• Patterns and games
  • Simple programming using Scratch.
    • Main parts of Scratch
    • Sprites
    • Creating animation using scratch.

Patterns and games

Simple programming using Scratch.

• The scratch language has similarities to children’s building brick toys.
• It uses a simple structure of graphical bricks or blocks of computer code.
• They snap and interlock together to build and control sound, music and images.

Main parts of Scratch

1. Menus - this part contains the file menu used to save or load your projects.
2. Main tabs - this part helps a user switch between different activities, such as coding, drawing or adding sound.
3. Blocks categories (Blocks Palette) -this part contains a coloured set of code blocks that are used to program the sprite and give actions to it.
4. Code blocks -these are blocks that are shaped differently and are used to create code in scratch. The blocks connect to each other vertically like a jigsaw.
5. Coding area (sprite area) - this is the place where you create a code (script) for a sprite to do a specific action. You drag and drop the code here and snap them together to create your programme.
6. Start and stop - you click the green flag to start your code or the stop sign to stop the code.
7. The stage: this is the main working area where the sprite moves and performs as per the given code of instruction.
8. Sprite - this is a small graphic character that performs actions, such as moving around in the stage.
9. Sprite info - this part of scratch shows information about each sprite, such as how big it is.
10. Sprite list - this part displays all the sprites in your project.
11. The selected sprite has a blue border around it.
12. Choose a backdrop - this part is used for adding a new background to your project.
13. Choose a sprite - this part is used for adding a new sprite to your project.
14.  Tutorials - this part contains some help videos. Click the white X to close it.

Sprites

• The sprite info is where scratch displays icons of the sprites that are being used in the current project.
• A sprite is an animated character or object in your program.
• Sprites can move around, be active or be objects that stay still. These actions are determined by the scripts that your create.scripts tell the sprites what to do and what actions to perform.
• The cat sprite called Sprite1 always appears by default when you create a new project.
• To add a new sprite to a scratch project, you use the icon in the button right-corner of the pane.
• Clicking this button allows you to choose from a library of already existing sprites offered for free on the scratch program.
• Moving the mouse over this reveals more options, as shown
  
• The options include the following
• Upload sprite - this button allows you to upload a sprite from your computer.
• Surprise - this button randomly selects a sprite from the scratch library and inserts it into your current project.
• Paint - this paint brush button creates a blank sprite with an empty costume.
• Choose a sprite - this button allows you to choose a sprite from the library.

Creating animation using scratch.

• Start the scratch 3.0 from your desktop by clicking the icon below.
  
• At the moment we only have one sprite, a cat named scratchy labelled sprite1.
  
• By placing blocks in the coding area, we give instructions to the sprite.
• first , go to the blocks Category section located at the lefthand side of the scratch interface which contains thematic folders of blocks of code such as the following:
  1. Motion - these blocks of code control the movement of the sprite
     
  2. Looks - these blocks of code change the appearance of a sprite.
     
  3. Sound - these blocks of code add and control sound in your scratch project.
     
  4. Events - these blocks of code control when and how the scripts or codes are activated.
     
  5. Control - these blocks of code control how the scripts or codes run.
     
     
     
• Now let us make a scratchy run. On the main tabs, click on the events from the blocks categories. Select when the space key pressed block and drag it from the code blocks to the coding area. To drag the block, press on it and hold the space key while dragging.
• Drop the block in the coding area by releasing the mouse button as shown below
  
• Next, switch from events to motion in the blocks categories. Select move 10 steps block and drag it from the code blocks to the coding area
  
• Position the block under the events block by pressing the space key.
  
• Release the mouse and the motion block will attach and fix itself under the events block.
  
• You have managed to create your first code. Press the space key and watch how scratchy moves. If you keep pressing the space key, scratchy will go to the edge of the stage. The tail will still be visible
  
• To bring scratchy back, press on its tail, and drag the cat back to the center of the stage. You can press the space key again to move scratchy to the right. Drag it once more to the left side of the stage.
• Next, give sound to the source code. Make the scratchy Meow. Switch from motion to sound in the blocks categories.
• Select play sound Meow until done block and drag it from the code blocks to the coding area.
  
• Fix it under the motion block. Scratchy is now moving and meowing when you press the space key.
  
•  If scratchy meows too loudly, adjust the volume by going to the main tabs, then clicking on sounds tab. Then reduce the volume by continuously clicking on the softer sound icon.
  
