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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting |
||||||||
| 2 | 1 |
Living Things
|
Tuberculosis
|
By the end of the
lesson, the learner
should be able to:
Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Have fun modelling the breathing system |
Learners be guided to:
Discuss the causes, signs and symptoms and prevention of tuberculosis Discuss the causes and prevention of coughs Model the breathing system |
What causes coughs?
|
Textbook
Video clips Pictures KLB Visionary science and technology Pg.86-91 |
Oral questions
Writing
Field work
|
|
| 2 | 2 |
Living Things
|
Diseases: Waterborne Diseases
|
By the end of the
lesson, the learner
should be able to:
Use digital devices to find the meaning of waterborne diseases and write it down. Discuss the causes and spread of waterborne diseases through water. Have fun finding out more about the causes of diseases and how they spread. |
Learners are guided to discuss the meaning of diseases in groups.
Learner to find the causes of diseases and how the spread using digital devices |
What are waterborne diseases?
|
KLB Visionary science and technology Pg. 92-95
Textbook Video clips Pictures, charts |
Oral questions
Written tests
practicals
Field work
|
|
| 2 | 3 |
Living Things
|
Diseases: Waterborne Diseases
|
By the end of the
lesson, the learner
should be able to:
List down waterborne diseases such as cholera, typhoid, bilharzia and dysentery. Write down the signs and symptoms of waterborne diseases on a chart and display in class for reference. Appreciate learning about the signs and symptoms of waterborne diseases |
Learners are guided to list down waterborne diseases such as cholera, typhoid, bilharzia and dysentery.
In groups, discuss the signs and symptoms of waterborne diseases |
What are signs and symptoms?
|
KLB Visionary science and technology Pg. 96-97
Textbook Video clips Pictures Posters |
Oral questions
Writing
Field work
|
|
| 2 | 4 |
Living Things
|
Waterborne diseases-Cholera
|
By the end of the
lesson, the learner
should be able to:
able to: Discuss the causes, signs, symptoms and prevention of cholera. Write down the causes, signs, symptoms and prevention of cholera on a chart and display in class. Appreciate the prevention of the spread of cholera. |
Learners are guided to discuss the causes and spread of cholera
Learner to write down the signs, symptoms and prevention of cholera in groups |
What is the cause of cholera?
|
KLB Visionary science and technology Pg. 98-99
Textbook Video clips Pictures Posters |
Oral questions
Writing
Field work
|
|
| 3 | 1 |
Living Things
|
Waterborne diseases-Typhoid
|
By the end of the
lesson, the learner
should be able to:
able to: Describe the cause, signs, symptoms and prevention of typhoid Write down cause, signs, symptoms and prevention of typhoid on a chart and display in class. Appreciate the prevention of the spread of typhoid. |
Learners are guided to describe the causes and spread of typhoid
Learner to write the signs, symptoms and prevention of typhoid in groups using pictures, video clip or charts. |
What is the cause of typhoid?
|
KLB Visionary science and technology Pg. 100-101
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 3 | 2 |
Living Things
|
Waterborne diseases-Bilharzia
|
By the end of the
lesson, the learner
should be able to:
able to: Describe the signs, symptoms and prevention of bilharzia Carry out practices that prevent the spread of bilharzia Appreciate preventing the spread of bilharzia |
Learners are guided to describe the signs, symptoms and prevention of bilharzia in groups using pictures, video clip or charts.
Learner to carry out practices that prevent the spread of bilharzia |
How can you protect yourself from bilharzia?
|
KLB Visionary science and technology Pg. 101-103
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 3 | 3 |
Living Things
|
Waterborne diseases-Dysentery
|
By the end of the
lesson, the learner
should be able to:
able to: Describe the signs, symptoms and prevention of dysentery. Carry out practices that prevent the spread of dysentery. Appreciate carrying out practices that prevent the spread of dysentery |
Learners are guided to describe the signs, symptoms and prevention of dysentery in groups using pictures, video clip or charts.
