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

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

- Drawing skills - Labeling accuracy - Identification of parts - Tracing skills

Living Things and their Environment

The Human Breathing System - Functions of parts
The Human Breathing System - Using digital media

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

- describe the functions of main parts of the breathing system
- explain how the parts work together
- show interest in understanding the breathing system

- Learners search for information on functions of breathing system parts
- Learners complete a table showing parts and their functions
- Learners identify parts of the breathing system from descriptions
- Learners share information with classmates

What is the function of each part of the breathing system?

- KLB Science and Technology Grade 5 Learner's Book pg. 30
- Print and non-print media
- Reference materials
- Function charts
- KLB Science and Technology Grade 5 Learner's Book pg. 31
- Digital devices
- Videos on the breathing system
- Reference websites

- Table completion - Oral presentations - Written assignments - Identification exercises

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

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

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

Living Things and their Environment

The Human Breathing System - Assessment on the breathing system
The Human Breathing System - Project: Planning a breathing system model

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

- Written assessment - Identification exercises - Self-assessment - Teacher evaluation

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

Living Things and their Environment

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

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

- present a working model of the breathing system
- explain how the model demonstrates breathing
- appreciate the value of models in learning

- Learners present their completed breathing system models
- Learners demonstrate how the models work
- Learners explain how parts represent the breathing system
- Learners evaluate other groups' models and provide feedback

How effective is our breathing system model?

- Completed breathing system models
- Presentation space
- Digital cameras (if available)
- Peer evaluation forms
- Comprehensive assessment
- Review materials
- Reference materials
- Self-evaluation forms

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

Living Things and their Environment

The Human Breathing System - Remedial and enrichment activities

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

Living Things and their Environment
Mixtures

The Human Breathing System - Conclusion and reflection
Water Pollution - Meaning of the term water pollution

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 83
-Print and non-print materials
-Images of clean and polluted water
-Digital resources

- Concept maps - Reflective writing - Goal clarity - Class discussions

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

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

Water Pollution - Remedial and extension activities
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

Oral questions -Observation -Self-assessment

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:

- Demonstrate floating and sinking of objects using different materials
- Record observations accurately
- Value the importance of safety during practical activities

Learners are guided to:
- Fill a bowl or basin half-full with water
- Collect various materials like feathers, stones, coins, dry wood, and iron nails
- Drop the materials one at a time into water and observe whether they float or sink
- List the items collected and classify them as floaters or sinkers

Why do some materials float and others sink?

- KLB Science and Technology Grade 5 Learner's Book pg. 107
- Bowl or basin with water
- Various objects (feathers, small stones, coins, dry wood, cork, plastics, iron nails, leaves, bottle tops, etc.)
- Safety guidelines
- 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

- Observation schedules - Checklists - Oral questions

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

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

- Practical assessment - Oral questions - Observation

Force and Energy

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

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

- Demonstrate how sound is produced by vibrating strings
- Make a simple string instrument
- Show creativity in making sound-producing instruments

Learners are guided to:
- Use rubber bands, containers, and supporting materials to make simple guitars
- Stretch rubber bands between supports and pluck them
- Listen to the sounds produced and explain their observations
- Discuss how the vibration of strings produces sound

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 129
- Rubber bands
- Containers
- Supporting materials (sticks, pencils)
- Pen and notebook
- Drum
- Hitting stick
- Seeds or grains (maize, rice, green grams)
- KLB Science and Technology Grade 5 Learner's Book pg. 130
- Piece of cloth for blindfold
- Bell

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Sound Movement
Sound Energy - Sound Reflection

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

- Demonstrate that sound travels in all directions from a source
- Explain why all learners can hear sound from a central source
- Value the importance of scientific investigation

Learners are guided to:
- Listen to music or a recorded lesson from a speaker
- Have one learner play the music or lesson and move to different locations
- Identify the direction the sound is coming from
- Discuss whether all learners can hear the music and why

How does sound travel in nature?

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

- Oral questions - Practical assessment - Group discussions

Force and Energy

Sound Energy - Sound Pollution
Sound Energy - Effects of Loud Sound

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
- Print and non-print materials

- Written assignments - Oral questions - Group discussions

Force and Energy

Sound Energy - Government Regulations

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

- Explain the role of government in addressing sound pollution
- Identify regulations for controlling noise levels
- Appreciate the importance of government intervention in environmental issues

Learners are guided to:
- Read paragraphs discussing the role of government in addressing sound pollution
- Research information on laws and regulations regarding sound pollution
- Discuss how the regulations protect citizens against the effects of loud sound
- Explain the permitting process for events that may emit noise

What are the effects of loud sound?

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

- 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
Heat Transfer - Good and Poor Conductors

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
- 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)

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Cooking and Melting
Heat Transfer - Freezing
Heat Transfer - Body Temperature

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

- Explain the applications of heat transfer in cooking and melting
- Identify utensils made of good conductors of heat
- Appreciate the role of heat transfer in food preparation

Learners are guided to:
- Use available materials to demonstrate the application of heat transfer in cooking and melting
- Discuss how cooking pans and pots conduct heat that cooks food
- Explain how heat causes solids like cooking fat to melt
- Present findings to classmates

How is heat transferred through materials in nature?

- 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
- Pictures showing warming activities

- Oral presentations - Written assignments - Group discussions

Force and Energy

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 insulation
- Identify materials used as insulators
- Appreciate the importance of insulators in daily life

Learners are guided to:
- Use available resources to research the application of heat transfer in insulation
- Discuss how insulators are used to contain heat (heavy clothes, thermos flasks)
- Explain why handles of pans and cooking utensils are made of wood or plastic
- Present findings to classmates

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 153
- Print and non-print materials
- Examples of insulators (clothing, utensils with insulated handles)
- Pen and notebook
- 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