Advertisements
GRADE 10 METAL TECHNOLOGY SCHEMES OF WORK FOR TERM 1
NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
Advertisements
| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.0 Fundamentals of Metal Technology | 1.1 Introduction to Metal Technology | By the end of the lesson, the learner should be able to define terms used in metal technology. | What is the importance of studying metal technology? | Learner guided to brainstorm on terms (metal, tools, workshop). | Curriculum Design (2024) pg 1; Textbooks | Oral questions | |
| 2 | By the end of the lesson, the learner should be able to explain the importance of studying metal technology as a career. | Learner guided to discuss the importance of studying metal technology. | Curriculum Design (2024) pg 1; Career pamphlets | Discussion | |||||
| 3 | By the end of the lesson, the learner should be able to describe businesses related to metal technology. | Learner guided to explore metal technology-related businesses in the community. | Curriculum Design (2024) pg 1; Digital devices | Written notes | |||||
| 4 | By the end of the lesson, the learner should be able to appreciate metal technology in daily life. | Learner guided to visit local metal businesses and share experiences. | Curriculum Design (2024) pg 2; Field report | Field visit report | |||||
| 5 | 1.2 Safety at Workshop | By the end of the lesson, the learner should be able to explain safety in a metal workshop. | How does workshop layout impact safety? | Learner guided to brainstorm on aspects of safety (personal, equipment, environment). | Curriculum Design (2024) pg 3; Safety posters | Oral questions | |||
| 6 | By the end of the lesson, the learner should be able to explore workshop rules and regulations. | Learner guided to search for OSHA rules and regulations. | Curriculum Design (2024) pg 3; OSHA documents | Written quiz | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to describe possible causes of accidents. | Learner guided to discuss possible causes of accidents in a metal workshop. | Curriculum Design (2024) pg 3; Case studies | Discussion | ||||
| 2 | By the end of the lesson, the learner should be able to outline first aid procedures. | Learner guided to demonstrate first aid procedures for accident casualties. | Curriculum Design (2024) pg 3; First Aid Kit | Practical demo | |||||
| 3 | By the end of the lesson, the learner should be able to demonstrate first aid for cuts and burns. | Learner guided to simulate first aid for specific workshop injuries. | Curriculum Design (2024) pg 3; Bandages | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to describe components of a workshop layout. | Learner guided to watch videos on different workshop layouts. | Curriculum Design (2024) pg 3; Video clips | Observation | |||||
| 5 | By the end of the lesson, the learner should be able to visit a workshop to observe safety. | Learner guided to visit a workshop in the locality to observe safety measures. | Curriculum Design (2024) pg 3; Checklist | Field report | |||||
| 6 | By the end of the lesson, the learner should be able to appreciate the importance of safety. | Learner guided to discuss the importance of safety in a metal workshop. | Curriculum Design (2024) pg 3; Reflection journal | Self-reflection | |||||
| 3 | 1 | 2.0 Tools and Materials | 2.1 Hand tools and bench tools | By the end of the lesson, the learner should be able to identify cutting tools. | What are the benefits of using appropriate tools? | Learner guided to use visual aids/realia to identify cutting tools (hacksaws, files). | Curriculum Design (2024) pg 6; Real tools | Identification | |
| 2 | By the end of the lesson, the learner should be able to identify driving tools. | Learner guided to use visual aids/realia to identify driving tools (hammers, mallets). | Curriculum Design (2024) pg 6; Real tools | Identification | |||||
| 3 | By the end of the lesson, the learner should be able to identify holding tools. | Learner guided to use visual aids/realia to identify holding tools (vices, clamps). | Curriculum Design (2024) pg 6; Real tools | Identification | |||||
| 4 | By the end of the lesson, the learner should be able to select tools for a given task. | Learner guided to select appropriate hand tools for specific tasks. | Curriculum Design (2024) pg 6; Tool rack | Selection task | |||||
| 5 | By the end of the lesson, the learner should be able to demonstrate use of cutting tools. | Learner guided to demonstrate safe use of hacksaws and files. | Curriculum Design (2024) pg 6; Metal pieces | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to demonstrate use of driving tools. | Learner guided to demonstrate safe use of hammers and screwdrivers. | Curriculum Design (2024) pg 6; Workpieces | Practical | |||||