Learner to carry out practices that prevent the spread of dysentery |
How is dysentery spread?
|
KLB Visionary science and technology Pg. 103-105
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 3 | 4 |
Living Things
|
Waterborne diseases
|
By the end of the
lesson, the learner
should be able to:
Discuss ways of educating people in our community about waterborne diseases. Create and display banners and charts at strategic positions in school and the community. Appreciate creating awareness on waterborne diseases. |
Learners are guided to work in groups and create banners and charts to educate people in our community about waterborne diseases.
Learner to discuss ways of educating people in our community about waterborne diseases. |
Why should you create awareness on waterborne diseases?
|
KLB Visionary science and technology Pg.106
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 4 | 1 |
Living Things
|
External body parasites
|
By the end of the
lesson, the learner
should be able to:
State what external body parasites are. Use digital devices to find examples of external body parasites. Have fun finding out more examples of external body parasites. |
Learners are guided to use digital devices and find out what external body parasites are.
Learner to identify and list examples of external body parasites such as lice, mites, jiggers etc. |
What external parasites do you know?
|
KLB Visionary science and technology Pg.107-108
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 4 | 2 |
Living Things
|
External body parasites
|
By the end of the
lesson, the learner
should be able to:
Observe pictures or a video clip on body parts that are affected by external bod parasites Mention external body parasites and the part of the body where they attack. Appreciate identifying external body parasites and the body parts they attack |
Learners are guided to observe pictures or a video clip in groups on body parts that are affected by external bod parasites.
Learner to mention external body parasites and the part of the body where they attack. |
How is external body parasites spread?
|
KLB Visionary science and technology Pg.109
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 4 | 3 |
Living Things
|
External body parasites-Jiggers
|
By the end of the
lesson, the learner
should be able to:
Identify what parts of the body jiggers attack and how they spread using pictures or video clips. Write down the signs and symptoms of jigger infestation. Appreciate using digital devices to find out the signs and symptoms of jigger infestation. |
Learners be guided to identify what parts of the body jiggers attack and how the spread in groups from pictures.
Learner to write down the signs and symptoms of jigger infestation using pictures or video clips. |
In which ways can we prevent the spread of external bod parasites?
|
KLB Visionary science and technology Pg.110-111
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 4 | 4 |
Living Things
|
External body parasites-Jiggers
|
By the end of the
lesson, the learner
should be able to:
Explain how you can protect yourself from jigger infestation. Find out the effects and prevention of jigger infestation from the internet and share in class. Appreciate prevention of jigger infestation. |
Learners are guided to explain how you can protect yourself from jigger infestation.
Learner to find out the effects and prevention of jigger infestation from the internet and share in class. |
How can we prevent jigger infestation?
|
KLB Visionary science and technology Pg.110-111
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 5 | 1 |
Living Things
|
External body parasites-
|
By the end of the
lesson, the learner
should be able to:
State the signs, symptoms and effects of lice infestation. Search for and discuss ways in which you can protect yourself from lice infestation and share with the class. Appreciate prevention of lice infestation. |
Learners are guided to state the signs, symptoms and effects of lice infestation in groups.
Learner to search for and discuss ways in which you can protect yourself from lice infestation and share points with the class. |
How can we prevent lice infestation?
|
KLB Visionary science and technology Pg.111-112
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 5 | 2 |
Living Things
|
External body parasites-Scabies
|
By the end of the
lesson, the learner
should be able to:
Identify how scabies mites are spread and the parts of the body they attack. Write down the signs, symptoms and prevention of scabies mite infestations Appreciate prevention of scabies mites infestation. |
Learners are guided to identify how scabies mites are spread and the parts of the body they attack from pictures or video clips.
Learner to write the signs, symptoms and prevention of scabies mite infestations |
How are scabies mites spread?
|
KLB Visionary science and technology Pg.113
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 5 | 3 |
Living Things
|
External body parasites
|
By the end of the
lesson, the learner
should be able to:
Discuss ways of preventing and managing external body parasites. Clean your classroom or house with guidance to prevent jigger infestation. Appreciate prevention of jigger infestation. |
Learners are guided to discuss ways of preventing and managing external body parasites.
