If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
Reporting and Revision of term 1 Assessment |
||||||||
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 3 | 1 |
Living Things and their Environment
|
The Human Breathing System - End of strand assessment
|
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 |
- Written assessment
- Problem-solving exercises
- Self-reflection
- Teacher evaluation
|
|
| 3 | 2 |
Living Things and their Environment
|
The Human Breathing System - End of strand assessment
|
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 |
- Written assessment
- Problem-solving exercises
- Self-reflection
- Teacher evaluation
|
|
| 3 | 3 |
Living Things and their Environment
|
The Human Breathing System - Remedial and enrichment activities
|
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 |
- Targeted exercises
- Peer teaching
- Extended projects
- Teacher observation
|
|
| 3 | 4 |
Living Things and their Environment
Mixtures |
The Human Breathing System - Conclusion and reflection
Mixtures - Meaning of mixtures |
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 KLB Science and Technology Grade 5 Learner's Book pg 59 -Print and non-print materials -Digital devices |
- Concept maps
- Reflective writing
- Goal clarity
- Class discussions
|
|
| 4 | 1 |
Mixtures
|
Mixtures - Types of mixtures (homogeneous mixtures)
Mixtures - Types of mixtures (heterogeneous mixtures) |
By the end of the
lesson, the learner
should be able to:
- Define homogeneous mixtures - Identify examples of homogeneous mixtures in the environment - Show curiosity in observing homogeneous mixtures |
- Learners use available information resources to find out the meaning of homogeneous mixtures
- Learners identify examples of homogeneous mixtures - Learners record their observations in notebooks |
What should be considered when separating various mixtures?
|
KLB Science and Technology Grade 5 Learner's Book pg 61
-Mixed substances -Containers -Digital resources |
Oral questions
-Written exercises
-Observation
|
|
| 4 | 2 |
Mixtures
|
Mixtures - Examples of solid-solid mixtures
|
By the end of the
lesson, the learner
should be able to:
- Identify solid-solid mixtures in the environment - Classify solid-solid mixtures as homogeneous or heterogeneous - Show interest in identifying mixtures in the environment |
- Learners mix different solid substances
- Learners observe and record whether the mixtures formed are uniform or non-uniform - Learners categorize solid-solid mixtures as homogeneous or heterogeneous |
What should be considered when separating various mixtures?
|
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
-Practical activities
|
|
| 4 | 3 |
Mixtures
|
Mixtures - Examples of solid-liquid mixtures
Mixtures - Examples of liquid-liquid mixtures |
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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 4 | 4 |
Mixtures
|
Mixtures - Separating heterogeneous mixtures (Winnowing)
Mixtures - Separating heterogeneous mixtures (Picking) |
By the end of the
lesson, the learner
should be able to:
- Demonstrate separation of heterogeneous mixtures by winnowing - Apply the winnowing method to separate mixtures - Appreciate the use of winnowing method in separating mixtures |
- Learners observe safety precautions when separating mixtures by winnowing
- Learners carry out activities to demonstrate winnowing - Learners discuss the application of winnowing in day-to-day life |
What should be considered when separating various mixtures?
|
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
|
|
| 5 | 1 |
Mixtures
|
Mixtures - Separating heterogeneous mixtures (Sieving)
|
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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Mixtures
|
Mixtures - Separating heterogeneous mixtures (Decanting)
|
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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 6 | 1 |
Mixtures
|
Mixtures - Separating heterogeneous mixtures (Separating funnel)
|
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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
Mixtures
|
Water Pollution - Effects of polluted water on living things (animals)
|
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 |
Oral questions
-Written exercises
-Group discussions
|
|
| 8 | 1 |
Mixtures
|
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 plants - Identify how plants are affected by water pollutants - Show concern about the effects of water pollution on plant life |
- Learners discuss pictures showing the effects of water pollution on plants
- Learners identify how different pollutants affect plant life - With teacher guidance, learners observe and identify effects of water pollution on plants in the school locality |
What are the dangers of water pollution?
|
KLB Science and Technology Grade 5 Learner's Book pg 91
-Pictures showing effects of water pollution on plants -Digital resources |
Oral questions
-Written exercises
-Observation
-Field trips
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 9 |
Mid Term Break |
||||||||
| 10 | 1 |
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
|
|
| 10 | 2 |
Mixtures
|
Water Pollution - Basic methods of water treatment (Chemical 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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 10 | 3 |
Mixtures
|
Water Pollution - Basic methods of water treatment (Chemical 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 |
Oral questions
-Written exercises
-Observation
-Practical activities
|
|
| 10 | 4 |
Mixtures
|
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 solar disinfection - Explain how solar disinfection works - Appreciate solar disinfection as an eco-friendly water treatment method |
- Learners carry out activities to demonstrate water treatment by solar disinfection
- Learners discuss how sun rays kill germs in water - Learners discuss factors affecting effectiveness of solar disinfection |
What are the dangers of water pollution?
|
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
Mixtures
|
Water Pollution - Remedial and extension activities
|
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 |
Oral questions
-Observation
-Self-assessment
|
|
| 12 | 3 |
Force and Energy
|
Floating and Sinking - Demonstration
|
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.) |
- Oral questions
- Observation schedules
- Written assignments
|
|
| 12 | 4 |
Force and Energy
|
Floating and Sinking - Demonstration
|
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 |
- Group presentations
- Oral questioning
- Observation
|
|
| 13 |
End of Term 2 Assessment and Marking |
||||||||
| 14 |
Preparation of Assessment Report and Closing of School |
||||||||
Your Name Comes Here