MINISTRY OF EDUCATION

CREATIVE & TECHNOLOGY STUDIES LESSON PLAN

NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Tools Cutting Tools ____min ____/___/__

ATTENDANCE: Boys: ______ Girls: _______ Total: _____

TEACHING/ LEARNING AIDS : Learners book, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Safety. Learners will acquire skills and values of awareness of
Identifying basic saws for cutting and Appreciation of the operation of saws. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on basic tools.

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Identify different tools for cutting materials
2) Describe the functions of hack saws
3) Apply basic tools to cut materials

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION Teacher asks Pupils answer Question
The teacher to come up with brief participatory random questions and &
activity/activities which will bring out the questions to the
___min participate Answer
description of cutting tools. learners
Some cutting tools
 Saws,
 hacksaws

D Basic tools for cutting materials Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
Hacksaw is a hand-powered, small-toothed questions where
V saw used for cutting metal pipes, rods, learners
not clear
brackets, etc.
E
L Different types of Hacksaws
 O Teacher puts Pupils discuss Group
P leaners in groups and bring out work
M to discuss points
E
N
T

___min

Different tools are used for different

functions
Teacher writes Pupils copy the Individual
 Cutting metals brief notes on the notes in their work
 Cutting Wood
 Cutting plastic board note books

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
understanding
Exercise/ Practical Activity/ Home Work
1) Identify different tools for cutting materials and describe their functions
2) Draw different basic tools to cut materials

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Materials Uses of Materials ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Learners book, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Materials. Learners will acquire skills and values of awareness of
information on the use of clay and grass and Appreciation of the importance of clay and grass in
construction. Group work, participatory activities such as role-play, demonstration and Question
& Answer methods will be used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Materials

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Identify locally available materials
2) Describe the importance of clay and grass in construction
3) Design and make items out from local materials

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on Teacher asks Pupils answer Question
previous lesson random questions and &
questions to
___min Basic tools for cutting materials participate Answer
check on what
Hacksaw is a hand-powered, small-toothed learners can
saw used for cutting metal pipes, rods, recall
brackets, etc

D Local Materials used for construction Teacher explains Pupils listen Teachers
Most soils and grass are suitable for use as and ask
E the details to the Exposition
building materials in construction questions where
V  Clay. (can be used for shelter and learners
not clear
pottery)
E  Grass (can be used for shelter and for
L making mats)
Clay and Grass can be used to make the
O following items Teacher puts Pupils discuss Group
 P leaners in groups and bring out work
M to discuss points
E
N
T

Houses
___min

Teacher writes Pupils copy the Individual

Mats
brief notes on the notes in their work
Pottery etc board note books

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
understanding
Exercise/ Practical Activity/ Home Work
1) Design and make items out from local materials

TEACHER/ PUPIL’S EVALUATION........................................................................................

 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Posture Stance ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Learners book, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Posture. Learners will acquire skills and values of awareness of
communication in performing postural activities and Appreciation of postural. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Safety rules

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Explore correct postural habits for good posture
2) Demonstrate correct postural habits in practical
3) Demonstrate correct postural habits in adaptive activities

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on Teacher asks Pupils answer Question
previous lesson random questions and &
questions to
___min Local Materials used for construction participate Answer
check on what
Most soils and grass are suitable for use as
building materials in construction learners can
 Clay. (can be used for shelter and recall
pottery)
 Grass (can be used for shelter and for
making mats
D POSTURE Teacher explains Pupils listen Teachers
Postural activities (sit ups on flat surfaces, and ask
E the details to the Exposition
stretches, bends, rolls) questions where
V learners
not clear
Maintenance.
E
• It ensures that tools are in good repair.
L • It teaches principles of tool accountability.
 O Teacher puts Pupils discuss Group
P leaners in groups and bring out work
M to discuss points
E
N
T

___min

These are ways of sitting and movements that

involve the stressing of the whole body in a
good posture Teacher writes Pupils copy the Individual

Examples of Good posture and movements brief notes on the notes in their work

 Movements from the arms board note books

 The trunk
 Movements for relaxation
 Sitting straight on chair.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
like various locomotor and non-locomotor learners
movements such as (Balance, Manipulate, Hop, understanding
Flex, Extend, Strength and Coordination)

Exercise/ Practical Activity/ Home Work

1) Explore correct postural habits for good posture
2) Demonstrate correct postural habits in practical
3) Demonstrate correct postural habits in adaptive activities

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Drawing & colouring Drawing ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS :Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Drawing & colouring. Learners will acquire skills and values of
awareness of Applying first- aid during accidents and Appreciation of first aid box. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on first Aid

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Define the term drawing
2) Draw pictures based on life experiences and events
3) Colour scenes based on own experiences

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher to Pupils answer Question
Drawing come up with questions and &
brief
___min participate Answer
Drawing is the production images that are participatory
made up from coloured lines and shapes such activities which
as circles, squares, rectangles pictures scenes will bring out the
etc definition of
First Aid
D Drawing and painting Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
Drawing and painting different items such as: questions where
V learners
 Pictures, not clear
E  Life experiences and events.
 Scenes (My Village, My town, Bus stop,
L
Market place)
 O Trace and draw different diagrams and colour Teacher puts Pupils discuss Group
them
P leaners in groups and bring out work
M to discuss points
E
N
T

___min Teacher writes Pupils copy the Individual

brief notes on the notes in their work
board note books
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
understanding
Exercise/ Practical Activity/ Home Work
1) Define the term drawing
2) Draw pictures based on life experiences and events
3) Colour scenes based on own experiences

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Safety and Health Environmental protection ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Learners books, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Safety and Health. Learners will acquire skills and values of
awareness of general safety and Appreciation of Responsibility through cooperation. Group
work, participatory activities such as role-play, demonstration and Question & Answer methods
will be used to execute the lesson which is number one in the series of four.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Tools

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe the term safety
2) Compose songs on safety
3) Demonstrate class room safety practices

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher to Pupils answer Question
SAFETY come up with questions and &
Safety is about prevention of accidents in brief activity
___min participate Answer
classrooms, workrooms, homes and in the which will bring
community. e.g prevention of road traffic out the definition
accidents. of a tool

D SAFETY SONGS Teacher explains Pupils listen Teachers

E the details to the and ask Exposition
SONG FOR CROSSING THE ROAD questions where
V learners
not clear
..I want to cross the road x 2
E
..look right, look left
L .. and look right again
..i want to cross the road
O
 P CLASSROOM SAFETY AND OUR Teacher puts Pupils discuss Group
ENVIRONMENT AND KEEPING
M leaners in groups and bring out work
HEALTHY
E to discuss points
 Keep classrooms clean
N
 Always listen carefully to the teacher
T
and follow instructions.
 Do not run in the classrooms or
___min
workshop, you could easily and cause
an accident.
Teacher writes Pupils copy the Individual
 Keep surroundings clean
brief notes on the notes in their work
 Bath your bodies, clean hands, cut nails
board note books
 Keep litter away from surroundings and
throw in the dust bins

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
understanding
Exercise/ Practical Activity/ Home Work
1) Define the term tools
2) Identify parts and use of the Workbench.
3) Describe the uses of a workbench

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Patterns Types of Patterns ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Patterns. Learners will acquire skills and values of awareness of
natural objects and printing of different patterns and Appreciation of Appreciation of patterns
from natural objects. Group work, participatory activities such as role-play, demonstration and
Question & Answer methods will be used to execute the lesson which is number one in the series
of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Patterns

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe a pattern
2) Identify natural objects.
3) Print different types of patterns

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher to Pupils answer Question
previous work come up with questions and &
brief activity
___min SAFETY AND HEALTHY participate Answer
which will bring
Safety is about prevention of accidents in
classrooms, workrooms, homes and in the out the definition
community. e.g prevention of road traffic of a tool
accidents.
D A PATTERN Teacher explains Pupils listen Teachers
E It is a design made, using a single unit by the details to the and ask Exposition
repetition and rhythm. questions where
V learners
not clear
E
ggggggggggggggggggg
L
ggggggggggggg
Cccccccccccccccccccccccccccccccccccccccc
O Eeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeeee Pupils discuss
 P Sssssssssssssssssssssssssssssssssssssssssssssss Teacher puts and bring out Group
mmmmmmmmmmmmmmmmmmmmmmmm
M leaners in groups points work
E to discuss and
N practice
T

___min

Pupils copy the

Design and print different patterns Teacher writes notes in their Individual

Using different items such as brief notes on the note books work
1) A leaf board
2) A letter
3) A rope
4) Paint
5) Tie and dye
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Practical Activity/ Home Work
1) Describe a pattern
2) Identify natural objects.
3) Print different types of patterns

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Movement Movement ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's Guide.
RATIONALE:
This lesson is on the topic Movement. Learners will acquire skills and values of awareness of
of locomotion skills and Appreciation team spirit in locomotion activities. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Tools

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe body movement
2) Demonstrate fundamental movements using correct techniques
3) Perform simple adaptive movements.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher asks Pupils answer Question
previous work random questions and &
questions to
___min  SAFETY AND HEALTHY participate Answer
check on what
 Safety is about prevention of accidents
in classrooms, workrooms, homes and pupils could
in the community. e.g prevention of recall
road traffic accidents.
D Movement Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
Movement activities, also called locomotion questions where
V activities, are games, actions or activities of learners
not clear
any kind that engage the large muscles of the
E
body, thereby building gross motor
L coordination
O
Teacher puts Pupils discuss
 P Locomotion/movement Activities leaners in groups and bring out Group
M  hoop, to discuss points work
E  skip,
 speed,
N  space,
 control,
T  manipulation

Practical Activities
___min Teacher Pupils copy and
Learners to engage in simple games demonstrates participate Demonstration
Students stand up and the teacher (or leader)
has them do five different movements

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
and aids pupils to perform simple adaptive
movements
Practical Activity
1) Describe body movement
2) Demonstrate fundamental movements using correct techniques
3) Learners to perform simple adaptive movements

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Hardware The Mouse ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Hardware. Learners will acquire skills and values of awareness of
Identifying functions of a mouse and Appreciation of dragging icons. Group work, participatory
activities such as role-play, demonstration and Question & Answer methods will be used to
execute the lesson which is number one in the series of two.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on the mouse

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Identify some parts of the computer
2) Describe the use of the mouse
3) Drag items in Microsoft word and icons on the desktop

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Question
Computer is an electronic device that is used to random questions and &
input, process, and store and output data. questions to
___min participate Answer
check on what
Computer hardware are the physical parts or pupils could
components of a computer, such as the know
monitor, mouse, keyboard, etc.
D The mouse Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
A mouse is a small, movable device that lets questions where
V you control a range of things on a computer. learners
not clear
E
L
O
Pupils discuss
 P Most types of mouse have two buttons, and Teacher puts and bring out Group
some will have a wheel in between the buttons.
M leaners in groups points work
E Most types of mouse connect to the computer to discuss
with a cable, and use the computer's power to
N
work
T A computer mouse is a hand-held pointing
device that detects two-dimensional motion
relative to a surface. This motion is typically
___min translated into the motion of a pointer on a
display, which allows a smooth control of the
graphical user interface of a computer.

Though originally all mice were connected to a

computer by a cable, some modern mice are
cordless, relying on short-range radio
communication with the connected system.

In addition to moving a cursor, computer mice

have one or more buttons to allow operations
such as the selection of a menu item on a
display. Mice often also feature other
elements, such as touch surfaces and scroll
wheels, which enable additional control and
dimensional input.

Pupils copy the

Teacher writes notes in their Individual
brief notes on the note books work
board
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/ Practical Activity/ Home Work
1) Identify holding tools.