Learner to clean your classroom or house with guidance to prevent jigger infestation. |
What are the effects of external body infestations?
|
KLB Visionary science and technology
Pg.114-115 Textbook Video clips Pictures Posters |
Oral questions
Writing
Field work
|
|
| 5 | 4 |
Living Things
|
Internal body parasites
|
By the end of the
lesson, the learner
should be able to:
State what are internal body parasites and list examples. Use digital devices to find out about internal body parasites. Have fun finding out more examples of internal body parasites. |
Learners are guided to state what are internal body parasites and list examples.
Learner to use digital devices to find out about internal body parasites |
What are internal parasites?
|
KLB Visionary science and technology Pg. 117-118
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 6 | 1 |
Living Things
|
Internal body parasites
|
By the end of the
lesson, the learner
should be able to:
Identify internal body parasites from pictures or charts. Write down the part of the body each internal body parasite identified attacks. Appreciate learning about internal body parasites. |
Learners in groups, Identify internal body parasites from pictures or charts.
Learner to write down the part of the body each internal body parasite identified attacks |
Where are internal body parasites found in the body?
|
KLB Visionary science and technology Pg.119
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 6 | 2 |
Living Things
|
Internal body parasites-Roundworms and pinworms
|
By the end of the
lesson, the learner
should be able to:
Use the internet to find out how roundworms and pin worms are spread. Discuss the effects, signs and symptoms of presence of roundworms and pinworms Appreciate the signs and symptoms of roundworms and pinworms infestation in the body. |
Learners are guided to use the internet to find out how roundworms are spread in groups.
In groups, discuss the effects, signs and symptoms of presence of roundworms. |
How are round worms spread?
|
KLB Visionary science and technology Pg. 119-121
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 6 | 3 |
Living Things
|
Internal body parasites-Tapeworms and hookworms
|
By the end of the
lesson, the learner
should be able to:
Use the internet to find out how tapeworms and hookworms are spread, signs and symptoms that indicate the presence of them. Discuss the effects and prevention of tapeworm and hookworm infestation. Appreciate prevention of tapeworm and hookworm infestation. |
Learners be guided to use the internet to find out how tapeworms and hookworms are spread, signs and symptoms that indicate the presence of them in groups.
Learner to discuss the effects and prevention of tapeworm and hookworm infestation. |
How is tapeworm spread?
|
KLB Visionary science and technology Pg. 122-123
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 6 | 4 |
Living Things
|
Internal body parasites-
|
By the end of the
lesson, the learner
should be able to:
Discuss was of creating awareness about internal body parasites. Create a chart showing the effects and prevention of internal body parasites and display your charts at different points at school Appreciate the prevention of internal body parasites |
Learners are guided to discuss was of creating awareness about internal body parasites.
Learner to create a chart showing the effects and prevention of internal body parasites in groups. |
How do we prevent the spread of internal body parasites?
|
KLB Visionary science and technology Pg. 124
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 7 | 1 |
Environment
|
Solid waste Management
|
By the end of the
lesson, the learner
should be able to:
Identify different types of waste in the home, school and community environment. Classify waste in the home, school and community environment. Appreciate different types of waste in the local environment. |
Learners are guided to identify different types of waste in the home, school and community environment in groups.
Learner to classify waste in the home, school and community environment. |
What is solid waste?
|
KLB Visionary science and technology Pg. 126
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 7 | 2 |
Environment
|
Solid waste Management
|
By the end of the
lesson, the learner
should be able to:
Identify different types of waste in the home, school and community environment. Classify waste in the home, school and community environment. Appreciate different types of waste in the local environment. |
Learners are guided to identify different types of waste in the home, school and community environment in groups.
