GRADE 8 RATIONALIZED PRE TECHNICAL STUDIES LESSON PLANS TERM 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 1: LESSON 1

Strand: Materials for Production

Sub Strand: Composite Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify composite materials in the locality.
2. Collect some composite materials found in the environment.
3. Enjoy the process of collecting and learning about composite materials.

Key Inquiry Questions:

- What are composite materials?
- Which items made of composite materials can we find in our locality?
Learning Resources:
- Realia (actual composite materials, if available)
- Pictures of composite materials
- Grade 8 Pre-Technical Curriculum Design
- Top Scholar Pre-Technical Studies (pg 38-39)
- Digital devices for research or sharing findings
Organisation of Learning:
Introduction (5 minutes):
- Start with a quick review of the previous lesson, possibly touching on materials and their
properties.
- Ask students what they remember about composite materials.
- Encourage learners to read and discuss relevant content from the provided resources, focusing
on understanding composite materials.
Lesson Development (30 minutes):
Step 1: Explain Composite Materials
- In pairs, ask students to brainstorm ideas about what composite materials are, using their
prior knowledge.
- Explain that composite materials are made from two or more different materials that, when
combined, produce a material with improved properties.
- Show examples from pictures and realia to illustrate the types of composite materials.
Step 2: Identify Composite Materials
- Use visual aids and realia: present items that are made from composite materials (like
fiberglass, concrete, etc.).
- Guide students to identify composite materials they see in everyday items around them.
- Have students list some examples of composite materials found in the classroom or home.
Step 3: Explore the Locality
- Organize the students into small groups and explain the importance of understanding
composite materials in their immediate environment.
- Assign each group to explore the school compound or nearby area and look for composite
materials.
Step 4: Collection and Discussion
- After the exploration, ask students to collect small items made of composite materials (if safe
and practical—e.g., pieces of wood, plastic containers, etc.).
- Have them share their findings with the class, discussing what they found and how those items
are examples of composite materials.
Conclusion (5 minutes):
- Summarize the key points covered in the lesson, reinforcing what composite materials are,
their importance, and examples they found.
- Conduct a brief interactive quiz or game where students can match items to their composite
material categories, reinforcing learning objectives and making the review fun.
- Share what the next lesson will cover, sparking curiosity about future topics.
Extended Activities:
1. Research Project: Assign learners to research a specific composite material and create a
poster or digital presentation covering its uses, advantages, and examples in daily life.
2. Creative Challenge: Have students design their own composite material, using a mix of
classroom supplies or materials around their home. They can present their designs and explain
the benefits of their chosen combinations.
3. Field Trip: If possible, organize a short field trip to a local manufacturing site or construction
site where composite materials are used, allowing students to see real-world applications.
Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 1: LESSON 2
Strand: Materials for Production
Sub Strand: Composite Materials
Specific Learning Outcomes:
- By the end of the lesson, students should be able to:
1. Describe the composition of composite materials in the locality.
2. Use print or digital media to search for information on the composition of composite
materials.
3. Acknowledge the constituent substances in composite materials.

Key Inquiry Question:

- What is the composition of composite materials?
Learning Resources:
- Composite materials text, Grade 8 Pre-Technical Studies Curriculum Design
- Top Scholar Pre-Technical Studies, pg 40
- Charts related to composite materials
Organisation of Learning:
Introduction (5 minutes):
1. Briefly review the previous lesson on materials and structures.
2. Invite students to share any examples of composite materials they might know.
3. Introduce the key inquiry question and emphasize the importance of understanding
composite materials in everyday life.
Lesson Development (30 minutes):
Step 1: Understand Key Terms
- Guide students in pairs to discuss and define matrix and reinforcement.
- Write definitions on the board.
- Discuss how these terms relate to composite materials.
Step 2: Group Research
- In small groups, students will use print or digital media to research common composite
materials (e.g., fiberglass, carbon fiber, concrete).
- Each group will identify the constituent substances of their selected composite materials and
make notes.
 Step 3: Sharing Findings
- Groups will present their findings to the class, focusing on the composition of the composite
materials they've researched.
- Encourage students to ask questions and engage in discussion about each group's findings.
Step 4: Visual Representation
- Each group will create a simple chart or poster that visually represents the composite
materials and their compositions.
- Share charts around the classroom for a gallery walk, allowing students to observe and discuss
each other's work.
Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, reiterating the definitions of matrix and
reinforcement.
- Conduct a brief interactive activity, such as a "quick quiz" where students match composite
materials to their components.
- Preview the next session focusing on the properties of composite materials and their
applications in various fields.
Extended Activities:
- Research Project: Students can select a specific composite material and create a presentation
exploring its applications, advantages, and disadvantages.
- Design Challenge: Encourage learners to design their own simple composite material using
everyday items (e.g., paper, glue, or recycled materials) and test its strength and durability.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 8 PRE- TECHNICAL STUDIES

WEEK 1: LESSON 3
Strand: Materials for Production
Sub Strand: Composite Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. State the unique characteristics of composite materials.
2. Relate the composite materials to their uses in the work environment.
3. Acknowledge the importance of composite materials used in the locality.
Key Inquiry Question(s):
- What are the uses of the common composite materials in the locality?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum Design.
- Top Scholar Pre-Technical Studies pg 41-44.
- Charts.
- Teacher's Notes.
- Digital devices (tablets/laptops/smartphones).
Organisation of Learning:
Introduction (5 minutes):
- Briefly review the previous lesson on materials used for production.
- Ask students questions to connect to today's topic on composite materials.
- Guide learners to read selected pages from the textbook, focusing on the key concepts of
composite materials.
Lesson Development (30 minutes):
Step 1: Identifying Characteristics
- In groups, learners will brainstorm and outline the unique characteristics of composite
materials.
- Groups will share their findings with the class, fostering a discussion on properties such as
strength, lightweight, and versatility.
Step 2: Discussing Local Uses
- Learners will discuss in pairs the uses of common composite materials in their locality (e.g.,
fiberglass in boats, carbon fiber in sports equipment, concrete reinforced with steel).
- Encourage students to consider local industries or products that utilize composite materials.
 Step 3: Multi-Media Exploration
- Using digital devices, students will search for and watch brief video clips demonstrating the
uses of different composite materials in everyday life.
- Ask students to take notes on any new information or examples they encounter.
Step 4: Creating Informative Posters
- Each group will create a poster that showcases at least three composite materials, their unique
characteristics, and their local uses.
- Encourage creativity and clear presentation to enhance understanding.
Conclusion (5 minutes):
- Summarize the unique characteristics and uses of composite materials discussed during the
lesson.
- Engage students with a quick interactive quiz (e.g., "I Have, Who Has?" game) to reinforce key
points.
- Briefly preview the next lesson’s topic, prompting students to think about additional
composite materials they might encounter.
Extended Activities:
1. Field Trip: Organize a visit to a local manufacturing facility that uses composite materials in its
production process.
2. Research Project: Students can select a specific composite material and prepare a short
report or presentation on its properties, uses, and importance in various industries.
3. Class Debate: Divide students into teams to debate the advantages and disadvantages of
using composite materials versus traditional materials in construction or manufacturing.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 8 PRE- TECHNICAL STUDIES

WEEK 1: LESSON 4
Strand: Materials for Production
Sub Strand: Composite Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the careers associated with composite materials in the locality.
2. Prepare posters and flashcards showcasing the careers related to the use of composite
materials.
3. Appreciate the different careers related to the use of composite materials in the locality.
Key Inquiry Question(s):
- Which careers are related to the use of composite materials?
Learning Resources:
- Top Scholar Pre-Technical Studies (pg 45-47)
- Digital devices (for research)
- Posters and flashcards (for presentation)
- Pictures of composite materials and associated careers
Organisation of Learning:
Introduction (5 minutes):
- Begin the lesson with a brief review of the previous lesson on materials and their properties.
- Introduce the topic of composite materials.
- Guide students to read and discuss relevant content from the learning resources (pg 45-47),
focusing on careers related to composite materials.
Lesson Development (30 minutes):
Step 1: Exploration of Careers
- In pairs, have learners study pictures of various composite materials and related professions
(e.g., aerospace engineer, automotive technician, materials scientist).
- Encourage learners to discuss what they see and note any careers they can deduce from the
images.
Step 2: Classification of Careers
- Groups will share their findings with the class.
- As a class, create a list of identified careers on the board, grouping them into categories (e.g.,
engineering, manufacturing, design).
Step 3: Online Research
 - In small groups, learners will use digital devices to research additional careers related to
composite materials.
- Each group should focus on finding at least two new careers not discussed previously.
Step 4: Poster/Flashcard Creation
- Learners will create posters or flashcards that depict their researched careers.
- Encourage creativity with images and text that highlight what each career involves, how
composite materials are used, and any local examples.
Conclusion (5 minutes):
- Summarize key points discussed during the lesson, reiterating the various careers related to
composite materials.
- Conduct a brief interactive activity, such as a “career match” game where students match
careers with the descriptions of how they use composite materials.
- Prepare learners for the next session on the properties and functions of specific composite
materials, prompting them to think about which of the careers discussed might rely on those
properties.
Extended Activities:
- Have learners conduct interviews with professionals in their community who work with
composite materials.
- Organize a career day where local professionals can talk about their jobs related to composite
materials and the skills needed for those careers.
- Create a classroom display or digital presentation showcasing the posters and flashcards
created by students.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 2: LESSON 1
Strand: Materials for Production
Sub Strand: Composite Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the importance of composite materials used in the locality.
2. Use digital or print media to search for information on the significance of composite
materials.
3. Acknowledge the importance of composite materials used in the locality.
Key Inquiry Question:
- What is the importance of composite materials?
Learning Resources:
- Top Scholar Pre-Technical Studies (pg 47-48)
- Digital devices (computers, tablets, etc.)
- Pictures of composite materials and items made from them
- Grade 8 Pre-Technical Studies Curriculum Design
Organisation of Learning:
Introduction (5 minutes):
- Start with a quick review of the previous lesson to activate prior knowledge.
- Introduce the topic of composite materials and guide learners to read and discuss the relevant
content from the learning resources.
- Emphasize understanding of composite materials and their role in everyday life.
Lesson Development (30 minutes):
Step 1: Explore Composite Materials
- Divide students into small groups.
- Provide each group with pictures of different items made from composite materials (e.g.,
furniture, sports equipment, construction materials).
- Instruct students to study the pictures and discuss in their groups what these items are made
of and why composite materials are used.
Step 2: Brainstorm Importance
- Each group will brainstorm and list down the ways composite materials are important to their
own locality (e.g., durability, cost-effectiveness, strength).
- Encourage students to think about how these materials impact everyday life.
Step 3: Research Activity
 - Allow students to use digital devices to search for more information regarding the importance
of composite materials.
- Guide students to look for specific examples of composite materials that are used in their
locality and how they benefit the community.
Step 4: Group Discussion
- Reconvene as a class and ask each group to share one key point from their research and
discussion.
- Facilitate a short discussion on the various insights shared by the groups, highlighting key
themes emphasized during their activities.
Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, highlighting the importance of
composite materials.
- Conduct a brief interactive activity where students can share one new thing they learned
about composite materials.
- Preview upcoming topics, encouraging students to think of other materials that might be
considered composites.
Extended Activities:
- Research Project: Have students select a specific composite material used in their community
and create a presentation about its properties, uses, and benefits.
- Creative Assignment: Encourage students to design their own composite material and outline
its potential uses. They could present their ideas in the next class.
- Field Trip: Plan a visit to a local industry or manufacturing site where composite materials are
produced or utilized.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 2: LESSON 2
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify common ceramic materials in their locality.
2. Use digital or print media to search for information and pictures of ceramic materials.
3. Appreciate the common ceramic materials in the locality.
Key Inquiry Questions:
- What are ceramic materials?
- What items made from ceramic materials do you know?
Learning Resources:
- Pictures of ceramic items
- Top Scholar Pre-Technical Studies, pages 49-51
- Ceramic items (e.g., pottery, tiles, dishes)
- Digital devices (tablets, computers)
Organisation of Learning:
Introduction (5 minutes):
1. Review last lesson’s key points about materials for production.
2. Conduct a brief discussion on the importance of materials in everyday life.
3. Introduce the topic of ceramic materials and ask learners how many have used a ceramic
item before.
Lesson Development (30 minutes):
Step 1: Group Discussion
- In small groups, students discuss what they think ceramic materials are. Provide guiding
questions:
- What properties do you think ceramics have?
- Have you seen ceramic items used at home or in the community?

