GRADE.5.SCIENCE (3).pdf

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT A skilled and Ethical Society UPPER PRIMARY SCHOOL SCIENCE & TECHNOLOGY CURRICULUM DESIGN GRADE 5  First Published 2017...

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT A skilled and Ethical Society UPPER PRIMARY SCHOOL SCIENCE & TECHNOLOGY CURRICULUM DESIGN GRADE 5  First Published 2017 Revised 2024 All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher. ISBN: Published and printed by Kenya Institute of Curriculum Development © 2023 Grade 5 Science & Technology Curriculum Designs Page ii of 33 TABLE OF CONTENTS LESSON ALLOCATION AT UPPER PRIMARY iv NATIONAL GOALS OF EDUCATION v LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION vii ESSENCE STATEMENT viii SUBJECT GENERAL LEARNING OUTCOMES ix STRAND 1.0: LIVING THINGS AND THEIR ENVIRONMENT 1 STRAND 2.0: MIXTURES 8 STRAND 3.0: FORCE AND ENERGY 13 APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES 22 © 2023 Grade 5 Science & Technology Curriculum Designs Page iii of 33 LESSON ALLOCATION AT UPPER PRIMARY S/No Learning Area Number of Lessons 1. English 5 2. Kiswahili / Kenya Sign Language 4 3. Mathematics 5 4. Religious Education 3 5. Science & Technology 4 6. Agriculture and Nutrition 4 7. Social Studies 3 8. Creative Arts 6 9. Pastoral/Religious Instruction Programme 1 Total 35 © 2023 Grade 5 Science & Technology Curriculum Designs Page iv of 33 NATIONAL GOALS OF EDUCATION 1. Foster nationalism, patriotism, and promote national unity Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people. Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual respect for harmonious co-existence. 2. Promote social, economic, technological and industrial needs for national development Education should prepare the learner to play an effective and productive role in the nation. a) Social Needs Education should instil social and adaptive skills in the learner for effective participation in community and national development. b) Economic Needs Education should prepare a learner with requisite competences that support a modern and independent growing economy. This should translate into high standards of living for every individual. c) Technological and Industrial Needs Education should provide the learner with necessary competences for technological and industrial development in tandem with changing global trends. 3. Promote individual development and self-fulfilment Education should provide opportunities for the learner to develop to the fullest potential. This includes development of one’s interests, talents and character for positive contribution to the society. © 2023 Grade 5 Science & Technology Curriculum Designs Page v of 33 4 Promote sound moral and religious values Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards developing a self-disciplined and ethical citizen with sound moral and religious values. 5. Promote social equity and responsibility Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and differentiated education; including learners with special educational needs and disabilities. Education should also provide the learner with opportunities for shared responsibility and accountability through service learning. 6. Promote respect for and development of Kenya’s rich and varied cultures Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society. 7. Promote international consciousness and foster positive attitudes towards other nations Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner to respect, appreciate and participate in the opportunities within the international community. Education should also facilitate the learner to operate within the international community with full knowledge of the obligations, responsibilities, rights and benefits that this membership entails. 8. Good health and environmental protection Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should promote environmental preservation and conservation, including animal welfare for sustainable development. © 2023 Grade 5 Science & Technology Curriculum Designs Page vi of 33 LEVEL LEARNING OUTCOMES FOR PRIMARY EDUCATION By the end of the Primary Education, the learner should be able to: a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts. b) Demonstrate mastery of number concepts to solve problems in day to day life c) Demonstrate social skills, moral and religious values for positive contribution to society d) Develop one’s interests and talents for personal fulfilment e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world. f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development g) Acquire digital literacy skills for learning and enjoyment. h) Appreciate the country’s rich, diverse cultural heritage for harmonious living. © 2023 Grade 5 Science & Technology Curriculum Designs Page vii of 33 ESSENCE STATEMENT Science and Technology is a learning area which engages in the human pursuit to