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

Living Things and their Environment

Classification of Plants - Characteristics of flowering and non-flowering plants
Classification of Plants - Identifying 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
- KLB Science and Technology Grade 5 Learner's Book pg. 3
- School compound
- Observation charts
- Digital camera

- Observation schedules - Field notes - Table completion

Living Things and their Environment

Classification of Plants - Observing parts of a flower
Classification of Plants - Drawing and labeling 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
- KLB Science and Technology Grade 5 Learner's Book pg. 5
- Drawing materials (pencil, eraser, drawing book)
- Digital applications for drawing
- Tracing paper

- Observation schedules - Oral questions - Practical activity

Living Things and their Environment

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:

- 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
- 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
- Digital resources

- Table completion - Oral presentations - Written assignments - 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
- Digital resources
- Reference materials

- Oral presentations - 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
- Reference materials
- Charts

- Oral presentations - 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

- 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
- School environment
- Digital cameras
- Plant collection materials
- Reference books

- Written assessment - Identification exercises - Self-assessment using progress check - Teacher evaluation

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

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

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

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

Living Things and their Environment

Vertebrates - Characteristics of mammals
Vertebrates - Characteristics of birds

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
- KLB Science and Technology Grade 5 Learner's Book pg. 17
- Pictures of various birds

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

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

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

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

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

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

Living Things and their Environment

Vertebrates - Ecological roles of vertebrates
Vertebrates - Economic importance 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
- KLB Science and Technology Grade 5 Learner's Book pg. 24
- Pictures of animal products
- Charts showing economic value of vertebrates

- Group discussions - Written assignments - Oral presentations - Food chain diagrams

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

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

Living Things and their Environment

Vertebrates - Project: Completion of vertebrate portfolio

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

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

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

How effective is my vertebrate portfolio?

- Portfolio materials
- Reference materials
- Art supplies
- Presentation space

- 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
- Reference materials

- Demonstrations - Observation - Oral questions - Class discussions

Living Things and their Environment

The Human Breathing System - Parts of the breathing system
The Human Breathing System - Functions of parts

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

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

Living Things and their Environment

The Human Breathing System - Using digital media

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

- use digital media to explore the breathing system
- extract information from digital resources
- appreciate technology in learning about body systems

- Learners use digital media to search for videos and pictures
- Learners explore simulations of the breathing process
- Learners gather information about the breathing system
- Learners share findings in class presentations

How can digital resources help us understand the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 31
- Digital devices
- Videos on the breathing system
- Reference websites

- Digital literacy skills - 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
- Reference materials
- Stories about common cold

- Oral presentations - Written assignments - 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
- Reference materials
- Charts showing cough prevention

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

Living Things and their Environment

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

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

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

What causes allergic reactions in the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 34
- Information resources on allergies
- Reference materials
- Stories about allergies

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

Living Things and their Environment

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

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

How can asthma be managed and prevented?

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

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

Living Things and their Environment

The Human Breathing System - Maintaining a healthy breathing system
The Human Breathing System - COVID-19 and the 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
- KLB Science and Technology Grade 5 Learner's Book pg. 37
- Information resources on COVID-19
- Prevention guidelines charts

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

Living Things and their Environment

The Human Breathing System - Assessment on the breathing system

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

- 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

How well have I mastered concepts on the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 39
- Assessment worksheets
- Diagrams of the breathing system
- Progress check table

- Written assessment - Identification exercises - Self-assessment - Teacher evaluation

Living Things and their Environment

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

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

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

- Learners discuss materials needed for breathing system model
- Learners plan the steps for making the model
- Learners gather locally available materials
- Learners sketch their model design

How can we model the human breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 40
- Locally available materials
- Drawing materials
- Reference diagrams

- Planning skills - Material selection - Design sketches - 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
- Digital cameras (if available)
- 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

- Learners complete comprehensive assessment on the entire strand
- Learners answer questions on plant classification, vertebrates, and the breathing system
- Learners reflect on their learning throughout the strand
- Learners identify areas needing improvement

How well have I mastered concepts about living things and their environment?

