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2026 KICD CBC Curriculum Design6 Strands · 17 Sub-strands150 Suggested Lessons

Grade 1 Environmental Activities 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 1 Environmental Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 1 Environmental Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 1 Environmental Activities under the Kenya CBC curriculum framework.

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

Grade 1 Environmental Activities 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
111.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) describe the appearance of the sky during the day and at night

1. What do we see when look at the sky during the day and during the night?

- Learners to observe the sky (the sun, moon, stars and clouds)during the day and share their observations with others

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) describe the appearance of the sky during the day and at night

1. What do we see when look at the sky during the day and during the night?

- Learners to observe the sky (the sun, moon, stars and clouds)during the day and share their observations with others

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) describe the appearance of the sky during the day and at night

1. What do we see when look at the sky during the day and during the night?

- With the help of parents or guardians learners to observe appearance of the sky at night and report back

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) describe the appearance of the sky during the day and at night

1. What do we see when look at the sky during the day and during the night?

- With the help of parents or guardians learners to observe appearance of the sky at night and report back

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) observe differences in appearance of the sky during the day and at night

1. What do we see when look at the sky during the day and during the night?

- Use stimulus materials to show appearance of the sky during the day and at night

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
211.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) observe differences in appearance of the sky during the day and at night

1. What differences do we observe in the day and night sky?

- Use stimulus materials to show appearance of the sky during the day and at night

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) observe differences in appearance of the sky during the day and at night

1. What differences do we observe in the day and night sky?

- Learners to play educative computer games on the Sun, moon, clouds and stars

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) develop curiosity in observing appearance of the sky for enjoyment.

1. What differences do we observe in the day and night sky?

- Learners to play educative computer games on the Sun, moon, clouds and stars

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) develop curiosity in observing appearance of the sky for enjoyment.

1. What differences do we observe in the day and night sky?

- Learners to draw and colour the Sun, moon, clouds and stars.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) develop curiosity in observing appearance of the sky for enjoyment.

1. What differences do we observe in the day and night sky?

- Learners to draw and colour the Sun, moon, clouds and stars.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
311.0 Environment and its resources1.1 Weather and Sky 1.1.1 Observing the Sky

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

a) develop curiosity in observing appearance of the sky for enjoyment.

1. What differences do we observe in the day and night sky?

- Learners to draw and colour the Sun, moon, clouds and stars.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.1.2 Exploring weather conditions

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

a) identify weather conditions of the day

b) make reasonable weather forecast of the day

c) appreciate weather conditions at different times of the day.

1. How is the weather today?

- Learners to explore weather conditions as an outdoor activity (windy, cloudy, rainy and sunny)

- In groups, learners to observe weather conditions of the day in the immediate environment

- Learners to share experiences about daily weather conditions

- Learners to identify various weather conditions of a day using age appropriate stimulus materials

- Learners to mime various weather conditions for enjoyment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.3 Water 1.3.1 Sources of water

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

a) identify different sources of water in the immediate environment

1. Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water. In groups, learners to share ideas on different sources of water in the immediate environment With the support of the teacher, learners to make model sources of water in the class learning space/corner as a project.?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.3 Water 1.3.1 Sources of water

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

a) identify different sources of water in the immediate environment

1. Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water. In groups, learners to share ideas on different sources of water in the immediate environment With the support of the teacher, learners to make model sources of water in the class learning space/corner as a project.?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.3 Water 1.3.1 Sources of water

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

a) identify different sources of water in the immediate environment

1. Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water. In groups, learners to share ideas on different sources of water in the immediate environment With the support of the teacher, learners to make model sources of water in the class learning space/corner as a project.?

-Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 1 Environmental Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

1.0 Environment and its resources

4 Sub-strands22 Lessons

1.1 1.1 Weather and Sky 1.1.1 Observing the Sky

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe the appearance of the sky during the day and at night
  • observe differences in appearance of the sky during the day and at night
  • develop curiosity in observing appearance of the sky for enjoyment.
Key Inquiry Questions (KIQs)
  • What do we see when look at the sky during the day and during the night?
  • What differences do we observe in the day and night sky?
Suggested Experiences
  • Learners to observe the sky (the sun, moon, stars and clouds)during the day and share their observations with others
  • With the help of parents or guardians learners to observe appearance of the sky at night and report back
  • Use stimulus materials to show appearance of the sky during the day and at night
  • Learners to play educative computer games on the Sun, moon, clouds and stars
  • Learners to draw and colour the Sun, moon, clouds and stars.
Teaching Resources

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

1.2 1.1.2 Exploring weather conditions

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify weather conditions of the day
  • make reasonable weather forecast of the day
  • appreciate weather conditions at different times of the day.
Key Inquiry Questions (KIQs)
  • How is the weather today?
Suggested Experiences
  • Learners to explore weather conditions as an outdoor activity (windy, cloudy, rainy and sunny)
  • In groups, learners to observe weather conditions of the day in the immediate environment
  • Learners to share experiences about daily weather conditions
  • Learners to identify various weather conditions of a day using age appropriate stimulus materials
  • Learners to mime various weather conditions for enjoyment
Teaching Resources

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

1.3 1.3 Water 1.3.1 Sources of water

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify different sources of water in the immediate environment
  • observe different sources of water in the immediate environment
  • appreciate different sources of water in the immediate environment.
Key Inquiry Questions (KIQs)
  • Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water. In groups, learners to share ideas on different sources of water in the immediate environment With the support of the teacher, learners to make model sources of water in the class learning space/corner as a project.?
Teaching Resources

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

1.4 1.3.2 Uses of water

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify different uses of water in the home and school
  • demonstrate careful use of water in the home and school
  • appreciate careful use of water in the home and school.
Key Inquiry Questions (KIQs)
  • Learners to identify different uses of water using varied stimulus materials In groups, learners to identify different uses of water in the home and school from the stimulus materials Learners to discuss careful use of water in the home and school Learners to create and share with others a scrapbook on careful use of watereither in the home or at school as part of a personal experience and to bring out the value of careful use of water?
Suggested Experiences
  • more about sources and uses of water from their parents or guardians.
  • Observation on group work, written and oral questions.
Teaching Resources

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

2
Strand 2.0

Environment and its resources

3 Sub-strands26 Lessons

2.1 1.4 Soil 1.4.1 Playing with soil

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways of playing with soil for enjoyment
  • play with soil in different ways for enjoyment
  • model different objects using soil at school
  • develop curiosity in playing with soil for enjoyment.
Suggested Experiences
  • Learners to identify ways of playing with soil
  • Learners to fill and empty cans with soil for fun
  • Learner to model different objects using soil
  • Learners to draw on the soil and make different patterns using soil paints
  • Learners to find out more from parents or guardians on how to play with soil.
Teaching Resources

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

2.2 Sub-strand

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • Learning outcome
Teaching Resources

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

2.3 1.5 Plants 1.5.1Exploring plants in the immediate environment

Term 115 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify plants in the immediate environment
  • observe plants in the immediate environment to realize the diversity in plants
  • appreciate plant diversity in the immediate environment.
Key Inquiry Questions (KIQs)
  • Learners to take a nature walk to observe different plants in the immediate environment. Learners to think, pair and share about plants that they observed during the nature walk Learners to draw and colour plants that they liked during the nature walk Learners to gather more information parents or guardians about plants and report back. Learners to search for pictures on plants from digital and print resources Learners to sing a song on plants.?
Suggested Experiences
  • find out names of plants from parents or guardians.
  • work on Activity sheet on plants.
Teaching Resources

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

3
Strand 3.0

1.0 Environment and its resources

2 Sub-strands25 Lessons

3.1 1.6 Animals 1.5.1 Exploring animals in the immediate environment.