understand the relationships between the living and non-living universe. Science is a discipline that deals with explanations and predictions about nature and the universe while Technology is the application of science to create devices that can solve problems and do tasks. The achievement of Vision 2030 greatly depends on Science, Technology and Innovation. Sessional Paper No.1 of 2005 highlights the fact that for a breakthrough towards industrialisation, achievement of the desired economic growth targets and social development, a high priority needs to be placed on the development of human capital through education and training by promoting the teaching of sciences and information technology. This is also highlighted in the Sessional Paper 14, 2012 which stresses the need for sustainable basic and higher education, with an emphasis on Science, Technology and Innovation (ST&I). This makes it necessary for Science and Technology to be taught in Upper Primary Education level. This learning area builds on the competencies introduced at the lower primary under the learning area of Environmental Activities and equips the learner with pre- requisite skills which are required in Integrated Science and Pre-technical and Pre- career studies at the lower secondary level. These enable learners to prepare for Science, Technology, Engineering and Mathematics (STEM) in subsequent levels of education cycle. Inquiry based learning (IBL), Project based learning (PBL), Problem based learning (PBL) and Social Scientific Issue learning (SSI) approaches will be employed throughout the learning experiences in this area as advocated for by John Dewey’s social constructivist theory which emphasises the learner should be given an opportunity to learn through hands-on activities. Engineering design shall be used as a pedagogical strategy to bridge science concepts with other learning areas to solve simple open-ended problems, develop creative thinking and analytical skills among learners, make decisions, and consider alternative solutions to address a variety of situations. © 2023 Grade 5 Science & Technology Curriculum Designs Page viii of 33 SUBJECT GENERAL LEARNING OUTCOMES By the end of the course, the learner should be able to: a) Interact with the environment for learning and sustainable development. b) Apply digital literacy skills appropriately for communication, learning and enjoyment. c) Appreciate the contribution of science and technology in the provision of innovative solutions. d) Use scientific knowledge to observe and explain the natural world. e) Make functional discoveries that impact individuals and the wider society. f) Use innovative approaches as well as critical thinking and problem solving skills to stimulate scientific inquiry, at the local, national and global levels for lifelong learning. © 2023 Grade 5 Science & Technology Curriculum Designs Page ix of 33 STRAND 1.0: LIVING THINGS AND THEIR ENVIRONMENT Strand Sub Strand Specific Learning Suggested Learning Suggested Key Outcomes Experiences Inquiry Question 1.0 Living 1.1 Classification By the end of the sub The learner is guided to: How are plants things and of plants strand, the learner collaboratively use print classified? their (14 lessons) should be able to: and non-print materials Environme a) classify plants into to search for images of nt  Classification flowering and non- flowering and non- of plants flowering, flowering plants and (flowering and b) describe functions share, non-flowering of parts of a flower, take a walk in their plants) c) outline the locality to observe,  Parts and importance of identify and categorise function of flowers in nature, plants into flowering and flowers d) appreciate the non-flowering, importance of draw a flower and label flowers in nature. parts, collaboratively discuss functions of parts of a flower and share with peers, discuss the importance of flowers in nature with peers, © 2023 Grade 5 Science & Technology Curriculum Designs Page 1 of 33  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. Core competencies to be developed:  Self-efficacy: The learner effectively discusses functions of parts of a flower with peers.  Digital literacy: The learner uses digital applications to draw, paint and label flowers. Values:  Unity: The learner appreciates the effort of others while observing, identifying and classifying plants into flowering and non-flowering. PCIs:  Environmental Conservation: The learner conserves the environment when observing, identifying and categorising plants into flowering and non-flowering in their natural habitat. Links to other learning areas:  Creative Arts: The use of digital applications to draw, paint and label flowers is linked to drawing and painting in Creative Arts. © 2023 Grade 5 Science & Technology Curriculum Designs Page 2 of 33  Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question 1.0 1.2 Vertebrates By the end