Learner to classify waste in the home, school and community environment. |
What is solid waste?
|
KLB Visionary science and technology Pg. 126
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 7 | 3 |
Environment
|
Solid waste Management
|
By the end of the
lesson, the learner
should be able to:
Identify types of waste in the local environment. Observe, record and name the different types of waste observed in English and local language Appreciate different types of waste found in the local environment |
Learners are guided to observe types of waste in the local environment.
Learner to observe, name and record the types of waste observed in English and local language |
How do you call different types of waste in your local language?
|
KLB Visionary science and technology Pg. 126-127
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 7 | 4 |
Environment
|
Solid waste Management
|
By the end of the
lesson, the learner
should be able to:
Discuss precautionary measures to observe when handling waste. Wear protective clothing when handling waste at all times Appreciate safety measures to observe when handling waste. |
In groups, Learners are guided to discuss precautionary measures to observe when handling waste in groups.
Learner to wear protective clothing worn when handling waste at all times such as gloves, gumboots, apron etc. |
Which safety measures should you observe when handling waste?
|
KLB Visionary science and technology Pg. 128
Textbook Video clips Pictures |
Oral questions
Writing
Field work
|
|
| 8 | 1 |
MATTER
|
Change of state
|
By the end of the
lesson, the learner
should be able to:
Identify the properties of matter. Explain the effects of heating matter. Appreciate the importance of matter. |
In groups, learners use visual aids and digital devices to observe and identify matter (soil, air, plants, water.
Discuss the effects of heating matter in pairs |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 105 |
Oral questions
Writing
Field work
|
|
| 8 | 2 |
MATTER
|
Heating Solids
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on heating solids Discuss the results of the activity done on the change of state of the solids heated Enjoy watching a video clip on change of state of solids when heated |
In groups, learners to carry out activity on heating solids
Watch video clip on the change of state of solids when heated |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 105-106 |
Oral questions
Writing
Field work
|
|
| 8 | 3 |
MATTER
|
Heating Solids
|
By the end of the
lesson, the learner
should be able to:
State what melting and sublimation is. Give examples of solids that change to liquid or gas when heated Appreciate the change of state of solids when heated |
In groups, learners discuss what melting and sublimation is.
Watch video clip on the change of state of solids when heated |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 106 |
Oral questions
Writing
Field work
|
|
| 8 | 4 |
MATTER
|
Heating liquids
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on heating liquids Discuss the results of the activity done on the change of state of the liquids heated Enjoy watching a video clip on change of state of liquids when heated |
In groups, learners to carry out activity on heating liquids
Watch video clip on the change of state of liquids when heated |
What happens to liquids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 106-107 |
Oral questions
Writing
Field work
|
|
| 9 | 1 |
MATTER
|
Heating liquids
|
By the end of the
lesson, the learner
should be able to:
. State what evaporation is. Give examples of liquids that change to gas when heated Appreciate the change of state of liquids when heated |
Discuss the meaning of evaporation
Learners are guided to identify liquids that change to gas when heated. |
What happens to liquids when heated?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 106-107 |
Oral questions
Writing
Field work
|
|
| 9 | 2 |
MATTER
|
Effects of cooling matter
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on how to show what happens when water vapour is cooled Explain the effects of cooling matter Appreciate the importance of cooling matter |
Learners are guided to
Carry out an activity on how to show what happens when water vapour is cooled In groups discuss effects of cooling matter with guidance from the teacher |
What happens when matter is cooled?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 107 |
Oral questions
Writing
Field work
|
|
| 9 |
Mid term Break |
||||||||
| 10 | 1 |
MATTER
|
Effects of cooling matter
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on how to show what happens when liquids are cooled Explain the effects of cooling matter Appreciate the importance of cooling matter |
Learners are guided to
Carry out an activity on how to show what happens when liquids are cooled In groups discuss effects of cooling matter with guidance from the teacher |
What happens when matter is cooled?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 107-108 |
Oral questions
Writing
Field work
|
|
| 10 | 2 |
MATTER
|
Change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Observe a video clip on freezing and deposition Discuss what freezing and deposition means, give examples of matter that undergo freezing or deposition when cooled Appreciate the importance of observing safety when heating or cooling matter. |
