YEAR 8 SECOND TERM LESSON PLAN.
WEEK: 1
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Geometrical construction.
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
line and state it’s properties. (ii) List and explain the types of line (iii) Highlight procedure for
line construction.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with Lines and shapes.
CONTENT:
TOPIC: GEOMETRICAL CONSTRUCTION: LINES
CONTENT
LINES: A line is a long narrow mark made on a surface. A line may be straight, crooked or curved.
Properties of lines
1. A line has position and length.
2. A line does not have width or thickness.
3. A straight line is the shortest distance between two points.
4. A line that has more than one curve is called a crooked line.
5. Two or more lines always having equal distance apart are parallel lines.
6. A line following a circular path is a curve.
TYPES OF LINES
Thick continuous line: This is a thick and solid line used to show visible outlines of an object. They are also used
as border lines (15mm from paper margin).
Thin continuous line: This is a thin and solid line used for dimension lines, lines, projection lines, leader lines,
hatching or section lines etc.
Short dashes: The dashes are about 3mm long and spaced about 1mm from each other. These are approximate
values and will depend on how large the drawing might be. They are used to represent/show hidden details.
Thin continuous chain line: These are thin lines made of long and short dashes. The long dashes can be about 19-
38mm long while the short dashes may be about 1.5mm long. The length will vary with the size of the drawing and
the length of centre line needed. They are used for centre lines.
Thick continuous chain with arrow head: They are thick lines made of either long and short dashes or equal
sized dashes. Arrow heads are drawn on their ends to show the direction in which the section was taken. They are
used for cutting and viewing planes.
Division of a straight line into equal parts
A line can be divided into a number of equal parts. For example, a given line can be divided into halves, fourths,
eights etc.
Procedure 1
1. Draw the given line AB.
2. Draw AC any convenient acute angle and set off from A.
3. Divide the line into the number of the required parts using a pair of divider or a scale rule and a pencil.
4. Now join the points on the inclined to the line to be divided from the extreme with parallel lines.
Procedure 2
1. Draw the given line, AB.
2. Draw a line AC to meet it at any convenient angle.
3. Join CB.
4. Divide AC into the required number of parts using your ruler. Label the points 1,2,3,4…
5. From the points 1, 2, 3…. Draw lines parallel to CB to meet AB. These parallel lines intersect AB at the
required points; this divides AB into equal segments.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define line and state it’s properties. (ii) List and explain the types of line (iii)
Highlight procedure for line construction.
CONCLUSION: At the end of the lesson, learners were able to (i) Define line and state it’s
properties. (ii) List and explain the types of line (iii) Highlight procedure for line construction.
ASSIGNMENT: Make a research on the topic Polygons and Quadrilaterals; also explain the types.
WEEK 2
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Geometrical construction. (Quadrilaterals and Polygons)
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
Polygons and Quadrilaterals . (ii) List and explain the types of Polygons (iii) List and explain the
types of Quadrilaterals.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with Lines and shapes.
CONTENT
QUADRILATERALS
Quadrilaterals are plane figures bounded by four straight lines. The sum of angles in a quadrilateral is 3600. A
straight line called the diagonal may join any two opposite angular points.
Types of quadrilateral
1. Parallelogram: This is a quadrilateral with it’s opposite sides equal and parallel.
2. Square: A square is a parallelogram, which has its entire sides equal and each angle a right angle.
3. Rhombus: A rhombus is a parallelogram, which has its sides equal but no angle is a right angle.
4. Rectangle: A rectangle is a parallelogram, which has each angle a right angle.
5. Rhomboid: A rhomboid is a parallelogram, but no angle is right angled.
TOPIC: POLYGONS
A polygon is a plane figure with five or more straight sides. A polygon can either be regular or irregular A polygon
is said to be regular it all its sides are equal and its angles are equal. An irregular polygon has unequal sides.
Types of polygons
1. Pentagon: A pentagon is a polygon with five sides.
2. Hexagon: A hexagon is a polygon with six sides
3. Heptagon: A heptagon is a polygon with seven sides.
4. Octagon: An octagon is a polygon with eight sides.
5. Nonagon: A nonagon is a polygon with nine sides.
6. Decagon: A decagon is a polygon with ten sides.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define Polygons and Quadrilaterals . (ii) List and explain the types of
Polygons (iii) List and explain the types of Quadrilaterals.
CONCLUSION: At the end of the lesson, learners were able to (i) Define Polygons and
Quadrilaterals . (ii) List and explain the types of Polygons (iii) List and explain the types of
Quadrilaterals.
WEEK 3
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Plane Figures
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
Plane figure. (ii) Briefly explain how important plane figure is. (iii) Identify and write out the area
of some shapes…
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with shapes.
CONTENT
TOPIC: AREA OF PLANE FIGURE
INTRODUCTION
Plane figures are flat two-dimensional shapes. The can be made of straight lines, curved lines or both straight and
curved lines. Examples of plane figures are: triangle, square, parallelogram, circle, rectangle etc.
AREA OF PLANE FIGURES
When a plane figure is drawn, it occupies a certain amount of space. At times, it is important to know the amount
of space of a figure occupies, when it is drawn. This way, it will be possible to draw a different shape that has the
same amount of space with it. Therefore, area of a plane figure can be defined as the space it occupies.
Area of a triangle
Area = ½ of (b x h) where b=base and h= vertical height
Area of a rectangle
Area= l x b where l= length and b= breadth
Area of a square
Area= a x a= a2 where a= length of side
THEOREMS
In construction regular plane figure of equal areas, some geometrical laws, generally called theorems, are applied.
For instance, the following are will be relevant to this topic:
• Triangles on the same base and between the same parallels are equal in area.
• Triangles on equal bases and between the same parallels are equal in area.
• Parallelograms on the same base and between the same parallels are equal in area.
• Parallelograms on equal base and between the same parallel are equal in area.
• A triangle on the same parallels with a parallelogram is half the area of the parallelogram.
• If a triangle and a parallelogram are on equal bases and between the same parallels, the triangle is half
the area of the parallelogram
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define Plane figure. (ii) Briefly explain how important plane figure is. (iii)
Identify and write out the area of some shapes.
CONCLUSION: At the end of the lesson, learners were able to (i) Define Plane figure. (ii) Briefly
explain how important plane figure is. (iii) Identify and write out the area of some shapes.
WEEK 4 & 5
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Woodwork Machine.
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
Wood work machine. (ii) List and explain Woodwork machines used in the workshop.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with some of the handtools used in the
workshop for woodwork construction.
CONTENT
TOPIC: WOODWORK MACHINES
CONTENT
INTRODUCTION
Wood work machine are machines used for processing wood and making the wood ready for use. These machines
are used for heavy woodwork operation and also for mass production.
In the past, nearly all-sawing operations were carried out by hand: a lot of energy was put into it and it was more
time consuming. In modern days, various machines through improved technology are now available.
WOODWORK MACHINES
Woodwork machines include the following:
1. Circular sawing machine
2. Surface planing
3. Thicknessing machine
4. Drill Press machine
5. Wood lathe
6. Band saw
Circular Sawing Machine: This is a woodworking machine used to re-saw or prepares timber into suitable sizes
for articles of joinery, furniture e.t.c. Circular saws include the ripsaw and cross cut saw. Other special purpose
saw and are fitted onto the machine as their uses arises include upper saw, hollow ground saw, ground-off saw,
wobble saw or drunken saw, novelty saw, planer saw.
There are other sawing machines that can do the same job as circular sawing machine does a hand feed bench type
with tilting arbor, and rise and fall attachment would be most suitable.
Band Sawing machine: This is a wood working machine having a compensating arrangement of a band saw that
allows the upper pulley to move up and down and adjust to the changes in the saw and keep the tension of the
blade constant.
Surface Planing Machine: This is a woodworking machine that enables the sawn timber to be planed to remove
marks thus ensuring a flat surface.Planing is the most laborious operations in woodworking. The introduction of
the planing machines enables construction of pieces to be planed to the required thickness joining edge to edge.
Surface planing machine is used for truing up the edges, removing the marks and for removing the “wind or twist”
on the face of the wood.
Thicknessing Machine: This is a woodworking machine that is used exclusively for planing wood to a specific
thickness after surface planing operation.
In order to achieve a perfect operation, the front table is pulled backwards from the cutter block to allow the wood
chips fly out.
The Drill Press: This another wood working machine, which can also be used as machine tools, used for
performing various operations such as boring, sanding and mortising.
Wood Lathe Machine: This is a wood working machine, which can be used for metal working operations,
employed where a number of turning will be made.
Generally, turning can be made on the lathe in two ways i.e. between centres and the faceplate- both inside and
outside. The lathe bed must be sturdy. The headstock runs on double bearing which may be directly driven with
about four speeds.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define Wood work machine. (ii) List and explain Woodwork machines used
in the workshop.
CONCLUSION: At the end of the lesson, learners were able to (i) Define Wood work machine.
(ii) List and explain Woodwork machines used in the workshop.
WEEK 6 & 7
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Metalwork Machine.
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
metalwork machine. (ii) List and explain metal machines used in the workshop.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with some of the handtools used in the
workshop for metal construction.
CONTENT:
Metalwork machines are machines used for metal work operations. The various types of metalwork machines
include the following:
1. Shaping machine
2. Planing machine
3. Milling machine
4. Grinding machine
5. The drill press
6. The lathe machine
The milling machine
A milling machine is a machine tool used to machinesolid materials. Milling machines are often classed in two
basic forms, horizontal and vertical, which refers to the orientation of the main spindle. Both types range in size
from small, bench-mounted devices to room-sized machines. Unlike a drill press, which holds the workpiece
stationary as the drill moves axially to penetrate the material, milling machines also move the workpiece radially
against the rotating milling cutter, which cuts on its sides as well as its tip. Workpiece and cutter movement are
precisely controlled to less than 0.001 in (0.025mm), usually by means of precision ground slides and leadscrewsor
analogous technology. Milling machines may be manually operated, mechanically automated, or digitally
automated via computer numerical control(CNC).
Milling machines can perform a vast number of operations, from simple (e.g., slot and keyway cutting, planing,
drilling) to complex (e.g., contouring, diesinking). Cutting fluid is often pumped to the cutting site to cool and
lubricate the cut and to wash away the resulting swarf.
Planing machine (Planer)
Metal-cutting machine tool in which the work piece is firmly attached to a horizontal table that moves back and
forth under a single-point cutting tool. The tool-holding device is mounted on a cross rail so that the tool can be
moved across the table in small sideward movements. Since the cutting tool can be moved at almost any angle, a
wide variety of grooves and surfaces can be generated. Mechanical planers, or surfacers, are also used to smooth
wood to an even thickness. Planers perform the same operations as shapers but can machine work pieces up to 50
ft (15 m) long.
A machine for the shaping of long, flat, or flat contoured surfaces by reciprocating the work piece under a
stationary single-point tool or tools.
Milling machine
This is a machine tool that rotates a circular tool with numerous cutting edges arranged symmetrically about its
axis, called a milling cutter. The metal work piece is usually held in a vise clamped to a table that can move in
three perpendicular directions. Cutters of many shapes and sizes are available for a wide variety of milling
operations. Milling machines cut flat surfaces, grooves, shoulders, inclined surfaces, dovetails, and T-slots. Various
form-tooth cutters are used for cutting concave forms and convex grooves, for rounding corners, and for cutting
gear teeth.
A machine for the removal of metal by feeding a work piece through the periphery of a rotating circular cutter. It is
known as miller.
The drill press
This is m machine tool for producing holes in hard substances. The drill is held in a rotating spindle and is fed into
the work piece, which is usually clamped in a vise supported on a table. The drill may be gripped in a chuck with
three jaws that move radially in unison, or it may have a tapered shank that fits into a tapered hole in the spindle.
Means are provided for varying the spindle speed and (on some machines) for automatically feeding the drill into
the work piece. See also boring machine. A drilling machine, in which a vertical drill, moves into the work, which
is stationary.
The lathe machine
Lathe (lāth), machine tool for holding and turning metal, wood, plastic, or other material against a cutting tool to
form a cylindrical product or part. It also drills, bores, polishes, grinds, makes threads, and performs other
operations. Its principal parts are the headstock (attached to the bed or base of the machine), which holds one end
of the material in a rotating spur; the tailstock, which holds the other end, moves along the bed, and can be
clamped in position at any point; the cutting tool; and the power feed, comprising the drive and its motive parts.
Lathe: A machine for shaping, boring, facing, or cutting a screw thread in metal, wood, etc., in which the work
piece is turned about a horizontal axis against a fixed tool. The lathe machine is regarded as the father of all
machine tools because apart from being used for turning cylindrical surface (external and internal) it can perform
other operations which are peculiar to other machines.
Thus, it is possible to carry out the following operations on the lathe machine:
• Turning (production of cylindrical of flat such as plumb bulb, centre punch)
• Facing (production of flat surfaces)
• Screw cutting (external and internal)
• Grinding (external and internal)
• Slotting
• Taper turning (production of conical surface )
Parts of the lathe machine
1. Bed: This provides a plane surface for mounting and moving accessories at a constant level.
2. Head stock: This holds the main spindle and houses the arrangement for driving and speed
variation
3. Main spindle: This rotates the work and transmits movement to saddle.
4. Tailstock: It is used to support work being turned between centres.
5. Saddle and cross slide: These are used for mounting the tool for cylindrical work.
6. Lead screw: Moves the saddle at rates relative to the rotation of the work.
7. Compound slide: This permit movement of the tools at angles other than a right angle (e.g. for
conical work)
8. Centres: These support work drilled at end centres
9. Steadies: These support work to prevent bending. They can be either of fixed type bolted to the
end of the bed, or of the traveling type bolted to the saddle which prevents vibration during
machining of long and slender shafts.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define metal work machine. (ii) List and explain metal work machines used
in the workshop (iii) Outline parts of a Lathe machine.
CONCLUSION: At the end of the lesson, learners were able to (i) Define metalwork
machine. (ii) List and explain metal machines used in the workshop.
WEEK 9
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Metalwork Machine Cont.d
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
metalwork machine. (ii) List and explain metal machines used in the workshop.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with some of the handtools used in the
workshop for metal construction.
CONTENT:
Wood holding methods
Work holding methods on a lathe machine include:
• Catch and center: This method is used when matching ordinary work between centres. Matching between
centres is used when chuck matching is impossible.
• Face plate: The pace plate has slots for clamping or holding jobs with T-bolts Chuck: A chuck holds
cylindrical work which is to be done in setting. It may be of the three-jaw, self-centering, chuck which
grips irregular jobs more efficiently than three-jaw chuck.
SHAPER
A shaper is analogous to a planer, but smaller, and with the cutter riding a ram that moves above a stationary
workpiece, rather than the entire workpiece moving beneath the cutter. The ram is moved back and forth typically
by a crank inside the column; hydraulically actuated shapers also exist.
Operation
Shaper linkage. Note the drive arm revolves less for the return stroke than for the cutting stroke, resulting in a
quicker return stroke and more powerful cutting stroke.
A shaper operates by moving a hardened cutting tool backwards and forwards across the workpiece. On the return
stroke of the ram the tool is lifted clear of the workpiece, reducing the cutting action to one direction only.
The workpiece mounts on a rigid, box-shaped table in front of the machine. The height of the table can be adjusted
to suit this workpiece, and the table can traverse sideways underneath the reciprocating tool, which is mounted on
the ram. Table motion may be controlled manually, but is usually advanced by an automatic feed mechanism acting
on the feedscrew. The ram slides back and forth above the work. At the front end of the ram is a vertical tool slide
that may be adjusted to either side of the vertical plane along the stroke axis. This tool-slide holds the clapper
box and toolpost, from which the tool can be positioned to cut a straight, flat surface on the top of the workpiece.
The tool-slide permits feeding the tool downwards to deepen a cut. This adjustability, coupled with the use of
specialized cutters and toolholders, enable the operator to cut internal and external gear tooth profiles, splines,
dovetails, and keyways.
The ram is adjustable for stroke and, due to the geometry of the linkage, it moves faster on the return (non-cutting)
stroke than on the forward, cutting stroke. This action is via a slotted link or whitworthlink.
USES
The most common use is to machine straight, flat surfaces, but with ingenuity and some accessories a wide range
of work can be done.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define metal work machine. (ii) List and explain metal work machines used
in the workshop (iii) Outline parts of a Lathe machine.
CONCLUSION: At the end of the lesson, learners were able to (i) Define metalwork
machine. (ii) List and explain metal machines used in the workshop and their uses.
WEEK 10
DATE:
CLASS: Year 8
SUBJECT: Basic Technology
TOPIC: Friction
DURATION: 40mins
BEHAVIOURAL OBJECTIVES: By the end of the lesson, learners should be able to (i) Define
Friction. (ii) Mention the advantages and disadvantages of friction. (iii) Outline ways Friction can
be applied. (iv) Discuss how friction can be reduced.
INSTRUCTIONAL MATERIALS: Images, visual display.
PREVIOUS KNOWLEDGE: Learners are familiar with how friction works i.e lighting of
matchstick, rubbing of palms together etc.
When a body slides over the surface of another body, there is opposing force acting opposite to the direction of
motion. This opposing force is called FRICTION. Friction is therefore the force that opposes the relative motion
between two surfaces that are in contact. Friction is required in most of the things we do. For instance, to be able to
run, friction is required between the shoe and the ground. Also, a car must maintain friction between its tyres and
the road to be able to move forward. It is also important to note the following:
1. The rougher the surfaces rubbing against each other, the more the friction
2. The smoother the surfaces rubbing against each other, the less the friction
ADVANTAGES OF FRICTION
1. With the help of friction it is possible to walk freely.
2. Without friction the brake of a motor car cannot work.
3. Buildup of friction between the bolts and nuts help them to stay tightened.
4. A ladder positioned against a vertical wall will not slide due to friction between the ladder and the wall
DISADVANTAGES OF FRICTION
1. It reduces the efficiency of machines
2. It causes wear and tear in machines
3. It reduces motion
4. It causes the heating of engines
APPLICATIONS OF FRICTION
1. Friction between the matchbox and the matchstick creates light
2. In sharpening a knife with a file, friction is also employed
3. In sharpening a pencil, friction is required between the sharpener blade and the pencil for sharpening to
take place.
4. Materials used for making floors in homes and offices must be of high friction to provide a firm grip for
the feet.
HOW TO REDUCE FRICTION
1. Lubricating: This involves the use of oily substance such as oil, grease and other material, that makes
surfaces smooth and slippery, thereby reducing heat, wear, friction and vibration caused when two or more
surfaces rub together.
2. Polishing: Friction between two surfaces in contact can be reduced by polishing them.
3. Streamlining: It helps to reduce friction due to the shape of an object.
4. Use of belt drives and pulley.
STRATEGIES/ ACTIVITIES:
STEP I: Teacher goes over previous knowledge by initiating the discussion method of teaching.
STEP II: Introduce and explains the topic for the week.
STEP III: Evaluation; Learners ask questions for clarity and teacher explains further for better
understanding.
STEP IV: Gives material/note to students, and a research topic for study.
STEP VI: Goes over learners material/note for correction and acknowledgment.
EVALUATION: (i) Define Friction. (ii) Mention the advantages and disadvantages of friction.
(iii) Outline ways Friction can be applied. (iv) Discuss how friction can be reduced.
CONCLUSION: At the end of the lesson, learners were able to (i) Define Friction. (ii) Mention
the advantages and disadvantages of friction. (iii) Outline ways Friction can be applied. (iv)
Discuss how friction can be reduced.
