Force and Energy

Floating and Sinking - Demonstration

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

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

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

Why do some materials float and others sink?

- KLB Science and Technology Grade 5 Learner's Book pg. 107
- Digital devices
- Charts with pictures of floating and sinking objects
- Safety guidelines

- Oral questions - Observation schedules - Written assignments

Force and Energy

Floating and Sinking - Demonstration

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

- Observation schedules - Checklists - Oral questions

Force and Energy

Floating and Sinking - Effect of Shape

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

- Identify shape as a factor affecting floating and sinking of objects in water
- Investigate the effect of shape on floating and sinking
- Show curiosity in conducting experiments

Learners are guided to:
- Use print and digital sources to find information on factors affecting floating and sinking
- Carry out activities to demonstrate how shape affects floating and sinking using metallic bottle tops (normal and crushed)
- Observe safety measures when using hammer to crush bottle tops
- Record and discuss observations

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
- Water in a basin
- Metallic bottle tops
- Hammer
- Notebook and pen
- Digital sources

- Oral questions - Observation of experiments - Written reports

Force and Energy

Floating and Sinking - Effect of Shape

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

- Oral questions - Practical assessment - Group presentations

Force and Energy

Floating and Sinking - Effect of Weight

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

- Observation schedules - Group presentations - Written reports

Force and Energy

Floating and Sinking - Effect of Size

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

- Investigate the effect of size on floating and sinking
- Record and interpret experimental observations
- Develop an appreciation for scientific inquiry

Learners are guided to:
- Use print and digital sources to find information on how size affects floating and sinking
- Compare the behavior of a block of wood and an iron nail in water
- Record observations and discuss the results
- Draw conclusions about the effect of size on floating and sinking

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

- KLB Science and Technology Grade 5 Learner's Book pg. 113
- Basin with water
- Block of wood
- Iron nail
- Pen and notebook

- Observation schedules - Written assignments - Oral questions

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

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

- Oral presentations - Written reports - Group discussions

Force and Energy

Floating and Sinking - Application in Water Transport

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Application in Water Transport

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Application in Water Transport

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Floating and Sinking - Lifesavers

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

- 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 - 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

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Floating and Sinking - Making Lifesavers

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Sound Energy - Vibration Production
Sound Energy - Methods of Vibration

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

- Define sound as a form of energy
- Explain how sound is produced through vibrations
- Appreciate the diversity of sounds in the environment

Learners are guided to:
- Sing, hum, or talk while gently holding their fingers or palm against the middle of their throat
- Discuss how it feels on their palm or fingers
- Record their findings and share with peers
- Define sound as energy produced by vibrations

How is sound produced?

- 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

- Oral questions - Observation schedules - Written assignments

Force and Energy

Sound Energy - Natural and Human-Made Sources

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

- Group presentations - Written assignments - Oral questions

Force and Energy

Sound Energy - Vibrating Air

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

- Demonstrate how sound is produced by vibrating air
- Record observations accurately
- Develop interest in scientific investigations

Learners are guided to:
- Fill bottles with different amounts of water
- Blow across the mouth of bottles and listen to the sounds produced
- Discuss how blowing causes vibrations in the air
- Share findings with classmates

How is sound produced?

- KLB Science and Technology Grade 5 Learner's Book pg. 128
- Bottles with different amounts of water
- Pen and notebook

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Vibrating Strings

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

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Vibrating Drums

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)

- Practical assessment - Observation - Oral questions

Force and Energy

Sound Energy - Sound Direction
Sound Energy - Sound Movement

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

- Oral questions - Practical assessment - Observation

Force and Energy

Sound Energy - Sound Reflection

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

- Oral questions - Practical assessment - Written reports

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

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Effects of Loud Sound

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Sound Energy - Effects of Loud Sound

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

- Oral presentations - Written assignments - 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

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 - 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

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

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - Conduction

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

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Convection

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

- Explain the transfer of heat by convection
- Demonstrate heat transfer by convection
- Appreciate the application of scientific knowledge in daily life

Learners are guided to:
- Hold their hand above a source of heat such as a candle or fire
- Observe and discuss how heat moves from the source to the hand
- Explain how hot air rises and cold air moves downwards
- Conclude that heat from the source reaches the hand by convection

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 147
- Source of heat (candle or fire)
- Safety guidelines
- Pen and notebook

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Radiation

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

- Explain the transfer of heat by radiation
- Demonstrate heat transfer by radiation
- Value the importance of heat transfer in daily life

Learners are guided to:
- Hold their hand by the side of a source of heat such as a candle or fire
- Observe and discuss how heat moves from the source to the hand
- Explain that heat from the fire reaches the hand by radiation
- Conclude that transfer of heat by radiation does not require a material

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 147
- Source of heat (candle or fire)
- Safety guidelines
- Pen and notebook

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Good and Poor Conductors

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

- Oral questions - Observation of experiments - Written reports

Force and Energy

Heat Transfer - Cooking and Melting

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Freezing
Heat Transfer - Body Temperature

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

- Explain the application of heat transfer in freezing
- Describe how a freezer works to preserve food
- Value the importance of heat transfer in food preservation

Learners are guided to:
- Use available resources to research the application of heat transfer in freezing
- Discuss how a freezer keeps food frozen at low temperatures
- Explain how heat loss results in cooling
- 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 of freezers
- Pen and notebook
- Pictures showing warming activities

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Insulation

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

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Safety Precautions

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

- Identify safety precautions when handling heat
- Explain the importance of using protective gear
- Show responsibility in handling heat sources

Learners are guided to:
- Use available resources to research safety precautions when handling heat
- Identify protective gear such as kitchen gloves and towels
- Discuss safety measures like turning off stoves after use
- Present findings to classmates

How is heat transferred through materials in nature?

- KLB Science and Technology Grade 5 Learner's Book pg. 155
- Kitchen towels and gloves
- Print and non-print materials
- Pictures illustrating safety precautions
- Pen and notebook

- Oral presentations - Written assignments - Group discussions

Force and Energy

Heat Transfer - Fire Emergencies

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

- Oral presentations - Written assignments - Role play exercises

Force and Energy

Heat Transfer - Making Oven Gloves

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

- Make oven gloves using locally available materials
- Apply knowledge of heat insulators in practical situations
- Show creativity and resourcefulness in problem-solving

Learners are guided to:
- Trace their hand on a sheet of paper to draw a pattern for oven gloves
- Use the pattern to cut out fabric in the shape of gloves
- Stitch the parts together to make functional oven gloves
- Demonstrate the use of the oven gloves for holding hot utensils

How can we make oven gloves using locally available materials?

- 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)

- Project assessment - Practical demonstrations - Peer evaluation

Force and Energy

Heat Transfer - Making Oven Gloves

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

- Make oven gloves using locally available materials
- Apply knowledge of heat insulators in practical situations
- Show creativity and resourcefulness in problem-solving

Learners are guided to:
- Trace their hand on a sheet of paper to draw a pattern for oven gloves
- Use the pattern to cut out fabric in the shape of gloves
- Stitch the parts together to make functional oven gloves
- Demonstrate the use of the oven gloves for holding hot utensils

How can we make oven gloves using locally available materials?

- 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)

- Project assessment - Practical demonstrations - Peer evaluation

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

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