CBE · Upper Primary
Grade 5 Science and Technology Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Science and Technology scheme of work for Grade 5 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 5
- Subject
- Science and Technology
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
Classification of plants · Classification of plants - Parts and function of flowers · Vertebrates · Vertebrates - Groups of vertebrates: (mammals, birds, reptiles, fish and amphibians; structural features only) · The Human Breathing system · The Human Breathing system - Symptoms and prevention of common conditions and diseases of the breathing system (common colds, coughs, COVID-19, allergy and Asthma)
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: classify plants into flowering and non-flowering. | The learner is guided to: collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants - Parts and function of flowers | By the end of the lesson, the learner should be able to: describe functions of parts of a flower. | The learner is guided to: take a walk in their locality to observe, identify and categorise plants into flowering and non-flowering. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: outline the importance of flowers in nature. | The learner is guided to: draw a flower and label parts. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: appreciate the importance of flowers in nature. | The learner is guided to: collaboratively discuss functions of parts of a flower and share with peers. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: classify plants into flowering and non-flowering. | The learner is guided to: discuss the importance of flowers in nature with peers. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: describe functions of parts of a flower. | The learner is guided to: use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and non-flowering plants. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: outline the importance of flowers in nature. | The learner is guided to: collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: appreciate the importance of flowers in nature. | The learner is guided to: take a walk in their locality to observe, identify and categorise plants into flowering and non-flowering. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: classify plants into flowering and non-flowering. | The learner is guided to: draw a flower and label parts. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: describe functions of parts of a flower. | The learner is guided to: collaboratively discuss functions of parts of a flower and share with peers. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: outline the importance of flowers in nature. | The learner is guided to: discuss the importance of flowers in nature with peers. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: appreciate the importance of flowers in nature. | The learner is guided to: use digital applications to draw, paint and label flowers. Note: Learners are guided on precautions to take when handling plants as they study flowering and non-flowering plants. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: classify plants into flowering and non-flowering. | The learner is guided to: collaboratively use print and non-print materials to search for images of flowering and non-flowering plants and share. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Classification of plants | By the end of the lesson, the learner should be able to: describe functions of parts of a flower. | The learner is guided to: take a walk in their locality to observe, identify and categorise plants into flowering and non-flowering. | How are plants classified? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates | By the end of the lesson, the learner should be able to: describe general characteristics of vertebrates. | The learner is guided to: search for information from print and non-print material on the general characteristics of vertebrates and share with peers. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates - Groups of vertebrates: (mammals, birds, reptiles, fish and amphibians; structural features only) | By the end of the lesson, the learner should be able to: classify vertebrates into their main groups. | The learner is guided to: explore the school compound and adjacent environment to observe and identify characteristics of vertebrates. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates | By the end of the lesson, the learner should be able to: appreciate the importance of vertebrates in the environment. | The learner is guided to: use print and non-print material to search for information on characteristics of different groups of vertebrates, study their main characteristics. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates | By the end of the lesson, the learner should be able to: describe general characteristics of vertebrates. | The learner is guided to: discuss and share, Note: The learners are guided to observe safety precautions when handling different animals. Project: making a portfolio of different categories of vertebrates in their locality. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates | By the end of the lesson, the learner should be able to: classify vertebrates into their main groups. | The learner is guided to: search for information from print and non-print material on the general characteristics of vertebrates and share with peers. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | Vertebrates | By the end of the lesson, the learner should be able to: appreciate the importance of vertebrates in the environment. | The learner is guided to: explore the school compound and adjacent environment to observe and identify characteristics of vertebrates. | What are the key features of vertebrates? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 5 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
LIVING THINGS AND THEIR ENVIRONMENT
The Human Breathing system · The Human Breathing system - Symptoms and prevention of common conditions and diseases of the breathing system (common colds, coughs, COVID-19, allergy and Asthma)
MIXTURES
Mixtures · Mixtures - Types of mixtures (heterogeneous and homogeneous) b) examples of (solid-solid, solid-liquid and liquid -liquid) · Mixtures - Separating c) heterogeneous mixtures (Winnowing, picking, sieving, d) using magnet, Filtering, decanting, separating funnel) · Water Pollution · Water Pollution - Common water pollutants · Water Pollution - Effects of polluted water on living things · Water Pollution - Methods of reducing water pollution · Water Pollution - Basic methods of water treatment (boiling, filtration, chemical treatment, solar treatment
