SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 1: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify flowering plants
2.Draw and color flowering plants
3. Appreciate the importance of flowers in nature

Key Inquiry Questions:

- What are flowering plants?
- Why are flowers important in nature?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Pictures of various flowering plants
- Drawing materials (paper, colored pencils, crayons)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on plants and their parts.
- Engage students in a discussion about any flowers they have seen recently, encouraging them
to share experiences.
- Introduce flowering plants as a specific type of plant, displaying pictures for visual
engagement.

Lesson Development (25 minutes):

Step 1: Introduction to Flowering Plants

- Content: Explain what flowering plants are and how they differ from non-flowering plants.
Discuss examples such as roses, sunflowers, and daisies.
- Activity: Show images of various flowering plants and ask students to identify them.

Step 2: Parts of a Flower

- Content: Describe the main parts of a flower: petals, sepals, stamens, and pistil. Use a diagram
to illustrate each part.
- Activity: Show a flower diagram and ask students to label the parts on their own drawing
paper as you describe each part.

Step 3: Importance of Flowers in Nature

- Content: Discuss the role of flowers in plant reproduction and their importance to insects and
animals (e.g., bees pollinating flowers).
- Activity: In pairs, have students brainstorm and share one reason why flowers are important to
the environment.

Step 4: Drawing and Coloring Activity

- Activity: Distribute drawing materials and ask students to draw a flowering plant, including
labels for the parts they learned about. Encourage creativity by allowing them to color their
drawings.

Conclusion (5 minutes):
- Summarize the key points discussed about flowering plants and their importance in nature.
 - Ask students to share their drawings with a partner to reinforce learning through peer
interaction.
- Preview the next lesson on non-flowering plants and pose questions like, "What do you think
are some examples of non-flowering plants?"

Extended Activities:
- Flower Exploration: Encourage students to create a nature journal. Instruct them to go outside
(if possible) and find different flowering plants to sketch, label, and write a few sentences about
what they observe.
- Classroom Display: Create a classroom bulletin board featuring students' flower drawings
along with interesting facts about flowering plants to share with other classes.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 1: LESSON 2
Strand: Living Things and Their Environment
Sub-Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify non-flowering plants.
2. Draw and colour non-flowering plants.
3.Appreciate the importance of flowers in nature.

Key Inquiry Question(s):

- What are non-flowering plants?
- How can we identify non-flowering plants?

Learning Resources:
- Grade 5 science and technology curriculum design
- Pictures of non-flowering plants (e.g., ferns, mosses, conifers)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on flowering plants to establish a connection.
- Introduce the concept of non-flowering plants by asking students what they know about plants
that do not produce flowers. Discuss the differences between flowering and non-flowering
plants.
Lesson Development (25 minutes):
Step 1: Introduction to Non-Flowering Plants
- Explain what non-flowering plants are, highlighting examples such as ferns, mosses, and
conifers.
- Use pictures to show various types of non-flowering plants and discuss their characteristics
(e.g., reproduction through spores, cones, etc.).

Step 2: Identification Activity

- Divide students into pairs and provide them with a variety of images of both flowering and
non-flowering plants.
- Instruct students to identify and sort the images into two groups: flowering and non-flowering.
- Discuss their findings together as a class.

Step 3: Drawing Activity

- Provide students with paper and colored pencils.
- Ask them to select one non-flowering plant they liked and draw it. Encourage them to add
details such as leaves and textures.

Step 4: Discussion on Importance

- Lead a class discussion on the importance of non-flowering plants in nature.
- Discuss their roles in ecosystems, such as providing habitats, contributing to oxygen
production, and their use in medicine.

Conclusion (5 minutes):
- Summarize key points discussed in the lesson: the definition of non-flowering plants,
examples, and their importance in ecosystems.
- Conduct a brief interactive quiz where students can shout out answers about what they
learned.
- Preview the next topic, which will be about the life cycles of plants, and ask students to think
about how flowering plants and non-flowering plants reproduce.
 Extended Activities:
- Plant Observation Journal: Encourage students to keep a journal where they can document
non-flowering plants they encounter in their environment, including sketches and observations.
- Research Project: Assign each student to research a specific non-flowering plant and present
their findings to the class, focusing on its characteristics, habitat, and uses.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 1: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline flowering and non-flowering plants.
2.Classify plants into flowering and non-flowering plants.
3. Appreciate the importance of flowers in nature.

Key Inquiry Questions:

- Can you give examples of flowering and non-flowering plants?
- How can you observe and categorize plants into flowering and non-flowering in your locality?

Learning Resources:
- Grade 5 science and technology curriculum design
- Images and samples of different plants

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous topic on living things and their environments.
- Encourage students to share their thoughts on how they learned about plants.
- Guide learners to read and briefly discuss relevant content from the learning resources,
emphasizing the key concepts of flowering and non-flowering plants.
Lesson Development (25 minutes):

Step 1: Understanding Plant Classification

- Introduce the concept of classification in the natural world.
- Explain that plants can be divided into two main categories: flowering and non-flowering.
- Provide examples:
- Flowering Plants: Roses, sunflowers, and apple trees.
- Non-Flowering Plants: Ferns, conifers, and moss.

Step 2: Observing Local Plants

- Discuss the importance of flowers in nature, including their roles in reproduction and
ecosystems.
- Explain the plan for a practical observation activity: taking a walk in the schoolyard or a nearby
park to look for plants.
- Ask students to record their findings on a simple chart noting the name of the plant and
whether it is flowering or non-flowering.

Step 3: Categorizing the Plants

- Gather students back in the classroom and guide them through categorizing some common
plants they might have observed during the walk.
- Encourage them to discuss why certain plants belong to each category.
- Create a Venn diagram on the board to visually represent the differences and similarities
between flowering and non-flowering plants.

Step 4: Importance of Plants and Flowers

- Discuss how flowering plants contribute to our environment and why they are important for
animals and humans (e.g., providing food, oxygen, and beauty).
- Facilitate a discussion around what would happen if flowers disappeared from ecosystems,
encouraging critical thinking.
Conclusion (5 minutes):
- Summarize the key points covered in the lesson: the classification of plants, differences
between flowering and non-flowering, and the importance of flowers.
- Conduct a brief interactive activity where students can share their observations from the walk
or quiz each other on examples of both types of plants.
 - Prepare students for the next session: "Next class, we will explore more about how plants
grow and what they need to survive."

Extended Activities:
- Plant Journal: Ask students to keep a plant journal where they can draw or write about
different plants they see in their neighborhood over the next week.
- Research Project: Assign students to work in pairs to research a specific type of flowering or
non-flowering plant, and present their findings to the class.
- Garden Activity: If feasible, plan a simple gardening activity where students can plant flowering
seeds and observe their growth over time.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 1: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the similarities between flowering and non-flowering plants.
2.Cut and paste pictures of flowering and non-flowering plants in their books.
3. Appreciate the importance of flowers in nature.

Key Inquiry Question(s):

- In groups, what are the similarities between flowering and non-flowering plants?

Learning Resources:
- Grade 5 Science and Technology curriculum design
- Pictures of various flowering and non-flowering plants (printouts)
- Scissors, glue, and construction paper

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson about plants and their parts.
- Ask the students: "What do we remember about flowering and non-flowering plants?"
- Guide them to read a short passage from the curriculum resources that explains flowering and
non-flowering plants.
Lesson Development (25 minutes):

Step 1: Group Discussion

- Divide the class into small groups.
- Provide each group with a set of pictures of flowering and non-flowering plants.
- Ask them to discuss and list similarities they find between both types of plants, such as
needing sunlight, water, and soil to grow.

Step 2: Class Share

- Each group shares one similarity they identified with the class.
- Write down or display these similarities on the board to create a cumulative list that everyone
can refer to.

Step 3: Cut and Paste Activity

- Provide students with construction paper, scissors, and glue.
- Instruct them to cut out pictures of flowering and non-flowering plants and paste them onto
their paper, organizing them into two sections (flowering and non-flowering).
- Encourage them to label each section clearly.

Step 4: Importance of Flowers

- Discuss why flowers are important in nature (e.g., reproduction, attracting pollinators).
- Ask students why they think flowers are vital for our environment and food supply.

Conclusion (5 minutes):
- Summarize the key points: the similarities between flowering and non-flowering plants and
the importance of flowers.
- Conduct a brief interactive activity where students can share their favorite flower and one fact
about it.
- Prepare learners for the next session by previewing that they will learn about how plants
reproduce.

Extended Activities:
- Have students research a specific flowering plant and create a poster that includes its habitat,
appearance, and role in the environment.
 - Organize a “Plant Walk” outside to observe different types of plants and identify their features,
taking notes on what they find.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 2: LESSON 1
Strand: Living Things and Their Environment
Sub-Strand: Classification of Plants
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1.Identify the differences between flowering and non-flowering plants.
2.Watch video clips on the differences between flowering and non-flowering plants.
3.Appreciate the importance of flowers in nature.

Key Inquiry Question(s):

- What are the differences between flowering and non-flowering plants?

Learning Resources:
- Grade 5 science and technology curriculum design.
- Video clips showing examples of flowering and non-flowering plants.
- Plant classification charts or diagrams.

Organisation of Learning:

Introduction (5 minutes):
- Review: Engage students in a discussion about their previous lesson to activate prior
knowledge.
- Read & Discuss: Ask learners to read and discuss relevant sections about plants from the
learning resources. Highlight key concepts.
Lesson Development (25 minutes):

Step 1: Introduce the Concept

- Define Flowering and Non-Flowering Plants: Teach students the definitions of flowering and
non-flowering plants.
- Flowering plants: Produce flowers and seeds (example: roses, sunflowers).
- Non-flowering plants: Do not produce flowers or seeds (example: ferns, mosses).

Step 2: Watch Video Clips

- Interactive Viewing: Show a short video clip that illustrates the differences between flowering
and non-flowering plants. Pause at key points to ask guiding questions such as:
- “What do you notice about the flowers in the video?”
- “How are these plants different from the ones without flowers?”

Step 3: Group Discussion

- Class Discussion: Divide students into small groups to discuss the video and their observations.
Each group shares at least one characteristic they found interesting about flowering or non-
flowering plants.

Step 4: Importance of Flowers

- Discuss Importance: Explain why flowers are important in nature. Cover aspects like:
- Role in reproduction (attracting pollinators).
- Contributions to the ecosystem (food sources for animals).

Conclusion (5 minutes):
- Summarize: Recap the differences between flowering and non-flowering plants and their
importance in nature.
- Interactive Activity: Conduct a quick quiz using "true or false" statements to reinforce learning
(e.g., "All flowering plants have seeds").
- Preview Next Topic: Briefly introduce what the next lesson will cover, such as plant adaptations
or ecosystems.

Extended Activities:
- Plant Observation Journal: Ask students to observe and document a flowering and a non-
flowering plant in their local environment over the next week, noting their characteristics.
 - Class Presentation: Groups create a presentation showing various examples of flowering and
non-flowering plants, sharing what they have learned with the class.
- Gardening Project: Encourage students to plant seeds from flowering plants and observe their
growth, noting the differences at each stage.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 2: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify functions of parts of a flower.
2.Draw a flower and label its parts.
3.Appreciate the importance of flowers in nature.