Step 2: Identification Activity

- Students will look at visual aids and real ceramic items provided by the teacher. In pairs, they
will:
- Identify and list ceramic items around them (e.g., bowls, tiles, cups).
 - Share their lists with the class, discussing the use of each item.
Step 3: Research Activity
- In pairs or small groups, learners will utilize digital devices to search for additional ceramic
materials. They will:
- Find three more examples of ceramic items not listed before.
- Collect images and interesting facts related to these items.
Step 4: Share & Discuss
-Each group will present what they found during their research. Encourage them to discuss where these
items might be found locally and their uses.

Conclusion (5 minutes):
1. Summarize key points covered in the lesson about ceramic materials.
2. Ask students to reflect on their favorite ceramic item and why they appreciate it.
3. Conduct a quick interactive quiz or game related to the key concepts discussed.
4. Preview the next session's topic, encouraging students to think about the different types of
materials in production.
Extended Activities:
1. Creative Project: Learners can create a poster featuring different ceramic items they find at
home or in the local community, including pictures and descriptions.
2. Field Trip Proposal: Plan a visit to a local pottery studio or tile manufacturing facility to
observe the processes and products involving ceramic materials.
3. Research Assignment: Have students research and write a short report on the history and
uses of ceramics in different cultures.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 2: LESSON 3
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the physical properties of ceramic materials found in the locality.
2. Use digital or print media to research the physical properties of ceramic materials in their
locality.
3. Acknowledge and articulate the properties of ceramic materials.
Key Inquiry Question:
- What are the physical properties of ceramic materials?
Learning Resources:
- Top Scholar Pre-Technical Studies pg 51-54 - Ceramic Materials
- Lesson notes
- Grade 8 Pre-Technical Studies curriculum design
- Video clips
- Digital devices (tablets, laptops)
Organisation of Learning:
Introduction (5 minutes):
- Begin with a brief review of the previous lesson on materials.
- Pose guiding questions to enhance understanding: “What materials have we discussed
previously, and how are they used?”
- Distribute relevant content from the learning resources and assign students to read in pairs,
encouraging brief discussions about the key concepts related to physical properties.
Lesson Development (30 minutes):
Step 1: Brainstorming
- Divide students into small groups and ask them to brainstorm on the physical properties of
ceramic materials. What do they already know? Write responses on the board.
Step 2: Research
- In their groups, learners will use textbooks and digital resources to identify specific physical
properties of ceramic materials. Encourage them to note unique properties, such as hardness,
brittleness, thermal resistance, and electrical insulativity.
Step 3: Identification
- Groups will compile a list of the properties they found. Each group should identify at least
three properties and provide examples of ceramic materials from their locality (e.g., pottery,
tiles).
 Step 4: Discussion
- Each group will share their findings with the class. Facilitate a discussion, allowing students to
ask questions and compare the different properties identified. Highlight the significance of
these properties in everyday applications.
Conclusion (5 minutes):
- Summarize the key points: properties discussed, significance of ceramics, and how they relate
to local materials.
- Conduct a quick interactive activity, such as a true/false quiz about ceramic properties, to
reinforce the lesson.
- Preview the next session’s topic on applications of ceramic materials in technology and art to
spark curiosity.
Extended Activities:
1. Design a Ceramic Material: Ask students to design a new type of ceramic material based on
properties they think are most valuable for specific uses (e.g., cookware, art, construction).
2. Field Investigation: Encourage students to explore local artisans or factories that work with
ceramics, interviewing them about the materials and properties they use.
3. Create an Infographic: Students can create an infographic that visually represents the physical
properties of ceramic materials, demonstrating their research skills and creativity.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 2: LESSON 4
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, students should be able to:
1. Outline the procedure for investigating the physical properties of ceramic materials.
2. Conduct simple experiments to investigate the physical properties of ceramic materials.
3. Acknowledge the physical properties of ceramic materials.
Key Inquiry Question(s):
- How can you investigate the physical properties of ceramic materials?
Learning Resources:
- Ceramic materials (various samples)
- Lesson notes
- Grade 8 Pre-Technical Studies curriculum design
- Working area and tools (scales, measuring tape, water, etc.)
- Digital devices for research
Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on materials. Ask students to recall what they learned about
different types of materials and their applications.
- Introduce ceramic materials by discussing their uses in everyday life (e.g., pottery, tiles,
kitchenware) and their significance in production.
Lesson Development (30 minutes):
Step 1: Group Discussion on Physical Properties
- Divide the class into small groups and provide each group with ceramic material samples.
- Ask them to discuss and list the physical properties of ceramics (e.g., hardness, brittleness,
thermal resistance, and porosity).
- Encourage students to use their digital devices to research additional properties if time allows.
Step 2: Planning the Investigation
- Have each group decide which physical property they will investigate (e.g., hardness or water
absorption).
- Guide them in developing a simple procedure for their investigation, ensuring they outline the
materials needed, the steps to follow, and how they will record their observations.
Step 3: Conducting Experiments
- Groups will carry out their planned investigations using the ceramic materials provided. Ensure
that students accurately record their findings in an organized way.
 - Walk around, providing support and ensuring that safety protocols are followed during
experiments.
Step 4: Sharing Findings
- Have each group present their findings to the class. Encourage them to discuss any patterns
they noticed, surprising results, or questions that arose during their investigations.
- Facilitate a brief class discussion to highlight key insights and clarify any misconceptions.
Conclusion (5 minutes):
- Summarize the key points addressed during the lesson, emphasizing the importance of
understanding physical properties in the context of materials science.
- Conduct a brief interactive quiz or game to reinforce key topics discussed (e.g., matching
properties with ceramic examples).
- Preview the next topic: “The Role of Ceramics in Modern Technology” and encourage students
to think about where they encounter ceramics in daily life.
Extended Activities:
1. Research Project: Assign students to research a specific type of ceramic material (e.g.,
porcelain, stoneware) and create a presentation on its properties and uses.
2. Field Trip: Plan a visit to a local pottery studio or manufacturing site where ceramic materials
are produced to give students real-world insight into the production processes.
3. Creative Project: Encourage students to create their own ceramic piece (e.g., a small pot) and,
after baking or firing, report on the properties they observe in their creation.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 3: LESSON 1
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. State the uses of ceramic materials in the locality.
2. Use digital or print media to research on the uses of ceramic materials.
3. Appreciate the uses of ceramic materials in the locality.
Key Inquiry Question(s):
- How are ceramic materials used in day-to-day life?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum Design
- Pictures of ceramic materials
- Top Scholar Pre-Technical Studies (pg 54-56)
- Digital devices (tablets/computers)
- Internet access
- Video clips demonstrating the uses of ceramic materials
Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing key concepts from the previous lesson, focusing on different types of
materials and their properties.
- Ask students to share any instances when they encountered ceramic materials in their daily
lives. Lead them into reading the relevant content from their resources.
Lesson Development (30 minutes):

Step 1: Identification of Ceramic Items

- In groups, have students list common items made from ceramic materials (e.g., tiles, dishes,
pottery).
- Guides will circulate, prompting discussions and ensuring students are engaged with the task.

