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

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

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

What are the basic components of Scratch programming software?

Distinction Pre-Technical Studies Grade 9 pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming

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

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

What are the basic components of Scratch programming software?

Distinction Pre-Technical Studies Grade 9 pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

By the end of the lesson, the learner should be able to:
- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

In groups, learners are guided to:
- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes

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

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

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 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

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

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

How do we set up a solar system animation?

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

In groups, learners are guided to:
- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

How do we program orbital motion for Sun and inner planets?

Distinction Pre-Technical Studies Grade 9 pg. 62
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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:
- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

In groups, learners are guided to:
- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

How do we program orbital motion for Sun and inner planets?

Distinction Pre-Technical Studies Grade 9 pg. 62
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- 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 - 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

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

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Uses in day-to-day life and assessment

By the end of the lesson, the learner should be able to:
- Explain uses of visual programming in day-to-day life
- Complete assessment on visual programming
- Embrace the use of visual programming in daily life

In groups, learners are guided to:
- Discuss applications in money transfer, virtual learning, entertainment, websites
- Explain application in robotics and automation
- Complete assessment exercises covering all aspects learned
- Share experiences with family and reflect on importance

Why is visual programming important in day-to-day life?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications

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

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

Materials for Production

Materials for Production - Types of wood

By the end of the lesson, the learner should be able to:
- Identify types of wood used in the locality
- Describe physical characteristics of softwood and hardwood
- Show interest in learning about wood

In groups, learners are guided to:
- Use print or digital media to search for information on types of wood
- Discuss the physical characteristics of wood (soft and hard wood)
- Observe various items made of softwood and hardwood
- Create checklist to examine physical properties of tree types

What are the physical differences between softwood and hardwood?

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

- Observation - Oral questions - Written assignments

Materials for Production

Materials for Production - Classification of wood

By the end of the lesson, the learner should be able to:
- Classify wood according to physical characteristics
- Use a checklist to sort wood as either softwood or hardwood
- Appreciate the differences between hardwood and softwood

In groups, learners are guided to:
- Use a checklist to sort wood as either softwood or hardwood
- Study photographs showing various types of wood
- Complete a table comparing physical characteristics of wood
- Share classification findings with peers

How can we classify wood based on its physical characteristics?

Distinction Pre-Technical Studies Grade 9 pg. 76
- Various pieces of wood
- Checklists
- Photos of hardwood and softwood
- Exercise books

- Practical work - Observation - Written tests

Materials for Production

Materials for Production - Density and grain patterns
Materials for Production - Wood preparation - Conversion

By the end of the lesson, the learner should be able to:
- Explain the concept of density in wood
- Describe grain patterns in different types of wood
- Value the unique characteristics of different wood types

In groups, learners are guided to:
- Discuss density and hardness differences between softwood and hardwood
- Examine grain patterns in various wood samples
- Compare texture of different wood types
- Observe and record grain pattern variations

Why do hardwoods and softwoods have different grain patterns?

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

- Observation - Oral questions - Practical work

Materials for Production

Materials for Production - Wood preparation - Seasoning

By the end of the lesson, the learner should be able to:
- Define seasoning of wood
- Describe methods of seasoning wood (air drying and kiln drying)
- Explain why seasoning is important

In groups, learners are guided to:
- Discuss safe ways of preparing wood for use
- Compare air drying and kiln drying methods
- Examine the effects of moisture in wood
- Study diagrams showing both seasoning processes

Why must wood be seasoned before use?

Distinction Pre-Technical Studies Grade 9 pg. 78
- Digital resources
- Charts on wood seasoning
- Samples of seasoned wood
- Diagrams of kiln and air drying

- Written tests - Oral questions - Observation

Materials for Production

Materials for Production - Uses of hardwood
Materials for Production - Uses of softwood

By the end of the lesson, the learner should be able to:
- Identify uses of hardwood in different trades
- Relate properties of hardwood to its uses
- Appreciate the value of hardwood in day-to-day life

In groups, learners are guided to:
- Discuss uses of hardwood (furniture, flooring, kitchen cabinets)
- Observe wooden items in the classroom and school
- Develop charts to match types of wood to their uses
- Research hardwood applications in various professions

What are the common uses of hardwood in our locality?

