Living Things and their Environment

Classification of Plants - Flowering and non-flowering plants
Classification of Plants - Characteristics of 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&2
- School compound and neighboring environment
- Digital devices with cameras

- Observation - Oral questions - Written notes

Living Things and their Environment

Classification of Plants - Identifying non-flowering plants
Classification of Plants - Observing parts of a flower

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&4
- School compound
-lowers from different plants
- Forceps or suitable equipment
- Hand lenses

- Table completion - Written assignments - Peer discussion

Living Things and their Environment

Classification of Plants - Drawing and labeling parts of a flower
Classification of Plants - Functions of parts of a flower
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:

- draw a flower and label its parts
- utilize digital applications to draw and label flowers
- demonstrate creativity in drawing flowers

- explain the importance of flowers in nature
- outline the role of flowers in plant reproduction
- appreciate the importance of flowers in the ecosystem

- 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
- 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

What are the main parts of a flower?
Why are flowers important in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 5,6,7&8
- Drawing materials (pencil, eraser, drawing book)
- Tracing paper
- Labeled flower diagram
- Digital or print media
- Reference materials
- Pictures of flower farms
- Reference materials

- Drawing skills - Labeling accuracy - Peer assessment - Digital literacy
- Oral presentations - Written assignments - Group discussions - Question and answer

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

- Written assignments - Question and answer

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
- Charts

 Written assignments - Question and answer

Living Things and their Environment

Classification of Plants - Assessment on plant classification
Classification of Plants - Application of knowledge 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

- 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 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
- 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 well can I classify plants and describe flower parts?
How can I apply knowledge of plant classification?

- KLB Science and Technology Grade 5 Learner's Book pg. 12
- Assessment worksheets
- Pictures of various plants
- Progress check table
- School environment

- Plant collection materials

- Written assessment - Identification exercises - Self-assessment using progress check - Teacher evaluation
- Plant collection quality - Classification accuracy - Presentations - Peer assessment

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?

- Mind mapping materials
- Reference materials
- Learning progress charts

- Remedial exercises - Mind maps quality - Self-assessment - Teacher observation

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
- Pictures of various vertebrates

- Oral presentations - Written assignments - Question and answer

Living Things and their Environment

Vertebrates - Observing vertebrates in the environment
Vertebrates - Classification of vertebrates

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

- identify the main groups of vertebrates
- classify vertebrates into their main groups
- show interest in animal diversity

- 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
- 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 can we identify vertebrates in our environment?
How are vertebrates classified into groups?

- KLB Science and Technology Grade 5 Learner's Book pg. 14&15
- School compound and neighboring environment
- Charts showing vertebrate classification
- Pictures of different vertebrates

- Question and answer
- Classification exercises - Written assignments - Group discussions

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
- Pictures of various mammals
- Reference materials

- Written assignments - Group discussions - Classification exercises

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
- Pictures of various birds
- Reference materials

- Oral presentations - Written assignments - Group discussions - Classification exercises

Living Things and their Environment

Vertebrates - Characteristics of reptiles
Vertebrates - Characteristics of amphibians

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
- identify the general characteristics of amphibians
- give examples of amphibians in the environment
- appreciate the unique adaptations of amphibians

- Learners discuss and record key features of reptiles
- Learners list examples of reptiles in their environment
- Learners discuss safety precautions when handling reptiles
- 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 are the key features of reptiles?
What makes amphibians different from other vertebrates?

- KLB Science and Technology Grade 5 Learner's Book pg. 18&19
- Pictures of various reptiles
- Reference materials
- Pictures of various amphibians

- Written assignments - Group discussions - Question and answer

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

- Oral presentations - Question and answer

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

Living Things and their Environment

Vertebrates - Importance of vertebrates in the environment
Vertebrates - Ecological roles of vertebrates

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
- describe ecological roles of different vertebrates
- explain food relationships among vertebrates
- show interest in ecological balance

- Learners discuss ecological roles of vertebrates
- Learners explain economic importance of domestic vertebrates
- Learners share their findings in class
- Learners explain how vertebrates help in seed dispersal
- Learners discuss relationships between predators and prey
- Learners explore how vertebrates maintain ecological balance

Why are vertebrates important in our lives?
How do vertebrates contribute to ecological balance?

- KLB Science and Technology Grade 5 Learner's Book pg. 22&23
- Pictures of vertebrates in different settings
- Pictures of vertebrates in ecosystems
- Reference materials

- Oral presentations - Written assignments - Question and answer
- Group discussions - Written assignments -

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

- Oral presentations - Question and answer

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

- Written assessment- Teacher evaluation

Living Things and their Environment

Vertebrates - Project: Portfolio of vertebrates
Vertebrates - Project: Completion of vertebrate portfolio

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

- complete a portfolio of vertebrates
- present information about vertebrates clearly
- appreciate the diversity of vertebrates

- 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
- Learners complete their portfolios of vertebrates
- Learners organize vertebrates into their main groups
- Learners add information about characteristics and importance

How can I create an informative portfolio of vertebrates?
How effective is my vertebrate portfolio?