Term 1 Term 215 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify different animals in the immediate environment
  • observe different animals in the immediate environment
  • appreciate diversity of animals in the immediate environment.
Key Inquiry Questions (KIQs)
  • Learners are guided safely explore animals in the immediate environment Using stimulus materials, learners in groups observe and identify different animals Learners to take a nature walk to observe diversity in animals. Learners to share their findings on animals that they observed Learners listen to case stories on animals for enjoyment Learners to gather more information on animals from parents or guardians.?
Suggested Experiences
  • explore animals in the immediate environment
  • immediate environment.
Teaching Resources

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

3.2 1.7 Energy 1.7.1 Producing sounds

Term 210 Lessons
Specific Learning Outcomes (SLOs)

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

  • recognize sounds in the immediate environment
  • identify ways of producing sounds from different objects
  • create sounds from a variety of sources for enjoyment
  • develop curiosity in producing sounds from different objects.
Key Inquiry Questions (KIQs)
  • 1 What produces sounds in the immediate environment?
  • 2 How could we produce sounds?
Suggested Experiences
  • Learners take a sound walk in the immediate environment
  • Learners think, pair and share the sounds they heard
  • Learners to imitate sounds from humans, animals, machines or that which is natural such as thunder)
  • Learners to identity ways of creating sound using the body, objects and voice (plucking, hitting, blowing, shaking snapping, tapping and clicking)
  • Learners to listen to different sounds from common instruments using multimedia resources.
Teaching Resources

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

4
Strand 4.0

2.0 Social environment

3 Sub-strands51 Lessons

4.1 Home Environment 2.1.1 Caring for things found in the home

Term 220 Lessons
Specific Learning Outcomes (SLOs)

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

  • name various things found in the home
  • care for things found in the home
  • develop positive attitude towards caring for things in the home.
Key Inquiry Questions (KIQs)
  • What things are found in the home?
  • How could we care for things found in the home?
Suggested Experiences
  • Learners to identify and name things found in the home (utensils and furniture)
  • Learners to identify ways of caring for things found in the home (cleaning and dusting)
  • Learners to demonstrate ways of caring for things found in the home.
Teaching Resources

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

4.2 2.2 Enterprise projects 2.2.1 Ways of making money in the family

Term 2 Term 330 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways of making money rightfully in the family
  • demonstrate awareness of rightful ways of making money to promote good citizenship
  • appreciate genuine ways of making money as good citizens.
Key Inquiry Questions (KIQs)
  • How could the family make money rightfully?
Suggested Experiences
  • Learners are guided through probing questions to identify how families make money
  • In groups, learners to discuss rightful ways of making money.
  • Using case stories, learners to identify different ways of making money rightfully
  • Learners to find out more from parents or guardians on rightful ways of earning money
Teaching Resources

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

4.3 2.2.2 Exploring the environment for appropriate income generating activities.

Term 31 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify income generating activities for the family
  • suggest possible income generating activities for the family
  • demonstrate interest in the income generating activities at home.
Key Inquiry Questions (KIQs)
  • What activities could generate income for the family?
Suggested Experiences
  • learners to suggest an income generating activity at home
  • learners to use varied stimulus materials to explore income generating activities that could be carried out in the family
Teaching Resources

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

5
Strand 5.0

3.0 Care for the 2.2 environment 2.3

1 Sub-strand5 Lessons

5.1 3.1 Caring for plants 3.1.1 Watering flower beds at school.

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • point out when flowers should be watered at school
  • water flower beds appropriately within the school environment
  • demonstrate willingness to take responsibility in watering flowers at school.
Key Inquiry Questions (KIQs)
  • When do we water flower beds?
  • How could we water flower beds?
Suggested Experiences
  • Learners to suggest reasons for watering flowers.
  • In groups, learners to identify things used for watering flowers (watering can, sprinklers, hose pipe, bucket, improvised watering cans)
  • Learners are guided to watch age appropriate media on watering of flower beds
  • Learners to practice correct procedure of watering flower beds and takes photographs
  • Learners to take turns in watering flower beds
  • Learners to participate in planting flowers to beautify the school compound.
  • Participate in watering flowers in school
  • flowers.
  • 3.2 Caring for animals
  • (5 lessons)
  • 3.2.1 Feeding and
  • watering animals
Teaching Resources

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

6
Strand 6.0

3.0 Care for the environment

4 Sub-strands21 Lessons

6.1 3.3 Managing waste responsibly 3.3.1 Exploring types of waste in the classroom