Learners are guided to discuss what freezing and deposition means
In groups use electronic device to observe a video clip on freezing and deposition |
What happens when matter is cooled or heated?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 108-109 |
Oral questions
Writing
Field work
|
|
| 10 | 3 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Observe pictures/video clips on the application of change of state of matter Discuss how change of state of matter is applicable in everyday life Appreciate the application of change of state of matter in everyday life |
In groups, Observe pictures/video clips on the application of change of state of matter
The learners are guided to discuss how change of state of matter is applicable in everyday life |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg. 110-111 |
Oral questions
Writing
Field work
|
|
| 10 | 4 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Identify what water cycle means. Observe a diagram on water cycle and discuss how transpiration, precipitation, infiltration and runoff help in the water cycle Appreciate the importance of the water cycle |
The learners are guided to identify what water cycle means
In groups, learner to discuss how transpiration, precipitation, infiltration and runoff help in the water cycle |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.111-113 |
Oral questions
Writing
Field work
|
|
| 11 | 1 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Identify activities that involve changes of state of matter at home Carry out a project and make candles Appreciate the importance of observing safety when carrying out the project |
Learners are guided to carry out a project and make candles
In groups, share experiences on activities that involve changes of state of matter at home |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.113-114 |
Oral questions
Writing
Field work
|
|
| 11 | 2 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
State what are acids and bases. Identify acids and bases from digital sources Share experiences on acids and bases one has tasted |
Learners are guided to find out the meaning of acids and bases
In groups, learners to identify acids and bases from digital sources In groups, Share experiences on acids and bases one has tasted |
What are acids and bases?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.115 |
Oral questions
Writing
Field work
|
|
| 11 | 3 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify item used to determine whether a substance is an acid or a base. Carry out an activity to test substances that are acids and bases Appreciate the use of litmus paper to test bases and acids |
The learners are guided to carry out an activity to test substances that are acids and bases In groups use of litmus paper to test bases and acids |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.116-117 |
Oral questions
Writing
Field work
|
|
| 11 | 4 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Explain what indicators are. Discuss how to identify acids and bases using the litmus paper Have fun testing different bases and acids using litmus paper and observe safety. |
Learners are guided to Discuss how to identify acids and bases using the litmus paper
In groups learners to test different bases and acids using litmus paper and observe safety. |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade 5 pg.116-117 |
Oral questions
Writing
Field work
|
|
| 12 | 1 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify common substances used as acids and bases Discuss common substances used as acids and bases found at home. Enjoy classifying substances into acids and bases |
Learners to use digital devices to identify common substances used as acids and bases
In groups learners discuss common substances used as acids and bases found at home. |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.117-118 |
Oral questions
Writing
Field work
|
|
| 12 | 2 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify the taste of acids and bases Carry out an activity to show the physical properties of acids and bases Enjoy watching a video clip on the physical properties of acids and bases |
In groups, learners are guided to Carry out an activity to show the physical properties of acids and bases
|
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.119-120 |
Oral questions
Writing
Field work
|
|
| 12 | 3 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify and name acids from pictures or video clips. Discuss the uses of acids Appreciate the use of acids in our daily life. |
Learners are guided to use electronic device to identify and name acids
In groups learners to discuss the uses of acids |
What are the uses of acids and bases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.120 |
Oral questions
Writing
Field work
|
|
| 12 | 4 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify and name bases from pictures or video clips. Discuss the uses of bases Appreciate the use of bases in our daily life. |
Learners are guided to use electronic device to Identify and name bases
In groups learners to discuss the uses of bases |
What are the uses of acids and bases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.121 |
Oral questions
Writing
Field work
|
|
| 13 |
End term assessment |
||||||||
| 14 |
Marking and closing |
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Your Name Comes Here