Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software

By the end of the lesson, the learner should be able to:
- Explain the application areas of visual programming software in solving problems
- Identify uses of applications in daily life
- Appreciate the role of visual programming

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

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

Distinction Pre-Technical Studies Grade 9 pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming
Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

By the end of the lesson, the learner should be able to:
- Navigate the Scratch programming interface
- Identify basic components of Scratch
- Show confidence in using visual programming software

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

What are the basic components of Scratch programming software?

Distinction Pre-Technical Studies Grade 9 pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide
Distinction Pre-Technical Studies Grade 9 pg. 51
- Computer with Scratch 3
- Step-by-step guide
- Examples of projects

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks

By the end of the lesson, the learner should be able to:
- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

In groups, learners are guided to:
- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

How do we program backdrops and sprites in a story?

Distinction Pre-Technical Studies Grade 9 pg. 52
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Create a maze game backdrop
- Use drawing tools in Scratch
- Show creativity in game design

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

How do we create a maze game backdrop?

Distinction Pre-Technical Studies Grade 9 pg. 54
- Computer with Scratch 3
- Digital projector
- Game design examples
- Drawing tools guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Program sprite movement using arrow keys
- Add collision detection to game
- Show problem-solving skills in game programming

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

How do we program sprite movement and collision detection?

Distinction Pre-Technical Studies Grade 9 pg. 57
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

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

How do we create multiple levels in a game?

Distinction Pre-Technical Studies Grade 9 pg. 59
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 1) - Solar system setup
Visual Programming - Creating an animation (Part 2) - Programming planets (Sun, Mercury, Venus, Earth)

By the end of the lesson, the learner should be able to:
- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

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

How do we set up a solar system animation?

Distinction Pre-Technical Studies Grade 9 pg. 61
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples
Distinction Pre-Technical Studies Grade 9 pg. 62
- Computer with Scratch 3
- Orbital motion guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Program remaining planets' orbital motions
- Coordinate multiple sprite animations
- Demonstrate animation sequencing skills

In groups, learners are guided to:
- Program Mars, Jupiter, Saturn, Uranus and Neptune orbital motions
- Add appropriate blocks to each planet sprite
- Test complete solar system animation
- Observe all planets orbiting Sun

How do we complete the solar system animation?

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Testing and discussing programs

By the end of the lesson, the learner should be able to:
- Test program functionality
- Explain what each code block does
- Demonstrate understanding of programming concepts

In groups, learners are guided to:
- Test story, game and animation by clicking green flag
- Discuss what each block in script pane instructs sprites to do
- Explain orbital motions, movements and sprite behaviors
- Write down findings and present to class

How do code blocks control sprite behavior in programs?

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

- Practical work - Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Creating own application

By the end of the lesson, the learner should be able to:
- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

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

How do we create our own application using visual programming?

Distinction Pre-Technical Studies Grade 9 pg. 68
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques
Visual Programming - Uses in day-to-day life and assessment

By the end of the lesson, the learner should be able to:
- Explore advanced features in visual programming
- Create more complex programs
- Demonstrate mastery of visual programming concepts

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

What advanced features can we use in visual programming?

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

By the end of the lesson, the learner should be able to:
- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

In groups, learners are guided to:
- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

How do we present our visual programming projects?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation

Tools and Production

Tools and Production - Identifying holding tools
Tools and Production - Types of vices and clamps
Tools and Production - Types of pliers, clips and tongs

By the end of the lesson, the learner should be able to:
- Identify holding tools used in day-to-day life
- Name different types of holding tools
- Show interest in learning about holding tools

In groups, learners are guided to:
- Use visual aids or real objects to identify holding tools
- Study pictures showing various holding tools
- Draw and label holding tools in exercise books
- Discuss where each tool is used

What are holding tools and where are they used?

Distinction Pre-Technical Studies Grade 9 pg. 92
- Variety of holding tools (vices, clamps, pliers, tongs, clips)
- Charts showing holding tools
- Digital devices
- Different types of vices
- Various clamps
- Digital resources
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 93
- Various pliers
- Different clips
- Types of tongs
- Charts

- Observation - Oral questions - Written assignments

Tools and Production

Tools and Production - Uses of holding tools
Tools and Production - Safe use of holding tools

By the end of the lesson, the learner should be able to:
- Describe the uses of different holding tools
- Select appropriate holding tools for given tasks
- Appreciate the importance of using correct tools

In groups, learners are guided to:
- Discuss the uses of holding tools
- Choose holding tools for different tasks
- Study pictures showing holding tools in use
- Match tools to specific work scenarios

How are different holding tools used in workplaces?