•  If you tire with meowing, you may add new sounds. Let us make scratchy bark. Go to main tabs, click sounds tab. Click on the choose a sound icon. It will open the sound library. This contains different types of sounds. Select animal.
  
• Click on the Dog 1 sound. Now, we can use two different sounds for scratchy. Go to the code tab, then the code blocks section.
• On the play sound meow until done block, click on the drop-down menu. Select Dog1 sound.
  
  
• Press the space key. Watch the cat walking and barking.
  
• Save your project. Click file. Next, click save to your computer. You will see the save window where you enter a file name.
  

• Handling data - word processing
  • Creating a word document
    • Components of A word document
  • Keying information (typing)
  • Editing a word document.
    • Edit Text
    • Changing font size
    • Changing font style
    • Changing font colour
    • Changing text into bold, italic and underlining
    • Changing Text Case
    • Changing text alignment
    • Inserting Text
    • Deleting text
    • Selecting text
    • Copying and pasting
    • Saving a document
    • Retrieving documents
  • Safety when using computer devices

Handling data - word processing

• A word processor is computer software used to compose, format, edit and print documents. Examples include:
  1. Microsoft word
  2. Open office .org Writer
  3. Word pad
  4. Word perfect
  5. Open office writer

Creating a word document

• Open Microsoft word 2010 by searching through windows “Microsoft word”
• Launch Microsoft word 2010 by double clicking.
• On the landing page (immediate page) click blank and Microsoft word 2010 document will open

Components of A word document

• They include:
  1. Title bar
  2. Ribbon
  3. Horizontal scroll bar
  4. Status bar
  5. Typing area
  6. Vertical scroll bar

Keying information (typing)

1. Create a word document
2. Key in the information by doing the following:
   • Type on the keyboard to create text
   • Use the mouse to move the insertion point (blinking line - indicates where you can enter or key in text on the page) to a specific place in your document. Click the location in the text where you want to place it.
   • Press the spacebar on the keyboard to add space after a word or in between text.
   • Press enter on the keyboard to move the insertion point to the next paragraph.

Editing a word document.

• Click and drag across the text you want to select.
• You can select any amount of text with this method, from a single character to your entire document.
• Here are some other ways to select text you’ll find useful:
  • Press and hold down the Shift key, and move the insertion point either with your mouse or the arrow keys to select text.
  • Double-click a single word to select it.
  • Press the Ctrl key and click in a sentence to select it.
  • Triple-click in a paragraph, or double-click in the left margin next to a paragraph, to select it.
  • Click in the left margin to select an entire line, or click and drag in the left margin to select multiple lines.
  • Press Ctrl + A to select everything in the document

Edit Text

• Select the text you want to replace, then start typing the new text.

Changing font size

• Create a word document
• Type a short essay on good citizenship
• Select the text you want to edit
• left - click or long press the drop-down arrow next to the font size box on the home tab.
• Move your cursor over the various font sizes
• Left-click the font size you want to use. The font size will change on the document.

Changing font style

• Use the text you typed on good citizenship. Select the text you want to edit.
• Left-click the drop-down arrow next to the font style box on the home tab.
•  Move your cursor over the various font styles
•  Left-click the font style you want to use. The font style will change in the document.

Changing font colour

• Use the text you typed on good citizenship. Select the text you want to edit
• Left-click the drop down arrow next to the font colour box on the home tab.
• Move your cursor over the various font colours.
• Left-click the font colour you want to use. The font colour will change in the document.

Changing text into bold, italic and underlining

• Open an existing word document or start a new document and type your text.
• Change some of the text that you have already types to a different font
• Select the text that you wish to edit or change for the formatting.
• To change the selected font to bold, click B in the formatting ribbon at the top of the document
• To change the selected font to italics, click I in the formatting ribbon at the top of the document
• To change the selected so that it is underlined, click U in the formatting ribbon at the top of the document

Changing Text Case

• Select the text you want to edit
• Click the change case command in the font group on the Home Tab.
• Select one of the case options from the list.
• Write down the different options on the case list.

Changing text alignment

1. Open an existing word document or start a new document and type your text. The default layout is left align, where text will be aligned to the left margin of the document.
2. To change the layout of your text, select the text that you wish to change using the mouse.
3. To center the selected text, click on  icon in the formatting ribbon at the top of the document.
4. To right align the selected text, click on icon in the formatting ribbon at the top of the document.
5. To left align the selected text, click on  icon in the formatting ribbon at the top of the document.
6. To justify text so that it is aligned both right and left, click on icon in the formatting ribbon at the top of the document.