Key Inquiry Question(s):

- What are the functions of different parts of a flower?
- How can we draw and label the parts of a flower?

Learning Resources:
- Grade 5 science and technology curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing what was learned in the previous lesson about plants and their parts.
- Introduce the focus of today’s lesson: flowers and their importance in nature.
- Ask students to think about what they already know about flowers and to share their ideas
with the class.

Lesson Development (25 minutes):

Step 1: Introduction to Flower Parts

- Discuss the main parts of a flower: petals, stamens, pistils, sepals, and ovary.
- Explain the function of each part:
- Petals: Attract pollinators with their colors and scents.
- Stamens: Male part that produces pollen.
- Pistils: Female part that contains the ovary, where seeds are formed.
- Sepals: Protect the flower before it blooms.

Step 2: Interactive Flower Dissection

- Provide students with simple flower specimens (like daisies or tulips).
- Guide them in carefully dissecting the flowers to see and identify the parts discussed earlier.
- Allow students to explore and ask questions about what they observe.

Step 3: Drawing and Labeling Flowers

- Have students use their own diagrams to draw a flower.
- Instruct them to label each part: petals, stamens, pistils, sepals, and ovary.
- Encourage creativity in their drawings while ensuring accuracy in labeling.

Step 4: Importance of Flowers

- Discuss as a class why flowers are important in nature (e.g., pollination, reproduction of plants,
food sources for insects and animals).
- Highlight the role flowers play in the ecosystem and their significance to humans (e.g., food,
beauty, medicine).

Conclusion (5 minutes):
- Summarize the key points covered in the lesson: the parts of a flower, their functions, and
their importance in nature.
- Conduct a quick interactive activity by asking students to name one function of a flower part
they learned about.
- Preview the next lesson: "The Life Cycle of a Flowering Plant," prompting students to think
about how flowers develop and grow.

Extended Activities:
 - Flower Journal: Have students start a flower journal where they sketch different flowers they
see in their environment, label their parts, and note their observations about each flower’s
characteristics.
- Field Trip: Plan a visit to a botanical garden or local park to observe and sketch flowers in their
natural habitat, discussing how different flowers attract various pollinators.
- Research Project: Assign students to research a specific type of flower, including its habitat,
pollinators, and any unique adaptations it has.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 2: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify functions of parts of a flower
2.Draw a flower and label its parts
3.Appreciate the importance of flowers in nature

Key Inquiry Questions:

- What are the functions of the different parts of a flower?
- How can we draw a flower and label its parts accurately?

Learning Resources:
- Grade 5 science and technology curriculum design
- Drawing materials (paper, pencils, colored pencils)

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous topic on plants.
- Ask students what they remember about flowers to activate prior knowledge.
- Briefly discuss the importance of flowers in our environment.

Lesson Development (25 minutes):

Step 1: Introduction to Flower Parts

- Present the different parts of a flower using a diagram (showing petals, sepals, stamens, pistil).
- Discuss the function of each part:
- Petals: attract pollinators with their color and scent.
- Sepals: protect the flower before it blooms.
- Stamens: male reproductive part (produces pollen).
- Pistil: female reproductive part (receives pollen and produces seeds).

Step 2: Whole Group Labeling

- Hand out a blank diagram of a flower.
- As a class, label each part while discussing its function.
- Encourage students to ask questions for clarification.

Step 3: Individual Drawing Activity

- Instruct students to draw their own flowers on their worksheets.
- Remind them to label each part and write a short description of its function next to it.

Step 4: Class Share

- Allow a few students to share their drawings and explanations with the class.
- Foster discussion about the diversity and importance of flowers in nature.

Conclusion (5 minutes):
- Summarize the key points discussed: the parts of a flower and their functions, and the
importance of flowers.
- Conduct a brief interactive activity such as a flower-themed quiz or a 'flower role play' where
students act out the functions of each part.
- Preview next session by asking students to think about how flowers grow and reproduce, and
encourage them to look for different types of flowers in their environment.

Extended Activities:
- Flower Investigation: Students can collect different types of flowers from their yard or
neighborhood, making observations about each flower’s features and discussing their
importance in the ecosystem.
- Create a Flower Book: Each student can create a small book featuring different flowers they
researched, including drawings, descriptions, and fun facts.
 - Gardening Project: Start a small class garden where students can plant flower seeds and
observe their growth over time, connecting the learning to real-world experiences.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 2: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the importance of flowers in nature.
2. Use digital applications to search for the importance of flowers in nature.
3.Appreciate the importance of flowers in nature.

Key Inquiry Questions:

- What is the importance of flowers in nature?
- How can we use digital applications to find information about flowers?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Tablets or computers with internet access for digital research
- Educational videos about flowers (optional)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on plant life cycles.
- Ask students to share what they remember about the different parts of a flower.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding the role of flowers in plants' life cycles and ecosystems.

Lesson Development (25 minutes):

Step 1: What Are Flowers?

- Introduce the concept of flowers as the reproductive part of flowering plants.
- Discuss the main parts of a flower (e.g., petals, stamen, pistil) and their functions.
- Use diagrams or a short video to help visualize flower structure.
Step 2: The Importance of Flowers in Nature
- Explain the role of flowers in reproduction and how they help plants produce seeds.
- Discuss their role in attracting pollinators like bees and butterflies.
- Share brief information about ecosystems and how flowers fit into these systems.

Step 3: Digital Exploration

- Guide students to use digital applications (tablets/computers) to research one interesting fact
about flowers.
- Give them prompts such as "How do flowers help the environment?" or "What creatures rely
on flowers?"

Step 4: Group Discussion

- Bring the class back together and ask students to share what they discovered during their
digital exploration.
- Discuss why these facts are important and how they relate to previously covered material
about ecosystems.

Conclusion (5 minutes):
- Summarize key points discussed in the lesson: the role of flowers in reproduction, their
importance for pollinators, and their overall impact on the environment.
- Conduct a brief interactive activity, such as a "flower bingo" game or matching game with
flower parts and their functions.
- Preview the next lesson on specific types of flowers and their unique adaptations.

Extended Activities:
- Flower Field Trip: Organize a visit to a local botanical garden or park to observe various flowers
in their natural habitat.
- Art Project: Have students create a craft of their favorite flower, labeling its parts and writing a
short paragraph about its importance.
 - Research Project: Assign students to choose a flower species to research and present how it
benefits the environment and its unique characteristics.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 3: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: Classification of Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the importance of flowers in nature
2. Use digital devices to draw, paint, and label parts of a flower
3. Appreciate the importance of flowers in nature
Key Inquiry Questions:
- Why are flowers important in nature?
- How can we use digital applications to learn more about flowers?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Digital devices (tablets or computers)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the last lesson on plants.
- Ask students: "What do you remember about plants?" Collect thoughts and highlight any
mentions of flowers.
- Briefly explain that today they will learn about why flowers are important.
Lesson Development (25 minutes):

Step 1: Discuss the Importance of Flowers

- Explain the role of flowers in the life cycle of plants (reproduction, attracting pollinators).
- Introduce key terms such as pollination, reproduction, and ecosystems.
- Ask students: "What roles do bees, butterflies, and other pollinators play with flowers?"

Step 2: Group Activity - Explore Flowers

- Divide students into small groups.
- Each group will use a digital device to search for different types of flowers and their
contributions to the ecosystem.
- Students should note at least three specific benefits of flowers they find in their research.
Step 3: Digital Drawing and Labeling
- Each student will draw a flower using a digital drawing application.
- They should label the parts of the flower (e.g., petals, stamen, pistil).
- Encourage creativity and accuracy in their drawings.

Step 4: Class Share

- Invite a few students to share what they learned about their chosen flower and its importance.
- Allow for questions and clarifications from classmates to strengthen understanding.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson:
- Why flowers are crucial for reproduction and supporting ecosystems.
- The use of technology to enhance learning about flowers.
- Conduct a brief interactive activity, such as a "flower bingo" game, where they match flower
benefits with their definitions.
- Preview: "Next time, we will explore how different animals interact with flowers and their
environments."

Extended Activities:
- Flower Garden Project: Students can plan a small flower garden (real or imaginary), selecting
flowers based on their benefits to pollinators or aesthetics.
- Create a Flower Booklet: Students can compile a booklet of different flowers, noting their
importance, pictures, and fun facts, to share with the class.
- Field Trip or Observation: If feasible, organize a field trip to a botanical garden or park to
observe flowers in a natural setting. Alternatively, encourage students to observe local flowers
and take notes on their findings.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 3: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.State the meaning of vertebrates.
2.Take photographs of vertebrates in the immediate environment.
3.Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What do vertebrates mean?
- What vertebrates can we find in our immediate environment?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Digital cameras or smartphones for photography
- Field guides to vertebrates (books or online resources)

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on living things and their habitats.
- Ask students what they remember about different groups of animals.
- Introduce the term "vertebrates" and encourage students to think about examples they might
know.

Lesson Development (30 minutes):

Step 1: Definition of Vertebrates

- Explain that vertebrates are animals that have a backbone. This group includes mammals,
birds, reptiles, amphibians, and fish.
- Discuss the characteristics that make vertebrates unique, such as their skeleton and their
ability to move.
- Ask students to brainstorm examples of vertebrates and write them on the board.

Step 2: Group Discussion

- Divide the class into small groups and prompt them to discuss the meaning of vertebrates.
- Provide guiding questions such as, "Can you name different types of vertebrates?" and "Why
do you think vertebrates are important for the ecosystem?"
- Each group shares one vertebrate example and one reason for their importance.

Step 3: Photography Activity

- Go outside (or look around the classroom and school building) to find vertebrates in the
immediate environment.
- Give students time to take photographs of any vertebrates they find (birds in trees, fish in a
pond, pets, etc.).
- Remind them to be respectful of the animals and their habitats.

Step 4: Share Findings (Optional, time permitting)

- Bring students back to the classroom and have a few of them share their photographs and
discuss what they found.
- Encourage students to share thoughts on how the vertebrates they observed fit into their
environments.
Conclusion (5 minutes):
- Review the key points: definition of vertebrates, examples, and their importance in the
environment.
- Conduct an interactive activity, such as a quick game of "Vertebrate Bingo," where students
mark off types of vertebrates they learned about.
- Preview next session's topic on the habitats of vertebrates and encourage students to think
about the habitats they observed during the field trip.

Extended Activities:
- Create a Vertebrate Book: Students can research a specific vertebrate species and create a
mini-book that includes its habitat, diet, and role in the ecosystem.
- Nature Walk Project: Organize a longer nature walk where students can gather more
photographs and notes, which can then be compiled into a class project highlighting the various
vertebrates observed.
 - Class Presentation: Students can work in pairs to create a presentation on a specific type of
vertebrate, including interesting facts and its importance to the environment.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 3: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the meaning of vertebrates.
2.Take photographs of vertebrates in the immediate environment.
3.Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What does it mean to be a vertebrate?
- Can we identify vertebrates in our surroundings?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Access to cameras or devices for taking photographs

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous topic on living things.
- Facilitate a brief discussion where students share what they remember.
- Introduce the concept of vertebrates by guiding students to read relevant sections from the
learning resources, focusing on the definition and examples of vertebrates.
Lesson Development (25 minutes):

Step 1: Define Vertebrates

- Discuss as a class: What do we think vertebrates are?
- Introduce the definition: Vertebrates are animals that have a backbone or spine.
- Write down the definition on the board and encourage students to ask questions.