of the sub Learners is guided to: What are the key Living things strand the learner search for information from features of and their (16 lessons) should be able to: print and non-print material vertebrates? Environment  General a) describe general on the general characteristics characteristics characteristics of vertebrates and share with of vertebrates of vertebrates, peers,  Groups of b) classify explore the school compound vertebrates: vertebrates and adjacent environment to (mammals, into their observe and identify birds, reptiles, main groups, characteristics of vertebrates, fish and c) appreciate the use print and non-print amphibians; importance of material to search for structural vertebrates in the information on characteristics features only) environment. of different groups of vertebrates, study their main characteristics, discuss and share, Note: The learners are guided to observe safety precautions when handling different animals. © 2023 Grade 5 Science & Technology Curriculum Designs Page 3 of 33  Project: making a portfolio of different categories of vertebrates in their locality. Core competencies to be developed:  Communication and collaboration: The learner contributes to discussions on main characteristics of vertebrates.  Creativity and Imagination: The learner skilfully designs and develops a portfolio on vertebrates. Values:  Responsibility: The learner observes safety precautions when handling different animals. PCIs:  Safety and security: The learner takes necessary precautions while handling animals.  Animal welfare: The learner takes care of animals as they study. Links to other learning areas:  Agriculture and Nutrition: The information on characteristics of animals as living things is linked to the study of livestock in Agriculture and Nutrition.  Creative Arts: Making of a portfolio of different categories of vertebrates is linked designing in Creative Arts © 2023 Grade 5 Science & Technology Curriculum Designs Page 4 of 33  Strand Sub Strand Specific Learning Suggested Learning Suggested Key Inquiry Outcomes Experiences Question 1.0 Living things 1.3 The Human By the end of the sub Learners is guided to; 1. What makes up the and their Breathing strand the learner should use print and non- human breathing Environment system be able to: print material to system? (18 lessons) a) identify the main identify the human Parts of the parts of the breathing system, 2. What measures breathing human breathing draw the human enhance a healthy system and system, breathing system and breathing system? their functions b) describe the label the main parts, (nose, trachea, functions of main search for information lungs, parts of the on the functions of main diaphragm) human breathing parts of the human Symptoms and system, breathing system and prevention of c) outline the share with peers, common symptoms and collaboratively discuss conditions and prevention symptoms and diseases of the measures for prevention of common breathing common conditions and diseases system conditions and that affect the human (common colds, diseases of the breathing system and coughs, breathing system, share, COVID-19, d) appreciate the use simulation software, allergy and need for online interactive © 2023 Grade 5 Science & Technology Curriculum Designs Page 5 of 33  Asthma) maintaining a platforms or digital healthy breathing images to illustrate system. major parts of the human breathing system. Project: Learners are guided to collaboratively make models of the human breathing system using locally available materials. Core competencies to be developed: Creativity and Imagination: The learner designs different ways of modelling the human breathing system using locally available material. Digital literacy: The learner uses simulation software, online interactive platforms or digital images to illustrate major parts of the human breathing system. Values:  Love: The learner portrays a caring attitude while taking care of the breathing system.  Responsibility: The learner shows accountability in protecting self and others as they study prevention of common conditions and diseases that affect the human breathing system. PCIs:  Preventive health and communicable diseases: The learner discusses symptoms and prevention of common conditions and diseases that affect the human breathing system. Links to other Learning areas:  Agriculture and Nutrition: The information on symptoms and prevention of common conditions and diseases that affect the human breathing system is linked to personal hygiene in Agriculture and Nutrition. © 2023 Grade 5 Science & Technology Curriculum Designs Page 6 of 33 Assessment Rubric Levels Indicators Exceeds expectation Meets expectation Approaches Below expectation expectation Describing functions of Describes functions of Describes functions of Describes functions of Describes functions of parts of a flower parts of a flower parts of a