Mixtures

Mixtures - Meaning of mixtures

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

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

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 59
-Print and non-print materials
-Digital devices

Oral questions -Written exercises -Observation

Mixtures

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

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

- Define 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
KLB Science and Technology Grade 5 Learner's Book pg 65
-Water
-Soil
-Sugar
-Beakers

Oral questions -Written exercises -Observation

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

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

What should be considered when separating various mixtures?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

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

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

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

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 71
-Sand
-Gravel
-Sieves
-White paper
KLB Science and Technology Grade 5 Learner's Book pg 72
-Iron filings
-Steel wool
-Magnets
-Flour
-Soil

Oral questions -Written exercises -Observation -Practical activities

Mixtures

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

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

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

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

What should be considered when separating various mixtures?

KLB Science and Technology Grade 5 Learner's Book pg 73
-Soil
-Water
-Filter paper
-Funnel
-Beakers
KLB Science and Technology Grade 5 Learner's Book pg 74
-Beakers
-Stirrers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Mixtures - Separating heterogeneous mixtures (Separating funnel)

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

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
Water Pollution - Common water pollutants (continued)

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

Oral questions -Written exercises -Observation -Group discussions

Mixtures

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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Role play -Group discussions

Mixtures

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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Methods of reducing water pollution
Water Pollution - Methods of reducing water pollution (continued)

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

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

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

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 93
-Pictures showing methods of reducing water pollution
-Digital resources
KLB Science and Technology Grade 5 Learner's Book pg 94

Oral questions -Written exercises -Group discussions

Mixtures

Water Pollution - Basic methods of water treatment (Boiling)

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Observation -Practical activities

Mixtures

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

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
KLB Science and Technology Grade 5 Learner's Book pg 97
-Water treatment chemicals
-Dropper
-Water
-Containers

Oral questions -Written exercises -Observation -Practical activities

Mixtures

Water Pollution - Basic methods of water treatment (Solar treatment)
Water Pollution - Making a functional water filter

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
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 -Practical activities

Mixtures

Water Pollution - Making a functional water filter (continued)

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Observation -Project presentations

Mixtures

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

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

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

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

What are the dangers of water pollution?

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

Oral questions -Written exercises -Role play -Creative work

Mixtures

Water Pollution - Assessment
Water Pollution - Remedial and extension activities

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

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

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

What are the dangers of water pollution?

KLB Science and Technology Grade 5 Learner's Book pg 104
-Assessment tools
-Digital resources
-Remedial materials
-Extension materials
-Progress checklist

Written tests -Oral questions -Problem-solving activities

Force and Energy

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

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

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

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

Why do some materials float and others sink?

- KLB Science and Technology Grade 5 Learner's Book pg. 107
- Digital devices
- Charts with pictures of floating and sinking objects
- Safety guidelines
- Bowl or basin with water
- Various objects (feathers, small stones, coins, dry wood, cork, plastics, iron nails, leaves, bottle tops, etc.)
- KLB Science and Technology Grade 5 Learner's Book pg. 110
- Charts
- Water in a basin
- Metallic bottle tops
- Hammer
- Notebook and pen
- Digital sources

- Oral questions - Observation schedules - Written assignments

Force and Energy

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

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

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

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

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

- KLB Science and Technology Grade 5 Learner's Book pg. 110
- Plasticine
- Water in a basin
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 112
- Basin of water
- Wood block and small stone of same weight
- Two plastic bottles of same size
- Soil/sand and cotton wool
- Spring balance
- KLB Science and Technology Grade 5 Learner's Book pg. 113
- Basin with water
- Block of wood
- Iron nail

- Oral questions - Practical assessment - Group presentations

Force and Energy

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

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

- Investigate the effect of material type on floating and sinking
- Make predictions based on prior knowledge
- Appreciate the need for careful observations in scientific experiments

Learners are guided to:
- Use print and digital sources to investigate how material type affects floating and sinking
- Place materials like iron nail, stone, steel pin, plastic, wood, and feather in water
- Record observations and discuss the results
- Draw conclusions about how material type affects floating and sinking

How does the nature of material affect its ability to float or sink?

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

- Observation - Oral questions - Written reports

Force and Energy

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

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

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

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

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 115
- Digital and print sources on diving
- Pictures of diving equipment
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 117
- Digital and print sources on water transport
- Pictures of various water vessels

- Oral presentations - Written reports - Group discussions

Force and Energy

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

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

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

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

How are floaters useful in day to day life?

- KLB Science and Technology Grade 5 Learner's Book pg. 122
- Digital and print sources on life savers
- Pictures of various life savers
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 119
- Digital and print sources on floods and drowning
- Pictures of flood situations

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Making Lifesavers
Sound Energy - Vibration Production

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

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

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

- Demonstrate various ways of producing sound
- Identify different methods of producing vibrations
- Show curiosity in exploring sound production

Learners are guided to:
- Use a ruler, rubber bands, a bell, and any musical instrument to produce sound
- Discuss and record how the sound is produced in each case
- Identify methods of producing vibrations such as hitting, plucking, ringing, blowing, and shaking
- Share findings with peers

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 125
- Ruler
- Rubber bands
- Bell
- Musical instruments
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 127
- Pictures of various sound sources
- Charts
- KLB Science and Technology Grade 5 Learner's Book pg. 128
- Bottles with different amounts of water
- KLB Science and Technology Grade 5 Learner's Book pg. 129
- Containers
- Supporting materials (sticks, pencils)

- Practical assessment - Oral questions - Observation

Force and Energy

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

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

- Demonstrate how sound is produced by vibrating drums
- Explain the relationship between vibration and sound
- Appreciate various ways of producing sound

Learners are guided to:
- Place some seeds or grains on a drum and hit it gently
- Observe the movement of the seeds or grains
- Record and discuss their observations
- Explain how the vibration of the drum produces sound

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 129
- Drum
- Hitting stick
- Seeds or grains (maize, rice, green grams)
- KLB Science and Technology Grade 5 Learner's Book pg. 130
- Piece of cloth for blindfold
- Bell
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 131
- Music or recorded lesson
- Speaker

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Sound Reflection
Sound Energy - Sound Pollution

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

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

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

How does sound travel in nature?

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

- Oral questions - Practical assessment - Written reports

Force and Energy

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

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

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

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

What are the effects of loud sound?

- KLB Science and Technology Grade 5 Learner's Book pg. 135
- Print and non-print materials
- Digital sources
- Pen and notebook
- KLB Science and Technology Grade 5 Learner's Book pg. 137

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Making Sound Instruments

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

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

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

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

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

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

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

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

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

How can we create a sound game using Scratch?

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - 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
Heat Transfer - Making Fireless Cooker

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)
- 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

- Oral presentations - Written assignments - Role play exercises