Step 2: Examples of Vertebrates

- Split students into small groups and ask them to brainstorm examples of vertebrates (e.g.,
mammals, birds, fish, amphibians, reptiles).
- Provide assistance as needed, ensuring each group identifies at least two examples.
- Have each group share their examples with the class.

Step 3: Nature Walk

- Take students outside for a short nature walk around the school or nearby area.
- In their groups, encourage students to take photographs of any vertebrates they find (e.g.,
birds, squirrels, fish in a pond).
- Remind them to be respectful of the animals and their environment.

Step 4: Discuss Importance of Vertebrates

- Return to the classroom and have a discussion about why vertebrates are important in our
ecosystem (e.g., food chain, biodiversity, roles in the environment).
- Write their ideas on the board to reinforce the learning and encourage critical thinking.

Conclusion (5 minutes):
- Summarize the main points of the lesson: What vertebrates are, examples identified, and their
importance in the environment.
- Conduct a quick interactive activity, such as a "Tell me one thing you learned today" round
where each student shares one fact they learned.
- Prepare students for the next session by revealing that they will learn more about the different
types of vertebrates and their specific characteristics.

Extended Activities:
- Research Project: Have students choose one type of vertebrate (e.g., a specific bird or fish) and
prepare a short presentation. They can include interesting facts, pictures, and how that
vertebrate fits into its ecosystem.
- Art Project: Students can create posters illustrating different vertebrates and their habitats.
They can present these posters in class.
- Field Journal: Encourage students to keep a field journal where they document sightings of
vertebrates over a week, including sketches and notes about their behavior or habitat.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 3: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify animals classified as vertebrates
2.Describe the general characteristics of vertebrates
3.Appreciate the importance of vertebrates in the environment

Key Inquiry Questions:

- What animals are classified as vertebrates?
- What are the general characteristics of vertebrates?
Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Pictures of various vertebrate animals
- "Vertebrates" handout with characteristics and examples

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on living things and their classifications. Ask students to recall what
they learned about invertebrates.
- Introduce the topic of vertebrates by reading and discussing relevant content from the
learning resources. Use visuals to engage students.

Lesson Development (25 minutes):

Step 1: Identifying Vertebrates

- Show images of different animals (fish, birds, mammals, reptiles, amphibians).
- As a class, identify which of these animals are vertebrates and which are not.
- Discuss the meaning of the term "vertebrate" and explain that these animals have a backbone.

Step 2: General Characteristics of Vertebrates

- Distribute the "Vertebrates" handout.
- Discuss the main characteristics of vertebrates:
- Backbone, bilateral symmetry, specialized body systems (nervous, circulatory, etc.),
- Presence of a skull (protects the brain).
- Have students work in pairs to find at least two characteristics from the handout that they did
not know before.
Step 3: Classification of Vertebrates
- Explain the five main groups of vertebrates: mammals, birds, reptiles, amphibians, and fish.
- Provide examples for each group. Ask students to volunteer animals that belong to each
category.

Step 4: Importance of Vertebrates in the Environment

- Discuss why vertebrates are important: roles in ecosystems (predators, prey, pollinators),
contributions to biodiversity.
- Engage students in a discussion about how humans rely on vertebrates for food,
companionship (pets), and ecosystem balance.

Conclusion (5 minutes):
- Summarize key points: definitions of vertebrates, their characteristics, types of vertebrates,
and their significance.
- Conduct a quick interactive quiz using a fun "true or false" format to reinforce what they
learned about vertebrates.
- Briefly preview the next session which will cover invertebrates and how they differ from
vertebrates.

Extended Activities:
- Vertebrate Art Project: Create a collage or poster project showcasing different vertebrates,
including their habitats and roles in the environment.
- Field Research: Plan a visit to a local zoo or aquarium to observe vertebrates in real life. After
the visit, have students write a short report on their favorite vertebrate and its characteristics.
- Class Presentation: Have students choose a vertebrate and prepare a short presentation to
share with the class, focusing on its characteristics, habitat, and role in the ecosystem.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 4: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify animals classified as vertebrates.
2.Watch video clips of vertebrates.
3. Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What animals are classified as vertebrates?
- What do vertebrates look like and how do they behave?
- Why are vertebrates important to our environment?
Learning Resources:
- Grade 5 science and technology curriculum design
- Video clips showing various vertebrates
- Images and resources outlining vertebrate classifications

Organisation of Learning:

Introduction (5 minutes):
- Begin with a review of the previous lesson by asking students to recall and discuss what they
learned about animals.
- Introduce the topic of vertebrates, asking students what they think a vertebrate is and
brainstorm a list of vertebrates they already know.

Lesson Development (25 minutes):

Step 1: Introduction to Vertebrates

- Explain that vertebrates are animals with a backbone.
- Show images of different vertebrates (mammals, birds, reptiles, amphibians, fish) and explain
their characteristics.
- Prompt students to classify a few animals they mention into the vertebrate categories.

Step 2: Video Clips

- Watch short video clips of various vertebrates in their natural habitats.
- After each clip, ask students to shout out what type of vertebrate it is and any interesting facts
they notice.

Step 3: Group Activity

- Divide students into small groups and assign each group a specific type of vertebrate.
- Have them brainstorm two facts about their vertebrate group and share them with the class.

Step 4: Importance of Vertebrates

- Discuss as a class why vertebrates are important to the environment (e.g., role in food chains,
ecosystems, and biodiversity).
- Encourage students to think of examples of how vertebrates impact their daily lives (e.g., pets,
pollution, natural habitats).

Conclusion (5 minutes):
- Summarize key points from the lesson, reinforcing what vertebrates are, the types they
learned about, and their environmental importance.
- Conduct a brief interactive activity: Have students act out different types of vertebrates while
the class guesses which type they are.
- Preview the next session by mentioning that they will explore habitats where vertebrates live.

Extended Activities:
- Vertebrate Research Project: Have students choose a vertebrate and research its habitat, diet,
and any interesting facts, then present their findings to the class.
- Class Vertebrate Chart: Create a large classroom chart where students can add pictures and
facts about various vertebrates as they learn about them in subsequent lessons.
- Field Trip or Virtual Tour: Organize a field trip to a local zoo or aquarium or set up a virtual tour
of a wildlife sanctuary where students can see vertebrates in person or online.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 4: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the groups of vertebrates.
2.Classify vertebrates into their main groups.
3.Appreciate the importance of vertebrates in the environment.

Key Inquiry Question(s):

- How are vertebrates grouped?
- What are the main categories of vertebrates?

Learning Resources:
- Grade 5 science and technology curriculum design
- Pictures of various vertebrates (mammals, birds, fish, reptiles, amphibians)
- Classification chart handouts
- Tags/labels for grouping vertebrates

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on ecosystems and the role of living organisms.
- Introduce the topic of vertebrates and their significance in nature. Guide students to read from
their learning resources about vertebrates.

Lesson Development (25 minutes):

Step 1: Introduction to Vertebrate Groups

- Explain that vertebrates are animals with a backbone and there are five main groups:
mammals, birds, reptiles, amphibians, and fish.
- Show images of each group and discuss key characteristics (e.g., mammals have fur and feed
their young milk).

Step 2: Interactive Classification Activity

- Use pictures of different vertebrates and ask students to classify them into the correct groups.
- Provide tags/labels for each group and let them work in pairs or small groups to sort the
pictures.

Step 3: Class Discussion

- Bring the class back together and ask groups to share their classifications. Correct any
misunderstandings and reinforce the characteristics of each group.
- Discuss why these classifications are essential in understanding biodiversity.
Step 4: Importance of Vertebrates
- Talk about the role of vertebrates in ecosystems (e.g., food sources, pollinators, indicators of
environmental health).
- Encourage students to think about how vertebrates impact their own lives and environments.

Conclusion (5 minutes):
- Summarize the main points: the five groups of vertebrates, their classification, and their
environmental importance.
- Conduct a quick quiz or game to reinforce what they learned. For example, ask them to name
examples from each group.
- Preview the next lesson on invertebrates and ask students to consider how they are different
from vertebrates.

Extended Activities:
- Research Project: Have students choose a vertebrate species to research and present its
habitat, diet, and role in the ecosystem.
- Field Trip: Organize a visit to a local zoo or aquarium to observe different vertebrates.
- Create a Poster: Students create a poster showcasing different vertebrates, including
interesting facts about each group.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 4: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Outline the groups of vertebrates.
2.Classify vertebrates into their main groups.
3.Appreciate the importance of vertebrates in the environment.

Key Inquiry Question(s):

- What are the main groups of vertebrates?
- How can we classify vertebrates into different categories?

Learning Resources:
- Grade 5 Science and Technology curriculum design
- Visual aids (pictures of different vertebrates)
- Chart paper and markers
Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on living things.
- Ask the class: "What do you remember about vertebrates?"
- Introduce the day's topic by highlighting the importance of understanding vertebrates in our
environment.

Lesson Development (25 minutes):

Step 1: Introduction to Vertebrates

- Explain what vertebrates are (animals with a backbone).
- Discuss the five main groups of vertebrates: mammals, birds, reptiles, amphibians, and fish.
- Show visual aids for each group to help students recognize them.

Step 2: Classification Activity

- Divide the class into small groups and give each group a set of images depicting different
vertebrates.
- Instruct them to sort the images into the five groups they learned about.
- After sorting, have each group briefly present their classifications to the class.

Step 3: Importance of Vertebrates

- Discuss why vertebrates are important to the ecosystem (e.g., food chain, biodiversity).
- Engage students by asking them to think about how humans interact with vertebrates (pets,
wildlife, etc.).

Step 4: Reflection and Discussion

- Lead a classroom discussion on the various roles that different vertebrates play in our
environment.
- Encourage students to share examples of vertebrates they encounter in their daily lives.

Conclusion (5 minutes):
- Summarize key points on the groups of vertebrates and their importance.
- Conduct an interactive quiz where students can raise hands to answer questions about what
they learned (e.g., "Which group does a dolphin belong to?").
- Give a brief preview of the next lesson, which will focus on the characteristics of each
vertebrate group.

Extended Activities:
- Vertebrate Research Project: Assign each student or group a specific vertebrate group to
research. They can create a poster or a digital presentation to share with the class.
- Nature Walk: Organize a nature walk where students can observe animals in their habitat and
classify them, or take photos to identify later in class.
- Vertebrates in the Ecosystem: Have students write a short essay or create a storyboard
showing the life cycle of a specific vertebrate and its role in the environment.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 4: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Mention animals classified as vertebrates.
2.Make a portfolio of different categories of vertebrates in their locality.
3. Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What animals are classified as vertebrates?
- How can we create a portfolio of different categories of vertebrates in our locality?

