2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 1 Environmental Activities Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Environmental Activities Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Environmental Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 1 Environmental Activities in Term 1.

Class / Grade: Grade 1
Learning Area: Environmental Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 1 Environmental Activities Term 1 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.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	1.0 Environment and its resources	1.1 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)
	2	1.0 Environment and its resources	1.1 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)
	3	1.0 Environment and its resources	1.1 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)
	4	1.0 Environment and its resources	1.1 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)
	5	1.0 Environment and its resources	1.1 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)
2	1	1.0 Environment and its resources	1.1 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)
	2	1.0 Environment and its resources	1.1 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)
	3	1.0 Environment and its resources	1.1 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)
	4	1.0 Environment and its resources	1.1 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)
	5	1.0 Environment and its resources	1.1 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)
3	1	1.0 Environment and its resources	1.1 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)
	2	1.0 Environment and its resources	1.1.2 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)
	3	1.0 Environment and its resources	1.3 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)
	4	1.0 Environment and its resources	1.3 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)
	5	1.0 Environment and its resources	1.3 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)

Curriculum Design & Content

Grade 1 Environmental Activities Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

1.0 Environment and its resources

4 Sub-strands22 Lessons in Term 1

1.1 1.1 Weather and Sky 1.1.1 Observing the Sky

10 Suggested LessonsTerm 1

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?

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

1.2 1.1.2 Exploring weather conditions

1 Suggested LessonsTerm 1

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?

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

1.3 1.3 Water 1.3.1 Sources of water

10 Suggested LessonsTerm 1

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

1.4 1.3.2 Uses of water

1 Suggested LessonsTerm 1

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?

Learning Experiences

more about sources and uses of water from their parents or guardians.
Observation on group work, written and oral questions.

Teaching Resources

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

Strand 2.0

Environment and its resources

3 Sub-strands26 Lessons in Term 1

2.1 1.4 Soil 1.4.1 Playing with soil

10 Suggested LessonsTerm 1

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.

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

2.2 Sub-strand

1 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

Learning outcome

Teaching Resources

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

2.3 1.5 Plants 1.5.1Exploring plants in the immediate environment

15 Suggested LessonsTerm 1

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.?

Learning Experiences

find out names of plants from parents or guardians.
work on Activity sheet on plants.

Teaching Resources

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

Strand 3.0

1.0 Environment and its resources

1 Sub-strand15 Lessons in Term 1

3.1 1.6 Animals 1.5.1 Exploring animals in the immediate environment.

15 Suggested LessonsTerm 1

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.?

Learning Experiences

explore animals in the immediate environment
immediate environment.

Teaching Resources

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

Grade 1 Environmental Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 1 Environmental Activities showing the term-by-term distribution of all 6 strands.

Term 1Current

1.0 Environment and its resources
Environment and its resources
1.0 Environment and its resources

Term 2View Term 2 →

1.0 Environment and its resources
2.0 Social environment

Term 3View Term 3 →

2.0 Social environment
3.0 Care for the 2.2 environment 2.3
3.0 Care for the environment

Other Grade 1 Schemes of Work for Term 1

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

Kiswahili Activities (Term 1)Literacy Activities (Term 1)English Activities (Term 1)Mathematics Activities (Term 1)Hygiene and Nutrition Activities (Term 1)Christian Religious Education (Term 1)Hindu Religious Activities (Term 1)Islamic Religious Education (Term 1)

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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 1 Environmental Activities Term 1

What strands and sub-strands are covered in Grade 1 Environmental Activities Term 1?

In Term 1, Grade 1 Environmental Activities covers the following main strands: 1.0 Environment and its resources, Environment and its resources, 1.0 Environment and its resources. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 1 Environmental Activities in Term 1?

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 1 Environmental Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.