Inserting Text

• Create a new word document
• Type some text into the document
• Move your mouse to the location where you want text to appear in the document.
• Left-click the mouse. The insertion point appears.
• Type the text you want to appear.

Deleting text

• Create a new word document
• Type some text into the document
• Place your cursor next to the text you want to delete
• Press the backspace key on your keyboard to delete text to the left of the cursor.
• Press the Delete key on your keyboard to delete text to the right of the cursor.

Selecting text

• Create a new word documentb.
• Type some text into the document
• Place the insertion point next to the text you want to select.
• Left-click your mouse. While holding it down, drag your mouse over the text to select it.
• Release the mouse button. You have selected the text
•  A highlighted box will appear over the selected text.

Copying and pasting

• Create a new word document
• Type some text into the document
• Select the text you want to copy
• Click the copy command on the Home Tab.
• Place the insertion point where you want the text to appear.
• Click the paste common on the Home tab. The text will appear.

Saving a document

• When saving the document for the first time:
• Choose file. Then save from the menu bar. The save as dialog box appears
• Another option is clicking the save button on the standard toolbar. Then save as dialog box appears.
• There as a last option of choose file, the save as from the menu bar. The save as dialog box appears.
• Before clicking save button in the save as dialog box, first name your file with a descriptive name that you will remember.
• To name you file, once the save as dialog box is open, the current file name appears highlighted, ready for you to change it.
• Type a short descriptive name in the file name box. File names can include spaces and capital letters but not special
  characters.
• If you do not choose a file name, word program will assign a file name for you. It assigns the first line of text in your document. If you save a blank document, the file will be saved as Doc1, Doc2 and so forth.
•  After you name your file, choose a file location. This will keep your files orderly and easy to find. My documents is the default file location in word program.
• To save a file in My documents, make sure My documents is the current file location in making sure the left column and save in drop-down box state my documents.
• Click save button.

NOTE

• Save - is used when saving file for the first time, it doesn't matter if you choose to save it using save or save as.both commands open the save as dialog box.
• Save as - lets you save an existing file under a new name, allowing you to create a new file.

Retrieving documents

• Open a Microsoft word
• Click file in the upper left-hand corner of the screen.
• Click open
• An open dialog box will pop up. From this, find your way to the file in which your document is saved. Files that are on your computer can be located by clicking browse.
• Once you have located your document and clicked on it to select it, its name will be shown in the file name box at the
  bottom of the dialog box.
• Click open. The document will then be opened.

Safety when using computer devices

• Turn on the computer correctly. Follow the right process.
• Respect yourself by not giving your name and password.
• Prepare early for each task. Using time wisely
• Respect others by sharing computer devices.
• Report problems with the computer devices. It saves time and energy.
• Take responsibility for your actions.
• Log off and leave the computer station ready for the next person to use.

• Solid waste management
  • Identifying solid waste
  • Classifying waste.
  • Ways of managing solid waste

Solid waste management

Identifying solid waste

• Solid waste is a type of waste that consists of everyday items that are thrown away by people.
• Solid waste is also known as rubbish, garbage or trash
• Solid waste comes from our offices, homes, schools, industries and hospitals among other places.
• Solid waste management is the process of collecting, treating and disposing of solid waste. It's about how solid waste can be changed and used as a valuable resource.

Classifying waste.

• Wastes are classified as both those that decompose easily and those that do not decompose.
• For example:
• Tomato fruit brakes down and starts to rot and eventually becomes part of soil. This is called decomposition.
• The plastic bottle did not show any change after a week. Therefore, the plastic bottles do not rot. It cannot decompose.

Ways of managing solid waste

• Different types of waste are managed differently. These ways include the 3Rs - Reusing, Recycling and Reducing.

1. Reusing
   • Some solid waste can be used again for their original purpose or for different work. For instance, discarded bottles can be cleaned and used for bottling drinks, or used at home for other tasks.
   • Other reusable solid waste include boxes, bags, old clothes, books, old newspapers and wood.
2. Recycling
   • Recycling solid waste means that the material is reprocessed before being used to make new products. All types of organic waste can be recycled by composting. Other solid wastes that can be recycled include paper, waste metals, glass and plastic bottles, among others.
3. Reducing
   • Waste reduction is a set of processes and practices intended to reduce the amount of waste produced. It is a way of preventing materials from ending up as waste. This can be done by buying products with less packaging, making use of reusable rather than disposable items, using your own shopping bags, minimizing food waste and repairing and maintaining items such as clothing, so that they last long. Solid waste can be reduced through the following ways
     1. Avoiding using plastic bags to carry items. Instead use baskets.
     2. Using reusable (canvas) bags for buying items
     3. Borrowing, renting or sharing items that are not regularly used.
     4. Using sponges or dish clothes instead of paper towels.
     5. Using plug-in appliances instead of battery 0perated gadgets.
     6. Buying durable and repairable products.

Project

1. Making dustbins using locally available materials
2. Make a toy car

• Sense Organs
  • Functions of sense organs
  • Cares for various sense organs
• Skeleton and Muscles
  • Parts of a human skeleton
  • Functions of human skeleton
• Types of Muscles
  • Functions of Skeleton Muscles (Voluntary muscles)
• Breathing system
  • Parts of human breathing system
  • Functions of breathing system
  • Diseases that affect the human breathing system
    • Tuberculosis (TB)
      • Signs and symptoms of TB
      • Prevention of TB
    • Pneumonia
      • Signs and symptoms of Pneumonia
      • Prevention of Pneumonia
    • Colds
      • Signs and symptoms
      • Prevention of colds
    • Asthma
      • Signs and symptoms of asthma
      • Prevention of asthma
    • Coughs
      • Signs and symptoms
      • Prevention of coughs
    • Influenza
      • Signs and symptoms of influenza
      • Prevention of influenza
    • Coronavirus Disease 2019 (COVID - 19)
      • Signs and symptoms of COVID-19
      • Prevention of COVID-19

Sense Organs

• Human have five basic senses, namely sigh, smell, taste and feeling or touch
• The organs associated with each senses send informations to the brain to help us understand and perceive the world around us.

Functions of sense organs

• These organs include;
  1. Tongue - for taste
  2. Ears for hearing
  3. Nose for smell
  4. Skin – for feeling or touch

Cares for various sense organs

1. Bathing daily with soap and clean water
2. Applying oil to keep the skin moist
3. Brushing tongue and teeth when cleaning the mouth
4. Keeping the nose clean by using the handkerchief.
5. Clean the ears using cotton buds.
6. By no putting sharp objects into the nose or ears.

Skeleton and Muscles

Parts of a human skeleton

• The human body is a complex design made of various system and structures
• The parts that make the human skeleton are the skull, the rib cage and the smooth muscles.

Functions of human skeleton

• This is the structure made of bones, cartilages and connective tissues; it serves the following functions;
  1. The skull protects the brain from injuries
  2. Backbone provides support to the body and helps the body to remain upright
     • It also makes the person flexible.
     • It is also known as human spine
     •  It is made up of 33 bones called the vertebrae . these bones stretches from the neck to the pelvis and protect the spinal cord.
     • The backbone provides support to the body,allowing the body to stand , bend or twist.
     • The backbone also protect the brain and the body
  3. The rib cage protects the heart and the lungs
     • It is made up of curved bones called lungs
     • It is found in the chest area
     • It protects a person’s internal organs from damage and gives structures to the test.
     • Most human beings have 12 pairs of rib bones
  4. The limbs bones support the weight of the human body.
     • They also help a person to move
     • There are 30 bones in each lower limps(leg) these are,
       1. Femur – is a single bon of the thigh, its rounded head connects with the hip socket to form the hip join. There are 30 bones in each upper limb (arm)
       2. The humerus is the single bone of the upper arm and the ulna and the radius are the paired bones of the forearms. Other bones include:
          1. Tibia
          2. Fibula
          3. Seven tarsal bones
          4. Five metarsal bones and 14 phalanges

Types of Muscles

• It is a tissue that functions as a source of power
• It is a bundle of fibrous tissue in a human or animal body that can contract, producing movements in the body maintaining the position of the part of the body.
• The human body has three types of muscles
  1. Cardiac muscles – these muscles make up the mass of the heart and are responsible for the heart’s rhythmic contractions.
  2. Skeleton muscles - they connect to and control the motions of the human skeleton. They are found between the bones and use tendons to connect to bones. They are controlled voluntarily and are concerned with movement, posture and balance of human body.
  3. Smooth muscles – are control involuntarily. They are found in the walls of blood vessels ,urinary bladder , the intestine and stomach

Functions of Skeleton Muscles (Voluntary muscles)

• support and help the body move
• Control the body temperature
• Keep the body upright
• Protect the organs of the body

Breathing system

Parts of human breathing system

• System – the human body is like a factory that is made of many parts. These parts work in groups called system
• The breathing system has both visible parts such as the nose, internal parts such as the trachea, lungs and diaphragm. These parts work together to enable human being to breathe.

