Creating and Executing

Weaving – Introduction to weaving and identifying woven items

By the end of the lesson, the learner should be able to:

- Define weaving as the process of interlacing two sets of threads (warp and weft) to create fabric
- Identify examples of woven items in the environment such as mats, baskets, and cloth
- Relate weaving to how the textile industry produces millions of metres of woven fabric daily using automated looms for clothing, bedding, and upholstery

- Learn that weaving involves passing one set of threads over and under another
- Look at pictures of woven items such as mats, baskets, and clothing
- Discuss how woven items are used in daily life

What is weaving and which items around us are made through weaving?

- Mentor Creative Activities Grade 3 pg. 43
- Pictures of woven items
- Sample woven materials
- Weaving charts

Observation - Oral questions - Written assignments

Creating and Executing

Weaving – Understanding warp, weft, and the plain weave structure
Weaving – Collecting and selecting papers for plain paper weaving

By the end of the lesson, the learner should be able to:

- Identify the warp as vertical threads and the weft as horizontal threads in weaving
- Explain the over-and-under interlacing process of plain weaving
- Relate warp and weft to how spiders construct their webs by passing threads over and under each other to create a structured and strong pattern

- Learn the meaning of warp (vertical) and weft (horizontal) threads
- Study a picture showing plain weave structure
- Observe sample woven materials and identify warp and weft threads

What is the difference between warp and weft threads in weaving?

- Mentor Creative Activities Grade 3 pg. 44
- Plain weave samples
- Weaving charts
- Thread samples
- Mentor Creative Activities Grade 3 pg. 45
- Various coloured papers
- Collection bags
- Storage containers

Observation - Oral questions - Written tests

Creating and Executing

Weaving – Creating a paper loom by drawing margins and cutting slits
Weaving – Drawing and cutting paper strips for interlacing

By the end of the lesson, the learner should be able to:

- Draw margins at the top and bottom of a piece of paper
- Draw vertical lines 2 cm apart between the margins
- Cut along the vertical lines to create the weaving frame
- Relate preparing a weaving loom to how industrial weaving machines are set up with fixed warp threads before the weft threads are inserted to begin production

- Draw a margin at the top and bottom of a sheet of coloured paper
- Draw vertical lines 2 cm apart between the margins
- Carefully cut along the vertical lines using scissors to create the slits

How do we prepare a paper weaving frame?

- Mentor Creative Activities Grade 3 pg. 45
- Paper
- Rulers
- Pencils
- Scissors or blades
- Mentor Creative Activities Grade 3 pg. 46
- Coloured papers
- Scissors

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Interlacing the first paper strip through the loom
Weaving – Building up the woven pattern by interlacing multiple strips
Weaving – Finishing and securing the plain paper weave

By the end of the lesson, the learner should be able to:

- Interlace the first paper strip through the slits of the loom following an over-and-under pattern
- Ensure the strip passes through all slits correctly
- Relate the interlacing pattern to how electrical wiring in homes is threaded through conduit channels in an organised over-and-under route to keep cables safe and tidy

- Collect the prepared weaving frame and paper strips
- Interlace the first strip by weaving over one slit and under the next
- Ensure the strip passes through all slits from one side to the other

How do we start the interlacing process correctly?

- Mentor Creative Activities Grade 3 pg. 46
- Prepared weaving frames
- Paper strips
- Work tables
- Mentor Creative Activities Grade 3 pg. 47
- Weaving in progress
- Nearly complete weavings
- Glue
- Cloth for wiping

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Making a plain paper weave using two contrasting colours

By the end of the lesson, the learner should be able to:

- Select two contrasting colours for the frame and strips
- Create a complete plain paper weave using the two-colour combination
- Relate colour contrast in weaving to how Maasai shukas, Scottish tartans, and Kente cloth from Ghana use contrasting colour combinations to create culturally meaningful and visually striking woven patterns

- Select two papers of strongly contrasting colours
- Use one colour for the weaving frame and the other for the strips
- Complete the weave following the plain weave pattern; display for peer feedback

How do contrasting colours make a woven pattern more attractive?

- Mentor Creative Activities Grade 3 pg. 48
- Two contrasting coloured papers
- Weaving materials
- Glue

Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving – Creating plain weaves with multiple colour combinations

By the end of the lesson, the learner should be able to:

- Try making paper weaves using three or more colour combinations
- Create varied visual effects by alternating strip colours in different sequences
- Relate experimenting with colour combinations to how fashion designers test multiple colourways of the same woven fabric pattern before selecting the final version for a clothing collection

- Try making a paper weave using strips of three or more different colours
- Alternate strip colours in different sequences to create varied effects
- Compare the results and discuss which combination looks most attractive

What colour combinations create the most interesting woven effects?

- Mentor Creative Activities Grade 3 pg. 48
- Papers of various colours
- Weaving materials
- Colour charts

Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving – Showcasing completed woven work and giving constructive feedback
Weaving – Assessment and review of plain paper weaving

By the end of the lesson, the learner should be able to:

- Display completed plain weaves for peer appreciation
- Discuss the techniques and challenges experienced during weaving
- Relate presenting and receiving feedback on handmade work to how craft fair exhibitors and interior designers present woven products to clients and buyers who give feedback on quality and design

- Display all completed plain weaves side by side
- Walk around and examine each other's work
- Ask peers to comment on the work; share at least one improvement suggestion each

How can we improve our weaving skills based on peer feedback?

- Mentor Creative Activities Grade 3 pg. 48
- Completed weaves
- Display boards
- Pins or tape
- Assessment rubrics
- All weaving materials
- Display area

Showcase - Oral presentations - Peer assessment

Performing and Displaying

Rounds – Aurally identifying a round performance
Rounds – Understanding performance techniques for singing rounds

By the end of the lesson, the learner should be able to:

- Define a round as a song sung by two or more groups starting the same melody at different times
- Identify key features of a round from a recorded performance
- Relate rounds to how call-and-response singing in Kenyan communities works on the same principle of staggered melody

- Watch and listen to recorded performances of two and three-part rounds using digital devices
- Discuss what a round is and how it differs from ordinary unison singing
- Identify that all groups sing the same melody but start at different times

What is a round song and how is it different from other songs?

- Mentor Creative Activities Grade 3 pg. 52
- Digital devices
- Video clips of round performances
- Audio recordings
- Charts showing performance techniques

Observation - Oral questions - Aural tests

Performing and Displaying

Rounds – Singing the tune of a round with pitch accuracy
Rounds – Singing rounds with clarity of words

By the end of the lesson, the learner should be able to:

- Sing a familiar round following the melody with correct pitch
- Distinguish between singing in tune and singing off-key
- Relate singing with correct pitch to how professional singers in studio recordings use pitch monitors to ensure every note is accurate before the track is released

- Sing a simple familiar round together in unison first
- Listen carefully to the melody and practise matching the correct pitch
- Record the group's singing using a digital device and review for pitch accuracy

How can we tell if we are singing a tune accurately?

- Mentor Creative Activities Grade 3 pg. 52
- Song charts
- Audio recording of round
- Digital recording devices
- Mentor Creative Activities Grade 3 pg. 53
- Round lyrics flashcards
- Mirrors for articulation practice

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Understanding correct entries and keeping to own part in a round
Rounds – Singing "Are You Sleeping" as a two-part round

By the end of the lesson, the learner should be able to:

- Identify the correct entry point for each group in a round
- Explain why each group must keep to its own part throughout
- Relate correct entries to how relay race runners must wait for the baton before starting their leg, and how an orchestra section waits for the conductor's cue before playing

- Use visual entry cue cards to show when each group enters
- Discuss what happens when a group enters too early or too late
- Practise listening carefully to maintain own part while others are singing

How do we know when to enter in a round and why must we keep to our own part?

- Mentor Creative Activities Grade 3 pg. 53
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets
- Song lyrics charts
- Audio recording of the round
- Visual entry guides

Group performance - Observation - Peer feedback

Performing and Displaying

Rounds – Describing and discussing the message in a round
Rounds – Singing "Row, Row, Row Your Boat" as a three-part round
Rounds – Describing the message conveyed in "Row, Row, Row Your Boat"

By the end of the lesson, the learner should be able to:

- Identify the message communicated in the round "Are You Sleeping"
- Describe themes such as punctuality and responsibility
- Relate discussing a song's message to how literature students analyse the themes of poems and how music critics review songs for the messages they communicate to society

- Sing the round "Are You Sleeping" as a two-part round
- Discuss what the song is about and what message it communicates
- Share personal interpretations with peers and discuss how the message applies to daily life

What message does the round "Are You Sleeping" communicate?

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Chart paper for message analysis
- Discussion guides
- Mentor Creative Activities Grade 3 pg. 54
- Audio of the round
- Visual aids showing group entries
- Song lyrics sheets
- Chart paper for message mapping

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Singing "Ukienda Kutembea" as a two-part round

By the end of the lesson, the learner should be able to:

- Sing "Ukienda Kutembea" with correct words and tune
- Perform "Ukienda Kutembea" as a two-part round maintaining individual group parts
- Relate singing rounds in Kiswahili to how Kenyan cultural events use indigenous songs to foster patriotism and national unity

- Organise into two groups
- Practise the song in unison first
- Perform as a two-part round: Group 1 starts; Group 2 joins at the designated entry point

How does singing a round in Kiswahili help us appreciate our cultural heritage?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics charts
- Audio recording
- Visual entry guides

Practical performance - Group observation - Aural tests

Performing and Displaying

Rounds – Describing the message in the round "Ukienda Kutembea"

By the end of the lesson, the learner should be able to:

- Identify the message communicated in "Ukienda Kutembea"
- Relate the themes of friendship, sharing, and generosity in the song to core Kenyan values
- Relate discussing the message of a Kiswahili round to how the Kiswahili proverb tradition uses short sayings to communicate important social values within communities

- Perform "Ukienda Kutembea" as a two-part round
- Discuss what the song is asking a friend to bring back from a journey
- Talk about the values of kindness, friendship, and sharing communicated in the song

What values does the round "Ukienda Kutembea" communicate?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics sheets
- Values discussion chart
- Cultural context resources

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds

By the end of the lesson, the learner should be able to:

- Use appropriate gestures to enhance a round performance
- Apply facial expressions that match the message of the round
- Relate using gestures and expressions in performance to how stage actors and television presenters use body language and facial expressions to make their communication more powerful and engaging

- Discuss which gestures suit different lines of the round songs learned
- Practise using gestures while singing a round
- Perform a round incorporating both gestures and facial expressions; review using a recording

How do gestures and facial expressions make a round performance more expressive?

- Mentor Creative Activities Grade 3 pg. 52
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds – Coordinating group entries and recording round performances

By the end of the lesson, the learner should be able to:

- Coordinate entries and exits effectively with group members
- Record a group round performance using a digital device
- Relate using technology to record performances to how music producers use recording studios to capture, review, and improve performances before official release

- Form performance groups and rehearse entry cues
- Record the group round performance using a digital device
- Watch and listen to the recording and use an assessment table to give feedback

How does recording our performance help us improve?

- Mentor Creative Activities Grade 3 pg. 55
- Digital cameras or phones
- Playback devices
- Group assessment sheet

Recording quality - Self-assessment - Peer critique

Performing and Displaying

Rounds – Preparing and performing rounds at school events

By the end of the lesson, the learner should be able to:

- Select an appropriate round song to perform at a school event
- Rehearse the round applying all performance techniques learned
- Relate performing for an audience to how Kenya Music Festival participants prepare months in advance and are adjudicated on all aspects of performance

- Select one round from those learned for a school event performance
- Rehearse with attention to posture, diction, correct entries, and keeping to own part
- Present the round during a school assembly, class performance, or event

How do we prepare a round performance for a public audience?

- Mentor Creative Activities Grade 3 pg. 55
- Performance space
- Program materials
- Sound amplification if available

Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds – Teaching a round to peers
Rounds – Collecting rounds from different cultures and communities

By the end of the lesson, the learner should be able to:

- Teach a simple round to classmates using clear instructions
- Demonstrate effective ways of helping others learn a melody and their entry points
- Relate peer teaching of rounds to how music teachers in primary schools teach songs step-by-step, and how experienced choir members train new members during rehearsals

- Prepare to teach a simple round from memory to classmates
- Lead peers through learning the melody first, then demonstrate entry points
- Give peers time to practise and offer supportive feedback

How can we teach a round effectively to help others learn it?

- Mentor Creative Activities Grade 3 pg. 55
- Teaching aids
- Song sheets
- Digital devices for demonstration
- Internet access
- Music books with rounds
- Digital recording devices
- Cultural music resources

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Project performance and celebration of round singing

By the end of the lesson, the learner should be able to:

- Showcase learned rounds in a class performance event applying all techniques
- Perform confidently before peers and any invited guests
- Relate celebrating a completed learning project to how choirs celebrate after successful festival performances, reinforcing the value of effort, teamwork, and continuous practice

- Organise a class round performance event
- Perform multiple rounds for classmates and guests applying all performance techniques
- Reflect on learning experiences, achievements, and areas for future growth

What rounds did we enjoy most and how can we continue practising?

- Mentor Creative Activities Grade 3 pg. 55
- Performance venue
- Digital recording equipment
- Reflection journals

Final performance - Self-reflection - Portfolio review

Performing and Displaying

Rounds – Assessment and review of round performance skills

By the end of the lesson, the learner should be able to:

- Demonstrate all performance techniques for rounds: posture, accurate tune, clear diction, correct entries, and keeping to own part
- Perform a selected round accurately and expressively
- Relate structured music assessment to how Kenya Music Festival adjudicators use detailed rubrics to score choirs on every element of performance

- Perform a selected round for final assessment
- Apply all performance techniques learned across the unit
- Complete self and peer assessment using the group assessment sheet

How well have we mastered performing rounds?

- Mentor Creative Activities Grade 3 pg. 52–55
- Assessment rubrics
- Recording devices
- Peer evaluation forms

Performance assessment - Self-assessment - Peer assessment - Teacher observation

Performing and Displaying

Galloping – Identifying galloping as a movement skill
Galloping – Identifying directions and body position during galloping
Galloping – Demonstrating basic galloping steps

By the end of the lesson, the learner should be able to:

- Define galloping as running fast so that all feet come off the ground simultaneously during forward movement
- Identify animals that use galloping movement such as horses, zebras, camels, and giraffes
- Relate galloping to how the gallop stride of a racehorse is studied by sports scientists to design faster robotic legs and improve the biomechanics of running athletes

- Look at pictures of horses, zebras, and other galloping animals
- Discuss how galloping animals move all feet off the ground at once
- Watch a video of galloping movement and answer guided questions about foot sequence and body position

What is galloping and which animals use galloping movement?

- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video
- Directional markers
- Open play area
- Demonstration videos
- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Galloping forward along a straight marked path
Galloping – Galloping to the right and left along a marked line

By the end of the lesson, the learner should be able to:

- Gallop forward along a straight pathway using correct form
- Maintain balance and rhythm while galloping in a straight line
- Relate galloping in a straight line to how sprinters on a track maintain a straight trajectory to cover distance in the shortest time possible

- Arrange field markers to form a straight line
- Start at one end of the course and gallop along the path
- Try to gallop as quickly as possible while maintaining correct form; observe safety

How do we maintain balance and speed when galloping in a straight line?

- Mentor Creative Activities Grade 3 pg. 57
- Cones or field markers
- Open flat ground
- Measuring tape
- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers

Practical performance - Observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a zigzag pathway
Galloping – Galloping along a circular pathway

By the end of the lesson, the learner should be able to:

- Gallop following a zigzag pathway using field markers as guides
- Change direction quickly and smoothly while maintaining galloping form
- Relate galloping around a zigzag course to how slalom ski racers and motocross riders weave between gates at high speed, requiring rapid direction changes and precise body control

- Arrange field markers to form a zigzag line
- Start at one end and gallop following the zigzag path
- Once at the end, gallop back to the starting position; take turns and observe safety

How do we change direction quickly and smoothly while galloping?

- Mentor Creative Activities Grade 3 pg. 59
- Field markers or cones
- Open flat ground
- Zigzag layout guide
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams

Practical performance - Pattern recognition assessment - Observation

Performing and Displaying

Galloping – Playing the whistle-directed galloping game
Galloping – Playing the red light, green light galloping game

By the end of the lesson, the learner should be able to:

- Gallop in the direction directed by the leader's whistle signal
- Stop immediately on signal and resume galloping in a new direction
- Relate following audio signals to change movement direction to how air traffic controllers use radio signals to direct pilots to turn, climb, or descend during flight

- Choose a class leader
- Gallop to the right when the whistle blows once; stop when it blows twice
- Change to the left side on the next signal; repeat with each learner taking a turn as leader

How do we respond quickly and correctly to direction signals while galloping?

- Mentor Creative Activities Grade 3 pg. 60
- Whistle
- Open safe field
- Directional markers
- Markers

Game participation - Team observation - Rule-following assessment

Performing and Displaying

Galloping – Playing a galloping relay race game

By the end of the lesson, the learner should be able to:

- Participate in a galloping relay race applying correct galloping technique
- Work cooperatively within a team to complete the relay
- Relate galloping relay races to how Kenya's 4x100m relay teams coordinate individual speed with perfect baton handovers to achieve national and international success

- Form two teams of equal members
- Place markers at opposite ends of the field
- Gallop in relay from one end to the other; the team that finishes first wins; observe safety

How do teamwork and correct galloping technique help win a relay race?

- Mentor Creative Activities Grade 3 pg. 60
- Field markers or hula hoops
- Flat open field
- Starting line markers

Game participation - Team observation - Skill assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways

By the end of the lesson, the learner should be able to:

- Create a simple galloping routine combining at least two pathway types
- Perform the routine with peers in a group
- Relate designing a movement routine to how choreographers plan dance sequences by combining different moves, directions, and formations into a structured, flowing performance

- Use markers to create a square on the ground
- Gallop from the centre to each corner in sequence
- Create a group routine combining straight, zigzag, and circular pathways; present to the class

What makes a good galloping routine that combines different pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Markers or cones
- Open play area
- Routine planning guide

Practical performance - Creativity evaluation - Peer assessment

Performing and Displaying

Galloping – Singing action songs while galloping

By the end of the lesson, the learner should be able to:

- Gallop while singing appropriate action songs
- Coordinate movement with the rhythm of a song
- Relate combining music with movement to how aerobics and Zumba instructors synchronise physical exercises with music rhythm so participants move in unison and maintain energy throughout the session

- Learn an action song suitable for galloping
- Practise galloping to the rhythm of the song
- Perform galloping with singing in groups and cheer each other

How does the rhythm of a song help us gallop more smoothly?

- Mentor Creative Activities Grade 3 pg. 58
- Song lyrics
- Digital music player
- Open safe space

Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping – Observing and assessing peers' galloping performance
Galloping – Assessment and review of galloping skills

By the end of the lesson, the learner should be able to:

- Observe peers' galloping performances using an observation checklist
- Provide specific and constructive feedback to peers
- Relate structured peer assessment to how sports coaches use video analysis and performance checklists to evaluate athletes and give targeted feedback during training sessions

- Watch peers perform galloping activities in all learned directions
- Use the peer assessment table from the course book to tick appropriate columns
- Give helpful and encouraging feedback to each peer assessed

What should we look for when observing a peer's galloping performance?

- Mentor Creative Activities Grade 3 pg. 61
- Peer assessment forms
- Observation checklists
- Open performance area
- Mentor Creative Activities Grade 3 pg. 62
- Assessment rubrics
- Open safe area
- Peer evaluation forms

Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Sculpture – Identifying sculpture and assemblage as an art technique
Sculpture – Identifying materials and tools used for toy assemblage

By the end of the lesson, the learner should be able to:

- Define sculpture as the art of making free-standing three-dimensional forms
- Define assemblage as making sculptures by joining different materials found in the environment
- Relate assemblage to how industrial designers assemble components from different materials such as metal, plastic, and rubber to build products like vehicles and electronic devices

- Search online for toys and dolls created by assemblage using the provided video link
- Look at pictures of assembled toys in the course book
- Discuss how the toys are made and what materials are used

What is assemblage and how is it different from other sculpture techniques?

- Mentor Creative Activities Grade 3 pg. 63
- Pictures of assembled toys
- Digital devices
- Video links on assemblage
- Mentor Creative Activities Grade 3 pg. 64
- Sample materials
- Sample tools
- Material sorting containers

Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture – Collecting and sorting materials for toy assemblage
Sculpture – Planning and sketching a toy design before assembly

By the end of the lesson, the learner should be able to:

- Collect recyclable and reusable materials from the environment for toy making
- Sort collected materials according to intended use
- Relate responsible collection of recyclable materials to how waste management programmes in Kenyan cities sort collected waste into categories for recycling, reuse, and safe disposal

- Collect recyclable materials from the school compound or home
- Sort materials into categories: cartons and boxes, cloth, sticks, bottle tops, wires
- Store sorted materials in the Creative Corner for use in subsequent lessons

Where can we find suitable materials for making toys through assemblage?

- Mentor Creative Activities Grade 3 pg. 64
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves
- Sketch paper
- Pencils
- Design planning guides

Collection effort - Sorting accuracy - Material organisation

Performing and Displaying

Sculpture – Making a doll house: preparing the carton structure
Sculpture – Making a doll house: decorating walls and floor with coloured paper
Sculpture – Making a doll house: adding curtains, wardrobe, and furniture

By the end of the lesson, the learner should be able to:

- Cut and shape a carton box to form the walls and floor of a doll house
- Cut windows on the walls of the doll house
- Relate cutting and shaping materials to how carpenters and construction workers cut and shape timber and metal into the precise forms required for a building

- Collect materials of different types as planned
- Cut and remove two faces of the carton to leave two walls and a floor
- Smooth the edges of the corners; cut two windows on each wall observing safety

How do we prepare and shape a carton box to form a doll house structure?

- Mentor Creative Activities Grade 3 pg. 65
- Carton boxes
- Scissors and cutting tools
- Safety guidelines
- Coloured paper
- Glue
- Scissors
- Doll house structure
- Mentor Creative Activities Grade 3 pg. 66
- Cloth pieces
- Stapler
- Small boxes
- Cutting tools

Practical demonstration - Assembly skill assessment - Safety compliance

Performing and Displaying

Sculpture – Completing and improving the doll house with final details
Sculpture – Making a toy car: cutting and shaping the body

By the end of the lesson, the learner should be able to:

- Add finishing details to the doll house such as a circular table cut from hard paper
- Paint or colour details to improve the appearance
- Relate adding finishing details to how product designers add final coatings and finishing touches to manufactured products to make them market-ready and visually appealing

- Cut a circle from hard paper to make a table for the doll house
- Add any remaining features planned in the sketch
- Paint or colour parts to improve appearance; review the completed product against the original sketch

How does adding finishing details improve the overall quality of an assembled toy?

- Mentor Creative Activities Grade 3 pg. 66
- Hard paper
- Paint and brushes
- Adhesives
- Small item attachments
- Mentor Creative Activities Grade 3 pg. 67
- Carton boxes
- Scissors and cutting tools
- Safety guidelines

Completion quality - Aesthetic assessment - Painting skills

Performing and Displaying

Sculpture – Making a toy car: fixing wheels and a pulling string

By the end of the lesson, the learner should be able to:

- Make holes and fix bottle top wheels using wire through the axle holes
- Attach a pulling string to make the toy car functional
- Relate making a functional toy car to how mechanical engineers assemble moving parts such as wheels, axles, and connectors so that a machine performs its intended function

- Make holes at the front and back of the car body for axles
- Thread wire through the holes and fix bottle tops as wheels
- Attach a string at the front for pulling; test the toy car on a flat surface

How do wheels and an axle make a toy car functional?

- Mentor Creative Activities Grade 3 pg. 67
- Wire
- Bottle tops
- String
- Assembled car body

Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture – Decorating assembled toys to improve their appearance

By the end of the lesson, the learner should be able to:

- Add decorative features to assembled toys such as headlights, windows, and doors
- Paint toys using bright and appropriate colours
- Relate decorating functional objects to how product manufacturers add colour and design features to consumer goods to make them more attractive and marketable to buyers

- Add headlights, windows, and doors to toy cars using small materials
- Paint toys using bright colours
- Add finishing touches to dolls and doll houses using available materials

How do decorations and paint improve the appearance and appeal of assembled toys?

- Mentor Creative Activities Grade 3 pg. 68
- Paint and brushes
- Decorative materials
- Small item attachments
- Adhesives

Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture – Using completed toys for play and singing

By the end of the lesson, the learner should be able to:

- Use completed toys and dolls for creative play with peers
- Sing appropriate songs while playing with toys
- Relate playing with self-made toys to how children in many Kenyan communities have historically made their own toys from clay, sticks, and recycled materials, fostering creativity and self-reliance from an early age

- Play with completed toys and dolls in groups
- Sing action songs related to the play activity
- Share toys with peers and observe respectful sharing during play

How can we use our assembled toys for creative play?

- Mentor Creative Activities Grade 3 pg. 68
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area

Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture – Displaying and presenting assembled toys to peers

By the end of the lesson, the learner should be able to:

- Prepare and organise completed toys for a class exhibition
- Present toys to peers explaining the making process
- Relate presenting handmade products at a class exhibition to how artisans display their craft at the Kenya Cultural Centre and community craft fairs to share their skills and sell their work

- Organise completed toys and dolls on display tables
- Present each toy explaining materials used and steps followed
- Walk around and appreciate peers' assembled toys; give polite and constructive feedback

How should we present our assembled toys to share what we learned?

- Mentor Creative Activities Grade 3 pg. 69
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms

Presentation skills - Display organisation - Peer appreciation

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills
Forward Roll and V-Balance – Identifying the forward roll and V-balance in gymnastics
Forward Roll and V-Balance – Identifying body parts used in forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Demonstrate competence in all stages of toy assemblage from planning to finishing
- Complete self and peer assessment using rubrics
- Relate structured assessment of assembled products to how quality control teams in manufacturing companies inspect finished products against design specifications before approving them for sale

- Use assessment rubrics to evaluate own and peers' assembled toys
- Complete self and peer assessment forms
- Reflect on what was learned about assemblage and identify one area for improvement

What makes a well-assembled toy and how can we improve our assemblage skills?

- Mentor Creative Activities Grade 3 pg. 69
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals
- Mentor Creative Activities Grade 3 pg. 70
- Pictures of gymnastics skills
- Digital devices
- Video clips
- Video clips
- Body part charts
- Pictures

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Forward Roll and V-Balance – Making improvised field markers for gymnastics
Forward Roll and V-Balance – Labelling markers and setting up the practice field

By the end of the lesson, the learner should be able to:

- Identify materials for making field markers such as stiff paper, carton, and plastic containers
- Construct functional field markers step by step
- Relate making improvised practice equipment to how sports teams in under-resourced communities improvise training equipment from local materials, developing problem-solving and resourcefulness skills alongside athletic skills

- Look at pictures of items that can be used as markers
- Collect stiff paper, carton, and other suitable materials
- Follow steps to make field markers: cut sections, make a base, fix a stick, paint, and label

Why do we need field markers and how do we make them?

- Mentor Creative Activities Grade 3 pg. 71
- Recyclable materials
- Cutting tools
- Adhesives
- Labelling materials
- Mentor Creative Activities Grade 3 pg. 72
- Completed marker bases
- Writing materials
- Field space
- Organisation plan

Material selection - Construction skill - Marker functionality

Performing and Displaying

Forward Roll and V-Balance – Learning the correct starting position and safety rules for forward roll
Forward Roll and V-Balance – Performing the forward roll step by step

By the end of the lesson, the learner should be able to:

- Assume the correct starting position for the forward roll: squat with feet together and hands shoulder-width apart
- State safety rules for performing forward rolls: remove obstacles, warm up, use a flat surface
- Relate injury prevention in gymnastics to how Formula 1 racing teams conduct rigorous pre-race safety checks because a small error at high speed could be fatal

- State and practise safety rules for forward roll
- Warm up by stretching arms, back, and legs
- Practise assuming the correct starting position: squat, feet together, hands on the ground shoulder-width apart

Why is correct starting position and safety preparation important before performing a forward roll?

- Mentor Creative Activities Grade 3 pg. 73
- Flat safe surface
- Gymnastics mats
- Safety guidelines
- Mentor Creative Activities Grade 3 pg. 74
- Spotting assistance

Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance – Practising forward roll in different directions
Forward Roll and V-Balance – Learning the correct starting position for V-balance
Forward Roll and V-Balance – Completing and holding the V-balance position

By the end of the lesson, the learner should be able to:

- Perform a forward roll rolling forward
- Perform a forward roll rolling to the right side
- Perform a forward roll rolling to the left side
- Relate rolling in multiple directions to how a skilled gymnast can control their body's rotational direction, similar to how a skilled driver can navigate a vehicle in any direction with precision

- Practise rolling forward in groups facing the same direction
- Roll to the right side and then to the left side
- Stand and stretch after each roll; observe safety throughout

How does practising forward rolls in different directions improve body control?

