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2026 KICD CBC Curriculum Design3 Strands · 9 Sub-strands120 Suggested Lessons

Grade 4 Science & Technology 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 4 Science & Technology. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 Science & Technology Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 Science & Technology under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
3 Strands
9 Sub-strands
Annual Lessons
120 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 Science & Technology 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
11Living Things and Their EnvironmentPlants

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

a) identify characteristics of plants as living things

1. Why are plants grouped as living things?

- search for information from print and non-print materials on characteristics of plants as living things and discuss with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and Their EnvironmentPlants

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

a) identify characteristics of plants as living things

1. Why are plants grouped as living things?

- search for information from print and non-print materials on characteristics of plants as living things and discuss with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and Their EnvironmentPlants

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

a) identify characteristics of plants as living things

1. Why are plants grouped as living things?

- search for information from print and non-print materials on characteristics of plants as living things and discuss with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and Their EnvironmentPlants

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

a) identify characteristics of plants as living things

1. Why are plants grouped as living things?

- take a walk in the school compound and adjacent environment to observe, discuss and record evidence that plants grow, reproduce, remove waste, respond to changes in their environment and die

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and Their EnvironmentPlants

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

a) describe functions of external parts of plants

1. Why are plants grouped as living things?

- take a walk in the school compound and adjacent environment to observe, discuss and record evidence that plants grow, reproduce, remove waste, respond to changes in their environment and die

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Living Things and Their EnvironmentPlants

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

a) describe functions of external parts of plants

1. Why are plants grouped as living things?

- observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and Their EnvironmentPlants

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

a) describe functions of external parts of plants

1. Why are plants grouped as living things?

- observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and Their EnvironmentPlants

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

a) describe functions of external parts of plants

1. Why are plants grouped as living things?

- observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- discuss the functions of external parts of plants and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- discuss the functions of external parts of plants and share with peers

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- use digital applications to draw, paint and label external parts of a plant

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- use digital applications to draw, paint and label external parts of a plant

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- use digital applications to draw, paint and label external parts of a plant

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- use digital applications to draw, paint and label external parts of a plant

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Living Things and Their EnvironmentPlants

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

a) appreciate the need to care for plants

1. Why are plants grouped as living things?

- use digital applications to draw, paint and label external parts of a plant

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 Science & Technology Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Living Things and Their Environment

3 Sub-strands40 Lessons

1.1 Plants

Term 112 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify characteristics of plants as living things
  • describe functions of external parts of plants
  • appreciate the need to care for plants
Key Inquiry Questions (KIQs)
  • Why are plants grouped as living things?
Suggested Experiences
  • search for information from print and non-print materials on characteristics of plants as living things and discuss with peers
  • take a walk in the school compound and adjacent environment to observe, discuss and record evidence that plants grow, reproduce, remove waste, respond to changes in their environment and die
  • observe young plants/seedlings, draw and label their parts and share with peers (roots, stems and leaves)
  • discuss the functions of external parts of plants and share with peers
  • use digital applications to draw, paint and label external parts of a plant
Teaching Resources

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

1.2 Animals

Term 112 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the characteristics of animals as living things
  • distinguish vertebrates from invertebrates in the environment
  • appreciate the need to care for animals
Key Inquiry Questions (KIQs)
  • Why are animals grouped as living things?
Suggested Experiences
  • take a walk in the school compound and adjacent environment to observe, discuss and record evidence that animals feed, grow, breathe, reproduce, remove waste, move, respond to changes in environment and die
  • search for information from print and digital media on characteristics of animals as living things and discuss findings with peers
  • search for information on main differences between vertebrates and invertebrates and share findings
  • take a walk in the immediate environment to identify vertebrates and invertebrates in their locality
Teaching Resources

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

1.3 Human Digestive System

Term 116 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify parts of the human digestive system
  • develop a plan of maintaining a healthy human digestive system
  • appreciate the importance of a healthy human digestive system
Key Inquiry Questions (KIQs)
  • What makes up the digestive system?
  • How is a healthy digestive system maintained?
Suggested Experiences
  • use print and digital materials to observe and identify parts of the human digestive system (mouth, gullet, stomach, small intestines, large intestines, rectum, anus)
  • draw and label the human digestive system
  • discuss symptoms of an unhealthy digestive system (stomach ache, bloating, worms, diarrhoea, vomiting, constipation) and record findings
  • collaboratively discuss and develop a plan on ways of maintaining a healthy digestive system
  • use interactive platforms or digital images to illustrate the human digestive system
Teaching Resources

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

2
Strand 2.0

Matter

3 Sub-strands42 Lessons

2.1 Properties of Matter

Term 1 Term 214 Lessons
Specific Learning Outcomes (SLOs)

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

  • categorise substances in the environment into the three states of matter
  • describe the properties of the three states of matter
  • appreciate the importance of the different states of matter in day-to-day life
Key Inquiry Questions (KIQs)
  • What are the properties of matter in different states?
Suggested Experiences
  • brainstorm on the meaning of matter and identify its different states (solids, liquids, gases)
  • collect and group different substances from the environment into the three states of matter collaboratively
  • carry out activities to demonstrate the properties of the three states of matter (shape, volume, mass) with peers
  • discuss the importance of the different states of matter in day-to-day life
  • use digital or print media to search for more information on the characteristics of the three states of matter
Teaching Resources

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

2.2 Management of Solid Waste

Term 216 Lessons
Specific Learning Outcomes (SLOs)

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

  • classify solid waste into decomposable and non-decomposable
  • describe the dangers of solid waste to the environment
  • apply appropriate methods to manage solid waste in the environment
  • appreciate the need for proper management of solid waste
Key Inquiry Questions (KIQs)
  • How is solid waste dangerous to the environment?
Suggested Experiences
  • walk around the school compound and its environment to identify solid waste in the environment
  • discuss with peers the meaning of decomposable and non-decomposable solid waste
  • collect solid waste in the school, sort and classify them into decomposing and non-decomposing
  • discuss the dangers of solid waste to the environment and present in class
  • discuss methods of managing different types of waste in their environment (Re-using, Recycling, Reducing)
  • make dustbins for safe disposal of waste at home and in school using locally available materials
Teaching Resources

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

2.3 Water Conservation

Term 212 Lessons
Specific Learning Outcomes (SLOs)

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

  • explain the meaning of water conservation in the environment
  • describe methods of conserving water at home and school
  • outline the importance of conserving water at home and school
  • develop interest in conserving water at home and school
Key Inquiry Questions (KIQs)
  • Why is it important to conserve water?
Suggested Experiences
  • brainstorm on how water is wasted at home and school
  • discuss with peers the meaning of water conservation
  • explore their locality and observe how water is conserved
  • discuss with peers ways of conserving water (reducing water wastage, reusing water, recycling water)
  • practise responsible use of water at home and school
  • prepare posters to sensitise the community on the importance of water conservation
Teaching Resources

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

3
Strand 3.0

Force and Energy

3 Sub-strands38 Lessons

3.1 Force and its Effect

Term 2 Term 312 Lessons
Specific Learning Outcomes (SLOs)

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

  • describe types of forces in nature
  • demonstrate the effects of force on objects in nature
  • describe the uses of force in daily life
  • appreciate the importance of force in day-to-day life
Key Inquiry Questions (KIQs)
  • How does force affect objects?
Suggested Experiences
  • brainstorm on the meaning of the term force as used in science
  • carry out activities that demonstrate the existence of force of gravity and force of friction in nature
  • carry out activities to demonstrate the effects of force on objects (change of shape, start motion, stop moving objects, increase speed, decrease speed, change direction)
  • use digital or print media to search for, observe and discuss uses of force in day-to-day life
  • discuss with peers ways of minimising friction between moving objects (smoothening surfaces, greasing, oiling, use of rollers, ball bearings)
Teaching Resources

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

3.2 Light

Term 314 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify the sources of light in nature
  • describe ways of lighting a house in day-to-day life
  • explain the uses of light in day-to-day life
  • appreciate the applications of light in day-to-day life
Key Inquiry Questions (KIQs)
  • Why is light important in day-to-day life?
Suggested Experiences
  • brainstorm on the meaning of light
  • carry out activities to categorise the sources of light in day-to-day life as natural or artificial
  • discuss with peers the ways of lighting a house (windows, translucent roofs, artificial lighting)
  • use digital or print media to search for information on sources and uses of light (to see, safety, discourage pests)
  • discuss with peers the applications of light in day-to-day life
Teaching Resources

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

3.3 Heat

Term 312 Lessons
Specific Learning Outcomes (SLOs)

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

  • identify sources of heat in nature
  • demonstrate uses of heat in day-to-day life
  • describe safety measures to observe when using heat
  • appreciate the importance of heat in day-to-day life
Key Inquiry Questions (KIQs)
  • What are the safety measures observed when using heat?
Suggested Experiences
  • use digital or print media to search for the meaning of heat
  • discuss with peers the sources of heat in nature (sun, fire, electricity)
  • carry out activities to demonstrate the uses of heat in day-to-day life (cooking, warming, ironing, drying)
  • discuss safety measures and practices necessary when using heat
  • use locally available materials to make kitchen oven gloves or pot holders
Teaching Resources

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

Grade 4 Science & Technology Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 Science & Technology.

Term 1 Scheme13 Weeks
  • Living Things and Their Environment
  • Matter
View Term 1
Term 2 Scheme14 Weeks
  • Matter
  • Force and Energy
View Term 2
Term 3 Scheme9 Weeks
  • Force and Energy
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

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Explore Schemes for Other CBC Classes

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

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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:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 Science & Technology?

The official KICD strands for Grade 4 Science & Technology are: Living Things and Their Environment, Matter, Force and Energy. 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 4 Science & Technology?

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 4 Science & Technology 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 4 Science & Technology?

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.