Functions of breathing system

• Breathing – this is the mechanism of taking air and blowing out air.\
• Air blow from outside into the nose through nostril. The nose has tiny hairs that clean the air by trapping dusts. At the back of the nose these is membrane that produces mucus which makes the air moist, warm and clean.
• The trachea is called windpipe, it receives air from the nose,it has C- shaped ring that keep it strong and open. The walls of the windpipe have mucus and tiny hairs that filter air and keep it clean. The trachea acts as a passage for air from the nose into the lungs
• A human being has two lungs
• Membrane that produces mucus, which makes the air moist, warm and clean.
• The trachea is also called the windpipe. It receives air from the nose. It has C-shaped rings that keep it strong and open. The walls of the windpipe have mucus and tiny hairs that filter the air and keep it clean. The trachea acts as passage for air, from the nose into the lungs
• A human being has two lungs located inside the chest. The lungs are a pair of airfilled organs. The lungs take in the oxygen in the air and take out carbon dioxide that the body does not need.
• The diaphragm is located under the lungs. It controls breathing. It separates the chest from the abdomen. It helps to fill the lungs with air when breathing in.
• It also helps to take out air when breathing out.
• Breathing is essential for the living process of human beings to continue.

Diseases that affect the human breathing system

• The human breathing system is affected by many diseases. They include:

Tuberculosis (TB)

• Is a disease that affects the breathing system. It mainly affects the lungs. TB is caused by bacteria. It spreads from one person to another
  through sneezing, coughing or spitting.

Signs and symptoms of TB

• Night sweats
• Coughing up blood
• Unintentional weight loss
• Coughing that last for three or more weeks
• Chest pain or pain when breathing or coughing

Prevention of TB

• Staying dust free, well-ventilated rooms
• Vaccinating infants
• Covering the mouth when sneezing
• Wearing a mask in public if you are already infected
• An infected person should finish his or her entire course of medication

 Pneumonia

• Is caused by germs such as bacteria and viruses. It can also be called fungi.

Signs and symptoms of Pneumonia

• Chest pains when breathing or coughing
• Cough that may produce mucus
• Sweating and shaking
• Nausea, vomiting or diarrhoea
• Fatigue
• Shortness of breath
•  Fever

Prevention of Pneumonia

• Vaccination against pneumonia
• Keeping immune system strong
• Practicing good hygiene
• Not smoking

Colds

• Colds are caused by a virus. The virus affects the nose and the throat.
• Children under the age of six years are at greatest risk of getting it.

Signs and symptoms

• Running or stuffy nose
• Congestion in the nose
• Sneezing
• Mild fever and generally feeling unwell
• Sore throat and cough
• Mildhead.

Prevention of colds

• Wash your hands thoroughly with soap and clean water.
•  Disinfecting items
• Covering the mouth when coughing or sneezing
• Avoid sharing utensils

Asthma

• Is a disease that narrows and swells the airways in the lungs, producing extra mucus. This makes breathing difficult. Being exposed to substances such as pollen, dust mites, infections such as common cold, cold air, pollutants such as smoke, strong emotions and some kinds of medications can cause asthma.

Signs and symptoms of asthma

• Shortness of breath
• Chest pains
• A whistling sound when breathing out

Prevention of asthma

• Getting vaccinated for influenza na pneumonia
• Identifying and avoiding asthma triggers
• Monitoring your breathing
• Treating early attacks
• Taking medication as prescribed by the doctor.
• Carefully following your medication plan.

Coughs

• Can be caused by smoke exposure, infections, asthma and presence of mucus in the throat.

Signs and symptoms of coughs

• Frequent throat clearing and sore throat
• Wheezing and shortness of breath
• Persistent coughing
• Running nose
• Hoarse voice

Prevention of coughs

• Avoiding smoke particles and dusty places
• Avoiding smoking
• Drinking a lot of water
• Avoiding unhealthy surroundings and crowded places

Influenza

• It is commonly called the flu. It is caused by a virus. The flu is transmitted through the air in droplets when someone with the infection coughs, sneezes or talks.