flower parts of a flower parts of a flower exhaustively partially superficially Classifying vertebrates Classifies vertebrates Classifies vertebrates Classifies vertebrates Classifies vertebrates into their main groups into their main groups into their main groups into their main groups into their main groups precisely partially inaccurately Describing the functions Describes the Describes the Describes the Describes the of main parts of the functions of main parts functions of main parts functions of main parts functions of main parts human breathing system of the human breathing of the human of the human of the human system breathing system breathing system breathing system comprehensively partially superficially outlining the Outlines the symptoms Outlines the symptoms Outlines the symptoms Outlines the symptoms symptoms and and prevention and prevention and prevention and prevention prevention measures measures for common measures for common measures for common measures for common for common conditions conditions and conditions and conditions and conditions and and diseases of the diseases of the diseases of the diseases of the diseases of the breathing system breathing system breathing system breathing system breathing system measures for common exhaustively partially incompletely conditions and diseases of the breathing system © 2023 Grade 5 Science & Technology Curriculum Designs Page 7 of 33 STRAND 2.0: MIXTURES Strand Sub Strand Specific Learning Suggested Learning Suggested Key Inquiry Outcomes Experiences Question 2.0 Matter 2.1 Mixtures By the end of the sub- The Learner is guided to: 1. What should be (14 Lessons) strand the learner should brainstorm the meaning of a considered when Meaning of be able to: mixture, give examples at separating various mixtures a) classify mixtures as home and school, mixtures? Types of mixtures homogeneous or categorise mixtures as (heterogeneous and heterogeneous, homogeneous (uniform) and homogeneous) b) apply appropriate heterogeneous (non- examples of (solid- methods to separate uniform), solid, solid-liquid heterogeneous carry out activities to and liquid -liquid) mixtures, separate heterogeneous Separating c) outline the mixtures in groups, heterogeneous applications of (Winnowing, picking, mixtures separating mixtures in sieving, using magnet, (Winnowing, day to day life, Filtering, decanting, picking, sieving, d) appreciate different separating funnel) using magnet, methods of separating discuss the applications of Filtering, mixtures in day to day separating mixtures in day to decanting, life. day life. (Winnowing, separating funnel) picking, sieving, using magnet, Filtering, decanting, separating funnel) © 2023 Grade 5 Science & Technology Curriculum Designs Page 8 of 33 Core competencies to be developed:  Communication and collaboration: The learner contributes to group decision making as they separate mixtures using appropriate methods.  Learning to learn: The learner reflects on their own experiences as they carry out activities with peers to separate different types of mixtures. Values:  Social justice: The learner accord others equal opportunities in sharing responsibilities as they work in groups when separating mixtures. Pertinent and Contemporary Issues (PCIs)  Social-economic issues (financial literacy): The learner appreciates applications of separating mixtures in day to day life as a process of value addition. Links to other subjects:  Agriculture and Nutrition: The learner applies the knowledge on separating mixtures in agricultural processes like straining milk, winnowing grains and straining honey. © 2023 Grade 5 Science & Technology Curriculum Designs Page 9 of 33  Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question 2.0 Matter 2.2 Water Pollution By the end of the sub The learner is guided to: 1. What are the (18 lessons) strand the learner discuss the meaning of water dangers of water  Meaning of the should be able to: pollution, pollution? term water a) identify water brainstorm on water pollutants in pollution pollutants in the water sources,  Common water water sources, discuss the effects of water pollutants b) outline the pollution in day to day life, (eg  Effects of effects of water water borne diseases etc), polluted water pollution in day- discuss different methods of on living things to-day life, reducing water pollution,  Methods of c) Identify methods observe safety measures when reducing water of reducing working in a water polluted pollution water pollution environment (Example: practice  Basic methods in the water use of gumboots and gloves), of water sources, carry out activities to demonstrate treatment d) apply basic methods of water treatment (boiling, appropriate (filtering, boiling, chemical filtration, methods of treatment, solar treatment), chemical water treatment, where possible use visual aids or treatment, solar e) advocate for safe digital devices to identify water treatment water sources. pollutants and their effects in day to day life. © 2023 Grade 5 Science & Technology Curriculum Designs Page 10 of 33  Project: Learners to make functional water filters using locally available materials. Core competencies to be developed:  Creativity and imagination: The learner comes up with new ideas in making functional water filters using locally available materials. Values:  Responsibility: The learner observes safety precautions when working in a water polluted environment  Peace: The learner shows care by not hurting others while practising methods of water treatment Pertinent and Contemporary Issues:  Health Issues(preventive health): The learner carry out activities to demonstrate basic methods of water treatment Links to other Learning areas:  Agriculture and Nutrition:: Use of water filters to obtain clean water for domestic use. © 2023 Grade 5 Science & Technology Curriculum Designs Page 11 of 33 Assessment Rubric Indicators Exceeds expectation Meets expectation Approaches Below expectation expectation Carrying out Carries out all the Carries out 4-5 Carries out 2-3 Carries out at most appropriate methods appropriate methods of appropriate methods of appropriate methods one appropriate of separating separating heterogeneous separating to separate method of heterogeneous mixtures heterogeneous mixtures heterogeneous separating mixtures mixtures heterogeneous mixtures Outlining methods of Outlines 4 methods of Outlines 3 methods of Outlines 2 methods of Outlines 1 method reducing water reducing water pollution in reducing water pollution reducing water of reducing water pollution in the water the water sources correctly. in the water sources pollution in the water pollution in the sources. correctly. sources correctly. water sources correctly. © 2023 Grade 5 Science & Technology Curriculum Designs Page 12 of 33 STRAND 3.0: FORCE AND ENERGY Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Outcomes Inquiry Question 3.0 Force 3.1 Floating and By the end of the sub The learner is guided to: 1. Why do some and Energy Sinking strand the learner use different objects to demonstrate materials float and (14 lessons) should be able to: floating and sinking in water (use dry others sink?  Floating and a) demonstrate wood, stone, metals, plastic, cork, 2. How are floaters sinking floating and buoy & feathers), useful in day to day (factors that affect sinking of objects carry out activities to classify objects life? floating and using different in the environment into those that sinking of objects materials, float and those that sink in water, in water and b) identify factors carry out activities to verify how applications of that affect shape, weight and size affect floating floating and floating and and sinking of objects in water sinking) sinking of objects (normal bottle tops, crushed bottle in water, tops, same quantity of plasticine in c) explain different shapes, containers of same applications of size and weight; one filled with sand floating and and the other one feathers or cotton sinking in day to wool, day life, discuss the applications of floating d) appreciate the use and sinking in day to day life of floaters as life (swimming, diving, use of lifesavers, © 2023 Grade 5 Science & Technology Curriculum Designs Page 13 of 33  savers. water transport, floods, drowning, surfing), 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. Core competencies to be developed:  Communication and Collaboration: The learner exercises teamwork while carrying out activities to observe and classify objects in the environment into those that float and those that sink in water.  Critical thinking and problem solving: The learner explores a variety of locally available materials that can be used to make lifesavers. Values:  Integrity: The learner gives honest observations and records real results while carrying out activities to classify objects in the environment into those that float or sink in water.  Responsibility: The learner shows resilience in accomplishing tasks in making lifesavers made from locally available materials such as rubber tubes, wood or plastics. © 2023 Grade 5 Science & Technology Curriculum Designs Page 14 of 33 PCIs:  Disaster Risk Reduction: The learner crafts ways of mitigating the negative effects of flooding as they use digital or print media to search for effects of flooding and the use of floaters as life savers. Links to other Learning Areas:  Agriculture and Nutrition: The learner relates the concept of floating and sinking to fish farming and irrigation. © 2023 Grade 5 Science & Technology Curriculum Designs Page 15 of 33  Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key Inquiry Outcomes Question 3.0 Force 3.2 Sound Energy By the end of the The learner is guided to: 1. How is sound and Energy (14 lessons) sub strand, the carry out activities to identify produced?  Sources of learner should be sources of sound (vibrating air, sound able to: vibrating strings, vibrating 2. What are the  Movement of a) identify sources drums), effects of loud sound in nature of sound in carry out an activity to sound?  Effects of loud nature, demonstrate that sound travels sound b) demonstrate the in all directions from a source  Role of sound in movement of (listening to a loud sound from day to day life sound in nature, a common speaker from c) describe effects different directions and around of loud sound in corners), day to day life, carry out an activity to d) appreciate the demonstrate reflection of sound role of sound in (echo) (use of two tubes placed day to day life. alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings), discuss the effects of loud sound in the environment with peers, use digital or print media to © 2023 Grade 5 Science & Technology Curriculum Designs Page 16 of 33  search for the effects of loud sound in day to day life, discuss the role of the government in addressing sound pollution. PROJECT 1: In groups, learners to make a sound producing instrument from locally available materials (for example: bell, drum, guitar, wind instruments, etc.). PROJECT 2: create a sound game using Scratch Core competencies to be developed:  Creativity and imagination: The learner experiments different ways of making sound producing instruments using locally available materials.  Digital literacy: The learner uses appropriate digital technology to create and add sound effects using the "Sound" blocks in Scratch. Values:  Responsibility: The learner practises how to minimise the effects of loud sound in the environment. PCIs:  Citizenship: The learner acquires awareness on human rights and responsibilities as they discuss the role of the government in addressing sound pollution.  Socio-Economic Issues: The learner creates awareness on sound pollution as they discuss with peers the effects of loud sound in the environment. © 2023 Grade 5 Science & Technology Curriculum Designs Page 17 of 33 Links to other subjects:  Creative Arts: The learner relates the concept of sound energy to music. © 2023 Grade 5 Science & Technology Curriculum Designs Page 18 of 33  Strand Sub Strand Specific Learning Suggested Learning Suggested Key Inquiry Outcomes Experiences Question 3.0 Force and 3.3 Heat transfer By the end of the sub The learner is guided to: 1. How is heat Energy (12 lessons) strand the learner brainstorm on the transferred through  Modes of heat should be able to: meanings of the terms materials in nature? transfer in nature a) demonstrate the conduction, convection  Classification of modes of heat and radiation as used in conductors of heat transfer in nature, heat transfer, into good or poor b) classify conductors perform experiments to conductors of heat into good demonstrate the modes of  Uses of heat transfer or poor conductors, heat transfer (conduction, in day to day life c) explain the uses of convection and radiation),  Safety precautions heat transfer in day carry out experiments to when handling heat to day life, identify good and poor d) acknowledge conductors of heat, safety precautions discuss applications of when handling heat transfer in day to day heat. life (cooking, melting, freezing, maintaining body temperature, insulation), use digital or print media to search for applications of heat transfer in day to day life, © 2023 Grade 5 Science & Technology Curriculum Designs Page 19 of 33   discuss Safety precautions when handling heat discuss various ways of responding to fire emergencies. Project 1: Learners to make oven gloves using locally available materials Project 2: Learners to make a fireless cooker Core competencies to be developed:  Self-efficacy: The learner displays self-confidence as they perform experiments to demonstrate the modes of heat transfer. Values:  Social justice: The learner shares resources equitably as they perform experiments to identify good and poor conductors of heat. PCIs:  Social-Economic Issues: The learner exercises fire emergency response measures as they discuss various ways of responding to fire emergencies. Links to other Learning areas: ;  Agriculture and Nutrition: The learner links the concept of heat transfer in knitting the oven gloves. © 2023 Grade 5 Science & Technology Curriculum Designs Page 20 of 33 Assessment Rubric Indicators Exceeds expectation Meets expectation Approaches expectation Below expectation Demonstrating Demonstrates floating and Demonstrates Demonstrates floating and Demonstrates floating floating and sinking sinking of objects using floating and sinking sinking of objects using and sinking of objects of objects using different materials of objects using different materials using different different materials correctly and consistently. different materials partially. materials partially correctly. with prompts. Explaining Explains applications