CBE · Lower Primary
Grade 3 Environmental Activities Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Environmental Activities scheme of work for Grade 3 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 3
- Subject
- Environmental Activities
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 3 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Our Living Environment · Family needs Emotional needs · Food in Our Environment · Our Community
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Our Living Environment | By the end of the lesson, the learner should be able to: identify locally available materials used as beddings. | The learner is guided to: talk about various materials used as beddings at home or school. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: carry out hygiene practices in sleeping areas for a healthy environment. | The learner is guided to: role-play how to care for sleeping areas by taking turns cleaning and organising the area. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: advocate for the importance of observing hygiene in sleeping places. | The learner is guided to: discuss causes of bedwetting. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: identify locally available materials used as beddings. | The learner is guided to: mention hygiene practices to observe during bed wetting. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: carry out hygiene practices in sleeping areas for a healthy environment. | The learner is guided to: role play on care for beddings. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: advocate for the importance of observing hygiene in sleeping places. | The learner is guided to: use digital devices or print media to search for more information on what happens after bed wetting and share with peers. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: identify locally available materials used as beddings. | The learner is guided to: observe safety precautions and practices when using digital devices to search and watch videos on what happens after bed wetting. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: carry out hygiene practices in sleeping areas for a healthy environment. | The learner is guided to: regularly maintain cleanliness and orderliness in sleeping area at home or school. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: advocate for the importance of observing hygiene in sleeping places. | The learner is guided to: talk about various materials used as beddings at home or school. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: identify locally available materials used as beddings. | The learner is guided to: role-play how to care for sleeping areas by taking turns cleaning and organising the area. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: carry out hygiene practices in sleeping areas for a healthy environment. | The learner is guided to: discuss causes of bedwetting. | Why is personal hygiene important in your sleeping area? | 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 Living Environment | By the end of the lesson, the learner should be able to: advocate for the importance of observing hygiene in sleeping places. | The learner is guided to: mention hygiene practices to observe during bed wetting. | Why is personal hygiene important in your sleeping area? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Social Environment | Family needs Emotional needs | By the end of the lesson, the learner should be able to: describe how people express feelings in real life. | The learner is guided to: discuss about emotions experienced by self and others. | How do people show the way they feel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Social Environment | Family needs Emotional needs | By the end of the lesson, the learner should be able to: describe ways in which emotional needs are met in real life situation. | The learner is guided to: manipulates digital device to watch video clips or observe pictures of people expressing various emotions. | How do people show the way they feel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Social Environment | Family needs Emotional needs | By the end of the lesson, the learner should be able to: label emotions expressed by self and others. | The learner is guided to: discuss ways of meeting emotional needs. | How do people show the way they feel? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Social Environment | Family needs Emotional needs | By the end of the lesson, the learner should be able to: appreciate the importance of Meets emotional needs in character formation. | The learner is guided to: role play expressions of emotional needs and how they are met. | How do people show the way they feel? | 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 Emotional needs | By the end of the lesson, the learner should be able to: describe how people express feelings in real life. | The learner is guided to: match pictures with the emotions expressed. | How do people show the way they feel? | 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 Emotional needs | By the end of the lesson, the learner should be able to: describe ways in which emotional needs are met in real life situation. | The learner is guided to: draw and colour images showing various ways of expressing emotions. | How do people show the way they feel? | 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 Emotional needs | By the end of the lesson, the learner should be able to: label emotions expressed by self and others. | The learner is guided to: talk about the need for help when role playing expressions of emotional needs. | How do people show the way they feel? | 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 Emotional needs | By the end of the lesson, the learner should be able to: appreciate the importance of Meets emotional needs in character formation. | The learner is guided to: sing songs or read stories involving feelings expressed by people. | How do people show the way they feel? | 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 3 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Social Environment
Cultural Events
Natural Environment
Weather · Soil · Heat
Resources in Our Environment
Water
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: identify cultural events carried out in the community. | The learner is guided to: share experiences on cultural events in the community. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: recognise cultural events that promote social well-being in the community. | The learner is guided to: practise singing and dancing to songs performed during cultural events in the community. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: classify cultural events into those that promote environmental care and social well-being in the community. | The learner is guided to: find out cultural events that promote social well-being and environmental care. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: embrace cultural events that promote social well-being in the community. | The learner is guided to: use pictures or video clips to group cultural events that promote environmental care and social well-being in the community. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: identify cultural events carried out in the community. | The learner is guided to: role play cultural events performed by various communities that promote care for the environment. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: recognise cultural events that promote social well-being in the community. | The learner is guided to: share experiences on cultural events in the community. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: classify cultural events into those that promote environmental care and social well-being in the community. | The learner is guided to: practise singing and dancing to songs performed during cultural events in the community. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Social Environment | Cultural Events | By the end of the lesson, the learner should be able to: embrace cultural events that promote social well-being in the community. | The learner is guided to: find out cultural events that promote social well-being and environmental care. | How are cultural events carried out in your community? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Natural Environment | Weather | By the end of the lesson, the learner should be able to: describe unfavourable weather conditions. | The learner is guided to: share experiences on unfavourable weather conditions. | How can you keep safe during unfavourable weather conditions? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Natural Environment | Weather | By the end of the lesson, the learner should be able to: explain dangers of unfavourable weather conditions on people. | The learner is guided to: use a digital device and print media to search for information on unfavourable weather conditions share equitably available. | How can you keep safe during unfavourable weather conditions? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Natural Environment | Weather | By the end of the lesson, the learner should be able to: respond appropriately to. | The learner is guided to: share experiences on unfavourable weather conditions. | How can you keep safe during unfavourable weather conditions? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Natural Environment | Weather | By the end of the lesson, the learner should be able to: describe unfavourable weather conditions. | The learner is guided to: use a digital device and print media to search for information on unfavourable weather conditions share equitably available. | How can you keep safe during unfavourable weather conditions? | 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 | By the end of the lesson, the learner should be able to: explain dangers of unfavourable weather conditions on people. | The learner is guided to: share experiences on unfavourable weather conditions. | How can you keep safe during unfavourable weather conditions? | 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 | By the end of the lesson, the learner should be able to: respond appropriately to. | The learner is guided to: use a digital device and print media to search for information on unfavourable weather conditions share equitably available. | How can you keep safe during unfavourable weather conditions? | 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: describe unfavourable weather conditions. | The learner is guided to: share experiences on unfavourable weather conditions. | How can you keep safe during unfavourable weather conditions? | 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: explain dangers of unfavourable weather conditions on people. | The learner is guided to: use a digital device and print media to search for information on unfavourable weather conditions share equitably available. | How can you keep safe during unfavourable weather conditions? | 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: respond appropriately to. | The learner is guided to: share experiences on unfavourable weather conditions. | How can you keep safe during unfavourable weather conditions? | 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: describe unfavourable weather conditions. | The learner is guided to: use a digital device and print media to search for information on unfavourable weather conditions share equitably available. | How can you keep safe during unfavourable weather conditions? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Natural Environment | Soil | By the end of the lesson, the learner should be able to: list characteristics of different types of soil. | The learner is guided to: move around the school environment to collect different soil samples. | How can we care for soil?; What should be done to protect soil? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Natural Environment | Soil | By the end of the lesson, the learner should be able to: carry out basic soil conservation activities in the environment. | The learner is guided to: use sense of touch to interact with various samples of soil to feel texture. | How can we care for soil?; What should be done to protect soil? | 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 3 Environmental Activities scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Resources in Our Environment
Water · Plants · Animals · Waste Materials
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: name ways in which water can be contaminated in the environment. | The learner is guided to: think and share ideas on sources and uses of water in the environment. | How can you keep water clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: carry out activities to make water clean. | The learner is guided to: use audio-visual resources or observe pictures to gather information on how water can be contaminated in the environment. | How can you keep water clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: conserve water at home and school as scarce resource. | The learner is guided to: improvise water filters using locally available materials. | How can you keep water clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: value the importance of clean and safe water for healthy living. | The learner is guided to: clean dirty water through filtration using different materials. | How can you keep water clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: name ways in which water can be contaminated in the environment. | The learner is guided to: draw and colour an improvised water filter using locally available resources. | How can you keep water clean and safe? | Charts, models, specimens, simple apparatus, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Resources in Our Environment | Water | By the end of the lesson, the learner should be able to: carry out activities to make water clean. | The learner is guided to: discuss on how to make water safe for drinking. | How can you keep water clean and safe? | 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: conserve water at home and school as scarce resource. | The learner is guided to: discuss about ways in which water can be reused. | How can you keep water clean and safe? | 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: value the importance of clean and safe water for healthy living. | The learner is guided to: make posters on ways of conserving water in the environment. | How can you keep water clean and safe? | 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 | Plants | By the end of the lesson, the learner should be able to: identify safety measures to observe when handling plants. | The learner is guided to: listen to a resource person on safety measures observed when handling plants in the environment. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: classify plants in the environment into edible and non-edible. | The learner is guided to: manipulate a digital device to watch video clips or read print media on safety measures to observe when handling plants in the environment. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: make a kitchen garden using locally available materials. | The learner is guided to: carry out a nature walk to interact with different plants found in the immediate environment. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: appreciate plants as sources of food in the locality. | The learner is guided to: discuss types of plants (edible, non-edible) found in the locality. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: identify safety measures to observe when handling plants. | The learner is guided to: sort and group various plants in the environment as edible/non edible. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: classify plants in the environment into edible and non-edible. | The learner is guided to: draw and colour one type of plant and display in class. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: make a kitchen garden using locally available materials. | The learner is guided to: search from the Internet or print media items used to make kitchen gardens. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: appreciate plants as sources of food in the locality. | The learner is guided to: manipulate digital devices when searching for various forms of kitchen gardens from the internet. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: identify safety measures to observe when handling plants. | The learner is guided to: create a kitchen garden in school using locally available materials as a class project. | How are plants important in the environment? | 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 | Plants | By the end of the lesson, the learner should be able to: classify plants in the environment into edible and non-edible. | The learner is guided to: listen to a resource person on safety measures observed when handling plants in the environment. | How are plants important in the environment? | 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: make a kitchen garden using locally available materials. | The learner is guided to: manipulate a digital device to watch video clips or read print media on safety measures to observe when handling plants in the environment. | How are plants important 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: appreciate plants as sources of food in the locality. | The learner is guided to: carry out a nature walk to interact with different plants found in the immediate environment. | How are plants important 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 3 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 3 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.