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

- Written assessment - Problem-solving exercises - Self-reflection - Teacher evaluation

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

Mixtures

Mixtures - Meaning of mixtures
Mixtures - Types of mixtures (homogeneous mixtures)

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

- Explain the meaning of mixtures
- Identify examples of mixtures in the environment
- Appreciate the existence of mixtures in the environment

- Learners are guided to brainstorm on the meaning of mixture
- Learners discuss examples of mixtures at home and in school
- Learners identify different components in a mixture

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 59
-Print and non-print materials
-Digital devices
KLB Science and Technology Grade 5 Learner's Book pg 61
-Mixed substances
-Containers
-Digital resources

Oral questions -Written exercises -Observation

Mixtures

Mixtures - Types of mixtures (heterogeneous mixtures)
Mixtures - Examples of solid-solid mixtures
Mixtures - Examples of solid-liquid mixtures

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

- Define heterogeneous mixtures
- Identify examples of heterogeneous mixtures in the environment
- Appreciate the existence of different types of mixtures

- Learners use available information resources to find out the meaning of heterogeneous mixtures
- Learners identify examples of heterogeneous mixtures
- Learners differentiate between homogeneous and heterogeneous mixtures

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 61
-Mixed substances
-Containers
-Digital resources
KLB Science and Technology Grade 5 Learner's Book pg 62
-Maize flour
-Wheat flour
-Salt
-Sand
-Steel wool
-Plastic containers
KLB Science and Technology Grade 5 Learner's Book pg 65
-Water
-Soil
-Sugar
-Beakers

Oral questions -Written exercises -Practical activities

Mixtures

Mixtures - Examples of liquid-liquid mixtures
Mixtures - Separating heterogeneous mixtures (Winnowing)

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

- Identify liquid-liquid mixtures in the environment
- Classify liquid-liquid mixtures as homogeneous or heterogeneous
- Show curiosity in observing liquid-liquid mixtures

- Learners mix different liquid substances
- Learners observe and record whether the mixtures formed are uniform or non-uniform
- Learners categorize liquid-liquid mixtures as homogeneous or heterogeneous

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 67
-Water
-Kerosene
-Motor oil
-Milk
-Beakers
KLB Science and Technology Grade 5 Learner's Book pg 69
-Chaff
-Grains
-Protective goggles
-Masks
-Aprons

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Picking)
Mixtures - Separating heterogeneous mixtures (Sieving)

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

- Demonstrate separation of heterogeneous mixtures by picking
- Apply the picking method to separate mixtures
- Appreciate the use of picking method in separating mixtures

- Learners carry out activities to separate mixtures by picking
- Learners discuss mixtures that can be separated by the picking method
- Learners discuss the application of picking in day-to-day life

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 70
-Rice
-Small stones
-Beans
-Maize
KLB Science and Technology Grade 5 Learner's Book pg 71
-Sand
-Gravel
-Sieves
-White paper

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Using magnet)

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

- Demonstrate separation of heterogeneous mixtures using a magnet
- Apply the magnetic method to separate mixtures
- Appreciate the use of magnets in separating mixtures

- Learners carry out activities to separate mixtures using a magnet
- Learners discuss mixtures that can be separated using a magnet
- Learners discuss the application of magnets in day-to-day life

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 72
-Iron filings
-Steel wool
-Magnets
-Flour
-Soil

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Filtering)

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

- Demonstrate separation of heterogeneous mixtures by filtering
- Apply the filtering method to separate mixtures
- Show curiosity in exploring filtration process

- Learners carry out activities to separate mixtures by filtering
- Learners discuss mixtures that can be separated by the filtering method
- Learners discuss the application of filtering in day-to-day life

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 73
-Soil
-Water
-Filter paper
-Funnel
-Beakers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Decanting)
Mixtures - Separating heterogeneous mixtures (Separating funnel)

