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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
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
|
|
2 | 2 |
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
|
|
2 | 3 |
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
|
|
2 | 4 |
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
|
|
3 | 1 |
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
|
|
3 | 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
|
|
3 | 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
|
|
3 | 4 |
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
|
|
4 | 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 |
How do you produce sound?
|
Textbook
Video clips Pictures Posters EAEP Science and Technology grade5 pg.128-129 |
Oral questions
Writing
Field work
|
|
4 | 2 |
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
|
|
4 | 3 |
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
|
|
4 | 4 |
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
|
|
5 | 1 |
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
|
|
5 | 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
|
|
5 | 3 |
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
|
|
5 | 4 |
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
|
|
6 | 1 |
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
|
|
6 | 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
|
|
6 | 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
|
|
6 | 4 |
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
|
|
7 | 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 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
|
|
7 | 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
|
|
7 | 3 |
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
|
|
7 | 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 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
|
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