Communication in Pre-Technical Studies

Plain Scale Drawing - Features of a plain scale

By the end of the lesson, the learner should be able to:
- Define a plain scale and explain its purpose in drawing
- Identify the features of a plain scale from a given diagram
- Show interest in learning how scales are used in technical drawing

In groups, learners are guided to:
- Use a dictionary or Internet to find the meaning of a plain scale
- Discuss what can be observed on a plain scale from the diagram provided
- Identify two sets of divisions, labels, the representative fraction (R.F.) and the zero point

What is a plain scale and why is it used in technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 42
- Plain scale diagrams and charts
- Internet access and reference books

- Oral questions - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Features of a plain scale

By the end of the lesson, the learner should be able to:
- Describe the four features of a plain scale
- Explain the role of the representative fraction (R.F.) on a plain scale
- Appreciate that the zero point is the reference for all measurements on a plain scale

In groups, learners are guided to:
- Discuss the four features: two sets of divisions, labelled numbers, R.F. and zero point
- Explain the difference between main divisions (e.g. metres) and subdivisions (e.g. decimetres)
- Discuss how the direction from the zero point determines the unit being measured

How does the representative fraction help us understand the relationship between a drawing and the real object?

- Longhorn Pre-Technical Studies Grade 8 pg. 43
- Plain scale diagrams
- Drawing instruments

- Oral questions - Written assignments

Communication in Pre-Technical Studies

Plain Scale Drawing - Interpreting a plain scale

By the end of the lesson, the learner should be able to:
- Construct a plain scale given the representative fraction
- Interpret the divisions on a plain scale to read measurements
- Show precision when constructing and labelling a plain scale

In groups, learners are guided to:
- Construct a plain scale with R.F. to measure length in metres and decimetres
- Label the main divisions and subdivisions correctly
- Measure the divisions using a ruler and confirm the R.F. from the scale constructed

How do you use the representative fraction to construct a plain scale correctly?

- Longhorn Pre-Technical Studies Grade 8 pg. 44
- Drawing instruments and paper
- Ruler and pencil

- Practical assessment - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Interpreting a plain scale

By the end of the lesson, the learner should be able to:
- Construct plain scales for different units of measurement
- Compare plain scales of different R.F. values
- Appreciate the need for accuracy when constructing plain scales

In groups, learners are guided to:
- Construct a plain scale (a) in cm and mm up to 10 cm
- Construct a plain scale (b) in metres and decimetres up to 12 m
- Construct a plain scale (c) in kilometres and hectometres; compare and discuss the three scales

Why do plain scales for different units of measurement look different even when the R.F. is the same?

- Longhorn Pre-Technical Studies Grade 8 pg. 45
- Drawing instruments and A3 paper
- Ruler and pencil
- Longhorn Pre-Technical Studies Grade 8 pg. 46
- Constructed plain scales
- Ruler and drawing instruments

- Practical assessment - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Drawing plane figures to a given scale

By the end of the lesson, the learner should be able to:
- Determine the representative fraction of a given scale drawing
- Draw plane figures to a given scale using drawing instruments
- Appreciate the importance of accurate scale conversion when drawing

In groups, learners are guided to:
- Measure given drawings and calculate the representative fraction
- Convert actual dimensions to drawing dimensions using the scale
- Draw a classroom floor measuring 12 m × 8 m to a given scale following the worked example

How do you convert actual measurements to drawing measurements when making a scale drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 47
- Drawing instruments and paper
- Ruler, pencil and calculator

- Practical assessment - Written assignments

Communication in Pre-Technical Studies

Plain Scale Drawing - Use of plain scale drawing

By the end of the lesson, the learner should be able to:
- Identify workplaces where plain scale drawing is used
- Relate plain scale drawing to architecture, urban planning, surveying and interior design
- Show appreciation for the role of plain scale drawing in professional work

In groups, learners are guided to:
- Study a house plan and determine drawing measurements of walls using a ruler
- Compare the R.F. found with the one provided on the plan
- Discuss five work environments where plain scale drawing is used (architecture, urban planning, surveying, interior design, education)

How does plain scale drawing make it possible to represent large real-world objects on paper?

- Longhorn Pre-Technical Studies Grade 8 pg. 49
- House plan samples and printed scale drawings
- Internet access and reference books

- Oral questions - Written test

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Define visual programming and visual programming applications
- Identify the three types of visual programming applications
- Show interest in exploring visual programming tools

In groups, learners are guided to:
- Brainstorm on the meanings of visual programming and visual programming applications
- Use the Internet to search for types of visual programming applications
- Discuss and categorise educational, multimedia and video game development applications

How is visual programming different from regular text-based programming?

- Longhorn Pre-Technical Studies Grade 8 pg. 52
- Digital devices and internet access
- Charts on types of visual programming

- Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Identify Scratch and Microsoft MakeCode as examples of visual programming applications
- Describe the purpose of each application
- Appreciate how visual programming applications make coding accessible to learners

In groups, learners are guided to:
- Study icons of Scratch, MakeCode and Spritebox and identify each application
- Discuss how Scratch uses colourful blocks to teach programming concepts
- Discuss how MakeCode enables beginners to create programs for devices

What makes Scratch a suitable visual programming application for learning coding?

- Longhorn Pre-Technical Studies Grade 8 pg. 53
- Digital devices with Scratch and MakeCode installed
- Internet access

- Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

By the end of the lesson, the learner should be able to:
- Identify the features of the Scratch visual programming application
- Describe the function of each feature on the Scratch interface
- Show willingness to explore and navigate a visual programming environment

In groups, learners are guided to:
- Type 'Scratch' in a browser and launch the application
- Click 'Create' and identify different features on the Scratch homepage
- Write a brief summary of the features observed and share with classmates

What are the main features of the Scratch application and what is the role of each feature?

- Longhorn Pre-Technical Studies Grade 8 pg. 54
- Computers or tablets with internet access
- Scratch application (scratch.mit.edu)

- Observation - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

By the end of the lesson, the learner should be able to:
- Explain the functions of the features of the Scratch application
- Match each Scratch feature to its correct function
- Show confidence in navigating the Scratch interface

In groups, learners are guided to:
- Use the Internet to find out the functions of Scratch features
- Complete the matching activity linking each feature to its function
- Practise using different Scratch features and discuss findings with peers

How does the script area in Scratch help a programmer create instructions for a sprite?

- Longhorn Pre-Technical Studies Grade 8 pg. 55
- Computers or tablets with Scratch
- Internet access

- Observation - Practical assessment

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

By the end of the lesson, the learner should be able to:
- Add sprites and create commands in the Scratch script area
- Apply backdrops, sounds and effects to make a Scratch project interactive
- Show creativity when designing a visual programming project

In groups, learners are guided to:
- Add different sprites and create a set of commands in the script area
- Add backdrops, sounds and effects to the project
- Test how control and events blocks bring the project to life; share and explain the project to other groups

How do control blocks and event blocks work together to make a Scratch project interactive?

- Longhorn Pre-Technical Studies Grade 8 pg. 58
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Terminologies used in visual programming

By the end of the lesson, the learner should be able to:
- Define syntax, variables, input statements and output statements in visual programming
- Identify examples of input and output blocks in the Scratch application
- Appreciate the importance of understanding programming terminology

In groups, learners are guided to:
- Use the Internet to find meanings of syntax, variables, input and output statements
- Read and write meanings in notebooks and share with classmates
- Identify input blocks (sensing, ask) and output blocks (say, sound) in Scratch using Figures 8 and 9

What is the role of input and output statements in a visual programming application?

- Longhorn Pre-Technical Studies Grade 8 pg. 59
- Computers or tablets with Scratch
- Internet access and reference books

- Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Terminologies used in visual programming

By the end of the lesson, the learner should be able to:
- Define coding, coding blocks and sequence statements in visual programming
- Explain how coding blocks represent commands and control structures graphically
- Show understanding of how a sequence statement defines the order of instructions

In groups, learners are guided to:
- Complete the crossword puzzle activity on visual programming terminologies
- Define coding as the process of creating instructions for a computer to follow
- Discuss how coding blocks are graphical representations of commands in visual programming

How does a sequence statement ensure that a visual program runs its instructions in the correct order?

- Longhorn Pre-Technical Studies Grade 8 pg. 62
- Computers or tablets with Scratch
- Digital resources
- Internet access

- Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Create a new Scratch file and select a sprite
- Build a sequence of instructions using Scratch coding blocks
- Show interest in using visual programming to solve problems

In groups, learners are guided to:
- Create a new file in Scratch, select a sprite and drag coding blocks to the script area
- Build the sequence of instructions provided in Activity 7 and click to run
- Remove the forever block and observe the difference in how the instructions run

What happens to a Scratch program when the forever block is removed from a sequence of instructions?