Learning Resources:
- Grade 5 science and technology curriculum design
- Local vertebrate guides (books, online resources, or local wildlife brochures)
- Art supplies for portfolio creation (paper, markers, glue, etc.)

Organisation of Learning:
Introduction (5 minutes):
- Start with a quick review of the last lesson, asking students to recall the different types of
living things.
- Introduce the concept of vertebrates, showing excitement about exploring these animals
today.

Lesson Development (25 minutes):

Step 1: Introduction to Vertebrates

- Begin with a class discussion on what makes an animal a vertebrate (having a backbone).
- Ask students to name different vertebrates they know (e.g., mammals, birds, reptiles,
amphibians, fish).
- Write the classifications on the board and encourage further contributions.

Step 2: Group Research

- Divide the class into small groups, assigning each group a category of vertebrates (mammals,
birds, reptiles, amphibians, fish).
- Provide learning resources and ask groups to research their assigned category, noting notable
local vertebrate examples and their importance to the environment.

Step 3: Portfolio Creation

- Explain what a portfolio is and its purpose.
- Guide students to begin creating their portfolios, where they will compile images, drawings, or
notes of the vertebrates they discussed. Provide materials for students to get started.

Step 4: Sharing Findings

- Have each group share one interesting fact or local vertebrate example with the class.
- Encourage students to take notes in their own portfolios about what their peers share.
Conclusion (5 minutes):
- Recap the key points: what vertebrates are, the types classified under vertebrates, and a few
importance aspects of these animals.
- Conduct a quick interactive quiz or think-pair-share activity where students discuss what they
found most interesting about vertebrates.
- Briefly introduce what the next lesson will focus on, such as ecosystems or the role of food
chains involving vertebrates.

Extended Activities:
- Field Trip or Nature Walk: Organize a local nature walk where students can observe and
identify vertebrates in their environment, taking notes for their portfolios.
- Art Project: Have students create a poster or diorama of a specific vertebrate and present it to
the class, detailing its habitat, diet, and role in the ecosystem.
- Research Project: Request students to pick one vertebrate species and write a short report on
it, covering its habitat, diet, and conservation status.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 5: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Mention animals classified as vertebrates.
2. Create a portfolio of different categories of vertebrates in their locality.
3. Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What animals are classified as vertebrates?
- How can we create a portfolio of different categories of vertebrates present in our area?

Learning Resources:
- Grade 5 science and technology curriculum design
- Pictures and examples of vertebrates (books, internet resources, or local field guide)

Organisation of Learning:

Introduction (5 minutes):
- Start with a quick review of the previous lesson on living things.
- Ask learners to recall what they remember about categories of animals.
- Introduce the concept of vertebrates. Guide students to read a brief section from the learning
resources about vertebrates.
Lesson Development (25 minutes):

Step 1: Define Vertebrates

- Discuss what makes vertebrates unique compared to invertebrates.
- List major groups of vertebrates: mammals, birds, reptiles, amphibians, and fish.
- Ask students to provide examples of each group to encourage participation.

Step 2: Classification Activity

- Divide students into small groups.
- Assign each group a category of vertebrates (e.g., one group for mammals, one for birds, etc.).
- Students use the learning resources to find 2-3 local examples of animals in their category and
prepare to present.

Step 3: Present Findings

- Each group presents their findings to the class, sharing the examples they found and any
interesting facts.
- Encourage other students to ask questions or provide additional examples.

Step 4: Importance of Vertebrates

- Discuss why vertebrates are important to the environment (e.g., roles in ecosystems, as food
sources, contributions to biodiversity, etc.).
- Connect this importance to local examples that students presented.

Conclusion (5 minutes):
- Recap the main points of the lesson, emphasizing the differences between vertebrates and
invertebrates, the major categories of vertebrates, and their ecological importance.
- Conduct a brief interactive activity where students can shout out their favorite vertebrate and
why it's important.
- Provide a preview of the next session which will involve creating their portfolio of vertebrates.
Extended Activities:
- Nature Walk: Arrange a nature walk where students can observe local vertebrates in their
habitats. Students can take notes or sketches of any vertebrates they see.
- Creative Portfolio: Encourage students to create a visual portfolio that includes pictures,
drawings, or information about local vertebrates, which they can present in the next class.
- Research Project: Assign a short research project where each student can choose a specific
vertebrate to study in more depth and create a small presentation.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 5: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the importance of vertebrates in the environment.
2. Observe safety precautions when handling different animals.
3.Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What is the importance of vertebrates in the environment?
- What safety precautions should we take when handling different animals?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Video clips on different vertebrates (e.g., fish, birds, mammals)
- Printed worksheets on vertebrates
- Safety guidelines for handling animals

Organisation of Learning:

Introduction (5 Minutes):
- Review Previous Lesson: Start with a brief review of what students learned about ecosystems.
- Discussion: Ask students to share examples of vertebrates they know. Guide them through
reading and discussing the key concepts related to vertebrates from the learning resources.

Lesson Development (25 Minutes):

Step 1: What Are Vertebrates?

- Define vertebrates.
- Show images or videos of different types of vertebrates (e.g., fish, birds, reptiles, mammals,
amphibians).
- Discuss their characteristics (backbone, body structure) and give examples of each category.

Step 2: Importance of Vertebrates in Our Environment

- Discuss the roles of vertebrates in various ecosystems (food chains, pollination, seed
dispersal).
- Engage students in a discussion: “How do vertebrates contribute to the balance of nature?”
- Students can give examples of specific vertebrates and their roles.

Step 3: Handling Animals Safely

- Introduce key safety precautions for interacting with animals (keeping a safe distance, not
cornering animals, using slow movements).
- Role-play scenarios on how to handle different animals safely.

Step 4: Appreciation of Vertebrates

- Have students share why they think vertebrates are important and how they can help protect
them (e.g., habitat preservation, responsible pet ownership).
- Create a collective 'appreciation list' on the board as students share their thoughts.

Conclusion (5 Minutes):
 - Summarize: Go over the key points discussed: what vertebrates are, their importance, and
safety precautions.
- Interactive Activity: Play a quick true/false quiz where students can respond with hand signals
(thumbs up for true, thumbs down for false) to statements about vertebrates.
- Prepare for Next Session: Briefly introduce the next topic, which could be “Vertebrate
Habitats”.

Extended Activities:
- Field Trip: Plan a visit to a local zoo or aquarium to observe vertebrates in different
environments.
- Research Project: Have students select a vertebrate to research and present on its habitat,
diet, and role in the ecosystem.
- Creative Arts Project: Allow students to create posters or models of their favorite vertebrate,
including facts about its importance in the food web.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 5: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: Vertebrates

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the importance of vertebrates in the environment.
2. Observe safety precautions when handling different animals.
3. Appreciate the importance of vertebrates in the environment.

Key Inquiry Questions:

- What are some of the important roles vertebrates play in our environment?
- What safety precautions should we take when handling different animals?

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson about living things. Ask students to share
what they remember about the types of animals we discussed last time.
- Guide learners to read a brief passage from their science and technology curriculum regarding
vertebrates. Encourage discussion on the key concepts, especially focusing on the roles
vertebrates play in the ecosystem.

Lesson Development (25 minutes):

Step 1: Understanding Vertebrates

- Discuss what vertebrates are (animals with backbones) and provide examples (e.g., mammals,
birds, reptiles, amphibians, fish).
- Highlight how vertebrates contribute to the environment (e.g., pollination, pest control, food
sources).

Step 2: Importance of Vertebrates

- Guide students in small groups to brainstorm and list three ways vertebrates help maintain a
healthy ecosystem.
- Each group shares their thoughts, leading to a class discussion. Emphasize the
interconnectedness of species in nature.

Step 3: Safety Precautions

- Introduce the topic of safety when handling animals. Ask students to suggest why safety is
important.
- Create a list on the board of precautions to take when interacting with animals (e.g., approach
calmly, wash hands after touching, listen to instructions, respect the animal's space, use
appropriate tools if necessary).

Step 4: Role-playing Activity

- Have students role-play situations where they might need to handle animals safely. Assign
each group or pair a scenario and let them present how they would ensure safety while
interacting with the animals.

Conclusion (5 minutes):
- Summarize the importance of vertebrates in the environment and the safety precautions
discussed.
- Conduct a brief interactive activity: ask students to give a thumbs-up if they learned something
new, and a thumbs-down if they have questions or are unsure about a topic.
- Preview the next lesson about invertebrates and their roles in the ecosystem, encouraging
students to think about how they are different from vertebrates.
 Extended Activities:
- Research Project: Assign students to research a specific vertebrate species and present its role
in the ecosystem to the class.
- Safety Poster: Have students design posters illustrating the safety precautions for handling
animals, which can be displayed in the classroom.
- Community Outreach: Organize a visit to a local animal shelter or wildlife reserve to learn
more about live animals and observe safety measures in action.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 5: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the main parts of the human breathing system.
2.Draw the human breathing system and label the main parts.
3. Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Question(s):

- What are the main parts of the human breathing system?
- How do these parts work together to help us breathe?

Learning Resources:
- Grade 5 Science and Technology curriculum design.
- Visual aids (diagrams of the human respiratory system).
- Markers and paper for drawing activities.

Organisation of Learning:

Introduction (5 minutes):
- Start the lesson by reviewing what was learned in the previous lesson. Ask students some
questions to recall key points.
- Introduce the topic of the human breathing system. Have students read a section from their
learning resources that outlines the basic parts and functions of this system. Engage students in
a short discussion to highlight their understanding of the key concepts.
Lesson Development (25 minutes):

Step 1: Introduction to the Human Breathing System

- Explain the function of the breathing system and why it's essential for humans. Discuss
concepts like oxygen intake and carbon dioxide expulsion.

Step 2: Identify Main Parts

- Teach students the names of the main parts of the breathing system: nose, trachea, bronchi,
lungs, diaphragm, and alveoli. Use visual aids to show each part and discuss their functions
briefly.

Step 3: Drawing Activity

- Instruct students to draw the human breathing system on their paper. Encourage them to pay
attention to proportion and placement of each part.

Step 4: Labeling the Drawing

- After the drawings, guide students to label each part correctly. They can share their drawings
with a partner for collaborative learning.

Conclusion (5 minutes):
- Summarize the key points learned about the human breathing system, reiterating the names
and functions of each part.
- Conduct a brief interactive activity, such as a quick quiz or a group discussion question, like
"Why is it important to keep our breathing system healthy?"
- Preview the next session, which may cover topics related to maintaining a healthy breathing
system or common respiratory problems.
Extended Activities:
- Research Project: Have students investigate one common breathing problem (like asthma or
allergies) and present their findings to the class.
 - Breathing Exercises: Teach students simple breathing exercises or yoga techniques and discuss
how these practices contribute to respiratory health.
- Poster Creation: Invite students to create a poster illustrating the human breathing system and
its functions, which can be displayed in the classroom.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 6: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the main parts of the human breathing system.
2. Draw the human breathing system and label the main parts.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Question(s):

- What are the main parts of the human breathing system?
- How can we draw and label the human breathing system?

