K to12 BASIC EDUCATION CURRICULUM

Information and Communication Technology

TECHNICAL DRAFTING
Grade 9
Module 1: Personal Entrepreneurial Competencies
LEARNING OUTCOME

WHAT TO KNOW

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/Attr
ibute/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

WHAT TO PROCESS

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,

WHAT TO REFLECT AND

UNDERSTAND
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.

WHAT TO TRANSFER

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
learners
level of performance).

understandings
of
learners about how
practitioners/entrepre
neurs succeed in their
chosen career. You
may distribute metacards for learners to
write their answers.
These may be posted
on the wall and
revisited during the
Firming-up.

etc.) the similarities

and
differences
among
successful
entrepreneurs in the
following
aspects:
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
LO 1. Recognize and
understand the
market in
Technical
Drafting.

LO 2. Recognize the

WHAT TO KNOW

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

WHAT TO PROCESS

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

WHAT TO REFLECT AND

UNDERSTAND
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

WHAT TO TRANSFER

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

in

potential
customer/market

Technical
Drafting.

Quarter I: 32 hrs.
Quarter II: 40 hrs.

establishments
or
industries
in
the
town/city.
(Note:
Teachers
may
develop an instrument
to
survey
the
costumers needs and
wants.
Guide learners in
making a graphical
presentation of the
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.

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.

may
develop
an
assessment tool to
determine
learners
level of performance).

Module 3: Drafting Architectural Layout and Design

DRAFTING ARCHITECTURAL LAYOUT AND DETAILS (AL)

LEARNING OUTCOME
Lesson 1: Prepare
Architectural Job
Requirements

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;
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.

WHAT TO KNOW

Guide learners in
answering the skills
test on page 34.
Guide learners to

WHAT TO PROCESS

Let
learners
familiarize with the
different drafting tools,
materials
and

WHAT TO REFLECT AND

UNDERSTAND
Instruct learners to
have
a
panel
discussion
about
architectural working

WHAT TO TRANSFER

Instruct learners to
perform
summative
assessment
in
suggested Activity 4

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

Lesson 2: Prepare and Setup 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-

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
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.
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

drawings
together
with
the
specifications.

Guide learners in
watching
a
video
presentation
about
the setting-up of tools
and
materials
for
drawing.
Let learners present
their
observation
orally.

on page 66-67.

Use
the
scoring
rubrics to rate their
performance.

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
Development Plans

Site

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.
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
do research on zoning
laws.
Let them
discuss
about
National
Building
Code Rules.
Guide learners on lot
mensuration
and
plotting.

on page 73.
Check their answers
using the answer key.
Instruct learners to
group
the
tools
according to their
classification.

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.

Lesson
Plans

4:

Draft

Floor

Let learners answer

the skills test on
page 92 to determine
their prior knowledge

Instruct learners to do
the
suggested
Activity 1 on page
106.

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
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.
Let the learners be
familiar
with
the
drawing floor plan by
doing
suggested

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
on page 91.
Use
the
scoring
rubrics to rate their
performance

Guide learners in
performing summative
assessment
as
suggested in Activity

Lesson 5: Draft Roof Plans

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.
Guide learners in
answering the skills
test on page 117 to
assess
prior
knowledge on drafting
roof plans.
Guide learners in
identifying
the
different
types
of
roofing
system
commonly used in
house/building
construction.
Discuss with learners
the different elements
in
designing
roof
framing plan.

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.

Instruct learners to do
the
suggested
Activity 2 on page
128.
Use answer key to
check their answer.

Activity 4 on pages
114 to 115.
Use the given criteria
to check their work.

Instruct learners to
have
group
discussion on the
procedure in roof
framing plan on page
101.
Let learners discuss
the different types of
roofing materials on
page 119.
Let
learners
be
familiar
with
the
drawing roof plan by
doing
suggested
Activity 1 on page
127 to 128.

5 on page 115.
Rate
learners
according
to
the
scoring rubric on the
same page.

Guide learners in
performing summative
assessment
as
suggested in Activity
3 on page 129.
Assess
learners
according to the given
product scoring rubric.

Lesson 6:
Plans

Draft Ceiling

Lesson 7: Draft Elevations

and Sections

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.
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.

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.

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
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

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
standards on page
141.
Instruct learners to

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.

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.

perform
suggested
Activity 3 on page
151.
Use
the
scoring
rubrics to rate their
performance.
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.