- Mentor Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers
- Flat surface
- Support aids
- Mentor Creative Activities Grade 3 pg. 76
- Balance aids
- Mirror for self-checking
- Timing device

Group coordination - Safety compliance - Skill execution

Performing and Displaying

Forward Roll and V-Balance – Playing the "Simon Says" game combining forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Follow the leader's instructions to perform forward roll or V-balance on command
- Combine both skills within a game context
- Relate following precise instructions under pressure to how emergency response teams must perform specific actions immediately on command during drills, where hesitation or incorrect action can have serious consequences

- Warm up by stretching
- Choose a leader to call "Simon Says" instructions
- Perform forward roll or V-balance only when preceded by "Simon Says"; take turns as leader and cool down by stretching

How does playing "Simon Says" help us practise forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 77
- Gymnastics mats
- Flat safe surface
- Performance space

Game participation - Skill integration - Observation

Performing and Displaying

Forward Roll and V-Balance – Singing action songs while performing forward roll and V-balance

By the end of the lesson, the learner should be able to:

- Sing an appropriate action song while performing the forward roll
- Sing an appropriate action song while performing the V-balance
- Relate combining music with gymnastics to how Olympic floor gymnasts choose musical scores that match the rhythm and energy of their routines to create powerful performances

- Learn an action song suitable for gymnastics performance
- Perform forward rolls while singing the action song
- Perform V-balances while singing the action song; cool down by stretching slowly

How does singing during gymnastics make practice more enjoyable and coordinated?

- Mentor Creative Activities Grade 3 pg. 78
- Song lyrics
- Music player
- Practice mats
- Performance space

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

Forward Roll and V-Balance – Group rotation practice at forward roll and V-balance stations

By the end of the lesson, the learner should be able to:

- Rotate between forward roll and V-balance practice stations following a schedule
- Practise each skill at its designated station
- Relate station rotation in physical education to how factory assembly lines rotate workers through different stations so each worker develops expertise in multiple tasks and the production line continues efficiently

- Form groups and assign each to a starting station
- Practise the skill at the assigned station for a set time
- Rotate to the next station on signal; repeat until all groups have visited both stations

How does rotating between stations help us improve in both skills?

- Mentor Creative Activities Grade 3 pg. 78
- Multiple practice stations
- Rotation schedule
- Field markers
- Timing device

Rotation compliance - Station performance - Time management

Performing and Displaying

Forward Roll and V-Balance – Peer assessment of forward roll and V-balance performance

By the end of the lesson, the learner should be able to:

- Observe a peer's forward roll and V-balance performance using an assessment checklist
- Provide specific and constructive feedback to support improvement
- Relate peer assessment to how sports coaches use video playback with athletes to pinpoint specific technical errors and give targeted corrections rather than general comments

- Observe each peer performing a forward roll and a V-balance
- Use the course book assessment table to tick observations and note comments
- Share feedback kindly and specifically; discuss areas of strength and improvement

What specific things should we look for when assessing a peer's forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 79
- Assessment checklists
- Peer evaluation forms
- Practice mats

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

Forward Roll and V-Balance – Final assessment and review of forward roll and V-balance
String Musical Instruments – Identifying string musical instruments from Kenyan communities

By the end of the lesson, the learner should be able to:

- Demonstrate both forward roll and V-balance with correct technique
- Complete self and peer assessment using rubrics
- Relate structured final assessment to how gymnastics judges at competitions score athletes on each element of a routine using standardised rubrics that award marks for correct technique, control, and performance quality

- Perform both the forward roll and the V-balance for final assessment
- Apply all safety rules and warm-up procedures
- Complete self and peer assessment rubrics and discuss progress made

How well have I mastered the forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 79
- Assessment rubrics
- Gymnastics mats
- Peer evaluation forms
- Mentor Creative Activities Grade 3 pg. 80
- Digital devices
- Pictures of string instruments
- Video link
- Reference materials

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

String Musical Instruments – Identifying fiddles from Kenyan communities
String Musical Instruments – Identifying the main parts of a fiddle

By the end of the lesson, the learner should be able to:

- Identify fiddles as string instruments with one or two strings
- Name fiddles from specific Kenyan communities: Wandindi (Agikuyu, Ameru, Aembu), Ishiriri (Luhya), Mbeve (Kamba), Kimeng'eng (Kalenjin), Orutu (Luo), Mwazigizi (Taita)
- Relate learning about Kenya's diverse string instruments to how studying a country's musical instruments reveals its cultural history, the materials available in each region, and the values of each community

- Study pictures of fiddles in the course book
- Read and discuss the table of Kenyan fiddles, their communities, and categories
- Identify two fiddles from communities represented in the class

Which communities in Kenya use fiddles and what are they called?

- Mentor Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Community string instrument table
- Cultural references
- Mentor Creative Activities Grade 3 pg. 81
- Labelled fiddle diagram
- Sample fiddle or replica
- Reference materials

Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

String Musical Instruments – Identifying musical bows and ground bows from Kenyan communities
String Musical Instruments – Learning how fiddles, musical bows, and mouth bows are played
String Musical Instruments – Collecting materials to improvise a Kenyan string instrument

By the end of the lesson, the learner should be able to:

- Identify musical bows as string instruments made by bending wood into a bow shape with a string stretched between the ends
- Name musical bows from Kenyan communities: Uta (Kamba), Entono (Kuria), Limoyi and Indeveve (Luhya)
- Identify the Nderemo (Kikuyu) as a ground bow where a hole is dug in the ground to act as a resonator
- Relate the ground bow's use of the earth as a resonator to how outdoor amphitheatres use curved earth and rock formations to amplify sound naturally without electronic equipment

- Study pictures of musical bows and the ground bow (Nderemo)
- Read the instrument table and identify which instruments are musical bows and which is the ground bow
- Discuss how the ground hole in the Nderemo amplifies sound

How do musical bows and the ground bow produce and amplify sound?

- Mentor Creative Activities Grade 3 pg. 81
- Pictures of musical bows and ground bow
- Instrument table
- Cultural references
- Video resources
- Mentor Creative Activities Grade 3 pg. 82
- Digital devices
- Playing technique pictures
- Video demonstrations
- Mentor Creative Activities Grade 3 pg. 83
- Collection guidelines
- Safety equipment
- Storage containers
- Material lists

Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

String Musical Instruments – Bending a stick to form the bow of an improvised string instrument
String Musical Instruments – Tying the string onto the improvised bow

By the end of the lesson, the learner should be able to:

- Select a stick that is flexible enough to bend without breaking
- Carefully bend the stick into the correct bow shape
- Relate selecting the right material for a specific purpose to how engineers choose materials based on their physical properties: a car suspension spring must be both strong and flexible, just as the bow stick must be firm yet able to bend

- Select a stick that bends without snapping
- Slowly and carefully bend the stick into a bow curve
- Ensure the bow maintains its curved shape and is stable

How do we bend a stick into a bow shape without breaking it?

- Mentor Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows
- Sisal or nylon thread
- Thin wire
- Completed bows
- Tying demonstrations

Stick selection - Bending technique - Shape formation

Performing and Displaying

String Musical Instruments – Testing and playing the improvised string instrument

By the end of the lesson, the learner should be able to:

- Strike the string of the improvised instrument with a straight stick to produce sound
- Assess the quality of sound produced and make adjustments
- Relate testing and adjusting a self-made instrument to how audio engineers in a recording studio test microphone placements and make precise adjustments to achieve the best possible sound quality before a recording session

- Use a straight stick to strike the improvised string
- Listen carefully to the sound produced
- Make adjustments to string tension or bow shape to improve the sound

What makes our improvised string instrument produce a good clear sound?

- Mentor Creative Activities Grade 3 pg. 84
- Completed improvised instruments
- Striking sticks
- Sound testing area
- Adjustment materials

Sound production - Quality assessment - Adjustment skills

Performing and Displaying

String Musical Instruments – Practising playing the improvised string instrument
String Musical Instruments – Making an improvised fiddle step by step

By the end of the lesson, the learner should be able to:

- Strike the string at different points to produce varied sounds
- Explore different striking techniques to improve sound quality
- Relate exploring different ways to play a handmade instrument to how self-taught musicians worldwide experiment with their instruments to discover unique sounds, just as Jimi Hendrix revolutionised guitar playing by experimenting with unconventional techniques

- Practise striking the string at different positions
- Explore different striking techniques and compare results
- Attempt to create a simple melodic pattern using the improvised instrument

How can we create different sounds by striking the string at different points?

- Mentor Creative Activities Grade 3 pg. 85
- Improvised instruments
- Practice space
- Playing guides
- Striking implements
- Mentor Creative Activities Grade 3 pg. 83
- Resonator (tin or container)
- Arm (stick)
- Nails
- Wire or string
- Bow materials

Playing technique - Sound variation - Musical exploration

Performing and Displaying

String Musical Instruments – Recording and reviewing string instrument performances

By the end of the lesson, the learner should be able to:

- Record a performance on the improvised string instrument using a digital device
- Review the recording and identify specific areas for improvement
- Relate recording and reviewing performances to how athletes use slow-motion video analysis to identify technical flaws in their technique that are invisible at normal speed, making targeted improvements much more efficient

- Use a digital device to record playing the improvised instrument
- Watch and listen to the recording carefully
- Discuss with peers what sounds well and what can be improved

How does recording our playing help us improve faster?

- Mentor Creative Activities Grade 3 pg. 85
- Digital recording devices
- Playback equipment
- Evaluation forms
- Performance space

Recording quality - Self-review - Performance analysis

Performing and Displaying

String Musical Instruments – Decorating and displaying improvised string instruments
String Musical Instruments – Assessment and review of string musical instrument skills

By the end of the lesson, the learner should be able to:

- Add decorative elements to improvised instruments
- Display completed instruments and demonstrate playing techniques
- Relate decorating functional instruments to how traditional Kenyan instrument makers carved decorative patterns on fiddle resonators as a sign of cultural identity and craftsmanship pride

- Add decorations to improvised instruments using paints, patterns, or cultural designs
- Organise an instrument display in class
- Present instruments to peers and demonstrate playing techniques

How do decorations reflect our cultural identity on a handmade instrument?

- Mentor Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Exhibition space
- Presentation cards
- Mentor Creative Activities Grade 3 pg. 87
- Assessment rubrics
- Improvised instruments
- Peer evaluation forms

Decoration creativity - Aesthetic appeal - Demonstration ability