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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Fire and
Data Safety
|
By the end of the lesson, the learner should be able to:
explain the possible causes of fire in a work environment, Observe pictures of the possible causes of fire in a work environment acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
brainstorm on the possible causes of fire in a work environment (flammable substances, electrical faults, combustible materials), |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Photographs, realia, digital devices, practical workplace, models
KLB Top Scholar Pre-tech. Grd 8 T.G pg. 9-17 KLB Top Scholar Pre-tech. Grd 8 P.B pg. 15-24 |
Written questions
Oral questions, observation, portfolio
|
|
| 1 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
possible causes of fire in work environment
|
By the end of the lesson, the learner should be able to:
explain the possible causes of fire in a work environment, Observe pictures of the possible causes of fire in a work environment acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
brainstorm on the possible causes of fire in a work environment (flammable substances, electrical faults, combustible materials), |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Photographs, realia, digital devices, practical workplace, models
KLB Top Scholar Pre-tech. Grd 8 T.G pg. 9-17 KLB Top Scholar Pre-tech. Grd 8 P.B pg. 15-24 |
Written questions
Oral questions, observation, portfolio
|
|
| 1 | 3 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Ways of preventing fire
|
By the end of the lesson, the learner should be able to:
describe ways of preventing fire in the environment, use firefighting techniques to stop fire in an environment, acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
share experiences on ways of preventing fire in the environment, discuss firefighting techniques in the work environment, (cooling, smothering, starving, interrupting) |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Photographs, realia, digital devices, practical workplace, models
KLB Top Scholar Pre-tech. Grd 8 T.G pg. 9-17 KLB Top Scholar Pre-tech. Grd 8 P.B pg. 15-24 |
Written questions
Oral questions, observation, portfolio
|
|
| 1 | 4 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Ways of preventing fire
|
By the end of the lesson, the learner should be able to:
describe ways of preventing fire in the environment, use firefighting techniques to stop fire in an environment, acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
share experiences on ways of preventing fire in the environment, discuss firefighting techniques in the work environment, (cooling, smothering, starving, interrupting) |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Photographs, realia, digital devices, practical workplace, models
KLB Top Scholar Pre-tech. Grd 8 T.G pg. 9-17 KLB Top Scholar Pre-tech. Grd 8 P.B pg. 15-24 |
Written questions
Oral questions, observation, portfolio
|
|
| 2 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Ways of preventing fire
|
By the end of the lesson, the learner should be able to:
describe ways of preventing fire in the environment, use firefighting techniques to stop fire in an environment, acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
role play firefighting techniques in work environment, demonstrate firefighting techniques to stop fire in an environment, |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Photographs, realia, digital devices, practical workplace, models
KLB Top Scholar Pre-tech. Grd 8 T.G pg. 9-17 KLB Top Scholar Pre-tech. Grd 8 P.B pg. 15-24 |
Written questions
Oral questions, observation, portfolio
|
|
| 2 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Threats to data in an electronic device
|
By the end of the lesson, the learner should be able to:
analyze threats to data in an electronic device, secure data in an electronic device, acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
search for information using available resources on the threats of data in an electronic device and share their findings, discuss ways of securing data stored in an electronic device (Use of passwords, backup, anti-viruses), |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Digital devices, compute software, computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 141-144 Longhorn Comp. Scie Grd 7P.B Pg. 106 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 2 | 3 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Threats to data in an electronic device
|
By the end of the lesson, the learner should be able to:
analyze threats to data in an electronic device, secure data in an electronic device, acknowledge the need for fire and data safety in day-to-day life. |
The learner is guided to:
secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus). |
Why is fire safety
important?
How is data
secured in an
electronic device?
|
Digital devices, compute software, computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 141-144 Longhorn Comp. Scie Grd 7P.B Pg. 106 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 2 | 4 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Meaning of computer hardware
|
By the end of the lesson, the learner should be able to:
explain the meaning of a computer hardware, Draw various hardware parts of a computer, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
brainstorm and present on the meaning of the term |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 67-70 Longhorn Comp. Scie Grd 7P.B Pg. 51-52 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 3 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras) discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 73-78 Longhorn Comp. Scie Grd 7P.B Pg. 56-59 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 3 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras) discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 73-78 Longhorn Comp. Scie Grd 7P.B Pg. 56-59 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 3 | 3 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware- input devices
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras) discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 73-78 Longhorn Comp. Scie Grd 7P.B Pg. 56-59 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 3 | 4 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment as output devices, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: output devices (hardcopy and softcopy discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 89-92 Longhorn Comp. Scie Grd 7P.B Pg. 69 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 4 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment as output devices, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: output devices (hardcopy and softcopy discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 89-92 Longhorn Comp. Scie Grd 7P.B Pg. 69 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 4 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Classification of computer hardware
|
By the end of the lesson, the learner should be able to:
identify the categories of a computer hardware classify computer hardware devices in a user environment as output devices, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
use available resources to search for information on categories of computer hardware: storage devices (fixed and removable devices), discuss the categories of computer hardware devices in a user environment, match available devices to their respective categories |
How are computer hardware used?
|
Digital devices, removable storage devices, pictures, internet
Longhorn Comp. Scie. T.G pg. 89-95 Longhorn Comp. Scie. P.B pg.81-89 |
Written questions, observation, rubrics, oral questions
|
|
| 4 | 3 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Using computer hardware to perform a task
|
By the end of the lesson, the learner should be able to:
list the classification of a computer hardware, use computer hardware devices to carry out a given task, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
perform tasks using computer input, output and storage devices. |
How are computer hardware used?
|
Digital devices, removable storage devices, pictures, internet
Longhorn Comp. Scie. T.G pg. 89-95 Longhorn Comp. Scie. P.B pg.81-89 |
Written questions, observation, rubrics, oral questions
|
|
| 4 | 4 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Using computer hardware to perform a task
|
By the end of the lesson, the learner should be able to:
list the classification of a computer hardware, use computer hardware devices to carry out a given task, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
perform tasks using computer input, output and storage devices. |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 71-72 Longhorn Comp. Scie Grd 7P.B Pg. 55 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 5 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Using computer hardware to perform a task
|
By the end of the lesson, the learner should be able to:
list the classification of a computer hardware, use computer hardware devices to carry out a given task, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
perform tasks using computer input, output and storage devices. |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 71-72 Longhorn Comp. Scie Grd 7P.B Pg. 55 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 5 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Using computer hardware to perform a task
|
By the end of the lesson, the learner should be able to:
list the classification of a computer hardware, use computer hardware devices to carry out a given task, value the importance of computer hardware devices in a user environment. |
The learner is guided to:
perform tasks using computer input, output and storage devices. |
How are computer hardware used?
|
Digital devices, reference materials, productivity tools, computer hardware, manila papers,
Longhorn Comp. Scie Grd 7T.G Pg. 71-72 Longhorn Comp. Scie Grd 7P.B Pg. 55 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 5 | 3 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Importance of consumer and investor protection in Kenya
|
By the end of the lesson, the learner should be able to:
explain the importance of consumer and investor protection in Kenya, Watch a video clip on investor and consumer protection in Kenya, protect oneself from exploitation. |
The learner is guided to:
brainstorm and present on the meaning and importance of consumer and investor protection in Kenya, use available resources to search for information on the importance of consumer and investor protection in Kenya, |
Why does the Government protect consumers and investors?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST Grd 7 T.G pg. 113-115 MTP BST Grd 7 P.b pg. 99-101 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 5 | 4 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Ways in which consumers and investors are protected in Kenya
|
By the end of the lesson, the learner should be able to:
List the importance of consumer and investor protection in Kenya, analyze ways in which consumers and investors are protected in Kenya, protect oneself from exploitation. |
The learner is guided to:
share experiences on ways in which consumers and investors protect themselves, discuss and present on ways in which the Government protects consumers and investors. use print or digital media to search for information on ways in which non-Governmental organizations protect consumers' and investors' concerns in Kenya, |
Why does the Government protect consumers and investors?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST Grd 7 T.G pg. 113-115 MTP BST Grd 7 P.b pg. 99-101 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 6 | 1 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Ways in which consumers and investors are protected in Kenya
|
By the end of the lesson, the learner should be able to:
List the importance of consumer and investor protection in Kenya, analyze ways in which consumers and investors are protected in Kenya, protect oneself from exploitation. |
The learner is guided to:
share experiences on ways in which consumers and investors protect themselves, discuss and present on ways in which the Government protects consumers and investors. use print or digital media to search for information on ways in which non-Governmental organizations protect consumers' and investors' concerns in Kenya, |
Why does the Government protect consumers and investors?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST Grd 7 T.G pg. 113-115 MTP BST Grd 7 P.b pg. 99-101 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 6 | 2 |
FOUNDATIONS OF PRE -TECHNICAL STUDIES
|
Government financial regulation in Kenya
|
By the end of the lesson, the learner should be able to:
explore the Government financial regulators in Kenya, Analyze a case study of Government financial regulators in Kenya protect oneself from exploitation. |
The learner is guided to:
engage a resource person to discuss ways in which non-Governmental organizations protect consumers' and investors' concerns in Kenya, read and analyze a case study on Government financial regulators in Kenya. |
How do consumers protect themselves from exploitation by traders?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST Grd 7 T.G pg. 113-115 MTP BST Grd 7 P.b pg. 99-101 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 6 | 3 |
COMMUNICATION
|
Forms of communication
|
By the end of the lesson, the learner should be able to:
identify forms of communication in a work environment, Draw various communication channels. recognize suitable channels of communication in a work environment |
The learner is guided to:
brainstorm on forms and channels of communication in the work environment, use available resources to explore the channels of communication under each form, |
1. Why is business communication important?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 6 | 4 |
COMMUNICATION
|
Forms of communication
|
By the end of the lesson, the learner should be able to:
identify forms of communication in a work environment, Draw various communication channels. recognize suitable channels of communication in a work environment |
The learner is guided to:
brainstorm on forms and channels of communication in the work environment, use available resources to explore the channels of communication under each form, |
1. Why is business communication important?2. How do people communicate in a business environment?
|
-Photographs and pictures
-Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 7 | 1 |
COMMUNICATION
|
Forms of communication
|
By the end of the lesson, the learner should be able to:
identify forms of communication in a work environment, Draw various communication channels. recognize suitable channels of communication in a work environment |
The learner is guided to:
brainstorm on forms and channels of communication in the work environment, use available resources to explore the channels of communication under each form, |
1. Why is business communication important?2. How do people communicate in a business environment?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 7 | 2 |
COMMUNICATION
|
Factors considered when selecting communication channels
|
By the end of the lesson, the learner should be able to:
explore the factors considered when selecting channels of communication, make a chart on factors to consider when selecting a communication channel, recognize suitable channels of communication in a work environment |
The learner is guided to:
discuss and present the factors considered when selecting channels of communication |
Why is business communication important?2. How do people communicate in a business environment?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 7 | 3 |
COMMUNICATION
|
Factors considered when selecting communication channels
|
By the end of the lesson, the learner should be able to:
explore the factors considered when selecting channels of communication, make a chart on factors to consider when selecting a communication channel, recognize suitable channels of communication in a work environment |
The learner is guided to:
discuss and present the factors considered when selecting channels of communication |
Why is business communication important?2. How do people communicate in a business environment?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 7 | 4 |
COMMUNICATION
|
Factors considered when selecting communication channels
|
By the end of the lesson, the learner should be able to:
explore the factors considered when selecting channels of communication, make a chart on factors to consider when selecting a communication channel, recognize suitable channels of communication in a work environment |
The learner is guided to:
discuss and present the factors considered when selecting channels of communication |
Why is business communication important?2. How do people communicate in a business environment?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 8 | 1 |
COMMUNICATION
|
Ethical practices in communication
|
By the end of the lesson, the learner should be able to:
list the ethical practices in communication analyze ethical and unethical practices in business communication, recognize suitable channels of communication in a work environment |
The learner is guided to:
read and analyze a case study on ethical and unethical practices in communication. debate on ethical practices in communication. |
1. Why is business communication important?2. How do people communicate in a business environment?
|
-Business Studies handbook
-Photographs and pictures -Charts MTP BST T.G Grd 8 pg. 75-84 MTP BST Grd 8 P.b pg. 63-75 |
-Observation
-Journaling
-Profiling
-Assignments
-Oral questions
-Portfolio assessment
|
|
| 8 | 2 |
COMMUNICATION
|
Features of a plain scale used in drawing
|
By the end of the lesson, the learner should be able to:
describe the features of a plain scale used in drawing, use drawing instruments to construct a plain scale, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
use print or digital media to search for information on plain scale discuss the features of a plain scale use drawing instruments to construct a plain scale |
What is the
importance of
drawing
figures to
scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 3 |
COMMUNICATION
|
Features of a plain scale used in drawing
|
By the end of the lesson, the learner should be able to:
describe the features of a plain scale used in drawing, use drawing instruments to construct a plain scale, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
use print or digital media to search for information on plain scale discuss the features of a plain scale use drawing instruments to construct a plain scale |
What is the
importance of
drawing
figures to scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 4 |
COMMUNICATION
|
Interpreting scale used in drawing
|
By the end of the lesson, the learner should be able to:
identify the features of a plain scale used in drawing, interpret a plain scale used in drawing, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
discuss how to read plain scales |
What is the
importance of
drawing
figures to
scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 1 |
COMMUNICATION
|
Interpreting scale used in drawing
|
By the end of the lesson, the learner should be able to:
identify the features of a plain scale used in drawing, interpret a plain scale used in drawing, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
discuss how to read plain scales |
What is the
importance of
drawing
figures to
scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 2 |
COMMUNICATION
|
Drawing plain figures to given scale
|
By the end of the lesson, the learner should be able to:
Identify ways of drawing plane figures. draw plane figures to a given scale, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
use visual aids to identify drawings drawn to different scales practice drawing plane figures to a given plain scale |
What is the
importance of
drawing figures to scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 3 |
COMMUNICATION
|
Drawing plain figures to given scale
|
By the end of the lesson, the learner should be able to:
Identify ways of drawing plane figures. draw plane figures to a given scale, appreciate the use of plain scale drawing in the work environment. |
The learner is guided to:
use visual aids to identify drawings drawn to different scales practice drawing plane figures to a given plain scale |
What is the
importance of
drawing figures to scale?
