2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons3 Strands in Term 3

Grade 1 Environmental Activities Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 1 Environmental Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 1 Environmental Activities Term 3 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 3.

Class / Grade: Grade 1
Learning Area: Environmental Activities
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 1 Environmental Activities Term 3 Scheme of Work Table

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

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45 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	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) demonstrate awareness of rightful ways of making money to promote good citizenship	1. How could the family make money rightfully?	- Using case stories, learners to identify different ways of making money rightfully	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Using case stories, learners to identify different ways of making money rightfully	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Using case stories, learners to identify different ways of making money rightfully	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Using case stories, learners to identify different ways of making money rightfully	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Learners to find out more from parents or guardians on rightful ways of earning money	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Learners to find out more from parents or guardians on rightful ways of earning money	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Learners to find out more from parents or guardians on rightful ways of earning money	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Learners to find out more from parents or guardians on rightful ways of earning money	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Social environment	2.2 Enterprise projects 2.2.1 Ways of making money in the family	By the end of the sub strand, the learner should be able to; a) appreciate genuine ways of making money as good citizens.	1. How could the family make money rightfully?	- Learners to find out more from parents or guardians on rightful ways of earning money	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Social environment	2.2.2 Exploring the environment for appropriate income generating activities.	By the end of the sub strand, the learner should be able to; a) identify income generating activities for the family b) suggest possible income generating activities for the family c) demonstrate interest in the income generating activities at home.	1. What activities could generate income for the family?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	3.0 Care for the 2.2 environment 2.3	3.1 Caring for plants 3.1.1 Watering flower beds at school.	By the end of the sub strand, the learner should be able to; a) point out when flowers should be watered at school	1. When do we water flower beds?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	3.0 Care for the 2.2 environment 2.3	3.1 Caring for plants 3.1.1 Watering flower beds at school.	By the end of the sub strand, the learner should be able to; a) point out when flowers should be watered at school	1. When do we water flower beds?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	3.0 Care for the 2.2 environment 2.3	3.1 Caring for plants 3.1.1 Watering flower beds at school.	By the end of the sub strand, the learner should be able to; a) water flower beds appropriately within the school environment	1. When do we water flower beds?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 Care for the 2.2 environment 2.3	3.1 Caring for plants 3.1.1 Watering flower beds at school.	By the end of the sub strand, the learner should be able to; a) water flower beds appropriately within the school environment	1. How could we water flower beds?	- flowers. - 2 Caring for animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 Care for the 2.2 environment 2.3	3.1 Caring for plants 3.1.1 Watering flower beds at school.	By the end of the sub strand, the learner should be able to; a) demonstrate willingness to take responsibility in watering flowers at school.	1. How could we water flower beds?	- (5 lessons) - 2.1 Feeding and - watering animals	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 1 Environmental Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 1 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

2.0 Social environment

2 Sub-strands31 Lessons in Term 3

1.1 2.2 Enterprise projects 2.2.1 Ways of making money in the family

30 Suggested LessonsTerm 3

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.

1.2 2.2.2 Exploring the environment for appropriate income generating activities.

1 Suggested LessonsTerm 3

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?

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

Strand 2.0

3.0 Care for the 2.2 environment 2.3

1 Sub-strand5 Lessons in Term 3

2.1 3.1 Caring for plants 3.1.1 Watering flower beds at school.

5 Suggested LessonsTerm 3

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?

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

Strand 3.0

3.0 Care for the environment

4 Sub-strands21 Lessons in Term 3

3.1 3.3 Managing waste responsibly 3.3.1 Exploring types of waste in the classroom

10 Suggested LessonsTerm 3

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?

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

3.2 3.3.2Safety in handling waste in the home

1 Suggested LessonsTerm 3

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?

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

3.3 3.4 Caring for water 3.4.1 Using water sparingly

5 Suggested LessonsTerm 3

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?

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

3.4 3.5 Conserving Light Energy in the home and School

5 Suggested LessonsTerm 3

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.?

Learning Experiences

to share information with parents or guardians on light saving
and report back.

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 2View Term 2 →

1.0 Environment and its resources
2.0 Social environment

Term 3Current

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 3

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

Kiswahili Activities (Term 3)Literacy Activities (Term 3)English Activities (Term 3)Mathematics Activities (Term 3)Hygiene and Nutrition Activities (Term 3)Christian Religious Education (Term 3)Hindu Religious Activities (Term 3)Islamic Religious Education (Term 3)

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 3

What strands and sub-strands are covered in Grade 1 Environmental Activities Term 3?

In Term 3, Grade 1 Environmental Activities covers the following main strands: 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 specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 1 Environmental Activities in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.