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2026 KICD CBC Curriculum Design7 Strands · 17 Sub-strands141 Suggested Lessons

Grade 3 Environmental Activities Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 3 Environmental Activities. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 3 Environmental Activities Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 3 Environmental Activities under the Kenya CBC curriculum framework.

Class / Level
Grade 3
Pre-Primary Education
Major Strands
7 Strands
17 Sub-strands
Annual Lessons
141 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 3 Environmental Activities Term 1 Scheme Table

13-week teaching 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 →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
111.0 Environment and its resources1.1 Weather 1.1.1 Exploring unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) describe unfavourable weather conditions

1. How could weather conditions be unfavourable?

- Using relevant stimulus materials, learners to discuss the meaning of unfavourable weather conditions (floods and drought)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.1 Weather 1.1.1 Exploring unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) describe unfavourable weather conditions

1. How could weather conditions be unfavourable?

- Using multimedia resources, learners to play relevant educative games on effects of unfavourable weather conditions.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.1 Weather 1.1.1 Exploring unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) observe the effects of unfavourable weather conditions for safety

1. How could weather conditions be unfavourable?

- In groups, learners to share their experiences on effects of unfavourable weather conditions.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.1 Weather 1.1.1 Exploring unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) observe the effects of unfavourable weather conditions for safety

1. What happens when the weather conditions become unfavourable?

- Learners to listen to stories on unfavourable weather conditions and its effects from elders in the community.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.1 Weather 1.1.1 Exploring unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) develop curiosity in identifying effects of weather conditions in the environment.

1. What happens when the weather conditions become unfavourable?

- Learners gather more information on unfavourable from internet sources, libraries .Then write a paragraph on each unfavourable weather condition

- Learners share the information

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
211.0 Environment and its resources1.1.2 Keeping safe from unfavourable weather conditions

By the end of the sub strand, the learner should be able to;

a) identify ways of keeping safe from unfavourable weather conditions

b) keep safe from unfavourable weather conditions

c) demonstrate knowledge of keeping safe from unfavourable weather condition.

1. How could we keep safe from unfavourable weather conditions?

- using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavourable weather conditions (floods, drought)

- In groups, learners share experiences on how to keep safe from unfavourable weather conditions

- Learners to simulate how to keep safe from unfavourable weather conditions

- Learners to gather information from parents or guardians on how to keep safe during unfavourable weather conditions and report back.

- 2 Water

- (5 lessons)

- 2.1 Making water safe

- for use

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) differentiate soils by texture from provided soil samples

1. How could we differentiate types of soils?

- Learners to explore the environment and collect different soil samples (sand, loam and clay)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) differentiate soils by texture from provided soil samples

1. How could we differentiate types of soils?

- Learners to explore the environment and collect different soil samples (sand, loam and clay)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) differentiate soils by texture from provided soil samples

1. How could we differentiate types of soils?

- In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) differentiate soils by size of soil particles from provided soil samples

1. How could we differentiate types of soils?

- In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
311.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) differentiate soils by size of soil particles from provided soil samples

1. How could we differentiate types of soils?

- Learners to share their experiences on how different samples of soils feel between their fingers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) name the three types of soils based on their characteristics

1. How could we differentiate types of soils?

- Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) name the three types of soils based on their characteristics

1. How could we differentiate types of soils?

- Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
41.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) name the three types of soils based on their characteristics

1. How could we differentiate types of soils?

- Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
51.0 Environment and its resources1.3 Soil 1.3.1 Exploring soil characteristics

By the end of the sub strand, the learner should be able to;

a) develop interest in characteristics of soils as an environmental resource.

1. How could we differentiate types of soils?

- Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 3 Environmental Activities Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 3 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

1.0 Environment and its resources

8 Sub-strands48 Lessons

1.1 1.1 Weather 1.1.1 Exploring unfavourable weather conditions

Term 15 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe unfavourable weather conditions
  • observe the effects of unfavourable weather conditions for safety
  • develop curiosity in identifying effects of weather conditions in the environment.
Key Inquiry Questions (KIQs)
  • How could weather conditions be unfavourable?
  • What happens when the weather conditions become unfavourable?
Suggested Experiences
  • Using relevant stimulus materials, learners to discuss the meaning of unfavourable weather conditions (floods and drought)
  • Using multimedia resources, learners to play relevant educative games on effects of unfavourable weather conditions.
  • In groups, learners to share their experiences on effects of unfavourable weather conditions.
  • Learners to listen to stories on unfavourable weather conditions and its effects from elders in the community.
  • Learners gather more information on unfavourable from internet sources, libraries .Then write a paragraph on each unfavourable weather condition
  • Learners share the information
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 1.1.2 Keeping safe from unfavourable weather conditions

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways of keeping safe from unfavourable weather conditions
  • keep safe from unfavourable weather conditions
  • demonstrate knowledge of keeping safe from unfavourable weather condition.
Key Inquiry Questions (KIQs)
  • How could we keep safe from unfavourable weather conditions?
Suggested Experiences
  • using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavourable weather conditions (floods, drought)
  • In groups, learners share experiences on how to keep safe from unfavourable weather conditions
  • Learners to simulate how to keep safe from unfavourable weather conditions
  • Learners to gather information from parents or guardians on how to keep safe during unfavourable weather conditions and report back.
  • 1.2 Water
  • (5 lessons)
  • 1.2.1 Making water safe
  • for use
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 1.3 Soil 1.3.1 Exploring soil characteristics

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • differentiate soils by texture from provided soil samples
  • differentiate soils by size of soil particles from provided soil samples
  • name the three types of soils based on their characteristics
  • develop interest in characteristics of soils as an environmental resource.
Key Inquiry Questions (KIQs)
  • How could we differentiate types of soils?
Suggested Experiences
  • Learners to explore the environment and collect different soil samples (sand, loam and clay)
  • In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)
  • Learners to share their experiences on how different samples of soils feel between their fingers
  • Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)
  • Learners to mount (using glue) the different soil samples on a chart. Learners to display the chart in the learning corner.
  • Learners find out from parents or guardians on the types of soils found in their locality and report back.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 1.4 Plants 1.4.1 Categorizing plants.

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • Identify different types of plants
  • categorize plants in the immediate environment according to specified features
  • appreciate the rich diversity in plants.
Key Inquiry Questions (KIQs)
  • Learners to carry out a nature walk to observe and identify the plants (edible/non- edible, thorny/non-thorny, poisonous/non- poisonous) Learners to take photographs of different plants during the nature walk Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (edible/non-edible, thorny/non-thorny, poisonous/non- poisonous) Learners to draw one type of plant and share their work with others.?
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.5 1.4.2Safety when handling plants

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe safe ways of handling different plants
  • observe safety when handling different plants in the immediate environment
  • appreciate the need to handle plants responsibly to reduce health risks.
Key Inquiry Questions (KIQs)
  • Learners to watch video clips or pictures or posters on safety when handling plants Learners listen to a resource person on safety when handling plants Learners to share information on how to handle different plants Learners to simulate safety when handling plants.?
Suggested Experiences
  • Learners listen to a guest speaker on plant safety.
  • quiz.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.6 1.5 Animals 1.5.1 Importance of animals

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • State different uses of animals to people
  • identify different animals that provide food products
  • Appreciate the importance of animals to the people.
Key Inquiry Questions (KIQs)
  • What are the uses of animals to people?
Suggested Experiences
  • Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)
  • Learners discuss the different food products people get from animals (meat, milk, eggs, honey)
  • In groups, learners make a journal on uses of animals to people as a class project.
  • Learners discuss with the teacher the suggested assessment criteria for the project and timeframe.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.7 1.6 Energy: Heat 1.6.1 Sources of Heat

Term 110 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify sources of heat in the environment
  • match different sources of heat to their fuels in the environment
  • appreciate the different sources of heat in the community.
Key Inquiry Questions (KIQs)
  • What are the sources of heat?
Suggested Experiences
  • Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker, electric cooker, charcoal burner, traditional jiko, stove)
  • Learners to think, pair and share their experiences on sources of heat at home and community
  • In groups, learners to match the different sources of heat with the fuels used (gas, electricity, charcoal, firewood, kerosene)
  • Learners interact with parents or guardians to appreciate the types of fuels used in the community and report back.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.8 1.6.2Uses of heat in the environment

Term 11 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify uses of heat energy in the environment
  • use heat energy responsibly to promote conservation and safety
  • appreciate conservation of heat energy in daily life.
Key Inquiry Questions (KIQs)
  • How is heat energy used in daily life?
Suggested Experiences
  • Learners to discuss uses of heat energy (warming, cooking, ironing, drying)
  • Learners to use multimedia resources to find out uses on heat energy in daily life.
  • In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying)
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

2.0 Social Environment

2 Sub-strands26 Lessons

2.1 2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community

Term 1 Term 225 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe ways of keeping the market place clean
  • participate in keeping the market place clean to promote social cohesion
  • appreciate a clean market place for good health.
Key Inquiry Questions (KIQs)
  • Learners to visit a market place, explore the?
  • sanitation?
  • Learners to observe cleaning activities at a?
  • market place from a video clip or photograph?
  • Learners to reflect think and share their?
  • experiences on the sanitation situation in the?
  • market place.?
  • Learners to discuss ways of keeping the?
  • market place clean.?
  • Learners to discuss the importance of keeping?
  • the market clean?
  • Learners to discuss the role their parents or?
  • guardians play during a market cleaning days?
  • Learners to display posters with persuasive?
  • messages during market cleaning days.?
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 2.2 Keeping safe in the community 2.2.1 Responding to strangers

Term 21 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify appropriate ways of responding to strangers in the community
  • respond appropriately to strangers in the community
  • take personal responsibility in keeping safe to limit risks.
Suggested Experiences
  • Learners to listen actively to a relevant age appropriate case story on responding to strangers
  • Learners to watch a video clip on how they could respond appropriately to strangers
  • In groups, learners to reflect, share and report back their experiences about responding to strangers
  • Learners are guided on how to use phone when in danger
  • Learners to simulate ways of responding appropriately to strangers
  • Learners to find out from parents or guardians appropriate ways of responding to strangers.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

2.0 Social environment

1 Sub-strand25 Lessons

3.1 2.2 Enterprise projects 2.2.1 Waste management for income generation project at school.

Term 225 Lessons
Specific Learning Outcomes (SLOs)

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

  • Identify ways of using waste responsibly to generate income
  • determine suitable waste management activity to generate income at school
  • participate in waste management activity to generate income at school
  • develop interest in undertaking income generating activities in waste management.
Key Inquiry Questions (KIQs)
  • What activities could learners undertake to generate income from waste management?
Suggested Experiences
  • Learners to identify ways of using waste to generate income (Collection, sorting, Reducing Reusing, recycling)
  • Learners to observe varied stimulus materials in waste management activities to derive suitable activities for income generation
  • Learners to discuss and identify suitable waste management activity that could be undertaken by the class to generate income (age appropriate activity)
  • 3.1Caring for Plants
  • (5 Lessons)
  • 3.1.1 Communicating plant
  • protection messages in the
  • community.
  • 3.2 Caring for Animals
  • 3.2.1 Caring for animals
  • in distress
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4
Strand 4.0

3.0 Caring for the environment

0 Sub-strands0 Lessons
5
Strand 5.0

3.0 Care for the environment

3 Sub-strands21 Lessons

5.1 3.3 Managing waste 3.3.1 Disposing of waste in the community

Term 2 Term 310 Lessons
Specific Learning Outcomes (SLOs)

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

  • state ways of disposing of waste in the community
  • participate in disposing of waste in the community
  • dispose waste responsibly to limit risks to self, others and the environment
Key Inquiry Questions (KIQs)
  • How could we dispose of waste in the community responsibly?
Suggested Experiences
  • Learners to discuss various types of waste in the community (avoid sewage and e-wastes)
  • Learners to watch a video clip on a waste dump site and identify the various types of waste, how they are sorted and disposed of responsibly
  • Learners to reflect, think and share ideas about types of waste and how they could be sorted and disposed of.
  • Learners to demonstrate sorting and disposal of waste in the community.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 3.4 Caring for Soil 3.4.1 Planting trees to protect soil

Term 310 Lessons
Specific Learning Outcomes (SLOs)

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

  • state the importance of planting trees
  • plant trees for soil protection
  • demonstrate willingness to plant trees to protect soil for environmental sustainability.
Key Inquiry Questions (KIQs)
  • How do trees protect the soil?
Suggested Experiences
  • Learners to discuss the importance of trees in protecting soil
  • Learners to use varied stimulus material to observe how trees protect soil
  • Learners to observe demonstration on planting tree seedling to protect (the seedlings to be planted where soil erosion is in progress)
  • Learners to plant some tree seedlings to protect soil
  • Learners to share with parents or guardians how planting tree seedlings protect the soil.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 3.4.2. Improving soil

Term 31 Lessons
Specific Learning Outcomes (SLOs)

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

  • Identify materials used to improve the soil
  • apply manure on a seedbed
  • apply mulch on a seedbed
  • develop interest in caring for the soil for using environmental sustainability.
Key Inquiry Questions (KIQs)
  • What do we use to improve soil?
Suggested Experiences
  • Learners observe stimulus material to identify materials used to improve the soil (mulch from organic material, farm yard manure)
  • Learners to use varied stimulus materials to observe how mulch and manure are used to care for soil.
  • Learners to observe a demonstration on how to mulch and apply manure to a seedbed.
  • Learners to mulch and apply manure to a seedbed
  • Learners to share with parents or guardians on the use of mulch and manure in caring for soil.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6
Strand 6.0

3.0 Caring for the environment

2 Sub-strands11 Lessons

6.1 3.4 Caring for water 3.4.1 Exploring ways of collecting rain water

Term 310 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways of collecting rain water in school and the community
  • collect rain water at school
  • appreciate the need of collecting rain water for domestic uses.
Suggested Experiences
  • Learners to share experiences on ways of collecting rain water
  • Learners to observe stimulus materials showing ways of collecting rain water in school and community
  • Learners to identify ways of collecting rain water in school and the community
  • Learners to improvise means of collecting rain water for use
  • Learners to inquire from parents or guardians on ways of collecting rain water and report back.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.2 3.4.2 Caring for water reservoirs in the community

Term 31 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify ways of protecting reservoirs
  • participate in protecting water reservoirs in the community
  • appreciate the need to care for reservoirs in the community.
Key Inquiry Questions (KIQs)
  • Learners to observe appropriate?
  • stimulus materials ways of protecting?
  • water reservoirs (water tanks)?
  • Learners to identify ways of?
  • protecting water sources and the?
  • reservoirs (fencing around, covering,?
  • fetching through the tap, regular?
  • cleaning)?
  • Learners to visit the community and?
  • participate in appropriate activities?
  • towards protection reservoirs?
  • Learners to sing songs or recite poems?
  • supporting caring for water reservoirs.?
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

7
Strand 7.0

3.0 Care for the environment

1 Sub-strand10 Lessons

7.1 3.5 Caring For Energy 3.5.1 Energy conservation campaigns in the community

Term 310 Lessons
Specific Learning Outcomes (SLOs)

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

  • state ways of promoting energy conservation in the community
  • participate in energy conservation campaigns in the community
  • appreciate the need promote energy conservation in the community.
Key Inquiry Questions (KIQs)
  • Learners to observe multimedia resources showing ways of promoting energy conservation (light and heat energy) Learners to reflect, think and share their ideas on promoting energy conservation in the community Learners to compose songs, poems, and create posters on energy conservation in the community. Then, pass the message in school and community events Learners to gather information about energy conservation in the community from parents or guardians and report back.?
Suggested Experiences
  • in energy conservation campaign.
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 3 Environmental Activities Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 3 Environmental Activities.

Term 1 Scheme13 Weeks
  • 1.0 Environment and its resources
  • 2.0 Social Environment
View Term 1
Term 2 Scheme14 Weeks
  • 2.0 Social Environment
  • 2.0 Social environment
  • 3.0 Care for the environment
View Term 2
Term 3 Scheme9 Weeks
  • 3.0 Care for the environment
  • 3.0 Caring for the environment
  • 3.0 Care for the environment
View Term 3

Other Grade 3 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 3.

Kiswahili Activities HubLiteracy Activities HubEnglish Activities HubMathematics Activities HubHygiene and Nutrition Activities HubChristian Religious Education HubHindu Religious Activities HubIslamic Religious Education Hub

Explore Schemes for Other CBC Classes

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

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 4 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 3 Environmental Activities?

The official KICD strands for Grade 3 Environmental Activities are: 1.0 Environment and its resources, 2.0 Social Environment, 2.0 Social 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 structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 3 Environmental Activities?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 3 Environmental Activities schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 3 Environmental Activities?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.