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

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

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

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

How can digital resources help us understand the breathing system?

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

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

Living Things and their Environment

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

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

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

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

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

- KLB Science and Technology Grade 5 Learner's Book pg. 32
- Charts showing symptoms of common cold
- Reference materials
- Stories about common cold
- KLB Science and Technology Grade 5 Learner's Book pg. 33
- Information resources on coughs
- Charts showing cough prevention

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

Living Things and their Environment

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

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

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

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

What causes allergic reactions in the breathing system?

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

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

Living Things and their Environment

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

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

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

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

How can we model the human breathing system?

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

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

Living Things and their Environment

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

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
- Completed breathing system models
- Presentation space
- Digital cameras (if available)
- Peer evaluation forms

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

Living Things and their Environment

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

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

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

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

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

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

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

Living Things and their Environment
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

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:

- 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
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)

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

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

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

What should be considered when separating various mixtures?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

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

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

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

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

What should be considered when separating various mixtures?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Applications of separating mixtures in day-to-day life
Water Pollution - Meaning of the term water pollution

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
KLB Science and Technology Grade 5 Learner's Book pg 83
-Images of clean and polluted water

Oral questions -Written exercises -Presentations

Mixtures

Water Pollution - Common water pollutants

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Observation -Group discussions

Mixtures

Water Pollution - Common water pollutants (continued)
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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Methods of reducing water pollution (continued)
Water Pollution - Basic methods of water treatment (Boiling)

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

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Basic methods of water treatment (Filtration)

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Making a functional water filter
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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Role play -Creative work

Mixtures

Water Pollution - Creating awareness about water pollution
Water Pollution - Assessment

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

Oral questions -Written exercises -Creative work -Presentations

Mixtures
Force and Energy
Force and Energy

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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Observation -Self-assessment

Force and Energy

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

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

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

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

What categories can we use to classify objects in water?

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

- Group presentations - Oral questioning - Observation

Force and Energy

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 weight on floating and sinking
- Draw conclusions based on experimental observations
- Show willingness to work cooperatively in groups

Learners are guided to:
- Use print and digital sources to find information on how weight affects floating and sinking
- Compare the behavior of a wood block and stone of the same weight in water
- Observe two empty plastic bottles in water, then fill one with soil and one with cotton wool
- Record observations and make conclusions

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

- 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
- Pen and notebook
- Iron nails, small stone, steel pin
- Plastic object, piece of wood, feather

- Observation schedules - Group presentations - Written reports

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

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

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

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

How are floaters useful in day to day life?

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

- Oral presentations - Written reports - Group discussions

Force and Energy

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

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

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

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

How can we make effective lifesavers from locally available materials?

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

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

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

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

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

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 127
- Pictures of various sound sources
- Charts
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 128
- Bottles with different amounts of water
- KLB Science and Technology Grade 5 Learner's Book pg. 129
- Rubber bands
- Containers
- Supporting materials (sticks, pencils)
- Drum
- Hitting stick
- Seeds or grains (maize, rice, green grams)

- Group presentations - Written assignments - Oral questions

Force and Energy

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

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

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

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

How does sound travel in nature?

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

- Oral questions - Practical assessment - Observation

Force and Energy

Sound Energy - Sound Pollution

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

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

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

What are the effects of loud sound?

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

- Written assignments - Oral questions - Group discussions

Force and Energy

Sound Energy - Effects of Loud Sound
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

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - Conduction
Heat Transfer - Convection
Heat Transfer - Radiation

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

- Explain the transfer of heat by conduction
- Demonstrate heat transfer by conduction
- Show interest in exploring scientific concepts

Learners are guided to:
- Use available resources to search for information on heat transfer by conduction
- Discuss how heat moves from a warmer object to a cooler object
- Light a candle and use it to heat one end of an iron rod with pins attached using wax
- Observe what happens to the pins and discuss

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 145
- Candle
- Iron rod
- Pins
- Candle wax or petroleum jelly
- Safety guidelines
- KLB Science and Technology Grade 5 Learner's Book pg. 147
- Source of heat (candle or fire)
- Pen and notebook

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Good and Poor Conductors
Heat Transfer - Cooking and Melting
Heat Transfer - Freezing

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

- Identify good and poor conductors of heat
- Classify materials as good or poor conductors of heat
- Show interest in scientific investigation

Learners are guided to:
- Warm some water and transfer it to a suitable container
- Dip objects made of different materials in warm water
- Touch the exposed ends of the objects to determine which ones conduct heat
- Classify the materials as good or poor conductors of heat

How is heat transferred through materials in nature?

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

- Oral questions - Observation of experiments - Written reports

Force and Energy

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

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

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

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

How is heat transferred through materials in nature?

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Fire Emergencies
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