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Materials Material preparation ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Materials. Learners will acquire skills and values of awareness of
Material preparation and Appreciation of process of planning and filing before using wood and
metal. Group work, participatory activities such as role-play, demonstration and Question &
Answer methods will be used to execute the lesson which is number one in the series of three.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Materials

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Explain reasons for material preparation
2) Demonstrate the procedure of preparing materials before use.
3) Apply basic methods of joining materials.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Question
MATERIAL PREPARATION random questions and &
In a workroom, before materials such as wood questions to
___min and metal can be used to make things, they participate Answer
come up with the
have to be prepared. Preparing wood before
use involves the following: (a) Measuring (b) description of
Marking (c) Cutting and (d) Planning materials
D How to Make Butt Joints Teacher explains Pupils listen Teachers
Step 1: The butt joint is very simple to make and ask
E the details to the Exposition
and you start by measuring out the lengths you questions where
V want your timber to be and then using a try learners
not clear
square, mark a straight line across the timber
E
where you are going to cut it.
L Step 2: Now cut your timber at the line you
have marked and repeat steps 1 and 2 on the
O Teacher puts Pupils discuss
other piece of timber. Saw
You can either use a hand saw such as a tenon leaners in groups and bring out
 P saw to cut your timber or you can use a drop to discuss points
saw. If you are securing the joint together with
M Group
pieces of dowel, drill the holes accurately now
E before you begin step 4. work
Step 3: Secure your first piece of timber in a
N
vice or to the side of a bench with clamps but
T keep the top flush with the rest of the bench.
Step 4: Apply some glue to the top of the
Teacher writes Pupils copy the
secured timber and then place your next piece
___min of timber directly over your first piece making brief notes on the notes in their
sure to line up the edges. Now clamp up the
board note books
joint or hammer in some nails or fix some
screws. Individual
Step 3: Now check to see if your joint is
work
square and leave it to dry. If you are putting
nails or screws in the joint ensure that it is
square before you put in the nails or screws.
Step 6: You can strengthen your butt joint by
securing a square or triangular block of wood
to the inside of the joint which also helps to
prevent movement.

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
understanding
Exercise/ Practical Activity/ Home Work
1) Explain reasons for material preparation
2) Demonstrate the procedure of preparing materials before use.
3) Apply basic methods of joining materials.

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Materials Joining Materials ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Materials. Learners will acquire skills and values of awareness of
Material preparation and Appreciation of process of planning and filing before using wood and
metal. Group work, participatory activities such as role-play, demonstration and Question &
Answer methods will be used to execute the lesson which is number two in the series of three.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Materials

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Demonstrate the procedure of preparing materials before use.
2) Demonstrate the preparation metal materials and Joining Plastic: Gluing
3) Explain the process of Seaming Metals can be joined by using a seam joint.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Question
How to Make Butt Joints random questions and &
The butt joint is very simple to make and you questions to
___min start by measuring out the lengths you want participate Answer
check on what
your timber to be and then using a try square,
mark a straight line across the timber where pupils can recall
you are going to cut it.
D Joining Metal Teacher explains Pupils listen Teachers
Seaming Metals can be joined by using a seam and ask
E the details to the Exposition
joint. A seam joins the edges of two materials. questions where
V Seams are commonly used in the food industry learners
not clear
on canned goods and in the automotive
E
industry.
L
A recycling symbol containing a 6 or PS
O Teacher puts Pupils discuss
signifies the plastic type "polystyrene". This is
best glued with a poly cement (also called leaners in groups and bring out
 P plastic cement), or a special plastic glue such to discuss points
as Loctite Epoxy Plastic Binder or Super Glue
M Group
Plastic Fusion. Other adhesives that will work
E include instant glue, or an epoxy. Types of work
glue suitable for plastics include Loctite Epoxy
N
Plastic Binder, Super Glue, Plastic Fusion and
T Instant Glue.
Step 2: Cleaning the Plastic Remove grease
from the plastic. Wash with soap. Dry
___min thoroughly. Avoid touching the piece with
your bare hands afterward, to minimize oil
residue.
Step 3: Sanding Sand the surface to be glued. Teacher writes Pupils copy the
Briefly sand the plastic with sand- paper to
brief notes on the notes in their
create a rough surface for the glue to bond to.
Re- member it only needs to be rubbed briefly. board note books
Step 4: Preparing the Glue Mix the two glue
Individual
components together if required. Two- part
"epoxies" require two ingredients to be mixed work
together to activate the adhesive. Read the
instructions on the container carefully, as there
are many types of epoxy and each requires a
certain ratio of the two ingredients. Some of
them can be used for several hours after
mixing, while others require application within
a few minutes.
Step 3: Applying Glue Apply glue to both
surfaces. Use a small brush to apply an even
layer of glue to both surfaces where they will
be attached. Press the pieces lightly together.
Press them together to get them in place and
remove air bubbles.
Step 6: Holding the Pieces Together Keep the
pieces firmly in place. Use a clamp, vice,
masking tape, or rubber bands to hold them
firmly together. Read the instructions on your
glue container to know how long to leave them
in place.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/ Practical Activity/ Home Work
1) Demonstrate the procedure of preparing materials before use.
TEACHER/ PUPIL’S EVALUATION
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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Materials Building Materials ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Materials. Learners will acquire skills and values of awareness of
Material preparation and Appreciation of process of materials used to construct various houses.
Group work, participatory activities such as role-play, demonstration and Question & Answer
methods will be used to execute the lesson which is number three in the series of three.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Materials

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe materials used to construct various houses.
2) Explain how to mould / make blocks and bricks.
3) Demonstrate the procedure of preparing materials before use.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher asks Pupils answer Brainstorm
previous work random questions and
Joining Metal questions to
___min Seaming Metals can be joined by using a seam participate
check on what
joint. A seam joins the edges of two materials.
Seams are commonly used in the food industry pupils can recall
on canned goods and in the automotive
industry.
D Building Materials Teacher explains Pupils listen Teachers
According to history, a long time ago, people and ask
E the details to the Exposition
did not build houses. They used to live in questions where
V caves. But later, they started to make simple learners
not clear
shelters using tree branches, grass and leaves
E
and also mud. As technology advanced, the
L building of houses also advanced with the
discovery of various building materials. Today
O
in Zambia, there are different types of
 P materials used to construct houses. These
differ from place to place.
M
Traditional Houses
E Traditional houses are built using clay, mud, Teacher puts Pupils discuss Group
poles and grass. The house below was made
N leaners in groups and bring out work
using poles and mud. First, a structure of poles
T was made and then mud was added to it to to discuss points
strengthen it and close up the gaps. This house
is called a pole and dagga house. Today, such
___min structures are found only in typical rural areas.

