2026 KICD CBC Curriculum Design5 Strands · 18 Sub-strands66 Suggested Lessons

Grade 3 Hygiene and Nutrition 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 Hygiene and Nutrition 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 Hygiene and Nutrition Activities Curriculum Facts

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

Class / Level: Grade 3
Major Strands: 5 Strands
Annual Lessons: 66 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 3 Hygiene and Nutrition Activities Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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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 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) mention healthy habits that promote our well-being,	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) state the importance of practising health habits for our well-being,	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) practice health habits that promote our wellbeing, b) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.1 Healthy habits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of observing health habits for our well-being.	1. In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?	- Advocate for practising of health habits to promote well-being among peers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) name common problems related to teeth,	1. What are the common problems related to teeth?	- In pairs, learners share experiences on the problems they have experienced with their teeth.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) name common problems related to teeth,	1. What are the common problems related to teeth?	- Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips. - Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	1.0 Main Strand	1.2 Oral hygiene	By the end of the sub strand, the learner should be able to; a) mention ways of dealing with common problems related to teeth.	1. How do we manage common problems with teeth?	- Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	1.0 Main Strand	1.3 Cleaning the classroom	By the end of the sub strand, the learner should be able to; a) give reasons for cleaning the classroom	-	- In groups, learners are guided to give reasons for cleaning the classroom. - Learners identify the materials and equipment used for cleaning the classroom using realia and pictures.	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

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

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

Strand 1.0

1.0 Main Strand

11 Sub-strands39 Lessons

1.1 1.1 Healthy habits

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

mention healthy habits that promote our well-being,
state the importance of practising health habits for our well-being,
practice health habits that promote our wellbeing,
appreciate the importance of observing health habits for our well-being.

Key Inquiry Questions (KIQs)

In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites) Learners listen to stories and share experiences that bring out the importance of practising health habits. Learners are guided to keep a record of the health habits they practise on a daily basis.?

Suggested Experiences

Advocate for practising of health habits to promote well-being among peers

Teaching Resources

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

1.2 1.2 Oral hygiene

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

name common problems related to teeth,
mention ways of dealing with common problems related to teeth.

Key Inquiry Questions (KIQs)

What are the common problems related to teeth?
How do we manage common problems with teeth?

Suggested Experiences

In pairs, learners share experiences on the problems they have experienced with their teeth.
Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips
Learners are guided to tell ways in which common problems relating to teeth can be managed using pictures, video clips.
Learners listen to a talk by a resource person (dentist/community health worker) on oral hygiene

Teaching Resources

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

1.3 1.3 Cleaning the classroom

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

give reasons for cleaning the classroom
identify materials used to clean the classroom
care for the classroom
appreciate the importance of having a clean classroom

Suggested Experiences

In groups, learners are guided to give reasons for cleaning the classroom.
Learners identify the materials and equipment used for cleaning the classroom using realia and pictures.
Learners assess their own classroom and identify areas that need to be cleaned.
Learners are guided to clean the classroom (collecting litter, sweeping the floor, dusting surfaces like desks and chairs, removing cobwebs, emptying the dustbin, opening windows for aeration, arranging furniture)through demonstration, video clips.
Learners practise how to clean the classroom
Learners are guided to develop a duty rota on cleaning their classroom
Learners are guided to develop a checklist which they will use to assess cleanliness of their classroom
Learners can simulate how to clean a classroom using computing devices

Teaching Resources

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

1.4 1.4 Use of improvised materials for cleaning utensils

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of dirt found on utensils,
identify materials that can be improvised for cleaning utensils,
prepare improvised cleaning materials for cleaning utensils,

Key Inquiry Questions (KIQs)

What type of dirt do we find on utensils?
Which materials can be improvised to clean utensils?
How can we prepare improvised materials for cleaning utensils?
How do we clean utensils using improvised cleaning?

Suggested Experiences

Learners are guided to identify types of dirt found on utensils (greasy, starchy, milky dirt) using realia, pictures, video clips.
Learners are guided to identify cleaning materials using pictures, realia.
Learners are guided to identify materials that can be improvised.
Learners are guided in preparing the improvised materials for cleaning e.g sieving ash, crush charcoal, crush egg

Teaching Resources

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

1.5 1.5 Proper use and storage of medicine at home

Term 13 Lessons

Specific Learning Outcomes (SLOs)

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

identify medicines for internal and external use at home,
Interpret simple instructions on dosage of medicine for various ailments,
practice proper storage of medicine at home.

Key Inquiry Questions (KIQs)

Which are the internal and external medicines used at home?
How will I know how and when to take medicine?
How do we store medicine?

Suggested Experiences

Learners are guided to identify internal and external medicines used at home (those to be swallowed and those to be applied) using empty packets and containers.
In groups, learners are guided to interpret simple instructions on dosage using empty packets and containers of medicine (time of day medicine is taken, amount of medicine to be taken, whether medicine is for internal or external use, if medicine is to be taken before or after meals, for how long the medicine is to be taken)

Teaching Resources

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

1.6 1.6 Making water safe for drinking

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

mention ways in which water is contaminated in the environment,
differentiate between clean water and safe water for drinking,
state the importance of drinking safe water for good health,
make water safe for drinking by boiling,
store boiled water meant for drinking,
appreciate the need for safe water for drinking.

Key Inquiry Questions (KIQs)

How is water contaminated?
Is clean looking water safe for drinking?
How can we make water safe for drinking?
How can we store water safe for drinking?

Suggested Experiences

Learners are guided to discuss ways in which water can be contaminated in their environment (human activities-washing clothes, bathing, urinating, swimming and animals- drinking directly from water source, excreting in water) through pictures, charts, video clips.
Learners are guided to differentiate between clean water and safe water through experimentation (sieve clean looking water with a clean white handkerchief; presence of substances left on the handkerchief is an indication that the water has suspensions in it which makes it unsafe for drinking).
Learners are guided in group discussions on reasons why we need to drink safe water
Learners are guided on how to boil water for drinking through a demonstration or watching video clips
Learners to be guided on how to store boiled for drinking
Learners can explore other ways in which water is contaminated in their environment by carrying out simple guided experiments, searching the internet, talking to parents/guardians/older siblings/grandparents/resource people

Teaching Resources

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

1.7 1.7Kitchen garden

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

identify forms of kitchen gardens,
name different crops grown in a kitchen garden,
state the importance of a kitchen garden at home and school,
create a kitchen garden at home and school,
appreciate the importance of a kitchen garden at home and school.

Key Inquiry Questions (KIQs)

What forms of kitchen gardens do we have?
Which crops can we grow in kitchen gardens?
Why do we need a kitchen garden?
How can I make and maintain my kitchen garden?

Suggested Experiences

Learners are guided to identify forms of kitchen gardens (bags, tyres, basins/boxes, pipes, plots, hanging/floating pots, hanging walls) using pictures, charts, video clips
In groups, learners are guided to discuss the crops grown in kitchen gardens using pictures, video clips, photos
learners discuss the importance of having a kitchen garden
Learners are guided in creating a kitchen garden within the school compound
Learners maintain the kitchen garden in school and at home with the help of a teacher/parent/guardian
Learners can take photos of kitchen gardens at home using computing devices and display in their classroom
Learners can search the internet using computing devices on other forms of kitchen gardens and plants grown
kitchen garden at home and in their neigbourhood

Teaching Resources

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

1.8 1.8 Care of toilets/ latrines and urinals

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

mention reasons for cleaning a toilet, latrine or urinal in their environment
identify the materials used in cleaning a toilet, latrine or urinal in their environment,

Key Inquiry Questions (KIQs)

What materials do we use to clean the toilet, latrine or urinal?
Why do we clean the toilet or urinal?
How should we clean the toilet/latrine and urinal?

Suggested Experiences

Learners are guided to mention the importance of cleaning toilets, latrines or urinal.
Learners identify materials used for cleaning the toilet, latrine or urinal using pictures or realia.
Learners are guided on how clean a toilet, latrine or urinal using demonstration and video clips.

Teaching Resources

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

1.9 1.9 Bed making

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

identify materials used as beddings at home,
state the uses of different bedding materials at home,
make a bed using available beddings at home,
state the importance of making a bed,
appreciate the need for a well- made bed.

Key Inquiry Questions (KIQs)

In groups, learners are guided to identify the different bedding materials available at home using realia, pictures and experience sharing. Learners are guided to state the use of different bedding materials available at home using pictures and realia. Learners are guided to make a bed using available material through a demonstration and video clips. Learners practice how to make a bed Learners peer teach each other on how to make a bed. Learners state the importance of making a bed (neatness, comfort, beauty, keep off dust, cleanliness) Learners are guided to develop a checklist that they will use to help them make their bed on daily basis with the assistance of their parents/guardians/older siblings Play games on bed making using computing devices Learners to sing songs and recite poems on making the bed?

Teaching Resources

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

1.10 2.1Prevention of parasites in and out of the body

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

name common external parasites found on the body,
identify common external parasite found on the body,
name common internal parasites found in the body,
identify common internal parasites found in the body,

Key Inquiry Questions (KIQs)

How do external and internal parasites look like?
Which parts of the body do they infest?
What leads to infestation of parasites on or in the body?
What are the effects of parasite infestation?

Suggested Experiences

Learners name common body parasites
Learners identify common external body parasites (lice and jiggers) and where they are found in the body using pictures, video clips, charts
Learners name common internal body parasites
Learners identify common internal body parasites (intestinal worms) using pictures, video clips and charts

Teaching Resources

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

1.11 2.2Personal hygiene during bed wetting

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

mention causes of bed wetting,
state the effects of bed wetting,
state hygienic practices to observe during bed wetting,
appreciate the importance of personal hygiene during bed wetting.

Key Inquiry Questions (KIQs)

What are the reasons for bed wetting?
What are the effects of bed wetting?
How do we relate with those who bed wet?
What should one do when they wet their bed?

Suggested Experiences

Learners will be guided to mention causes of bed wetting (drinking too much liquids before sleeping, dreaming, not able to control the bladder, feeling unwell).
The learners will listen to stories and share experiences on bed wetting.
learners will be guided to tell the effects of bed wetting (bad smell, bed sores, low self-esteem, beddings infested with maggots) through pictures, video clips and experience sharing

Teaching Resources

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

Strand 2.0

3.0 Foods

2 Sub-strands4 Lessons

2.1 3.1 Eating Habits and Values

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

name foods available in our community,
give reasons for not eating certain foods available in the community,
appreciate reasons for not eating certain types of foods.

Key Inquiry Questions (KIQs)

learners are guided to identify foods available in their community through brainstorming, pictures, buzz groups, video clips Learners are guided to mention reasons why some members of the community do not eat certain foods (health, religion, personal preferences, culture, availability)through experience sharing, discussion, buzz groups Learners role play on how to handle a person who does not eat certain food available in their community?

Suggested Experiences

not eat certain foods in their neighbourhood and report their findings

Teaching Resources

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

2.2 3.2 Food Etiquette

Term 22 Lessons

Specific Learning Outcomes (SLOs)

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

identify good table manners to observe when taking meals,
practice good table manners when taking meals,
appreciate the importance of practicing good table manners when taking meals.

Key Inquiry Questions (KIQs)

Which are the good table manners?
How should we behave when taking meals?

Suggested Experiences

learners are guided to identify good table manners (eating with mouth closed, not talking while eating, not placing elbow on the table, washing hands before eating, not picking nose or teeth while at the table, not stretching your hand to pick table condiments or food, correct use of cutlery and crockery, eating with the pace of the others, keeping low tone when conversing with others at the table) through discussion, pictures, video clips and story telling.
Learners role play good table manners
In pairs, learners are guided to assess each other's table manners during snack and meal times in school.
Learners can take pictures or record on table manners using computing devices and share in class.

Teaching Resources

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

Strand 3.0

3.0 Foods and Nutrition

3 Sub-strands10 Lessons

3.1 3.3 Food groups

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

mention reasons for eating food,
group foods into energy giving, body building and protective foods,
appreciate the importance of eating food from all the three food groups in a meal.

Suggested Experiences

learners are guided to mention reasons for eating food (energy, growth, prevent diseases)
learners are guided to classify foods into energy giving, body building and protective foods using pictures, realia, charts and video clips
In groups, learners are guided to identify energy giving, body building and protective foods from their environment.
Learners are guided to discuss the importance of eating foods from all the three food groups in a meal
Learners can take pictures using computing devices of foods from the different classes and display in class
Learners can play games using computing devices on classifying foods into the three food groups
Learners can search internet for food items in the different classes of food using computing devices

Teaching Resources

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

3.2 3.3 Food and fitness

Term 23 Lessons

Specific Learning Outcomes (SLOs)

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

give reasons why some people eat too much or too little food
mention the risks of eating too much or too little food
give reasons why exercising is important in physical fitness
appreciate the importance of eating the right amounts of food at the right time and doing adequate physical exercises

Key Inquiry Questions (KIQs)

Why do some people eat too much or too little food?
What are the problems of eating too much or too little food?
Why should we eat adequate food at the right time?
Why is it important to do physical exercises regularly?

Suggested Experiences

learners are guided to give reasons why some people eat too much or too little food through discussions, stories
In groups, learners are guided to mention the risks of eating too much or too little food using pictures or videos
Learners are guided to identify the importance of engaging in physical exercises through experience sharing, videos, doing exercises.
Learners are guided in keeping a record of their participation in physical exercise

Teaching Resources

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

3.3 3.5 Safety in food storage

Term 2 Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

identify storage facilities for food at home,
state where to store cooked and raw foods at home,
mention factors to observe when storing cooked and raw foods at home,
give reasons for proper storage of food at home,
appreciate the importance of proper storage of food at home.

Key Inquiry Questions (KIQs)

Learners are guided to identify storage facilities for food (cupboards, shelves, racks, refrigerator, food containers, sacks) through pictures, video clips, charts. Learners are guided to identify areas where cooked and raw foods could be stored using pictures, videos. Learners are guided to mention factors to observe when storing food (clean, and cool place; cooked food covered; not mixing cooked and uncooked food; free from pests) Learners are guided to give reasons for proper storage of food (prevent going bad; to preserve so that it can be used later; to avoid contamination from dirt; to prevent from been infested by pests; to prevent wastage) Learners role play how to store raw and cooked food. Learners can search storage facilities from the internet using computing devices Learners can take pictures or shoot videos using computing devices on how they store food at home and share in class?

Teaching Resources

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

Strand 4.0

4.0 Safety Education

1 Sub-strand10 Lessons

4.1 4.1Common accidents and Basic First aid

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

identify common accidents in the school,
name the causes of common accidents in school,
names way of preventing common accidents in the school,

Key Inquiry Questions (KIQs)

What are the common accidents in the school?
What are the causes of common accidents in the school?
What is the simple first aid for common accidents in the school?

Suggested Experiences

Learners brainstorm on common accidents in the school (falls, cuts, grazes, sprains)
Learners are guided to identify causes of common accidents in the classroom (rough surfaces, accidents

Teaching Resources

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

Strand 5.0

5.0 Consumer Education

1 Sub-strand3 Lessons

5.1 4.1 Packaged food

Term 33 Lessons

Specific Learning Outcomes (SLOs)

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

name various types of packaged foods sold in the locality,
identify the basic information on packets or containers used for packaging food,
appreciate the importance of the basic information found on food packets and containers.

Key Inquiry Questions (KIQs)

Which foods are sold in packages in our locality?
What information is found on the packages?
Why is the information important?

Suggested Experiences

learners are guided to name the various packed foods sold in their locality through realia, pictures, empty packages, video clips
Learners are guided to identify the basic information provided on packaged food using empty package materials or realia (expiry date, manufacture date, storage, use of product, quality mark like Kebs, weight of contents)

Teaching Resources

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

Grade 3 Hygiene and Nutrition Activities Schemes of Work by Term (1, 2 & 3)

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

Term 1 Scheme13 Weeks

1.0 Main Strand

View Term 1

Term 2 Scheme14 Weeks

1.0 Main Strand
3.0 Foods
3.0 Foods and Nutrition

View Term 2

Term 3 Scheme9 Weeks

3.0 Foods and Nutrition
4.0 Safety Education
5.0 Consumer Education

View Term 3

Other Grade 3 Learning Areas & Schemes

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

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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

What are the main strands in Grade 3 Hygiene and Nutrition Activities?

The official KICD strands for Grade 3 Hygiene and Nutrition Activities are: 1.0 Main Strand, 3.0 Foods, 3.0 Foods and Nutrition, 4.0 Safety Education, 5.0 Consumer Education. 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 Hygiene and Nutrition 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 Hygiene and Nutrition 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 Hygiene and Nutrition 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.