Distinction Pre-Technical Studies Grade 9 pg. 94
- Chart showing uses of holding tools
- Available holding tools
- Relevant textbooks
- Digital devices
Distinction Pre-Technical Studies Grade 9 pg. 96
- Digital devices with internet
- Safety goggles
- Gloves

- Oral questions - Observation - Written assignments

Tools and Production

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

By the end of the lesson, the learner should be able to:
- Use vices to hold workpieces when cutting
- Use clamps to hold pieces together
- Apply correct techniques in using holding tools

In groups, learners are guided to:
- Hold a piece of wood using a bench vice when cutting
- Hold two pieces of wood using a G-clamp
- Demonstrate safe use of holding tools when performing tasks
- Practice correct grip and positioning

How do we use holding tools to perform various tasks safely?

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

- Practical work - Observation - Rubrics

Tools and Production

Tools and Production - Identifying driving tools

By the end of the lesson, the learner should be able to:
- Identify driving tools used in day-to-day life
- Name different types of driving tools
- Show interest in learning about driving tools

In groups, learners are guided to:
- Study pictures showing various driving tools
- Identify driving tools available
- Draw the tools in exercise books and write their names
- Classify driving tools by function

What are driving tools and what are they used for?

Distinction Pre-Technical Studies Grade 9 pg. 106
- Variety of driving tools (hammer, mallet, screwdriver, punch, spanner)
- Charts showing driving tools
- Digital resources

- Observation - Oral questions - Written assignments

Tools and Production

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

By the end of the lesson, the learner should be able to:
- Identify types of hammers and mallets
- Describe the structure of hammers and mallets
- Appreciate the variety of driving tools

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

How do different types of hammers and mallets differ?

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

- Observation - Oral questions - Written tests

Tools and Production

Tools and Production - Uses of driving tools

By the end of the lesson, the learner should be able to:
- Describe the uses of different driving tools
- Select appropriate driving tools for given tasks
- Appreciate the importance of using correct tools

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

How are different driving tools used in various tasks?

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

- Oral questions - Written tests - Observation

Tools and Production

Tools and Production - Safe use of driving tools

By the end of the lesson, the learner should be able to:
- Explain safety precautions when using driving tools
- Demonstrate safe use of driving tools
- Develop safe working habits

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

What safety measures should be observed when using driving tools?

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

- Observation - Practical work - Checklist

Tools and Production

Tools and Production - Using hammers and mallets

By the end of the lesson, the learner should be able to:
- Use a hammer to join pieces of wood
- Use a mallet to drive dowels into wood
- Apply correct techniques in using driving tools

In groups, learners are guided to:
- Join two pieces of wood using a hammer and nails
- Join two pieces of wood using a wooden mallet and dowel
- Demonstrate safe use of driving tools when performing tasks
- Practice correct striking technique

How do we use hammers and mallets to perform tasks safely?

Distinction Pre-Technical Studies Grade 9 pg. 112
- Claw hammer
- Wooden mallet
- Pieces of wood
- Nails
- Dowels
- Workbench
- Clamp

- Practical work - Observation - Rubrics

Tools and Production

Tools and Production - Using screwdrivers, spanners and punches

By the end of the lesson, the learner should be able to:
- Use a screwdriver to fasten screws
- Use a spanner to tighten bolts and nuts
- Use a punch to make holes in leather

In groups, learners are guided to:
- Fasten pieces of wood using a screwdriver and screws
- Tighten a bolt and nut using a spanner and pliers
- Make holes in a leather belt using a revolving leather hole punch
- Practice technique and precision

How are screwdrivers, spanners and punches used in practical tasks?

Distinction Pre-Technical Studies Grade 9 pg. 113
- Screwdriver
- Wood screws
- Spanner
- Pliers
- Bolt and nut
- Leather hole punch
- Leather belt

- Practical work - Observation - Oral questions

Tools and Production

Tools and Production - Care and importance of driving tools
Tools and Production - Identifying problems in the locality

By the end of the lesson, the learner should be able to:
- Clean and store driving tools properly
- Explain the importance of driving tools
- Appreciate the need for proper tool maintenance

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

Why is it important to care for driving tools properly?