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

- Demonstrate separation of heterogeneous mixtures by decanting
- Apply the decanting method to separate mixtures
- Value the importance of decantation in separating mixtures

- Learners carry out activities to separate mixtures by decanting
- Learners discuss mixtures that can be separated by the decanting method
- Learners discuss the application of decanting in day-to-day life

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 74
-Soil
-Water
-Beakers
-Stirrers
KLB Science and Technology Grade 5 Learner's Book pg 75
-Separating funnel
-Oil
-Kerosene
-Beakers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Applications of separating mixtures in day-to-day life

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

- Outline the applications of separating mixtures in day-to-day life
- Relate the methods of separating mixtures to daily activities
- Appreciate the importance of separating mixtures in daily life

- Learners use available information resources to find out the applications of methods of separating mixtures
- Learners discuss real-life applications of the various methods of separating mixtures
- Learners share findings with peers through presentations

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 79
-Print and non-print materials
-Digital resources

Oral questions -Written exercises -Presentations

Mixtures

Water Pollution - Meaning of the term water pollution

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

- Explain the meaning of water pollution
- Distinguish between clean and polluted water
- Show concern about water pollution

- Learners are guided to find out and discuss the meaning of pollution, water pollution and water pollutants
- Learners observe images of clean and polluted water and discuss the differences
- Learners share their findings through presentations

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 83
-Print and non-print materials
-Images of clean and polluted water
-Digital resources

Oral questions -Written exercises -Observation -Presentations

Mixtures

Water Pollution - Common water pollutants

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

- Identify common water pollutants
- Classify different types of water pollutants
- Develop awareness about water pollutants

- Learners study pictures showing different water pollutants
- Learners identify water pollutants visible in the pictures
- Learners discuss common water pollutants in water sources near their school and home areas

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 85
-Pictures of water pollutants
-Digital resources

Oral questions -Written exercises -Observation -Group discussions

Mixtures

Water Pollution - Common water pollutants (continued)

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

- Identify water pollutants in the local environment
- Categorize water pollutants based on their sources
- Show concern about water pollutants in the local area

- With guidance, learners identify water pollutants in their locality
- Learners observe water in pits, ponds, rivers, and other water sources
- Learners collect pictures from magazines and newspapers illustrating water pollution

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 87
-Magazines
-Newspapers
-Digital cameras (where available)
-Scrap books

Oral questions -Written exercises -Observation -Project work

Mixtures

Water Pollution - Effects of polluted water on living things (humans)

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

- Explain the effects of water pollution on human beings
- Identify waterborne diseases that affect humans
- Show concern about the effects of water pollution on humans

- Learners discuss pictures showing the effects of water pollution on human beings
- Learners role-play a scenario about water pollution effects
- Learners discuss the lessons learned from the picture story

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 89
-Pictures showing effects of water pollution
-Digital resources

Oral questions -Written exercises -Role play -Group discussions

Mixtures

Water Pollution - Effects of polluted water on living things (animals)
Water Pollution - Effects of polluted water on living things (plants)

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

- Explain the effects of water pollution on animals
- Identify how animals are affected by water pollutants
- Develop empathy towards animals affected by water pollution

- Learners discuss pictures showing the effects of water pollution on animals
- Learners identify how different pollutants affect animal life
- Learners discuss ways to protect animals from water pollution

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 90
-Pictures showing effects of water pollution on animals
-Digital resources
KLB Science and Technology Grade 5 Learner's Book pg 91
-Pictures showing effects of water pollution on plants

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Methods of reducing water pollution

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

- Identify methods of reducing water pollution
- Explain why proper waste disposal is important
- Show willingness to take part in reducing water pollution

- Learners identify ways of reducing water pollution illustrated in pictures
- Learners discuss the importance of using proper toilets instead of open defecation
- Learners discuss the importance of proper waste disposal

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 93
-Pictures showing methods of reducing water pollution
-Digital resources

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Methods of reducing water pollution (continued)

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

- Explain why mulching and planting cover crops helps reduce water pollution
- Describe why washing in water sources causes pollution
- Appreciate the need to protect water sources

- Learners discuss why farmers should mulch crops
- Learners discuss why planting cover crops in slopy land is important
- Learners discuss why washing clothes/utensils and bathing in water sources is unhygienic

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 94
-Pictures showing methods of reducing water pollution
-Digital resources

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Basic methods of water treatment (Boiling)

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

- Demonstrate water treatment by boiling
- Explain why boiling makes water safe for drinking
- Value the importance of treating water for drinking

- Learners carry out activities to demonstrate water treatment by boiling
- Learners discuss the importance of boiling water for drinking
- Learners observe safety precautions when handling hot water

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 95
-Water
-Cooking pot
-Heat source

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Basic methods of water treatment (Filtration)

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

- Demonstrate water treatment by filtration
- Explain the limitations of filtration
- Show interest in water treatment methods

- Learners carry out activities to demonstrate water treatment by filtration
- Learners discuss why filtered water is not necessarily safe for drinking
- Learners discuss further treatment needed after filtration

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 96
-Plastic bottles
-Filter paper/cloth
-Funnel
-Dirty water
-Beakers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Basic methods of water treatment (Chemical treatment)
Water Pollution - Basic methods of water treatment (Solar treatment)

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

- Demonstrate water treatment using chemicals
- Explain the importance of following instructions when using chemicals
- Recognize the value of chemical water treatment

- Learners observe demonstration on chemical water treatment
- Learners discuss the importance of following manufacturer's instructions
- Learners discuss the effectiveness of chemical water treatment

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 97
-Water treatment chemicals
-Dropper
-Water
-Containers
KLB Science and Technology Grade 5 Learner's Book pg 98
-Clean plastic bottles
-Filtered water
-Sunny location

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Making a functional water filter

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

- Design a simple water filter using locally available materials
- Demonstrate how to make a functional water filter
- Show creativity in making a water filter

- Learners design and make a functional water filter using locally available materials
- Learners arrange the filtering materials in the correct order
- Learners test their water filters with muddy water

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 101
-Plastic bottles
-Cotton wool
-Charcoal
-Sand
-Gravel
-Muddy water

Oral questions -Written exercises -Observation -Project work

Mixtures

Water Pollution - Making a functional water filter (continued)

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

- Refine the design of a water filter
- Explain the role of each layer in the water filter
- Value the importance of treated water

- Learners refine their water filter designs
- Learners explain the function of each material in the water filter
- Learners discuss why filtered water still needs to be boiled before drinking

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 101
-Water filters from previous lesson
-Additional materials as needed

Oral questions -Written exercises -Observation -Project presentations

Mixtures

Water Pollution - Appreciating safe water sources

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

- Identify safe water sources in the community
- Explain the importance of maintaining safe water sources
- Advocate for safe water sources

- Learners discuss case studies about water pollution
- Learners role-play scenarios showing responsible behavior towards water sources
- Learners create posters to raise awareness about caring for water sources

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 99
-Case studies
-Art materials for posters
-Digital resources

Oral questions -Written exercises -Role play -Creative work

Mixtures

Water Pollution - Creating awareness about water pollution

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

- Create messages about water pollution prevention
- Compose poems or songs about reducing water pollution
- Show commitment to creating awareness about water pollution

- Learners compose poems or songs about ways to reduce water pollution
- Learners create posters with messages on reducing water pollution
- Learners share their creative work with the school and community

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 99
-Art materials
-Writing materials
-Digital resources

Oral questions -Written exercises -Creative work -Presentations

Mixtures

Water Pollution - Assessment

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

- Summarize key concepts about water pollution
- Apply knowledge about water pollution in solving problems
- Show understanding of water treatment methods