Signs and symptoms of influenza

• A high fever
• Chills and sweats
• Dry and persistent cough
• Nose congestions
• Aching muscles
• Headache
• Fatigue and weakness
• Sore throat

Prevention of influenza

• Yearly flu vacation for any person who is six months old and above.
• Thorough and frequent hand-washing
• Covering your mouth and nose when sneezing or coughing
• Avoiding crowds during peak flu season.

Coronavirus Disease 2019 (COVID - 19)

• COVID-19 is a disease of the breathing system. It is caused by a virus, known as coronavirus. The virus looks like a round ball with
  a spiky crown.
• When an infected person sneezes or coughs, tiny droplets are spread into the air. These droplets contain the virus.
• One can get infected if he or she touches a surface with the virus. The virus enters a person’s system if one touches their nose, eyes or mouth

Signs and symptoms of COVID-19

• Fever
• Dry cough
• Sore throat
•  Headache
• Tiredness
•  Loss of taste or smell

Prevention of COVID-19

• Wash your hands well frequently for at least 20 seconds withsoap and running water. If soap and water are not available, use an alcohol- based hand sanitizer.
• Use a handkerchief or tissue when sneezing or coughing. If you do not have one, sneeze or cough into your elbow.
•  Avoid touching your eyes, nose and mouth
• Clean and disinfect surfaces and objects.
•  During an outbreak, stay home. If you need to go out put on the right face mask
• During an outbreak, keep social distance of about 2 metres from other people
• If you feel sick, tell your parents or guardians. You will be taken to see a doctor. You will be put on treatment.

• Plants
  • Classification of plants
  • Safety precautions when handling harmful plants
  • Importance of flowering plants
• Fungi
  • Safety precautions when handling fungi.
  • Importance of fungi to human beings
  • Economic importance of fungi to the environment.
• Animals
  
  • Vertebrates
    • Characteristics of mammals
    • Characteristics of birds
    • Characteristics of fish
    • Characteristics of reptiles
    • Characteristics of Amphibians

Plants

Classification of plants

• Plants are living things
• Classifications - is the act or the process of dividing plants in groups, according to the given features.
• In grade 5 plants are groups into two categories which include
  1. Flowering plants – these are plants that produce flowers for examples maize, pawpaw and beans.
  2. Non – flowering plants - these are plants that do not produce flowers for examples mosses, fern and algae.

Safety precautions when handling harmful plants

Precautions – are measures taken in advance to prevent harm to the learners when carrying out different
activities. They include

• Wearing protective cloths
• Washing hands after handling plants
• Not eating or tasting or smelling poisonous plants

Importance of flowering plants

• Flowering plants are very useful
  1. They give food
  2. They give shelter
  3. They give medicine
  4. They add beauty to the environment

Fungi

• They are neither plants nor animals
•  They grow on dead and decaying plants and obtain their food from them
•  They include bread mould, yeast and mushroom
• The black or green patches on the slice of bread are called mould
• Fungi grow on soil and water. They also grow on decaying food or rotting plants,

Safety precautions when handling fungi.

• Precautions – these are measures taken in advance to prevent harm to the learners when carrying out
  different activities. They include;
  1. Wearing protective gears
  2. Washing hands after handling plants
  3. No eating or tasting or smelling poisonous plants

Importance of fungi to human beings

• Fungi are useful.
  1. Some fungi are used as food e.g. Mushrooms
  2. Some fungi are used in the process of cooking e.g yeast. It is used in the baking industries .
  3. Some fungi are used in making medicines
  4. Some are use in the processing some beverages e.g in fermenting milk

Economic importance of fungi to the environment.

1. It’s a source of food
2. Yeast used in baking
3. Pesticides used in controlling insect and pest
4. Mushrooms farming is both for food and for export

Animals

Vertebrates

• Animals are divided into two groups, vertebrates and invertebrates
• Vertebrates have vertebral column also called backbone. The backbone runs from the skull, joining the upper limbs and the ribcage to the lower limbs
• There are 5 classes of animals in the vertebrates groups
  1. Mammals
  2.  Birds
  3. Fish
  4. Reptiles
  5. Amphibians
• Mammals and birds are warm blooded, meaning their body temperatures are constant
• Fish and reptiles and amphibians are cold blooded meaning their body temperature changes according to the surrounding

