group
- Identify ethical practices (honesty, transparency, fairness)
- Discuss integrity and avoiding bribes

What ethical practices should we follow when budgeting?

- Mentor Pre-Technical Grade 8, pg. 142
- Case study materials
- Charts
- Digital devices
- Reference materials

- Observation - Written tests - Oral presentations

Entrepreneurship

Income and Budgeting - Unethical practices to avoid

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

- Identify unethical practices in budgeting
- Explain consequences of unethical practices
- Demonstrate commitment to ethical behavior

In groups, learners are guided to:
- Identify unethical practices from case study
- Learn about budgeting beyond means
- Understand dangers of not sticking to budget
- Discuss budgeting from illegal sources
- Learn about saving before spending

What unethical practices should we avoid in budgeting?

- Mentor Pre-Technical Grade 8, pg. 143
- Charts showing practices
- Scenarios
- Discussion materials
- Reference books

- Written tests - Group discussions - Observation

Entrepreneurship

Income and Budgeting - Importance of financial planning

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

- Explain financial planning
- Describe importance of financial planning
- Practice financial goal setting

In groups, learners are guided to:
- Read story about Edwin buying bicycle
- Discuss how financial planning helped Edwin
- Discuss importance of financial planning
- Learn financial planning helps achieve goals
- Understand planning helps manage income effectively

Why is financial planning important in income management?

- Mentor Pre-Technical Grade 8, pg. 144
- Case study materials
- Financial planning examples
- Digital devices
- Charts

- Observation - Oral questions - Written reports

Entrepreneurship

Marketing of Goods and Services - Meaning of market and marketing

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

- Define market and marketing
- Differentiate between market and marketing
- Show interest in learning about marketing

In groups, learners are guided to:
- Discuss scenarios about farmers buying tractors
- Identify who is buying and selling
- Discuss meaning of market
- Explain meaning of marketing
- Present findings to classmates

What is the difference between market and marketing?

- Mentor Pre-Technical Grade 8, pg. 147
- Scenarios
- Charts
- Digital devices
- Reference materials

- Observation - Oral questions - Written tests

Entrepreneurship

Marketing of Goods and Services - Understanding marketing process

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

- Explain advertising
- Describe selling process
- Understand product delivery

In groups, learners are guided to:
- Learn marketing includes advertising, selling, delivery
- Discuss advertising through TV, radio, internet
- Understand selling as exchange for money
- Learn about delivery of products to customers
- Study examples of each marketing activity

What activities are involved in marketing?

- Mentor Pre-Technical Grade 8, pg. 148
- Marketing examples
- Pictures of advertisements
- Digital resources
- Sample marketing materials

- Written tests - Oral presentations - Group discussions

Entrepreneurship

Marketing of Goods and Services - Importance of marketing

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

- Explain importance of marketing
- Identify benefits of marketing to business
- Appreciate role of marketing

In groups, learners are guided to:
- Study pictures showing marketing activities
- Discuss poster offering weekend deals
- Analyze delivery services
- Read flashcards on importance of marketing
- Explain how marketing helps business

Why is marketing important to a business?

- Mentor Pre-Technical Grade 8, pg. 149
- Pictures and posters
- Flashcards
- Marketing examples
- Digital devices

- Observation - Written assignments - Oral questions

Entrepreneurship

Marketing of Goods and Services - Sources of market information

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

- Identify sources of market information
- Explain how to gather market information
- Value research in marketing

In groups, learners are guided to:
- Read newspaper article about Rita's business
- Identify potential customers from article
- Discuss sources of information about market
- Learn about newspapers, magazines, radio, TV
- Understand surveys and social media as sources

Where can businesses find information about their market?

- Mentor Pre-Technical Grade 8, pg. 150
- Newspaper articles
- Digital devices
- Sample surveys
- Social media examples

- Written tests - Practical work - Oral presentations

Entrepreneurship

Marketing of Goods and Services - Analyzing market information sources
Marketing of Goods and Services - Factors in selecting markets

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

- Use digital devices to search market information
- Analyze information from customers
- Prepare reports on findings

In groups, learners are guided to:
- Search for market information using digital devices
- Observe school bags classmates use
- Identify improvements students want
- Gather information about market for school bags
- Write summary notes on sources

How can we gather and analyze market information?

- Mentor Pre-Technical Grade 8, pg. 151
- Digital devices
- Internet access
- Textbooks
- Sample market research
- Notebooks
- Mentor Pre-Technical Grade 8, pg. 152
- Case study materials
- Charts showing factors
- Business examples

- Practical work - Written reports - Observation

Entrepreneurship

Marketing of Goods and Services - ICT tools for marketing

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

- Identify ICT applications for marketing
- Explain how each tool is used
- Select appropriate marketing tools

In groups, learners are guided to:
- Search for ICT applications used in marketing
- Learn about Facebook ads and YouTube advertising
- Study LinkedIn and Instagram for marketing
- Understand TikTok marketing
- Discuss choosing tools based on target customers

What ICT tools can be used to market goods and services?

