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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
MATTER
|
Change of state
|
By the end of the
lesson, the learner
should be able to:
Identify the properties of matter. Explain the effects of heating matter. Appreciate the importance of matter. |
In groups, learners use visual aids and digital devices to observe and identify matter (soil, air, plants, water.
Discuss the effects of heating matter in pairs |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 105 |
Oral questions
Writing
Field work
|
|
| 1 | 2 |
MATTER
|
Heating Solids
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on heating solids Discuss the results of the activity done on the change of state of the solids heated Enjoy watching a video clip on change of state of solids when heated |
In groups, learners to carry out activity on heating solids
Watch video clip on the change of state of solids when heated |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 105-106 |
Oral questions
Writing
Field work
|
|
| 1 | 3 |
MATTER
|
Heating Solids
|
By the end of the
lesson, the learner
should be able to:
State what melting and sublimation is. Give examples of solids that change to liquid or gas when heated Appreciate the change of state of solids when heated |
In groups, learners discuss what melting and sublimation is.
Watch video clip on the change of state of solids when heated |
What happens to solids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 106 |
Oral questions
Writing
Field work
|
|
| 1 | 4 |
MATTER
|
Heating liquids
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on heating liquids Discuss the results of the activity done on the change of state of the liquids heated Enjoy watching a video clip on change of state of liquids when heated |
In groups, learners to carry out activity on heating liquids
Watch video clip on the change of state of liquids when heated |
What happens to liquids when heated?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg. 106-107 |
Oral questions
Writing
Field work
|
|
| 2 | 1 |
MATTER
|
Heating liquids
|
By the end of the
lesson, the learner
should be able to:
. State what evaporation is. Give examples of liquids that change to gas when heated Appreciate the change of state of liquids when heated |
Discuss the meaning of evaporation
Learners are guided to identify liquids that change to gas when heated. |
What happens to liquids when heated?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 106-107 |
Oral questions
Writing
Field work
|
|
| 2 | 2 |
MATTER
|
Effects of cooling matter
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on how to show what happens when water vapour is cooled Explain the effects of cooling matter Appreciate the importance of cooling matter |
Learners are guided to
Carry out an activity on how to show what happens when water vapour is cooled In groups discuss effects of cooling matter with guidance from the teacher |
What happens when matter is cooled?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 107 |
Oral questions
Writing
Field work
|
|
| 2 | 3 |
MATTER
|
Effects of cooling matter
|
By the end of the
lesson, the learner
should be able to:
Carry out an activity on how to show what happens when liquids are cooled Explain the effects of cooling matter Appreciate the importance of cooling matter |
Learners are guided to
Carry out an activity on how to show what happens when liquids are cooled In groups discuss effects of cooling matter with guidance from the teacher |
What happens when matter is cooled?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 107-108 |
Oral questions
Writing
Field work
|
|
| 2 | 4 |
MATTER
|
Change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Observe a video clip on freezing and deposition Discuss what freezing and deposition means, give examples of matter that undergo freezing or deposition when cooled Appreciate the importance of observing safety when heating or cooling matter. |
Learners are guided to discuss what freezing and deposition means
In groups use electronic device to observe a video clip on freezing and deposition |
What happens when matter is cooled or heated?
|
Video clips
Pictures Posters EAEP Science and Technology grade5 pg. 108-109 |
Oral questions
Writing
Field work
|
|
| 3 | 1 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Observe pictures/video clips on the application of change of state of matter Discuss how change of state of matter is applicable in everyday life Appreciate the application of change of state of matter in everyday life |
In groups, Observe pictures/video clips on the application of change of state of matter
The learners are guided to discuss how change of state of matter is applicable in everyday life |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg. 110-111 |
Oral questions
Writing
Field work
|
|
| 3 | 2 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Identify what water cycle means. Observe a diagram on water cycle and discuss how transpiration, precipitation, infiltration and runoff help in the water cycle Appreciate the importance of the water cycle |
The learners are guided to identify what water cycle means
In groups, learner to discuss how transpiration, precipitation, infiltration and runoff help in the water cycle |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.111-113 |
Oral questions
Writing
Field work
|
|
| 3 | 3 |
MATTER
|
Application of change of state of matter
|
By the end of the
lesson, the learner
should be able to:
Identify activities that involve changes of state of matter at home Carry out a project and make candles Appreciate the importance of observing safety when carrying out the project |
Learners are guided to carry out a project and make candles
In groups, share experiences on activities that involve changes of state of matter at home |
What are the stages in water cycle?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.113-114 |
Oral questions
Writing
Field work
|
|
| 3 | 4 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
State what are acids and bases. Identify acids and bases from digital sources Share experiences on acids and bases one has tasted |
Learners are guided to find out the meaning of acids and bases
In groups, learners to identify acids and bases from digital sources In groups, Share experiences on acids and bases one has tasted |
What are acids and bases?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.115 |
Oral questions
Writing
Field work
|
|
| 4 | 1 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify item used to determine whether a substance is an acid or a base. Carry out an activity to test substances that are acids and bases Appreciate the use of litmus paper to test bases and acids |