| 4 | 1 | By the end of the lesson, the learner should be able to demonstrate use of holding tools. | Learner guided to demonstrate safe use of vices and clamps. | Curriculum Design (2024) pg 6; Bench vice | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to perform a filing task. | Learner guided to perform a filing task using hand tools. | Curriculum Design (2024) pg 6; Files | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to perform a sawing task. | Learner guided to perform a sawing task using a hacksaw. | Curriculum Design (2024) pg 6; Hacksaw | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to perform a drilling task (Hand drill). | Learner guided to use hand drills safely. | Curriculum Design (2024) pg 6; Hand drill | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to maintain cutting tools. | How does care enhance efficiency? | Learner guided to maintain cutting tools (cleaning, sharpening). | Curriculum Design (2024) pg 6; Maintenance kit | Observation | ||||
| 6 | By the end of the lesson, the learner should be able to maintain driving and holding tools. | Learner guided to maintain driving and holding tools. | Curriculum Design (2024) pg 6; Oil/Grease | Observation | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to store hand tools properly. | Learner guided to store hand tools in the workshop (shadow boards, racks). | Curriculum Design (2024) pg 6; Tool storage | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to appreciate the importance of tools. | Learner guided to discuss the value of hand and bench tools. | Curriculum Design (2024) pg 6; Discussion group | Peer review | |||||
| 3 | By the end of the lesson, the learner should be able to identify bench tools (Shears/Snips). | Learner guided to identify and use bench shears/snips. | Curriculum Design (2024) pg 6; Bench shears | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to use chisels safely. | Learner guided to use cold chisels for metal cutting. | Curriculum Design (2024) pg 6; Cold chisels | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to perform a complex task using multiple tools. | Learner guided to combine sawing and filing to shape a metal piece. | Curriculum Design (2024) pg 6; Metal stock | Project | |||||
| 6 | By the end of the lesson, the learner should be able to clean the workbench area. | Learner guided to clean and organize the workbench area after use. | Curriculum Design (2024) pg 6; Cleaning tools | Observation | |||||
| 6 | 1 | 2.2 Measuring & Marking Out Tools | By the end of the lesson, the learner should be able to identify measuring tools (Steel rule, Tape). | What are benefits of using appropriate measuring tools? | Learner guided to identify steel rules and measuring tapes using realia. | Curriculum Design (2024) pg 8; Steel rule | Identification | ||
| 2 | By the end of the lesson, the learner should be able to identify marking out tools (Scriber, Punch). | Learner guided to identify scribers, dot punches, and centre punches. | Curriculum Design (2024) pg 8; Scriber/Punch | Identification | |||||
| 3 | By the end of the lesson, the learner should be able to identify checking tools (Try square, Callipers). | Learner guided to identify try squares, outside and inside callipers. | Curriculum Design (2024) pg 8; Callipers | Identification | |||||
| 4 | By the end of the lesson, the learner should be able to identify layout tools (Surface table, V-block). | Learner guided to identify surface tables, vee-blocks, and angle blocks. | Curriculum Design (2024) pg 8; Surface table | Identification | |||||
| 5 | By the end of the lesson, the learner should be able to discuss the use of measuring tools. | Learner guided to discuss the use of measuring and marking tools. | Curriculum Design (2024) pg 8; Textbooks | Discussion | |||||
| 6 | By the end of the lesson, the learner should be able to demonstrate use of steel rule and scriber. | Learner guided to measure and mark lines using steel rule and scriber. | Curriculum Design (2024) pg 8; Metal sheet | Practical | |||||
| 7 | 1 | By the end of the lesson, the learner should be able to demonstrate use of punches. | Learner guided to use dot and centre punches for marking. | Curriculum Design (2024) pg 8; Hammer/Punch | Practical | ||||
| 2 | By the end of the lesson, the learner should be able to demonstrate use of dividers. | Learner guided to use dividers to scribe circles and arcs. | Curriculum Design (2024) pg 8; Dividers | Practical | |||||
| 3 | By the end of the lesson, the learner should be able to demonstrate use of callipers. | Learner guided to use inside and outside callipers to measure diameters. | Curriculum Design (2024) pg 8; Cylindrical object | Practical | |||||
| 4 | By the end of the lesson, the learner should be able to use odd leg callipers. | Learner guided to use odd leg callipers for marking parallel lines. | Curriculum Design (2024) pg 8; Odd leg callipers | Practical | |||||
| 5 | By the end of the lesson, the learner should be able to use scribing block and surface table. | Learner guided to set up and use a scribing block on a surface table. | Curriculum Design (2024) pg 8; Surface gauge | Practical | |||||
| 6 | By the end of the lesson, the learner should be able to maintain marking out tools. | How does care enhance precision? | Learner guided to maintain and store measuring and marking out tools. | Curriculum Design (2024) pg 8; Oil/Cloth | Observation | ||||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 9 | 1 | By the end of the lesson, the learner should be able to perform a marking out task (Template). | Learner guided to mark out a simple template on sheet metal. | Curriculum Design (2024) pg 8; Sheet metal | Project | ||||
| 2 | By the end of the lesson, the learner should be able to perform a marking out task (Layout). | Learner guided to layout a design on a metal bar. | Curriculum Design (2024) pg 8; Metal bar | Project | |||||
| 3 | By the end of the lesson, the learner should be able to appreciate measuring tools. | Learner guided to acknowledge importance of precision tools. | Curriculum Design (2024) pg 8; Reflection journal | Self-assessment | |||||
| 4 | 2.3 Ferrous and Non-ferrous metals | By the end of the lesson, the learner should be able to distinguish ferrous and non-ferrous metals. | Why is the study of metals important? | Learner guided to search for information on ferrous and non-ferrous metals. | Curriculum Design (2024) pg 10; Internet | Written notes | |||
| 5 | By the end of the lesson, the learner should be able to identify ferrous metals. | Learner guided to sort metals into ferrous (iron, steel). | Curriculum Design (2024) pg 10; Magnet/Samples | Classification | |||||
| 6 | By the end of the lesson, the learner should be able to identify non-ferrous metals. | Learner guided to sort metals into non-ferrous (copper, aluminium, tin, lead, zinc). | Curriculum Design (2024) pg 10; Metal samples | Classification | |||||
| 10 | 1 | By the end of the lesson, the learner should be able to discuss types of ferrous metals. | Learner guided to discuss mild steel, high carbon steel, etc. | Curriculum Design (2024) pg 10; Textbooks | Discussion | ||||
| 2 | By the end of the lesson, the learner should be able to brainstorm properties of metals. | Learner guided to brainstorm on physical and mechanical properties of metals. | Curriculum Design (2024) pg 10; Chart | Brainstorming | |||||
| 3 | By the end of the lesson, the learner should be able to search on production of iron. | Learner guided to search for information on production of iron from its ore. | Curriculum Design (2024) pg 10; Digital devices | Research | |||||
| 4 | By the end of the lesson, the learner should be able to discuss iron production process. | Learner guided to discuss the process of producing iron from ore. | Curriculum Design (2024) pg 10; Flow chart | Oral presentation | |||||
| 5 | By the end of the lesson, the learner should be able to illustrate material supply forms. | Learner guided to brainstorm on forms of material supply (sheets, plates, bars). | Curriculum Design (2024) pg 10; Samples | Identification | |||||
| 6 | By the end of the lesson, the learner should be able to sketch material supply forms. | Learner guided to sketch forms of material supply in a metal workshop. | Curriculum Design (2024) pg 10; Sketchbook | Drawing | |||||
| 11 | 1 | By the end of the lesson, the learner should be able to appreciate uses of metals. | What are the uses of metals in daily life? | Learner guided to acknowledge use of ferrous and non-ferrous metals in daily life. | Curriculum Design (2024) pg 10; Home items | Reflection | |||
| 2 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Strand 1.0 concepts. | Review of Introduction and Safety. | Past papers | Written Practice | |||
| 3 | REVISION | Revision | By the end of the lesson, the learner should be able to revise Strand 2.1 concepts. | Review of Hand and Bench Tools. | Practical Station | Practical Practice | |||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |