DOYEN PUBLISHERS

PRIMARY SCHOOL
TEACHING & GUIDE NOTES

GRADE 5
SCIENCE AND TECHNOLOGY
0780802443

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doyenpublishers@[Link]
 First published 2026

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Table of Contents
NATIONAL GOALS OF EDUCATION IN KENYA ..................................................................................................... 6
LEARNING OUTCOMES FOR PRIMARY SCHOOL ............................................................................................... 8
ESSENCE STATEMENT ................................................................................................................................................. 9
SUBJECT GENERAL LEARNING OUTCOMES ..................................................................................................... 10
1. LIVING THINGS AND THEIR ENVIRONMENT..................................................................................................... 11
1.1. CLASSIFICATION OF PLANTS .......................................................................................................................... 11
1.2. Classifying plants as flowering and non-flowering ............................................................................................... 11
1.3. Safety precautions to observe when handling plants ............................................................................................ 11
1.4. Parts of a flower ....................................................................................................................................................... 11
1.5. Using a digital application to draw and label parts of a flower ........................................................................... 12
1.6. Functions of different parts of a flower.................................................................................................................. 12
1.7. Importance of flowers in nature ............................................................................................................................. 13
1.8. VERTEBRATES ...................................................................................................................................................... 13
1.9. General characteristics of vertebrates ................................................................................................................... 13
1.10. Classifying vertebrates in to their main groups .................................................................................................. 14
1.11. Characteristics of mammals .................................................................................................................................. 16
1.12. Characteristics of birds ......................................................................................................................................... 16
1.13. Characteristics of fish ............................................................................................................................................ 16
1.14. Characteristics of reptiles ...................................................................................................................................... 17
1.15. Characteristics of amphibians .............................................................................................................................. 17
1.16. Importance of vertebrates in the environment .................................................................................................... 17
1.17. Project: Making a portfolio of different classes of vertebrates .......................................................................... 17
1.18. THE HUMAN BREATHING SYSTEM .............................................................................................................. 18
1.19. Main parts of the human breathing system ......................................................................................................... 18
1.20. Drawing and labelling parts of the human breathing system using a digital application ............................... 18
1.21. Functions of the main parts of the human breathing system ............................................................................. 19
1.22. Common conditions and diseases that affect the human breathing system ...................................................... 19
1.23. Symptoms and prevention measures of common cold ........................................................................................ 20
1.24. Symptoms and prevention measures of coughs ................................................................................................... 20
1.25. Symptoms and prevention measures of COVID-19 (Coronavirus) ................................................................... 20
1.26. Symptoms and prevention measures of allergies of the human breathing system ........................................... 21
1.27. Symptoms and prevention measures of asthma .................................................................................................. 21
1.28. Need for maintaining a healthy breathing system ............................................................................................... 21
1.29. Project: Making a model of the human breathing system.................................................................................. 22
2. MATTER ......................................................................................................................................................................... 24
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 2.1. MIXTURES .............................................................................................................................................................. 24
2.2. Classifying mixtures as homogeneous or heterogeneous ...................................................................................... 24
2.3. Practical activity to group solid–liquid mixtures as homogeneous or heterogeneous ........................................ 24
2.4. Practical activity to group liquid–liquid mixtures as homogeneous or heterogeneous ...................................... 25
2.5. Practical activity to group solid–solid mixtures as homogeneous or heterogeneous .......................................... 26
2.6. Methods of separating heterogeneous mixtures .................................................................................................... 27
2.7. Separating a heterogeneous mixture by winnowing ............................................................................................. 27
2.8. Separating a heterogeneous mixture by hand picking .......................................................................................... 28
2.9. Separating a heterogeneous mixture by sieving .................................................................................................... 28
2.10. Separating a heterogeneous mixture using a magnet.......................................................................................... 29
2.11. Separating a heterogeneous mixture by filtration ............................................................................................... 29
2.12. Separating a heterogeneous mixture by decantation .......................................................................................... 30
2.13. Separating a heterogeneous mixture using a separating funnel ........................................................................ 31
2.14. Applications of methods of separating mixtures in day-to-day life ................................................................... 32
2.15. WATER POLLUTION .......................................................................................................................................... 32
2.16. Water pollutants in water sources ........................................................................................................................ 32
2.17. Effects of water pollution in day-to-day life......................................................................................................... 33
2.18. Ways of reducing water pollution in water sources............................................................................................. 33
2.19. Safety measures to observe when working in a polluted water environment ................................................... 33
2.20. Methods of water treatment .................................................................................................................................. 34
2.21. Treating water by boiling....................................................................................................................................... 34
2.22. Treating water by filtering..................................................................................................................................... 34
2.23. Treating water using chemicals ............................................................................................................................. 35
2.24. Treating water using solar energy......................................................................................................................... 35
2.25. Advocating for safe water sources in the community.......................................................................................... 36
2.26. Importance of drinking clean water ..................................................................................................................... 36
2.27. Project: Making a water filter using locally available materials ....................................................................... 36
3. FORCE AND ENERGY ................................................................................................................................................. 38
3.1. FLOATING AND SINKING ................................................................................................................................... 38
3.2. Demonstrating floating and sinking ....................................................................................................................... 38
3.3. Classifying objects in the environment as floaters or sinkers .............................................................................. 39
3.4. Factors that affect floating and sinking of objects in water ................................................................................. 39
3.5. Investigating how weight affects floating and sinking .......................................................................................... 40
3.6. Investigating how shape affects floating and sinking using bottle tops ............................................................... 40
3.7. Investigating how shape affects floating and sinking using plasticine ................................................................ 41
3.8. Investigating how size affects floating and sinking ............................................................................................... 41
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3.9. Applications of floating and sinking in day-to-day life ......................................................................................... 42
3.10. Use of floaters as life savers ................................................................................................................................... 42
3.11. Project: Making a lifesaver jacket using locally available materials ................................................................. 43
3.12. SOUND ENERGY.................................................................................................................................................. 43
3.13. Sources of sound in natures ................................................................................................................................... 44
3.14. Producing sound by vibrating air ......................................................................................................................... 44
3.15. Producing sound by plucking strings ................................................................................................................... 44
3.16. Producing sound by hitting a drum ...................................................................................................................... 45
3.17. Movement of sound in nature ............................................................................................................................... 45
3.18. Demonstrating that sound travels in all directions using wooden sticks........................................................... 46
3.19. Demonstrating that sound travels in all directions using a speaker .................................................................. 46
3.20. Reflection of sound (echo) ..................................................................................................................................... 46
3.21. Demonstrating the reflection of sound using two tubes ...................................................................................... 47
3.22. Demonstrating the reflection of sound in different situations ............................................................................ 47
3.23. Effects of loud sound in daily life .......................................................................................................................... 48
3.24. Role of government in addressing sound pollution ............................................................................................. 48
3.25. Role of sound in day-to-day life ............................................................................................................................ 49
3.26. Project: Making a sound-producing instrument (simple guitar) ....................................................................... 49
3.27. Project: Creating a sound game using Scratch ................................................................................................... 50
3.28. HEAT TRANSFER ................................................................................................................................................ 50
3.29. Modes of heat transfer in nature .......................................................................................................................... 50
3.30. Demonstrating conduction as a mode of heat transfer ....................................................................................... 51
3.31. Demonstrating convection as a mode of heat transfer in liquids ....................................................................... 51
3.32. Demonstrating convection as a mode of heat transfer in gases .......................................................................... 52
3.33. Demonstrating radiation as a mode of heat transfer .......................................................................................... 53
3.34. Good and poor conductors of heat ....................................................................................................................... 53
3.35. Determining good and poor conductors of heat .................................................................................................. 53
3.36. Uses of modes of heat transfer in day-to-day life ................................................................................................ 54
3.37. Safety precautions to observe when handling heat ............................................................................................. 54
3.38. Ways of responding to fire emergencies ............................................................................................................... 55
3.39. Project: Making a fireless cooker ......................................................................................................................... 55
3.40. Project: Making oven gloves ................................................................................................................................. 56

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NATIONAL GOALS OF EDUCATION IN KENYA
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them.
They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people
acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which
enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life
of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the
smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
required to support a growing economy. Kenya is building up a modern and independent economy which is in
need of an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development.
Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world.
We can only be part of this development if our education system is deliberately focused on the knowledge, skills
and attitudes that will prepare our young people for these changing global trends.

3. Promote individual development and self-fulfillment

Education should provide opportunities for the fullest development of individual talents and personality. It should
help children to develop their potential interests and abilities. A vital aspect of individual development is the
building of character.

4. Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition
of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equality and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system
which provides equal educational opportunities for all. It should give all children varied and challenging
opportunities for collective activities and corporate social service irrespective of gender, ability or geographical
environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.

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Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place
in contemporary society. Children should be able to blend the best of traditional values with the changing
requirements that must follow rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples
and nations. Education should therefore lead the youth of the country to accept membership of this international
community with all the obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in
activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental
development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

«Extracted from the KICD Curriculum

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LEARNING OUTCOMES FOR PRIMARY SCHOOL
By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts. Encourages learners to
express themselves effectively in both spoken and non-verbal forms; like body language and facial
expressions, which is essential for effective communication in different situations.

b) Demonstrate mastery of number concepts to solve problems in day-to-day life. Focuses on ensuring
learners understand core mathematical concepts and are able to apply them in real-life contexts, which
helps with problem-solving and logical thinking.

c) Use appropriate social skills, moral and religious values to positively impact the society. Emphasizes
the importance of interpersonal skills, empathy and moral values, helping learners grow into responsible
and ethical individuals who contribute positively to society.

d) Develop individual talents and interests for self-efficacy. Encourages learners to explore their unique
interests and talents which helps boost confidence and fosters a sense of achievement and self-worth

e) Make informed decisions as local and global citizens of a diverse, democratic society in an
interdependent world. Prepares learners to be thoughtful, informed citizens who understand the global
context and their role in society, promoting responsibility, awareness and engagement.

f) Devise innovative strategies for environmental conservation and sustainability. Highlights the need
for learners to actively participate in the protection and preservation of the environment, fostering
sustainability and long-term ecological thinking.

g) Apply digital literacy skills for learning and enjoyment. Prepares learners to use technology effectively
for both learning and recreational purposes, which is a critical skill in today’s digital age.

h) Appreciate the country’s rich and diverse cultural heritage for harmonious living. Helps learners
appreciate and respect the rich cultural heritage of their country, promoting unity and peaceful coexistence
among diverse groups.

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ESSENCE STATEMENT
Science and Technology is a learning area that engages learners in the human pursuit to understand the
relationships that exist within the living and non-living universe. Science focuses on developing explanations,
interpretations and predictions about natural phenomena and the universe through systematic inquiry and
evidence-based reasoning. Technology, on the other hand, involves the practical application of scientific
knowledge to design, create and use tools, systems and devices that solve problems and accomplish specific tasks.
Together, Science and Technology nurture curiosity, creativity and critical thinking, enabling learners to better
understand their environment and respond to real-life challenges.

The achievement of Vision 2030 greatly depends on the advancement of Science, Technology and Innovation.
Sessional Paper No. 1 of 2005 emphasizes that for meaningful progress towards industrialisation, sustained
economic growth and social development, priority must be placed on the development of human capital through
education and training, particularly by promoting the teaching of sciences and information technology. This
position is further reinforced in Sessional Paper No. 14 of 2012, which underscores the need for sustainable basic
and higher education with a strong emphasis on Science, Technology and Innovation. These policy frameworks
make it imperative for Science and Technology to be taught at the Upper Primary Education level to prepare
learners for future national development needs.

This learning area builds on the competencies introduced at the lower primary level under Environmental
Activities and equips learners with prerequisite knowledge, skills, values and attitudes required for Integrated
Science as well as Pre-technical and Pre-career Studies at the lower secondary level. Through progressive learning
experiences, learners are prepared for Science, Technology, Engineering and Mathematics pathways at subsequent
levels of the education cycle. The learning area therefore plays a critical role in laying a strong foundation for
STEM-related disciplines and careers.

Inquiry-based learning, project-based learning, problem-based learning and social scientific issue learning
approaches are employed throughout the learning experiences in this area. These approaches are grounded in John
Dewey’s social constructivist theory, which emphasizes active participation and learning through hands-on
experiences, exploration and collaboration. Learners are encouraged to ask questions, investigate phenomena,
analyze data and communicate findings, thereby developing scientific literacy and problem-solving skills.

Engineering design is used as a key pedagogical strategy to bridge scientific concepts with other learning areas
in order to solve simple open-ended problems. Through this approach, learners develop creativity, analytical
thinking and decision-making skills while considering alternative solutions to a variety of real-life situations. As
a result, Science and Technology nurtures innovative, responsible and adaptable learners who are equipped with
the knowledge and skills necessary to thrive in a rapidly changing, technology-driven world.

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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Primary Education, the learner should be able to:
1. Interact with the environment for learning and sustainable development. The learner explores and
engages with the natural and built environment to acquire scientific knowledge while developing
responsible attitudes and practices that promote conservation, environmental protection and sustainable
use of resources.

2. Apply digital literacy skills appropriately for communication, learning and enjoyment. The learner
uses digital tools and technologies safely and effectively to access information, communicate ideas,
support learning activities and engage in creative and recreational activities responsibly.

3. Appreciate the contribution of science and technology in the provision of innovative solutions. The
learner recognizes and values how science and technology contribute to solving everyday problems,
improving quality of life and driving innovation in areas such as health, agriculture, communication and
transportation.

4. Use scientific knowledge to observe and explain the natural world. The learner applies basic scientific
concepts, skills and processes to observe, investigate, describe and explain natural phenomena in the
environment using appropriate scientific language.

5. Make functional discoveries that impact individuals and the wider society. The learner engages in
practical investigations and simple innovations that lead to useful discoveries, helping to address personal,
community and societal needs.

6. 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. The learner demonstrates
creativity, curiosity and critical thinking to ask questions, investigate problems, analyze information and
develop solutions, fostering a lifelong interest in science and technology across different contexts.

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1. LIVING THINGS AND THEIR ENVIRONMENT
1.1. CLASSIFICATION OF PLANTS
1.2. Classifying plants as flowering and non-flowering
- Plants in our surroundings can be classified into two main groups: flowering plants and non-flowering
plants.
- Flowering plants are plants that produce flowers. Some examples of flowering plants include:
❖ beans
❖ cabbages
❖ cactus
❖ grass
❖ kales
❖ maize
❖ pumpkins
❖ roses
❖ sisal
❖ tomatoes
- Nonflowering plants are those plants that do not produce flowers. Examples of non-flowering plants
include:
❖ cypress
❖ cedar
❖ pine
❖ moss
❖ algae
❖ liverwort
❖ ferns

1.3. Safety precautions to observe when handling plants

- Safety precautions are care taken in advance or on site in order to ensure that someone is safe and not in
danger.
- Some plants have thorns and others are poisonous, therefore, it is important to observe safety precautions
when handling plants.
- The following are some of the safety precautions observed when handling plants:
• Wear protective clothing such as a pair of gloves, dust coat and gumboots.
• Use a pair of tongs or a pair of forceps when handling plants that have stinging hairs or thorns.
• Avoid collecting plants that have sharp spikes or thorns.
• Ask an adult to help you identify poisonous plants in your locality.
• Wash hands with soap and clean water after handling plants.

1.4. Parts of a flower

- Flowers have several important parts, including the stigma, style, ovary, ovules, petal, sepal, anther, filament
and receptacle.
- The diagram below illustrates the different parts of a flower.

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1.5. Using a digital application to draw and label parts of a flower
You will need a tablet, desktop or laptop with a paint application installed.
Follow the steps below to draw and label parts of a flower using paint application:
1. Open the Paint application - On your computer, click on the search bar next to the Windows button and
type “Paint.” From the list of applications, click on Paint to open it.
2. Select a brush - In the Paint window, find the Tools group and click on the brush icon. Choose a brush
type that you like for drawing your flower.
3. Draw the flower - Using the brush, carefully draw the shape of a flower on the blank canvas. Add petals,
stem, leaves and other details to make it look clear.
4. Color your flower - Use the brush or fill tool to color your flower. You can choose any colors you like.
5. Select the Line tool - In the Shapes group, click on the Line tool.
6. Set line thickness - Choose a thickness for the lines that is easy to see when labeling the parts of the flower.
7. Draw labeling lines - Draw straight lines from each part of the flower to an empty space where you will
write its name.
8. Add labels - Use the Text tool to type the name of each flower part next to the line you drew. Make sure
each label matches the correct part of the flower.
9. Save your work - Ask your teacher to guide you on how to save your drawing in a computer folder so it
does not get lost.

1.6. Functions of different parts of a flower

• Sepals - Protect the flower during its early stages of development. A group of sepals is called a calyx.
• Petal - The brightly coloured part of the flower that attracts birds and insects. Birds and insects help with
pollination, which is the transfer of pollen grains from the anther to the stigma.
• Stigma - Receives pollen grains during pollination.
• Style - A tube-like structure that supports the stigma and allows pollen grains to move from the stigma to the
ovary.
• Ovary - Produces ovules. Fertilisation in a flowering plant takes place in the ovary.
• Anther - Produces pollen grains.
• Filament - Holds the anther in place.
• Receptacle - Connects the flower to the stalk and supports the flower.

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1.7. Importance of flowers in nature
1. Flowers help in the reproduction of flowering plants. Without flowers, fruits cannot be produced.
2. Flowers produce nectar, which serves as food for insects and birds.
3. Some flowers provide natural medicines for humans and certain animals.
4. Flowers add beauty to the environment.
5. Some flowers such as cauliflower are used as food.
6. Flowers help in the production of seeds, ensuring new plants grow.
7. Flowers support the balance of ecosystems by attracting pollinators, which helps other plants reproduce.

1.8. VERTEBRATES
- Vertebrates are animals that have a backbone. Many vertebrates can be found in our local environment.
- Vertebrates can be large or small in size.
- Some vertebrates live on land, while others live in water.

1.9. General characteristics of vertebrates

1. Vertebrates have a backbone.

2. They have an internal supportive structure called a skeleton.

3. Vertebrates have blood that circulates throughout their bodies.

4. Most vertebrates have bodies covered with scales, hair, feathers or fur.
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1.10. Classifying vertebrates in to their main groups
a) Mammals:

human lion elephant dog

bat cow horse monkey

whale goat cat rabbit

b) Reptiles:

crocodile lizard snake tortoise

chameleon gecko iguana python

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 alligator turtle skink
c) Birds:

crow pigeon sparrow eagle

ostrich parrot duck chicken

goose owl flamingo turkey

d) Fish:

tilapia Nile perch catfish trout

mackerel salmon sardine mud fish

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 tuna shark goldfish herring
e) Amphibians:

frog toad salamander newt

1.11. Characteristics of mammals

• Most mammals live on land, while a few live in water. Examples of mammals that live in water are whales
and dolphins.
• Mammals that live on land walk on their limbs, whereas those living in water swim using their tails and
flippers. The bat is the only mammal that can fly.
• Their bodies are covered with hair or fur.
• Most mammals give birth to live young. Some mammals lay eggs, which hatch into young ones. Examples
include the duck-billed platypus and the spiny anteater.
• Most mammals feed their young with milk from their mammary glands.
• Mammals breathe through the lungs.
• Mammals are warm-blooded.

1.12. Characteristics of birds

• Birds live on land.
• Birds have wings.
• Some birds move by flying, while others, like the ostrich, move by running.
• Birds have feathers on their bodies and scales on their feet.
• Birds lay eggs, which hatch into young ones.
• Birds take care of their young.
• Birds breathe through their lungs.
• Birds are warm-blooded.

1.13. Characteristics of fish

• Fish live in water.
• They swim using their fins.
• Their bodies are covered with scales.
• Fish lay eggs, which hatch into young ones.
• Fish do not take care of their young.
• Fish breathe through gills.
• Fish are cold-blooded.

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