Term 310 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify types of waste in the classroom
  • safely sort out waste in the in the classroom for appropriate disposal
  • dispose of waste responsibly to limit risks to self, others and environment
  • appreciate a clean classroom environment for good health.
Key Inquiry Questions (KIQs)
  • What types of waste are found in the classroom?
  • How could we dispose of classroom waste responsibly?
Suggested Experiences
  • Learners to brainstorm types of waste from the classroom ( Plastic and non-plastics)
  • Learners to record types of waste (by writing or drawing)
  • Learners to safely sort out wastes from the classroom
  • Learners to make a plan to reduce and effectively dispose of waste from the classroom
Teaching Resources

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

6.2 3.3.2Safety in handling waste in the home

Term 31 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify types of waste found in the home
  • sort out waste for safe and effective disposal in the home
  • appreciate the need for safety when handling waste at home to limit risk to self and others.
Key Inquiry Questions (KIQs)
  • What wastes are found in the home?
  • How could we safely dispose of waste at home?
Suggested Experiences
  • Learners to identify types of waste found in the home
  • Learners to watch video clips on safe handling of wastes
  • Learners to identify safe ways of handling wastes in the home
  • In groups, learners to simulate safety in handling different types of waste in the home
Teaching Resources

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

6.3 3.4 Caring for water 3.4.1 Using water sparingly

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • state ways in which water is wasted at home and school
  • identify ways of using water sparingly to reduce wastage
  • use water sparingly at home and school
  • demonstrate willingness to use water sparingly.
Key Inquiry Questions (KIQs)
  • How is water wasted at home and school?
  • How could we reduce water wastage at home and school?
Suggested Experiences
  • Learners to identify ways of using water sparingly at home and school
  • Learners to use age appropriate stimulus materials showing various ways in which water is used sparingly
  • In groups, learners to demonstrate the different practices of careful use of water
  • Learners to identify common practices that lead to wastage of water in the home and school.
  • In pairs, learners to discuss ways of using water sparingly.
  • Organize learners to participate in school water day to share experiences on careful use of water.
  • Learners to find out from their parents or guardians on how water is used
  • sparingly at home and school.
  • observation of group work.
Teaching Resources

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

6.4 3.5 Conserving Light Energy in the home and School

Term 35 Lessons
Specific Learning Outcomes (SLOs)

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

  • state responsible ways of using light energy in the home and school
  • demonstrate correct ways of using light energy in the home and school
  • use light energy sparingly and responsibly at home and school to conserve energy.
Key Inquiry Questions (KIQs)
  • Learners to discuss ways of saving light energy in the home and school Using stimulus materials, learners to discuss ways of saving light energy Learners to make rules on conserving light energy in the home and school Learners to colour designed stickers and display them. The stickers to contain messages on conserving light.?
Suggested Experiences
  • to share information with parents or guardians on light saving
  • and report back.
Teaching Resources

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

Grade 1 Environmental Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 1 Environmental Activities.

Term 1 Scheme13 Weeks
  • 1.0 Environment and its resources
  • Environment and its resources
  • 1.0 Environment and its resources
View Term 1
Term 2 Scheme14 Weeks
  • 1.0 Environment and its resources
  • 2.0 Social environment
View Term 2
Term 3 Scheme9 Weeks
  • 2.0 Social environment
  • 3.0 Care for the 2.2 environment 2.3
  • 3.0 Care for the environment
View Term 3

Other Grade 1 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 1.

Kiswahili Activities HubLiteracy Activities HubEnglish Activities HubMathematics Activities HubHygiene and Nutrition Activities HubChristian Religious Education HubHindu Religious Activities HubIslamic Religious Education Hub

Explore Schemes for Other CBC Classes

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

PP1 SchemesPP2 SchemesGrade 2 SchemesGrade 3 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 9 Schemes

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 1 Environmental Activities?

The official KICD strands for Grade 1 Environmental Activities are: 1.0 Environment and its resources, Environment and its resources, 1.0 Environment and its resources, 2.0 Social environment, 3.0 Care for the 2.2 environment 2.3, 3.0 Care for the environment. 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 1 Environmental Activities?

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 1 Environmental Activities 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 1 Environmental Activities?

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.