Learning Resources:
- Grade 5 science and technology curriculum design materials
- Diagrams of the human breathing system
- Markers and drawing paper

Organisation of Learning:

Introduction (5 minutes):
- Start with a brief review of the previous lesson on how our bodies use oxygen.
- Ask students what they remember about breathing and why it's important.
- Introduce the topic of the human breathing system and explain what they will learn today.
Lesson Development (25 minutes):

Step 1: Introduce the Main Parts

- Present a diagram of the human breathing system (lungs, trachea, bronchi, diaphragm,
nose/mouth).
- Explain the function of each part using simple language:
- Nose/Mouth: Where air enters.
- Trachea: The windpipe that carries air to the lungs.
- Lungs: Organs that take in oxygen and get rid of carbon dioxide.
- Diaphragm: A muscle that helps us breathe in and out.

Step 2: Group Discussion

- Divide students into small groups and ask them to discuss why each part of the breathing
system is important.
- Encourage each group to share at least one point about the function of the parts.

Step 3: Drawing Activity

- Provide students with drawing paper and markers.
- Instruct them to draw the human breathing system and label all the parts discussed.
- Walk around the class to assist and provide feedback.

Step 4: Reflection on a Healthy Breathing System

- Discuss what habits keep our breathing system healthy (e.g., avoiding smoking, exercising,
breathing fresh air).
- Ask students to share ways they can take care of their lungs and breathing.

Conclusion (5 minutes):
- Summarize the key points: main parts of the breathing system, their functions, and why it's
important to keep our breathing system healthy.
- Conduct a quick quiz or a fun game where students can call out answers about parts and
functions.
 - Preview the next lesson on how pollution affects the breathing system, and ask students to
think of examples of air pollution.

Extended Activities:
- Healthy Breathing Poster: Have students create a poster that promotes healthy breathing
habits, which can be displayed in the classroom or school hallway.
- Breathing Experiment: Conduct a simple experiment where students count how many times
they breathe in 1 minute at rest and after physical activity, discussing the importance of breaths
per minute in different states.
- Presentation: In pairs, students research a respiratory disease and present their findings to the
class, focusing on how it affects the breathing system.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 6: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the functions of the parts of the human breathing system.
2. Watch video clips of the human breathing system.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Questions:

- What are the functions of the parts of the human breathing system?
- How does each part contribute to breathing?

Learning Resources:
- Grade 5 science and technology curriculum design
- Short educational video clips on the human breathing system
- Diagram of the human breathing system

Organisation of Learning:

Introduction (5 minutes):
- Review what students learned in the previous lesson (e.g., the importance of breathing and
how air enters the body).
- Briefly introduce the human breathing system and its main parts (nose, trachea, lungs,
diaphragm).

Lesson Development (25 minutes):

Step 1: Introducing the Parts of the Breathing System

- Present a labeled diagram of the human breathing system.
- Describe the main parts: nose/mouth, trachea, bronchi, lungs, and diaphragm.
- Discuss the role of each part in the process of breathing (e.g., the trachea as the windpipe that
carries air to the lungs).

Step 2: Video Observation

- Show a short video clip that illustrates the human breathing system in action.
- Ask students to pay attention to how air flows through the different parts and the functions of
each part as they watch.

Step 3: Group Discussion

- In small groups, have students discuss what they observed from the video.
- Encourage them to share how the parts work together to help us breathe.

Step 4: Individual Reflection and Sharing

- Have students write down one thing they learned about the trachea and its function.
- Invite a few students to share their reflections with the class.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson: the parts of the human breathing system
and their functions.
- Conduct a brief interactive activity: students can mimic breathing in and out while identifying
which part of the system they are using (e.g., diaphragm).
- Preview the next session: Exploring the effects of pollution on the breathing system and how
to maintain a healthy respiratory system.

Extended Activities:
- Research Assignment: Have students choose one part of the breathing system and create a
poster with facts, illustrations, and how to keep it healthy.
 - Body Movement Activity: Organize a "breathing exercise" session where students practice
deep breathing techniques and observe how their body feels.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 6: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify the functions of the parts of the human breathing system.
2. Watch video clips of the human breathing system.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Question(s):

- What are the functions of the parts of the human breathing system?
- How do the parts of the breathing system work together to help us breathe?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Video clips of the human breathing system (e.g., animations, documentaries)

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Start by asking students what they remember about the human
body and its systems.
- Engage Learners: Guide learners to discuss how the breathing system might connect to overall
health and daily activities. Prompt questions like, "Why do we need to breathe?" or "What
happens when we exercise?"
Lesson Development (25 minutes):

Step 1: Introduction to the Breathing System

- Explain the main parts of the human breathing system: nose, trachea, lungs, bronchi,
diaphragm.
- Use visuals (diagrams or models) to help students visualize where each part is located in the
body.
Step 2: Watching Video Clips
- Show a short video clip that demonstrates how the breathing system works.
- Pause the video at key topics to ask comprehension questions, such as "What happens to the
diaphragm when we inhale?"

Step 3: Discussing Functions

- Facilitate a discussion about each part and its function.
- Example: "What does the diaphragm do? Why is it important for breathing?"
- Encourage students to share any interesting facts they learned from the video.

Step 4: The Importance of a Healthy Breathing System

- Transition to discussing why it's important to keep our breathing system healthy. Discuss
factors like exercise, avoiding smoking, and fresh air.
- Ask students to share ideas on how they can maintain a healthy breathing system.

Conclusion (5 minutes):
- Summarize Key Points: Recap the parts of the breathing system and their functions.
- Interactive Activity: Conduct a quick "Breathing System Relay," where students must match
parts of the breathing system with their functions using flashcards.
- Preview Next Class: Briefly mention that the next lesson will dive deeper into how air quality
affects our breathing.
Extended Activities:
- Healthy Living Poster: Have students create a poster illustrating ways to maintain a healthy
breathing system, including images, short descriptions, and healthy habits.
- Breathing Experiment: Conduct a simple experiment to demonstrate the effects of exercise on
breathing. Measure heart rates and breath rates before and after a short physical activity.
- Guest Speaker: Invite a healthcare professional (like a doctor or respiratory therapist) to talk
about the importance of lung health and share real-life experiences.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 6: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.State the symptoms of diseases of the breathing system.
2.Use digital devices to search for the symptoms of diseases of the breathing system.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Questions:

- What are the symptoms of diseases of the breathing system?
- How can we use digital devices to research these symptoms?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Internet-enabled digital devices (tablets, computers)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson on the human body systems.
- Ask students what they remember about the breathing system and introduce today's focus on
diseases affecting it.
- Emphasize the importance of understanding symptoms related to the breathing system for
maintaining good health.

Lesson Development (25 minutes):

Step 1: Introduction to the Breathing System

- Discuss the basic functions of the breathing system. Explain how it allows us to breathe in
oxygen and exhale carbon dioxide. Use visuals to illustrate the lungs and airways.
Step 2: Learn About Symptoms
- Introduce several common diseases of the breathing system (e.g., asthma, bronchitis,
pneumonia).
- Read aloud descriptions of these diseases from the learning resources.
- Encourage students to note down symptoms they hear and relate them to human experiences
(e.g., coughing, shortness of breath).

Step 3: Digital Research Activity

- Divide students into small groups and provide access to digital devices.
- Assign each group a specific breathing disease to research. They should look for symptoms,
causes, and treatments.
- After the research, groups can prepare a brief summary of their findings to share with the
class.

Step 4: Class Sharing and Discussion

- Invite each group to present the symptoms they found for their assigned disease.
- Encourage a class discussion about how these symptoms can affect people’s daily lives and the
importance of recognizing them early.

Conclusion (5 minutes):
- Summarize the key points learned about symptoms and diseases of the breathing system.
- Conduct a brief interactive activity, like a “symptom sorting game," where students match
symptoms to the correct breathing disease.
- End by previewing the next lesson, which will explore ways to maintain a healthy breathing
system and prevent diseases.

Extended Activities:
- Create a Symptom Profile: Students can create a poster detailing one disease affecting the
breathing system, including its symptoms, causes, and prevention strategies.
 - Breathing Exercises: Teach students simple breathing exercises or techniques that promote
lung health. Discuss how physical activity impacts breathing health.
- Guest Speaker: Invite a healthcare professional to discuss the importance of respiratory health
and answer students' questions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 7: LESSON 1
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.State the diseases which affect the breathing system.
2.Use digital devices to search for prevention of diseases that affect the human breathing
system.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Questions:

- What diseases affect the breathing system?
- How can we prevent diseases that affect the human breathing system?

Learning Resources:
- Grade 5 science and technology curriculum design
- Digital devices (tablets/computers)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the human body systems.
- Ask students to share what they remember about the respiratory system, guiding them to key
concepts of breathing and its importance.
Lesson Development (25 minutes):

Step 1: Identify Diseases

- Discuss common diseases affecting the breathing system such as asthma, bronchitis, and
pneumonia. Write them on the board and briefly explain each.

Step 2: Group Discussion

- Split the class into small groups. Each group will discuss how these diseases affect the body.
They should focus on symptoms and overall health impact.
Step 3: Research Prevention
- Instruct students to use digital devices to find information on how to prevent these diseases.
Encourage them to look for credible websites like health organizations or educational resources.

Step 4: Share Findings

- Have each group present their findings on prevention methods to the class. They can create a
quick poster or a digital slide to share what they learned.

Conclusion (5 minutes):
- Summarize the key points discussed: the diseases affecting the breathing system and ways to
keep our lungs healthy.
- Conduct a brief interactive quiz using Kahoot! or similar platforms to reinforce the main topics
covered in the lesson.
- Preview the next session which will cover the structure of the respiratory system and its
functions.

Extended Activities:
- Students can maintain a “Breathing Health Journal” where they track their daily activities and
foods that promote lung health.
- Create a poster campaign for school raising awareness about breathing diseases and
prevention methods.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 7: LESSON 2
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Outline the prevention measures for diseases of the breathing system.
2.Use digital devices to search for prevention of diseases that affect the human breathing
system.
3.Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Questions:

- What are the prevention measures for diseases of the breathing system?
- How can we use digital devices to research ways to prevent these diseases?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Access to digital devices for research (tablets, computers, etc.)

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the structure and function of the human breathing
system.
- Ask students what they remember about how we breathe and why it's important for our
health.
- Introduce today's topic: prevention measures for diseases of the breathing system.

Lesson Development (25 minutes):

Step 1: Introduction to Diseases of the Breathing System

- Explain common diseases that affect the breathing system, such as asthma, bronchitis, and
pneumonia.
- Discuss how these diseases can be harmful and impact daily life.
- Engage students with questions: "What do you know about these diseases?"

Step 2: Prevention Measures

- Present important prevention measures, such as:
- Avoiding pollution and smoke.
- Keeping living environments clean (dusting, vacuuming).
- Staying away from allergens and irritants.
- Use visuals or diagrams to illustrate these points.

Step 3: Digital Research Activity

- Divide students into small groups and assign each group a digital device.
- Instruct them to search for additional prevention measures and useful tips for maintaining a
healthy breathing system.
- Students should take notes on what they find. Provide guiding questions: "What can people do
to protect their lungs?"