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: identify the main parts of the human breathing system. | The learner is guided to: use print and non-print material to identify the human breathing system. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system - Symptoms and prevention of common conditions and diseases of the breathing system (common colds, coughs, COVID-19, allergy and Asthma) | By the end of the lesson, the learner should be able to: describe the functions of main parts of the human breathing system. | The learner is guided to: draw the human breathing system and label the main parts. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: outline the symptoms and prevention measures for common conditions and diseases of the breathing system. | The learner is guided to: search for information on the functions of main parts of the human breathing system and share with peers. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: appreciate the need for maintaining a healthy breathing system. | The learner is guided to: collaboratively discuss symptoms and prevention of common conditions and diseases that affect the human breathing system and share. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: identify the main parts of the human breathing system. | The learner is guided to: use simulation software, online interactive platforms or digital images to illustrate major parts of the human breathing system. Project: Learners are guided to collaboratively make models of the human breathing system using locally available materials. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: describe the functions of main parts of the human breathing system. | The learner is guided to: use print and non-print material to identify the human breathing system. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: outline the symptoms and prevention measures for common conditions and diseases of the breathing system. | The learner is guided to: draw the human breathing system and label the main parts. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | LIVING THINGS AND THEIR ENVIRONMENT | The Human Breathing system | By the end of the lesson, the learner should be able to: appreciate the need for maintaining a healthy breathing system. | The learner is guided to: search for information on the functions of main parts of the human breathing system and share with peers. | What makes up the human breathing system?; What measures enhance a healthy breathing system? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: classify mixtures as homogeneous or heterogeneous. | The learner is guided to: brainstorm the meaning of a mixture, give examples at home and school. | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | MIXTURES | Mixtures - Types of mixtures (heterogeneous and homogeneous) b) examples of (solid-solid, solid-liquid and liquid -liquid) | By the end of the lesson, the learner should be able to: apply appropriate methods to separate heterogeneous mixtures. | The learner is guided to: categorise mixtures as homogeneous (uniform) and heterogeneous (non-uniform). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | MIXTURES | Mixtures - Separating c) heterogeneous mixtures (Winnowing, picking, sieving, d) using magnet, Filtering, decanting, separating funnel) | By the end of the lesson, the learner should be able to: outline the applications of separating mixtures in day to day life. | The learner is guided to: carry out activities to separate heterogeneous mixtures in groups, (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: appreciate different methods of separating mixtures in day to day life. | The learner is guided to: discuss the applications of separating mixtures in day to day life. (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: classify mixtures as homogeneous or heterogeneous. | The learner is guided to: brainstorm the meaning of a mixture, give examples at home and school. | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: apply appropriate methods to separate heterogeneous mixtures. | The learner is guided to: categorise mixtures as homogeneous (uniform) and heterogeneous (non-uniform). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: outline the applications of separating mixtures in day to day life. | The learner is guided to: carry out activities to separate heterogeneous mixtures in groups, (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: appreciate different methods of separating mixtures in day to day life. | The learner is guided to: discuss the applications of separating mixtures in day to day life. (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: classify mixtures as homogeneous or heterogeneous. | The learner is guided to: brainstorm the meaning of a mixture, give examples at home and school. | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: apply appropriate methods to separate heterogeneous mixtures. | The learner is guided to: categorise mixtures as homogeneous (uniform) and heterogeneous (non-uniform). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: outline the applications of separating mixtures in day to day life. | The learner is guided to: carry out activities to separate heterogeneous mixtures in groups, (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MIXTURES | Mixtures | By the end of the lesson, the learner should be able to: appreciate different methods of separating mixtures in day to day life. | The learner is guided to: discuss the applications of separating mixtures in day to day life. (Winnowing, picking, sieving, using magnet, Filtering, decanting, separating funnel). | What should be considered when separating various mixtures? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 5 Science and Technology scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FORCE AND ENERGY
Floating and Sinking · Sound Energy · Sound Energy - Movement of sound in nature · Sound Energy - Effects of loud sound · Sound Energy - Role of sound in day to day life · Heat transfer · Heat transfer - Classification of conductors of heat into good or poor conductors · Heat transfer - Uses of heat transfer in day to day life · Heat transfer - Safety precautions when handling heat
