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2026 KICD CBC Curriculum Design5 Strands · 9 Sub-strands108 Suggested Lessons

Grade 5 Science & Technology Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 5 Science & Technology. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 5 Science & Technology Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 Science & Technology under the Kenya CBC curriculum framework.

Class / Level
Grade 5
Pre-Primary Education
Major Strands
5 Strands
9 Sub-strands
Annual Lessons
108 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 5 Science & Technology Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Living Things and EnvironmentSub-strand 14-

1. How are plants classified?

- use print and non

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and EnvironmentSub-strand 14-

1. How are plants classified?

- use print and non

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and EnvironmentSub-strand 14-

1. How are plants classified?

- pnnt materials to search for images of flowering and non-flowering plants and share

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- take a walk in their locality to observe, identify and categorise plants into flowering and nonflowering, draw a flower and label parts, discuss functions ofparts of a flower and share with peers, discuss the importance Of flowers in nature with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- take a walk in their locality to observe, identify and categorise plants into flowering and nonflowering, draw a flower and label parts, discuss functions ofparts of a flower and share with peers, discuss the importance Of flowers in nature with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- 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 nonoweri lants_

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- 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 nonoweri lants_

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- 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 nonoweri lants_

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and EnvironmentSub-strand 14-

1. Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?

- 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 nonoweri lants_

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) describe general characteristics of vertebrates

1. What are the key features of vertebrates ?

- Learners is guided to:

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) describe general characteristics of vertebrates

1. What are the key features of vertebrates ?

- Learners is guided to:

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) classify vertebrates into their main

1. What are the key features of vertebrates ?

- search for information from print and non

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) classify vertebrates into their main

1. What are the key features of vertebrates ?

- print material on the general characteristics of vertebrates and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) appreciate the importance of vertebrates in the environment

1. What are the key features of vertebrates ?

- print material on the general characteristics of vertebrates and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and Their EnvironmentSub-strand 16

By the end of the sub strand, the learner should be able to;

a) appreciate the importance of vertebrates in the environment

1. What are the key features of vertebrates ?

- explore the school compound and adjacent environment to observe and identify characteristics of vertebrates, discuss with peers the characteristics Of different groups of vertebrates, study their main characteristics. Note: The learners are guided to observe safety precautions when handling different animals. Project: making a portfolio of different cate ories of vertebrates in their locali

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 5 Science & Technology Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Living Things and Environment

1 Sub-strand6 Lessons

1.1 Sub-strand 14

Term 16 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Sub-strand 14.

Key Inquiry Questions (KIQs)
  • How are plants classified?
  • Plants (14 lessons) Classification of plants (flowering and plants) Parts and functions of flowers strand, the learner should be able to: a) classify plants into flowering and non flowering, b) describe functions Of parts of a flower , c) outline the importance Of flowers in d) appreciate the importance of flowers in?
Suggested Experiences
  • use print and non
  • pnnt materials to search for images of flowering and non-flowering plants and share
  • take a walk in their locality to observe, identify and categorise plants into flowering and nonflowering, draw a flower and label parts, discuss functions ofparts of a flower and share with peers, discuss the importance Of flowers in nature with peers
  • 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 nonoweri lants_
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

Living Things and Their Environment

2 Sub-strands24 Lessons

2.1 Sub-strand 16

Term 16 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe general characteristics of vertebrates
  • classify vertebrates into their main
  • appreciate the importance of vertebrates in the environment
Key Inquiry Questions (KIQs)
  • What are the key features of vertebrates ?
Suggested Experiences
  • Learners is guided to:
  • search for information from print and non
  • print material on the general characteristics of vertebrates and share with peers
  • explore the school compound and adjacent environment to observe and identify characteristics of vertebrates, discuss with peers the characteristics Of different groups of vertebrates, study their main characteristics. Note: The learners are guided to observe safety precautions when handling different animals. Project: making a portfolio of different cate ories of vertebrates in their locali
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 The Human Breathing System

Term 118 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify the
  • main
  • parts of the
  • human
  • breathing
  • system
  • describe the
  • functions of
  • parts of the
  • human
  • breathi ng
  • system
  • coutline the Symptoms and
  • prevention
  • measures for
  • common
  • conditions and
  • diseases of the
  • breathing
  • system
  • appreciate the
  • need for
  • maintaining a
  • healthy
  • breathing
  • stem
Key Inquiry Questions (KIQs)
  • What makes up the human breathing system?
  • What enhances a healthy breathing system?
Suggested Experiences
  • Learners is guided to
  • use print and non
  • pnnt material to identify the human breathing System, draw the human breathing System and label the main parts, use print or non-print media to search for information on the functions of main parts of the human breathing system and share with peers , discuss symptoms and prevention of common conditions and diseases that affect the human breathing System and share, use simulation or digital images to illustrate major parts of the human breathing system. Project: Learners are guided to make models of the human breathing system using locally available materials
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

Matter

3 Sub-strands46 Lessons

3.1 Mixtures

Term 1 Term 214 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • classify
  • mixtures as
  • homogeneous or
  • apply
  • appropriate
  • methods to
  • separate
  • heterogeneous
  • mixtures, Outline the
  • applications of
  • separating
  • mixtures in day-to-day
  • life
  • appreciate
  • different
  • methods of
  • separating
  • mixtures in day-to-day
Key Inquiry Questions (KIQs)
  • What are the applications Of mixture separation in day to-day life?
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Water Pollution

Term 218 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify water pollutants in the water sources
  • outline the effects of water pollution in day-to-day life
  • identify methods of reducing water pollution in the water sources
  • apply appropriate methods of water treatment
  • advocate for safe water sources in the locality
Key Inquiry Questions (KIQs)
  • What are the dangers of pollution?
Suggested Experiences
  • brainstorm on water pollutants in water Sources
  • discuss with peers the effects of water pollution in day-to-day life
  • discuss with peers the different methods of reducing water pollution
  • observe safety measures when working in a water-polluted environment (Example : practise use of gumboots and gloves) , carry out activities to demonstrate methods of water treatment
  • use visual aids or digital devices to identify water pollutants and their effects in day-to-day life. Project: Leamers to make functional water filters using locally available materials
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Floating and Sinking

Term 214 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • classify objects as floating or sinking in water
  • identify factors that affect floating and sinking of objects in water
  • explain applications of floating and sinking in dayto-day life
  • appreciate the use of floaters as life savers
Key Inquiry Questions (KIQs)
  • I . Why do some materials float and others sink?
  • How are floaters useful in day-to-day life?
Suggested Experiences
  • carry out activities using different Objects to demonstrate floating and sinking in water (use dry wood, stone, metals, plastic, cork, buoy feathers), carry out activities to classify objects into those that float and those that sink in water, carry out activities to show 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
  • onejilled with sand and the other one feathers or cotton discuss with peers the applications Of floating and sinking in day-to-day life (swimming, diving, use of lifesavers, water transport, floods, drowning, surfing), use digital or print media to search for: effects of flooding and the use of floaters as life Project: Leamers to make lifesaving floaters from locall available materials
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4
Strand 4.0

Force and

1 Sub-strand14 Lessons

4.1 Sound

Term 2 Term 314 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify SourceS Of sound in nature
  • demonstrate the movement of sound in nature, C) describe effects of loud sound in day-to-day life
  • appreciate the role of sound in day-to-day life _
Key Inquiry Questions (KIQs)
  • L How is sound produc ed?
  • What are the effects of loud sound?
Suggested Experiences
  • carry out activities to identify sources of sound, 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), carry out an activity to demonstrate reflection of sound
  • echo (use of two tubes placed alongside a wall, a cliff, a large hall, a forest, a valley, between tall buildings) , discuss with peers the effects of loud sound in the environment, use digital or print media to search for the effects of loud sound in day-to-day life, discuss the role Of the government in addressing sound pollution _
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5
Strand 5.0

Force and Energy

2 Sub-strands18 Lessons

5.1 Heat transfer

Term 312 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

Demonstrate understanding, skills and core competencies in Heat transfer.

Key Inquiry Questions (KIQs)
  • How is heat transferred thro ugh materials in nature ?
  • a) b) c) d) demonstrate the modes of heat transfer in classify conductors of heat into good or poor explain the uses Of heat transfer in day-to-day acknowledge safety precautions when handling heat?
Suggested Experiences
  • brainstorm on the meanings Of the terms conduction, convection and radiation as used in heat transfer, perform experiments to demonstrate the modes Of heat transfer, Carry out experiments to identify good and poor conductors of heat, discuss with peers applications of heat transfer in day-to-day life @oking, melting, freezing, maintaining body temperature, imsulation), use digital or print media to search for applications of heat transfer in day
  • to-day life, discuss with peers safety precautions when handling heat, discuss with peers various ways of responding to fire emergencies
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 Sub-strand 33

Term 36 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • 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/caregwers\guardians, school administration, teachers and other relevant stakeholders in the school community Identify and develop assessment tools
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 5 Science & Technology Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 Science & Technology.

Term 1 Scheme13 Weeks
  • Living Things and Environment
  • Living Things and Their Environment
  • Matter
View Term 1
Term 2 Scheme14 Weeks
  • Matter
  • Force and
View Term 2
Term 3 Scheme9 Weeks
  • Force and
  • Force and Energy
View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

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Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 5 Science & Technology?

The official KICD strands for Grade 5 Science & Technology are: Living Things and Environment, Living Things and Their Environment, Matter, Force and, Force and Energy. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 5 Science & Technology?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 5 Science & Technology schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 5 Science & Technology?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.