Step 4: Sharing Findings

- Have each group briefly present one new prevention measure they discovered.
- Encourage discussion and questions from other students to foster engagement.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, highlighting the importance of preventing
diseases and maintaining a healthy breathing system.
- Conduct a brief interactive quiz (e.g., true or false statements) to reinforce key concepts.
- Preview the next session by asking students to think about how the breathing system works in
various environments (e.g., during exercise, at high altitudes).

Extended Activities:
- Create a Poster: Each student creates a poster illustrating one prevention measure they
learned for the breathing system. Display the posters around the classroom.
- Breathing Exercises: Teach students simple breathing exercises they can practice at home,
discussing how these promote lung health.
 - Research Project: Assign students to research a specific breathing disease and prepare a short
presentation for the class, focusing on symptoms and prevention.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 7: LESSON 3
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the need for maintaining a healthy breathing system.
2. Model a human breathing system using locally available materials.
3.Appreciate the need for maintaining a healthy breathing system.
Key Inquiry Questions:
- Why is it important to maintain a healthy breathing system?
- How can we model a human breathing system with materials we can find around us?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Various local materials for modeling (plastic bottles, balloons, straws, etc.)
- Chart paper and markers for brainstorming

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson on human body systems.
- Prompt discussion about what students already know about breathing and why it's vital for
life. Ask: "What happens when we breathe?"
Lesson Development (25 minutes):

Step 1: What is the Breathing System?

- Introduce the human breathing system. Explain the main organs: nose, trachea, lungs, and
diaphragm.
- Use a diagram to illustrate these parts and their functions.

Step 2: The Importance of a Healthy Breathing System

- Discuss the consequences of unhealthy breathing (e.g., asthma, pollution effects). Ask
students: "What are some things that can harm our breathing?"
- Write responses on the board. Encourage students to think of personal experiences (like
allergies or experiencing smoke).
Step 3: Modeling the Breathing System
- Explain how to create a simple model of the breathing system using materials (e.g., using a
plastic bottle as the lungs, balloons as the diaphragm).
- Divide students into small groups and distribute materials.

Step 4: Create and Test Your Model

- Allow groups to build their models.
- Challenge them to show how air moves in and out of their "lungs" using their models.

Conclusion (5 minutes):
- Summarize the importance of the breathing system and what students learned about its
health.
- Conduct a quick quiz (3 questions) about the breathing system to assess understanding.
- Prepare students for the next session by hinting at the topic of the circulatory system and how
it works with the breathing system.

Extended Activities:
- Breathing Exercise Journal: Have students keep a journal for a week where they note different
breathing exercises they can do to improve their lung health, such as deep breathing or playing
wind instruments.

- Create a Public Awareness Poster: Students can create awareness posters about the
importance of clean air (pollution effects) and ways to take care of the breathing system. These
can be displayed in class or around the school.

-Field Trip Idea: Plan a visit to a local health clinic to learn about respiratory health, including
information on common respiratory diseases and their prevention.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 7: LESSON 4
Strand: Living Things and Their Environment
Sub Strand: The Human Breathing System

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the need for maintaining a healthy breathing system.
2. Model a human breathing system using locally available materials.
3. Appreciate the need for maintaining a healthy breathing system.

Key Inquiry Questions:

- Why is it important to maintain a healthy breathing system?
- How can we model a human breathing system?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Materials for modeling (balloons, straws, plastic bottles, etc.)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on living things and their environments.
- Ask students what they remember about breathing and why it's important.
- Introduce the topic of the human breathing system and share the objectives for today.

Lesson Development (25 minutes):

Step 1: Discuss the Breathing Process

- Explain the basic process of breathing: inhalation and exhalation. Discuss the role of the lungs
and diaphragm.
- Engage students with a quick demonstration of how breathing works using your body.

Step 2: Gather Materials

- Transition to gathering materials for modeling. List materials needed (e.g., balloons for lungs,
straws for trachea, plastic bottles for chest cavity).
- Divide students into small groups to collect their materials.

Step 3: Modeling Activity

- In their groups, have students create a model of the human breathing system using their
materials.
- Guide them to demonstrate inhalation (balloons fill up) and exhalation (balloons deflate) using
the model.

Step 4: Share and Discuss

- Each group presents their model, explaining how it works and the significance of each part.
- Facilitate a discussion on what they learned about the importance of a healthy breathing
system and how to maintain it (e.g., not smoking, exercise, clean air).

Conclusion (5 minutes):
- Summarize the key points: the components of the human breathing system, how it works, and
why it’s essential to keep it healthy.
- Conduct a brief interactive quiz (true/false or multiple-choice) to reinforce the main topics
discussed.
- Preview the next lesson on how air pollution affects the breathing system and encourage
students to think about how they can help keep the air clean.
Extended Activities:
- Breathing Journal: Have students keep a journal for a week, noting activities that promote
healthy breathing (e.g., outdoor play, exercising, or practicing relaxation techniques).
- Research Project: Assign a small project where students research different factors that can
affect breathing (pollution, allergens, smoking) and present their findings to the class.
- Guest Speaker: Invite a health professional to talk about the importance of lung health and
ways to protect the breathing system.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 9: LESSON 1
Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the meaning of mixtures.
2.Classify mixtures as homogeneous or heterogeneous.
3. Appreciate different methods of separating mixtures in day-to-day life.

Key Inquiry Questions:

- What is a mixture?
- How can we classify mixtures as homogeneous or heterogeneous?

Learning Resources:
- Grade 5 science and technology curriculum design
- Visual aids (posters or slides showing examples of mixtures)
- Materials for demonstration (sand, salt, water, magnets, etc.)

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson to activate prior knowledge.
- Ask students about their understanding of mixtures, encouraging them to share examples
from their experiences or previous discussions.
- Introduce the concept of mixtures and what they will be learning today.

Lesson Development (25 minutes):

Step 1: What is a Mixture?

- Define a mixture as a combination of two or more substances that do not chemically combine.
- Discuss everyday examples of mixtures (e.g., salad, gravel, air).
- Engage students in a discussion about what they think is a mixture and why.

Step 2: Types of Mixtures

- Explain the two main types of mixtures: homogeneous (the same throughout, e.g., saltwater)
and heterogeneous (different components are visible, e.g., a fruit salad).
- Show visual examples of both types and ask students to classify them as homogeneous or
heterogeneous.
Step 3: Separation Techniques
- Introduce methods of separating mixtures (e.g., filtering, distillation, using a magnet).
- Provide real-life examples of where they might see these separation techniques used (e.g.,
using a strainer in cooking, recycling).

Step 4: Classifying Mixtures

- Group students in pairs and give them various real-world examples (pictures or physical
samples).
- Ask them to classify each example as homogeneous or heterogeneous and explain their
reasoning.

Conclusion (5 minutes):
- Recap the key points learned about mixtures, emphasizing the definitions and classifications.
- Conduct a quick interactive quiz where learners can shout out examples of mixtures and
identify their type.
- Preview the next lesson on “Solutions” and pose questions for them to consider: “How are
solutions different from mixtures?”

Extended Activities:
- Mixture Creation: In small groups, have students create their own mixtures using available
classroom materials (sand, water, paper clips, etc.) and then classify them.
- Separation Challenge: Challenge students to think of additional methods to separate common
mixtures at home. Ask them to present their ideas in the next class.
- Mixture Journal: Encourage students to keep a "Mixture Journal" where they note down
mixtures they encounter in their daily lives, along with their classifications.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 9: LESSON 2
Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the meaning of mixtures.
2.Classify mixtures as homogeneous or heterogeneous.
3.Appreciate different methods of separating mixtures in day-to-day life.

Key Inquiry Question(s):

- What is a mixture?
- How can we classify mixtures into homogeneous or heterogeneous?
Learning Resources:
- Grade 5 Science and Technology Curriculum Design

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on matter and its properties.
- Introduce the concept of mixtures. Ask the students, “What do you think a mixture is?” and
encourage discussion.
- Guide learners through reading and discussing key concepts from the curriculum resources
about mixtures.
Lesson Development (25 minutes):

Step 1: What is a Mixture?

- Define a mixture as a combination of two or more substances that are not chemically
combined.
- Provide examples of mixtures from everyday life (e.g., salad, sand and salt).
- Engage students by asking them to name mixtures they encounter daily.

Step 2: Homogeneous vs. Heterogeneous

- Explain the difference between homogeneous mixtures (uniform composition, e.g., saltwater)
and heterogeneous mixtures (distinct components, e.g., vegetable soup).
- Use visual aids (pictures or samples) to illustrate examples of both types of mixtures.
- Classify a few examples as a class and have students categorize additional examples provided.

Step 3: Methods of Separating Mixtures

- Introduce methods of separating mixtures, such as filtration, evaporation, and using a magnet.
- Discuss how these methods are used in everyday scenarios (e.g., separating sand from water
using a filter).
Step 4: Group Activity - Mixture Classification
- Divide students into small groups and provide them with bags containing various items (e.g.,
rice, beads, small buttons).
- Instruct each group to classify the items as a homogeneous or heterogeneous mixture and
explain their reasoning to the class.

Conclusion (5 minutes):
- Summarize key points: definition of mixtures, classification, and separation methods.
- Conduct a brief interactive quiz where students can identify mixtures from images or scenarios
presented by the teacher.
- Prepare learners for the next session by introducing the upcoming topic of solutions and their
differences from mixtures.

Extended Activities:
- Mixture Scavenger Hunt: Have students find and photograph or draw examples of different
mixtures in their home or school environment. They should share their findings in the next
class.
- Create a Mixture: Allow students to create their own mixture using safe kitchen ingredients
(e.g., making a fruit salad) and then present their mixture to the class, explaining whether their
mixture is homogeneous or heterogeneous and how it could be separated.
- Research Assignment: Ask students to research one method of separation (e.g., distillation)
and create a small poster that explains the process and gives real-life examples.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 9: LESSON 3
Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Understand the meaning of a homogeneous mixture.
2.Categorize mixtures as homogeneous or heterogeneous.
3.Appreciate different methods of separating mixtures.

Key Inquiry Question(s):

- What is the meaning of mixtures?
- How can we classify mixtures as homogeneous or heterogeneous?

Learning Resources:
- Grade 5 science and technology curriculum design
Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of what mixtures are, asking students to recall the previous lesson.
- Present the key inquiry questions and have students read a portion of the relevant content in
the learning resources.
- Facilitate a brief discussion around the definitions of homogeneous and heterogeneous
mixtures to set the stage for deeper exploration.
Lesson Development (25 minutes):

Step 1: Identifying Mixtures

- Introduce the concept of mixtures to the students.
- Explain the two main types of mixtures: homogeneous (uniform composition) and
heterogeneous (not uniform).
- Provide examples of each type (e.g., saltwater for homogeneous and salad for heterogeneous).
- Ask students to think of additional examples and share with a partner.

Step 2: Classifying Mixtures

- Hand out various images of mixtures (some homogeneous and some heterogeneous).
- In small groups, have students discuss and classify each image, justifying their choices.
- Encourage groups to share their classifications with the class, fostering a collaborative learning
environment.