Conventional Houses
Modern houses are built using blocks, bricks Teacher writes Pupils copy the Individual
and iron sheets. The bricks used to build these
brief notes on the notes in their work
houses are made of crashed stone and cement.
These are called concrete bricks. Burnt clay board note books
may also be used. The man in the picture
below is making concrete bricks for making a
modern house. (• Heaps of crashed stone • A
block making machine • Bricks made of
cement)
The modern house roof is made of iron sheets.
Sometimes modern houses are built using clay
bricks. However, these bricks have to be fired
or cultured before use. The house below is
being built using locally produced fired bricks.

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/ Practical Activity/ Home Work
1) Describe materials used to construct various houses.
2) Explain how to mould / make blocks and bricks.

TEACHER/ PUPIL’S EVALUATION

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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Window Manipulation Window navigation ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Computers, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Window Manipulation. Learners will acquire skills and values of
awareness of Navigating Windows and Appreciation of Identification of cursor shapes and
Maximized and minimized windows. Group work, participatory activities such as role-play,
demonstration and Question & Answer methods will be used to execute the lesson which is
number one in the series of two.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on computers

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Demonstrate the navigation of windows.
2) Explain how to Close a windows on a computer.
3) Demonstrate how to maximizing windows forms

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Brainstorm
Windows random questions and
In computer applications, a window is a questions to
___min portion of the screen that can contain its own participate
learners
document or message
D Windows Manipulation Teacher explains Pupils listen Teachers
In windows navigation, the screen can be and ask
E the details to the Exposition
divided into several windows, each of which questions where
V has its own boundaries and can contain a learners
not clear
different document. Each window might also
E
contain its own menu or other controls, and the
L user might be able to enlarge and shrink
individual windows at will. In some programs,
O
windows are opened side by side on the
P screen; in others, open windows can overlap
 M one another. A window provides a working
area for a program and a view into a particular
E Teacher puts Pupils discuss Group
portion of a document or graphical image.
N CLOSING OF WINDOWS FORMS leaners in groups and bring out work
If you want to shut down a computer after
T to discuss points
using it, you have to start by closing all the
open windows. There are a number of ways
you can use to close windows.
___min
How to Close Windows
Closing Windows in Microsoft Windows
Method 1 Click on the “x” icon at the top right
corner of a window to close the window, as
shown below.
Method 2 Press “Control” and “W” buttons at
the same time to close a current window.
Method 3 Press “F11” to minimise a current
open window.
Method 4 Press the Windows logo key and the
down arrow buttons to minimise a current open
window.

Teacher writes Pupils copy the Individual

brief notes on the notes in their work
board note books

MAXIMISING OF WINDOWS FORMS

Nearly all open windows in a graphical user
interface (GUI) have resizing options.
Maximise allows the user to enlarge a window,
usually making it fill the entire screen or the
program window in which it is contained.
MINIMISING OF WINDOW
Simply click the minimise button in the top
right hand corner
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions Answer
___min emphasising on the main points of the lesson questions
Exercise/ Practical Activity/ Home Work
1) Demonstrate the navigation of windows and how to Close and maximise a window
TEACHER/ PUPIL’S EVALUATION
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Window Manipulation Cursor shapes ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Computers, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Window Manipulation. Learners will acquire skills and values of
awareness of Navigating Windows and Appreciation of Identification of cursor shapes and
Maximized and minimized windows. Group work, participatory activities such as role-play,
demonstration and Question & Answer methods will be used to execute the lesson which is
number two in the series of two.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on computers

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Identify cursor shapes on a computer
2) Explain the meaning of Cursor Status
3) Demonstrate how to Position point and select using a cursor on the computer

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher asks Pupils answer Brainstorm
previous lesson random questions and
Windows questions to
___min In computer applications, a window is a participate
learners to check
portion of the screen that can contain its own
on what pupils
document or message
can recall
D CURSOR SHAPES Teacher explains Pupils listen Teachers
A cursor is an indicator used to show the and ask
E the details to the Exposition
current position for user interaction on a questions where
V computer monitor or other display devices that learners
not clear
will respond to input from a text input or
E
pointing device.
L
The flashing cursor, where text will appear
O
when typed, may be called a caret. The mouse
 P cursor is also called a pointer because it
resembles in usage to a pointing stick.
M
E Teacher puts Pupils discuss Group
N leaners in groups and bring out work
T to discuss points

___min

Teacher writes Pupils copy the Individual

brief notes on the notes in their work
board note books

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/ Practical Activity/ Home Work
1) Identify cursor shapes on a computer
2) Explain the meaning of Cursor Status

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
........................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Programme running and exiting Locating a cursor ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Computers, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Programme running and exiting. Learners will acquire skills and
values of Awareness of cursor events and Appreciation of Identification of cursor symbol
depending on location. Group work, participatory activities such as role-play, demonstration and
Question & Answer methods will be used to execute the lesson which is number one in the series
of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on computers

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Locate and move a cursor.
2) Move a Cursors to run a program running and exit
3) Moving the cursor using the mouse and arrow keys.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher asks Pupils answer Brainstorm
previous lesson random questions and
CURSOR SHAPES questions to
___min A cursor is an indicator used to show the participate
learners to check
current position for user interaction on a
computer monitor or other display devices that on what pupils
will respond to input from a text input or can recall
pointing device.
D Teacher explains Pupils listen Teachers
LOCATING AND MOVING A CURSOR and ask
E the details to the Exposition
Often, the standard mouse pointer is not very questions where
V easy to see, fortunately there are features that learners
not clear
can help you locate it whenever you lose it.
E
From the Desktop
L
 O
P
To make the mouse easier to find
M • right click anywhere on the desktop
• select ‘Personalise’
E
• select ‘Change mouse pointers’.
N • This opens the mouse properties window
T Teacher puts Pupils discuss Group
Program running and exiting
When Using Windows 7 and 8 Open Ease of leaners in groups and bring out Discussion
Access Center
___min to discuss points
• Press ‘Windows’ logo key +‘U’ or click Start
button ‘Control Panel’ + ‘Ease of Access’ +
‘Ease of Access Center’.
• Click or ‘Tab’ to select ‘Make the mouse
easier to use’ and press ‘Enter’ to select, ‘Tab’
to or click to select ‘Mouse Settings’ under See
also.This opens the ‘Mouse Properties’
window.
• Click to select the Pointers tab or ‘Tab’ and
use the arrow keys.
MOVING THE CURSOR USING THE Teacher writes Pupils copy the Individual
MOUSE AND ARROW KEYS
brief notes on the notes in their work
A cursor can be moved using the mouse and
arrow keys. Cursor movement keys or arrow board note books
keys are buttons on a computer keyboard that
are either programmed or designated to move
the cursor in a specified direction.
Arrow keys are typically located at the bottom
of the keyboard to the left side of the numeric
keypad, usually arranged in an upside down
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/ Practical Activity/ Home Work
1) Locate and move a cursor.
2) Move a Cursors to run a program running and exit
3) Moving the cursor using the mouse and arrow keys.

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
........................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Lettering and Drawing Printing ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Computers, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Lettering. Learners will acquire skills and values of awareness of
Identifying correct stencils to print words and Appreciation of Identification of the use of stencils
in printing. Group work, participatory activities such as role-play, demonstration and Question &
Answer methods will be used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Lettering

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Use stencils to Cut out letters to print words.
2) Printing the words
3) Construction of Angles and circles
STAGE CONTENT TEACHERS PUPILS METHODS
ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap on The teacher asks Pupils answer Brainstorm
previous lesson random questions and
LOCATING AND MOVING A CURSOR questions to
___min Often, the standard mouse pointer is not very participate
learners to check
easy to see, fortunately there are features that
can help you locate it whenever you lose it. on what pupils
From the Desktop can recall

D LETTERING Teacher explains Pupils listen Teachers

Printing letters is an orderly way of organising and ask
E the details to the Exposition
work to look neat. questions where
V learners
not clear
ANGLES
E
An angle is a measure of the rotation of a line
L segment around a fixed point. Angles are
usually measured in degrees. Some angles
O
have special names. An angle of 90° is called a
 P right angle, and its sides are perpendicular to
each other. An angle measuring 180° is called
M
a straight angle, because its sides form a
E straight line. Angles between 0° and 90° are
called acute angles, those between 90° and
N
180° are called obtuse angles, and those
T between 180° and 360° are called reflex Teacher puts Pupils discuss Group
angles.
c
leaners in groups and bring out Discussion
___min to discuss points

60o
 b
B.

Teacher writes Pupils copy the Individual

90° brief notes on the notes in their work

board note books

1800

Bisecting Angles
To bisect is to divide an angle into two equal
parts. A line that bisects a given angle is called
a bisector. Look at the following examples: • A
30˚ angle can be obtained by bisecting a 60˚
angle. • A 13˚ angle can be obtained by
bisecting a 30˚ angle. • A 43˚ angle can be
obtained by bisecting a 90˚ angle. • A 22.3˚
angle can be obtained by bisecting a 43˚ angle.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Practical Activity
1) Use stencils to cut out letters to print words and Construct Angles between 0° and 90°.
Home Work
1) Identify basic parts of the circle.
TEACHER/ PUPIL’S EVALUATION
........................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Graphics and Designing Graphic packages ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Work bench, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Graphics. Learners will acquire skills and values of awareness of
manipulation of graphic images and Appreciation of Creativity in creating graphic images.
Group work, participatory activities such as role-play, demonstration and Question & Answer
methods will be used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Graphics

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Open graphic package
2) Manipulate graphic images
3) Add text to drawings
STAGE CONTENT TEACHERS PUPILS METHODS
ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Brainstorm
GRAPHICS PACKAGES random questions and
A graphics package is an application that can questions to
___min be used to create and manipulate images on a participate
learners to check
computer.
on what pupils
can recall
D Two main types of graphics package: Teacher explains Pupils listen Teachers
• Painting packages and ask
E the details to the Exposition
• Drawing packages questions where
V Painting packages learners
not clear
• A painting package produces images by
E
changing the colour of pixels on the screen.
L • Bitmapped graphics are used for images such
as scanned photographs or pictures taken with
O
a digital camera.
P Examples of graphics packages that produce
bitmapped images include: MS Paint, PC
 M Paintbrush, Adobe Photo- shop and JASC’s
Drawing packages
E
A drawing package produces images that are
N made up from coloured lines and shapes such
as circles, squares and rectangles.
T Teacher puts Pupils discuss Group
Examples of drawing graphics packages
include CorelDraw, Micrographix Designer leaners in groups and bring out Discussion
and computer aided design (CAD) packages
___min to discuss points
such as AutoCAD.
What can be done with graphics packages
• Drawing straight lines and ‘freehand’ lines; •
Drawing regular shapes like squares,
rectangles and circles using a special ‘tool’;
• Entering text and changing the style and size
of font;
• Changing the size of an object • Rotating
objects in either clockwise or anticlockwise
• Stretching objects either horizontally or
vertically. Teacher writes Pupils copy the Individual
• ‘Flipping’ an object either horizontally or
brief notes on the notes in their work
vertically.
• Add colour to drawings board note books

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/Practical Activity/ Home Work
1) Open graphic package
2) Manipulate graphic images
3) Add text to drawings

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Saving Saving files ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Computers, Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic saving files. Learners will acquire skills and values of awareness of
Naming and saving files and Appreciation of Creativity in naming and saving files. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of one.

PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on making files

SPECIFIC OUTCOMES, L.S.B.A.T:
1) Distinguish between Save and Save As
2) Name and save file in a Specific location.
3) Create a file

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – recap on The teacher asks Pupils answer Brainstorm
previous work random questions and
questions to
___min GRAPHICS PACKAGES participate
learners to check
A graphics package is an application that can
be used to create and manipulate images on a on what pupils
computer. can recall
D Save and Save As when saving files Teacher explains Pupils listen Teachers
 SAVING FILES and ask
E the details to the Exposition
After creating any file, you have to save it for questions where
V future use. If you do not do so, the file will be learners
not clear
lost and you will never see it again. There are
E
two ways in which you can save a file. These
L are:
• Save and
O
• Save As
 P
The difference between Save and Save As
M
Save When saving a file for the first time, it
E does not matter if you choose to save it using
Save or Save As. Both commands open the
N
Save As dialog box. After you save your work
T for the first time, you must continue to save in Teacher puts Pupils discuss Group
order to prevent loss of work. To do this,
leaners in groups and bring out Discussion
choose File Save or click the Save button. The
___min Save As dialog box will not open again. To to discuss points
prevent loss of work, always save before
closing your file.
Saving and Opening
Choosing ‘Save’ simply saves your work by
updating the last saved version of the file to
match the current version you see on your
screen.
Save As Save As lets you save an existing file
under a new name, allowing you to create a
new file. For example, let us suppose you
Teacher writes Pupils copy the Individual
intend to edit or revise a file but want to keep
the original. Rather than start from scratch, use brief notes on the notes in their work
Save As to save it under a new name, then edit
board note books
the new file while leaving the original
untouched. To save an existing file under a
new name and create a new file:
• With the existing file open, choose File Save
As from the menu bar.
• The Save As dialog box appears.
• Type a new name for your file in the file
name box.
• Click Save.

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/Practical Activity/ Home Work
1) Distinguish between Save and Save As
2) Name and save file in a Specific location.
3) Create a file

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Design and Technology
Inventions in ____min ____/___/__
Technology
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Design and Technology. Learners will acquire skills and values of
awareness of investigating factors that led to ancient inventions influencing technology
advancement and Appreciation of Creativity in technology. Group work, participatory activities
such as role-play, demonstration and Question & Answer methods will be used to execute the
lesson which is number one in the series of one.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on making files
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Identify factors that led to different types of inventions.
2) Describe the founders of technology
3) Describe existing problems such as: Technology advances, climate change, growing
population, transport challenge.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Brainstorm
TECHNOLOGY random questions and
Technology is the processes by which human questions to aid
___min beings make tools and machines to increase participate
learners to come
their control and understanding of the material
environment. up with the
definitions of
Technology
D INVENTIONS IN TECHNOLOGY Teacher explains Pupils listen Teachers
Technology has been at the centre of human and ask
E the details to the Exposition
experience throughout history. The earliest questions where
V technology included stones used for chopping learners
not clear
 E and scraping. The first toolmakers were
nomadic groups of people who used the sharp
L
edges of stone to process food.
O
Later, humans began to use fire and to make a
P
variety of tools, including axes, scrapers,
M knives, and other instruments of stone, bone,
and other materials. Today, we lead lives that
E
are totally different from people who lived
N many years ago. This is because of the
technological advancement that has been made
T
possible through inventions.
Sharp-edge used for chopping
Flaked-edge tool used to woodworking
___min
Blade knife used for slicing Arrowhead used
for hunting Teacher puts Pupils discuss Group
IMPORTANT TECHNOLOGICAL
leaners in groups and bring out Discussion
INVENTIONS
Some of the most important technological to discuss points
inventions Invention Inventor Year Printing
press Johann Gutenberg 1430, Telephone
Alexander Graham Bell 1876,Internal
Combustion Engine Nikolaus August Otto
1877, The first true television mechanism
Paul Nipkow 1884,Airplane Wilbur and
Orville Wright 1903.
 FACTORS THAT LED TO
INVENTIONS
It was human problems which led to
Teacher writes Pupils copy the Individual
technological advancement. It has been rightly
said that necessity is the mother of inventions. brief notes on the notes in their work
Most of the inventions and discoveries were as
board note books
a result of necessity. When man felt hungry, he
started hunting and tilling the land. The need
for shelter led man to build huts. The need for
quick travel resulted in the invention of the
fastest means of transport, making the world
short.
The need for quick communication led to the
invention of the telephone.
The need for power to drive machines led to
invention and innovation. The need for power
to drive machines led to invention and
innovation.
When the first engines were invented, they
were designed to run using steam. Initially, the
 steam was obtained by burning wood and
charcoal. Later, coal was used. Coal proved to
be more efficient because it produced more
heat and could last longer. As a result, coal
was widely used in steam engines to drive
ships and locomotives. This was known as
thermal electricity.
Later, coal was replaced by water. Water was
used to turn turbines to produce what is now
known as hydro-electricity. Innovation around
generation of electricity has continued over the
years.
Today, electricity is also generated using light
from the sun (solar), wind, biomas as well as
nuclear.

Lesson Conclusion Teacher asks Learners Question

random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/Practical Activity/ Home Work
1) Identify factors that led to different types of inventions.
2) Describe the founders of technology
3) Describe existing problems such as: Technology advances, climate change, growing
population, transport challenge

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
.......................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Energy Electricity ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Energy. Learners will acquire skills and values of awareness of
investigating effects of water, generators and turbines on hydro- electricity and Appreciation of
Applying simple electrical mechanisms (generators) in designing systems. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number one in the series of three.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Electricity
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe the source of light in a home
2) Explain the source of light in rural areas
3) Describe the uses of Hydroelectric power in Zambia

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher asks Pupils answer Brainstorm
random questions and
THE SOURCE OF LIGHT IN A HOME questions to aid
___min Light is very important. During the day we are participate
learners to
able to see because of light from the sun.
describe sources
However, at night, artificial light is needed for
of light
us to see.
D SOURCE OF LIGHT IN RURAL AREAS Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
Where kerosene or paraffin is available, people questions where
V in some of the rural areas use it to burn lamps learners
not clear
to light their homes at night. The lamps are
E
often in the form of tins or bottles (called
katolitoli or koloboi) with a wick to which a
 L flame is set in order to burn. Candles made of
wax are also used widely. Recently, there has
O
been an increase in the use of solar panels and
P batteries to light homes at night. Parts of
Zambia today use electricity provided by the
M
Rural Electrification Authority. This is in the
E form of either solar or hydro-electricity.
Generator sets powered with petrol or diesel
N
are also in use, especially in government
T institutions and business houses.
SOURCE OF LIGHT IN URBAN AREAS
Teacher puts Pupils discuss Group
IN URBAN AREAS
___min The main source of light is electricity. leaners in groups and bring out Discussion
Electricity is used to power light bulbs. These
to discuss points
bulbs produce light when they are switched on.
The main type of power in urban areas is
hydroelectricity.

HYDROELECTRIC POWER
Hydroelectric power, or hydroelectricity, is
Teacher writes Pupils copy the Individual
generated by the force of falling water. Hydro
comes from the Greek word for water. brief notes on the notes in their work
Hydroelectric power is one of the cleanest
board note books
sources of energy, and it is also the most
reliable and one of the cheapest. That means
that hydroelectric power plants are able to
provide electricity at a low cost to families,
schools, farms, factories, and businesses.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/Practical Activity/ Home Work
1) Describe the source of light in a home
2) Explain the generation of hydro-electricity in Zambia
3) Identify electrical installation components in a home

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
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 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Energy Electricity ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS :Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Energy. Learners will acquire skills and values of awareness of
investigating effects of water, generators and turbines on hydro- electricity and Appreciation of
Applying simple electrical mechanisms (generators) in designing systems. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number two in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Electricity
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Explain the generation of hydro-electricity in Zambia
2) Identify electrical installation components in a home
3) Explain the reasons why Lake Kariba was formed.

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap of The teacher asks Pupils answer Brainstorm
previous lesson random questions and
questions to aid
___min THE SOURCE OF LIGHT participate
learners to
Candles
describe sources
Solar
of Light
H.E.P
D HYDROPOWER GENERATION Teacher explains Pupils listen Teachers
E the details to the and ask Exposition
In Zambia, hydropower is generated at Kariba questions where
V Dam. Lake Kariba is a man-made dam. A dam learners
not clear
is a structure that blocks the flow of a river,
E
stream, or other waterway. Water is needed to
run a hydroelectric power-generating station.
 L At the Kariba dam, water from the Zambezi
River runs through penstocks. This water spins
O
the blades of a giant turbine at the end of the
P penstocks. The turbine is connected to the Teacher puts Pupils discuss Group
generator that makes electricity as it spins.
M leaners in groups and bring out Discussion
After passing through the turbine, the water
E flows back into the Zambezi River on the other to discuss points
side of the dam. The force of water running
N
through penstocks to the turbine is increased
T by the construction of a wall across a river.
This wall is called a dam, and the water that
collects behind the dam forms a lake. This is
___min how Lake Kariba was formed. Study the
diagram which shows electricity generation at
a hydroelectric power station.

Teacher draws or Pupils copy the Individual

displays the notes in their work
chart on the note books
board
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners
Exercise/Practical Activity/ Home Work
1) Explain the generation of hydro-electricity in Zambia
2) Identify electrical installation components in a home
3) Explain the reasons why Lake Kariba was formed
TEACHER/ PUPIL’S EVALUATION
........................................................................................................................................................................
.......................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Energy Electricity ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Energy. Learners will acquire skills and values of awareness of
investigating effects of water, generators and turbines on hydro- electricity and Appreciation of
Applying simple electrical mechanisms (generators) in designing systems. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number three in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Electricity
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe some renewable sources of energy in Zambia
2) Identify electrical installation components in a home
3) Describe the uses of electrical installation components

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap of The teacher asks Pupils answer Brainstorm
previous lesson random questions and
HYDROPOWER GENERATION questions to aid
___min In Zambia, hydropower is generated at Kariba participate
learners to recall
Dam. Lake Kariba is a man-made dam. A dam
what they learnt
is a structure that blocks the flow of a river,
stream, or other waterway.
D RENEWABLE ENERGY Teacher explains Pupils listen Teachers
Hydropower is a renewable energy source. and ask
E the details to the Exposition
This means that using a dam or a river to questions where
V generate electricity does not use up any limited learners
not clear
resources like coal or gasoline.
E
ELECTRICAL INSTALLATIONS IN A
HOME
 L In order to use electricity in a home, some
electrical installations are needed. Electrical
O
installations in a home include socket outlets,
P bulb holders, switches, meter box and others. Teacher puts Pupils discuss Group
A Socket
M leaners in groups and bring out Discussion
A socket for an electric plug is fixed to a wall
E and connected to an electricity supply. to discuss points
Electrical equipment is then plugged into the
N
socket in order for it to be powered.
T A Bulb Holder
A bulb holder is a device that holds a bulb.
The bulb holder is where the bulb fits. There
___min are mainly two types of bulb holders. These
are: • The screw type and • The pin type
Teacher draws or Pupils copy the
Meter Box
An electricity meter is a device that measures displays the notes in their Individual
the amount of electric energy consumed by a
chart on the note books work
residence, a business, or an electrically
powered device. board
A Distribution Board
This is a component of an electricity supply
system that divides an electrical power and
distributes it into all other circuits in a home.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min emphasising on the main points of the lesson check on questions
learners

Exercise/Practical Activity/ Home Work

1) Describe some renewable sources of energy in Zambia
2) Identify electrical installation components in a home
3) Describe the uses of electrical installation components

TEACHER/ PUPIL’S EVALUATION

........................................................................................................................................................................
.......................................................................................................................................................................
 MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC SUB TOPIC DURATION DATE
3 Energy Electricity ____min ____/___/__
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Energy. Learners will acquire skills and values of awareness of
investigating effects of water, generators and turbines on hydro- electricity and Appreciation of
Applying simple electrical mechanisms (generators) in designing systems. Group work,
participatory activities such as role-play, demonstration and Question & Answer methods will be
used to execute the lesson which is number four in the series of four.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Electricity
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Observe safety precautions when using electricity.
2) Make a simple electric circuit and Identify electrical installation components in a circuit
3) Describe the uses of electrical installation components

