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TECHNOLOGY LESSON PLAN GRADE 8

GRADE 8 TERM 1 WEEK 2 and 3

Role Players (WHO is going

to teach/

guide/

support…)

Aim/ Purpose/ Topic/ Content/ Concepts/ Skills (WHAT am I going to teach/ guide/ support…)

Teaching Methodologies &

Classroom Management

Skills (HOW am I going to teach/ guide/

support…)

Resources/ LTSM (WHAT am I going to use to

teach/ guide/ support…)

Paper-

based

Resources

Digital

Resources

TEACHERS

Definition of frame structures. - Purpose of structural members (components) in wood and steel roof

trusses (king and queen post, strut, tie, rafter, tie beam). - Learners identify structural members and type of force (shear,

torsion, tension, compression) acting on them in given frame structures. • Case study: Electrical pylons – use pictures of a range of pylon designs

noting: - The variety of designs that solve the same problem effectively. - The use of internal cross-bracing and triangulation to provide stiffness. • Structural members under tension/compression (worksheet).

Structural members • Structures that span over space: - Beams: steel I-beams (girders), concrete lintels; beam and column

bridge. - Alternative bridge supports: suspension bridges; cable-stayed bridges. - Arches: arches in buildings, bridges, dam walls. - Cantilevers: simple cantilever, cable stayed cantilever.

Structural failure – the three most likely ways structures fail are:

- Fracture of a member – due to lack of strength. - Bending (flexing, buckling) – due to lack of stiffness (rigidity).

- Toppling over – due to lack of stability (top heavy, narrow base).

Educator read and

discuss the content.

Explain new vocabulary

and terminology.

Do the activity together

as a class. Educator

guide learners through

the steps and explains

the concepts.

Teacher could develop a

Worksheet and learners

complete

Teacher introduce the

FAT

Each

learner

receives a

copy of

the notes

and the

activity.

Pages 1 to

4

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PARENTS

Child reads through the content. Parent and child discuss.

Explain new vocabulary and terminology.

Discuss the world of work and ask child to think of more jobs where Technology is used.

Do the activity together. Guiding your child through the steps of the content and design process.

LEARNER

• Learners participate in the discussion.

• Learners complete the activity on page 3 and 4. The focus is on structures, forces, investigate and design.

• This should be done together as a class.

Informal /

Formal

Assessment

s

Possible examples include as well as the PAT 1

Values

Taught acknowledgement, attentiveness, neatness, reflection, creativity, design awareness

Define frame structures by studying the drawings below.

- Purpose of structural members (components) in wood and steel roof trusses (king and queen post, strut, tie, rafter, tie beam).

-

Identify the type and purpose of the different structural members above?

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- Identify the type of force (shear, torsion, tension, compression) acting on frame structures.

• Case study: Electrical pylons – use pictures of a range of pylon designs noting:

- What is function of pylons? - What strengthening techniques are used in the pictures to provide stiffness? • Identify the forces of tension/compression

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Structural members • Structures that span over space: - Beams: steel I-beams (girders), concrete lintels; beam and column bridge. - Alternative bridge supports: suspension bridges; cable-stayed bridges.

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- Arches: arches in buildings, bridges, dam walls.

- Cantilevers: simple cantilever, cable stayed cantilever.

Structural failure – the three most likely ways structures fail are: - Fracture of a member – due to lack of strength.

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- Bending (flexing, buckling) – due to lack of stiffness (rigidity). - Toppling over – due to lack of stability (top heavy, narrow base).

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POSSIBLE SCENARIO How do maize become maize meal? Before machines were invented to grind or crush the seeds, it took a lot of hard work to make maize meal.

Think about the following: How strong and stable the structure should be? What materials and tools do you need to make the structure? How

easy will it be to make the structure? How hard and fast will the pestle hit the floor? What is the mechanical advantage of the lever?

Practical Assessment Task Guidelines Total: 70 Marks

This document is a guideline that educators can use to set their own assessment task for term 1.

Over the next four weeks learners will investigate and design a model of a machine that can crush grains like maize or wheat to make flour.

They can start the task after the first week. Each week learners can complete a part of the PAT, as the concepts or skills are covered in class.

In this way learners will have more time to complete the PAT.

Name Possible mark Learner’s mark

Investigate

(30 Marks)

Investigation 15

Design brief, Specifications and constraints 15

Design

(40 Marks)

Sketches of possible ideas -

Make a 3D isometric projection of the idea with

dimensions and drawn to scale 16

Make a working drawing in 2D showing one view

with dimensions and line types. 20

Communicate: a sketch enhanced using two of

colour, texture or shading 4

TOTAL 70

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A family or a community or a business wants you to make meal or flour from maize, wheat or another grain. They want a quick and easy way to

make the meal or flour that does not require a lot of hard work.

INVESTIGATE [15]

1. Evaluate: learners examine information on several complex structures and list advantages and disadvantages in the designs

1.1 Which ideas or aspects of the ideas will you use in your own design? Explain why

………………………………………………………………………………………………………………………………………………………… [4]

Look at:

The shape and length of the levers and

the pestles

The mechanisms that move the beams

up and down

How strong and stable the structure is

How the different parts are assembled?

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Complete the table. Pay special attention to the last two rows of the table on advantages and disadvantages [11]

DESIGN A DESIGN B DESIGN C

Strength and stability

of structure

Materials and tools

needed

How easy to make?

How hard and fast will the pestle

hit the floor?

Mechanical advantage

of lever

Advantages

Disadvantages

DESIGN BRIEF, SPECIFICATIONS and CONSTRAINTS [15]

2. Identify the design aspects:

a. What is it? (what is needed?)

b. Who it is for? (Target)

c. What it is for? (Function)

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3. By making use of the above design aspects, complete the…

DESIGN BRIEF. (5)

I am going to design a ………………………… (what is needed) for a ………………………………………………………. (who is it for) that

…………………………………………………………………………………. (what is it for).

4. LIST SPECIFICATIONS. (5)

What different mechanisms could make the grain crusher work? What forces should the structure be able to withstand? Do I have to work

according a budget? Etc.

a. …

b. …

c. …

d. …

e. …

5. List the constraints. (5)

How much time do I have to design and make the model? What materials can I find easily to build the model? What tools do I already

have with which I can make the model? Etc.

a. …

b. …

c. …

d. …

e. …

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6. DESIGN ( POSSIBLE IDEAS ) DO AFTER THE SKILLS MENTIONED IN WEEK 4 & 5 WERE ADDRESSED [40]

6.1 Sketch possible ideas you plan to make [ not for marks ]

6.2 Make: a 3D isometric projection of the idea with dimensions and drawn to scale [16]

DO AFTER THE SKILLS MENTIONED IN WEEK 4 & 5 WERE ADDRESSED

Good - al aspects are correctly done

Adequate – most of the aspects are correctly done

Elementary – a third of the criteria is met

Poor – less than a third of the criteria is met

Example of an Assessment rubric for the isometric drawing Good Adequate Elementary Poor

4 3 2 1

Drawn to scale and scale is indicated

Dimensioning done neatly and correctly

Line quality (Dark outlines, light construction lines)

Neatness and accuracy of the drawing

Total / 16

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6.3 Make: a working drawing in 2D showing one view with dimensions. [20]

Example of an Assessment rubric for the working

drawing

Good Adequate Elementary Poor

4 3 2 1

Wrote a heading and indicated scale

Drawn to scale and scale is indicated

Dimensioning done neatly and correctly

Line quality (Dark outlines, light construction lines)

Neatness and accuracy of the drawing

Total / 20

4 - Good - al aspects are correctly done

3 - Adequate – most of the aspects are correctly done

2 - Elementary – a third of the criteria is met

1 - Poor – less than a third of the criteria is met

6.4 Communicate: a sketch enhanced using two of colour, texture or shading [4]

DO AFTER THE SKILLS MENTIONED IN WEEK 4 & 5 WERE ADDRESSED

4 - Good - enhancing techniques are correctly done

3 - Adequate – Most of the enhancing techniques are correctly done

2 - Elementary – a third of the enhancing techniques is met

1 - Poor – less than a third of the enhancing techniques is met