Characteristics of mammals

1. They have memory glands
2. They range in different sizes
3. They have backbones
4. They give birth to young on while other lay eggs e. the duck bill platypus and spiny ant eater.
5. They live in land
6. Body covered with far or hairs
7. They are warm blooded

Characteristics of birds

• These are animals with have feathers and can fly, however some do not fly e.g ostrich which can just run fast.
• They have the following characteristics
  1. They are warm blooded
  2. They have backbone
  3. Body covered with feathers
  4. Birds lay eggs
  5. They have wings

Characteristics of fish

1. These are animals which live in water
2. They have backbones
3. They live in water
4. They are cold blooded
5. They breathe through gills
6. Move by swimming
7. Their bodies are covered with scales

Characteristics of reptiles

1. They have backbones
2. They are cold blooded
3. Their bodies are covered with scales
4. They breathe through lungs
5. Most reptiles lay eggs

Characteristics of Amphibians

• These are animals that spend their lives in water and on land
• They have the following characteristics;
  1. They have backbones
  2. They have moist skins
  3. Live partly in water and partly on land
  4. They breathe through gills when young and through lungs when mature
  5. They are cold blooded
  6. Most amphibians lay eggs

COMPETENCY BASED CURICULUM
GRADE 5, END OF TERM 1
SCIENCE AND TECHNOLOGY
NAME....................................................SCHOOL............................................

1. Plants can be classified into two. Flowering plant and non flowering plants. Which is a group does not produce flowers?______________________
2. Mushrooms, yeast, bread moulds and puff balls are all examples of_____________________
3. One similarity between a bird and a cat is that they are vertebrates which is a group of animals with_______________
4. _________________is an example of a mammal that lay eggs.
5. The body of a mammal is covered with ___________and____________
6. During a science lesson, grade 5 learners were asked by their teacher to mention one difference between a chameleon and a sheep. Amina said that a chameleon is ___________ blooded unlike the sheep
7. The diagram below show a fish
   
   A fish ________________which hatch into young ones.
8. One of similarity between a snake and a crocodile is that they take the temperature of their sorroundings. This is because they are________________
9. Katana went to the river and saw an animal with the following characteristics 
   it has moist skin
   partly lives in water and on land
   it is a vertebrate
   Which class of animals did Katana see?
   ________________________
10. Your parent tells you that dinner is ready, You feel the cold water and soap as you wash your hands name the sense organ that you have used_____________________
11. __________________are also known as voluntary muscles.
12. Which function of the human skeleton will be affected when a person breaks his or her leg?
    ________________________
13. _______________is a part of human skeleton that provides support to the body and helps the body to remain upright.
14. Janice realized that she had the following symptoms
    a cough that may produce mucus
    sweating and shaking
    shortness of breat
    nausea, vomiting and diarrhea
    fatigue
    Which respiratory disease is she likely suffering from?
    _____________________________
15. The diagram below represent a model of the breathing system.
    
    The part marked f is
16. After sweeping the classroom, Kamau blew his nose and found dirt in the mucus. Which function did his nose perform?
    _______________________
17. ______________diseases are infections that are caused and spread through drinking or coming into contact with contaminated water.
18. Which is the odd one out?
    (stomach    lungs     trachea     nose)
19. A tomato fruit broke down and started to rot. Eventually it became part of the soil. This is called_____________________
20. _____________means that you or someone else can use an item over and over again instead of throwing it away.

MARKING SCHEME

1. Non-flowering plants
2. fungi
3. bones( internal skeletal structure)
4. duck-billed platypus
5. fur and hair
6. cold
7. egg
8. cold blooded
9. amphibian
10. touch
11. skeletal
12. support
13. spine
14. pneumonia
15. trachea
16. trap dust and dirt in mucus and nose hairs   
17. water-borne
18. stomach
19. decomposition
20. re-using

COMPETENCY BASED CURICULUM
GRADE 5, END OF TERM 1
SCIENCE AND TECHNOLOGY AND AGRICULTURE
NAME....................................................SCHOOL............................................