Step 3: Understanding Separation Methods

- Introduce methods of separating mixtures (e.g., filtration, sifting, evaporation).
- Explain each method briefly while showing visual aids or videos if possible.
- Ask students to brainstorm where they might see these methods in everyday life.
Step 4: Group Activity
- In their groups, students will choose one method of separation and discuss how they would
use it to separate a specific homogeneous or heterogeneous mixture (e.g., separating sand from
gravel using sifting).
- Each group will share their ideas with the class to reinforce the different methods.

Conclusion (5 minutes):
- Summarize key points about the definitions of homogeneous and heterogeneous mixtures and
the methods of separation discussed.
- Conduct a brief interactive quiz using questions from the lesson to assess understanding.
- Preview the next lesson’s content, highlighting an exciting aspect to look forward to regarding
the properties of mixtures.

Extended Activities:
- Mixture Investigation Project: Encourage students to collect samples of homogeneous and
heterogeneous mixtures from home or the school environment, create a poster highlighting
their findings, and present it to the class.

- Separation Methods Experiment: Have a fun lab day where students can experiment with a
mixture of materials (e.g., sand and iron filings) and use different methods (magnet, filter
paper) to separate them. They can record their processes and results in laboratory journals.

-Creative Writing: Challenge students to write a short story, incorporating concepts of mixtures
and separations as part of the plot.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 9: LESSON 4
Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Understand the meaning of heterogeneous mixtures.
2. Categorize mixtures into heterogeneous.
3. Appreciate different methods of separating mixtures in daily life.

Key Inquiry Question(s):

- What does the term heterogeneous mean?
- How can we categorize mixtures as heterogeneous?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
Organisation of Learning:

Introduction (5 minutes):
- Begin with a review of the previous lesson about mixtures.
- Encourage learners to share what they remember about mixtures.
- Introduce the term "heterogeneous mixture" and ask if anyone has heard it before. Guide
students to read a short section from the learning resources that explains heterogeneous
mixtures.
Lesson Development (25 minutes):

Step 1: Define Heterogeneous Mixtures

- Explain what a heterogeneous mixture is: a mixture where the different components can be
seen and are not uniformly distributed (e.g., salad, fruit salad).
- Show examples such as sand and rocks, or oil and water. Use visuals or real-life examples.

Step 2: Categorization Activity

- Provide students with different examples of mixtures (some heterogeneous and some
homogeneous).
- Have students work in pairs to categorize the mixtures into heterogeneous or homogeneous.
- After categorization, discuss their choices as a class to ensure understanding.

Step 3: Explore Separation Methods

- Introduce various methods to separate heterogeneous mixtures (e.g., using a sieve, magnets
for iron filings, and filtration).
- Show a quick video or image showing one separation method in action.

Step 4: Real-Life Applications

- Ask students to think of examples from their daily lives where they encounter heterogeneous
mixtures.
- Have a few students share their examples and discuss how they might separate those
mixtures.

Conclusion (5 minutes):
- Summarize the key points: definition of heterogeneous mixtures, how to categorize them, and
methods of separation.
- Conduct a quick interactive activity, like a thumbs-up/thumbs-down session, where students
respond to statements about heterogeneous mixtures.
- Briefly preview the next lesson topic, which will explore chemical changes and how they differ
from physical changes.

Extended Activities:
- Mixture Investigation: Assign students to collect samples of heterogeneous mixtures from their
homes or local areas (e.g., soil, cereal, etc.) and bring them to class. Create a class display where
students can present their samples and explain why they are heterogeneous.
- Separation Experiment: Have students experiment at home with separating a mixture (e.g.,
using a sieve to separate rocks from sand) and report back on their experiences.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 10: LESSON 1

Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify heterogeneous and homogeneous mixtures
2. Watch video clips demonstrating examples of homogeneous and heterogeneous mixtures
3. Appreciate different methods of separating mixtures

Key Inquiry Questions:

- What is the difference between heterogeneous and homogeneous mixtures?
- How can we separate different types of mixtures?

Learning Resources:
- Grade 5 science and technology curriculum design
- Educational video clips on mixtures
- Materials for hands-on activities (e.g., sand, salt, water, coffee filters, etc.)
Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the definitions of matter and mixtures from the previous lesson.
- Ask students to share any examples of mixtures they encountered since the last class.
- Guide learners to read and discuss relevant content on mixtures from the provided learning
resources, focusing specifically on heterogeneous and homogeneous mixtures.

Lesson Development (25 minutes):

Step 1: What are Homogeneous Mixtures?

- Introduce homogeneous mixtures and provide simple definitions and examples (e.g., saltwater,
air).
- Show a video clip that visually explains homogeneous mixtures.
- Facilitate a class discussion to identify common characteristics, emphasizing that the
components are evenly distributed.

Step 2: What are Heterogeneous Mixtures?

- Define heterogeneous mixtures and provide clear examples (e.g., salad, sand and pebbles).
- Watch another video clip showing different heterogeneous mixtures in daily life.
- Engage students in discussion to help them understand that these mixtures maintain separate
components.

Step 3: Comparing the Two

- Create a Venn diagram on the board comparing heterogeneous and homogeneous mixtures.
- Ask students to contribute examples of each type of mixture, noting their differences and
similarities.

Step 4: Separation Techniques

- Discuss methods of separating mixtures, such as filtering, evaporation, and using magnets.
- Conduct a simple demonstration using sand, salt, and water to illustrate separation techniques
(e.g., filtering the sand from a sand-salt mixture).

Conclusion (5 minutes):
- Summarize key points covered: differences between homogeneous and heterogeneous
mixtures, and separation methods.
- Conduct a brief Kahoot quiz or an interactive game where students can identify types of
mixtures and separation techniques.
- Prepare students for the next session by introducing the upcoming topic: solutions and their
properties, encouraging them to think of everyday solutions.

Extended Activities:
- Mixture Hunt: Encourage students to collect examples of mixtures from home or around the
school and bring them to class for discussion.
- Separation Experiment: Have students design their own simple experiments to separate
mixtures at home using household materials, aiming to share their findings in the next class.
- Creative Collage: Invite students to create a collage of images representing heterogeneous and
homogeneous mixtures and label them accordingly.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 10: LESSON 2

Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Outline examples of mixtures.
2. Watch video clips of different types of mixtures.
3. Appreciate different methods of separating mixtures in day-to-day life.

Key Inquiry Question(s):

- In groups, discuss examples of mixtures such as solid-solid, solid-liquid, and liquid to liquid.
- Watch video clips of different types of mixtures.

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson on matter and its states (solid, liquid, gas).
- Introduce mixtures by asking students to think about things they can mix together (e.g., salad,
ice cream).
- Share learning objectives for today’s lesson.
Lesson Development (25 minutes):

Step 1: Identifying Mixtures

- Group students into small teams (3-4 students).
- Each group will brainstorm and write down examples of solid-solid mixtures (e.g., sand and
gravel, trail mix).
- Circulate to assist and provide feedback as they work.

Step 2: Exploring Types of Mixtures

- Show video clips that demonstrate solid-solid, solid-liquid, and liquid-liquid mixtures (e.g., oil
and water, lemonade).
- After watching, encourage students to identify the type of mixture shown in each clip and
explain why it fits that category.

Step 3: Methods of Separation

- Discuss various methods for separating mixtures seen in the clips (e.g., straining, filtering,
decanting).
- Ask students to share thoughts on how these methods are useful in daily life (e.g., filtering
coffee, separating sand from water).

Step 4: Application of Knowledge

- Have groups share their lists of mixtures with the class.
- Engage students in a short discussion regarding how they can separate the mixtures they
identified.

Conclusion (5 minutes):
- Recap key points about the different types of mixtures discussed during the lesson.
- Conduct an interactive quiz (e.g., Kahoot or a simple thumbs up/thumbs down) on what they
learned about mixtures and separation methods.
- Preview the next lesson on solutions and how they are different from mixtures. Encourage
students to think of examples.

Extended Activities:
- Home Experiment: Encourage students to create a mixture at home and write about how they
would separate it (e.g., mixing rice and beans).
- Mixture Scavenger Hunt: Take students on a walk around the school to identify natural and
man-made mixtures in their environment.
- Art Project: Create a poster illustrating different types of mixtures and methods of separation,
including examples.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 10: LESSON 3

Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline examples of mixtures
2.Watch video clips of different types of mixtures
3.Appreciate different methods of separating mixtures in day-to-day life

Key Inquiry Questions:

- In groups, discuss examples of mixtures such as solid-solid, solid-liquid, and liquid-liquid.
- Watch video clips of different types of mixtures.

Learning Resources:
- Grade 5 science and technology curriculum design
- Selected video clips demonstrating various mixtures

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on matter and its states.
- Guide learners in reading a short passage about mixtures in the learning resources. Encourage
discussion to clarify understanding of key concepts like homogeneous and heterogeneous
mixtures.
Lesson Development (25 minutes):

Step 1: Explore Mixtures

- Each group discusses examples of mixtures they encounter in daily life.
- Provide chart paper for groups to write down examples of solid-solid, solid-liquid, and liquid-
liquid mixtures.

Step 2: Watch Video Clips

- Show video clips that illustrate different types of mixtures.
- After each clip, pause to discuss what learners observed and list the types of mixtures
showcased.

Step 3: Classify Mixtures

- Have groups classify their written examples from Step 1 into categories: solid-solid, solid-
liquid, and liquid-liquid.
- Each group shares one example from each category with the class to promote engagement.

Step 4: Discuss Separation Methods

- Discuss various methods of separating mixtures (e.g., filtering, evaporation, and using a
magnet).
- Ask students to think of a method they might use at home to separate a mixture, encouraging
them to share their thoughts.

Conclusion (5 minutes):
- Summarize key points: What are mixtures? What are some examples? How can we separate
them?
- Interactive Activity: Quick "Mix or Not?" game where students decide if items listed are
mixtures or not, using thumbs up for mixtures and thumbs down for pure substances.
- Preview: Inform students that in the next lesson, they will learn about solutions and how they
differ from mixtures.
Extended Activities:
- Mixture Investigation: Have students collect small samples of mixtures from home (e.g., fruit
salad, sand and salt) to bring in for class discussions.
- Art Project: Create a visual collage of different mixtures (using pictures, drawings, or actual
samples).
- Separating Mixtures Experiment: In pairs, conduct a simple experiment using sand and water
to separate them and document the steps taken.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 10: LESSON 4

Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify methods of separating mixtures.
2. Carry out activities to demonstrate ways of separating mixtures.
3. Appreciate different methods of separating mixtures.

Key Inquiry Question(s):

- What methods can we use to separate mixtures?
- How can we demonstrate separating mixtures through winnowing, picking, and sieving?

Learning Resources:
- Grade 5 Science and Technology curriculum design

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Start by reviewing what students learned in the last lesson about
mixtures. Ask students to share examples of mixtures they encounter in everyday life.
- Discussion: Introduce the concept of separating mixtures and why it's important. Assign groups
to read and discuss relevant content from learning resources. Encourage them to highlight key
concepts.

