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

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

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Grade 2 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 2 Environmental Activities in Term 2.

Class / Grade: Grade 2
Learning Area: Environmental Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 2 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	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) recognize animals in the immediate environment	1. What animals are found in the immediate environment?	- In groups, and referring from appropriate references learners categorize animals using the provided criteria: (domestic/wild, harmful/non- harmful, large/small)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) categorize different animals in the environment	1. What animals are found in the immediate environment?	- In groups, and referring from appropriate references learners categorize animals using the provided criteria: (domestic/wild, harmful/non- harmful, large/small)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) categorize different animals in the environment	1. How could we categorize animals in the immediate environment?	- In groups, learners use papiermache, clay or plasticine to model different animals.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) categorize different animals in the environment	1. How could we categorize animals in the immediate environment?	- In groups, learners use papiermache, clay or plasticine to model different animals.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) appreciate different animals in the environment.	1. How could we categorize animals in the immediate environment?	- In groups, learners use papiermache, clay or plasticine to model different animals.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Environment and its resources	1.5 Animals 1.5.1 Categorizing animals	By the end of the sub strand, the learner should be able to; a) appreciate different animals in the environment.	1. How could we categorize animals in the immediate environment?	- Learners sing song related to different animals.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.6 Safety when handling animals.	By the end of the sub strand, the learner should be able to; a) identify possible dangers when handling animals. b) practice safety measures when handling animals. c) appreciate importance of safety when dealing with animals to avoid risk to self others and the animal	1. How could we protect ourselves from harm when handling animals?	- Learners to share their experiences on handling animals - In groups, learners discuss possible dangers that may occur when handling animals - Learners to watch video clips, pictures or photographs of safe handling of animals - Learners to observe a demonstrate from a guest speaker on safety when handling of animals - Learners practice /simulate safe ways of handling animals to avoid harm to self others and the animal.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	Sub-Strand	By the end of the sub strand, the learner should be able to; a) Learning Outcomes	1. Key inquiry question(s)?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) identify different sources of light in the environment	1. What are the sources of light?	- Learners to identify and name sources of light	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) identify different sources of light in the environment	1. What are the sources of light?	- Learners to identify and name sources of light	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) identify different sources of light in the environment	1. What are the sources of light?	- Learners to identify and name sources of light	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) identify different sources of light in the environment	1. What are the sources of light?	- Learners to identify and name sources of light	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) produce light using different objects for enjoyment	1. What are the sources of light?	- Using relevant pictures and realia, learners to identify sources of light energy (sun, stars, oil lamps, candles, fire flies, electric bulb, torch and fire)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) produce light using different objects for enjoyment	1. What are the sources of light?	- Using relevant pictures and realia, learners to identify sources of light energy (sun, stars, oil lamps, candles, fire flies, electric bulb, torch and fire)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Environment and its resources	1.7 Energy: Light 1.7.1 Sources of light	By the end of the sub strand, the learner should be able to; a) produce light using different objects for enjoyment	1. What are the sources of light?	- Using relevant pictures and realia, learners to identify sources of light energy (sun, stars, oil lamps, candles, fire flies, electric bulb, torch and fire)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

Official KICD curriculum breakdown taught during Term 2 in Grade 2 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 2

1.1 1.5 Animals 1.5.1 Categorizing animals

10 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

recognize animals in the immediate environment
categorize different animals in the environment
appreciate different animals in the environment.

Key Inquiry Questions (KIQs)

What animals are found in the immediate environment?
How could we categorize animals in the immediate environment?

Learning Experiences

In nature walk, learners to observe and identify animals in the environment
In groups, and referring from appropriate references learners categorize animals using the provided criteria: (domestic/wild, harmful/non- harmful, large/small)
In groups, learners use papiermache, clay or plasticine to model different animals.
Learners sing song related to different animals.

Teaching Resources

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

1.2 1.6 Safety when handling animals.

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify possible dangers when handling animals.
practice safety measures when handling animals.
appreciate importance of safety when dealing with animals to avoid risk to self others and the animal

Key Inquiry Questions (KIQs)

How could we protect ourselves from harm when handling animals?

Learning Experiences

Learners to share their experiences on handling animals
In groups, learners discuss possible dangers that may occur when handling animals
Learners to watch video clips, pictures or photographs of safe handling of animals
Learners to observe a demonstrate from a guest speaker on safety when handling of animals
Learners practice /simulate safe ways of handling animals to avoid harm to self others and the animal.

Teaching Resources

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

1.3 Sub-Strand

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Learning Outcomes

Key Inquiry Questions (KIQs)

Key inquiry question(s)?

Teaching Resources

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

1.4 1.7 Energy: Light 1.7.1 Sources of light

10 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify different sources of light in the environment
produce light using different objects for enjoyment
develop interest in different sources of light energy.

Key Inquiry Questions (KIQs)

What are the sources of light?

Learning Experiences

Learners to identify and name sources of light
Using relevant pictures and realia, learners to identify sources of light energy (sun, stars, oil lamps, candles, fire flies, electric bulb, torch and fire)
In groups, learners to discuss different sources of light used in the home

Teaching Resources

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

Strand 2.0

2.0 Social environment

10 Sub-strands58 Lessons in Term 2

2.1 2.1 School environment and its neighbourhood 2.1.1 Locating places using key features.

20 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

point out the main features between home and school
locate places using main features between home and school
appreciate the significance of locating places using key features.

