CBC Schemes Logo
CBC SCHEMESOF WORK
2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons1 Strands in Term 3

Grade 4 Science & Technology Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Science & Technology Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:
Term 1Term 2Term 3

Grade 4 Science & Technology Term 3 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 3.

Class / Grade
Grade 4
Pre-Primary Level
Learning Area
Science & Technology
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 4 Science & Technology Term 3 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Force and EnergyForce and its Effect

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

a) describe the uses of force in daily life

1. How does force affect objects?

- use digital or print media to search for, observe and discuss uses of force in day-to-day life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Force and EnergyForce and its Effect

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

a) appreciate the importance of force in day-to-day life

1. How does force affect objects?

- use digital or print media to search for, observe and discuss uses of force in day-to-day life

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Force and EnergyForce and its Effect

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

a) appreciate the importance of force in day-to-day life

1. How does force affect objects?

- discuss with peers ways of minimising friction between moving objects (smoothening surfaces, greasing, oiling, use of rollers, ball bearings)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Force and EnergyForce and its Effect

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

a) appreciate the importance of force in day-to-day life

1. How does force affect objects?

- discuss with peers ways of minimising friction between moving objects (smoothening surfaces, greasing, oiling, use of rollers, ball bearings)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Force and EnergyForce and its Effect

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

a) appreciate the importance of force in day-to-day life

1. How does force affect objects?

- discuss with peers ways of minimising friction between moving objects (smoothening surfaces, greasing, oiling, use of rollers, ball bearings)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Force and EnergyLight

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

a) identify the sources of light in nature

1. Why is light important in day-to-day life?

- brainstorm on the meaning of light

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Force and EnergyLight

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

a) identify the sources of light in nature

1. Why is light important in day-to-day life?

- brainstorm on the meaning of light

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Force and EnergyLight

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

a) identify the sources of light in nature

1. Why is light important in day-to-day life?

- brainstorm on the meaning of light

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Force and EnergyLight

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

a) identify the sources of light in nature

1. Why is light important in day-to-day life?

- carry out activities to categorise the sources of light in day-to-day life as natural or artificial

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Force and EnergyLight

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

a) describe ways of lighting a house in day-to-day life

1. Why is light important in day-to-day life?

- carry out activities to categorise the sources of light in day-to-day life as natural or artificial

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Force and EnergyLight

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

a) describe ways of lighting a house in day-to-day life

1. Why is light important in day-to-day life?

- carry out activities to categorise the sources of light in day-to-day life as natural or artificial

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Force and EnergyLight

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

a) describe ways of lighting a house in day-to-day life

1. Why is light important in day-to-day life?

- discuss with peers the ways of lighting a house (windows, translucent roofs, artificial lighting)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Force and EnergyLight

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

a) explain the uses of light in day-to-day life

1. Why is light important in day-to-day life?

- discuss with peers the ways of lighting a house (windows, translucent roofs, artificial lighting)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Force and EnergyLight

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

a) explain the uses of light in day-to-day life

1. Why is light important in day-to-day life?

- discuss with peers the ways of lighting a house (windows, translucent roofs, artificial lighting)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Force and EnergyLight

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

a) explain the uses of light in day-to-day life

1. Why is light important in day-to-day life?

- use digital or print media to search for information on sources and uses of light (to see, safety, discourage pests)

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 4 Science & Technology Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 4 Science & Technology. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Force and Energy

3 Sub-strands38 Lessons in Term 3

1.1 Force and its Effect

12 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Light

14 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Heat

12 Suggested LessonsTerm 3
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?
Learning 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 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 1View Term 1 →
  • Living Things and Their Environment
  • Matter
Term 2View Term 2 →
  • Matter
  • Force and Energy
Term 3Current
  • Force and Energy

Other Grade 4 Schemes of Work for Term 3

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

Agriculture (Term 3)Social Studies (Term 3)Creative Arts (Term 3)Mathematics (Term 3)CRE (Term 3)IRE (Term 3)HRE (Term 3)French (Term 3)German (Term 3)Arabic (Term 3)Mandarin (Term 3)English (Term 3)Kiswahili (Term 3)Indigenous Language (Term 3)

Explore Schemes for Other CBC Grades

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

PP1 SchemesPP2 SchemesGrade 1 SchemesGrade 2 SchemesGrade 3 SchemesGrade 5 SchemesGrade 6 SchemesGrade 7 SchemesGrade 8 SchemesGrade 9 Schemes

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: Grade 4 Science & Technology Term 3

What strands and sub-strands are covered in Grade 4 Science & Technology Term 3?

In Term 3, Grade 4 Science & Technology covers the following main strands: Force and Energy. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 4 Science & Technology in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.