Living Things and their Environment

Vertebrates - Project: Completion of vertebrate portfolio
The Human Breathing System - Breathing process

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

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

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

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

- Digital literacy skills - Information gathering - Presentations - Question and answer

Living Things and their Environment

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

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
- KLB Science and Technology Grade 5 Learner's Book pg. 34
- Information resources on allergies
- 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)
The Human Breathing System - Maintaining a healthy breathing system

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
- KLB Science and Technology Grade 5 Learner's Book pg. 36
- Charts on maintaining healthy breathing
- 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
The Human Breathing System - Assessment on 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
- Reference materials
- Prevention guidelines charts
- KLB Science and Technology Grade 5 Learner's Book pg. 39
- Assessment worksheets
- Diagrams of the breathing system
- Progress check table

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

Living Things and their Environment

The Human Breathing System - Project: Planning a breathing system model
The Human Breathing System - Project: Making 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
- KLB Science and Technology Grade 5 Learner's Book pg. 41
- Plastic bottles
- Balloons
- Straws
- Scissors and other tools

- Planning skills - Material selection - Design sketches - Group collaboration

Living Things and their Environment

The Human Breathing System - Project: Presenting breathing system models
The Human Breathing System - End of strand assessment

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
- Comprehensive assessment
- Review materials
- Reference materials
- Self-evaluation forms

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

Living Things and their Environment

The Human Breathing System - Remedial and enrichment activities
The Human Breathing System - Conclusion and reflection

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

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

- 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 can I improve my understanding of concepts in this strand?

- Remedial worksheets
- Enrichment materials
- Peer teaching resources
- Reference materials
- Concept mapping materials
- Reflection journals
- Display materials
- Goal-setting worksheets

- Targeted exercises - Peer teaching - Extended projects - Teacher observation

Mixtures

Mixtures - Meaning of mixtures
Mixtures - Types of mixtures (homogeneous mixtures)
Mixtures - Types of mixtures (heterogeneous mixtures)
Mixtures - Examples of solid-solid 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
KLB Science and Technology Grade 5 Learner's Book pg 62
-Maize flour
-Wheat flour
-Salt
-Sand
-Steel wool
-Plastic containers

Oral questions -Written exercises -Observation

Mixtures

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

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

- Identify solid-liquid mixtures in the environment
- Classify solid-liquid mixtures as homogeneous or heterogeneous
- Develop a positive attitude towards exploring mixtures

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 65
-Water
-Soil
-Salt
-Sugar
-Steel wool
-Beakers
KLB Science and Technology Grade 5 Learner's Book pg 67
-Kerosene
-Motor oil
-Milk
KLB Science and Technology Grade 5 Learner's Book pg 69
-Chaff
-Grains
-Protective goggles
-Masks
-Aprons
KLB Science and Technology Grade 5 Learner's Book pg 70
-Rice
-Small stones
-Beans
-Maize

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Sieving)
Mixtures - Separating heterogeneous mixtures (Using magnet)

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

- Demonstrate separation of heterogeneous mixtures by sieving
- Apply the sieving method to separate mixtures
- Show interest in using sieving to separate mixtures

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 71
-Sand
-Gravel
-Sieves
-White paper
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)
Mixtures - Separating heterogeneous mixtures (Decanting)

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
KLB Science and Technology Grade 5 Learner's Book pg 74
-Beakers
-Stirrers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Separating funnel)
Mixtures - Applications of separating mixtures in day-to-day life

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

- Demonstrate separation of heterogeneous mixtures using a separating funnel
- Apply the separating funnel method to separate mixtures
- Show interest in using a separating funnel

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 75
-Separating funnel
-Water
-Oil
-Kerosene
-Beakers
KLB Science and Technology Grade 5 Learner's Book pg 79
-Print and non-print materials
-Digital resources

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Meaning of the term water pollution
Water Pollution - Common water pollutants

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

Oral questions -Written exercises -Observation -Presentations

Mixtures

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

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

Oral questions -Written exercises -Observation -Project work

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
Water Pollution - Methods of reducing water pollution (continued)

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
KLB Science and Technology Grade 5 Learner's Book pg 94

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Basic methods of water treatment (Boiling)
Water Pollution - Basic methods of water treatment (Filtration)

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
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
Water Pollution - Making a functional water filter (continued)

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
-Water filters from previous lesson
-Additional materials as needed

Oral questions -Written exercises -Observation -Project work

Mixtures

Water Pollution - Appreciating safe water sources
Water Pollution - Creating awareness about water pollution

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
-Art materials
-Writing materials

Oral questions -Written exercises -Role play -Creative work

Mixtures

Water Pollution - Assessment
Water Pollution - Remedial and extension activities

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
-Remedial materials
-Extension materials
-Progress checklist

Written tests -Oral questions -Problem-solving activities

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 floating and sinking
- Identify objects that float and sink in water
- Appreciate the importance of conducting experiments safely

Learners are guided to:
- Collaboratively discuss the meaning of floating and sinking using print and non-print materials
- Use digital and print sources to search for examples of objects that float and sink in water
- List examples of objects that float and sink in water

Why do some materials float and others sink?

- 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.)
- KLB Science and Technology Grade 5 Learner's Book pg. 110
- Charts
- Water in a basin
- Metallic bottle tops
- Hammer
- Notebook and pen
- Digital sources

- Oral questions - Observation schedules - Written assignments

Force and Energy

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

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
- KLB Science and Technology Grade 5 Learner's Book pg. 113
- Basin with water
- Block of wood
- Iron nail
- Iron nails, small stone, steel pin
- Plastic object, piece of wood, feather

- Oral questions - Practical assessment - Group presentations

Force and Energy

Floating and Sinking - Application in Swimming
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 swimming
- Research information using digital and print sources
- Appreciate the importance of floating and sinking principles in everyday life

Learners are guided to:
- Use print and digital sources to find information about applications of floating and sinking in swimming
- Discuss how a swimmer displaces water to float
- Present their findings to the class
- Explain what happens when a swimmer displaces less water than their weight

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 114
- Digital and print sources on swimming
- Pictures of swimming competitions
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 115
- Digital and print sources on diving
- Pictures of diving equipment

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Application in Water Transport
Floating and Sinking - Lifesavers

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Application in Floods
Floating and Sinking - Making Lifesavers

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
- 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

- Oral presentations - Written reports - Group discussions

Force and Energy

Sound Energy - Vibration Production
Sound Energy - Methods of Vibration
Sound Energy - Natural and Human-Made Sources
Sound Energy - Vibrating Air

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

- Define sound as a form of energy
- Explain how sound is produced through vibrations
- Appreciate the diversity of sounds in the environment

Learners are guided to:
- Sing, hum, or talk while gently holding their fingers or palm against the middle of their throat
- Discuss how it feels on their palm or fingers
- Record their findings and share with peers
- Define sound as energy produced by vibrations

How is sound produced?

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

- Oral questions - Observation schedules - Written assignments

Force and Energy

Sound Energy - Vibrating Strings
Sound Energy - Vibrating Drums
Sound Energy - Sound Direction
Sound Energy - Sound Movement

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)
- KLB Science and Technology Grade 5 Learner's Book pg. 130
- Piece of cloth for blindfold
- Bell
- KLB Science and Technology Grade 5 Learner's Book pg. 131
- Music or recorded lesson
- Speaker

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Sound Reflection
Sound Energy - Sound Pollution

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

- Explain the concept of echo
- Demonstrate how sound is reflected
- Show curiosity in investigating sound phenomena

Learners are guided to:
- Go to a large empty hall and shout "Hello!" or call out a friend's name
- Listen for any reflected sound (echo)
- Record observations and discuss
- Identify other areas where echoes can be observed (cliffs, forests, between tall buildings)

How does sound travel in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 133
- Large empty hall or room
- Recording device (if available)
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 135
- Print materials discussing effects of loud sound
- Digital sources

- Oral questions - Practical assessment - Written reports

Force and Energy

Sound Energy - Effects of Loud Sound
Sound Energy - Government Regulations

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
- KLB Science and Technology Grade 5 Learner's Book pg. 137

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Making Sound Instruments
Sound Energy - Scratch Game Project
Heat Transfer - Conduction

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
- 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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - Convection
Heat Transfer - Radiation
Heat Transfer - Good and Poor Conductors
Heat Transfer - Cooking and Melting

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

- Explain the transfer of heat by convection
- Demonstrate heat transfer by convection
- Appreciate the application of scientific knowledge in daily life

Learners are guided to:
- Hold their hand above a source of heat such as a candle or fire
- Observe and discuss how heat moves from the source to the hand
- Explain how hot air rises and cold air moves downwards
- Conclude that heat from the source reaches the hand by convection

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)
- 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

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Freezing
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 freezing
- Describe how a freezer works to preserve food
- Value the importance of heat transfer in food preservation

Learners are guided to:
- Use available resources to research the application of heat transfer in freezing
- Discuss how a freezer keeps food frozen at low temperatures
- Explain how heat loss results in cooling
- 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 of freezers
- Pen and notebook
- Pictures showing warming activities
- 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
Heat Transfer - Making Oven Gloves

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
- 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)

- Oral presentations - Written assignments - Role play exercises

Force and Energy

Heat Transfer - Making Fireless Cooker

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

- Make a fireless cooker using locally available materials
- Explain how a fireless cooker works
- Value the application of scientific knowledge in daily life

Learners are guided to:
- Make a bag out of pieces of old blankets or clothing to line a basket
- Place cushioning materials between the basket and the lining
- Make a similar cover for the basket
- Demonstrate how the fireless cooker can be used to continue cooking food without fire

How can we make a fireless cooker using locally available materials?

- 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