Key Inquiry Questions (KIQs)

Learners to discuss the main features between home and school (physical and build-up features such as rivers, hills, valleys, forest, bridges, roads , railway line, buildings) In a nature walk, learners to point out the main features between home and school Using video clips, pictures and photographs, learners to identify the main features between home and school Learners to locate main features between their homes and school (relative location) Learners to play educative games on locating main features between their home and school Learners to practice locating places teacher made sketch maps.?

Learning Experiences

out more about features found between home and school other
learners
modeling main features.

Teaching Resources

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

2.2 2.1.2 Keeping the school environment clean

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

state ways of keeping the school environment clean
outline the importance of a clean school environment
participate in keeping the school environment clean
appreciate a clean school environment for health and safety.

Teaching Resources

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

2.3 2.1.3 Keeping Safe and Secure in School

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, values and foundational skills in 2.1.3 Keeping Safe and Secure in School.

Learning Experiences

By the end of the sub-strand, the
learner should be able to:
a) identify possible dangers in the
school
b) suggest ways of keeping safe
and secure in school
c) develop habits that will keep
one safe and secure in school.

Teaching Resources

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

2.4 2.1.4 The National flag of Kenya

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify colours of the Kenya National flag as a National symbol
demonstrate respect for the Kenya national flag as a National symbol
Appreciate the National flag as a symbol for national unity.

Learning Experiences

Using the Kenya National flag, learners to identify its colours
Learners to observe and describe the expected behaviour (stand at attention and show respect) when raising and lowering the National Flag
Learners to draw and colour the Kenya National Flag
Learners to find out from parents or guardians the importance of the National flag of Kenya.

Teaching Resources

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

2.5 2.1.5 The National Anthem of Kenya

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify occasions when the Kenya National Anthem is sung
demonstrate etiquette when singing the Kenya National Anthem
appreciate the importance of National Anthem as a national symbol of unity.

Learning Experiences

In groups, learners to sing the National Anthem.
Learners to demonstrate the expected conduct when singing the Kenya National Anthem.
Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.
Learners to find out from parents or guardians on the importance of National Anthem of Kenya.

Teaching Resources

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

2.6 2.1.6 Child Rights and responsibilities

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

outline Child Rights and responsibilities in the school
outline responsibilities of the child in school
demonstrate responsibilities of a child in school
appreciate child rights and responsibilities for attainment of social justice.

Learning Experiences

Learners identify Child Rights and responsibilities using age appropriate stories (parental care, health care, protection from exploitation and cruelty)
Learners discuss some of the responsibilities of children in school
In pairs, learners simulate responsibilities of children in school
Learners to use multi- media resources to explore responsibilities of children in school.

Teaching Resources

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

2.7 2.1.7 School rules

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

outline the rules that guide conduct in school
state the importance of school rules
participate in making school rules.
appreciate the importance of obeying school rules for harmonious living.

Learning Experiences

Using probing question learners discuss the importance of school rules.
Learners to participate in making school rules.
Learners to think pair and share their experiences on what happen when school rules not observed
Learners to be guided to debate on importance of school rules and develop a poster for the school rules.
Learners to share the school rules with their parents and guardians.

Teaching Resources

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

2.8 2.1.8 Class Leadership

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

describe a good class leader
outline the work of a good class leader
appreciate good class leadership for harmonious living.

Key Inquiry Questions (KIQs)

Who is a good class leader?
What is the work of a class leader?

Learning Experiences

Learners to listen to narrative of inspirational stories of child leaders, heroes or heroines
Learners to discuss "who is a good class leader"?
Learners to discuss the work a class leader
Learners to find out from parents or guardians about good leaders in the community and report back.

Teaching Resources

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

2.9 2.1.9 The school community

1 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify members of the school community
outline the importance of the school community
work together with members of the school community

Key Inquiry Questions (KIQs)

Who are the members of the school community?
What is the importance of the school community?

Learning Experiences

In groups, learners to identify members of the school community (Head teacher, teachers, non-teaching staff and learners)
Learners to outline the general importance of members of the school community

Teaching Resources

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

2.10 2.2 Enterprise projects 2.2.1 Exploring the environment for appropriate income generating activity.

30 Suggested LessonsTerm 2

Specific Learning Outcomes (SLOs)

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

identify a viable income generating for the class within the school environment
analyze income generating activities within the school environment
determine a workable income generating activity for their class
develop interest in income generate activities within the school environment.

Key Inquiry Questions (KIQs)

What activity could we undertake to generate income for our class?

Learning Experiences

In groups, learners to suggest income generating activities the class could carry out within the school
Using video clips, pictures and photographs, booklets, or magazines, learners explore and analyze possible income generating activities for the class
In a class discussion, learners to select a workable income generating activity that they could undertake at school (activity selected should promote conservation of the environment)
Learners to present selected enterprise
Learners to find out from guardians or parents on income generating activities and report back.

Teaching Resources

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

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

Complete annual curriculum scope for Grade 2 Environmental Activities showing the term-by-term distribution of all 7 strands.

Term 1View Term 1 →

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 environment
3.0 Caring for the environment
3.0 Care for the environment
3.0 Caring for the environment
3.0 Care for the environment

Other Grade 2 Schemes of Work for Term 2

Download complete, editable schemes of work and explore strands for all learning areas in Grade 2.

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)

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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 2 Environmental Activities Term 2

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

In Term 2, Grade 2 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 2 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 2 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.