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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

PP2 Environmental Activities Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for PP2 Environmental Activities Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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PP2 Environmental Activities 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 PP2 Environmental Activities in Term 3.

Class / Grade
PP2
Pre-Primary Level
Learning Area
Environmental Activities
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

PP2 Environmental Activities 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
113.0 Natural Environment3.5 Soil

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

a) Play with soil for enjoyment and exploration.

1. How do we handle soil without hurting ourselves?

- Discuss safety measures when handling soil (not putting soil in eyes or mouth, washing hands).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 Natural Environment3.5 Soil

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

a) Play with soil for enjoyment and exploration.

1. How do we handle soil without hurting ourselves?

- Discuss safety measures when handling soil (not putting soil in eyes or mouth, washing hands).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0 Natural Environment3.5 Soil

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

a) Appreciate playing with soil for enjoyment.

1. What are the different uses of soil?

- Take a nature walk to observe and collect different soil samples (clay, sand, loam).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0 Natural Environment3.6 Sound

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

a) Recognize sources of sounds produced in the immediate environment.

1. What sounds do different animals make?

- Discuss and identify different sounds heard in the environment during a nature walk.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0 Natural Environment3.6 Sound

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

a) Recognize sources of sounds produced in the immediate environment.

1. What sounds do different animals make?

- Discuss and identify different sounds heard in the environment during a nature walk.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
213.0 Natural Environment3.6 Sound

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

a) Talk about sounds produced in the immediate environment.

1. What do we do when we hear different sounds (alarms, bells, sirens)?

- Dramatise and imitate sounds of animals and vehicles.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 Natural Environment3.6 Sound

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

a) Talk about sounds produced in the immediate environment.

1. What do we do when we hear different sounds (alarms, bells, sirens)?

- Dramatise and imitate sounds of animals and vehicles.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0 Natural Environment3.7 Smell

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

a) Identify the body part used in smelling.

1. What part of the body is used in smelling?

- Identify the nose as the organ for smelling.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0 Natural Environment3.7 Smell

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

a) Identify the body part used in smelling.

1. What part of the body is used in smelling?

- Identify the nose as the organ for smelling.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0 Natural Environment3.7 Smell

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

a) Recognize pleasant and unpleasant smells in the immediate environment.

1. What things smell good in our environment?

- Walk round the environment and classify pleasant smells (flowers, food) and unpleasant smells (rotting rubbish).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
313.0 Natural Environment3.7 Smell

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

a) Respond appropriately to pleasant and unpleasant smells in the surrounding.

1. What things smell bad in our environment?

- Walk round the environment and classify pleasant smells (flowers, food) and unpleasant smells (rotting rubbish).

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
23.0 Natural Environment3.8 Light

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

a) Talk about different sources of light in the immediate environment.

1. What are the sources of light (sun, moon, stars, lamps, torches)?

- Identify sources of natural and artificial light from charts and the environment.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
33.0 Natural Environment3.8 Light

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

a) Talk about different sources of light in the immediate environment.

1. What are the sources of light (sun, moon, stars, lamps, torches)?

- Identify sources of natural and artificial light from charts and the environment.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
43.0 Natural Environment3.8 Light

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

a) Play with shadows.

1. What are the sources of light (sun, moon, stars, lamps, torches)?

- Perform simple experiments forming shadows using sunlight and torches.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
53.0 Natural Environment3.8 Light

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

a) Play with shadows.

1. What are the uses of light?

- Perform simple experiments forming shadows using sunlight and torches.

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

PP2 Environmental Activities Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in PP2 Environmental Activities. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

3.0 Natural Environment

4 Sub-strands20 Lessons in Term 3

1.1 3.5 Soil

5 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Talk about safety measures when playing with soil.
  • Play with soil for enjoyment and exploration.
  • Appreciate playing with soil for enjoyment.
Key Inquiry Questions (KIQs)
  • How do you feel when playing with different types of soil?
  • How do we handle soil without hurting ourselves?
  • What are the different uses of soil?
Learning Experiences
  • Manipulate different soils to make models (dolls, huts, simple household items).
  • Discuss safety measures when handling soil (not putting soil in eyes or mouth, washing hands).
  • Take a nature walk to observe and collect different soil samples (clay, sand, loam).
Teaching Resources

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

1.2 3.6 Sound

5 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Recognize sources of sounds produced in the immediate environment.
  • Talk about sounds produced in the immediate environment.
  • Respond to different sounds in the environment appropriately.
Key Inquiry Questions (KIQs)
  • What sounds do different animals make?
  • What do we do when we hear different sounds (alarms, bells, sirens)?
  • What sounds do we hear in the environment?
Learning Experiences
  • Discuss and identify different sounds heard in the environment during a nature walk.
  • Dramatise and imitate sounds of animals and vehicles.
  • Play simple musical instruments to produce sounds and respond to emergency bells.
Teaching Resources

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

1.3 3.7 Smell

5 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Identify the body part used in smelling.
  • Recognize pleasant and unpleasant smells in the immediate environment.
  • Respond appropriately to pleasant and unpleasant smells in the surrounding.
  • Appreciate pleasant smells in the immediate environment.
Key Inquiry Questions (KIQs)
  • What part of the body is used in smelling?
  • What things smell good in our environment?
  • What things smell bad in our environment?
  • How can we avoid bad smells in the environment?
Learning Experiences
  • Identify the nose as the organ for smelling.
  • Walk round the environment and classify pleasant smells (flowers, food) and unpleasant smells (rotting rubbish).
  • Guide learners in proper waste disposal to avoid bad smells.
Teaching Resources

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

1.4 3.8 Light

5 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Talk about different sources of light in the immediate environment.
  • Play with shadows.
  • Appreciate uses of light in the immediate environment.
Key Inquiry Questions (KIQs)
  • What are the sources of light (sun, moon, stars, lamps, torches)?
  • What are the uses of light?
Learning Experiences
  • Identify sources of natural and artificial light from charts and the environment.
  • Perform simple experiments forming shadows using sunlight and torches.
  • Discuss the uses of light and practice energy conservation by switching off lights.
Teaching Resources

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

2
Strand 2.0

4.0 Environmental Care and Safety

2 Sub-strands25 Lessons in Term 3

2.1 4.1 Care For The Immediate Environment

10 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Identify waste materials and items that require disposal in the immediate environment.
  • Dispose waste materials appropriately.
  • Appreciate living in a clean environment.
Key Inquiry Questions (KIQs)
  • Which areas require cleaning in the school compound?
  • Where do we dispose rubbish?
  • Why do we clean our environment?
  • How do we keep our environment clean?
Learning Experiences
  • Identify areas that require cleaning in the school compound and neighbourhood.
  • Participate in picking litter and sorting recyclables.
  • Practice using litter bins in class and proper disposal at waste pits.
  • Clean working areas after activities and sing cleaning songs.
Teaching Resources

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

2.2 4.2 Safety In The Environment

15 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)

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

  • Talk about safe places, objects and activities in the immediate environment.
  • Talk about dangerous places, objects and activities in the immediate environment.
  • Recognize safe and dangerous places, objects and activities in the immediate environment.
  • Talk about how to identify strangers within their immediate environment.
  • Take safety precautions in the school compound.
Key Inquiry Questions (KIQs)
  • What are dangerous places, objects, activities and games?
  • How do you identify strangers and respond safely?
  • How do you observe safety around water, fire and roads?
Learning Experiences
  • Name dangerous places (quarries, bushes, open pits) and dangerous objects (broken glass, sharp knives, medicines).
  • Learn and practice stranger-danger rules (not talking to or accepting gifts from strangers).
  • Simulate road crossing and report safety incidences to teachers and parents.
Teaching Resources

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

PP2 Environmental Activities Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for PP2 Environmental Activities showing the term-by-term distribution of all 4 strands.

Term 1View Term 1 →
  • 1.0 Social Environment
  • 2.0 Health Practices
Term 2View Term 2 →
  • 2.0 Health Practices
  • 3.0 Natural Environment
Term 3Current
  • 3.0 Natural Environment
  • 4.0 Environmental Care and Safety

Other PP2 Schemes of Work for Term 3

Download complete, editable schemes of work and explore strands for all learning areas in PP2.

Language Activities (Term 3)Mathematical Activities (Term 3)Psychomotor & Creative Activities (Term 3)Religious Education Activities (Term 3)

Explore Schemes for Other CBC Grades

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: PP2 Environmental Activities Term 3

What strands and sub-strands are covered in PP2 Environmental Activities Term 3?

In Term 3, PP2 Environmental Activities covers the following main strands: 3.0 Natural Environment, 4.0 Environmental Care and Safety. 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 PP2 Environmental Activities 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 PP2 Environmental Activities 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.