- KLB Science and Technology Grade 5 Learner's Book pg. 27
- Portfolio materials (files, folders)
- Digital or print pictures of vertebrates
- Art materials
- Presentation space

- Creativity
- Portfolio quality - Organization of information - Presentation skills - Peer assessment

Living Things and their Environment

The Human Breathing System - Breathing process

By the end of the lesson, the learner should be able to:

- demonstrate the breathing process
- explain the importance of breathing
- show awareness of proper breathing techniques

- Learners practice breathing in and out correctly
- Learners place hands on chest to feel breathing movements
- Learners discuss how chest feels during breathing
- Learners explain the importance of breathing through the nose

What makes up the human breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 28
- Charts showing breathing movements

- Demonstrations - Observation - Oral questions - Class discussions

Living Things and their Environment

The Human Breathing System - Parts of the breathing system

By the end of the lesson, the learner should be able to:

- identify the main parts of the human breathing system
- draw and label the breathing system
- appreciate the complexity of the breathing system

- Learners observe diagrams of the human breathing system
- Learners trace and label diagrams of the breathing system
- Learners identify main parts (nose, trachea, lungs, diaphragm)
- Learners draw arrows to show path of air in the breathing system

How is air moved through our breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 29
- Diagrams of the breathing system
- Tracing paper
- Drawing materials

- Drawing skills - Labeling accuracy - Identification of parts - Tracing skills

Living Things and their Environment

The Human Breathing System - Functions of parts
The Human Breathing System - Using digital media

By the end of the lesson, the learner should be able to:

- describe the functions of main parts of the breathing system
- explain how the parts work together
- show interest in understanding the breathing system
- appreciate technology in learning about body systems

- Learners complete a table showing parts and their functions
- Learners identify parts of the breathing system from descriptions
- Learners share information with classmates
- Learners explore simulations of the breathing process
- Learners gather information about the breathing system
- Learners share findings in class presentations

What is the function of each part of the breathing system?
How can digital resources help us understand the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 30&31
- Print and non-print media
- Reference materials
- Function charts

- Table completion - Oral presentations
 -Information gathering - Presentations - Question and answer

Living Things and their Environment

The Human Breathing System - Common conditions and diseases (common cold)

By the end of the lesson, the learner should be able to:

- identify symptoms of the common cold
- outline prevention measures for common cold
- show responsibility in preventing spread of common cold

- Learners share experiences about common cold
- Learners read stories about common cold cases
- Learners identify symptoms of common cold
- Learners discuss prevention measures for common cold

What are the symptoms and prevention measures for the common cold?

- KLB Science and Technology Grade 5 Learner's Book pg. 32
- Charts showing symptoms of common cold
- Stories about common cold

- Oral presentations - Group discussions - Question and answer

Living Things and their Environment

The Human Breathing System - Common conditions and diseases (coughs)

By the end of the lesson, the learner should be able to:

- explain what causes coughs
- describe prevention measures for coughs
- demonstrate responsibility in preventing spread of coughs

- Learners read stories about coughs
- Learners search for information about coughs
- Learners discuss symptoms associated with coughs
- Learners explore prevention measures for coughs

How can we prevent the spread of coughs?

- KLB Science and Technology Grade 5 Learner's Book pg. 33
- Information resources on coughs
- Charts showing cough prevention

- Oral presentations -  Group discussions - Question and answer

Living Things and their Environment

The Human Breathing System - Common conditions and diseases (allergies)
The Human Breathing System - Common conditions and diseases (asthma)

By the end of the lesson, the learner should be able to:

- identify causes and symptoms of allergies
- explain prevention measures for allergies
- show empathy towards people with allergies

- identify causes and symptoms of asthma
- explain management and prevention of asthma
- show empathy towards people with asthma

- Learners read stories about allergic reactions
- Learners identify symptoms of allergies
- Learners discuss triggers for allergies
- Learners explore prevention measures for allergies
- Learners read stories about asthma attacks
- Learners identify symptoms of asthma
- Learners discuss triggers for asthma
- Learners explore management and prevention of asthma

What causes allergic reactions in the breathing system?
How can asthma be managed and prevented?

- KLB Science and Technology Grade 5 Learner's Book pg. 34&35
- Information resources on allergies
- Reference materials
- Stories about allergies
- Information resources on asthma
- Pictures of inhalers

- Oral presentations - Written assignments - Question and answer

Living Things and their Environment

The Human Breathing System - Maintaining a healthy breathing system

By the end of the lesson, the learner should be able to:

- outline ways of maintaining a healthy breathing system
- explain the importance of a healthy breathing system
- show commitment to maintaining a healthy breathing system

- Learners discuss ways of maintaining a healthy breathing system
- Learners explain importance of exercise, healthy diet and clean air
- Learners explore effects of smoking on the breathing system
- Learners discuss proper breathing techniques

How can we maintain a healthy breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 36
- Charts on maintaining healthy breathing
- Reference materials
- Pictures showing healthy habits

- Oral presentations - Written assignments - Group discussions - Question and answer

Living Things and their Environment

The Human Breathing System - COVID-19 and the breathing system

By the end of the lesson, the learner should be able to:

- identify symptoms of COVID-19
- explain prevention measures for COVID-19
- show responsibility in preventing spread of respiratory diseases

- Learners search for information about COVID-19
- Learners identify symptoms of COVID-19
- Learners discuss prevention measures for COVID-19
- Learners explore how COVID-19 affects the breathing system

How does COVID-19 affect the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 37
- Information resources on COVID-19
- Prevention guidelines charts

- Oral presentations - Written assignments - Question and answer

Living Things and their Environment

The Human Breathing System - Assessment on the breathing system
The Human Breathing System - Project: Planning a breathing system model

By the end of the lesson, the learner should be able to:

- demonstrate knowledge of the breathing system
- identify prevention measures for breathing conditions
- show confidence in applying knowledge about the breathing system

- plan for creation of a breathing system model
- select appropriate materials for the model
- show creativity in planning the model

- Learners complete assessment tasks on the breathing system
- Learners identify parts and functions of the breathing system
- Learners explain prevention measures for breathing conditions
- Learners assess their progress using a progress check table
- Learners discuss materials needed for breathing system model
- Learners plan the steps for making the model

How well have I mastered concepts on the breathing system?
How can we model the human breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 39&40
- Diagrams of the breathing system
- Locally available materials
- Drawing materials
- Reference diagrams

- Written assessment - Identification exercises - Teacher evaluation
- Planning skills - Material selection - Group collaboration

Living Things and their Environment

The Human Breathing System - Project: Making a breathing system model

By the end of the lesson, the learner should be able to:

- create a model of the human breathing system
- demonstrate how the model works
- show creativity and teamwork in making the model

- Learners follow steps to create breathing system models
- Learners use locally available materials like bottles, balloons, straws
- Learners demonstrate how their models work
- Learners explain how the parts represent the breathing system

How well does our model represent the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 41
- Plastic bottles
- Balloons
- Straws
- Scissors and other tools

- Model construction - Demonstration skills - Explanation clarity - Group collaboration

Living Things and their Environment

The Human Breathing System - Project: Presenting breathing system models

By the end of the lesson, the learner should be able to:

- present a working model of the breathing system
- explain how the model demonstrates breathing
- appreciate the value of models in learning

- Learners present their completed breathing system models
- Learners demonstrate how the models work
- Learners explain how parts represent the breathing system
- Learners evaluate other groups' models and provide feedback

How effective is our breathing system model?

- Completed breathing system models
- Presentation space
- Peer evaluation forms

- Presentation skills - Demonstration effectiveness - Explanation clarity - Peer assessment

Living Things and their Environment

The Human Breathing System - End of strand assessment
The Human Breathing System - Remedial and enrichment activities

By the end of the lesson, the learner should be able to:

- demonstrate knowledge of all topics in the strand
- apply concepts learned to solve problems
- show confidence in knowledge of living things

- address identified weaknesses in understanding
- extend knowledge on areas of interest
- show confidence in knowledge of the strand

- Learners complete comprehensive assessment on the entire strand
- Learners answer questions on plant classification, vertebrates, and the breathing system
- Learners identify areas needing improvement
- Learners participate in targeted remedial activities based on assessment results
- Advanced learners engage in enrichment activities
- Learners collaborate to support each other's learning
- Learners explore further topics of interest

How well have I mastered concepts about living things and their environment?
How can I improve my understanding of concepts in this strand?

- Comprehensive assessment
- Review materials
- Reference materials
- Self-evaluation forms
- worksheets
- Enrichment materials
- Peer teaching resources

- Written assessment - Problem-solving exercises - Self-reflection - Teacher evaluation
- Targeted exercises - Peer teaching - Extended projects - Teacher observation

Living Things and their Environment

The Human Breathing System - Conclusion and reflection

By the end of the lesson, the learner should be able to:

- summarize key concepts from the strand
- reflect on their learning journey
- show appreciation for knowledge gained about living things

- Learners create concept maps summarizing the strand
- Learners reflect on what they've learned and its relevance
- Learners discuss how knowledge can be applied in daily life
- Learners set goals for future learning

How has learning about living things changed my understanding of the world?

- Concept mapping materials
- Reflection journals
- Display materials
- Goal-setting worksheets

- Concept maps - Reflective writing - Goal clarity - Class discussions