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: demonstrate floating and sinking of objects using different materials. | The learner is guided to: use different objects to demonstrate floating and sinking in water (use dry wood, stone, metals, plastic, cork, buoy & feathers). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: identify factors that affect floating and sinking of objects in water. | The learner is guided to: carry out activities to classify objects in the environment into those that float and those that sink in water. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: explain applications of floating and sinking in day to day life. | The learner is guided to: carry out activities to verify how shape, weight and size affect floating and sinking of objects in water (normal bottle tops, crushed bottle tops, same quantity of plasticine in different shapes, containers of same size and weight; one filled with sand and the other one feathers or cotton wool. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: appreciate the use of floaters as life savers. | The learner is guided to: discuss the applications of floating and sinking in day to day life (swimming, diving, use of lifesavers, water transport, floods, drowning, surfing). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: demonstrate floating and sinking of objects using different materials. | The learner is guided to: use digital or print media to search for: ○ effects of flooding and mitigation measures, ○ the use of floaters as life savers. Project: In groups learners make lifesavers from floaters made of locally available materials such as rubber tubes, wood or plastics. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: identify factors that affect floating and sinking of objects in water. | The learner is guided to: use different objects to demonstrate floating and sinking in water (use dry wood, stone, metals, plastic, cork, buoy & feathers). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: explain applications of floating and sinking in day to day life. | The learner is guided to: carry out activities to classify objects in the environment into those that float and those that sink in water. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: appreciate the use of floaters as life savers. | The learner is guided to: carry out activities to verify how shape, weight and size affect floating and sinking of objects in water (normal bottle tops, crushed bottle tops, same quantity of plasticine in different shapes, containers of same size and weight; one filled with sand and the other one feathers or cotton wool. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: demonstrate floating and sinking of objects using different materials. | The learner is guided to: discuss the applications of floating and sinking in day to day life (swimming, diving, use of lifesavers, water transport, floods, drowning, surfing). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: identify factors that affect floating and sinking of objects in water. | The learner is guided to: use digital or print media to search for: ○ effects of flooding and mitigation measures, ○ the use of floaters as life savers. Project: In groups learners make lifesavers from floaters made of locally available materials such as rubber tubes, wood or plastics. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: explain applications of floating and sinking in day to day life. | The learner is guided to: use different objects to demonstrate floating and sinking in water (use dry wood, stone, metals, plastic, cork, buoy & feathers). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: appreciate the use of floaters as life savers. | The learner is guided to: carry out activities to classify objects in the environment into those that float and those that sink in water. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: demonstrate floating and sinking of objects using different materials. | The learner is guided to: carry out activities to verify how shape, weight and size affect floating and sinking of objects in water (normal bottle tops, crushed bottle tops, same quantity of plasticine in different shapes, containers of same size and weight; one filled with sand and the other one feathers or cotton wool. | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FORCE AND ENERGY | Floating and Sinking | By the end of the lesson, the learner should be able to: identify factors that affect floating and sinking of objects in water. | The learner is guided to: discuss the applications of floating and sinking in day to day life (swimming, diving, use of lifesavers, water transport, floods, drowning, surfing). | Why do some materials float and others sink?; How are floaters useful in day to day life? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FORCE AND ENERGY | Sound Energy | By the end of the lesson, the learner should be able to: identify sources of sound in nature. | The learner is guided to: carry out activities to identify sources of sound (vibrating air, vibrating strings, vibrating drums). | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FORCE AND ENERGY | Sound Energy - Movement of sound in nature | By the end of the lesson, the learner should be able to: demonstrate the movement of sound in nature. | The learner is guided to: carry out an activity to demonstrate that sound travels in all directions from a source (listening to a loud sound from a common speaker from different directions and around corners). | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FORCE AND ENERGY | Sound Energy - Effects of loud sound | By the end of the lesson, the learner should be able to: describe effects of loud sound in day to day life. | The learner is guided to: carry out an activity to. | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FORCE AND ENERGY | Sound Energy - Role of sound in day to day life | By the end of the lesson, the learner should be able to: identify sources of sound in nature. | The learner is guided to: carry out activities to identify sources of sound (vibrating air, vibrating strings, vibrating drums). | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FORCE AND ENERGY | Sound Energy | By the end of the lesson, the learner should be able to: demonstrate the movement of sound in nature. | The learner is guided to: carry out an activity to demonstrate that sound travels in all directions from a source (listening to a loud sound from a common speaker from different directions and around corners). | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FORCE AND ENERGY | Sound Energy | By the end of the lesson, the learner should be able to: describe effects of loud sound in day to day life. | The learner is guided to: carry out an activity to. | How is sound produced?; What are the effects of loud sound? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 5 Science and Technology so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.