Lesson Development (25 minutes):

Step 1: Introduction to Separation Methods

- Briefly explain what a mixture is.
- Introduce the three methods of separating mixtures: winnowing, picking, and sieving.
- Show examples or images for each method to provide visual context.

Step 2: Demonstration of Winnowing

- Conduct a mini-demonstration of winnowing using a fan and a mixture of lightweight materials
(like chaff and grains).
- Discuss and ask students to predict what will happen to the mixture and why.

Step 3: Group Activity: Picking and Sieving

- Divide students into small groups. Give each group a mixture, such as a mix of small rocks and
sand, and ask them to use picking to separate the rocks from the sand.
- After that, provide sieves and have them demonstrate how to separate different-sized
components of the mixture.

Step 4: Class Discussion

- Bring students back together and discuss each method's effectiveness.
- Ask students to share their experiences during the activity and discuss which method they
found easier or more effective.

Conclusion (5 minutes):
- Summarize Key Points: Review the three methods of separating mixtures and ask students to
explain the importance of each one.
- Interactive Activity: Conclude with a quick quiz or game where students match methods to
mixtures on a board to reinforce the main topics.
- Prepare for Next Session: Preview the next session's focus on solutions and how they differ
from mixtures.

Extended Activities:
- At-Home Experiment: Invite students to find two mixtures at home (e.g., cereal and milk) and
suggest a method to separate them. They can bring their results to share in class.
- Research Project: Each student can research a different separation method not covered in class
(like filtration or distillation) and present their findings in the next lesson.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 11: LESSON 1

Strand: Matter
Sub Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify methods of separating mixtures.
2. Carry out activities to demonstrate ways of separating mixtures.
3. Appreciate different methods of separating mixtures in everyday life.

Key Inquiry Questions:

- What methods can we use to separate mixtures?
- How can we demonstrate separating mixtures using a magnet, filtering, and decanting?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Begin with a brief recap of the last lesson, focusing on what mixtures
are and their relevance in our daily lives.
- Discussion: Introduce the topic of separating mixtures. Ask students to share any methods
they know of for separating different substances.
Lesson Development (25 minutes):

Step 1: Introduction to Separation Methods

- Discuss different methods of separating mixtures. Introduce terms like filtration, decantation,
and magnetism. Use simple definitions and examples:
- Filtration: Using a filter to remove solids from liquids (e.g., coffee filter).
- Decantation: Carefully pouring liquid off the top of a mixture (e.g., separating oil from water).
- Magnetism: Using a magnet to pull out magnetic materials (e.g., separating iron filings from
sand).

Step 2: Demonstration of Filtration

- Conduct a simple experiment where students can see filtration in action:
- Materials: Filter paper, a funnel, a mixture of sand and water.
- Procedure: Pour the mixture through the filter paper into a cup and observe the separation.
Discuss why this method works.

Step 3: Demonstration of Decantation

- Arrange a demo with a mixture of oil and water:
- Materials: A clear container with oil and water.
- Procedure: Allow students to watch as you tilt the container to pour off the water, leaving the
oil behind. Discuss why oil and water separate.

Step 4: Using Magnetism

- Create a hands-on activity where students can try to separate iron filings from a mixture of
sand using a magnet:
- Materials: A mixture of iron filings and sand, strong magnets.
- Procedure: Let learners take turns using the magnets to separate the filings. Discuss the
effectiveness of this method.
Conclusion (5 minutes):
- Summarize Key Points: Review the methods discussed (filtration, decantation, magnetism) and
what students learned about separating mixtures.
- Interactive Activity: Play a quick game where students match examples with the correct
method of separation.
- Preview Next Session: Introduce the next topic on solutions and discuss what they think makes
a solution different from a mixture.

Extended Activities:
- Create a Mixture: Have students go home and create a mixture using common household
items (like rice and peas). In the next lesson, they can demonstrate and explain how they would
separate their mixture.
- Mixture Scavenger Hunt: Organize a scavenger hunt where students find real-life examples of
mixtures around the classroom/school (like salad, trail mix), and identify methods of separation.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 11: LESSON 2

Strand: Matter
Sub-Strand: Mixtures

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the applications of separating mixtures.
2.Watch video clips of applications of the separation of mixtures.
3.Appreciate methods of separating mixtures.

Key Inquiry Questions:

- What are the applications of separating mixtures in day-to-day life?
- How are mixtures separated in practical situations?

Learning Resources:
- Grade 5 Science and Technology Curriculum Design
- Video clips demonstrating the separation of mixtures
- (Optional) Worksheets for note-taking

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Begin with a quick recap of last week's topic on matter and its
properties. Ask students what they remember.
- Discuss Key Concepts: Introduce the day's topic, explaining the importance of understanding
mixtures and their separation in everyday life. Direct students to scan the relevant sections in
the learning resource.

Lesson Development (25 minutes):

Step 1: Introduction to Mixtures

- Explain what mixtures are and provide everyday examples (e.g., salad, trail mix).
- Discuss the difference between homogeneous and heterogeneous mixtures.

Step 2: Applications of Separation

- Present video clips showing various methods of separating mixtures (e.g., filtration,
evaporation, magnetism).
- After each clip, pause for discussion on what they saw and how it relates to their lives.

Step 3: Methods of Separation

- List and briefly explain different methods of separating mixtures (e.g., filtration,
sedimentation, distillation).
- Encourage students to think of personal examples where they might have witnessed these
methods (like filtering coffee or making ice cream).

Step 4: Class Discussion

- Engage the class in a discussion, asking them to come up with other examples of mixtures and
how they could separate them.
- Write students' ideas on the board to visualize the applications.

Conclusion (5 minutes):
- Summarize Key Points: Review the importance of mixture separation and the methods
discussed.
 - Interactive Activity: Have students match methods of separation with the correct mixtures in
pairs or small groups.
- Preview Next Topic: Briefly introduce the next lesson's content (e.g., solutions versus mixtures)
and pose an intriguing question for them to think about: "What happens when you mix sugar
with water?"

Extended Activities:
- Mixture Separation Experiment: Ask students to bring in two or three mixtures from home
(like sand and small stones, or oil and water) and explore methods they can use to separate
them in class.
- Creative Project: Have students create a poster or a digital slideshow that illustrates different
separation methods with drawings or pictures and short descriptions of each method.
- Mixture Scavenger Hunt: Create a scavenger hunt where students identify different mixtures
and methods of separation around the school or at home.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 11: LESSON 3

Strand: Matter
Sub Strand: Water Pollution

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the meaning of the term water pollution.
2. Draw and label sources of water.
3.Advocate for safe water sources in the locality.

Key Inquiry Question(s):

- What does the term water pollution mean?
- What are the different sources of water?

Learning Resources:
- Grade 5 science and technology curriculum design materials.
- Visual aids with images of water sources and pollutants.
- Chart paper and markers for drawing activities.

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the importance of clean water and its uses.
- Discuss with learners their thoughts on what makes water safe to drink and what could make it
unsafe.
Lesson Development (25 minutes):
Step 1: Define Water Pollution
- Activity: Begin with a short definition of water pollution. Explain that it occurs when harmful
substances are added to water, making it dirty or unsafe to use.
- Discussion: Engage students by asking them if they have seen or encountered polluted water
in their areas.

Step 2: Identify Sources of Water

- Activity: Prompt students to list different sources of water (e.g., rivers, lakes, ponds, oceans).
- Drawing Exercise: Have learners draw and label their own map showing different water
sources in their locality.

Step 3: Discuss Sources of Water Pollution

- Activity: Introduce examples of water pollution sources, such as industrial waste, litter,
agricultural runoff, and sewage waste.
- Group Discussion: Split the class into small groups and assign each group a source of pollution
to discuss. Have them think about how it affects the water source.

Step 4: Advocate for Safe Water

- Activity: Brainstorm ideas on how the community can help keep water sources clean. Examples
may include organizing clean-up days or spreading awareness about not littering.
- Sharing Ideas: Groups share their advocacy plans with the class, and class discussion follows to
refine ideas.

Conclusion (5 minutes):
- Summarize key points: definition of water pollution, sources of water, and advocacy for clean
water.
- Interactive Activity: Conduct a quick “think-pair-share” where students share one new thing
they’ve learned about water pollution.
 - Preview the next lesson, which will cover the effects of water pollution on health and the
environment.

Extended Activities:
- Project: Have students create a poster or presentation on a local water source, including its
importance and ways to keep it clean.
- Research Assignment: Encourage students to find out what local groups are working to protect
water sources and report back to the class on their findings.
- Field Trip: Plan a visit to a local water treatment facility or a nearby river to observe and learn
about the processes involved in keeping water clean.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 5 SCIENCE AND TECHNOLOGY

WEEK 11: LESSON 4

Strand: Matter
Sub Strand: Water Pollution

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify water pollutants in water sources
2.Watch video clips of sources of water
3.Advocate for safe water sources in the locality

Key Inquiry Questions:

- What are some common water pollutants found in water sources?
- Where do water pollutants come from, and how can we prevent them?

Learning Resources:
- Grade 5 science and technology curriculum design
- Video clips related to water sources and pollutants
- Informational handouts on water safety

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson about the importance of water in our lives.
- Engage the students in a discussion about what they remember about water sources (e.g.,
rivers, lakes, puddles).
- Introduce today's topic: understanding water pollution and its impact on our communities.
Lesson Development (25 minutes):

Step 1: Identify Water Sources

- Discuss the three main sources of water: rivers, lakes, and groundwater.
- Use a map of the local area to locate these water sources.
- Ask students to share any personal experiences they have with these water bodies.

Step 2: Explore Water Pollutants

- Show a video clip that highlights common water pollutants like plastic, chemicals from
factories, and agricultural runoff.
- After the video, facilitate a class discussion by asking students to list examples of pollutants
they observed.
- Introduce vocabulary related to pollution, such as "contaminant" and "ecosystem," and ask
students to use these terms as they describe what they learned.

Step 3: Group Activity - Water Pollution Investigation

- Divide students into small groups and provide each group with a worksheet.
- Each group will choose one water source and brainstorm potential pollutants that could
impact that source.
- Have groups share their ideas with the class.

Step 4: Advocacy for Safe Water Sources

- Discuss the importance of advocating for clean water and what steps can be taken in the local
community (e.g., clean-up drives, reducing plastic use).
- Encourage students to think of ways they can help, like creating posters to raise awareness.

Conclusion (5 minutes):
- Summarize the main points discussed: types of water sources, pollutants, and the importance
of advocacy.
- Conduct a quick interactive activity such as a "Think-Pair-Share" where students discuss one
new thing they learned with a partner.
- Preview the next lesson, which will focus on the effects of water pollution on living organisms.

Extended Activities:
- Water Pollution Report: Have students research a local water source and write a short report
on the pollutants found there and how they might affect the environment and local wildlife.
- Create a Clean Water Campaign: Students can work on designing a campaign (including
posters, slogans, or a presentation) aimed at educating their community about the importance
of keeping water sources clean.
- Experiments: Conduct simple water testing experiments using household items to observe
how different substances affect water clarity and quality.

Teacher Self-Evaluation: