2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 5 Science & Technology Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 5 Science & Technology Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 Science & Technology Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 5 Science & Technology in Term 2.

Class / Grade: Grade 5
Learning Area: Science & Technology
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 5 Science & Technology Term 2 Scheme of Work Table

Week-by-week lesson 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.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) mixtures in day-to-day	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) life b) appreciate	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) different	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) methods of	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) separating b) mixtures in day-to-day	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) mixtures in day-to-day	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Mixtures	By the end of the sub strand, the learner should be able to; a) mixtures in day-to-day	1. What are the applications Of mixture separation in day to-day life?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) identify water pollutants in the water sources	1. What are the dangers of pollution?	- brainstorm on water pollutants in water Sources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) identify water pollutants in the water sources	1. What are the dangers of pollution?	- brainstorm on water pollutants in water Sources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) identify water pollutants in the water sources	1. What are the dangers of pollution?	- brainstorm on water pollutants in water Sources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) identify water pollutants in the water sources	1. What are the dangers of pollution?	- brainstorm on water pollutants in water Sources	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) outline the effects of water pollution in day-to-day life	1. What are the dangers of pollution?	- discuss with peers the effects of water pollution in day-to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) outline the effects of water pollution in day-to-day life	1. What are the dangers of pollution?	- discuss with peers the effects of water pollution in day-to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) outline the effects of water pollution in day-to-day life	1. What are the dangers of pollution?	- discuss with peers the effects of water pollution in day-to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Matter	Water Pollution	By the end of the sub strand, the learner should be able to; a) outline the effects of water pollution in day-to-day life	1. What are the dangers of pollution?	- discuss with peers the effects of water pollution in day-to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 5 Science & Technology Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 5 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Matter

3 Sub-strands46 Lessons in Term 2

1.1 Mixtures

14 Suggested LessonsTerm 2

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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Water Pollution

18 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Floating and Sinking

14 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Force and

1 Sub-strand14 Lessons in Term 2

2.1 Sound

14 Suggested LessonsTerm 2

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 5 Science & Technology Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 5 Science & Technology showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

Living Things and Environment
Living Things and Their Environment
Matter

Term 2Current

Matter
Force and

Term 3View Term 3 →

Force and
Force and Energy

Other Grade 5 Schemes of Work for Term 2

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

Agriculture (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

Explore Schemes for Other CBC Grades

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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:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 5 Science & Technology Term 2

What strands and sub-strands are covered in Grade 5 Science & Technology Term 2?

In Term 2, Grade 5 Science & Technology covers the following main strands: Matter, Force and. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 5 Science & Technology in Term 2?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 5 Science & Technology Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.