2. Why are plane figures drawn to scale?
|
-Drawing tables
-Drawing papers/books -Pencils -T-squares -Drawing instruments -Ruler/Straight edge -Set squares KLB Top Scholar Grd 7 T.G Pg. 104-111 KLB Top Scholar Grd 7 P.B Pg. 112-154 |
-Question and Answer
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 4 |
COMMUNICATION
|
Types of Visual programming applications
|
By the end of the lesson, the learner should be able to:
identify types of visual programming applications used to solve problems in day-to-day life, watch a video clip on the types of visual programming applications value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
brainstorm on the meaning of the terms |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 207-210 Longhorn Comp. Scie Grd 7P.B Pg. 165 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 10 | 1 |
COMMUNICATION
|
Types of Visual programming applications
|
By the end of the lesson, the learner should be able to:
identify types of visual programming applications used to solve problems in day-to-day life, watch a video clip on the types of visual programming applications value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
use available resources to search for information on types of visual programming applications (Educational, Multimedia, Video games), |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 207-210 Longhorn Comp. Scie Grd 7P.B Pg. 165 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 10 | 2 |
COMMUNICATION
|
Types of Visual programming applications
|
By the end of the lesson, the learner should be able to:
identify types of visual programming applications used to solve problems in day-to-day life, watch a video clip on the types of visual programming applications value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
brainstorm on examples of visual programming applications (Microsoft Make Code, Scratch, Sprite box), |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 207-210 Longhorn Comp. Scie Grd 7P.B Pg. 165 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 10 | 3 |
COMMUNICATION
|
Features of Visual Programming application
|
By the end of the lesson, the learner should be able to:
explore the features of visual programming applications used in the work environment, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background), |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 212-215 Longhorn Comp. Scie Grd 7P.B Pg. 168 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 10 | 4 |
COMMUNICATION
|
Features of Visual Programming application
|
By the end of the lesson, the learner should be able to:
explore the features of visual programming applications used in the work environment, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background), |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 212-215 Longhorn Comp. Scie Grd 7P.B Pg. 168 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 11 | 1 |
COMMUNICATION
|
Features of Visual Programming application
|
By the end of the lesson, the learner should be able to:
explore the features of visual programming applications used in the work environment, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background), |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 212-215 Longhorn Comp. Scie Grd 7P.B Pg. 168 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 11 | 2 |
COMMUNICATION
|
Features of Visual Programming application
|
By the end of the lesson, the learner should be able to:
explore the features of visual programming applications used in the work environment, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background), |
How are computer programs used in daily life?
|
Digital devices, reference materials, compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 212-215 Longhorn Comp. Scie Grd 7P.B Pg. 168 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 11 | 3 |
COMMUNICATION
|
Features of Visual Programming application
|
By the end of the lesson, the learner should be able to:
explore the features of visual programming applications used in the work environment, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background), |
How are computer programs used in daily life?
|
Digital devices, reference materials, compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 212-215 Longhorn Comp. Scie Grd 7P.B Pg. 168 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
|
| 11 | 4 |
COMMUNICATION
|
Terminologies used in Visual programming
|
By the end of the lesson, the learner should be able to:
explore the terminologies used in Visual programming, launch a visual programming tool and discuss its features value the importance of visual programming to solve problems in day-today life. |
The learner is guided to:
Search for information on terminologies used in visual programming (syntax, variables, input output statements, coding, coding blocks, sequence statement repeating statement, selection statement, variable declarations) and discuss with peers |
How are computer programs used in daily life?
|
Digital devices, reference materials, , compute software computer hardware, manila papers, Internet, video, audio clips
Longhorn Comp. Scie Grd 7T.G Pg. 216 Longhorn Comp. Scie Grd 7P.B Pg. 172-175 |
Rating scales, rubrics, questionnaires, projects, journals, portfolios, oral questions, aural questions
|
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