Distinction Pre-Technical Studies Grade 9 pg. 78
- Hardwood samples
- Furniture items
- Charts and pictures
- Reference materials
Distinction Pre-Technical Studies Grade 9 pg. 79
- Softwood samples
- Construction materials
- Digital resources
- Internet access

- Observation - Oral questions - Written assignments

Materials for Production

Materials for Production - Importance of wood in day-to-day life

By the end of the lesson, the learner should be able to:
- Explain the importance of wood in various sectors
- Discuss uses of wood in agriculture, carpentry, and culinary arts
- Value the role of wood in society

In groups, learners are guided to:
- Brainstorm on the importance of wood in daily life
- Discuss uses in construction, agriculture, and decoration
- Present findings on wood's contribution to different industries
- Reflect on personal experiences with wood products

Why is wood considered an essential raw material?

Distinction Pre-Technical Studies Grade 9 pg. 79
- Reference books
- Digital devices
- Charts showing wood uses
- Case studies

- Oral questions - Written assignments - Observation

Materials for Production

Materials for Production - Types of waste materials

By the end of the lesson, the learner should be able to:
- Identify waste materials found in the environment
- Categorize waste materials by type (plastic, glass, metal, paper)
- Show awareness of waste in the environment

In groups, learners are guided to:
- Walk around the school compound to identify waste materials
- Study photographs showing various types of waste
- Discuss types of waste found in home and school
- Create classification system for different waste types

What types of waste materials are found in our environment?

Distinction Pre-Technical Studies Grade 9 pg. 82
- Charts showing waste types
- Gloves and masks
- Waste bins
- Observation sheets

- Observation - Oral questions - Checklist

Materials for Production

Materials for Production - Electronic and construction waste

By the end of the lesson, the learner should be able to:
- Identify electronic waste and construction waste
- Explain sources of different waste types
- Appreciate the need to properly identify waste

In groups, learners are guided to:
- Identify electronic waste (computers, phones, appliances)
- Discuss construction waste materials
- Visit places around school to identify various types of waste
- Create inventory of e-waste sources

How do we distinguish between different categories of waste?

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

- Observation - Written tests - Oral questions

Materials for Production

Materials for Production - Safe handling methods - Composting

By the end of the lesson, the learner should be able to:
- Explain the composting process
- Identify organic waste suitable for composting
- Demonstrate composting techniques

In groups, learners are guided to:
- Use print or digital media to search for information on composting
- Discuss how to convert organic waste into manure
- Practice piling organic waste for composting
- Observe decomposition process over time

What is composting and why is it important?

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

- Practical work - Observation - Oral questions

Materials for Production

Materials for Production - Safe handling methods - The 3Rs

By the end of the lesson, the learner should be able to:
- Explain the 3Rs of waste management (Reduce, Reuse, Recycle)
- Apply the 3Rs in handling waste materials
- Develop responsible waste management habits

In groups, learners are guided to:
- Discuss safe ways of handling waste materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources
- Create action plan for implementing 3Rs

How can we apply the 3Rs to manage waste effectively?

Distinction Pre-Technical Studies Grade 9 pg. 84
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books

- Written tests - Observation - Practical work

Materials for Production

Materials for Production - Safe handling methods - The 3Rs

By the end of the lesson, the learner should be able to:
- Explain the 3Rs of waste management (Reduce, Reuse, Recycle)
- Apply the 3Rs in handling waste materials
- Develop responsible waste management habits

In groups, learners are guided to:
- Discuss safe ways of handling waste materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources
- Create action plan for implementing 3Rs

How can we apply the 3Rs to manage waste effectively?

Distinction Pre-Technical Studies Grade 9 pg. 84
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books

- Written tests - Observation - Practical work

Materials for Production

Materials for Production - Incineration and landfills

By the end of the lesson, the learner should be able to:
- Describe the incineration process
- Explain how landfills are used for waste disposal
- Understand safety considerations in these methods

In groups, learners are guided to:
- Discuss safe ways of handling waste through controlled burning
- Learn about landfill design and use
- Compare advantages and disadvantages of different methods
- Examine environmental impacts of each method

When should incineration or landfills be used for waste disposal?

Distinction Pre-Technical Studies Grade 9 pg. 85
- Pictures of incinerators
- Digital resources
- Charts on waste disposal
- PPEs

- Oral questions - Written assignments - Observation

Materials for Production

Materials for Production - Bio-digestion

By the end of the lesson, the learner should be able to:
- Explain the bio-digestion process
- Identify organic materials suitable for bio-digestion
- Appreciate bio-digestion as a sustainable waste solution

In groups, learners are guided to:
- Discuss anaerobic digestion process
- Learn about biogas production
- Visit or observe a biodigester in operation
- Calculate potential energy generation from bio-digestion

How does bio-digestion convert waste into useful products?

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

- Observation - Oral questions - Written tests

Materials for Production

Materials for Production - Recycling waste materials

By the end of the lesson, the learner should be able to:
- Collect recyclable materials from the locality
- Make items from recycled waste materials
- Show creativity in recycling projects

In groups, learners are guided to:
- Collect recyclable waste materials with proper PPEs
- Brainstorm on items to make using waste materials
- Make items such as spirit lamps or flower vases
- Display recycled creations and explain process

What useful items can we create from waste materials?

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

- Practical work - Project - Observation

Materials for Production

Materials for Production - Importance of proper waste management

By the end of the lesson, the learner should be able to:
- Explain the importance of proper waste management
- Dispose waste materials using appropriate methods
- Demonstrate commitment to environmental conservation

In groups, learners are guided to:
- Practice safe disposal of waste materials (reduce, reuse, recycle, compost and burn)
- Visit the locality to observe handling of waste materials
- Discuss the importance of observing safety when handling waste
- Create awareness campaign on waste management

Why is proper waste management important in our community?

Distinction Pre-Technical Studies Grade 9 pg. 88
- Well-labelled dustbins
- PPEs
- Mop and bucket
- Digital resources

- Observation - Practical work - Rubrics

Tools and Production

Tools and Production - Identifying holding tools

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

- Observation - Oral questions - Written assignments

Tools and Production

Tools and Production - Types of vices and clamps

By the end of the lesson, the learner should be able to:
- Identify types of vices and clamps
- Describe the structure of vices and clamps
- Appreciate the variety of holding tools

In groups, learners are guided to:
- Observe and identify bench vices, hand vices, machine vices
- Study different types of clamps (G-clamp, F-clamp, U-clamp, sash clamp)
- Discuss physical characteristics of each type
- Compare and contrast vice and clamp uses

How do different types of vices and clamps differ in structure?

Distinction Pre-Technical Studies Grade 9 pg. 92
- Different types of vices
- Various clamps
- Digital resources
- Reference materials

- Observation - Practical work - Checklist

Tools and Production

Tools and Production - Types of pliers, clips and tongs
Tools and Production - Uses of holding tools

By the end of the lesson, the learner should be able to:
- Identify types of pliers, clips and tongs
- Distinguish between different holding tools
- Value the specific design of each tool

In groups, learners are guided to:
- Study longnose pliers, combination pliers, waterpipe pliers
- Identify paper clips, crocodile clips, circlips
- Observe blacksmith tongs, crucible tongs, cooking tongs
- Create comparison chart of all types

What are the differences between various types of pliers and tongs?

Distinction Pre-Technical Studies Grade 9 pg. 93
- Various pliers
- Different clips
- Types of tongs
- Charts
Distinction Pre-Technical Studies Grade 9 pg. 94
- Chart showing uses of holding tools
- Available holding tools
- Relevant textbooks
- Digital devices

- Observation - Oral questions - Written tests

Tools and Production

Tools and Production - Safe use of holding tools

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

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

What safety measures should be observed when using holding tools?

Distinction Pre-Technical Studies Grade 9 pg. 96
- Digital devices with internet
- Relevant textbooks
- Safety goggles
- Gloves

- Observation - Practical work - Checklist

Tools and Production

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

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

- Practical work - Observation - Rubrics

Tools and Production

Tools and Production - Care and importance of holding tools

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

In groups, learners are guided to:
- Use a soft brush to wipe off dirt from tools
- Oil the moving parts of tools
- Clean and safely store holding tools
- Discuss the importance of holding tools in day-to-day life

Why is it important to care for holding tools properly?

Distinction Pre-Technical Studies Grade 9 pg. 100
- Holding tools
- Clean piece of cloth
- Soft brush
- Oil can
- Tool box or rack
- Dust cover

- Observation - Practical work - Written tests