STAGE CONTENT TEACHERS PUPILS METHODS

ACTIVITY ACTIVITY
1 LESSON INTRODUCTION – Recap of The teacher asks Pupils answer Brainstorm
previous lesson random questions and
 Renewable energy questions to aid
___min participate
learners to recall
 Electrical installations in a home
what they learnt
D HOW TO MAKE A SIMPLE ELECTRICAL Teacher explains Pupils listen Teachers
CIRCUIT and ask
E A circuit is a closed path that electrons flow the details to the Exposition
questions where
V along. A simple electric circuit contains: learners
 a power source (battery), not clear
E  two insulated wires,
L  a switch and
 a 3 volt light bulb
 O Building a Simple Circuit with a Battery
Step 1: Connect the two dry cells as shown in
P Teacher puts Pupils discuss Group
the picture.
M Step 2: Strip the ends of the insulated wires. In leaners in groups and bring out Discussion
order for your circuit to work properly, the
E to discuss points
wires need to be totally exposed so you must
N strip the ends. • Attach your wires to the
battery pack. The wires will be conducting
T
your electric current from the batteries to the
light bulb. The easiest way to attach the wires
is to use electrical tape. Attach the end of one
___min
wire to one side of the battery, making sure
that the wire maintains contact with the metal Teacher draws or Pupils copy the
of the battery. Repeat with the other wire on
displays the notes in their Individual
the other side of the battery. • Use caution
while building your circuit. Although unlikely, chart on the note books work
it is possible to get a very small shock if you
board
touch the wire directly while attached to the
battery. You can avoid this by only touching
the insulated part of the wire or removing the
batteries until you install the light bulb. • At
the end, connect the bulb holder. Rubber band
Step 3: • Break the positive cable midway
between the battery and the bulb holder. Strip
both ends. • Strip both ends and connect a
switch if you have one. If you do not have a
switch, leave the stripped ends unconnected.
Step 4: Test your circuit. Screw the light bulb
into its holder until it is tight. Connect the two
broken wires, one from the bulb holder and the
other from the positive terminal of the battery.
If your circuit is hooked up properly, the bulb
should light up when fully screwed into its
socket.
Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by respond to the
questions to Answer
___min demonstrating how to make a circuit check on questions
learners
Exercise/Practical Activity/ Home Work
1) Observe safety precautions when using electricity.
2) Make a simple electric circuit and Identify electrical installation components in a circuit
3) Describe the uses of electrical installation components

TEACHER/ PUPIL’S EVALUATION

 ........................................................................................................................................................................
.......................................................................................................................................................................

MINISTRY OF EDUCATION
CREATIVE & TECHNOLOGY STUDIES LESSON PLAN
NAME OF TEACHER: ________________________ SCHOOL: ____________________
GRADE TOPIC
SUB TOPIC DURATION DATE
3 Entrepreneurship
Costing, Pricing and ____min ____/___/__
Record keeping
ATTENDANCE: Boys: ______ Girls: _______ Total: _____
TEACHING/ LEARNING AIDS : Chalk board, Board ruler and Charts
REFERENCES : G3 Creative & Technology Studies Excel, G3 Teacher's
Guide.
RATIONALE:
This lesson is on the topic Energy. Learners will acquire skills and values of awareness of
investigating the effects of correct costing and pricing on services and Appreciation of keeping
different records of accounts. Group work, participatory activities such as role-play,
demonstration and Question & Answer methods will be used to execute the lesson which is
number one in the series of one.
PRE-REQUISITE SKILLS/ KNOWLEDGE: learners have prior knowledge on Pricing
SPECIFIC OUTCOMES, L.S.B.A.T:
1) Describe an Entrepreneur
2) Demonstrate how to cost and price crafts and services.
3) Demonstrate how to keep financial record
STAGE CONTENT TEACHERS PUPILS METHODS
ACTIVITY ACTIVITY
1 LESSON INTRODUCTION The teacher Pupils answer Brainstorm
In Zambia, many people do business. They buy narrates how questions and
goods such as vegetables, tomatoes, people make
___min groundnuts, used clothes called Salaula, and participate
money in
many other items which they sell to people.
Others buy flour, sugar and other ingredients Zambia
which they use to make fritters. They sell these
fritters to pupils at break time. All this is
business.

D Entrepreneurship Teacher explains Pupils listen Teachers

One of the main aims of operating a business is and ask
E the details to the Exposition
to make profit. Profit is the money you earn on
 V top of what you spent on your business. learners questions where
For example, if you bought a sweet at 20 not clear
E
Ngwee and sold it at 23 Ngwee, your profit
L would be 3 Ngwee. If, however, you sold the
sweet at 13 Ngwee, you would have made a
O
loss of 3 Ngwee.
P The Difference Between Cost, Price & Teacher puts Group
Value Pupils discuss
M leaners in groups Discussion
• The cost of your product or service is the and bring out
E amount you spend to produce it. to discuss
• The price is your financial reward for points
N
providing the product or service.
T • The value is what your customer believes the
product or service is worth to them.

___min KEEP FINANCIAL RECORDS

For one to know whether your business is
Teacher draws or
profitable or not, they need to keep records. Pupils copy the
Financial records of a business are kept in the displays the Individual
following: (Cash book, Stock book, Sales notes in their
chart on the work
book) note books
Cash Book board
This is a journal in which all cash receipts and
payments are recorded first, in chronological
order, for posting to general ledger. Cash book
is regularly reconciled with the bank
statements.
Stock Book
This is a book used by a business to keep
records of quantities of goods acquired, goods
that are still available or held in stock, and
goods that have been sold or disposed of.
Sales Book
The sales day book is a ledger in which the key
detailed information is recorded for each sale
to a customer. It includes the following:
• Customer name
• Invoice number
• Invoice date
• Invoice amount
The daily total of the sales listed in the sales
day book is then transferred into the sales
ledger.
 Lesson Conclusion Teacher asks Learners Question
random &
The teacher concludes the lesson by assisting respond to the
questions to Answer
___min slow learners in grasping concepts check on questions
learners
Exercise/Practical Activity/ Home Work
1) Describe an Entrepreneur and explain how to cost and price and keep records
TEACHER/ PUPIL’S EVALUATION
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