The learners are guided to carry out an activity to test substances that are acids and bases In groups use of litmus paper to test bases and acids |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Classmate Pictures Posters EAEP Science and Technology grade5 pg.116-117 |
Oral questions
Writing
Field work
|
|
| 4 | 2 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Explain what indicators are. Discuss how to identify acids and bases using the litmus paper Have fun testing different bases and acids using litmus paper and observe safety. |
Learners are guided to Discuss how to identify acids and bases using the litmus paper
In groups learners to test different bases and acids using litmus paper and observe safety. |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade 5 pg.116-117 |
Oral questions
Writing
Field work
|
|
| 4 | 3 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify common substances used as acids and bases Discuss common substances used as acids and bases found at home. Enjoy classifying substances into acids and bases |
Learners to use digital devices to identify common substances used as acids and bases
In groups learners discuss common substances used as acids and bases found at home. |
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.117-118 |
Oral questions
Writing
Field work
|
|
| 4 | 4 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify the taste of acids and bases Carry out an activity to show the physical properties of acids and bases Enjoy watching a video clip on the physical properties of acids and bases |
In groups, learners are guided to Carry out an activity to show the physical properties of acids and bases
|
How do we test whether a substance is a base or an acid?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.119-120 |
Oral questions
Writing
Field work
|
|
| 5 | 1 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify and name acids from pictures or video clips. Discuss the uses of acids Appreciate the use of acids in our daily life. |
Learners are guided to use electronic device to identify and name acids
In groups learners to discuss the uses of acids |
What are the uses of acids and bases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.120 |
Oral questions
Writing
Field work
|
|
| 5 | 2 |
MATTER
|
Acids and Bases
|
By the end of the
lesson, the learner
should be able to:
Identify and name bases from pictures or video clips. Discuss the uses of bases Appreciate the use of bases in our daily life. |
Learners are guided to use electronic device to Identify and name bases
In groups learners to discuss the uses of bases |
What are the uses of acids and bases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.121 |
Oral questions
Writing
Field work
|
|
| 5 | 3 |
FORCE AND ENERGY
|
Gravity
|
By the end of the
lesson, the learner
should be able to:
Identify what gravity is Carry out a demonstration to show what gravity is and discuss the results Appreciate the importance of gravity. |
Learners to use digital devices access and observe what gravity is.
Learners are guided to carry out a demonstration to show what gravity is and discuss the result |
What is gravity?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.123 |
Oral questions
Writing
Field work
|
|
| 5 | 4 |
FORCE AND ENERGY
|
Gravity
|
By the end of the
lesson, the learner
should be able to:
Enjoy watching a video clip on the force of gravity Observe and record the effects of gravity on objects Discuss the effects of gravity |
Learners are guided to discuss the effects of gravity (for example gravity keeps you firmly on the ground etc.)
|
What are the effects of the force of gravity?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.124-125 |
Oral questions
Writing
Field work
|
|
| 6 | 1 |
FORCE AND ENERGY
|
Gravity
|
By the end of the
lesson, the learner
should be able to:
Identify areas where force of gravity is used in our everyday lives Discuss how gravity is important in our lives Appreciate the importance of gravity in our everyday lives. |
Using computing devices, learners to identify areas where force of gravity is used in our everyday lives In groups, learners to discuss the importance of gravity in everyday life.
|
What are the effects of the force of gravity?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.125-126 |
Oral questions
Writing
Field work
|
|
| 6 | 2 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Identify that sound is an energy Demonstrate and discuss how sound is produced Enjoy carrying out activities that produces sound. |
Learners are guided to Demonstrate and discuss how sound is produced.
In groups, learners to carry out activities that produces sound. |
How do you produce sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.127 |
Oral questions
Writing
Practising
|
|
| 6 | 3 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Watch a video clip on how sound is produced in different ways Imitate the sounds produced by different objects Appreciate the ability to hear and imitate different sounds. |
Learners are guided to watch a video clip on how sound is produced in different ways
Learners to imitate the sounds produced by different objects |
How do you produce sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.127-128 |
Oral questions
Writing
Field work
|
|
| 6 | 4 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Identify the difference between loud and soft sounds Demonstrate how to produce loud and soft sounds and talk about the difference. Have fun classifying sounds produced as either soft or loud. |
Learners are guided to tell the difference between a loud and a soft sound
In groups, learners to demonstrate how to produce loud and soft sounds and talk about the difference |
How do you produce sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.128-129 |
Oral questions
Writing
Field work
|
|
| 7 | 1 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Identify the difference between loud and soft sounds Demonstrate how to produce loud and soft sounds and talk about the difference. Have fun classifying sounds produced as either soft or loud. |
Learners are guided to tell the difference between a loud and a soft sound
In groups, learners to demonstrate how to produce loud and soft sounds and talk about the difference |
What is a soft sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.128-129 |
Oral questions
Writing
Field work
|
|
| 7 | 2 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Take a nature walk and identify areas with loud and soft sounds. Classify areas that produce loud and soft sounds Appreciate the presence of sound in the environment. |
Learners are guided to take a nature walk and identify areas with loud and soft sounds.