Distinction Pre-Technical Studies Grade 9 pg. 115
- Driving tools
- Clean piece of cloth
- Soft brush
- Tool box
- Storage shelf
- Digital devices
Distinction Pre-Technical Studies Grade 9 pg. 121
- Notebook
- Pen
- Digital devices for recording
- Observation sheets

- Observation - Practical work - Written tests

Tools and Production

Tools and Production - Brainstorming on solutions

By the end of the lesson, the learner should be able to:
- Discuss problems identified in the locality
- Identify problems that can be solved using Pre-Technical Studies skills
- Select one problem to address

In groups, learners are guided to:
- Brainstorm on problems identified
- Discuss which problems can be solved using skills acquired
- Narrow down to one problem (e.g., poor waste disposal)
- Document brainstorm results

How can we use our Pre-Technical Studies skills to solve this problem?

Distinction Pre-Technical Studies Grade 9 pg. 121
- List of problems from previous lesson
- Exercise book
- Pen
- Whiteboard/flip chart

- Oral questions - Written assignments - Observation

Tools and Production

Tools and Production - Selecting an item to make

By the end of the lesson, the learner should be able to:
- Discuss possible items to solve the identified problem
- Select an appropriate item to make
- Demonstrate creative thinking

In groups, learners are guided to:
- Discuss the problem in detail
- Brainstorm on items that can be made (e.g., waste bins, compost pit, incinerator)
- Select one item using available materials
- Use digital devices to identify suitable items

What item can we make to solve the identified problem?

Distinction Pre-Technical Studies Grade 9 pg. 122
- Digital devices with internet
- Relevant textbooks
- Exercise book
- Pen

- Observation - Oral questions - Written tests

Tools and Production

Tools and Production - Sketching and planning

By the end of the lesson, the learner should be able to:
- Sketch the item to be made
- List materials required
- Estimate the cost of materials

In groups, learners are guided to:
- Sketch the item (e.g., innovative waste bin)
- Discuss the sketch with group members
- Identify materials required
- Estimate the cost of materials

How do we plan for making the project item?

Distinction Pre-Technical Studies Grade 9 pg. 122
- Drawing materials
- Exercise book
- Pen
- Calculator

- Portfolio - Observation - Practical work

Tools and Production

Tools and Production - Obtaining materials
Tools and Production - Implementation phase 1

By the end of the lesson, the learner should be able to:
- Find and collect required materials
- Use locally available materials
- Demonstrate resourcefulness

In groups, learners are guided to:
- Collect the materials and tools needed
- Look for required materials (paint, nails, bolts, hinges, screws)
- Use locally available materials and waste materials
- Take photographs of materials collected

Where can we get the materials needed for our project?

Distinction Pre-Technical Studies Grade 9 pg. 123
- Locally available materials
- Waste materials
- Digital devices for photos
- Transport materials
- Materials and tools
- Personal protective equipment
- Workbench
- Project plan

- Checklist - Observation - Practical work

Tools and Production

Tools and Production - Implementation phase 2

By the end of the lesson, the learner should be able to:
- Continue making the project item
- Apply skills learned in previous lessons
- Work collaboratively in groups

In groups, learners are guided to:
- Continue with making the item following the plan
- Wear appropriate safety gear
- Use appropriate tools correctly
- Monitor progress against timeline

How is our project progressing?

Distinction Pre-Technical Studies Grade 9 pg. 123
- Materials and tools
- Personal protective equipment
- Workbench
- Progress checklist

- Practical work - Observation - Progress checklist

Tools and Production

Tools and Production - Implementation phase 3

By the end of the lesson, the learner should be able to:
- Complete making the project item
- Apply finishing touches
- Ensure quality of workmanship

In groups, learners are guided to:
- Complete making the item
- Apply finishing touches (painting, labeling)
- Ensure the item meets quality standards
- Clean work area

Is our project item complete and functional?

Distinction Pre-Technical Studies Grade 9 pg. 124
- Materials and tools
- Paint and labels
- Cleaning materials
- Personal protective equipment

- Practical work - Observation - Rubrics

Tools and Production

Tools and Production - Costing and pricing

By the end of the lesson, the learner should be able to:
- Calculate total cost of producing the item
- Determine selling price with markup
- Understand basic pricing concepts

In groups, learners are guided to:
- Get the sum total of all expenses incurred
- Calculate break-even price
- Add markup percentage to determine selling price
- Understand profit calculation

How do we determine the price for our project item?

Distinction Pre-Technical Studies Grade 9 pg. 124
- Cost records
- Calculator
- Exercise book
- Pen

- Written tests - Oral questions - Observation

Tools and Production

Tools and Production - Presentation and feedback
Tools and Production - Community education

By the end of the lesson, the learner should be able to:
- Present the finished item
- Explain how the item solves the problem
- Receive and respond to feedback

In groups, learners are guided to:
- Display the finished product to other groups
- Explain the problem and how the item solves it
- Receive comments and feedback
- Use feedback to improve the item

How effectively does our item solve the identified problem?

