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

Grade 4 Science & Technology 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 4 Science & Technology Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Science & Technology 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 4 Science & Technology in Term 1.

Class / Grade: Grade 4
Learning Area: Science & Technology
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 4 Science & Technology Term 1 Scheme of Work Table

Week-by-week lesson 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	Living Things and Their Environment	Plants	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)
	2	Living Things and Their Environment	Plants	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)
	3	Living Things and Their Environment	Plants	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)
	4	Living Things and Their Environment	Plants	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)
	5	Living Things and Their Environment	Plants	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)
2	1	Living Things and Their Environment	Plants	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)
	2	Living Things and Their Environment	Plants	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)
	3	Living Things and Their Environment	Plants	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)
	4	Living Things and Their Environment	Plants	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)
	5	Living Things and Their Environment	Plants	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)
3	1	Living Things and Their Environment	Plants	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)
	2	Living Things and Their Environment	Plants	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)
	3	Living Things and Their Environment	Plants	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)
	4	Living Things and Their Environment	Plants	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)
	5	Living Things and Their Environment	Plants	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)

Curriculum Design & Content

Grade 4 Science & Technology Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 4 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Living Things and Their Environment

3 Sub-strands40 Lessons in Term 1

1.1 Plants

12 Suggested LessonsTerm 1

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?

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

1.2 Animals

12 Suggested LessonsTerm 1

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?

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

1.3 Human Digestive System

16 Suggested LessonsTerm 1

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?

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

Strand 2.0

Matter

1 Sub-strand14 Lessons in Term 1

2.1 Properties of Matter

14 Suggested LessonsTerm 1

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?

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

Grade 4 Science & Technology Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 4 Science & Technology showing the term-by-term distribution of all 3 strands.

Term 1Current

Living Things and Their Environment
Matter

Term 2View Term 2 →

Matter
Force and Energy

Term 3View Term 3 →

Force and Energy

Other Grade 4 Schemes of Work for Term 1

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

Agriculture (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (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 4 Science & Technology Term 1

What strands and sub-strands are covered in Grade 4 Science & Technology Term 1?

In Term 1, Grade 4 Science & Technology covers the following main strands: Living Things and Their Environment, Matter. 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 4 Science & Technology 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 4 Science & Technology 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.