CBE · Lower Primary
Grade 1 Environmental Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Environmental Activities scheme of work for Grade 1 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 1
- Subject
- Environmental Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Cleaning My Body · Cleaning My Body - Teeth · Cleaning My Body - Hands · Cleaning My Body - Feet and Hair · Our Home · Family Needs · Our School · Our School - Safety
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: identify materials used to clean different parts of the body. | The learner is guided to: observe pictures and name materials used to clean different parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Social Environment | Cleaning My Body - Teeth | By the end of the lesson, the learner should be able to: clean face, teeth, hands, feet and hair using locally available materials. | The learner is guided to: draw and colour materials used to clean different parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Social Environment | Cleaning My Body - Hands | By the end of the lesson, the learner should be able to: appreciate the importance of a clean body for personal hygiene. | The learner is guided to: match cleaning materials with pictures of body parts they are used to clean watch a video clip or observe pictures on oral hygiene practices for personal wellbeing. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Social Environment | Cleaning My Body - Feet and Hair | By the end of the lesson, the learner should be able to: identify materials used to clean different parts of the body. | The learner is guided to: share information on problems related to oral hygiene. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: clean face, teeth, hands, feet and hair using locally available materials. | The learner is guided to: practise brushing teeth for proper oral hygiene and personal well-being. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: appreciate the importance of a clean body for personal hygiene. | The learner is guided to: observe a demonstration on cleaning parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: identify materials used to clean different parts of the body. | The learner is guided to: follow appropriate steps to wash own face, hands, feet and hair by careful use (no wastage) of cleaning agents and water. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: clean face, teeth, hands, feet and hair using locally available materials. | The learner is guided to: sing a song or recite a poem on cleaning different parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: appreciate the importance of a clean body for personal hygiene. | The learner is guided to: make and maintain a journal on cleaning different parts of the body for one week. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: identify materials used to clean different parts of the body. | The learner is guided to: exhibit the skill of originality in creating a healthy habit poster showing the importance of oral habits. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: clean face, teeth, hands, feet and hair using locally available materials. | The learner is guided to: observe pictures and name materials used to clean different parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: appreciate the importance of a clean body for personal hygiene. | The learner is guided to: draw and colour materials used to clean different parts of the body. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Social Environment | Cleaning My Body | By the end of the lesson, the learner should be able to: identify materials used to clean different parts of the body. | The learner is guided to: match cleaning materials with pictures of body parts they are used to clean watch a video clip or observe pictures on oral hygiene practices for personal wellbeing. | How do you clean your body parts?; Why should we clean our body parts? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: identify materials used to clean a home environment. | The learner is guided to: share ideas on different materials used to sweep, wipe, dust and collect litter at home. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: state common accidents at home for personal and others’ safety. | The learner is guided to: draw and colour materials used to sweep, wipe, dust and collect litter at home. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: carry out activities to ensure cleanliness in the home. | The learner is guided to: share information on common accidents that occur at home. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: reflect on the importance of living in a clean home environment. | The learner is guided to: identify and select places at home or school where common accidents are likely to occur and share with peers. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: identify materials used to clean a home environment. | The learner is guided to: manipulate digital devices to watch videos or observe pictures on ways of preventing accidents at home manipulate digital device to watch a video or observe pictures on ways of ensuring cleanliness in the home. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: state common accidents at home for personal and others’ safety. | The learner is guided to: practise cleaning places and assorted items using different suitable cleaning materials at home or school. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: carry out activities to ensure cleanliness in the home. | The learner is guided to: share ideas on different materials used to sweep, wipe, dust and collect litter at home. | How can you make your home environment clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Our School · Our School - Safety · Our market
Natural Environment
Weather and the Sky · Soil · Sound
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Our School | By the end of the lesson, the learner should be able to: identify main physical features between home and school. | The learner is guided to: manipulate a digital device to watch videos or observe pictures on main physical features between home and school. | How do you identify your way to school?; How can you be safe while coming to school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Social Environment | Our School - Safety | By the end of the lesson, the learner should be able to: draw main physical features between home and school; apply personal safety on the way to school. | The learner is guided to: draw and colour main physical features found between home and school; interact with digital technology when playing educative digital games on locating main features between home and school. | How do you identify your way to school?; How can you be safe while coming to school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Social Environment | Our School | By the end of the lesson, the learner should be able to: acknowledge the significance of identifying places using key features. | The learner is guided to: role play safety measures to take on the way to school. | How do you identify your way to school?; How can you be safe while coming to school? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Social Environment | Our market | By the end of the lesson, the learner should be able to: identify roles of people found in a market. | The learner is guided to: observe pictures or videos of people found in a market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Social Environment | Our market | By the end of the lesson, the learner should be able to: list food items found in a market. | The learner is guided to: share information with peers on roles of people found in a market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Social Environment | Our market | By the end of the lesson, the learner should be able to: categorise food items found in a market into fruits and vegetables. | The learner is guided to: use pictures or flashcards to pick out food items found in a local market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Social Environment | Our market | By the end of the lesson, the learner should be able to: appreciate activities that are carried out in a market. | The learner is guided to: draw and colour different food items found in a market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Social Environment | Our market | By the end of the lesson, the learner should be able to: identify roles of people found in a market. | The learner is guided to: draw and colour different food items found in a market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Social Environment | Our market | By the end of the lesson, the learner should be able to: list food items found in a market. | The learner is guided to: use flashcards to sort and group food items into fruits and vegetables. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Social Environment | Our market | By the end of the lesson, the learner should be able to: categorise food items found in a market into fruits and vegetables. | The learner is guided to: sort and group picture cut outs of food items found in a market and make a portfolio. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Social Environment | Our market | By the end of the lesson, the learner should be able to: appreciate activities that are carried out in a market. | The learner is guided to: recite poems and sing songs on food items found in the market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Social Environment | Our market | By the end of the lesson, the learner should be able to: identify roles of people found in a market. | The learner is guided to: observe pictures or videos of people found in a market. | Why do we have markets? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: describe the appearance of the sky during the day and at night. | The learner is guided to: observe the sky during the day and at night and share observations with others. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: identify weather conditions in the locality. | The learner is guided to: manipulate a digital device to watch video clips or observe pictures showing appearance of the sky during the day and at night. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: record different weather conditions in the locality. | The learner is guided to: draw findings of the appearance of the sky during the day and at night. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: appreciate differences in weather conditions at different times of the day. | The learner is guided to: manipulate a digital device to watch video clips or observe pictures of different weather conditions. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: describe the appearance of the sky during the day and at night. | The learner is guided to: draw different weather conditions in the locality. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: identify weather conditions in the locality. | The learner is guided to: observe prevailing weather conditions as an outdoor activity. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: record different weather conditions in the locality. | The learner is guided to: share ideas on prevailing weather conditions and make a weather chart. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Natural Environment | Weather and the Sky | By the end of the lesson, the learner should be able to: appreciate differences in weather conditions at different times of the day. | The learner is guided to: role play responding to various weather conditions for enjoyment. | How does the sky appear at night and during the day? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 1 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Natural Environment
Sound
Resources in Our Environment
Water · Plants · Animals
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: identify sounds in the immediate environment. | The learner is guided to: take a sound walk in the immediate environment to identify sounds from humans, animals, machines, natural sources and share with peers; manipulate digital device to watch a video clip on ways of creating sound using the body, objects and voice. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: create sounds from objects for enjoyment. | The learner is guided to: listen to audio clip on ways of creating sound using the body, objects and voice. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: discriminate sounds that alert on danger for appropriate response. | The learner is guided to: imitate and record videos or audios of sounds from humans, animals, machines and natural sources; use video clips or pictures to find out various sounds used to alert on danger. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: acknowledge sounds that alerts us to dangers. | The learner is guided to: role play sounds that alert people on danger; explore sources of loud sounds in the immediate environment. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: identify sounds in the immediate environment. | The learner is guided to: talk about what happens to a person when near loud sounds. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Natural Environment | Sound | By the end of the lesson, the learner should be able to: create sounds from objects for enjoyment. | The learner is guided to: observe pictures or videos that show how to protect one-self from loud sounds; practise obeying sounds that alert us on danger for appropriate response. | How do animals and other objects in our environment produce sounds?; Why are sounds important in our lives? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: identify sources of water in the immediate environment. | The learner is guided to: manipulate digital device to watch videos, observe pictures on different sources of water. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: record uses of water at home and school. | The learner is guided to: develop originality skills when drawing and colouring different sources of water. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: conserve water at home and school. | The learner is guided to: complete a simple word puzzle on sources of water at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: acknowledge different sources of water in the immediate environment. | The learner is guided to: collaboratively model sources of water in class learning space or corner using locally available materials. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: identify sources of water in the immediate environment. | The learner is guided to: observe and write uses of water at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: record uses of water at home and school. | The learner is guided to: share experiences with peers on careful use of water in the home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: conserve water at home and school. | The learner is guided to: role play water conservation activities that can be used at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: acknowledge different sources of water in the immediate environment. | The learner is guided to: make a poster on water conservation (reducing use of water) at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: identify sources of water in the immediate environment. | The learner is guided to: manipulate digital device to watch videos, observe pictures on different sources of water. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: record uses of water at home and school. | The learner is guided to: develop originality skills when drawing and colouring different sources of water. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: conserve water at home and school. | The learner is guided to: complete a simple word puzzle on sources of water at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: acknowledge different sources of water in the immediate environment. | The learner is guided to: collaboratively model sources of water in class learning space or corner using locally available materials. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: identify sources of water in the immediate environment. | The learner is guided to: observe and write uses of water at home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: record uses of water at home and school. | The learner is guided to: share experiences with peers on careful use of water in the home and school. | How can you use water without wasting it?; Why do we care for water sources? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
More Grade 1 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 1 Environmental Activities so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.