Step 2: Research on Uses of Ceramic Materials

- Assign pairs of students to use their digital devices to search the internet for additional uses
and applications of ceramic materials.
- Encourage them to find video clips that highlight these uses, enhancing their understanding
through visual media.
Step 3: Community Discussion
 - Bring students back together and discuss their findings within their groups. What did they
learn that surprised them? How are these materials important in their community?
Step 4: Class Presentations
- Invite each group to present their findings to the class. Encourage them to include the practical
uses and significance of ceramic materials in everyday life.
Conclusion (5 minutes):
- Summarize the key points discussed in the lesson about the uses of ceramic materials.
- Conduct an interactive quiz or a short discussion to reinforce the main topics and assess
understanding.
- Briefly introduce the next session’s topic (e.g., “Next time, we will explore the properties of
ceramic materials and how they differ from other types of materials.”) and pose questions for
students to think about.
Extended Activities:
- Art Project: Students could create their own pottery or ceramic art piece using clay, allowing
them to explore the tactile properties of ceramics.
- Field Trip: Organize a visit to a local pottery workshop or tile factory to see ceramic materials
being produced and used in real life.
- Research Project: Have students choose a specific ceramic item used in their home or
community and research its history, how it is made, and its cultural significance.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 3: LESSON 2
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify careers related to the use of ceramic materials in the locality.
2. Prepare posters/flashcards showing the careers related to the use of ceramic materials.
3. Appreciate the relevance of careers associated with ceramic materials.
Key Inquiry Question:
- What careers are related to the use of ceramic materials in the locality?
Learning Resources:
- Top Scholar Pre-Technical Studies pgs 57-58
- Digital devices (tablets, computers)
- Art supplies for poster-making (markers, colored paper, etc.)
Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson on ceramic materials.
- Engage learners in a discussion about what they learned. Use guiding questions to spark
interest:
- “Who can remind us what ceramic materials are used for?”
- “Can anyone think of where we see ceramics in our daily lives?”
Lesson Development (30 minutes):
Step 1: Brainstorming Careers
- Split the class into small groups.
- Instruct each group to brainstorm and write down any careers they can think of that relate to
ceramic materials. Encourage all group members to contribute ideas.
- After the brainstorming session, ask groups to share their ideas with the class.
Step 2: Research
- Utilize digital devices for research. Instruct students to look up at least two careers related to
ceramic materials using online resources or the specified textbook.
- Encourage students to note down important details such as job descriptions, skills required,
and local companies or industries that hire for these roles.
Step 3: Discussion
- Still in their groups, have students discuss what they found during their research.
- Prompt discussion with questions such as:
- "What surprised you about the careers?"
 - "Are there any new words or terms that you learned?"
Step 4: Create and Display
- Instruct each group to create a poster or flashcard highlighting one or more of the careers they
researched.
- They should include:
- The name of the career
- Key responsibilities
- Skills required
- Display the posters/flashcards around the classroom for a mini gallery walk.
Conclusion (5 minutes):
- Summarize key points discussed in the lesson, particularly the diversity of careers in the
ceramic materials field.
- Conduct a quick interactive quiz to reinforce learning, such as “Thumbs Up/Thumbs Down” for
statements about the careers discussed.
- Transition to the next session by previewing upcoming topics related to advanced materials or
sustainability in production.
Extended Activities:
- Career Interviews: Encourage students to interview a local artisan or professional who works
with ceramic materials. They can bring back insights or write a short report about the interview.
- Field Trip: Organize a visit to a local pottery studio or ceramics factory to see real-world
applications of ceramic materials and learn about related careers.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 3: LESSON 3
Strand: Materials for Production
Sub Strand: Ceramic Materials
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. State the importance of ceramic materials used in the locality.
2. Use digital or print media to research the importance of ceramic materials in the locality.
3. Acknowledge the importance of ceramic materials used in the locality.
Key Inquiry Question:
- Why are ceramic materials important in the locality?
Learning Resources:
- Top Scholar Pre-Technical Studies (pg 59-60)
- Digital devices (Tablets, Computers)
- Internet access
Organisation of Learning:
Introduction (5 minutes):
- Begin with a brief review of the previous lesson on materials.
- Introduce ceramic materials by asking the class what they already know about ceramics and
their uses in everyday life.
- Read and discuss relevant content on pages 59-60 of the Top Scholar Pre-Technical Studies.
Lesson Development (30 minutes):
Step 1: Brainstorming
- Divide learners into small groups.
- Encourage each group to list different ceramic materials they may find in their locality (e.g.,
pottery, tiles, bricks).
- Ask groups to discuss and jot down the purposes these materials serve in daily life.
Step 2: Research
- Instruct each group to use digital devices or printed materials from the learning resources to
research the importance of ceramic materials specifically in their locality.
- They should focus on aspects like cultural significance, economic value, and functional uses
(e.g., construction, art).
Step 3: Group Discussion
- Have groups come together and share findings from their research.
- Facilitate a class discussion based on the shared information, allowing students to ask
questions and clarify points.
Step 4: Presentation
- Each group presents their findings to the class.
 - Encourage students to highlight both common themes and unique uses they discovered about
ceramic materials.
Conclusion (5 minutes):
- Summarize the key points discussed in class about why ceramic materials are important in the
locality.
- Conduct a quick interactive activity, such as a 'think-pair-share' where students discuss one
new thing they learned about ceramic materials with a partner.
- Preview the next session's topic, which will focus on the different types of ceramics and their
chemical properties.
Extended Activities:
1. Art Project: Encourage students to create their own ceramic piece using clay, emphasizing the
techniques discussed in class.
2. Field Trip: Organize a visit to a local pottery studio or brick factory to observe how ceramic
materials are made and used.
3. Research Assignment: Students can write a short report on a specific type of ceramic used in
their community and present it to the class.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 3: LESSON 4
Strand: Tools and Production
Sub Strand: Cutting Tools
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the common cutting tools used in a work environment.
2. Draw and label the common cutting tools used in a work environment.
3. Appreciate the different cutting tools used in the work environment.
Key Inquiry Question(s):
- What are cutting tools?
- Which cutting tools do you know?
Learning Resources:
- Grade 8 Pre-Technical Studies Charts
- Pictures of cutting tools: knife, panga, axe, scissors, saw
- Top Scholar Pre-Technical Studies, pages 101-105
Organisation of Learning:
Introduction (5 minutes):
1. Briefly review the previous lesson on tools in general.
2. Introduce the topic of cutting tools and guide students to read and discuss relevant sections
from the learning resources. Highlight key concepts related to cutting tools.
Lesson Development (30 minutes):
Step 1: Understanding Cutting Tools
- In pairs, students brainstorm the meaning of cutting tools and list what they think they are.
- Share their ideas with the class, allowing for discussion and clarification.
Step 2: Identification of Cutting Tools
- Using charts and pictures, students identify different cutting tools present in various work
environments.
- Ask students to note down all the cutting tools identified in their notebooks.

Step 3: Description of Cutting Tools

- Students select a few cutting tools from their notes and describe their uses in the work
environment. Each pair presents their selected tools and descriptions to the class.
Step 4: Drawing and Labeling
- In groups, learners are tasked with drawing several cutting tools and labeling them correctly.
- Teachers encourage creativity and use of colors in their charts to make the drawings visually
appealing.
Conclusion (5 minutes):
 1. Summarize the key points discussed: definition, identification, and description of cutting
tools.
2. Conduct a brief interactive activity where students match pictures of cutting tools with their
names.
3. Preview the next session focusing on how to properly use and maintain cutting tools.
Extended Activities:
- Cutting Tool Research Assignment: Have students research a specific cutting tool in-depth and
present their findings to the class next week.
- Tool Safety Poster: Each student designs a safety poster about the proper use of cutting tools,
which can be displayed in the classroom.
- Visit to a Local Workshop: Organize a field trip to a local workshop or hardware store to
observe various cutting tools in use and discuss their applications with professionals.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 4: LESSON 1
Strand: Tools and Production
Sub Strand: Cutting Tools
Duration: 45 minutes
Specific Learning Outcomes:
- By the end of the lesson, students should be able to:
1. Identify the uses of different cutting tools used in work environments.
2. Use digital media to search the internet for audio-visual aids to observe the use of cutting
tools in work environments.
3. Appreciate the significance of cutting tools in various professional settings.
Key Inquiry Question(s):
- What are the uses of cutting tools in a work environment?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum Design.
- Top Scholar Pre-Technical Studies (pg 105-107) - cutting tools.
- Audio-visual aids (videos, images).
- Digital devices (tablets/computers for research).
Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson to establish context.
- Ask students to share what they remember about tools and their general purposes.
- Introduce today's topic: cutting tools, and discuss why they are important in various work
environments.
Lesson Development (30 minutes):
Step 1: Brainstorming
- Divide students into pairs and have them brainstorm the different types of cutting tools they
know (e.g., scissors, saws, knives).
- Each pair will make a list of the tools and their general uses.
Step 2: Group Discussion
- Bring the class together and have each pair share their findings.
- Facilitate a class discussion, encouraging students to elaborate on the uses of each tool
mentioned.
- Record students’ contributions on the board, highlighting key points.
Step 3: Digital Research
- Instruct students to use digital devices to research audio-visual aids related to cutting tools.
They can search for videos demonstrating how cutting tools are used in different professions
(e.g., woodworking and culinary arts).
- Encourage students to find at least one short video and be prepared to share what they
learned.
 Step 4: Observation and Reflection
- After viewing the audio-visual aids, ask students to reflect on what they observed.
- Initiate a brief discussion about the various work environments where cutting tools are pivotal,
prompting students to appreciate the diverse applications.
Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, reiterating the significance of cutting
tools in work environments.
- Conduct a quick interactive quiz or a hands-up activity (e.g., "If you think this tool is important
in construction, raise your hand").
- Preview the next session by introducing a related topic, such as safety measures when using
cutting tools.
Extended Activities:
- Tool Design Project: Students can design their own cutting tool using materials at home
(cardboard, paper, etc.). They should create a poster detailing its uses and advantages in specific
careers.
- Field Trip: Organize a visit to a local workshop or manufacturing plant where cutting tools are
commonly used. Students can observe professionals using these tools in action.
- Interview Assignment: Students can interview a family member or local tradesperson about
the cutting tools they use in their jobs and report back their findings.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 4: LESSON 2
Strand: Tools and Production
Sub Strand: Cutting Tools
Specific Learning Outcomes
- By the end of the lesson, learners will be able to:
1. Identify tasks that can be performed using different cutting tools.
2. Select appropriate cutting tools for given tasks in a workplace.
3. Appreciate the specific functions of different cutting tools.
Key Inquiry Question:
- How do you use a cutting tool to perform a task?
Learning Resources:
- Top Scholar Pre-Technical Studies, pages 107-118 (Focus on cutting tools).
Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on tools and their uses in various tasks.
- Guide students to read selected sections from the learning resources. Facilitate a discussion to
ensure understanding of key concepts related to cutting tools.
Lesson Development (30 minutes):
Step 1: Introduction to Cutting Tools
- Present different types of cutting tools (e.g., scissors, knives, saws).
- Discuss the specific tasks each tool can perform (e.g., cutting paper, slicing food, woodwork).
- Ask students to share their experiences with cutting tools they might have used at home or in
school.
Step 2: Group Discussion
- Divide students into small groups.
- Assign each group a specific workspace context (e.g., kitchen, workshop, office).
- In their groups, students will discuss and list tasks that require cutting tools for their assigned
context.

