2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons6 Strands in Term 3

Grade 2 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 2 Environmental Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 2 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 2 Environmental Activities in Term 3.

Class / Grade: Grade 2
Learning Area: Environmental Activities
Term Duration: 9 Weeks (45 Lessons)
Key Milestones: Mid: Wk 5 · Exam: Wk 9

Full Term Timetable

Grade 2 Environmental Activities Term 3 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.

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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our 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)	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) determine a workable income generating activity for their class	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to present selected enterprise	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to find out from guardians or parents on income generating activities and report back.	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to find out from guardians or parents on income generating activities and report back.	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to find out from guardians or parents on income generating activities and report back.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Social environment	2.2 Enterprise projects 2.2.1 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to find out from guardians or parents on income generating activities and report back.	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 Exploring the environment for appropriate income generating activity.	By the end of the sub strand, the learner should be able to; a) develop interest in income generate activities within the school environment.	1. What activity could we undertake to generate income for our class?	- Learners to find out from guardians or parents on income generating activities and report back.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social environment	2.2.2 Initiating a class income generating project	By the end of the sub strand, the learner should be able to; a) plan for an income generating activity for the class b) participate in initiating the class income generating activity c) participate in the management of the class income generating activity d) appreciate individual efforts in the success of a group activity.	1. How could we plan for an income generating activity? 2. How could we manage the class income generating activity?	- In a class discussion, learners to plan for an age-appropriate income generating activity to be carried out by the class. (responsibilities, resources required and time for the activity) - Learners to share responsibilities and be guided to carry them out respectively in initiating the selected project - Learners to be guided to carry out responsibilities as according to the plan.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	3.0 Care for the environment	3.1 Caring for plants 3.1.1.Communicating plant protection messages	By the end of the sub strand, the learner should be able to; a) recognize appropriate messages on plant protection in school	1. Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection Learners display and peers assess the plant protection messages developed In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community Learners recite verses and sing songs on plant protection.?	- protection messages to the community in various forums.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	3.0 Care for the environment	3.1 Caring for plants 3.1.1.Communicating plant protection messages	By the end of the sub strand, the learner should be able to; a) recognize appropriate messages on plant protection in school	1. Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection Learners display and peers assess the plant protection messages developed In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community Learners recite verses and sing songs on plant protection.?	- protection messages to the community in various forums.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 2 Environmental Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 2 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 Exploring the environment for appropriate income generating activity.

30 Suggested LessonsTerm 3

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.

1.2 2.2.2 Initiating a class income generating project

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

plan for an income generating activity for the class
participate in initiating the class income generating activity
participate in the management of the class income generating activity
appreciate individual efforts in the success of a group activity.

Key Inquiry Questions (KIQs)

How could we plan for an income generating activity?
How could we manage the class income generating activity?

Learning Experiences

In a class discussion, learners to plan for an age-appropriate income generating activity to be carried out by the class. (responsibilities, resources required and time for the activity)
Learners to share responsibilities and be guided to carry them out respectively in initiating the selected project
Learners to be guided to carry out responsibilities as according to the plan.

Teaching Resources

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

Strand 2.0

3.0 Care for the environment

1 Sub-strand5 Lessons in Term 3

2.1 3.1 Caring for plants 3.1.1.Communicating plant protection messages

5 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

recognize appropriate messages on plant protection in school
create appropriate plant protection messages to promote conservation
appreciate plant protection for environmental sustainability.

Key Inquiry Questions (KIQs)

Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection Learners display and peers assess the plant protection messages developed In groups, learners create plant protection messages using hand scripts, electronic and print resources Learners share selected plant protection messages with the school community Learners recite verses and sing songs on plant protection.?

Learning Experiences

protection messages to the community in various forums.

Teaching Resources

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

Strand 3.0

3.0 Caring for the environment

1 Sub-strand5 Lessons in Term 3

3.1 3.2 Caring for Animals 3.2.1 Keeping an animal shelter clean and secure

5 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify ways of keeping an animal shelter clean at home and school
participate in keeping an animal shelter clean at home and school
suggest ways of making an animal shelter secure at home and school
appreciate clean and secure animal shelter to reduce risk to the animals

Key Inquiry Questions (KIQs)

How could we keep an animal shelter clean?
How could we make an animal shelter secure?

Learning Experiences

Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog's kennel, rabbit hutch and cow shed). Learners to shoot photographs at home of clean animal shelter and share with others.
In groups, learners to discuss ways of keeping an animal shelter clean
In groups, learners to be guided to participate in keeping animal shelters clean at home or in school
In groups, learners discuss how to make animals shelter secure
Learners sing or tell stories about clean and secure animal shelters.

Teaching Resources

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

Strand 4.0

3.0 Care for the environment

2 Sub-strands6 Lessons in Term 3

4.1 3. 3 Managing waste 3.3.1 Types of waste in school

5 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 school environment
sort out different types of waste in the school environment for safe disposal
appreciate a clean school environment for health and safety.

Key Inquiry Questions (KIQs)

What types of waste are found in our school environment?

Learning Experiences

In groups, learners to identify different types of waste in the school environment
In groups or pairs, learners to share their experiences on different types of waste in school
Using videos, pictures and photographs, learners to identify different types of waste.
Using appropriate educative multimedia games, learners to sort out different types of wastes
In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.

Teaching Resources

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

4.2 3.3.2 Safety in handling wastes

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

identify dangers when handling waste in school
practice safety measures when handling wastes in school
communicate safety measures when handling waste in school
appreciate the need of safety in handling waste in school to limit risks to self, others and the environment.

Key Inquiry Questions (KIQs)

What dangers are we likely to face when handling different types of waste in school?
How should we safely handle different types of waste in school?

Learning Experiences

Through probing questions, learners to identify dangers when handling wastes in school.
Using multimedia resources, learners to outline safety measures in handling wastes in school.
Learners listen to a resource person talking on dangers and safety measures when handling wastes in school.
Learners simulate safety measures when handling waste in school.
Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community.

Teaching Resources

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

Strand 5.0

3.0 Caring for the environment

2 Sub-strands6 Lessons in Term 3

5.1 3.5 Caring for water 3.5.1 Keeping stored water safe

5 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

state the importance of keeping water safe for human and animal use at home and school
participate in keeping stored water safe at home and school
appreciate the importance of keeping stored water safe for human and animal use.

Key Inquiry Questions (KIQs)

How could we keep stored water safe for use?

Learning Experiences

Learners to take an excursion around the neighbourhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe.
In groups, learners share experiences on what makes water unsafe in the home and school
Using multimedia resources, learners identify ways of keeping stored water safe.
Learners observe demonstrations on methods of keeping stored water safe at home and in school.

Teaching Resources

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

5.2 3.5.2 Re-using water

1 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

suggest how water could be re- used at home and school
participate in re-using water to reduce wastage at home and school
appreciate re-using water as a way of conserving it.

Key Inquiry Questions (KIQs)

How could we re-use water in the home and school?

Learning Experiences

In groups, learners discuss how water could be re-used in the home and school.
Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water.
Learners to visit the community to find out how water is re-used to reduce wastage.
Learners to suggest how they could participate in re-using water to reduce wastage at home and school.

Teaching Resources

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

Strand 6.0

3.0 Care for the environment

1 Sub-strand5 Lessons in Term 3

6.1 3.5.3 Conservation of Energy 3.5.3.1Communicating energy conservation messages.

5 Suggested LessonsTerm 3

Specific Learning Outcomes (SLOs)

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

recognize appropriate messages on energy conservation
create energy conservation messages to promote awareness at and home and school
display energy conservation messages to create awareness in school
demonstrate interest in energy conservationfor conservation for improvement and protection of the environment.

Learning Experiences

Through probing questions, learners discuss reasons for conserving energy
Using video clips, internet sources,newspaper cuttings and brochures, learners identify simple messages on conserving energy
In pairs, learners to create simple persuasive energy conservation messages
Learners display and peer assesses the energy conservation messages.
In groups, learners are guided to read aloud the energy conservation messages they develop.

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 2View Term 2 →

1.0 Environment and its resources
2.0 Social environment

Term 3Current

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 3

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

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

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

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 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:

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 3

What strands and sub-strands are covered in Grade 2 Environmental Activities Term 3?

In Term 3, Grade 2 Environmental Activities covers the following main strands: 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. 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 2 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 2 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.