Individually and in groups learners to Classify areas that produce loud and soft sounds |
What are the effects of sound pollution?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.129. |
Oral questions
Writing
Field work
|
|
| 7 | 3 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Take a nature walk and identify areas with loud and soft sounds. Classify areas that produce loud and soft sounds Appreciate the presence of sound in the environment. |
Learners are guided to take a nature walk and identify areas with loud and soft sounds.
Individually and in groups learners to Classify areas that produce loud and soft sounds |
What are the effects of sound pollution?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.129. |
Oral questions
Writing
Field work
|
|
| 7 | 4 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
State what sound pollution is Discuss the effects of sound pollution Appreciate the need to avoid sound pollution |
Learners are guided to identify the meaning of sound pollution using digital devices.
In groups, discuss the effects of sound pollution |
What are the effects of sound pollution?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.130-131 |
Oral questions
Writing
Field work
Practical work
|
|
| 8 | 1 |
FORCE AND ENERGY
|
Sound Energy
|
By the end of the
lesson, the learner
should be able to:
Identify items used to protect people from sound pollution Discuss the precautionary measures to protect yourself from loud sound. Interact with earmuffs and other items used to protect ears from loud sounds Have fun using earmuffs and other items used to protect ears from loud sounds |
In groups, learners are guided to discuss the precautionary measures to protect yourself from loud sound.
Learners are guided to interact with earmuffs and other items used to protect ears from loud sounds |
What are the effects of sound pollution?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.131-133 |
Oral questions
Writing
Field work
Practical work
|
|
| 8 | 2 |
FORCE AND ENERGY
|
Heat Transfer
|
By the end of the
lesson, the learner
should be able to:
Observe a video clip on heat transfer in liquids Discuss how heat is transferred in liquids Appreciate the importance of heat transfer in liquids |
In groups, learners are guided to use digital devices to watch a video clip on heat transfer in solids.
In pairs, discuss how heat is transferred in liquids |
What is heat transfer?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.134-135 |
Oral questions
Writing
Field work
Practical work
|
|
| 8 | 3 |
FORCE AND ENERGY
|
Heat Transfer
|
By the end of the
lesson, the learner
should be able to:
Observe a video clip on heat transfer in liquids Discuss how heat is transferred in liquids Appreciate the importance of heat transfer in liquids |
In groups, learners are guided to use digital devices to watch a video clip on heat transfer in solids.
In pairs, discuss how heat is transferred in liquids |
What is heat transfer?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.134-135 |
Oral questions
Writing
Field work
Practical work
|
|
| 8 | 4 |
FORCE AND ENERGY
|
Heat Transfer
|
By the end of the
lesson, the learner
should be able to:
Carry out a demonstration on heat transfer in gases Discuss how heat is transferred in gases Discuss the application of convection in everyday life Appreciate the importance of heat transfer in gases |
In groups, learners are guided to use digital devices to watch a video clip on heat transfer in gases.
In pairs, carry out a demonstration and discuss how heat is transferred in gases |
How is heat transferred in gases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.136-138 |
Oral questions
Writing
Field work
Practical work
|
|
| 9 | 1 |
FORCE AND ENERGY
|
Heat Transfer
|
By the end of the
lesson, the learner
should be able to:
Carry out a demonstration on heat transfer in gases and explain the results Discuss the application of radiation in everyday life Have fun making an improvised solar heater |
In groups, Learners are guided to
and carry out a demonstration on heat transfer in gases and explain the results Individually make an improvised solar heater. |
How is heat transferred in gases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.138-140 |
Oral questions
Writing
Field work
Practical work
|
|
| 9 | 2 |
FORCE AND ENERGY
|
Heat Transfer
|
By the end of the
lesson, the learner
should be able to:
Carry out a demonstration on heat transfer in gases and explain the results Discuss the application of radiation in everyday life Have fun making an improvised solar heater |
In groups, Learners are guided to
and carry out a demonstration on heat transfer in gases and explain the results Individually make an improvised solar heater. |
How is heat transferred in gases?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.138-140 |
Oral questions
Writing
Field work
Practical work
|
|
| 9 | 3 |
EARTH AND SPACE
|
Moon
|
By the end of the
lesson, the learner
should be able to:
Identify the different phases of the moon Discuss the characteristics of the moon Draw the different phases of the moon Enjoy sharing experiences on observing the phases of the moon. |
Learners are guided to discuss the characteristics of the moon
In groups and individually, identify the different phases of the moon |
What are the phases of the moon?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.142-143 |
Oral questions
Writing
Field work
Practical work
|
|
| 9 | 4 |
EARTH AND SPACE
|
Moon
|
By the end of the
lesson, the learner
should be able to:
Record the different phases of the moon using digital devices Create a moon calendar and record the name of the moon phase in each day, compare and discuss records with others. Appreciate own and other learners work. |
Using computing devices, learners to record the different phases of the moon
Individually/ in groups, learners Create a moon calendar and record the name of the moon phase in each day, compare and discuss records with others Sign own and others work |
What are the phases of the moon?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.144-145 |
Oral questions
Writing
Field work
Practical work
|
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