2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

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

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Grade 3 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 3 Environmental Activities in Term 2.

Class / Grade: Grade 3
Learning Area: Environmental Activities
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 3 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	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. sanitation?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. Learners to observe cleaning activities at a?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. market place from a video clip or photograph?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. market place from a video clip or photograph?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. Learners to reflect think and share their?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) describe ways of keeping the market place clean	1. Learners to reflect think and share their?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. experiences on the sanitation situation in the?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. market place.?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. market place.?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. Learners to discuss ways of keeping the?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. Learners to discuss ways of keeping the?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. market place clean.?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. Learners to discuss the importance of keeping?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) participate in keeping the market place clean to promote social cohesion	1. Learners to discuss the importance of keeping?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	2.0 Social Environment	2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community	By the end of the sub strand, the learner should be able to; a) appreciate a clean market place for good health.	1. the market clean?	-	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

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

Official KICD curriculum breakdown taught during Term 2 in Grade 3 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-strands26 Lessons in Term 2

1.1 2.1 Harmonious Living in the Community 2.1.1 Sanitation in the community

25 Suggested LessonsTerm 2

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.

1.2 2.2 Keeping safe in the community 2.2.1 Responding to strangers

1 Suggested LessonsTerm 2

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.

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

Strand 2.0

2.0 Social environment

1 Sub-strand25 Lessons in Term 2

2.1 2.2 Enterprise projects 2.2.1 Waste management for income generation project at school.

25 Suggested LessonsTerm 2

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?

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

Strand 3.0

3.0 Care for the environment

1 Sub-strand10 Lessons in Term 2

3.1 3.3 Managing waste 3.3.1 Disposing of waste in the community

10 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

1.0 Environment and its resources
2.0 Social Environment

Term 2Current

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 2

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

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)

Explore Schemes for Other CBC Grades

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 3 Environmental Activities Term 2

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

In Term 2, Grade 3 Environmental Activities covers the following main strands: 2.0 Social Environment, 2.0 Social environment, 3.0 Care for the 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 3 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 3 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.