- Learners answer questions about water pollution
- Learners explain effects of water pollution on living things
- Learners describe methods of water treatment

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 104
-Assessment tools
-Digital resources

Written tests -Oral questions -Problem-solving activities

Mixtures
Force and Energy
Force and Energy

Water Pollution - Remedial and extension activities
Floating and Sinking - Demonstration
Floating and Sinking - Demonstration

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

- Address learning gaps in understanding water pollution
- Engage in extended learning about water pollution
- Appreciate the importance of water conservation

- Learners with learning gaps are engaged in remedial activities
- Advanced learners engage in extension activities
- Learners check their progress against learning outcomes

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 104
-Remedial materials
-Extension materials
-Progress checklist
- KLB Science and Technology Grade 5 Learner's Book pg. 107
- Digital devices
- Charts with pictures of floating and sinking objects
- Safety guidelines
- Bowl or basin with water
- Various objects (feathers, small stones, coins, dry wood, cork, plastics, iron nails, leaves, bottle tops, etc.)

Oral questions -Observation -Self-assessment

Force and Energy

Floating and Sinking - Demonstration
Floating and Sinking - Effect of Shape

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

- Define the terms floaters and sinkers
- Classify objects as floaters or sinkers
- Show willingness to collaborate during group activities

Learners are guided to:
- Discuss and define the terms floaters and sinkers
- Continue with the activity of testing and categorizing different objects as floaters or sinkers
- Work in groups to present their findings about which objects float and which ones sink

What categories can we use to classify objects in water?

- KLB Science and Technology Grade 5 Learner's Book pg. 110
- Bowl or basin with water
- Various objects (feathers, small stones, coins, dry wood, cork, plastics, iron nails, leaves, bottle tops, etc.)
- Charts
- Water in a basin
- Metallic bottle tops
- Hammer
- Notebook and pen
- Digital sources

- Group presentations - Oral questioning - Observation

Force and Energy

Floating and Sinking - Effect of Shape
Floating and Sinking - Effect of Weight

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

- Investigate the effect of shape on floating and sinking using plasticine
- Record and interpret experimental results
- Appreciate the importance of accurate observations in scientific experiments

Learners are guided to:
- Place a ball of plasticine in water and observe whether it floats or sinks
- Model the same plasticine into the shape of a boat and place it in water
- Observe, record, and discuss the results
- Make conclusions about how shape affects floating and sinking

How does the shape of an object affect its ability to float or sink?

- KLB Science and Technology Grade 5 Learner's Book pg. 110
- Plasticine
- Water in a basin
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 112
- Basin of water
- Wood block and small stone of same weight
- Two plastic bottles of same size
- Soil/sand and cotton wool
- Spring balance

- Oral questions - Practical assessment - Group presentations

Force and Energy

Floating and Sinking - Effect of Size
Floating and Sinking - Effect of Material
Floating and Sinking - Application in Swimming

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

- Investigate the effect of size on floating and sinking
- Record and interpret experimental observations
- Develop an appreciation for scientific inquiry

Learners are guided to:
- Use print and digital sources to find information on how size affects floating and sinking
- Compare the behavior of a block of wood and an iron nail in water
- Record observations and discuss the results
- Draw conclusions about the effect of size on floating and sinking

How does the size of an object affect its ability to float or sink?

- KLB Science and Technology Grade 5 Learner's Book pg. 113
- Basin with water
- Block of wood
- Iron nail
- Pen and notebook
- Iron nails, small stone, steel pin
- Plastic object, piece of wood, feather
- KLB Science and Technology Grade 5 Learner's Book pg. 114
- Digital and print sources on swimming
- Pictures of swimming competitions

- Observation schedules - Written assignments - Oral questions

Force and Energy

Floating and Sinking - Application in Diving

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

- Explain applications of floating and sinking in diving
- Research information using print and digital sources
- Appreciate the role of technology in water activities

Learners are guided to:
- Use print and digital sources to search for information about the application of sinking and floating in diving
- Discuss how deep sea divers use special devices to sink and float
- Explain how divers control their buoyancy underwater
- Share findings with classmates through presentations

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 115
- Digital and print sources on diving
- Pictures of diving equipment
- Pen and notebook

- Oral presentations - Written reports - Group discussions

Force and Energy

Floating and Sinking - Application in Water Transport

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

- Explain the applications of floating and sinking in water transport
- Research information using print and digital sources
- Appreciate the importance of water transport in everyday life

Learners are guided to:
- Use print and digital sources to find out about applications of floating and sinking in water transport
- Discuss how boats, rafts, and ships are used to transport people and goods
- Explain how ships can float despite being made of metal
- Present findings to classmates

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 117
- Digital and print sources on water transport
- Pictures of various water vessels
- Pen and notebook

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Lifesavers

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

- Explain the use of floaters as life savers
- Identify various types of life savers
- Appreciate the importance of life savers in water safety

Learners are guided to:
- Use print and non-print media to search for information on the use of floaters as life savers
- Identify different types of life savers such as life jackets, life buoys, cork jackets, and inflated rubber tubes
- Discuss the importance of life savers and lifeguards in water sports
- Share findings with classmates

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 122
- Digital and print sources on life savers
- Pictures of various life savers
- Pen and notebook

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Application in Floods

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

- Explain applications of floating and sinking during floods and drowning
- Identify safety measures during floods
- Show concern for safety around water bodies

Learners are guided to:
- Use print and digital sources to find information on applications of floating and sinking during floods
- Discuss how floods can sweep away vehicles and property
- Identify measures to take against floods
- Research information on drowning and ways to prevent it

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 119
- Digital and print sources on floods and drowning
- Pictures of flood situations
- Pen and notebook

- Oral presentations - Written reports - Group discussions

Force and Energy

Floating and Sinking - Making Lifesavers
Sound Energy - Vibration Production
Sound Energy - Methods of Vibration

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

- Make life savers from locally available materials
- Demonstrate how life savers can be used
- Value the importance of improvisation in solving everyday problems

Learners are guided to:
- Use locally available resources such as rubber tubes, dry sticks, plastics, or other suitable materials to make life savers
- Demonstrate to classmates how the life saver they have made can be used to save life in water
- Observe examples of floaters made from plastic bottles
- Evaluate the effectiveness of their life savers

How can we make effective lifesavers from locally available materials?

- KLB Science and Technology Grade 5 Learner's Book pg. 123
- Locally available materials (rubber tubes, dry sticks, plastic bottles, etc.)
- Pictures of various life savers
- KLB Science and Technology Grade 5 Learner's Book pg. 125
- Digital devices
- Charts with pictures of sound sources
- Pen and notebook
- Ruler
- Rubber bands
- Bell
- Musical instruments

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Sound Energy - Natural and Human-Made Sources
Sound Energy - Vibrating Air

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

- Identify natural and human-made sources of sound
- Categorize sources of sound
- Appreciate the variety of sound sources in the environment

Learners are guided to:
- Through discussion, identify various sources of sound from pictures
- Group the sources of sound as either natural or human-made
- List examples of natural and human-made sources of sound
- Present their findings to the class

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 127
- Pictures of various sound sources
- Charts
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 128
- Bottles with different amounts of water

- Group presentations - Written assignments - Oral questions

Force and Energy

Sound Energy - Vibrating Strings
Sound Energy - Vibrating Drums

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

- Demonstrate how sound is produced by vibrating strings
- Make a simple string instrument
- Show creativity in making sound-producing instruments

Learners are guided to:
- Use rubber bands, containers, and supporting materials to make simple guitars
- Stretch rubber bands between supports and pluck them
- Listen to the sounds produced and explain their observations
- Discuss how the vibration of strings produces sound

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 129
- Rubber bands
- Containers
- Supporting materials (sticks, pencils)
- Pen and notebook
- Drum
- Hitting stick
- Seeds or grains (maize, rice, green grams)

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Sound Direction
Sound Energy - Sound Movement
Sound Energy - Sound Reflection

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

- Explain how sound travels from a source
- Demonstrate that sound travels in all directions
- Appreciate the nature of sound waves

Learners are guided to:
- Discuss what happens when the school bell rings
- Make a circle with one blindfolded learner in the middle
- Speak one at a time so the blindfolded learner can point to the speaker
- Discuss how the blindfolded learner is able to determine the direction of sound

How does sound travel in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 130
- Piece of cloth for blindfold
- Bell
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 131
- Music or recorded lesson
- Speaker
- KLB Science and Technology Grade 5 Learner's Book pg. 133
- Large empty hall or room
- Recording device (if available)

- Oral questions - Practical assessment - Observation

Force and Energy

Sound Energy - Sound Pollution

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

- Define sound pollution
- Describe the effects of loud sound on health and well-being
- Show concern for the effects of sound pollution

Learners are guided to:
- Read paragraphs discussing noise pollution
- Answer questions about sound pollution and its effects
- Discuss how sound pollution affects daily life
- Identify measures to protect oneself from sound pollution

What are the effects of loud sound?

- KLB Science and Technology Grade 5 Learner's Book pg. 135
- Print materials discussing effects of loud sound
- Digital sources
- Pen and notebook

- Written assignments - Oral questions - Group discussions

Force and Energy

Sound Energy - Effects of Loud Sound

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

- Identify sources of sound pollution
- Explain the health risks associated with sound pollution
- Develop awareness of sound pollution in the environment

Learners are guided to:
- Use available resources to search for effects of loud sound in daily life
- Identify sources of sound pollution (factories, construction sites, loud music, vehicles)
- List the effects of loud sound on health (lack of concentration, sleep disturbance, irritability)
- Discuss ways to protect ears from sound pollution

What are the effects of loud sound?

- KLB Science and Technology Grade 5 Learner's Book pg. 135
- Print and non-print materials
- Digital sources
- Pen and notebook

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Government Regulations

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

- Explain the role of government in addressing sound pollution
- Identify regulations for controlling noise levels
- Appreciate the importance of government intervention in environmental issues

Learners are guided to:
- Read paragraphs discussing the role of government in addressing sound pollution
- Research information on laws and regulations regarding sound pollution
- Discuss how the regulations protect citizens against the effects of loud sound
- Explain the permitting process for events that may emit noise

What are the effects of loud sound?

- KLB Science and Technology Grade 5 Learner's Book pg. 137
- Print and non-print materials
- Digital sources
- Pen and notebook

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Making Sound Instruments

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

- Make a simple bell or chimes using locally available materials
- Demonstrate how the instrument produces sound
- Show creativity and resourcefulness in making instruments

Learners are guided to:
- Make a simple bell or chimes using metal rod, metal spoons, strong wire, and a tree or other support
- Play the bell by hitting it with a metal rod
- Observe safety measures when using sharp objects and tools
- Show their sound-producing instruments to peers

How can we make sound producing instruments from locally available materials?

- KLB Science and Technology Grade 5 Learner's Book pg. 138
- Metal rod
- Metal spoons
- Strong wire
- Tree or other suitable support
- Other locally available materials

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Sound Energy - Scratch Game Project
Heat Transfer - Conduction
Heat Transfer - Convection

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

- Create a sound game using Scratch
- Apply digital skills in creating a sound game
- Appreciate the use of technology in sound production

Learners are guided to:
- Open Scratch program and choose a Cat sprite
- Use Sound blocks to add sound effects
- Create a simple game that incorporates sound
- Share their Scratch projects with classmates

How can we create a sound game using Scratch?

- KLB Science and Technology Grade 5 Learner's Book pg. 141
- Computers with Scratch installed
- Digital devices
- Scratch tutorial guides
- KLB Science and Technology Grade 5 Learner's Book pg. 145
- Candle
- Iron rod
- Pins
- Candle wax or petroleum jelly
- Safety guidelines
- KLB Science and Technology Grade 5 Learner's Book pg. 147
- Source of heat (candle or fire)
- Pen and notebook

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - Radiation
Heat Transfer - Good and Poor Conductors

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

- Explain the transfer of heat by radiation
- Demonstrate heat transfer by radiation
- Value the importance of heat transfer in daily life

Learners are guided to:
- Hold their hand by the side of a source of heat such as a candle or fire
- Observe and discuss how heat moves from the source to the hand
- Explain that heat from the fire reaches the hand by radiation
- Conclude that transfer of heat by radiation does not require a material

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 147
- Source of heat (candle or fire)
- Safety guidelines
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 150
- Source of heat
- Container for warming water
- Various objects (wooden spoon, plastic ruler, pencil, metal spoon)

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Cooking and Melting
Heat Transfer - Freezing

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

- Explain the applications of heat transfer in cooking and melting
- Identify utensils made of good conductors of heat
- Appreciate the role of heat transfer in food preparation

Learners are guided to:
- Use available materials to demonstrate the application of heat transfer in cooking and melting
- Discuss how cooking pans and pots conduct heat that cooks food
- Explain how heat causes solids like cooking fat to melt
- Present findings to classmates

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 151
- Cooking utensils (pots, pans, spoons)
- Pictures of cooking and melting processes
- Print and non-print materials
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 152
- Pictures of freezers

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Body Temperature
Heat Transfer - Insulation
Heat Transfer - Safety Precautions

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

- Explain the application of heat transfer in maintaining body temperature
- Describe how animals and humans maintain body temperature
- Appreciate the role of heat in sustaining life

Learners are guided to:
- Use available resources to research the application of heat transfer in maintaining body temperature
- Discuss how humans warm themselves around a fire during cold days
- Explain how animals like lizards bask in the sun to maintain body temperature
- Present findings to classmates

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 152
- Print and non-print materials
- Pictures showing warming activities
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 153
- Examples of insulators (clothing, utensils with insulated handles)
- KLB Science and Technology Grade 5 Learner's Book pg. 155
- Kitchen towels and gloves
- Pictures illustrating safety precautions

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Fire Emergencies

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

- Identify ways of responding to fire emergencies
- Demonstrate simple fire safety measures
- Show responsibility in fire safety

Learners are guided to:
- Use available resources to research methods of responding to fire emergencies
- Discuss the three requirements for fire (fuel, oxygen, heat)
- Explain how to use a fire blanket to put out small fires
- Discuss the "stop, drop, and roll" technique for clothing fires

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 156
- Kitchen fire extinguisher kit or fire blanket
- Print and non-print materials
- Pen and notebook

- Oral presentations - Written assignments - Role play exercises

Force and Energy

Heat Transfer - Making Oven Gloves
Heat Transfer - Making Fireless Cooker

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

- Make oven gloves using locally available materials
- Apply knowledge of heat insulators in practical situations
- Show creativity and resourcefulness in problem-solving

Learners are guided to:
- Trace their hand on a sheet of paper to draw a pattern for oven gloves
- Use the pattern to cut out fabric in the shape of gloves
- Stitch the parts together to make functional oven gloves
- Demonstrate the use of the oven gloves for holding hot utensils

How can we make oven gloves using locally available materials?

- KLB Science and Technology Grade 5 Learner's Book pg. 159
- Plain paper for drawing pattern
- Pieces of fabric (cloth)
- Scissors, felt marker, needles, thread
- Mobile device with camera (optional)
- KLB Science and Technology Grade 5 Learner's Book pg. 161
- Basket
- Old blankets or heavy clothing
- Pieces of cloth
- Large-size sewing needles
- Rice for demonstration

- Project assessment - Practical demonstrations - Peer evaluation