2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

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

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

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Grade 3 Environmental Activities Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 3 Environmental Activities in Term 1.

Class / Grade: Grade 3
Learning Area: Environmental Activities
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 3 Environmental Activities Term 1 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.

65 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	1.1 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)
	2	1.0 Environment and its resources	1.1 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)
	3	1.0 Environment and its resources	1.1 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)
	4	1.0 Environment and its resources	1.1 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)
	5	1.0 Environment and its resources	1.1 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)
2	1	1.0 Environment and its resources	1.1.2 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)
	2	1.0 Environment and its resources	1.3 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)
	3	1.0 Environment and its resources	1.3 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)
	4	1.0 Environment and its resources	1.3 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)
	5	1.0 Environment and its resources	1.3 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)
3	1	1.0 Environment and its resources	1.3 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)
	2	1.0 Environment and its resources	1.3 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)
	3	1.0 Environment and its resources	1.3 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)
	4	1.0 Environment and its resources	1.3 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)
	5	1.0 Environment and its resources	1.3 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)

Curriculum Design & Content

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

Official KICD curriculum breakdown taught during Term 1 in Grade 3 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

8 Sub-strands48 Lessons in Term 1

1.1 1.1 Weather 1.1.1 Exploring unfavourable weather conditions

5 Suggested LessonsTerm 1

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?

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

1.2 1.1.2 Keeping safe from unfavourable weather conditions

1 Suggested LessonsTerm 1

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?

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

1.3 1.3 Soil 1.3.1 Exploring soil characteristics

10 Suggested LessonsTerm 1

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?

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

1.4 1.4 Plants 1.4.1 Categorizing plants.

10 Suggested LessonsTerm 1

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

1.5 1.4.2Safety when handling plants

1 Suggested LessonsTerm 1

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.?

Learning Experiences

Learners listen to a guest speaker on plant safety.
quiz.

Teaching Resources

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

1.6 1.5 Animals 1.5.1 Importance of animals

10 Suggested LessonsTerm 1

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?

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

1.7 1.6 Energy: Heat 1.6.1 Sources of Heat

10 Suggested LessonsTerm 1

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?

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

1.8 1.6.2Uses of heat in the environment

1 Suggested LessonsTerm 1

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?

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

Strand 2.0

2.0 Social Environment

1 Sub-strand25 Lessons in Term 1

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

25 Suggested LessonsTerm 1

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

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

Complete annual curriculum scope for Grade 3 Environmental Activities showing the term-by-term distribution of all 7 strands.

Term 1Current

1.0 Environment and its resources
2.0 Social Environment

Term 2View Term 2 →

2.0 Social Environment
2.0 Social environment
3.0 Care for the environment

Term 3View Term 3 →

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

Other Grade 3 Schemes of Work for Term 1

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

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

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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 3 Environmental Activities Term 1

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

In Term 1, Grade 3 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 13-week term.

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

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 3 Environmental Activities Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 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.