- Longhorn Pre-Technical Studies Grade 8 pg. 63
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Use event blocks to trigger actions in a Scratch program
- Apply an IF selection block to change sprite behaviour based on a condition
- Show creativity when using event and control blocks in Scratch

In groups, learners are guided to:
- Drag an Events block and a Looks block into the script area
- Press the space bar and observe the effect on the sprite's colour
- Change the key in the block drop-down and observe the new behaviour; select a backdrop from the Stage panel

How does changing the key in an event block affect what happens when the program runs?

- Longhorn Pre-Technical Studies Grade 8 pg. 64
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Use event blocks to trigger actions in a Scratch program
- Apply an IF selection block to change sprite behaviour based on a condition
- Show creativity when using event and control blocks in Scratch

In groups, learners are guided to:
- Drag an Events block and a Looks block into the script area
- Press the space bar and observe the effect on the sprite's colour
- Change the key in the block drop-down and observe the new behaviour; select a backdrop from the Stage panel

How does changing the key in an event block affect what happens when the program runs?

- Longhorn Pre-Technical Studies Grade 8 pg. 64
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Create a Scratch project of own choice using a sequence of coding blocks
- Write down the steps followed to create the instructions
- Show confidence and creativity in building an independent visual programming project

In groups, learners are guided to:
- Create instructions of own choice using Scratch and write down the steps followed
- Create a project where the sprite says 'Hello' when the green flag is clicked
- Share the complete sequence of instructions with classmates and explain coding choices

How do you plan and organise coding blocks before building a Scratch project?

- Longhorn Pre-Technical Studies Grade 8 pg. 65
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Create a Scratch project of own choice using a sequence of coding blocks
- Write down the steps followed to create the instructions
- Show confidence and creativity in building an independent visual programming project

In groups, learners are guided to:
- Create instructions of own choice using Scratch and write down the steps followed
- Create a project where the sprite says 'Hello' when the green flag is clicked
- Share the complete sequence of instructions with classmates and explain coding choices

How do you plan and organise coding blocks before building a Scratch project?

- Longhorn Pre-Technical Studies Grade 8 pg. 65
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Explain the importance of visual programming in day-to-day life
- Describe the types and features of visual programming applications
- Show appreciation for visual programming as a tool for creativity and problem solving

In groups, learners are guided to:
- Read the newspaper article on visual programming and identify three importances stated
- Discuss other importances of visual programming (accessibility, creativity, digital literacy)
- Answer review exercises: define terms, describe types and create an electronic keyboard project

How has visual programming made coding more accessible to people who are not trained programmers?

- Longhorn Pre-Technical Studies Grade 8 pg. 66
- Digital devices and internet access
- Reference books

- Oral questions - Written test - Peer and self-assessment

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Explain the importance of visual programming in day-to-day life
- Describe the types and features of visual programming applications
- Show appreciation for visual programming as a tool for creativity and problem solving

In groups, learners are guided to:
- Read the newspaper article on visual programming and identify three importances stated
- Discuss other importances of visual programming (accessibility, creativity, digital literacy)
- Answer review exercises: define terms, describe types and create an electronic keyboard project

How has visual programming made coding more accessible to people who are not trained programmers?

- Longhorn Pre-Technical Studies Grade 8 pg. 66
- Digital devices and internet access
- Reference books

- Oral questions - Written test - Peer and self-assessment

Materials for Production

Composite Materials - Composite materials in the locality

By the end of the lesson, the learner should be able to:
- Define the term composite material
- Identify composite materials found in the locality
- Show interest in exploring composite materials in the immediate environment

- Study cards on composite materials created by Grade 8 learners (Figure 1) and identify materials on each card
- Discuss the meaning of composite materials in groups
- Give three examples of composite materials found in the community

What is a composite material and where can composite materials be found in the locality?

- Longhorn Pre-Technical Studies Grade 8 pg. 67
- Realia (samples of composite materials from the locality)
- Digital devices and internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 68
- Visual aids and realia of composite materials

- Oral questions - Observation

Materials for Production

Composite Materials - Composition of composite materials

By the end of the lesson, the learner should be able to:
- Describe the composition of common composite materials
- Identify the constituent materials of concrete, bricks, manufactured boards, stones, papier mâché and plastic-coated paper
- Show curiosity in finding out what materials are combined to make composites

In groups, learners are guided to:
- Use the Internet or other available resources to find out the composition of each composite material (concrete, bricks, manufactured boards, stones, papier mâché, plastic-coated paper)
- Discuss the components of each composite material with peers
- Write and present summary notes on the composition of composite materials

What constituent materials are combined to make concrete and bricks?

- Longhorn Pre-Technical Studies Grade 8 pg. 69
- Internet access and reference books
- Digital devices

- Oral questions - Written assignments

Materials for Production

Composite Materials - Relating composite materials to their use

By the end of the lesson, the learner should be able to:
- Name items made from composite materials from pictures
- Match composite materials to the items they are used to make
- Appreciate how composite materials are used to make everyday items

In groups, learners are guided to:
- Study Figure 3 showing items made from composite materials and name each item
- Identify the composite material used to make each item in the pictures
- Match composite materials to the correct items they produce

How are composite materials used to make items found in day-to-day life?

- Longhorn Pre-Technical Studies Grade 8 pg. 70
- Visual aids and realia of items made from composites
- Charts and pictures

- Oral questions - Observation

Materials for Production

Composite Materials - Relating composite materials to their use

By the end of the lesson, the learner should be able to:
- Identify uses of composite materials in different workplaces
- Relate composite materials to their specific uses in construction, carpentry and packaging
- Show responsibility when visiting and observing workplaces in the locality

In groups, learners are guided to:
- Observe workplaces shown in Figure 4 and name items made of composite materials in each
- Discuss the uses of composite materials in the workplaces shown
- Visit other workplaces in the locality and identify how composite materials are used in each

In what ways are composite materials used differently across various workplaces?

- Longhorn Pre-Technical Studies Grade 8 pg. 71
- Charts and pictures of workplaces
- Realia of composite materials

- Observation - Oral questions

Materials for Production

Composite Materials - Importance of composite materials

By the end of the lesson, the learner should be able to:
- Explain the importance of composite materials in day-to-day life
- Relate each composite material to its specific importance (strength, performance, flexibility, lightweight, beauty, packaging, conservation)
- Acknowledge the value of composite materials in the work environment

In groups, learners are guided to:
- Match each composite material to its correct uses in the matching activity
- Use the Internet to search for the importance of composite materials and share with classmates
- Discuss the seven importances: enhanced strength and durability, improved performance, flexibility and cost effectiveness, lightweight and corrosion resistance, beauty, moisture-resistant packaging, and environmental conservation

Why are composite materials preferred over single materials in construction and manufacturing?

- Longhorn Pre-Technical Studies Grade 8 pg. 72
- Internet access and reference books
- Digital devices

- Oral questions - Written assignments

Materials for Production

Composite Materials - Composite materials in the locality

By the end of the lesson, the learner should be able to:
- Identify composite materials from pictures and describe their composition
- State the uses of identified composite materials in given work contexts
- Show confidence in applying knowledge of composite materials to practical scenarios

In groups, learners are guided to:
- Use a digital device to search for and download pictures of different composite materials
- Answer exercise questions: identify composites in a carpenter's workplace, describe composition, state uses of composite materials used by a carpenter, mason and chef
- Write a summary of findings on composition, uses and importance of composite materials

How are composite materials used differently by a carpenter, a mason and a chef?

- Longhorn Pre-Technical Studies Grade 8 pg. 74
- Digital devices and internet access
- Exercise books for written responses

- Written test - Oral questions

Materials for Production

Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Define the term ceramic material
- Identify common ceramic materials found in the locality
- Show interest in learning about ceramic materials in the environment

In groups, learners are guided to:
- Study Figure 1 showing ceramic materials observed during a workshop visit
- Discuss the meaning of ceramic materials in groups
- Give three examples of items made from ceramic materials in the community

What is a ceramic material and where are ceramic materials found in the locality?

- Longhorn Pre-Technical Studies Grade 8 pg. 75
- Realia (pottery, ceramic utensils, glass, shale)
- Digital devices and internet access

- Oral questions - Observation

Materials for Production

Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Describe the types of ceramic materials — pottery, ceramic utensils, glass and shale
- Distinguish between earthenware, stoneware and porcelain as types of pottery
- Appreciate the variety of ceramic materials available in the locality

In groups, learners are guided to:
- Define ceramic material as a non-metallic substance formed by heating natural minerals
- Discuss the four types: pottery (earthenware, stoneware, porcelain), ceramic utensils, glass and shale
- Describe the characteristics and common uses of each type using the learning points

How do earthenware, stoneware and porcelain differ in terms of the temperatures at which they are fired?

- Longhorn Pre-Technical Studies Grade 8 pg. 76
- Realia (earthenware pot, stoneware cup, porcelain plate, glass)
- Charts and reference books

- Oral questions - Observation

Materials for Production

Ceramic Materials - Physical properties of ceramic materials

By the end of the lesson, the learner should be able to:
- Investigate the physical properties of ceramic materials through practical experiments
- Observe and record the behaviour of ceramic materials when subjected to impact, heat and water
- Show responsibility and caution when handling ceramic materials during experiments

In groups, learners are guided to:
- Hit a ceramic pot with a hammer and observe what happens (brittleness)
- Expose ceramic items to a flame for 2 minutes and note changes (fire resistance)
- Pour hot water into a ceramic cup and check for melting or bending (heat resistance); fill a glass with water and check for leaks (water resistance); add lemon juice to a ceramic glass and observe changes (corrosion resistance)

What happens to a ceramic material when it is dropped or subjected to high temperatures?

- Longhorn Pre-Technical Studies Grade 8 pg. 77
- Ceramic items (pots, utensils, glasses)
- Hammer, flame source, hot water, lemon juice

- Observation - Practical assessment

Materials for Production

Ceramic Materials - Physical properties of ceramic materials
Ceramic Materials - Relating ceramic materials to their use

By the end of the lesson, the learner should be able to:
- Define and explain the five physical properties of ceramic materials
- Give examples of how each property makes ceramic materials suitable for specific uses
- Appreciate how the properties of ceramic materials determine their applications

In groups, learners are guided to:
- Define and discuss brittleness — ceramic materials break easily when hit or dropped
- Define and discuss fire resistance, heat resistance and water resistance with examples
- Define corrosion resistance and explain how it makes ceramics suitable for laboratory use and acidic environments

Why are ceramic materials preferred for use in laboratories and cooking despite being brittle?

- Longhorn Pre-Technical Studies Grade 8 pg. 78
- Charts showing physical properties of ceramics
- Realia and reference books
- Visual aids showing uses of ceramic materials
- Realia and charts

- Oral questions - Written assignments

Materials for Production

Ceramic Materials - Relating ceramic materials to their use

By the end of the lesson, the learner should be able to:
- Identify ceramic items in workplaces during a locality visit
- Describe the uses of pottery, ceramic utensils, glass and shale in the work environment
- Show responsibility and social awareness when visiting workplaces in the locality

In groups, learners are guided to:
- Visit workplaces in the locality and identify pottery, ceramic utensils, glass and shale
- Describe the uses of each ceramic item identified in the workplace
- Share findings with classmates and discuss how ceramic materials contribute to work in the community

In what ways are ceramic materials used in workplaces and households in your locality?

- Longhorn Pre-Technical Studies Grade 8 pg. 79
- Locality workplaces (pottery workshop, kitchen, hardware store)
- Exercise books for recording findings

- Observation - Oral questions

Materials for Production

Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Explain the importance of ceramic materials in day-to-day life
- Identify ceramic items from pictures and state their uses
- Show confidence in applying knowledge of ceramic materials to practical scenarios

In groups, learners are guided to:
- Match each ceramic material to its correct use in the matching activity
- Write summary notes on the importance of ceramic materials and share with classmates
- Answer exercises: state the meaning of ceramics, name and explain uses of ceramic items, identify the property demonstrated when a plate breaks, explain why ceramic beakers are used in laboratories

Why are ceramic materials considered important in both domestic and industrial settings?

- Longhorn Pre-Technical Studies Grade 8 pg. 80
- Exercise books for written responses
- Realia and reference books

- Written test - Peer and self-assessment

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Define cutting tools and explain their role in the work environment
- Identify cutting tools from pictures including handsaws, hacksaws, cutters and knives
- Show interest in learning about the range of cutting tools used in day-to-day work

In groups, learners are guided to:
- Study the figures showing cutting tools (a–h) used in a Pre-Technical Studies workshop and identify each tool
- Discuss and describe each cutting tool observed
- Name other cutting tools found in the locality and list those available in school

Which cutting tools are commonly used in a carpentry workshop and what tasks does each perform?

- Longhorn Pre-Technical Studies Grade 8 pg. 82
- Cutting tools (handsaws, hacksaws, cutters, knives)
- Audio-visual aids and digital devices

- Oral questions - Observation

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Identify and describe the types of chisels used in the work environment
- Distinguish between flat, cross-cut, half-round and diamond-pointed chisels
- Appreciate the importance of selecting the correct chisel for a given task

In groups, learners are guided to:
- Use available resources to identify cable cutters and describe their use on thick wires and cables
- Discuss the four types of chisels using Figure 4: flat (general chiselling), cross-cut (grooves and keyways), half-round (curved grooves) and diamond-pointed (corners and small grooves)
- Share findings on which chisel is most suitable for specific tasks

What type of chisel would you select to cut a curved groove and why?

- Longhorn Pre-Technical Studies Grade 8 pg. 84
- Chisels of different types
- Charts showing types of chisels

- Oral questions - Observation

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Identify and describe snips, scrappers, planes, knives and wire strippers
- Explain the specific use of each cutting tool in the work environment
- Show curiosity in exploring a wide range of cutting tools

In groups, learners are guided to:
- Discuss types of snips (tinner's snips and compound/aviation snips) and their specific cutting applications using Figure 5
- Describe the scrapper, plane and knife — their structure and uses in the work environment using Figures 6, 7 and 8
- Describe the wire stripper and explain how it removes insulation from wires using Figure 9

How do tinner's snips differ from compound snips in the tasks they are designed to perform?

- Longhorn Pre-Technical Studies Grade 8 pg. 85
- Snips, scrappers, planes, knives and wire strippers
- Charts showing tools

- Oral questions - Observation

Tools and Production

Cutting Tools - Selecting cutting tools for given tasks

By the end of the lesson, the learner should be able to:
- Select the appropriate cutting tool for a given task in a workplace
- Justify the selection of a cutting tool based on the nature of the task
- Show responsibility in choosing the correct tool to ensure safety and quality

In groups, learners are guided to:
- Study pictures of cutting tools being used in various tasks and name the tool in each picture
- Select the correct cutting tool for each task: cutting metal pipes, cutting wood, cutting wires and creating joints
- Discuss the selection of a cutting tool for removing excess glue from a joint

How do you determine the most suitable cutting tool to use for a specific task in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 86
- Cutting tools (hacksaw, handsaw, wire cutter, chisel, scrapper)
- Charts showing tools in use

- Oral questions - Written assignments

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Match cutting tools to the specific tasks they perform using flashcards
- Describe the range of tasks performed by cutting tools in different work environments
- Show appreciation for the wide application of cutting tools in the work environment

In groups, learners are guided to:
- Study flashcards on tasks carried out by cutting tools and choose the suitable tool for each task
- Discuss the learning points on the uses of cutting tools in different work environments
- Use a digital device to search and watch a video on the uses of cutting tools in a workplace

In what ways are cutting tools used differently across carpentry, electrical and metalwork environments?

- Longhorn Pre-Technical Studies Grade 8 pg. 87
- Digital devices and internet access
- Video link: https://youtu.be/3Ccig6KvDq/

- Oral questions - Observation

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a hacksaw to cut a metal workpiece
- Follow the correct steps for holding, positioning and operating a hacksaw
- Observe and apply safety precautions when using a hacksaw

In groups, learners are guided to:
- Visit a nearby workplace or observe a teacher demonstration on how cutting tools are used
- Follow the step-by-step procedure for using a hacksaw: clamp workpiece, hold handle correctly, position blade, use steady back-and-forth strokes and apply gentle pressure
- Discuss the safety precautions: wear gloves and goggles, ensure blade is tight and properly aligned

Why is it important to clamp the workpiece securely before using a hacksaw?

- Longhorn Pre-Technical Studies Grade 8 pg. 88
- Hacksaw, metal bar, bench vice, protective gloves and goggles
- Working bench or surface
- Longhorn Pre-Technical Studies Grade 8 pg. 89
- Handsaw, piece of wood, try square, bench vice
- Wire cutter, piece of wire, protective gloves

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a chisel to remove material from wood
- Follow the correct steps for holding a chisel and using a mallet to chip wood
- Apply safety measures to prevent injury when chiselling

In groups, learners are guided to:
- Follow steps for using a chisel: draw parallel lines with try square, clamp wood, hold chisel handle with non-dominant hand, place sharp end on wood
- Use a mallet to hit the back of the chisel to slowly remove wood chips until the required depth is reached
- Discuss safety: wear gloves and goggles, keep fingers away from cutting edge, ensure chisel is well-maintained

Why is it important to keep your fingers away from the cutting edge of a chisel when using a mallet?

- Longhorn Pre-Technical Studies Grade 8 pg. 90
- Chisel, mallet, piece of wood, bench vice, clamp, try square
- Protective gloves and goggles

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of snips to cut a metal sheet
- Demonstrate the safe and correct use of a scrapper to remove paint from a surface
- Show care and precision when using snips and scrappers

In groups, learners are guided to:
- Follow steps for using snips: mark cutting line on metal sheet, hold snips correctly, place sheet between blades, align with marked line and squeeze to cut along the line
- Follow steps for using a scrapper: hold handle firmly, place blade on surface and push with steady even pressure to remove paint
- Discuss safety: wear gloves, cut away from the body

How do you ensure a clean and accurate cut when using snips on a metal sheet?

- Longhorn Pre-Technical Studies Grade 8 pg. 91
- Snips, sheet of metal, ruler, pencil or scribe, protective gloves
- Scrapper, surface with paint or rust

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a plane to smooth and shape wood
- Demonstrate the safe and correct use of a knife for cutting fruits and vegetables
- Recognise the importance of proper grip and body positioning when using cutting tools

In groups, learners are guided to:
- Follow steps for using a plane: secure wood in bench vice, ensure blade is parallel to sole, align plane with wood grain and push forward with smooth steady strokes
- Follow steps for using a knife: place item on cutting board, hold knife firmly, curl fingers into a claw and use a rocking or slicing motion
- Discuss safety precautions: keep fingers away from cutting path, always cut away from the body

Why is it important to align the plane with the grain of the wood when smoothing a wooden surface?

- Longhorn Pre-Technical Studies Grade 8 pg. 92
- Plane, piece of wood, bench vice, protective gloves and goggles
- Knife, fruit or vegetable, cutting board

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a plane to smooth and shape wood
- Demonstrate the safe and correct use of a knife for cutting fruits and vegetables
- Recognise the importance of proper grip and body positioning when using cutting tools

In groups, learners are guided to:
- Follow steps for using a plane: secure wood in bench vice, ensure blade is parallel to sole, align plane with wood grain and push forward with smooth steady strokes
- Follow steps for using a knife: place item on cutting board, hold knife firmly, curl fingers into a claw and use a rocking or slicing motion
- Discuss safety precautions: keep fingers away from cutting path, always cut away from the body

Why is it important to align the plane with the grain of the wood when smoothing a wooden surface?

- Longhorn Pre-Technical Studies Grade 8 pg. 92
- Plane, piece of wood, bench vice, protective gloves and goggles
- Knife, fruit or vegetable, cutting board

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a wire stripper to remove insulation from a wire
- Follow the correct steps for selecting the right hole size and stripping wire cleanly
- Show responsibility in observing safety when using a wire stripper

In groups, learners are guided to:
- Follow steps: choose the suitable hole size on the stripper matching the wire gauge, hold wire securely with non-dominant hand, squeeze handles to close blades around insulation
- Pull the stripper away from the wire to remove the cut insulation and check that all insulation is removed cleanly
- Discuss and review safety precautions for all cutting tools covered in previous lessons

Why is it important to choose the correct hole size on a wire stripper before stripping a wire?

- Longhorn Pre-Technical Studies Grade 8 pg. 93
- Wire stripper, piece of wire, protective gloves
- Different gauges of wire for practice

- Observation - Practical assessment

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify the correct ways of caring for cutting tools in the work environment
- Explain how each care method helps keep tools in good condition
- Show responsibility in maintaining cutting tools after use

In groups, learners are guided to:
- Study the care poster displayed in the Pre-Technical Studies workshop and discuss each care method shown
- Discuss how each method (cleaning, filing, oiling, storing) helps keep cutting tools in good condition
- Suggest additional ways of caring for cutting tools and write summary notes on findings

Why is it important to care for cutting tools after use in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 94
- Poster on tool care
- Toolbox, oil or grease, dry cloth, file

- Oral questions - Observation

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify the correct ways of caring for cutting tools in the work environment
- Explain how each care method helps keep tools in good condition
- Show responsibility in maintaining cutting tools after use

In groups, learners are guided to:
- Study the care poster displayed in the Pre-Technical Studies workshop and discuss each care method shown
- Discuss how each method (cleaning, filing, oiling, storing) helps keep cutting tools in good condition
- Suggest additional ways of caring for cutting tools and write summary notes on findings

Why is it important to care for cutting tools after use in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 94
- Poster on tool care
- Toolbox, oil or grease, dry cloth, file

- Oral questions - Observation

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify the correct ways of caring for cutting tools in the work environment
- Explain how each care method helps keep tools in good condition
- Show responsibility in maintaining cutting tools after use

In groups, learners are guided to:
- Study the care poster displayed in the Pre-Technical Studies workshop and discuss each care method shown
- Discuss how each method (cleaning, filing, oiling, storing) helps keep cutting tools in good condition
- Suggest additional ways of caring for cutting tools and write summary notes on findings

Why is it important to care for cutting tools after use in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 94
- Poster on tool care
- Toolbox, oil or grease, dry cloth, file

- Oral questions - Observation

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Practise cleaning, filing, oiling and storing cutting tools correctly
- Write the procedure followed for each maintenance method
- Appreciate the importance of regular maintenance for the durability of cutting tools

In groups, learners are guided to:
- Collect the items needed: dry cloth, different cutting tools, file, toolbox, oil or grease and soap and water
- Use the method shown in each picture to maintain different cutting tools: clean with cloth, file blunt edges, apply oil or grease and store neatly in a toolbox
- Write the procedure for each maintenance method practised and present to the class

How does regular oiling and cleaning of cutting tools extend their useful life in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 95
- Cutting tools, dry cloth, file, toolbox, oil or grease
- Soap and water

- Practical assessment - Observation

Tools and Production

Cutting Tools - Importance of cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify workplaces where cutting tools are used from pictures
- Explain the importance of cutting tools in different work environments
- Recognise how cutting tools contribute to efficiency and quality of work

In groups, learners are guided to:
- Identify the workplaces shown in the pictures and name the cutting tools being used in each
- Discuss the importance of each cutting tool in its workplace context
- Identify and list jobs that require the use of cutting tools and explain how these tools contribute to work in each job

In what ways do cutting tools improve the quality and efficiency of work in a carpentry or construction environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 96
- Pictures of cutting tools in workplaces
- Digital devices and internet access

- Oral questions - Written assignments

Tools and Production

Cutting Tools - Importance of cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify workplaces where cutting tools are used from pictures
- Explain the importance of cutting tools in different work environments
- Recognise how cutting tools contribute to efficiency and quality of work

In groups, learners are guided to:
- Identify the workplaces shown in the pictures and name the cutting tools being used in each
- Discuss the importance of each cutting tool in its workplace context
- Identify and list jobs that require the use of cutting tools and explain how these tools contribute to work in each job

In what ways do cutting tools improve the quality and efficiency of work in a carpentry or construction environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 96
- Pictures of cutting tools in workplaces
- Digital devices and internet access

- Oral questions - Written assignments

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Sketch a chisel and state its use in the work environment
- Select appropriate cutting tools for a given project and justify the selection
- Describe the safety steps involved in using a handsaw correctly

In groups, learners are guided to:
- Sketch a chisel and label it; state its use
- Select cutting tools needed to build a simple bookshelf and explain the role of each tool selected
- Describe the steps and safety precautions for cutting wooden planks using a handsaw
- Identify cutting tools from Figure 10, describe their uses and state how each is cared for

How would you select and safely use cutting tools to carry out a simple woodworking project?

- Longhorn Pre-Technical Studies Grade 8 pg. 98
- Exercise books for written responses
- Cutting tools for reference

- Written test - Oral questions

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Sketch a chisel and state its use in the work environment
- Select appropriate cutting tools for a given project and justify the selection
- Describe the safety steps involved in using a handsaw correctly

In groups, learners are guided to:
- Sketch a chisel and label it; state its use
- Select cutting tools needed to build a simple bookshelf and explain the role of each tool selected
- Describe the steps and safety precautions for cutting wooden planks using a handsaw
- Identify cutting tools from Figure 10, describe their uses and state how each is cared for

How would you select and safely use cutting tools to carry out a simple woodworking project?

- Longhorn Pre-Technical Studies Grade 8 pg. 98
- Exercise books for written responses
- Cutting tools for reference

- Written test - Oral questions