Step 3: Tool Selection Activity

- After discussing, each group selects the most appropriate cutting tool from a provided list
based on their assigned tasks.
- Groups will present their selected tools and justify their choices to the class.
Step 4: Instructions for Use
- Each group outlines simple instructions on how to safely use their selected cutting tool to
perform the identified task.
- Encourage peer feedback on the clarity and safety aspects of the instructions.
Conclusion (5 minutes):
 - Summarize the key points discussed during the lesson, reiterating the importance of selecting
the right cutting tools for specific tasks.
- Conduct an interactive quiz or a "tool matching" activity where students match tasks to the
appropriate cutting tool to reinforce learning.
- Preview the upcoming topic on operational safety when using tools in the next session.
Extended Activities:
- Home Project: Ask students to choose a cutting tool at home, use it for a simple task (like
preparing food or doing crafts), and write a short reflection on their experience, including safety
precautions taken.
- Research Project: Have students research a professional trade (like woodworking or culinary
arts) and create a presentation on cutting tools commonly used in that field, focusing on their
specific tasks and safety measures.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 4: LESSON 3
Strand: Tools and Production
Sub Strand: Cutting Tools
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Outline the steps for performing a task using selected cutting tools.
2. Carry out a task using the selected cutting tool in a work environment.
3. Observe safety while performing identified tasks using cutting tools.
Key Inquiry Question(s):
- How do we use a cutting tool to perform a task effectively and safely?
Organization of Learning:
Introduction (5 minutes):
- Review the previous lesson on tools and their uses.
- Engage students in a brief discussion about the importance of cutting tools in various tasks.
- Direct them to read and discuss content from the specified sections of the learning resources,
focusing on cutting tools and their applications.
Lesson Development (30 minutes):
Step 1: Preparation
- In groups, selected cutting tools (such as scissors, knives, or box cutters) are introduced.
- Discuss the importance of selecting the right tool for a specific task.
- Each group prepares the cutting tool by checking its condition and ensuring it is safe to use
(e.g., sharpness, cleanliness).
Step 2: Instruction Outline
- Each group collaborates to outline the instructions for using their selected cutting tool to
complete a specific task (e.g., cutting paper, cardboard, or fabric).
- Encourage students to consider essential steps and safety precautions that must be included in
their instructions.
Step 3: Execution of Task
- Groups will carry out the assigned task using their cutting tools.
- As students work, walk around to monitor safety practices and proper use of the tools.
Emphasize the importance of maintaining focus during cutting to avoid accidents.
Step 4: Reflection and Discussion
- After completing the task, gather students to reflect on their experience.
- Discuss what went well, what challenges they faced, and how they ensured safety during their
task.
- Ask groups to share their instructions and see if other students can suggest improvements or
additional safety measures.
Conclusion (5 minutes):
- Summarize the key points from the lesson, reiterating the importance of selecting the
appropriate cutting tool, following outlined steps, and observing safety practices.
 - Conduct a brief interactive activity, such as a quiz or reflection question, to reinforce the main
concepts discussed.
- Preview the upcoming topics relating to other tools and their uses in various environments.
Extended Activities:
1. Research Assignment: Assign students to choose a specific cutting tool and prepare a
presentation on its uses, benefits, and safety measures.
2. Safety Poster: Create a safety poster that outlines key safety practices when using cutting
tools to display in the classroom.
3. Real-World Application: Have students interview a professional (like a chef, artist, or
contractor) who uses cutting tools regularly and report back on best practices they observed.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 4: LESSON 4
Strand: Tools and Production
Sub Strand: Cutting Tools
Specific Learning Outcomes:
- By the end of the lesson, students should be able to:
1. Identify ways of caring for cutting tools in the work environment.
2. Use digital or print media to research ways of caring for cutting tools in the work
environment.
3. Acknowledge the need for caring for cutting tools in the work environment.
Key Inquiry Question:
- How do you care for the cutting tools in a work environment?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum Design
- Top Scholar Pre-Technical Studies (pg 119-120)
- Digital devices (tablets/laptops)
- Video clips on caring for cutting tools
Organisation of Learning:
Introduction (5 minutes):
- Briefly review last lesson’s content (e.g., types of cutting tools and their uses).
- Engage learners in a quick discussion about the importance of maintaining tools, highlighting
how well-cared-for tools improve safety and efficiency.
Lesson Development (30 minutes):
Step 1: Introduction to Caring for Cutting Tools
- Define what it means to “care for cutting tools.”
- Discuss the importance of maintenance, emphasizing safety and tool longevity.
- Encourage students to think about what might happen if tools are not cared for properly.
Step 2: Brainstorming
- Divide students into small groups.
- In their groups, students brainstorm ways to care for cutting tools (e.g., cleaning, proper
storage, regular inspections).
- Have each group write their ideas on a shared whiteboard or flip chart.
Step 3: Research Activity
- Using digital devices, guide students to research additional methods of caring for cutting tools
online or by using the provided print resources.
- Encourage them to find at least two new ideas or practices that they had not discussed.
Step 4: Poster Creation
- Students remain in their groups to collaborate on creating a poster that visually represents
their findings on how to care for cutting tools.
- This poster will include images, written descriptions, and key points summarized from their
research and discussion.
 Conclusion (5 minutes):
- Summarize key points from the lesson, reinforcing the importance and various methods of
caring for cutting tools.
- Conduct a brief interactive activity, such as a “tool care trivia” game, where students can share
one fact they learned today.
- Prepare learners for the next session by previewing upcoming topics, such as tool safety
standards.
Extended Activities:
1. Tool Maintenance Diary: Students can create and maintain a diary for one week, detailing
how they would care for a cutting tool at home (e.g., a kitchen knife, garden shear).
2. Video Presentation: Create a short video or presentation demonstrating the proper care of a
specific cutting tool, which can be shared with the class.
3. Guest Speaker: Arrange for a professional (e.g., a carpenter or mechanic) to discuss the
importance of tool care in their work environment.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 5: LESSON 1
Strand: Tools and Production
Sub Strand: Cutting Tools
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Outline ways of caring for cutting tools in the work environment.
2. Practise how to care for any cutting tool in the work environment.
3. Embrace ways of caring for cutting tools in the work environment.
Key Inquiry Question:
- Why are cutting tools cared for?
Learning Resources:
- Top Scholar Pre-Technical Studies, pg 119-120 (Cutting tools)
- Digital devices (for research or presentations)
- Grade 8 Pre-Technical Studies Curriculum Design
Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on tools and their maintenance.
- Ask students to share what they learned and any personal experiences they have had with
cutting tools.
- Guide them to read and discuss relevant sections from the learning resources, focusing on
understanding the importance of caring for cutting tools.
Lesson Development (30 minutes):
Step 1: Outlining Care Techniques
- In small groups, have students brainstorm and note down the different ways to care for cutting
tools.
- Encourage them to think about cleaning, sharpening, and proper storage techniques.
- Each group will share their ideas with the class.
Step 2: Practical Application
- Each student will select a type of cutting tool (e.g., scissors, knives, or saws) and demonstrate a
method of care.
- They can record themselves using a digital device while demonstrating the correct way to
clean or store their chosen tool.
Step 3: Group Discussion
- Reconvene as a class and discuss why caring for tools is essential.
- Prompt students to reflect on the impacts of neglecting tool maintenance (e.g., safety hazards,
tool lifespan).
Step 4: Reflection and Individual Tasks
- Ask students to write a short reflection on what they learned about caring for cutting tools and
why it is important.
- Have them also think about ways they might apply this knowledge outside of the classroom
(e.g., in home projects).
 Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, highlighting the importance of caring
for cutting tools.
- Conduct a brief interactive quiz using a Kahoot or similar platform to reinforce the concepts
learned.
- Provide a preview of the next lesson’s topic related to other types of tools or advanced
maintenance techniques.
Extended Activities:
1. Tool Care Project: Have students choose a cutting tool they use at home and create a poster
summarizing how to care for it.
2. Research Task: Assign students to research a specific profession that relies heavily on cutting
tools and prepare a short presentation on the importance of tool maintenance in that field.
3. Community Service Project: Organize a local community event where students can
demonstrate proper tool care and maintenance to younger students or community members.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 5: LESSON 2
Strand: Tools and Production
Sub-Strand: Cutting Tools
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. State the importance of cutting tools in the work environment.
2. Use digital or print media to research the importance of cutting tools in the work
environment.
3. Recognize and discuss the importance of cutting tools in various work environments.
Key Inquiry Question:
- What is the importance of cutting tools in a work environment?
Learning Resources:
- Top Scholar Pre-Technical Studies (pg 121-122)
- Lesson notes
- Digital devices (tablets/computers)
- Grade 8 Pre-Technical Studies Curriculum Design
Organization of Learning:
Introduction (5 minutes):
- Start the lesson with a brief review of the previous topic related to tools and their applications.
- Pose the key inquiry question to the class: "What do you think are the importance of cutting
tools in a work environment?"
- Allow a few volunteers to share their thoughts to encourage engagement and set the stage for
the lesson.
Lesson Development (30 minutes):
Step 1: Brainstorming
- In small groups, students will brainstorm and list cutting tools they commonly know (e.g.,
scissors, saws, knives).
- Discuss where and how these tools might be used in a work environment (e.g., construction,
kitchens, workshops).
Step 2: Research
- Each group will use digital devices or relevant textbooks to research one or two cutting tools.
- They will focus on finding information about the specific importance, safety measures, and
applications of these tools in different work environments.
Step 3: Group Discussion
- Groups will come together to discuss their findings from their research.
- Each group should prepare notes on the key points they discovered regarding the significance
of cutting tools in their specified work environments.
Step 4: Presentation
- Groups will present their discussions to the class.
- Encourage classmates to ask questions or share additional information related to the cutting
tools discussed.
 Conclusion (5 minutes):
- Summarize the key points discussed during group presentations and highlight the learning
objectives achieved.
- Conduct a quick interactive activity such as a "Think-Pair-Share" where students will think
about what they learned, discuss it with a partner, and then share with the class.
- Provide a brief preview of the next topic, which may include a look into other types of tools
used in production.
Extended Activities:
- Assign students to create a poster or digital presentation on a specific cutting tool, focusing on
its history, usage, and importance in different industries.
- Encourage students to interview a professional (such as a carpenter or chef) to understand
better how cutting tools are used in their field and present their findings in class.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 5: LESSON 3
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Identify the categories of computer software used in a workplace.
2. Use digital devices to search for information on the categories of computer software.
3. Appreciate the categories of computer software.

Key Inquiry Question(s):

- What is computer software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (tablets, laptops, etc.)
Organisation of Learning:
Introduction (5 minutes):
- Review Previous Lesson: Begin the lesson with a brief recap of what students learned in the
previous class, ensuring to connect it to today’s topic.
- Discussion: Ask students what they already know about computer software. This will help to
engage everyone and activate prior knowledge.
Lesson Development (30 minutes):
Step 1: Brainstorming the Meaning of Computer Software
- Students will work in pairs to brainstorm what they think computer software means.
Encourage them to think about different software they use in their daily lives (like games, word
processors, etc.).
- After brainstorming, select a few pairs to share their definitions with the class. Write key points
on the board.
Step 2: Identifying Categories of Computer Software
- Introduce two main categories of software: application software (like Microsoft Word, games,
etc.) and system software (like operating systems such as Windows or macOS).
- Students will then be guided to research using their digital devices to find examples of each
category, filling a chart format provided to them.
Step 3: Summarizing Findings
- After gathering information, students will summarize their findings in their notebooks. They
should note down at least three examples of application software and three of system software.
- Encourage students to think of software they might use at home or school.
Step 4: Creating a Flowchart
- Each pair will create a simple flowchart on chart paper or in their notebooks showing the
categories of software and include a few examples for each.
- Once completed, ask them to present their flowcharts to the class briefly.
Conclusion (5 minutes):
 - Summarize Key Points: Recap the definitions and categories of software discussed during the
lesson to ensure understanding.
- Interactive Activity: Conduct a quick quiz using questions about computer software, where
students raise their hands or cards to answer. This helps reinforce what they learned.
- Preview Next Session: Briefly introduce what will be covered in the next lesson, such as how
software impacts productivity in various workplaces.
Extended Activities:
- Project Assignment: Have students choose a particular software application or system software
and create a small presentation or a poster that includes its features, uses, and who might
benefit from it.
- Guest Speaker: Consider inviting a local IT professional to discuss how software is used in the
workplace and its importance to various careers.
- Software Comparison: Students can pair up to select two software programs (one from each
category) to compare and contrast their functionalities and uses in class.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 5: LESSON 4
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Identify examples of application software.
2. Use digital devices to search for information on functions of word processing software.
3. Acknowledge the functions of word processing software.
Key Inquiry Question(s):
- What are the functions of word processing software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (e.g., tablets, laptops)
Organisation of Learning:
Introduction (5 minutes):
- Begin the lesson by briefly reviewing the previous topic about different types of software.
- Ask students to share any experiences they have with using computers or various software at
home or school.
- Introduce the key inquiry question: "What are the functions of word processing software?"
and encourage students to think of answers while they explore the lesson.
Lesson Development (30 minutes):
Step 1: Group Formation and Software Examples
- Divide the class into small groups.
- Instruct each group to brainstorm and list as many examples of application software as they
can think of, such as word processors, spreadsheets, and presentation software.
Step 2: Research on Word Processing Software
- Assign each group to choose one or two examples of word processing software (e.g., Microsoft
Word, Google Docs) and use digital devices to research the specific functions of these
applications.
- Each group should focus on identifying key functionalities, like text formatting, spell check, and
document sharing.
Step 3: Note-taking and Discussion
- Groups should compile their research findings into short notes, highlighting the notable
functions they discovered.
- Facilitate a class discussion where groups share their findings, focusing on how these functions
benefit users.
Step 4: Class Presentation
- Each group presents their notes to the class, explaining the software they researched and its
functions.
- Encourage others to ask questions or add additional information based on their own
knowledge.
Conclusion (5 minutes):
 - Summarize the key points discussed, reiterating the major functionalities of word processing
software covered in the lesson.
- Conduct a quick interactive activity, such as a "quick quiz" where students can shout out
functionalities based on descriptions you provide.
- Preview the next session by asking students to think of situations where they might use word
processing software in their own lives before returning to class.
Extended Activities:
- Research Project: Ask students to choose a specific word processing software and create a 1-2
page report on its history, evolution, and new features.
- Presentation Assignment: Each student can create a short presentation using the word
processing software discussed, integrating different functions (like images, text formatting, etc.)
to demonstrate their understanding.
- Peer Review: Pair students to exchange documents created using word processing software
and provide constructive feedback to each other on usage and formatting.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 6: LESSON 1 and 2

Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify tasks to perform using word processing software.
2. Use the word processing software to perform tasks in day-to-day life.
3. Enjoy performing tasks using word processing software.
Key Inquiry Question(s):
- Which tasks can you perform using word processing software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (laptops/tablets with word processing software)
Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson to check prior knowledge.
- Ask students to share their experiences with word processing software, discussing its
importance in schoolwork and everyday tasks.
- Introduce the learning objectives for today's lesson.
Lesson Development (30 minutes):
Step 1: Identify Tasks
- In pairs, students will brainstorm and list at least five tasks that can be performed using word
processing software (e.g., writing essays, creating a resume, making invitations, etc.).
- Encourage students to think about tasks that they may need in their school life or personal
projects.
Step 2: Demonstrate Functionality
- Show students how to access a word processing program on their devices.
- Provide a brief demonstration of basic functions such as creating a new document, formatting
text, and saving documents.
Step 3: Perform Tasks
- Each student will select one task from their list and perform it using the word processing
software.
- Provide support as they work, helping them with any questions or challenges they might face.
Step 4: Present and Feedback
- Students can share their completed tasks with the class or in smaller groups.
- Give constructive feedback, highlighting good practices and areas for improvement.
Conclusion (5 minutes):
- Summarize the key points covered in the lesson, reiterating the tasks that can be accomplished
with word processing software.
- Conduct a brief interactive activity, such as a quiz or a quick writing prompt using word
processing software to reinforce learning.
 - Preview the next lesson by mentioning what they will be learning about software impacts on
productivity.
Extended Activities:
- Create an Invitation: Have students design a digital invitation for an upcoming school event
using word processing software. Encourage them to experiment with different layouts and
styles.
- Research Project: Assign students to create a short research report on a topic of their choice,
making use of formatting tools in the software they’ve learned about.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 6: LESSON 2
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify examples of presentation software.
2. Use digital devices to search for information on the functions of presentation software.
3. Acknowledge the functions of presentation software.

Key Inquiry Question(s):

- What are the functions of presentation software?
Learning Resources:
- Lesson Notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (laptops, tablets, etc.)
Organization of Learning:
Introduction (5 minutes):
1. Review the Previous Lesson:
- Begin by asking students what they remember from the last class. This could be related to
general computer software or digital tools they have used.
2. Guide Reading and Discussion:
- Use the lesson notes to highlight the importance of presentation software. Discuss how these
tools are used in various fields, such as business, education, and science.
Lesson Development (30 minutes):
Step 1: Identify Examples of Presentation Software
- In groups, students brainstorm and create a list of known presentation software (e.g.,
Microsoft PowerPoint, Google Slides, Prezi, Canva).
- Encourage students to think about any software they might have used in school or at home.
Step 2: Research Functions
- Using their digital devices, students research the functions of the identified software.
- They can focus on specific functions such as creating slides, inserting images or videos, adding
animations, and presenting.
Step 3: Take Notes
- After completing their research, students should write down key functions they discovered
about their chosen presentation software.
- Encourage them to summarize their findings in bullet points for clarity.
Step 4: Present Findings
- Each group presents their findings to the class, explaining the examples of software they
researched and its specific functions.
- Engage the class by allowing questions after each presentation to foster discussion.
Conclusion (5 minutes):
- Summarize Key Points:
- Recap the discussion on what presentation software is and its functions.
- Highlight some interesting examples shared by students.
 - Interactive Activity:
- Conduct a quick quiz or a game where students match software names to their functions using
a digital tool.
- Preview Future Topics:
- Let students know that in the next session, they will learn about creating their own
presentations using the software discussed.
Extended Activities:
1. Presentation Project: Have students create a short presentation on a science topic of their
choice using one of the software platforms discussed.
2. Peer Teaching: Pair students up to teach each other about different features of the
presentation software they're familiar with.
3. Explore Advanced Features: Encourage students to explore more advanced functions of the
software, such as embedding videos or conducting surveys during a presentation.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 6: LESSON 3
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify tasks to perform using presentation software.
2. Use presentation software to perform tasks in day-to-day life.
3. Enjoy performing tasks using presentation software.

Key Inquiry Question(s):

- Which tasks can you perform using presentation software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Tablets, laptops, desktops
Organisation of Learning:
Introduction (5 minutes):
- Review Previous Lesson: Start with a quick review of key points from the last lesson. Ask
questions to gauge understanding and recall.
- Discussion: Guide learners to read and discuss relevant content from the lesson notes. Focus
on the understanding of presentation software and its usability.
Lesson Development (30 minutes):
Step 1: Identify Tasks
- In pairs, brainstorm a list of tasks that can be accomplished using presentation software (e.g.,
creating slides for a school project, designing a poster, etc.).
- Each pair will write down their ideas on a shared document or whiteboard.
Step 2: Select a Task
- Ask each pair to select one task from their list that they would like to perform using
presentation software.
- Ensure that students understand their choice and are excited about the task they will work on.

Step 3: Create Presentation

- Instruct learners to use the presentation software on their devices to create a basic
presentation based on the task they have chosen.
- Encourage creativity, such as adding images, animations, or interesting text.
Step 4: Present and Provide Feedback
- Have pairs present their work to the class.
- Encourage classmates to provide constructive feedback on each presentation, discussing what
they liked and how it could be improved.
Conclusion (5 minutes):
- Summarize Key Points: Recap the tasks that can be performed using presentation software and
highlight any creative examples from the presentations.
- Interactive Activity: Conduct a quick game or quiz related to the software learned, reinforcing
the main topics.
- Preview Next Session: Briefly introduce what will be discussed in the next lesson, encouraging
learners to think about questions they may have.
 Extended Activities:
- Personal Project: Assign students to create a presentation on a topic of their choice to be
shared the following week. This deeper dive will allow them to explore and apply skills learned
in class.
- Group Collaboration: Encourage learners to form groups to work on a larger presentation
project that combines their selected tasks (e.g., a class presentation on a scientific topic using
presentation software).
- Online Tutorials: Provide links to online tutorials for more advanced techniques in using
presentation software, suggesting they try out new features at home.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 6: LESSON 4
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify tasks they can perform using presentation software.
2. Use presentation software to complete tasks relevant to their daily lives.
3. Enjoy using presentation software for various tasks.
Key Inquiry Question(s):
- Which tasks can you perform using presentation software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Tablets
- Laptops
- Desktops
Organisation of Learning:
Introduction (5 minutes):
- Briefly review key concepts from the previous lesson on technology in daily life.
- Introduce the objective: today, students will explore how presentation software can help them
present information effectively.
- Engage learners by asking: "What do you think presentation software can be used for?"
Lesson Development (30 minutes):
Step 1: Identify Tasks
- In pairs, students brainstorm a list of tasks they could perform using presentation software.
(e.g., creating a project on a science topic, summarizing a book).
- Each pair shares one task with the class to encourage participation.
Step 2: Exploring Features
- Teacher will demonstrate key features of the presentation software (adding slides, inserting
images, and using templates).
- Students follow along on their devices to familiarize themselves with these features.
Step 3: Hands-On Task
- Students individually select one task from their brainstormed lists.
- They start working on their presentation, applying the features discussed.
Step 4: Presenting Work
- Pairs present their presentations to another pair or small group.
- Encourage learners to give constructive feedback to their peers about what they liked and any
improvements they saw.
Conclusion (5 minutes):
- Recap the key points learned today about using presentation software.
- Ask students to share what they found enjoyable about using the software.
- Preview the next session: "Next, we will look at how to create effective presentations for
different audiences."
Extended Activities:
 1. Homework Assignment: Create a short presentation about a favorite book or movie using the
software. Students should include at least three slides with different content types (text,
images, and video).
2. Group Project: In groups, students can work together to prepare a presentation on a science
topic studied in class. They will present it in the next session to enhance collaborative skills.
3. Technology Journal: Maintain a journal reflecting on how they use technology in their daily
lives, addressing specific tasks that could be improved using presentation software.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 7: LESSON 1
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify tasks that can be performed using presentation software.
2. Use presentation software to perform tasks relevant to day-to-day life.
3. Enjoy performing tasks using presentation software.

Key Inquiry Question(s):

- Which tasks can you perform using presentation software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Tablets
- Laptops
- Desktops
Organisation of Learning:
Introduction (5 minutes):
1. Review the Previous Lesson: Briefly discuss the previous lesson's content and objectives.
2. Discussion: Facilitate a conversation where learners share their prior experiences with
presentation software such as PowerPoint or Google Slides. Highlight the importance of
presentation skills in many areas of life.
Lesson Development (30 minutes):
Step 1: Identify Tasks
- Activity: In pairs, students brainstorm and list everyday tasks that can be accomplished using
presentation software (e.g., creating a class project, making a family photo slideshow, preparing
a presentation for a school event).
- Guidance: Encourage students to think about the features of presentation software (text,
images, charts, slides) and how each can serve their identified tasks.