SCIENCE AND TECHNOLOGY

1. Name two reasons why plants die
   ____________________________
   ____________________________
2. Several young ones born at the same time to the same mother are called
   ____________________________
3. Grade 5 pupils were given cards with the name of some animals found in their locality as shown below
   

   Group A

   Cow Pig Locust Spider

   
   

   Group B

   Monkey Mongoose Mouse Hare

   
   

   Group C

   Mosquito Snail Tick Spider

   
   

   Group D

   Rat Elephant Sheep Snail

   
   
   
   1. Which group was given a list of invertebrates only?
      ____________________________
   2. Which group was given a list of vertebrates only?
      ____________________________
4. Draw four types of teeth below
   

   Molar	Incisor	Premolar	Canine

   
   
   
5. How is smoke harmful?
   ____________________________
6. We make water safe for drinking by ____________________________
7. Look at the keyboard below
   
   
   1. Space bar is marked with letter
      ____________________________
   2. The keys shown by letter M are called
      
      ____________________________
8. Name three states of matter
   1. ____________________________
   2. ____________________________
   3. ____________________________
9. The materials that have mass and size but have no shape are grouped as
   
   ____________________________
10. Applying dry leaves or grass ar the areas around the crops to reduce water loss is called ____________________________
11. The fungus that are black or green on decaying slices of bread are called ____________________________
12. Name any 4 examples of fungi
    1. ____________________________
    2. ____________________________
    3. ____________________________
    4. ____________________________
13. Name the 5 classes of vertebrates
    1. ____________________________
    2. ____________________________
    3. ____________________________
    4. ____________________________
    5. ____________________________
14. Draw any flowering plant found in your locality
    
15. State 3 differences between the animals drwan below
    
    
    
    1. ____________________________
    2. ____________________________
    3. ____________________________
16. Draw a mushroon in the space below
    
    
    

AGRICULTURE

1. Name 3 types of soils
   1. ____________________________
   2. ____________________________
   3. ____________________________
2. Which soil holds more water?
   ____________________________
3. What is the colour of compost manure when ready?
   ____________________________
4. The method of irrigation that use less water is ____________________________
5. How does a squirrel affect the farmer?
   ____________________________
6. The process of preparing tree seedlings for transplanting is called ____________________________
7. What is the name of the farm tool below?
   
   ____________________________
8. Statee 5 care practices for growing fruit trees
   1. ____________________________
   2. ____________________________
   3. ____________________________
   4. ____________________________
   5. ____________________________
9. How do you know guava fruits are ready for harvesting?
   ____________________________
10. Name any 2 innovative gardening in your school or locality
    ___________________________
    ____________________________
11. Name 2 domestic animals that give us milk
    ____________________________
    ____________________________
12. Name 4 main cereals grown in Kenya
    ____________________________
    ____________________________
    ____________________________
    ____________________________
13. Protecting soil from erosion and loss of nutrients in order to maintain its fertility is called?
    ____________________________
14. What is soil erosion?
    ____________________________
15. What is erosion deposition sites?
    ____________________________
16. Draw a diagram showing terracing
    
17. Name any two plants that can be used as cover crops
    ____________________________
    ____________________________

MARKING SCHEME

SCIENCE AND TECHNOLOGY

1. lack of water
   Bad soils( no soil nutrients)
   Plant diseases
2. Litter
3.    
   1. Group C
   2. Group B
4. Student should draw the reuired teeth
5. It affects our lungs/ makes us sick/ breathing difficulties
6. Boiling
7.     
   1. K
   2. M- direction keys
8. Solid, liquid, gases
9. Gases
10. Mulching
11. Mould
12. yeasts, rusts, stinkhorns, puffballs, truffles, molds, mildews and mushrooms
13. fish, amphibians, reptiles, mammals and birds.
14. Student should draw a flowering plant in their vicinity
15. One has feathers, one has scales
    One has 2 feet, the ohter has 4 feet
    One has wings the other does not
    One is warm blooded, one is cold blooded
16. Student should draw a mushroom

AGRICULTURE

1. Sand, loam, clay
2. clay
3. dark brown
4. drip
5. they uproot seeds, affecting plant growth
6.     
7. trowel
8.   Inspect Often.
   Keep Them Watered.
   Mulching and Fertilizing.
   Thin it Out.
   Spread the Branches.
9. when the peel turns from light green to yellow.
10. Student should list any two innovative gardening practices in their school
11. goat, cow
12. maize, rice, sorghum, wheat, 
13. soil preservation
14. removal of the top soil from the ground
15. where soil that is eroded is deposited
16. Student should draw a diagram showing terracing
17. vetch, clover, beans and peas; grasses such as annual ryegrass, oats, rapeseed, winter wheat and winter rye; and buckwheat.