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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
Living Things and their Environment
|
Classification of Plants - Flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
- identify different types of plants in the local environment - classify plants as flowering or non-flowering - appreciate the diversity of plants in the environment |
- Learners collaborate to search for images of flowering and non-flowering plants from print and non-print materials
- Learners discuss their findings with peers - Learners answer discussion questions about plant classification |
How are plants classified?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 1
- Digital devices - Print and non-print materials with plant images |
- Observation
- Oral questions
- Written notes
|
|
| 1 | 4 |
Living Things and their Environment
|
Classification of Plants - Characteristics of flowering and non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
- identify characteristics of flowering plants - list examples of flowering plants - develop curiosity about plants in the environment |
- Learners take an educational walk in the school compound guided by the teacher
- Learners observe plants in the locality and identify those with flowers - Learners record observable characteristics of flowering plants - Learners list examples of flowering plants in their locality |
Do all plants have flowers?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 2
- School compound and neighboring environment - Digital devices with cameras |
- Observation schedules
- Field notes
- Table completion
|
|
| 2 | 1 |
Living Things and their Environment
|
Classification of Plants - Identifying non-flowering plants
|
By the end of the
lesson, the learner
should be able to:
- identify characteristics of non-flowering plants - list examples of non-flowering plants - take precautions when handling plants |
- Learners observe non-flowering plants in the school environment
- Learners record characteristics of non-flowering plants - Learners complete a table listing characteristics of flowering and non-flowering plants - Learners discuss safety measures when handling plants |
What are non-flowering plants?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 3
- School compound - Observation charts - Digital camera |
- Table completion
- Written assignments
- Peer discussion
|
|
| 2 | 2 |
Living Things and their Environment
|
Classification of Plants - Observing parts of a flower
|
By the end of the
lesson, the learner
should be able to:
- identify different parts of a flower - handle flowers with care during observation - appreciate the complexity of flower structures |
- Learners work in groups to collect flowers from different plants
- Teacher guides learners to expose the inner parts of flowers for observation - Learners identify various parts of a flower - Learners observe safety measures when handling flowers |
What makes up the internal structure of a flower?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 4
- Fresh flowers from different plants - Forceps or suitable equipment - Hand lenses |
- Observation schedules
- Oral questions
- Practical activity
|
|
| 2 | 3 |
Living Things and their Environment
|
Classification of Plants - Drawing and labeling parts of a flower
|
By the end of the
lesson, the learner
should be able to:
- draw a flower and label its parts - utilize digital applications to draw and label flowers - demonstrate creativity in drawing flowers |
- Learners draw diagrams of flowers in their drawing books
- Learners label various parts of a flower - Learners use digital applications to draw, paint and label flowers - Learners display their drawings for peer review |
What are the main parts of a flower?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 5
- Drawing materials (pencil, eraser, drawing book) - Digital applications for drawing - Tracing paper |
- Drawing skills
- Labeling accuracy
- Peer assessment
- Digital literacy
|
|
| 2 | 4 |
Living Things and their Environment
|
Classification of Plants - Functions of parts of a flower
|
By the end of the
lesson, the learner
should be able to:
- describe functions of parts of a flower - explain the role of each part in reproduction - show interest in learning about flower functions |
- Learners use available resources to search for information on functions of parts of a flower
- Learners discuss and record key points - Learners complete a table showing functions of different parts of a flower - Learners share information with classmates |
What is the function of each part of a flower?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 6
- Print and non-print media - Reference materials - Labeled flower diagram |
- Table completion
- Oral presentations
- Written assignments
- Question and answer
|
|
| 3 | 1 |
Living Things and their Environment
|
Classification of Plants - Importance of flowers in nature
Classification of Plants - Economic importance of flowers |
By the end of the
lesson, the learner
should be able to:
- explain the importance of flowers in nature - outline the role of flowers in plant reproduction - appreciate the importance of flowers in the ecosystem |
- Learners search for information on the importance of flowers in nature
- Learners discuss and record key points about the role of flowers - Learners share findings with peers - Learners answer questions about the importance of flowers |
Why are flowers important in nature?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 7