Step 2: Perform the Tasks

- Activity: Each pair picks one task from their list and uses presentation software to create a
short presentation (2-3 slides).
- Instruction: Walk around the classroom to assist any pair that may need help or clarification on
using the software’s features.
Step 3: Present Their Work
- Activity: Each pair presents their slides to the class.
- Feedback: Classmates and the teacher provide constructive feedback, focusing on how
effectively the presentation meets its purpose.
Step 4: Reflection and Sharing
- Discussion: Facilitate a class discussion on what they learned from the activity and how they
found using the software. Encourage students to share what they enjoyed most about the
process.
Conclusion (5 minutes):
 - Summarize Key Points: Reinforce what they learned about the tasks they can do with
presentation software and the skills they practiced.
- Interactive Activity: Conduct a quick right-or-wrong quiz based on the key inquiry question to
reinforce concepts.
- Prepare for Next Session: Briefly outline what will be covered in the next lesson regarding
more advanced features of presentation software and how these can enhance their work.
Extended Activities:
1. Create a Personal Project: Have students create a presentation about a topic of personal
interest using the software, which they can present in the next class.
2. Peer Review: Organize a themed presentation day where students can exchange feedback
with another pair regarding their presentations to further develop their critical skills.
3. Exploring Advanced Features: Assign students to research and present on a specific feature of
presentation software (e.g. transitions, animations) and demonstrate how it can enhance a
presentation.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 7: LESSON 2
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify examples of spreadsheet software.
2. Use digital devices to search for information on functions of spreadsheet software.
3. Acknowledge the functions of spreadsheet software.

Key Inquiry Question:

- What are the functions of spreadsheet software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (tablets, laptops, or smartphones)
Organization of Learning:
Introduction (5 minutes):
- Review: Begin by revisiting what students learned in the previous lesson. Highlight key
concepts related to technology in the classroom, focusing on tools that help with organization
and analysis.
- Discussion: Guide learners to read through the lesson notes about spreadsheet software.
Prompt them to discuss how these tools are used in everyday life (e.g., managing budgets,
creating lists).
Lesson Development (30 minutes):
Step 1: Brainstorming
- Group Activity: Divide students into small groups and ask them to brainstorm examples of
different types of spreadsheet software. Encourage them to think of popular choices like
Microsoft Excel, Google Sheets, and Apple Numbers.
- Share: Groups present their ideas to the class, writing them on the board.
Step 2: Research
- Digital Search: Using their digital devices, have student pairs search for the functions of the
identified spreadsheet software. They should look for features like data entry, calculations, chart
creation, and data analysis.
- Note-taking: As they research, students should take short notes on what they find.
Step 3: Discussion
- Class Discussion: Each pair shares one or two functions they learned about. Facilitate a
discussion about how these functions work and where students have seen them applied.
- Key Functions Summary: Write down important functions discussed, reinforcing terminology
as you go.
Step 4: Presentation
- Class Presentations: Groups present their findings about a specific software, highlighting its
functions to the class. This promotes speaking skills and reinforces learning through peer
teaching.
Conclusion (5 minutes):
- Summarize: Quickly revisit the key points discussed: the importance of spreadsheet software
and its primary functions.
- Interactive Activity: Engage students in a fun quiz or a quick game about the information
presented to reinforce memory retention.
 - Preview: Provide a brief overview of what they’ll be learning next, such as how to create a
simple spreadsheet, and pose a reflective question: "How might using spreadsheets change how
we analyze data?"
Extended Activities:
1. Create a Budget: Students can create a personal budget using a spreadsheet. They should
include categories like income, expenses, and savings.
2. Data Analysis Project: Assign students a small project where they collect data (e.g., class
favorite snacks) and create a spreadsheet to analyze and visualize this data with charts.
3. Feature Comparison: Students can research and create a comparison chart of different
spreadsheet software, assessing their functions and ease of use.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 7: LESSON 3 and 4

Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify tasks to perform using spreadsheet software.
2. Use spreadsheet software to perform tasks in day-to-day life.
3. Enjoy performing tasks using spreadsheet software.

Key Inquiry Question(s):

- Which tasks can you perform using spreadsheet software?
Learning Resources:
- Lesson notes
- Grade 8 Pre-Technical Studies Curriculum Design
- Digital devices (computers/tablets with spreadsheet software)
Organisation of Learning:
Introduction (5 minutes):
- Begin by reviewing key points from the previous chemistry lesson related to tools in scientific
investigations.
- Introduce spreadsheet software as a tool for organizing and analyzing data.
- Have learners discuss the importance of technology in everyday tasks, guiding them towards
understanding its applications in chemistry.
Lesson Development (30 minutes):
Step 1: Identifying Tasks
- In pairs, learners brainstorm a list of tasks that could be accomplished with spreadsheet
software (e.g., budgeting, data collection, organizing information).
- Each pair shares their ideas with the class, stimulating discussion about various applications.
Step 2: Familiarization with Spreadsheet Software
- Demonstrate how to open and navigate the spreadsheet software (e.g., Microsoft Excel,
Google Sheets).
- Show learners how to create a simple spreadsheet, including entering data, creating basic
formulas, and organizing information in rows and columns.
Step 3: Performing Tasks
- Individually, learners are tasked with creating a personalized spreadsheet that reflects a real-
life scenario (e.g., tracking weekly allowance, organizing a class project).
- Encourage learners to apply the formulas they learned during the demonstration.
Step 4: Presenting and Feedback
- Learners present their spreadsheets to the class, showcasing the tasks they performed and the
data they organized.
- Classmates provide constructive feedback, fostering a collaborative learning environment.
Conclusion (5 minutes):
- Recap the key points discussed during the lesson, emphasizing the relevance of spreadsheet
software in scientific contexts.
- Conduct a brief interactive quiz, where learners answer questions related to the tasks they
learned to perform.
 - Introduce the next topic: exploring data visualization tools and their importance in presenting
scientific data.
Extended Activities:
- Spreadsheet Project: Assign learners to create a more complex spreadsheet, such as tracking
experiment results or planning a mini-research project, by integrating learned skills.
- Comparison Task: Have learners research and compare different spreadsheet software tools,
focusing on features, advantages, and user-friendliness.
- Real-life Application: Ask students to devise a plan for a budget for a class event using
spreadsheet software, presenting it to the class.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 9: LESSON 1
Strand: Tools and Production
Sub Strand: Computer Software
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. State the importance of application software in the workplace.
2. Use digital or print media to search for information on the importance of application
software in the workplace.
3. Acknowledge the importance of application software in the workplace.

Key Inquiry Question:

- What is the importance of computer software?
Learning Resources:
- Lesson notes.
- Grade 8 Pre-Technical Studies Curriculum Design.
- Digital devices (tablets, computers, etc.).
Organisation of Learning:
Introduction (5 minutes):
1. Review the previous lesson on basic computer concepts.
2. Introduce the day's topic by asking students what they know about computer software and
its applications in various industries.
3. Guide learners to read and discuss relevant content from the learning resources, emphasizing
understanding key concepts.
Lesson Development (30 minutes):
Step 1: Brainstorming
- In pairs, students brainstorm and write down what they think are important functions of
application software in the workplace.
Step 2: Research
- Using digital devices, students will conduct research to find specific information about the
importance of application software. They can look for examples of software used in different
industries (e.g., word processors in office work, graphics software in design).

Step 3: Note-taking
- Students will make notes on their findings from their research. Encourage them to focus on
key points such as how software improves efficiency, accuracy, and collaboration.
Step 4: Presentations
- Each pair presents their findings to the class. This could include the software they discussed,
its importance, and any case studies or examples they found.
Conclusion (5 minutes):
- Summarize the key points discussed during the lesson: the functions of application software
and its significance in various workplaces.
- Conduct an interactive quiz or group discussion to reinforce main topics, allowing students to
share their thoughts on what they learned.
 - Preview the next session's topic, which may cover different types of software or advanced
applications in specific fields.
Extended Activities:
- Assignment: Create a poster or digital presentation about a specific type of application
software and its real-world applications. Students should include graphics and examples of how
this software benefits users.
- Group project: Develop a simple software solution to a common problem and present how it
can improve a workplace scenario, discussing both the potential and limitations of the software.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 9: LESSON 2
Strand: Entrepreneurship
Sub-Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, students should be able to:
1. Identify the basic terms used in bookkeeping.
2. Use digital or print media to search for information on the basic terms used in
bookkeeping.
3. Acknowledge the basic terms used in bookkeeping.
Key Inquiry Questions:
- What are the basic terms used in bookkeeping?
- What is bookkeeping?
Learning Resources:
- Lesson notes
- Digital devices (like tablets or laptops)
- Grade 8 Pre-Technical Studies curriculum design
Organisation of Learning:
Introduction (5 minutes):
- Begin with a brief review of the previous lesson to build on prior knowledge.
- Introduce students to bookkeeping, asking them what they know about it and highlighting its
importance in businesses.
Lesson Development (30 minutes):
Step 1: Explanation and Discussion
- In pairs, have students discuss what they believe bookkeeping means. Ask each pair to share
their thoughts with the class.
- Guide them to a definition of bookkeeping; discuss its role in tracking financial transactions.
Step 2: Identifying Key Terms
- Introduce the basic bookkeeping terms (e.g., ledger, invoice, balance sheet, etc.).
- Have students work together in their pairs to create a list of terms they think are important in
bookkeeping.
Step 3: Research Activity
- Direct students to use digital devices to look up definitions of the terms listed.
- Encourage students to take notes on the meanings and any useful examples found during their
research.
Step 4: Presentation and Discussion
- After completing their research, each pair presents one or two terms they explored to the
class.
- Facilitate a brief discussion around each term to reinforce understanding.
Conclusion (5 minutes):
- Summarize the key points, ensuring students know the basic terms and their meanings.
- Conduct a quick interactive activity, such as a “terms matching game,” to reinforce learning.
- Preview the next lesson by introducing topics related to financial management to maintain
engagement.
 Extended Activities:
- Poster Creation: Students design posters that visually represent the key terms and definitions
from bookkeeping, allowing for creative expression and visual reinforcement.
- Role-Play Activity: Students can role-play as a business owner and a bookkeeper,
demonstrating how they would communicate about financial transactions.
- Bookkeeping Journal: Encourage students to start a mock bookkeeping journal where they can
"record" various fictional transactions to practice bookkeeping concepts.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 9: LESSON 3
Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. State the importance of bookkeeping in entrepreneurship.
2. Use digital or print media to search for information on the importance of bookkeeping in
entrepreneurship.
3. Appreciate the need for bookkeeping in entrepreneurship.
Key Inquiry Question:
- Why is bookkeeping important to a business?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum design
- Digital devices with internet access
- Lesson notes
Organisation of Learning:
Introduction (5 minutes):
- Begin the lesson with a quick review of the previous topic covered in class.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
bookkeeping's significance in entrepreneurship.
Lesson Development (30 minutes):
Step 1: Brainstorming
- In pairs, students will brainstorm and discuss their initial thoughts on the importance of
bookkeeping in business.
- Each pair will then share their ideas with the class, emphasizing key points such as tracking
expenses, managing profits, and making informed decisions.
Step 2: Research
- Students will use their digital devices to search the internet or utilize print media (e.g.,
textbooks, articles) to find additional information on bookkeeping’s role in entrepreneurship.
- They will compile notes about what they find, focusing particularly on how bookkeeping
affects business success.
Step 3: Discussion and Note-taking
- After the research phase, students will regroup to discuss what they have learned, ensuring
that they cover various aspects of bookkeeping such as its effects on financial stability and
business growth.
- Each group should create a list of key takeaways to share with the class.
Step 4: Presentations
- Each group will present their findings to the class, explaining the importance of bookkeeping in
entrepreneurship.
- Encourage classmates to ask questions and provide supportive feedback.
Conclusion (5 minutes):
- Summarize the key points discussed throughout the lesson regarding the importance of
bookkeeping in entrepreneurship.
 - Conduct a short interactive quiz or engage in a quick question round where students can
reflect on what they learned.
- Preview the next session's topic to build anticipation and encourage students to think about
how bookkeeping relates to future subjects.
Extended Activities:
- Homework Assignment: Encourage students to create a simple budget plan for a hypothetical
small business using bookkeeping concepts studied in class. Students can identify potential
income sources, fixed costs, and variable costs.
- Guest Speaker: Arrange for a local entrepreneur to visit the class to discuss how they use
bookkeeping in their business and why it is vital for success.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 9: LESSON 4
Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the types of business transactions used in bookkeeping.
2. Classify business transactions in bookkeeping.
3. Appreciate the types of business transactions in bookkeeping.
Key Inquiry Question:
- What is the difference between cash and credit transactions?
Learning Resources:
- MTP Business Grade 7 pgs 113-115
- Digital devices (computers, tablets)
- Teacher’s notes
- Internet resources
- Pictures and infographics related to transactions
Organisation of Learning:
Introduction (5 minutes):
- Quickly review the previous lesson on the basics of bookkeeping.
- Invite students to share what they remember.
- Introduce today’s focus on understanding business transactions, encouraging discussion about
real-life applications.
Lesson Development (30 minutes):
Step 1: Explore Business Transactions
- In pairs, learners will use digital devices or print media to look up the definition of "business
transaction."
- They will also find examples of various types of transactions (cash vs. credit).
- Each pair will present their findings to the class, fostering a collaborative learning
environment.

Step 2: Case Studies Analysis

- Divide students into small groups and provide them with case studies that illustrate cash and
credit transactions.
- Groups will analyze the case studies to identify and classify the types of transactions depicted.
- Each group will share their analysis, discussing how cash and credit transactions impact
businesses differently.
Step 3: Discussing Advantages and Disadvantages
- Still in their groups, learners will now discuss the advantages and disadvantages of cash and
credit transactions.
- Each group will create a simple chart listing benefits and drawbacks, then present their charts
to the class.
 Step 4: Class Reflection
- Bring the class back together for a whole-group discussion.
- Encourage students to share what they learned about cash versus credit transactions and why
each type is important in bookkeeping.
- Highlight key points from the discussions.
Conclusion (5 minutes):
- Summarize the key points learned about business transactions, highlighting the differences
between cash and credit transactions.
- Conduct a brief interactive activity, such as a “transaction matching game,” where students
match terms with definitions or examples.
- Preview next session's topic on financial statements, asking students to think about how
transactions affect financial records.
Extended Activities:
- Research Project: Students can choose a local business to investigate how they manage cash
and credit transactions. They could interview the owner or staff and report back on their
findings.
- Create a Business Simulation: Have students create a simple business plan that outlines how
they would handle transactions. They can role-play as business owners and customers to
practice real-life scenarios of cash and credit transactions.
- Class Debate: Organize a debate on which transaction type, cash or credit, is more favorable
for business growth in today’s economy.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 10: LESSON 1

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Identify the formula for calculating liabilities, assets, and capital in bookkeeping.
2. Calculate assets, liabilities, and capital using the bookkeeping equation.
3. Acknowledge the significance of the formula in bookkeeping.
Key Inquiry Question:
- How do you calculate liabilities, assets, and capital in the bookkeeping equation?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum Design
- Calculators
- Digital devices (e.g., computers or tablets)
- Lesson notes
Organisation of Learning:
Introduction (5 minutes):
1. Review the previous lesson, focusing on any related topics that will connect to bookkeeping.
2. Encourage learners to read a small excerpt from the provided resources regarding liabilities,
assets, and capital. Discuss these terms briefly to ensure understanding.
Lesson Development (30 minutes):
Step 1: Understanding Basic Terms
- In pairs, students will discuss and explain:
- What is capital? (Definition and examples)
- What are liabilities? (Definition and examples)
- What are assets? (Definition and examples)
- Each pair will share one example of each term with the class.
Step 2: Exploring the Bookkeeping Equation
- Introduce the bookkeeping equation: Assets = Liabilities + Capital
- Discuss the significance of this equation in managing finances effectively.
- Have students take notes from the digital resources to reinforce their understanding of the
equation and its components.
Step 3: Working with Formulas
- Guide learners in identifying the formula for calculating liabilities, assets, and capital.
- Provide different scenarios and examples for students to practice. For instance:
- "If a business has $10,000 in assets and $4,000 in liabilities, what is its capital?"
- Students work on these calculations in pairs and then share answers with their peers.
Step 4: Real-World Application
- Students will use digital devices to research a small business's assets, liabilities, and capital
online.
 - Each student will summarize their findings in one or two sentences about how these concepts
apply to the business they researched.
Conclusion (5 minutes):
1. Summarize the key points covered in the lesson.
2. Highlight the importance of understanding liabilities, assets, and capital in bookkeeping.
3. Conduct a brief interactive activity, such as a quick quiz or a "think-pair-share" on what they
found most interesting about the bookkeeping equation.
4. Preview the next session, hinting at more complex financial concepts or real-life applications
of bookkeeping.
Extended Activities:
- Class Project: Create a mock business and present its balance sheet, incorporating examples of
assets, liabilities, and capital.
- Investigate Local Businesses: Students can interview a local business owner about how they
keep track of their bookkeeping, focusing on the concepts learned in class.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 10: LESSON 2

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Identify the formula for calculating liabilities, assets, and capital in bookkeeping.
2. Calculate assets, liabilities, and capital using the bookkeeping equation.
3. Acknowledge the importance of these calculations in bookkeeping.
Key Inquiry Question(s):
- How do you calculate liabilities, assets, and capital in bookkeeping?
Learning Resources:
- Grade 8 Pre-Technical Studies curriculum design
- Calculators
- Digital devices
- Lesson notes
Organisation of Learning:
Introduction (5 minutes):
- Review: Begin by revisiting the previous lesson’s key concepts, ensuring students can connect
this new topic with their prior knowledge.
- Discussion: Guide learners in a brief discussion using the learning resources, focusing on the
terms "assets," "liabilities," and "capital," and their significance in bookkeeping.
Lesson Development (30 minutes):
Step 1: Introduction to the Bookkeeping Equation
- Teach the Formula: Introduce the fundamental bookkeeping equation: Assets = Liabilities +
Capital.
- Clarify Definitions: Briefly explain each term with examples (e.g., an asset could be cash,
liabilities could include loans, and capital refers to owner’s equity).
Step 2: Writing the Formula
- Activity: In pairs, learners write the bookkeeping equation on their worksheets. Encourage
them to discuss with their partner what each term means and contributes to the overall
equation.
Step 3: Calculating Assets, Liabilities, and Capital
- Collaborative Calculation: Provide learners with sample scenarios or problems involving assets,
liabilities, and capital.
- Example Problem: "If a business has assets worth $10,000 and liabilities of $6,000, what is the
capital?"
- Hands-On Practice: Learners calculate the missing value using the formula and discuss their
answers with their partners.
Step 4: Sharing Findings
- Class Presentation: Invite pairs to share their calculations with the class. As they do so,
encourage peer feedback and correction to reinforce learning.
Conclusion (5 minutes):
- Summarize: Recap what was learned about the bookkeeping equation and the significance of
each component.
 - Interactive Activity: Quickly quiz the class with a few example problems where they identify
which term should be calculated given the other two.
- Preview: Briefly introduce the next lesson topic, suggesting they ponder real-life situations
where bookkeeping is essential.
Extended Activities:
1. Research Assignment: Students could research a local business and their assets and liabilities
to understand how real businesses apply these principles.
2. Real-World Problem Solving: Create a mock business scenario where students must calculate
capital, assets, and liabilities, then present their findings to the class.
3. Guest Speaker: Invite a small business owner to discuss the importance of bookkeeping in
running their business and how they manage assets and liabilities.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 10: LESSON 3

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the formula for calculating loss and profit of a product.
2. Calculate the profit and loss of a product using the formula.
3. Acknowledge the formula for determining profit and loss of products in entrepreneurship.

Key Inquiry Question(s):

- How do you determine the loss or profit of a product?
Learning Resources:
- Digital devices
- Teacher's notes
- MTP Business Studies Grade 8, pages 128-130
Organization of Learning:
Introduction (5 minutes):
- Begin the class by reviewing the key concepts from the previous lesson related to basic
economic principles.
- Ask students to brainstorm what they remember about profit and loss.
- Guide learners to read pages 128-130 from their textbooks that outline profit and loss
concepts, encouraging discussion among peers.
Lesson Development (30 minutes):
Step 1: Understanding the Formula
- In pairs, students will research the formula for calculating profit and loss.
- Introduce the basic formula:
- Profit = Selling Price - Cost Price
- Loss = Cost Price - Selling Price
- Discuss definitions of profit and loss and provide examples to ensure comprehension.
Step 2: Determining Cost and Price
- Give each pair a hypothetical product with a specified cost price and then have them create a
selling price.
- Students will determine the profit or loss based on their chosen selling price and the given
cost price using the formulas learned.
Step 3: Calculation Activity
- Each pair calculates the profit or loss for their product using the formula.
- Encourage pairs to come up with different price points to see various outcomes (both profit
and loss).
Step 4: Class Sharing and Discussion
- Invite pairs to share their calculated outcomes with the class.
- Facilitate a discussion around the results, ensuring all students understand how different
selling prices affect profit and loss.
Conclusion (5 minutes):
- Summarize the key points of the lesson, reiterating the formulas for profit and loss.
- Highlight how understanding these concepts is crucial in entrepreneurship.
 - Conduct a brief interactive quiz or game where students can quickly answer questions based
on the lesson to reinforce learning.
- Set the stage for the next session by discussing future topics related to entrepreneurship, such
as the importance of marketing strategies.
Extended Activities:
- Real-World Application: Assign students to interview a local business owner about how they
calculate profit and loss for their products.
- Create a Business Plan: Have students create a simple business plan for a product they would
like to sell, including starting costs, expected selling prices, and profit/loss calculations.
- Profit & Loss Journal: Ask students to keep a journal over one month where they track and
calculate the profit and loss of their own personal spending or saving, applying the formulas
learned.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 10: LESSON 4

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the components of a statement of financial position (Balance Sheet) as used in
bookkeeping.
2. Use digital or print media to search for information on the components of the statement of
financial position.
3. Acknowledge the components of the statement of financial position.
Key Inquiry Question(s):
- What are the components of a statement of financial position?
Learning Resources:
- Grade 8 Pre-Technical Studies Curriculum
- Digital devices (tablets/computers)
- Lesson notes
- Charts
- Samples of Statements of Financial Position
Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on basic bookkeeping concepts.
- Guide learners to briefly read and discuss relevant content from the learning resources,
focusing on the purpose and importance of a statement of financial position.
Lesson Development (30 minutes):
Step 1: Introduction to the Statement of Financial Position
- Present a clear definition of the statement of financial position.
- Discuss its role in accounting and why it is important for a business.
- Display a sample statement and highlight its key sections: Assets, Liabilities, and Equity.
Step 2: Group Activity - Identifying Components
- Divide learners into small groups and provide each group with a sample statement of financial
position.
- Instruct groups to identify and label the components of the statement (Assets, Liabilities, and
Equity).
- Encourage students to create a list of different types of items that fall under each component
(e.g., current assets, long-term liabilities).
Step 3: Research Activity - Digital Inquiry
- Have learners use digital devices to search online for additional information about the
components of a statement of financial position.
- Encourage them to find examples of how businesses utilize this statement in real-world
scenarios.
Step 4: Group Discussion and Share
- Reconvene as a class and invite each group to share their findings.
- Promote discussion on how the components relate to each other and their significance in the
financial health of a business.
 Conclusion (5 minutes):
- Summarize the key points discussed regarding the components of the statement of financial
position.
- Conduct a quick interactive quiz where students can answer questions about the components
to reinforce learning.
- Prepare learners for the next session by briefly discussing the next topic: "How to Prepare a
Statement of Financial Position."
Extended Activities:
- Research Project: Learners can select a well-known local business and create their own
statement of financial position based on available financial data.
- Role Play: Have students role-play as accountants and business owners to understand the
implications of the statement on decision-making.
- Create a Chart: Have learners design a chart or infographic that outlines the components of a
statement of financial position, to be displayed in the classroom.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 11: LESSON 1

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Outline the steps for preparing a statement of financial position.
2. Prepare a simple statement of financial position for a business.
3. Enjoy preparing a statement of financial position.

Key Inquiry Question:

- How do you prepare a statement of financial position?
Learning Resources:
- Grade 8 Pre-Technical Studies curriculum design
- Lesson notes
- Samples of statement of financial position
- Digital devices
Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson: Ask students to share what they remember about financial
statements, emphasizing the role of bookkeeping in businesses.
- Reading and Discussion: Guide learners to read and discuss relevant content from the learning
resources with a focus on understanding a statement of financial position.
Lesson Development (30 minutes):
Step 1: Introduction to the Statement of Financial Position
- Explain what a statement of financial position is and its importance in business.
- Discuss the key components: Assets, Liabilities, and Equity.
Step 2: Demonstration
- The teacher will demonstrate how to prepare a simple statement of financial position on the
board using a hypothetical business scenario.
- Highlight the formulas and steps involved in calculating total assets, total liabilities, and equity.
Step 3: Group Activity
- Divide students into small groups.
- Provide each group with a set of financial information for a fictional business.
- Groups will work collaboratively to prepare a statement of financial position based on the
information provided.
Step 4: Presentation and Feedback
- Each group will present their statement of financial position to the class.
- As a class, discuss each presentation, providing constructive feedback and suggestions for
improvement.
Conclusion (5 minutes):
- Summarize key points discussed in the lesson, reinforcing the steps to prepare a statement of
financial position.
- Interactive Activity: Conduct a quick quiz using questions related to the key components of the
statement of financial position.
- Preview: Briefly introduce the next topic (e.g., cash flow statements) and encourage students
to think about why understanding these statements is essential for businesses.
Extended Activities:
 - Have students track their own “personal finances” for one week and create a simple statement
of financial position based on their savings, expenditures, and any allowances.
- Encourage students to research a local business and prepare a mock statement of financial
position using real or simulated data.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 11: LESSON 2

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the components of cash flow and income statements as used in bookkeeping.
2. Use digital and print media to search for information on these components.
3. Appreciate the importance of cash flow and income statements in bookkeeping.
Key Inquiry Question(s):
- What are the components of cash flow and income statements?
Learning Resources:
- Grade 8 Pre-Technical Studies curriculum design
- Digital devices (tablets/laptops)
- Charts illustrating cash flow and income statements
- Samples of cash flow statements and income statements
- Teacher's notes
Organisation of Learning:
Introduction (5 minutes):
1. Quick review of the previous lesson's topic.
2. Engage learners in a discussion about the importance of financial statements in business. Ask
students how they think businesses track money flowing in and out.
Lesson Development (30 minutes):
Step 1: Group Formation and Topic Assignment
- Divide students into small groups of 3-4. Assign each group to focus on either cash flow
statements or income statements.
Step 2: Research
- In their groups, students will use digital devices to look up:
- The definition and purpose of cash flow statements.
- The definition and purpose of income statements.
- The components of each type of statement (e.g., revenue, expenses, net income for income
statements; cash inflow, cash outflow for cash flow statements).
Step 3: Note-taking and Discussion
- Groups will compile their findings into notes.
- Facilitate a group discussion where each group shares what they learned. Ask guiding
questions to prompt further inquiry: "Why is it critical for businesses to monitor these
statements?"
Step 4: Create Visual Aids
- Each group will create a simple chart or poster that highlights the key components of their
assigned statement (either cash flow or income).
- Encourage creativity in presenting their information visually.
Conclusion (5 minutes):
1. Summarize the key points discussed regarding the components of cash flow and income
statements.
2. Conduct an interactive quiz or brief game where students match terms to their definitions
related to financial statements.
3. Preview the next lesson's topic, which will introduce basic concepts of budgeting in business,
and pose a question: "How do cash flow and income statements impact budgeting?"
 Extended Activities:
1. Research Project: Assign students to research a real company’s cash flow and income
statements and present their findings in the next class.
2. Simulation Activity: Have students create a simple business model and predict cash flow and
income for three months, encouraging them to think critically about income and expenses.
3. Guest Speaker: Invite a local entrepreneur to speak about the importance of bookkeeping in
their business.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 11: LESSON 3

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Outline the steps for preparing cash flow for a business.
2. Prepare a simple cash flow for a business.
3. Enjoy preparing cash flow for a business.
Key Inquiry Question(s):
- How do you prepare a simple cash flow for a business?
Learning Resources:
- Charts
- Samples of cash flow and income statements
- Teacher's notes
- Digital devices (for research and examples)
Organization of Learning:
Introduction (5 minutes):
- Begin with a quick review of the previous lesson on financial basics.
- Encourage students to discuss their previous understanding of cash flow, guiding them to read
and discuss relevant content from the learning resources with a focus on understanding key
concepts.
Lesson Development (30 minutes):
Step 1: Introduction to Cash Flow
- Define cash flow and its importance in business.
- Lead a class discussion on why managing cash flow is crucial for any business.
- Use a chart to outline the components of cash flow: cash inflows and cash outflows.
Step 2: Steps for Preparing Cash Flow
- Hand out a worksheet outlining the steps for preparing a cash flow statement.
- Step 1: Identify cash inflows (e.g., sales, loans).
- Step 2: Identify cash outflows (e.g., expenses, salaries).
- Step 3: Calculate the net cash flow.
- Step 4: Draft the cash flow statement.
- Students read the worksheet and discuss the steps in small groups.
Step 3: Teacher Demonstration
- Using a digital device, demonstrate how to create a simple cash flow statement based on a
hypothetical business scenario.
- Highlight each step as you fill out the cash flow statement.
- Encourage students to ask questions during the demonstration to clarify any confusion.
Step 4: Independent or Group Activity
- In pairs, students create a simple cash flow statement for a different hypothetical business
scenario.
- They will draw their cash flow statement on a chart paper and be prepared to present their
findings to the class.
Conclusion (5 minutes):
- Summarize the key points of the lesson, specifically the importance of cash flow and the steps
to create one.
 - Conduct a brief interactive quiz or discussion to reinforce main topics, possibly using a digital
platform or quick show of hands for questions.
- Provide a preview of the next session’s topic, introducing concepts of income statements.
Extended Activities:
- Have students interview a local business owner about their cash flow management practices
and report their findings to the class.
- Create a simulation game where students have to manage a virtual business's cash flow over
time, making decisions based on cash inflows and outflows.
- Develop a project where students track their personal “cash flow” for a month, documenting
all money earned and spent, and analyze their own financial habits.
Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 PRE- TECHNICAL STUDIES

WEEK 11: LESSON 4

Strand: Entrepreneurship
Sub Strand: Bookkeeping
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Outline the steps for preparing an income statement for a business.
2. Prepare a simple income statement for a business.
3. Enjoy preparing an income statement for a business.

Key Inquiry Question:

- How do you prepare a simple income statement for a business?
Learning Resources:
- Charts
- Samples of income statements
- Teacher's notes
- Digital devices
Organization of Learning:
Introduction (5 minutes):
- Begin by reviewing the previous lesson on basic business accounting concepts.
- Introduce the topic of income statements and engage learners in a discussion using samples of
income statements. Ask students what they think an income statement does and what it tells us
about a business.
Lesson Development (30 minutes):
Step 1: Outline the Steps
- Guide the learners to identify the main components of an income statement, which typically
include:
1. Revenue
2. Cost of Goods Sold (COGS)
3. Gross Profit
4. Operating Expenses
5. Net Income
- Organize learners into pairs to brainstorm and outline the steps involved in preparing each
part of the income statement.
Step 2: Demonstration
- Demonstrate how to prepare an income statement on a board or using a digital device.
- Walk through each section, explaining how to calculate figures and the importance of each
component.
- Encourage questions as you demonstrate to ensure understanding.
Step 3: Group Activity
- Assign learners to small groups and provide them with a fictional business scenario (e.g., a
lemonade stand).
- In their groups, they will work together to create an income statement based on provided data
(e.g., sales, expenses).
Step 4: Presentation and Feedback
- Each group will present their income statement to the class.
- Provide constructive feedback highlighting strengths and areas for improvement in their
presentations.
Conclusion (5 minutes):
- Summarize the key points learned about income statements and the steps to prepare one.
- Conduct a quick interactive quiz where students can call out answers to reinforce concepts.
- Give a brief preview of the next session where students will learn about cash flow statements.
Extended Activities:
- Individual Project: Have students choose a small local business and create a hypothetical
income statement based on publicly available information.
- Interactive Game: Utilize a digital quiz platform to create a fun game where students can test
their knowledge about income statements and bookkeeping principles.
- Peer Teaching: Pair students to teach each other about different components of the income
statement, encouraging them to explain in their own words.
Teacher Self-Evaluation: