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What to know, process, reflect, understand, and transfer

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What to know, process, reflect, understand, and transfer

  1. 1. K to12 BASIC EDUCATION CURRICULUM Information and Communication Technology TECHNICAL DRAFTING Grade 9 Module 1: Personal Entrepreneurial Competencies LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER LO 1. Recognize PECs needed in Technical Drafting.  Ask learners to name people in the nearby community/municipalit y/city/province who are successful in establishing their own computer related business.  Why are they successful?  Do you wish to be like them?  Explain to learners the importance of assessing their PECs.  Guide learners in assessing their PECs on the following:  Character/Attribut e/Trait  Lifestyle  Skills  Assist learners in analyzing and interpreting the results of the assessment of their PECs.  Ask essential questions to draw out the initial understandings of learners about how practitioners/entrepre neurs succeed in their  In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how practitioners/ entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful practitioners/entrepre neurs, inviting successful practitioners/entrepre neurs as resource person in class, video documentaries of successful practitioners/entrepre neurs, web searching, etc…  Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs in the following aspects:  Have learners align their PECs with those of a successful entrepreneur of their choice.  Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.  Have learners prepare an Activity plan that aligns their PECs with the PECs of successful practitioner/entrepren eur.  Assess learners’ plan of action based on the set criteria. (Note: The teacher may develop an assessment tool to determine learner’s level of performance).
  2. 2. chosen career. You may distribute meta- cards for learners to write their answers. These may be posted on the wall and revisited during the Firming-up. characteristics, traits, attributes, lifestyles, skills.  Have learners reflect/rethink understanding of how practitioners/entrepre neurs succeed in their chosen field. Refer learners to their answer posted on the wall.  Process learners’ learning and check it against the significant insight culled from the lesson. Module 2: Environment and Market LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER LO 1. Recognize and understand the market in Technical Drafting. LO 2. Recognize the potential customer/market in Technical Drafting.  Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.  Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:  Survey questionnaire;  Lead learners in analyzing the assessment conducted on the environment and market in the town/city.  Assist learners in conducting a community mapping to identify business establishments or industries in the town/city. (Note: Teachers may develop an instrument to “survey the costumer’s needs and wants”.  Guide learners in making a graphical presentation of the  Ask learners to interview seasoned entrepreneur to gather salient information on how he/she was able to seize a business opportunity. (Note: The teacher may develop as simple interview guide for this activity).  Compare whether the information collected during the interview will complement/harmoniz e with their skill in generating business ideas.  Assess learners’ level of understanding.  Ask learners to generate business ideas as a result of the SWOT analysis of environment and market for technical drafting.  Assess learners’ business ideas based on the set criteria. (Note: The teacher may develop an assessment tool to determine learner’s level of performance).
  3. 3.  Interview guide;  Checklist, etc.  SWOT analysis  Ask Essential Questions to draw out their understanding of environment and market in generating business ideas. Consider learners’ responses as their tentative understanding that they need to explore further. information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc.,  Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other complementary activities to support the information presented. Quarter I: 32 hrs. Module 3: Drafting Architectural Layout and Design Quarter II: 40 hrs. DRAFTING ARCHITECTURAL LAYOUT AND DETAILS (AL) LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER Lesson 1: Prepare Architectural Job Requirements  Guide learners in answering the skills test on page 34.  Guide learners to familiarize the different drafting tools, materials and equipment.  Let learners be guided on the proper use and care of tools.  Guide learners on the interpretation of the elements of architectural working drawing  Let learners familiarize with the different drafting tools, materials and equipment by answering the Activity 1 on page 38.  Instruct learners to discuss the Do's and Don'ts in using this tools, materials and instrument.  Instruct learners to do the suggested Activity 2 on page 42.  Guide learners in performing suggested Activity 3 on page  Instruct learners to have a panel discussion about architectural working drawings together with the specifications.  Instruct learners to perform summative assessment in suggested Activity 4 on page 66-67.  Use the scoring rubrics to rate their performance.
  4. 4. 65.  Let learners familiarize the different electrical symbols by answering the suggested Activity 3 on page 66.  Check their answers using the given criteria and/or answer key. Lesson 2: Prepare and Set- up Tools and Materials for Drawing  Guide learners in answering the skills test on page 68-69.  Explain the importance of drawing tools, materials and equipments in drafting works or activities.  Demonstrate the standard operating procedure in setting- up of drawing tools, materials and equipment before, during and after an activity  Guide learners on the best practices that must be observed in the work station or workplace.  Let learners identify common tools in drafting architectural layout and details by answering suggested Activity 1 on page 71.  Instruct the learners to write their answers in their notebook what is being required in suggested Activity 2 on page 73.  Check their answers using the answer key.  Instruct learners to group the tools according to their classification.  Guide learners in watching a video presentation about the setting-up of tools and materials for drawing.  Let learners present their observation orally.  Guide learners in performing summative assessment as suggested in Activity 3 and 4 page 74.  Develop a criteria to objectively assess the learners’ actual performance. Lesson 3: Draft Site Development Plans  Guide learners in answering the skills test on page 76 to assess prior knowledge on drafting site development plans.  Discuss thoroughly planning consideration when developing a site/lot for a proposed house.  Encourage learners to  Direct learners to answer the suggested Activity 2 on page 84.  Let learners do the suggested Activity 5 on page 89.  Use the answer key to check their work.  Direct learners/group to perform suggested Activity 1 on page 83 based on the Standard Operating Procedures.  Evaluate learners/group output following the given criteria on page 84.  Instruct the learners to have group discussion on the  Guide learners in performing suggested Activity 4 on page 89.  Instruct learners to draw site development plan as suggested in activity 6 on page 89.  Let learners perform summative assessment as suggested in activity
  5. 5. do research on zoning laws. Let them discuss about National Building Code Rules.  Guide learners on lot mensuration and plotting. procedure in lot plotting suggested Activity 3 on page 88.  Let the learners demonstrate drafting practices in lot plotting.  Instruct the learners to demonstrate marking-off bearings using protractors as shown on page 87. on page 91. Use the scoring rubrics to rate their performance Lesson 4: Draft Floor Plans  Let learners answer the skills test on page 92 to determine their prior knowledge on drafting floor plans.  Guide learners discover room requirements and provide pointers in planning a floor plan.  Let learners demonstrate the significance of working triangle in the kitchen.  Guide learner on the selection of appropriate scale in drawing a floor plan.  Discuss clearly the legal provisions of the National Building Code in relation to architectural design standards.  Instruct learners to do the suggested Activity 1 on page 106.  Instruct learners to discuss in group on the "kitchen work triangle".  Instruct learners to do the suggested Activity 2 on page 109.  Let learners do the suggested Activity 3 on page 112.  Use answer key to check their answer.  Let the learners be familiar with the drawing floor plan by doing suggested Activity 4 on pages 114 to 115.  Use the given criteria to check their work.  Guide learners in performing summative assessment as suggested in Activity 5 on page 115.  Rate learners according to the scoring rubric on the same page. Lesson 5: Draft Roof Plans  Guide learners in answering the skills test on page 117 to assess prior knowledge on drafting roof plans.  Guide learners in identifying the  Instruct learners to do the suggested Activity 2 on page 128.  Use answer key to check their answer.  Instruct learners to have group discussion on the procedure in roof framing plan on page 101.  Let learners discuss the different types of  Guide learners in performing summative assessment as suggested in Activity 3 on page 129.  Assess learners according to the given product scoring rubric.
  6. 6. different types of roofing system commonly used in house/building construction.  Discuss with learners the different elements in designing roof framing plan. roofing materials on page 119.  Let learners be familiar with the drawing roof plan by doing suggested Activity 1 on page 127 to 128. Lesson 6: Draft Ceiling Plans  Guide learners in answering the skills test on page 131 to assess prior knowledge on drafting ceiling plans.  Require learners to make a research on features that are found in the ceiling of their respective residences.  Discuss thoroughly the important considerations in drafting ceiling plan based on the National Building Code of the Philippines.  Let the learners be familiar with the different ceiling covering materials by answering suggested Activity 1 on page 134. and Activity on page 135.  Use answer key to check their answer.  Let learners discussed ceiling in accordance with section 805 of the National Building Code of the Philippines.  Instruct learners to have group discussion on the procedure in drafting reflected ceiling plan on page 134.  Guide learners in performing summative assessment as suggested in Activity 3 on page 135. Assess learners according to the given product scoring rubric Lesson 7: Draft Elevations and Sections  Guide learners in answering the skills test on page 136 to assess prior knowledge on drafting elevations and sections.  Let learners be guided in describing the exterior part of the house or building.  Guide learners in identifying the special features of a house.  Guide learners in the preparation of sectional views of a house.  Instruct learners to do the suggested Activity 1 on page 141.  Use answer key to check their answer.  Let learners be familiar with the drawing sectional view by answering suggested Activity 4 on page 152.  Use the scoring rubrics to rate their performance.  Let learners discuss with the guidance of the teacher the location and proportion of features when drafting elevations.  Instruct learners to discuss in group on the things to consider in drawing elevations on page 139.  Guide learners to discuss/perform dimensioning elevations in conformity with the basic drafting  Instruct learners to do the suggested Activity 2 on page 141.  Guide learners in performing summative assessment as suggested in Activity 4 on page 152.  Assess learners according to the given product scoring rubric.
  7. 7. standards on page 141.  Instruct learners to perform suggested Activity 3 on page 151.  Use the scoring rubrics to rate their performance. Lesson 8: Submit Complete Drawings  Guide learners in answering the skills test on page 154 to assess prior knowledge in performing presentation drawings.  Guide learners in preparing complete working drawings which includes floor plan, elevations, sections, perspective and sample details.  Instruct learners to have group discussion on the different procedures in the preparation of presentation drawings.  Use the given criteria to check their work.  Instruct learners to discuss in group the importance of working drawings.  Guide learners in discussing important principles in the preparation of presentation drawings particularly perspective views.  Let learners present their view on the significance of landscaping in the preparation of presentation drawings.  Instruct learners to follow the standard operating procedures when submitting completed drawings to appropriate personnel (e.g. Engineer, Architect).  Give notations, comments and corrections for final drawings following the standard operating procedures.  Integrate comments and corrections into the final drawing based on job requirements.  Instruct learners to perform housekeeping procedures following the standard operating procedures. Quarter III: 20 hrs. Module 4: Drafting Structural Layout and Details LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER Lesson 1: Draft Foundation Plans  Guide learners in answering the skills test on page 171 to assess prior knowledge on drafting  Let learners familiarize with the different drafting tools, materials and equipment by  Instruct learners to have a panel discussion about architectural working drawings together  Instruct the learners to do/answer the summative assessment in suggested Activity 5
  8. 8. foundation plans.  Guide learners to familiarize the process involved in laying-out and staking.  Let learners be guided on the proper selection of materials and tools used.  Discuss thoroughly excavation and backfilling.  Encourage learners to do a research about the types of foundation, kinds of footings in accordance with the National Building Code Rules.  Have them present the results of their research activity. answering the Activity 1 on page 178.  Instruct learners to discuss the Do's and Don'ts in using this tools, materials and instrument.  Instruct learners to do the suggested Activity 2 on page 179.  Guide learners in performing suggested Activity 3 on page 190.  Let learners familiarize with the different electrical symbols by answering the suggested Activity 4 on page 191.  Check their answers using the given criteria and/or answer key. with the specifications. page 191 and suggested Activity 6 page 192.  Use the scoring rubrics to rate their performance. Lesson 2: Draft Structural Floors and Roof Framing Plans  Guide learners in answering the skills test on page 194 to determine their prior knowledge on drafting structural floors and roof framing plans.  Explain the importance preparing the right proportion of the ingredients in concrete.  Let learners view video presentations about testing concrete.  Draw learners’ view/insight  Let learners identify common tools in drafting architectural layout and details by answering suggested Activity 1 on pages 202.  Instruct learners to write their answers in their notebook what is being required in suggested Activity 2 on page 203.  Check their answers using the answer key.  Instruct learners to group the tools according to their  Guide learners in watching a video presentation about the setting-up of tools and materials for drawing.  Let learners present their observation orally.  Activity 4 page on 212.  Activity 7 page on 231.  Activity 10 on page 247.  Guide learners in performing summative assessment as suggested in the activity on page 247.  Formulate a criteria with some help from the learners on the manner the actual performance shall be assessed.  Activity 8 page on 232.  Activity 9 on page 233
  9. 9. generated from the observation of different tests.  Discuss thoroughly the planning consideration when drafting reinforced concrete floor, reinforced concrete stairways in a proposed house.  Guide learners on the best practices in drafting structural floors and roof framing plans that must be observed in the work station or workplace. classification.  Activity 3 on page 212.  Activity 5 on page 222.  Activity 6 on page 222. Quarter III: 20 hrs. Module 5: Drafting Electrical and Electronic Layout and Details LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER Lesson 1: Drafting electrical plans and layouts  Let learners reflect on their target and identify which skills needs to be developed through a goal setting activity on page 255-256 of the Learning Material. Encourage them to specify their plan of activity to achieve their target.  Guide learners on unlocking possible misapprehension by giving them a more engaging vocabulary activity such as “Last Man Standing”, “Word Play” etc., depending on the learners’ level. Task 1  Let learners compare and contrast circuits by answering the process questions, suggested Activity 1 on page 261.  Encourage learners to do some practical analysis using a mock circuit and explain the concepts behind on a class presentation. Task 2  Let learners analyze the relationship of each of the electrical symbols to a drawing by answering process questions, suggested Activity 2 on page  Let learners answer the activity on page 276 emphasizing the job requirement for each item.  Enhance learners’ skills in drafting by constantly checking line quality and aesthetics of the entire drawing.  You may use the enrichment activity to make the lesson more engaging.  To complete the lesson and apply the learning outcome for Lesson 1, let learners answer transfer activity page 277.  Use an assortment of floor plans for group work. Challenge learners on how they would simulate creativity on the manner they would apply electrical layout and fixtures that follow job requirement. (Note: Teacher may use these samples: car show room, grocery store, office, library,
  10. 10.  Group learners according to skills to be developed. Use module 5. Pose 10 or more guide questions which may lead learners to discover important aspects the lesson.  Let learners work on an independent learning activity or an independent cooperative learning (ICL). Guide them while in progress for constructive inquiry to emphasize which points are most important. 264.  Guide learners in formulating their own rubric in assessing the quality of their output. It may be but not limited to accuracy, neatness and speed. They can also be encouraged to identify the percentage points in each criteria. Task 3  Let learners explore the significance of planning illumination by answering the process questions, suggested Activity 3 on page 267.  If possible, you may group learners to create a more sophisticated version of the bachelor’s pad for exhibit with additional innovations that is unique in each group.  Guide learners in formulating their own rubric in assessing the quality of their output. It may be but not limited to accuracy, neatness and speed. Task 4  Instruct learners to answer the suggested activity on page 274. Encourage them to do additional research on etc.)  Have learners prepare a complete “Baby Proposal” as a project. Remind them to consider the following: budgetary requirement, bill of materials and time schedule, for them to able to accomplish the task.  Formulate an assessment rubrics with learners to let learners be informed of the areas/criteria where they will be rated at.  Remember to re- assess learners based on their goals and target set earlier.
  11. 11. the most recent specifications of electrical components and materials, either from local and/or foreign sources Lesson 2: Drafting Auxiliary Systems and Layout  Let learners reflect on their target and identify which skills needs further development through a goal setting activity on page 277. Encourage them to specify their plan of actions to achieve the same target.  Guide learners on unlocking possible misapprehension by giving them a more engaging vocabulary activity such as “Last Man Standing”, “Word Play” etc., depending on the learners’ level.  Introduce a game to motivate learners. Employ a “Matching Type and/or Drag and Drop Activity” (electronic or paper cut-outs) to carry-out the association of electronic symbols and their meaning.  Conduct a lecturette/mini presentation to address learners’ inquiry and/or clear doubts and difficulties in understanding concepts about the lesson. Task 1  Let learners identify the association of symbols to the drawing by answering suggested activity 1 on page 280. Task 2  Engage learners to do an activity on how to identify and locate fire alarm systems by answering p.282.  Group learners in coming up with an acceptable recommendations on the importance of observing the standard building code and fire hazards.  Let learners use similar floor plans for them to enrich their skill.  Let learners answer the suggested Activity 2 on page 283.  Turn learners focus on the peculiarity of each device relative to their application. Throw follow-up questions to gauge their understanding on the topic being presented/discussed.  Turn learners focus on the peculiarity of each device relative to its function and/or applications. Throw probing questions to determine their level of comprehension about the lesson.  Let learners accomplish the transfer activity on page 283.  Use an assortment of floor plans for group work and let them simulate creatively on how they would be able to apply auxiliary electrical plan that follows job requirement. (Note: Teacher may use these samples: car show room, grocery store, office, library, etc.)
  12. 12. Quarter IV: 16 hrs. Module 6: Drafting Sanitary and Plumbing Layout and Details LEARNING OUTCOME WHAT TO KNOW WHAT TO PROCESS WHAT TO REFLECT AND UNDERSTAND WHAT TO TRANSFER Lesson 1: Drafting Water Distribution Systems  Let learners reflect on their target and identify which skill needs to be developed through a goal setting activity on page 290 of the Learning Material. Encourage them to specify their plan of action to achieve their target.  Guide learners on unlocking possible misapprehension by giving them a more engaging vocabulary activity on operational definition of terms on page 292, such as “Last Man Standing”, “Word Play” etc., depending on the learners’ level.  Group learners according to similarities in skills to be developed. Use Module No. 6, Pose 10 or more guide questions which may lead your students to discover important aspects of your lesson.  Let learners work on an independent learning activity or an independent cooperative learning Task 1  Let learners familiarize with the names and association of pipes, valves and fittings used in used in plumbing by answering the process questions, suggested Activity 1 on page 296.  Group learners to do some practical analysis using pictures or prototypes of plumbing fixtures and fittings then explain the concepts behind, on a class presentation.  Guide learners on formulating their own rubric in assessing the quality of their report. It may be but not limited to communication skills, demonstration and mastery. Task 2  Let learners analyze the relationship of each of the plumbing symbols on a working drawing by answering process questions on page 303.  Guide learners in  Let learners answer the activity at page 310 emphasizing the job requirement for each item.  Provide constant checking of learners’ skills in drafting line quality and the overall aesthetics of the drawing.  Ask learners to apply the learning outcome in Lesson 1. Have them perform the activity in page 313.  Use an assortment of floor plans for group work. Let them simulate creatively on how they would be able to apply plumbing and fixtures that follow the job requirement. (Note: Teacher may use the following samples: residential and public comfort rooms, etc.)  Have learners prepare a complete “Baby Proposal” as a project. Remind them to consider the following: budgetary requirement, bill of materials and time schedule, for them to able to accomplish the task.  Formulate an assessment rubric with learners to let learners be informed of the areas/criteria where they will be rated at.  Re-assess learners based on their goals and target set earlier to quality assure that
  13. 13. (ICL). Guide them while in progress for constructive inquiry to emphasize which points are most important. formulating their own rubric in assessing the quality of their output. It may be but not limited to accuracy, neatness and speed. they learned the skills expected of the lesson. Lesson 2: Drafting Sanitary and Storm Drainage  Let learners reflect on their target and identify which skill needs further development through a goal setting activity on page 317. Encourage them to specify their plan of action to achieve their target.  Let learners work on an independent learning activity or an independent cooperative learning (ICL). Guide them while in progress for constructive inquiry to emphasize which points are most important.  Conduct a lecturette/mini presentation to address learners’ inquiry and/or clear doubts and difficulties in understanding concepts about the lesson. Task 1  A. Let learners familiarize with some technical terminologies and abbreviations in plumbing by answering page 325  B. Think of strategy/ies that will develop learners’ planning, designing and drafting skills in plumbing layout and details by answering Task B on pages 325 - 327 (Note: Teacher is recommende d to do the above activity in group to encourage participation. Remind learners that the activity should emphasize the compliance to the job requirements. A similar type of floor plan will only be used  Let learners perform the activity on page 333.  Let learners perform the activity on page 333 with emphasis on the job requirements.  Turn learners focus on the application of the sewer line from fixtures to the street sewer.  Let learners perform the activity on pages 334-338.  Use an assortment of floor plans for group work and let them simulate creatively on how they would be able to apply plumbing layout and details that follow the job requirement.
  14. 14. to enrich the learner’s skill). Quarter IV: 24 hrs. Module 7: Drafting Mechanical Layout and Details Lesson 1: Drafting Heating, Ventilating and Air- Conditioning Systems Layout  Let learners reflect on their target and identify which skill needs to be developed through a goal setting activity on page 357 of the Learning Material. Encourage them to specify their plan of action to achieve their target.  Guide learners on unlocking possible misapprehension by giving them a more engaging vocabulary activity on operational definition of terms on page 345, such as “Last Man Standing”, “Word Play” etc., depending on the learners’ level.  Group learners according to similarities in skills to be developed. Use module No. 7. Pose 10 or more guide questions which may lead learners to discover important aspects of the lesson.  Let learners work on an independent learning activity or an independent cooperative learning (ICL). Guide them Task 1  Let learners familiarize themselves with the names and concepts of HVAC, AC and AC Standards used by answering the process questions on page 359.  Group learners to do some practical analysis of their own answers to the essay test. Have them explain and discuss their analysis to the class.  Guide learners in formulating their own rubric in assessing the quality of their report. It may be, but not limited to communication skills, demonstration of and mastery of skills.  Let learners answer the paper and pencil test on page 360. Task 2  Let learners familiarize themselves with the part of a typical air conditioning system by answering process questions on pages 370 – 371.  Make use of varied types of air conditioning to label  Let learners draw a diagrammatic AC layout by answering the activity using the floor plan on pages 376-377 of the Learning Material by emphasizing the job requirement for each item.  Enhance student skills in drafting by constantly checking line quality and aesthetics of the entire drawing.  Let learners explore significant planning and design skills in drafting mechanical layout and details of an AC by answering the process questions on page 378, with emphasis on the job requirements.  Guide learners in formulating their own rubric in assessing the quality of their output. It may be but not limited to planning features, accuracy of drawing, appropriateness, aesthetics and speed.  Let them simulate creatively on how they would be able to apply mechanical layout and details. (Note: Teacher may use the following samples: escalator and elevator in a residential house, etc.)  Have learners prepare a complete “Baby Proposal” as a project. Remind them to consider the following: budgetary requirement, bill of materials and time schedule, for them to
  15. 15. while in progress for constructive inquiry to emphasize which points are most important. on, to enhance students understanding of varied technologies. able to accomplish the task.  Formulate an assessment rubric with learners to let learners be informed of the areas/criteria where they will be rated at.  Re-assess learners based on their goals and target set earlier to quality assure that they learned the skills expected of the lesson. Lesson 2: Draft Mechanical Details of Conveyor Systems  Let learners reflect on their target and identify which skill needs further development through a goal setting activity on page 380. Encourage them to specify their plan of action to achieve their target.  Let the students work on an independent learning activity or an independent cooperative learning (ICL). Guide them while in progress for constructive inquiry to emphasize which points are most important.  Conduct a lecturette/mini presentation to address learners’ inquiry and/or clear doubts and difficulties in understanding Task 1 Let learners answer process questions on page 390  Let learners follow directions on page 390.  Let learners perform the activity on page 391.  Use an assortment of floor plans for group work and let them simulate creatively on how they would be able to apply mechanical layout and details that follow the job requirement.
  16. 16. concepts about the lesson. Lesson 3: Draft Fire Protection Systems  Let learners reflect on their target and identify which skill needs further development through a goal setting activity on page 392. Encourage them to specify their plan of action to achieve their target.  Let the learners work on an independent learning activity or an independent cooperative learning (ICL). Guide them while in progress for constructive inquiry to emphasize which points are most important.  Conduct a lecturette/mini presentation to address learners’ inquiry and/or clear doubts and difficulties in understanding concepts about the lesson. Task 1  Let learners answer process questions on page 395.  Let learners follow directions on page 396.  Let learners perform the activity on page 396.  Use an assortment of floor plans for group work and let them simulate creatively on how they would be able to draft mechanical layout and details of fire protection layout and details that follows the job requirement. Prepared by: GILBERT E. BAUTISTA TLE-Industrial Arts Teacher Noted by: MACARIA D. GONZALES Head Teacher VI

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