CBE · Lower Primary
Grade 2 Environmental Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Environmental Activities scheme of work for Grade 2 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 2
- Subject
- Environmental Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Our Home · Family Needs and Wants · Our School · Our National Flag
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: differentiate between personal and common items used at home. | The learner is guided to: share information on personal items and common item found at home. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: identify materials used for cleaning personal and common items at home. | The learner is guided to: draw, colour and display personal and common items used at home. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: clean personal and common items using locally available materials. | The learner is guided to: recite poems or sing songs on personal items. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: advocate for a clean home environment for self and others’ well-being. | The learner is guided to: match personal and common items at home with their uses. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: differentiate between personal and common items used at home. | The learner is guided to: observe pictures or animations of different materials used for cleaning personal and common items. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: identify materials used for cleaning personal and common items at home. | The learner is guided to: improvise cleaning materials at home or school. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: clean personal and common items using locally available materials. | The learner is guided to: manipulate a digital device to watch video clips or observe a demonstration from a resource person on cleaning personal and common items found at home. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: advocate for a clean home environment for self and others’ well-being. | The learner is guided to: use water sparingly to clean personal items and dry them appropriately. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: differentiate between personal and common items used at home. | The learner is guided to: practise cleaning utensils using suitable soap and soft material. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: identify materials used for cleaning personal and common items at home. | The learner is guided to: observe safety and hygiene when handling waste materials to avoid communicable diseases. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: clean personal and common items using locally available materials. | The learner is guided to: sort and dispose waste appropriately after cleaning personal and common items. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 Home | By the end of the lesson, the learner should be able to: advocate for a clean home environment for self and others’ well-being. | The learner is guided to: share information on personal items and common item found at home. | How can we keep our home clean?; Why should we keep our home environment clean? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Social Environment | Our Home | By the end of the lesson, the learner should be able to: differentiate between personal and common items used at home. | The learner is guided to: draw, colour and display personal and common items used at home. | How can we keep our home clean?; Why should we keep our home environment clean? | 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 for cleaning personal and common items at home. | The learner is guided to: recite poems or sing songs on personal items. | How can we keep our home clean?; Why should we keep our home environment clean? | 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: clean personal and common items using locally available materials. | The learner is guided to: match personal and common items at home with their uses. | How can we keep our home clean?; Why should we keep our home environment clean? | 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: advocate for a clean home environment for self and others’ well-being. | The learner is guided to: observe pictures or animations of different materials used for cleaning personal and common items. | How can we keep our home clean?; Why should we keep our home environment clean? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Social Environment | Family Needs and Wants | By the end of the lesson, the learner should be able to: mention differences between family needs and wants. | The learner is guided to: talk about family needs and wants; draw items that represent family wants. | How can we meet our family needs? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Social Environment | Family Needs and Wants | By the end of the lesson, the learner should be able to: identify places within the locality where family needs are met. | The learner is guided to: observe pictures and photographs of different places where family needs are met. | How can we meet our family needs? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Social Environment | Family Needs and Wants | By the end of the lesson, the learner should be able to: classify family needs and wants for financial literacy awareness. | The learner is guided to: draw and colour places where family needs are met; match places or facilities within the locality where family needs are met. | How can we meet our family needs? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Social Environment | Family Needs and Wants | By the end of the lesson, the learner should be able to: prioritise family needs over family wants. | The learner is guided to: sort and group pictures of goods and services into family needs and wants. | How can we meet our family needs? | 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 2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Our Rights and Responsibilities · Our Market
Natural Environment
Weather · Soil · Light
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Our Rights and Responsibilities | By the end of the lesson, the learner should be able to: outline Child Rights and Responsibilities at home and in the school. | The learner is guided to: listen to age appropriate stories involving expectations and experiences on Child Rights and responsibilities (parental care, health care, protection from exploitation and cruelty). | Why are child rights and responsibilities important at home and 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 Rights and Responsibilities | By the end of the lesson, the learner should be able to: carry out responsibilities of a child at home and in school. | The learner is guided to: listen to a resource person on Child Rights and responsibilities in a home or school. | Why are child rights and responsibilities important at home and 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 Rights and Responsibilities | By the end of the lesson, the learner should be able to: appreciate child rights and responsibilities for attainment of social justice. | The learner is guided to: use multimedia resources to explore responsibilities of children at home and in school. | Why are child rights and responsibilities important at home and 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 Rights and Responsibilities | By the end of the lesson, the learner should be able to: outline Child Rights and Responsibilities at home and in the school. | The learner is guided to: work with peers to role play responsibilities of children in school. | Why are child rights and responsibilities important at home and school? | 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 Rights and Responsibilities | By the end of the lesson, the learner should be able to: carry out responsibilities of a child at home and in school. | The learner is guided to: perform age appropriate responsibilities at school. | Why are child rights and responsibilities important at home and school? | 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 Rights and Responsibilities | By the end of the lesson, the learner should be able to: appreciate child rights and responsibilities for attainment of social justice. | The learner is guided to: listen to age appropriate stories involving expectations and experiences on Child Rights and responsibilities (parental care, health care, protection from exploitation and cruelty). | Why are child rights and responsibilities important at home and school? | 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: By the end of Sub Strand, the learner should be able to:. | The learner is guided to: The learner is guide to:. | How can you locate your local market? | 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 physical features on the way to a local market. | The learner is guided to: share experiences on physical features on the way to a local market. | How can you locate your local market? | 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: locate local market using physical features. | The learner is guided to: draw and colour physical features found on the way to the local market. | How can you locate your local market? | 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: identify activities that take place in a market. | The learner is guided to: model main physical features found on the way to the local market. | How can you locate your local market? | 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: value things and people found in a market. | The learner is guided to: manipulate digital device to watch video clips or observe pictures on activities that take place in a market; listen to a resource person on activities that take place in a market. | How can you locate your local market? | 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: By the end of Sub Strand, the learner should be able to:. | The learner is guided to: visit the nearest market to find out activities that take place. | How can you locate your local market? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Social Environment | Our Market | By the end of the lesson, the learner should be able to: identify physical features on the way to a local market. | The learner is guided to: role play buying and selling activities recognise interdependence and connections of people found in a market. | How can you locate your local market? | 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 Market | By the end of the lesson, the learner should be able to: locate local market using physical features. | The learner is guided to: make a shop corner using locally available materials. | How can you locate your local market? | 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 | By the end of the lesson, the learner should be able to: identify weather conditions at different times of the day. | The learner is guided to: discuss weather conditions at different times of the day. | Why do we need to predict weather? | 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 | By the end of the lesson, the learner should be able to: create a weather record, using weather symbols. | The learner is guided to: draw weather symbols to represent different weather conditions and display them in class. | Why do we need to predict weather? | 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 | By the end of the lesson, the learner should be able to: predict weather conditions at different times of the day. | The learner is guided to: observe and record prevailing weather conditions as an outdoor activity in collaboration with peers. | Why do we need to predict weather? | 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 | By the end of the lesson, the learner should be able to: develop curiosity in weather conditions experienced in the locality. | The learner is guided to: create a weather record using weather symbols for a period of one week. | Why do we need to predict weather? | 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 | By the end of the lesson, the learner should be able to: identify weather conditions at different times of the day. | The learner is guided to: play relevant and educative computer games on weather conditions. | Why do we need to predict weather? | 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 | By the end of the lesson, the learner should be able to: create a weather record, using weather symbols. | The learner is guided to: observe pictures, video clips to identify ways of responding to various weather conditions. | Why do we need to predict weather? | 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 2 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Natural Environment
Light
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 | Light | By the end of the lesson, the learner should be able to: identify sources of light in the environment. | The learner is guided to: observe pictures and photographs of different sources of light in the environment. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Natural Environment | Light | By the end of the lesson, the learner should be able to: manipulate objects in the presence of light to form shadows for enjoyment. | The learner is guided to: manipulate objects in the presence of light to form shadows. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Natural Environment | Light | By the end of the lesson, the learner should be able to: describe variety of ways of conserving light for sustainable supply of light energy. | The learner is guided to: practise switching off lights when not in use and during day time; create light conservation messages. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Natural Environment | Light | By the end of the lesson, the learner should be able to: appreciate different sources of light in the environment. | The learner is guided to: make posters with simple messages on conservation of light. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Natural Environment | Light | By the end of the lesson, the learner should be able to: identify sources of light in the environment. | The learner is guided to: type messages on conservation of light using digital devices. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Natural Environment | Light | By the end of the lesson, the learner should be able to: manipulate objects in the presence of light to form shadows for enjoyment. | The learner is guided to: recite poems or sing songs on conservation of light. | How can we conserve light energy in our environment?; Why should we conserve light energy in our environment? | 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 ways of storing water at home and school. | The learner is guided to: explore various ways of storing water at home and school. | Why do we store water at home and in school? | 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: conserve water at home and school for future use. | The learner is guided to: draw items used to store water at home and school. | Why do we store water at home and in school? | 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: state the importance of keeping water safe for human and animal use. | The learner is guided to: find out ways of storing water at home and share with peers. | Why do we store water at home and in school? | 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: appreciate safe water storage to prevent health risks to self and others. | The learner is guided to: practise storing water in bottles and water cans at home and school. | Why do we store water at home and in school? | 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 ways of storing water at home and school. | The learner is guided to: watch video clips, pictures and photographs on appropriate ways of storing water at home and school. | Why do we store water at home and in school? | 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: conserve water at home and school for future use. | The learner is guided to: share experiences on why water is stored at home and school. | Why do we store water at home and in school? | 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: state the importance of keeping water safe for human and animal use. | The learner is guided to: make a visit with peers in the neighbourhood to identify different ways of storing water. | Why do we store water at home and in school? | 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: appreciate safe water storage to prevent health risks to self and others. | The learner is guided to: explore various ways of storing water at home and school. | Why do we store water at home and in school? | 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 ways of storing water at home and school. | The learner is guided to: draw items used to store water at home and school. | Why do we store water at home and in school? | 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: conserve water at home and school for future use. | The learner is guided to: find out ways of storing water at home and share with peers. | Why do we store water at home and in school? | 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: state the importance of keeping water safe for human and animal use. | The learner is guided to: practise storing water in bottles and water cans at home and school. | Why do we store water at home and in school? | 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: appreciate safe water storage to prevent health risks to self and others. | The learner is guided to: watch video clips, pictures and photographs on appropriate ways of storing water at home and school. | Why do we store water at home and in school? | 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 | Plants | By the end of the lesson, the learner should be able to: identify ways of caring for plants using locally available materials. | The learner is guided to: observe pictures, photographs or watch video clips of people watering, manuring and mulching plants. | How can you care for plants in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: carry out activities for caring of plants using locally available materials. | The learner is guided to: water, manure and do mulching for some plants in the school compound. | How can you care for plants in the environment? | 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 2 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 2 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.
How do I download a whole term as a PDF?
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.