of Explains applications Explains some Explains some applications of floating and sinking of floating and applications of floating applications of floating and sinking comprehensively, sinking and sinking. floating and sinking satisfactorily. with prompts. Identifying sources Identifies sources of sound Identifies sources of Identifies some sources of Identifies some of sound in nature correctly and consistently sound Correctly sound. sources of sound with prompts. Describing effects of Describes effects of loud Describes effects of Describes some effects of Describes some loud sound in day to sound comprehensively loud sound correctly. loud sound. effects of loud sound day life with assistance. Demonstrating the Demonstrates the modes of Demonstrates the Demonstrates some Demonstrates some modes of heat heat transfer correctly and modes of heat modes of heat transfer modes of heat transfer in nature consistently. transfer correctly. correctly. transfer with assistance Explaining the uses Explains the uses of heat Explains the uses of Explains some of the uses Explains some uses of heat transfer in transfer correctly and heat transfer of heat transfer. of heat transfer with day to day life comprehensively. correctly. assistance. © 2023 Grade 5 Science & Technology Curriculum Designs Page 21 of 33 APPENDIX: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES Assessment Methods in Science Learning Resources Non-Formal Activities Reflections Laboratory Visit the science historical sites. Game Playing Apparatus and Use digital devices to conduct Pre-Post Testing Equipment scientific research. Model Making Textbooks Organizing walks to have live Explorations Software learning experiences. Experiments Relevant reading materials Developing simple guidelines on Investigations Digital Devices how to identify and solve some Conventions, Conferences, Recordings community problems. and Debates Conducting science document Applications analysis. Teacher Observations Participating in talks by resource Project persons on science concepts. Journals Participating in science clubs and Portfolio societies Oral or Aural Questions Attending and participating science Learner’s Profile and engineering fairs Written Tests Organizing and participating in Anecdotal Records exchange programmes. Making oral presentations and demonstrations on science issues. © 2023 Grade 5 Science & Technology Curriculum Designs Page 22 of 33 CSL at Upper Primary (grade 4-6) At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and the real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL is hosted in the Social studies learning area. The implementation of the CSL activity is a collaborative effort where the class teacher coordinates and works with other subject teachers to design and implement the integrated CSL activity. Though they are teacher-guided, the learners should progressively be given more autonomy to identify problems and come up with solutions. The safety of the learners should also be taken into account when selecting the CSL activity. The following steps for the integrated CSL activity should be staggered across the school terms: Steps in carrying out the integrated CSL activity 1) Preparation Map out the targeted core competencies, values and specific learning areas skills for the CSL activity Identify resources required for the activity (locally available materials) Stagger the activities across the term (Set dates and time for the activities) Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools 2) Implementation CSL Activity Assigning roles to learners. Ensure every learner actively participates in the activity Observe learners as they carry out the CSL activity and record feedback. Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the beginning to the end product) © 2023 Grade 5 Science & Technology Curriculum Designs Page 23 of 33  Assess the targeted core competencies, values and subject skills. 3) Reflection on the CSL Activity Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following: what went well and why what did not go well and why, what can be done differently next time what they have learnt. There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will be derived from the broader categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the skills from the learning areas and the themes. The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners, parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity, learners will be expected to participate actively in the whole process. The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The teacher is expected to vary the core competencies and values emphasised in the activity yearly. Assessment of the CSL Activity Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule, checklist or rating scale or any other appropriate tool. © 2023 Grade 5 Science & Technology Curriculum Designs Page 24 of 33