Quarter III: 20 hrs.

Module 4: Drafting Structural Layout and Details

LEARNING OUTCOME
Lesson 1: Draft Foundation
Plans

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.

WHAT TO KNOW

Guide learners in
answering the skills
test on page 171 to

WHAT TO PROCESS

Let
learners
familiarize with the
different drafting tools,

WHAT TO REFLECT AND

UNDERSTAND
Instruct learners to
have
a
panel
discussion
about

WHAT TO TRANSFER

Instruct the learners to

do/answer
the
summative

Lesson 2: Draft Structural

Floors and Roof Framing
Plans

assess
prior
knowledge on drafting
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.

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

materials
and
equipment
by
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.
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

architectural working
drawings
together
with
the
specifications.

Guide learners in
watching
a
video
presentation
about
the setting-up of tools
and
materials
for
drawing.
Let learners present
their
observation
orally.

assessment
in
suggested Activity 5
page
191
and
suggested Activity 6
page 192.
Use
the
scoring
rubrics to rate their
performance.

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

Quarter III: 20 hrs.

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
classification.
Activity 3 on page
212.
Activity 5 on page
222.
Activity 6 on page
222.

Activity 4 page on
212.
Activity 7 page on
231.
Activity 10 on page
247.

assessed.
Activity 8 page on
232.
Activity 9 on page 233

Module 5: Drafting Electrical and Electronic Layout and Details

LEARNING OUTCOME
Lesson 1: Drafting electrical
plans and layouts

the ingredients in
concrete.
Let learners view
video
presentations
about
testing
concrete.
Draw
learners
view/insight
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.

WHAT TO KNOW

Let learners reflect on

their
target
and
identify which skills
needs
to
be
developed through a
goal setting activity
on page 255-256 of

WHAT TO PROCESS
Task 1
Let learners compare
and contrast circuits
by answering the
process
questions,
suggested Activity 1
on page 261.

WHAT TO REFLECT AND

UNDERSTAND
Let learners answer
the activity on page
276 emphasizing the
job requirement for
each item.
Enhance
learners

WHAT TO TRANSFER

To
complete
the
lesson and apply the
learning outcome for
Lesson 1, let learners
answer
transfer
activity page 277.

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.
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.

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
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

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.

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, 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 reassess
learners
based on their goals
and target set earlier.

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

of the bachelors 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
the
most
recent
specifications
of
electrical components
and materials, either
from
local
and/or
foreign sources
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.

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

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

Quarter IV: 16 hrs.

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.

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.

these samples: car

show room, grocery
store, office, library,
etc.)

Module 6: Drafting Sanitary and Plumbing Layout and Details

LEARNING OUTCOME
Lesson 1: Drafting Water
Distribution Systems

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.

WHAT TO KNOW

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.

WHAT TO PROCESS
Task 1
Let
learners
familiarize with the
names
and
association of pipes,
valves and fittings
used in used in
plumbing
by

WHAT TO REFLECT AND

UNDERSTAND
Let learners answer
the activity at page
310 emphasizing the
job requirement for
each item.
Provide
constant
checking of learners
skills in drafting line

WHAT TO TRANSFER

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

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
(ICL). Guide them
while in progress for
constructive inquiry to
emphasize
which
points
are
most
important.

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
formulating their own
rubric in assessing
the quality of their
output. It may be but
not
limited
to
accuracy,
neatness
and speed.

quality and the overall

aesthetics
of
the
drawing.

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
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
to enrich the

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.

learners
skill).

Quarter IV: 24 hrs.

Lesson 1: Drafting Heating,
Ventilating
and
AirConditioning
Systems
Layout

Module 7: Drafting Mechanical Layout and Details

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

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

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

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.

process questions on
pages 370 371.
Make use of varied
types
of
air
conditioning to label
on,
to
enhance
students
understanding
of
varied technologies.

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

Task 1
Let learners answer
process questions on
page 390

Let learners follow

directions on page
390.

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
they learned the skills
expected
of
the
lesson.
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.

Lesson
3:
Draft
Protection Systems

Fire

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.
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

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.

doubts and difficulties

in
understanding
concepts about the
lesson.

Prepared by:
GILBERT E. BAUTISTA
TLE-Industrial Arts Teacher
Noted by:
MACARIA D. GONZALES
Head Teacher VI