- Mentor Pre-Technical Grade 8, pg. 153
- Digital devices
- Internet access
- Social media examples
- Marketing case studies

- Practical work - Written assignments - Portfolio assessment

Entrepreneurship

Marketing of Goods and Services - Recognizing suitable markets

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

- Identify suitable markets for products
- Match products to appropriate markets
- Demonstrate market selection skills

In groups, learners are guided to:
- Analyze different products and their markets
- Discuss suitability of markets for goods
- Match services to appropriate markets
- Present findings on market selection
- Review market selection criteria

How do we identify suitable markets for different products?

- Mentor Pre-Technical Grade 8, pg. 154
- Product samples
- Market analysis charts
- Digital resources
- Case studies

- Written tests - Oral presentations - Practical work

Entrepreneurship

Distribution of Goods and Services - Meaning and role of intermediaries

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

- Define channels of distribution
- Identify intermediaries
- Explain role of intermediaries

In groups, learners are guided to:
- Think about how soft drinks move from manufacturer
- Discuss meaning of channels of distribution
- Learn who intermediaries are
- Study pictures showing soda distribution
- Identify roles of wholesalers and retailers

What are channels of distribution?

- Mentor Pre-Technical Grade 8, pg. 156
- Pictures of distribution
- Charts
- Product examples
- Digital devices

- Observation - Oral questions - Written tests

Entrepreneurship

Distribution of Goods and Services - Roles of wholesalers and retailers

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

- Explain roles of wholesalers
- Describe functions of retailers
- Appreciate importance of intermediaries

In groups, learners are guided to:
- Search for information on intermediary roles
- Study sticky notes on wholesaler roles
- Learn wholesalers break bulk and transport goods
- Understand retailers offer easy access to goods
- Discuss how retailers advise wholesalers

What roles do wholesalers and retailers play in distribution?

- Mentor Pre-Technical Grade 8, pg. 157
- Charts showing roles
- Digital devices
- Case study materials
- Reference books

- Written tests - Oral presentations - Group discussions

Entrepreneurship

Distribution of Goods and Services - Channels for distributing goods

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

- Identify different distribution channels
- Explain Channel 1 (direct distribution)
- Describe other channels

In groups, learners are guided to:
- Search for video clips on distribution channels
- Study chart showing different channels
- Learn Channel 1: Producer to Consumer direct
- Understand Channel 2: Producer to Retailer to Consumer
- Study Channel 3 with wholesaler

What are the different channels for distributing goods?

- Mentor Pre-Technical Grade 8, pg. 158
- Distribution charts
- Video clips
- Digital devices
- Business examples

- Observation - Written assignments - Practical work

Entrepreneurship

Distribution of Goods and Services - Preparing distribution charts

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

- Prepare charts showing distribution channels
- Illustrate product distribution
- Demonstrate understanding of channels

In groups, learners are guided to:
- Read about Chui Cement, Bahati Dairies, Faulu Flour
- Identify distribution channels for each business
- Prepare charts showing channels
- Illustrate how products move to consumers
- Present charts to class

How do different businesses distribute their products?

- Mentor Pre-Technical Grade 8, pg. 159
- Manila papers
- Markers
- Business case studies
- Chart examples

- Chart assessment - Practical work - Oral presentations

Entrepreneurship

Distribution of Goods and Services - Case study on distribution

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

- Analyze distribution in case study
- Identify intermediaries used
- Compare different distribution methods

In groups, learners are guided to:
- Read case study about Magadi Soda
- Identify products: soda ash, mineral salts, bottled water
- Analyze channel for each product
- Compare export, wholesale, and retail distribution
- Share findings with classmates

How do different products use different distribution channels?

- Mentor Pre-Technical Grade 8, pg. 160
- Case study materials
- Charts
- Product samples
- Digital resources

- Written tests - Case analysis - Oral presentations

Entrepreneurship

Distribution of Goods and Services - Ethics in distribution

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

- Identify ethical practices in distribution
- Explain unethical practices to avoid
- Value ethical business conduct

In groups, learners are guided to:
- Debate on ethical practices statement
- Study diagram on ethics in distribution
- Identify ethical practices (honesty, quality goods, legal compliance)
- Learn about keeping customer information private
- Discuss avoiding discrimination and corruption

What ethical practices should be followed in distribution?

- Mentor Pre-Technical Grade 8, pg. 161
- Debate guidelines
- Ethics diagrams
- Case studies
- Reference materials

- Debate participation - Written tests - Observation

Entrepreneurship

Distribution of Goods and Services - Importance of distribution in community

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

- Explain importance of distribution
- Identify community benefits
- Value role of distribution in economy

In groups, learners are guided to:
- Read case study on distribution importance
- Discuss why distribution is important in community
- Learn distribution creates employment
- Understand distribution makes goods available
- Appreciate distribution supports economic growth

Why is distribution of goods and services important?

- Mentor Pre-Technical Grade 8, pg. 162
- Case study materials
- Community examples
- Charts
- Digital devices

- Oral presentations - Written reports - Self-reflection