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

Grade 1 Environmental Activities 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 1 Environmental Activities Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Environmental Activities 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 1 Environmental Activities in Term 2.

Class / Grade: Grade 1
Learning Area: Environmental Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 1 Environmental Activities Term 2 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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70 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	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) observe different animals in the immediate environment	1. 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.?	- explore animals in the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) observe different animals in the immediate environment	1. 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.?	- explore animals in the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) observe different animals in the immediate environment	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) observe different animals in the immediate environment	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) appreciate diversity of animals in the immediate environment.	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) appreciate diversity of animals in the immediate environment.	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) appreciate diversity of animals in the immediate environment.	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) appreciate diversity of animals in the immediate environment.	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.6 Animals 1.5.1 Exploring animals in the immediate environment.	By the end of the sub strand, the learner should be able to; a) appreciate diversity of animals in the immediate environment.	1. 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.?	- immediate environment.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) recognize sounds in the immediate environment	1. 1 What produces sounds in the immediate environment?	- Learners take a sound walk in the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) recognize sounds in the immediate environment	1. 1 What produces sounds in the immediate environment?	- Learners take a sound walk in the immediate environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) recognize sounds in the immediate environment	1. 1 What produces sounds in the immediate environment?	- Learners think, pair and share the sounds they heard	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) identify ways of producing sounds from different objects	1. 1 What produces sounds in the immediate environment?	- Learners think, pair and share the sounds they heard	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) identify ways of producing sounds from different objects	1. 1 What produces sounds in the immediate environment?	- Learners to imitate sounds from humans, animals, machines or that which is natural such as thunder)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.7 Energy 1.7.1 Producing sounds	By the end of the sub strand, the learner should be able to; a) create sounds from a variety of sources for enjoyment	1. 2 How could we produce sounds?	- Learners to imitate sounds from humans, animals, machines or that which is natural such as thunder)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 1 Environmental Activities Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 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

2 Sub-strands25 Lessons in Term 2

1.1 1.6 Animals 1.5.1 Exploring animals in the immediate environment.

15 Suggested LessonsTerm 2

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.

1.2 1.7 Energy 1.7.1 Producing sounds

10 Suggested LessonsTerm 2

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?

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

Strand 2.0

2.0 Social environment

2 Sub-strands50 Lessons in Term 2

2.1 Home Environment 2.1.1 Caring for things found in the home

20 Suggested LessonsTerm 2

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?

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

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

30 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

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

Term 2Current

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 2

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

Kiswahili Activities (Term 2)Literacy Activities (Term 2)English Activities (Term 2)Mathematics Activities (Term 2)Hygiene and Nutrition Activities (Term 2)Christian Religious Education (Term 2)Hindu Religious Activities (Term 2)Islamic Religious Education (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 1 Environmental Activities Term 2

What strands and sub-strands are covered in Grade 1 Environmental Activities Term 2?

In Term 2, Grade 1 Environmental Activities covers the following main strands: 1.0 Environment and its resources, 2.0 Social environment. 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 1 Environmental Activities 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 1 Environmental Activities 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.