- Digital or print media - Reference materials - KLB Science and Technology Grade 5 Learner's Book pg. 8 - Pictures of flower farms - Reference materials - Digital resources |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 3 | 2 |
Living Things and their Environment
|
Classification of Plants - Relationship between flowers and other organisms
|
By the end of the
lesson, the learner
should be able to:
- explain how flowers interact with insects and birds - describe how flowers produce food for other organisms - show awareness of ecological relationships |
- Learners discuss how flowers provide food for insects and birds
- Learners explore the relationship between flowers and pollinators - Learners explain how bees use nectar from flowers to make honey |
Why are flowers important to some insects and birds?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 9
- Pictures of birds and insects on flowers - Digital resources - Reference materials |
- Oral presentations
- Written assignments
- Question and answer
|
|
| 3 | 3 |
Living Things and their Environment
|
Classification of Plants - Flowers as food sources
|
By the end of the
lesson, the learner
should be able to:
- identify flowers used as food - explain how flowers develop into fruits - appreciate flowers as sources of food |
- Learners discuss how flowers develop into fruits
- Learners identify edible flowers in their locality - Learners explain the relationship between flowers and fruit formation |
How do flowers contribute to food production?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 10
- Pictures of fruits developing from flowers - Reference materials - Charts |
- Oral presentations
- Written assignments
- Question and answer
|
|
| 3 | 4 |
Living Things and their Environment
|
Classification of Plants - Flowers as food sources
|
By the end of the
lesson, the learner
should be able to:
- identify flowers used as food - explain how flowers develop into fruits - appreciate flowers as sources of food |
- Learners discuss how flowers develop into fruits
- Learners identify edible flowers in their locality - Learners explain the relationship between flowers and fruit formation |
How do flowers contribute to food production?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 10
- Pictures of fruits developing from flowers - Reference materials - Charts |
- Oral presentations
- Written assignments
- Question and answer
|
|
| 4 | 1 |
Living Things and their Environment
|
Classification of Plants - Assessment on plant classification
|
By the end of the
lesson, the learner
should be able to:
- demonstrate knowledge of plant classification - identify parts of a flower and their functions - show confidence in applying knowledge of plant classification |
- Learners complete assessment tasks on plant classification
- Learners identify plants from pictures and classify them - Learners explain the importance of flowers in nature - Learners assess their progress using a progress check table |
How well can I classify plants and describe flower parts?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 12
- Assessment worksheets - Pictures of various plants - Progress check table |
- Written assessment
- Identification exercises
- Self-assessment using progress check
- Teacher evaluation
|
|
| 4 | 2 |
Living Things and their Environment
|
Classification of Plants - Assessment on plant classification
|
By the end of the
lesson, the learner
should be able to:
- demonstrate knowledge of plant classification - identify parts of a flower and their functions - show confidence in applying knowledge of plant classification |
- Learners complete assessment tasks on plant classification
- Learners identify plants from pictures and classify them - Learners explain the importance of flowers in nature - Learners assess their progress using a progress check table |
How well can I classify plants and describe flower parts?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 12
- Assessment worksheets - Pictures of various plants - Progress check table |
- Written assessment
- Identification exercises
- Self-assessment using progress check
- Teacher evaluation
|
|
| 4 | 3 |
Living Things and their Environment
|
Classification of Plants - Application of knowledge on plant classification
|
By the end of the
lesson, the learner
should be able to:
- apply knowledge of plant classification in real-life situations - identify plants in their environment as flowering or non-flowering - show appreciation for plant diversity |
- Learners identify plants in their school environment
- Learners classify them as flowering or non-flowering - Learners create plant collection books or digital albums - Learners present their collections to the class |
How can I apply knowledge of plant classification?
|
- School environment
- Digital cameras - Plant collection materials - Reference books |
- Plant collection quality
- Classification accuracy
- Presentations
- Peer assessment
|
|
| 4 | 4 |
Living Things and their Environment
|
Classification of Plants - Application of knowledge on plant classification
|
By the end of the
lesson, the learner
should be able to:
- apply knowledge of plant classification in real-life situations - identify plants in their environment as flowering or non-flowering - show appreciation for plant diversity |
- Learners identify plants in their school environment
- Learners classify them as flowering or non-flowering - Learners create plant collection books or digital albums - Learners present their collections to the class |
How can I apply knowledge of plant classification?
|
- School environment
- Digital cameras - Plant collection materials - Reference books |
- Plant collection quality
- Classification accuracy
- Presentations
- Peer assessment
|
|
| 5 | 1 |
Living Things and their Environment
|
Classification of Plants - Consolidation and remedial work
|
By the end of the
lesson, the learner
should be able to:
- summarize key concepts on plant classification - address any misconceptions about plants - express confidence in plant classification knowledge |
- Learners participate in remedial activities based on identified weaknesses
- Learners create mind maps summarizing plant classification concepts - Learners complete reinforcement exercises - Learners reflect on their learning progress |
What do I need to improve in my understanding of plant classification?
|
- Remedial worksheets
- Mind mapping materials - Reference materials - Learning progress charts |
- Remedial exercises
- Mind maps quality
- Self-assessment
- Teacher observation
|
|
| 5 | 2 |
Living Things and their Environment
|
Classification of Plants - Consolidation and remedial work
|
By the end of the
lesson, the learner
should be able to:
- summarize key concepts on plant classification - address any misconceptions about plants - express confidence in plant classification knowledge |
- Learners participate in remedial activities based on identified weaknesses
- Learners create mind maps summarizing plant classification concepts - Learners complete reinforcement exercises - Learners reflect on their learning progress |
What do I need to improve in my understanding of plant classification?
|
- Remedial worksheets
- Mind mapping materials - Reference materials - Learning progress charts |
- Remedial exercises
- Mind maps quality
- Self-assessment
- Teacher observation
|
|
| 5 | 3 |
Living Things and their Environment
|
Vertebrates - General characteristics of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- explain what vertebrates are - identify general characteristics of vertebrates - develop interest in studying animals |
- Learners use available resources to search for information on vertebrates
- Learners discuss and record key features of vertebrates - Learners brainstorm examples of vertebrates in their environment - Learners share information with classmates |
What are the key features of vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 13
- Print and non-print materials - Reference materials - Pictures of various vertebrates |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 5 | 4 |
Living Things and their Environment
|
Vertebrates - General characteristics of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- explain what vertebrates are - identify general characteristics of vertebrates - develop interest in studying animals |
- Learners use available resources to search for information on vertebrates
- Learners discuss and record key features of vertebrates - Learners brainstorm examples of vertebrates in their environment - Learners share information with classmates |
What are the key features of vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 13
- Print and non-print materials - Reference materials - Pictures of various vertebrates |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 6 | 1 |
Living Things and their Environment
|
Vertebrates - Observing vertebrates in the environment
|
By the end of the
lesson, the learner
should be able to:
- identify vertebrates in the local environment - observe characteristics of vertebrates - take safety precautions when handling animals |
- Teacher guides learners on a walk around the school compound
- Learners observe different vertebrates in the environment - Learners identify and discuss characteristics of vertebrates - Learners record their observations |
How can we identify vertebrates in our environment?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 14
- School compound and neighboring environment - Digital devices with cameras - Observation sheets |
- Field observation
- Recording skills
- Group participation
- Question and answer
|
|
| 6 | 2 |
Living Things and their Environment
|
Vertebrates - Observing vertebrates in the environment
|
By the end of the
lesson, the learner
should be able to:
- identify vertebrates in the local environment - observe characteristics of vertebrates - take safety precautions when handling animals |
- Teacher guides learners on a walk around the school compound
- Learners observe different vertebrates in the environment - Learners identify and discuss characteristics of vertebrates - Learners record their observations |
How can we identify vertebrates in our environment?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 14
- School compound and neighboring environment - Digital devices with cameras - Observation sheets |
- Field observation
- Recording skills
- Group participation
- Question and answer
|
|
| 6 | 3 |
Living Things and their Environment
|
Vertebrates - Classification of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- identify the main groups of vertebrates - classify vertebrates into their main groups - show interest in animal diversity |
- Learners identify the main groups of vertebrates
- Learners list examples of animals in each group - Learners complete activities to classify vertebrates - Learners discuss characteristics of each group |
How are vertebrates classified into groups?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 15
- Reference materials - Charts showing vertebrate classification - Pictures of different vertebrates |
- Classification exercises
- Written assignments
- Oral presentations
- Group discussions
|
|
| 6 | 4 |
Living Things and their Environment
|
Vertebrates - Characteristics of mammals
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of mammals - give examples of mammals in the environment - appreciate the diversity of mammals |
- Learners search for information on characteristics of mammals
- Learners discuss and record key features of mammals - Learners list examples of mammals in their environment - Learners classify mammals as domestic or wild |
What are the key features of mammals?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 16
- Print and non-print materials - Pictures of various mammals - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Classification exercises
|
|
| 7 | 1 |
Living Things and their Environment
|
Vertebrates - Characteristics of birds
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of birds - give examples of birds in the environment - show interest in bird diversity |
- Learners search for information on characteristics of birds
- Learners discuss and record key features of birds - Learners list examples of birds in their environment - Learners classify birds as domestic or wild |
What makes birds unique as vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 17
- Print and non-print materials - Pictures of various birds - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Classification exercises
|
|
| 7 | 2 |
Living Things and their Environment
|
Vertebrates - Characteristics of birds
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of birds - give examples of birds in the environment - show interest in bird diversity |
- Learners search for information on characteristics of birds
- Learners discuss and record key features of birds - Learners list examples of birds in their environment - Learners classify birds as domestic or wild |
What makes birds unique as vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 17
- Print and non-print materials - Pictures of various birds - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Classification exercises
|
|
| 7 | 3 |
Living Things and their Environment
|
Vertebrates - Characteristics of birds
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of birds - give examples of birds in the environment - show interest in bird diversity |
- Learners search for information on characteristics of birds
- Learners discuss and record key features of birds - Learners list examples of birds in their environment - Learners classify birds as domestic or wild |
What makes birds unique as vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 17
- Print and non-print materials - Pictures of various birds - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Classification exercises
|
|
| 7 | 4 |
Living Things and their Environment
|
Vertebrates - Characteristics of reptiles
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of reptiles - give examples of reptiles in the environment - show awareness of safety when handling reptiles |
- Learners search for information on characteristics of reptiles
- Learners discuss and record key features of reptiles - Learners list examples of reptiles in their environment - Learners discuss safety precautions when handling reptiles |
What are the key features of reptiles?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 18
- Print and non-print materials - Pictures of various reptiles - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Safety awareness
|
|
| 8 |
Midterm break |
||||||||
| 9 | 1 |
Living Things and their Environment
|
Vertebrates - Characteristics of amphibians
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of amphibians - give examples of amphibians in the environment - appreciate the unique adaptations of amphibians |
- Learners search for information on characteristics of amphibians
- Learners discuss and record key features of amphibians - Learners list examples of amphibians in their environment - Learners explain why amphibians live both in water and on land |
What makes amphibians different from other vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 19
- Print and non-print materials - Pictures of various amphibians - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 9 | 2 |
Living Things and their Environment
|
Vertebrates - Characteristics of amphibians
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of amphibians - give examples of amphibians in the environment - appreciate the unique adaptations of amphibians |
- Learners search for information on characteristics of amphibians
- Learners discuss and record key features of amphibians - Learners list examples of amphibians in their environment - Learners explain why amphibians live both in water and on land |
What makes amphibians different from other vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 19
- Print and non-print materials - Pictures of various amphibians - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 9 | 3 |
Living Things and their Environment
|
Vertebrates - Characteristics of amphibians
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of amphibians - give examples of amphibians in the environment - appreciate the unique adaptations of amphibians |
- Learners search for information on characteristics of amphibians
- Learners discuss and record key features of amphibians - Learners list examples of amphibians in their environment - Learners explain why amphibians live both in water and on land |
What makes amphibians different from other vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 19
- Print and non-print materials - Pictures of various amphibians - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 9 | 4 |
Living Things and their Environment
|
Vertebrates - Characteristics of fish
|
By the end of the
lesson, the learner
should be able to:
- identify the general characteristics of fish - give examples of fish in the environment - appreciate adaptations of fish to aquatic life |
- Learners search for information on characteristics of fish
- Learners discuss and record key features of fish - Learners list examples of fish in their environment - Learners explain how fish are adapted to living in water |
How are fish adapted to life in water?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 20
- Print and non-print materials - Pictures of various fish - Reference materials |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 10 | 1 |
Living Things and their Environment
|
Vertebrates - Comparative study of vertebrate groups
|
By the end of the
lesson, the learner
should be able to:
- compare characteristics across vertebrate groups - classify vertebrates based on their features - show interest in vertebrate diversity |
- Learners complete a comparative table of vertebrate characteristics
- Learners classify vertebrates into groups based on specific features - Learners explain differences and similarities between vertebrate groups |
How do the different groups of vertebrates compare?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 21
- Comparative charts - Pictures of various vertebrates - Classification table |
- Table completion
- Classification accuracy
- Written assignments
- Group discussions
|
|
| 10 | 2 |
Living Things and their Environment
|
Vertebrates - Comparative study of vertebrate groups
|
By the end of the
lesson, the learner
should be able to:
- compare characteristics across vertebrate groups - classify vertebrates based on their features - show interest in vertebrate diversity |
- Learners complete a comparative table of vertebrate characteristics
- Learners classify vertebrates into groups based on specific features - Learners explain differences and similarities between vertebrate groups |
How do the different groups of vertebrates compare?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 21
- Comparative charts - Pictures of various vertebrates - Classification table |
- Table completion
- Classification accuracy
- Written assignments
- Group discussions
|
|
| 10 | 3 |
Living Things and their Environment
|
Vertebrates - Comparative study of vertebrate groups
|
By the end of the
lesson, the learner
should be able to:
- compare characteristics across vertebrate groups - classify vertebrates based on their features - show interest in vertebrate diversity |
- Learners complete a comparative table of vertebrate characteristics
- Learners classify vertebrates into groups based on specific features - Learners explain differences and similarities between vertebrate groups |
How do the different groups of vertebrates compare?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 21
- Comparative charts - Pictures of various vertebrates - Classification table |
- Table completion
- Classification accuracy
- Written assignments
- Group discussions
|
|
| 10 | 4 |
Living Things and their Environment
|
Vertebrates - Importance of vertebrates in the environment
|
By the end of the
lesson, the learner
should be able to:
- explain the importance of vertebrates in nature - discuss economic importance of vertebrates - appreciate the role of vertebrates in ecosystems |
- Learners search for information on the importance of vertebrates
- Learners discuss ecological roles of vertebrates - Learners explain economic importance of domestic vertebrates - Learners share their findings in class |
Why are vertebrates important in our lives?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 22
- Print and non-print materials - Reference materials - Pictures of vertebrates in different settings |
- Oral presentations
- Written assignments
- Group discussions
- Question and answer
|
|
| 11 | 1 |
Living Things and their Environment
|
Vertebrates - Ecological roles of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- describe ecological roles of different vertebrates - explain food relationships among vertebrates - show interest in ecological balance |
- Learners discuss the roles of vertebrates in food chains
- Learners explain how vertebrates help in seed dispersal - Learners discuss relationships between predators and prey - Learners explore how vertebrates maintain ecological balance |
How do vertebrates contribute to ecological balance?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 23
- Food chain diagrams - Pictures of vertebrates in ecosystems - Reference materials |
- Group discussions
- Written assignments
- Oral presentations
- Food chain diagrams
|
|
| 11 | 2 |
Living Things and their Environment
|
Vertebrates - Ecological roles of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- describe ecological roles of different vertebrates - explain food relationships among vertebrates - show interest in ecological balance |