Distinction Pre-Technical Studies Grade 9 pg. 124
- Finished project item
- Presentation materials
- Feedback forms
Distinction Pre-Technical Studies Grade 9 pg. 125
- Demonstration materials
- Information leaflets

- Observation - Oral questions - Peer assessment

Tools and Production

Tools and Production - Marketing and production

By the end of the lesson, the learner should be able to:
- Assess demand for the item
- Plan for production of more items
- Understand basic marketing concepts

In groups, learners are guided to:
- Assess demand from the community
- Make more items if there is demand
- Learn about marketing the product
- Sell to the community with teacher guidance

Can we produce more items to meet community demand?

Distinction Pre-Technical Studies Grade 9 pg. 125
- Production materials
- Marketing materials
- Record keeping book

- Practical work - Written tests - Observation

Tools and Production

Tools and Production - Solving other community problems

By the end of the lesson, the learner should be able to:
- Identify other problems in the community
- Discuss solutions using Pre-Technical Studies skills
- Show commitment to community service

In groups, learners are guided to:
- Refer to list of problems from beginning of project
- Find out how other problems can be solved
- Discuss ways to apply skills to solve problems
- Plan future projects

What other problems can we solve using our skills?

Distinction Pre-Technical Studies Grade 9 pg. 125
- List of community problems
- Exercise book
- Pen
- Digital resources

- Oral questions - Written assignments - Observation

Tools and Production

Tools and Production - Recording problem-solving experiences

By the end of the lesson, the learner should be able to:
- Document problems solved
- Record skills applied
- Share experiences with others

In groups, learners are guided to:
- Record problems solved in a table
- Document Pre-Technical skills applied
- Share experiences with classmates
- Reflect on learning

How can we document our problem-solving journey?

Distinction Pre-Technical Studies Grade 9 pg. 125
- Exercise book
- Pen
- Project portfolio
- Digital devices

- Portfolio - Written assignments - Self-assessment

Tools and Production

Tools and Production - Portfolio compilation phase 1

By the end of the lesson, the learner should be able to:
- Organize project documentation
- Compile evidence of work done
- Create a project portfolio

In groups, learners are guided to:
- Collect all project sketches and plans
- Organize photographs of project stages
- Compile cost estimates and records
- Arrange documents in chronological order

How do we organize our project documentation?

Distinction Pre-Technical Studies Grade 9 pg. 122
- All project documents
- Photographs
- File folder
- Labels

- Portfolio - Observation - Checklist

Tools and Production

Tools and Production - Portfolio compilation phase 2
Tools and Production - Reflection on learning phase 1

By the end of the lesson, the learner should be able to:
- Write project report
- Document challenges and solutions
- Complete project portfolio

In groups, learners are guided to:
- Write a detailed project report
- Document challenges faced and how they were overcome
- Include feedback received
- Finalize project portfolio

What should our project report include?

Distinction Pre-Technical Studies Grade 9 pg. 125
- Exercise book
- Pen
- Project documentation
- Feedback forms
Distinction Pre-Technical Studies Grade 9 pg. 126
- Project portfolio
- Reflection guide

- Written assignments - Portfolio - Rubrics

Tools and Production

Tools and Production - Reflection on learning phase 2

By the end of the lesson, the learner should be able to:
- Link project work with academic concepts
- Understand practical application of theory
- Plan for continuous skill application

In groups, learners are guided to:
- Link project work with Pre-Technical Studies concepts
- Discuss how concepts learned enabled project completion
- Reflect on how project deepened learning
- Plan to apply skills in future

How did our classroom learning help us complete this project?

Distinction Pre-Technical Studies Grade 9 pg. 126
- Project portfolio
- Exercise book
- Pen
- Reflection guide

- Written reflection - Oral questions - Self-assessment

Tools and Production

Tools and Production - Final presentation preparation

By the end of the lesson, the learner should be able to:
- Prepare comprehensive project presentation
- Organize presentation materials
- Practice presentation skills

In groups, learners are guided to:
- Prepare presentation slides or charts
- Organize all project materials for display
- Rehearse presentation with group members
- Prepare to answer questions

How do we prepare an effective project presentation?

Distinction Pre-Technical Studies Grade 9 pg. 124
- Presentation materials
- Project item
- Portfolio
- Digital devices

- Observation - Oral questions - Practice assessment