- Learners discuss the roles of vertebrates in food chains
- Learners explain how vertebrates help in seed dispersal - Learners discuss relationships between predators and prey - Learners explore how vertebrates maintain ecological balance |
How do vertebrates contribute to ecological balance?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 23
- Food chain diagrams - Pictures of vertebrates in ecosystems - Reference materials |
- Group discussions
- Written assignments
- Oral presentations
- Food chain diagrams
|
|
| 11 | 3 |
Living Things and their Environment
|
Vertebrates - Economic importance of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- explain economic benefits derived from vertebrates - identify products obtained from vertebrates - appreciate vertebrates as economic resources |
- Learners discuss products obtained from domestic animals
- Learners explain how vertebrates contribute to tourism - Learners explore how vertebrates contribute to food security - Learners discuss importance of vertebrates in transport |
How do vertebrates contribute to the economy?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 24
- Pictures of animal products - Charts showing economic value of vertebrates - Reference materials |
- Group discussions
- Written assignments
- Oral presentations
- Question and answer
|
|
| 11 | 4 |
Living Things and their Environment
|
Vertebrates - Economic importance of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- explain economic benefits derived from vertebrates - identify products obtained from vertebrates - appreciate vertebrates as economic resources |
- Learners discuss products obtained from domestic animals
- Learners explain how vertebrates contribute to tourism - Learners explore how vertebrates contribute to food security - Learners discuss importance of vertebrates in transport |
How do vertebrates contribute to the economy?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 24
- Pictures of animal products - Charts showing economic value of vertebrates - Reference materials |
- Group discussions
- Written assignments
- Oral presentations
- Question and answer
|
|
| 12 | 1 |
Living Things and their Environment
|
Vertebrates - Assessment on vertebrates
|
By the end of the
lesson, the learner
should be able to:
- demonstrate knowledge of vertebrate characteristics - classify vertebrates correctly into their groups - show confidence in applying knowledge about vertebrates |
- Learners complete assessment tasks on vertebrates
- Learners identify and classify vertebrates from pictures - Learners explain importance of vertebrates - Learners assess their progress using a progress check table |
How well have I mastered concepts on vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 26
- Assessment worksheets - Pictures of various vertebrates - Progress check table |
- Written assessment
- Identification exercises
- Self-assessment
- Teacher evaluation
|
|
| 12 | 2 |
Living Things and their Environment
|
Vertebrates - Assessment on vertebrates
|
By the end of the
lesson, the learner
should be able to:
- demonstrate knowledge of vertebrate characteristics - classify vertebrates correctly into their groups - show confidence in applying knowledge about vertebrates |
- Learners complete assessment tasks on vertebrates
- Learners identify and classify vertebrates from pictures - Learners explain importance of vertebrates - Learners assess their progress using a progress check table |
How well have I mastered concepts on vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 26
- Assessment worksheets - Pictures of various vertebrates - Progress check table |
- Written assessment
- Identification exercises
- Self-assessment
- Teacher evaluation
|
|
| 12 | 3 |
Living Things and their Environment
|
Vertebrates - Project: Portfolio of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- plan for creation of a vertebrate portfolio - collect information on different vertebrates - show creativity in portfolio development |
- Learners plan and begin creating portfolios of vertebrates
- Learners collect pictures or draw images of vertebrates - Learners organize information about vertebrate characteristics - Learners group vertebrates by their classification |
How can I create an informative portfolio of vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 27
- Portfolio materials (files, folders) - Digital or print pictures of vertebrates - Art materials |
- Portfolio planning
- Information collection
- Organization skills
- Creativity
|
|
| 12 | 3-4 |
Living Things and their Environment
|
Vertebrates - Project: Portfolio of vertebrates
|
By the end of the
lesson, the learner
should be able to:
- plan for creation of a vertebrate portfolio - collect information on different vertebrates - show creativity in portfolio development |
- Learners plan and begin creating portfolios of vertebrates
- Learners collect pictures or draw images of vertebrates - Learners organize information about vertebrate characteristics - Learners group vertebrates by their classification |
How can I create an informative portfolio of vertebrates?
|
- KLB Science and Technology Grade 5 Learner's Book pg. 27
- Portfolio materials (files, folders) - Digital or print pictures of vertebrates - Art materials |
- Portfolio planning
- Information collection
- Organization skills
- Creativity
|
|
| 13 |
End term assessment |
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