Creating and Executing

Melody – Improvising pitched percussion instruments using water bottles

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

- Fill glass bottles with water to different levels to produce different pitches
- Identify high and low pitches produced by bottles filled to different levels
- Relate improvised pitched instruments to how the marimba and xylophone use differently sized and tuned bars to produce melodies, just as different water levels produce different pitches

- Collect five clear glass bottles and fill each with different amounts of water
- Strike each bottle with a spoon and listen to the pitch produced
- Arrange bottles from highest to lowest pitch

How does the water level in a bottle affect the pitch it produces?

- Mentor Creative Activities Grade 3 pg. 41
- Glass bottles
- Water
- Spoons
- Safety equipment

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Creating melodic patterns using improvised water bottle percussion

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

- Strike water bottles in a sequence to produce a simple melody
- Experiment with different combinations of pitches to create melodic patterns
- Relate creating melodies from improvised instruments to how early traditional musicians made instruments from gourds, animal skins, and clay pots to produce music for community gatherings

- Use a spoon to strike water bottles in different sequences
- Create a variety of melodic patterns
- Record the best melody using a digital device and play it back for the class

What patterns can we create using three different pitches?

- Mentor Creative Activities Grade 3 pg. 42
- Improvised water bottle instruments
- Spoons
- Recording devices

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Applying performance directions when performing melodic patterns

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

- Perform melodic patterns applying loud and soft dynamics
- Perform melodic patterns applying fast and slow tempo directions
- Relate performance directions to how conductors of orchestras use hand signals to direct musicians to play louder, softer, faster, or slower during a live symphony concert

- Sing "Twinkle Twinkle Little Star" guided by the teacher
- Sing the first four lines loudly and the last two lines softly
- Repeat the song at fast and slow tempos; discuss the differences

How do performance directions change the effect of a melody on the listener?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Improvised instruments
- Dynamic and tempo charts

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Creating melodic patterns using two-tone wood blocks

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

- Strike two-tone wood blocks to produce high and low pitched sounds
- Combine high and low pitches to create a simple melodic pattern
- Relate two-tone percussion to how traditional Kenyan slit drums produce two distinct pitches that encode messages communicated across long distances

- Place two wooden blocks on the table
- Strike blocks with the tip of a stick to produce different pitches
- Combine high and low pitches to make a melody and record it

How do two different pitches combine to make a melody?

- Mentor Creative Activities Grade 3 pg. 42
- Two-tone wooden blocks
- Sticks
- Recording devices

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Presenting and recording created melodic patterns

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

- Present a created melodic pattern to the class applying appropriate performance directions
- Record group performances using digital devices
- Relate using technology to record performances to how music producers use recording studios to capture and refine musical performances before releasing them to the public

- Form groups and prepare created melodies for presentation
- Apply performance directions learned during the performance
- Record each group's performance using a digital device and give constructive feedback

How can we perform our melodies most effectively for an audience?

- Mentor Creative Activities Grade 3 pg. 44
- Improvised instruments
- Digital recording devices
- Performance space

Practical tests - Peer assessment - Observation

Creating and Executing

Melody – Presenting and recording created melodic patterns

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

- Present a created melodic pattern to the class applying appropriate performance directions
- Record group performances using digital devices
- Relate using technology to record performances to how music producers use recording studios to capture and refine musical performances before releasing them to the public

- Form groups and prepare created melodies for presentation
- Apply performance directions learned during the performance
- Record each group's performance using a digital device and give constructive feedback

How can we perform our melodies most effectively for an audience?

- Mentor Creative Activities Grade 3 pg. 44
- Improvised instruments
- Digital recording devices
- Performance space

Practical tests - Peer assessment - Observation

Creating and Executing

Melody – Assessment and review of melody and variation

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

- Demonstrate mastery of melody concepts by creating and performing a varied melody
- Apply at least two performance directions in the final performance
- Relate structured assessment in music to how adjudicators at music festivals use scoring criteria to evaluate performers on pitch accuracy, dynamics, tempo, and expression

- Complete a practical assessment creating and performing a melody
- Apply performance directions appropriately in the final performance
- Complete self and peer assessment using rubrics

How well have I understood melody and its variation?

- Mentor Creative Activities Grade 3 pg. 44
- Assessment rubrics
- All instruments
- Recording devices

Practical tests - Self-assessment - Peer assessment

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

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

Observation - Oral questions - Written tests

Creating and Executing

Weaving – Collecting and selecting papers for plain paper weaving

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

- Collect papers of different colours suitable for weaving
- Sort collected papers by colour and quality
- Relate responsible collection of recyclable materials to how sustainable craft businesses source recycled and repurposed materials to reduce waste while creating handmade products

- Collect different coloured papers from available sources
- Sort papers by colour and check that they are suitable for cutting and weaving
- Store collected materials in a bag or box for use in subsequent lessons

Where can we find suitable papers for weaving?

- Mentor Creative Activities Grade 3 pg. 45
- Various coloured papers
- Collection bags
- Storage containers

Observation - Practical tests - Fieldwork reports

Creating and Executing

Weaving – Creating a paper loom by drawing margins and cutting slits

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

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Drawing and cutting paper strips for interlacing

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

- Draw horizontal lines 2 cm apart on a paper of a different colour
- Cut the paper neatly along the drawn lines to produce uniform strips
- Relate cutting uniform strips to how precision cutting in manufacturing produces standardised parts that fit together accurately in products such as zippers, blinds, and woven car seat fabric

- Use a differently coloured paper from the weaving frame
- Draw horizontal lines 2 cm apart using a ruler and pencil
- Cut carefully along the lines to produce uniform paper strips

Why must the strips be cut to the same width as the slits in the frame?

- Mentor Creative Activities Grade 3 pg. 46
- Coloured papers
- Rulers
- Pencils
- 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

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

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Finishing and securing the plain paper weave

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

- Weave strips until all slits are filled to complete the mat
- Fold loose strips at the edges and glue them at the back to secure the weave
- Relate finishing and securing woven edges to how professional weavers hem, knot, or stitch the edges of woven fabric to prevent fraying during use and washing

- Continue weaving until all slits are filled
- Fold the loose paper strip ends at each edge neatly
- Apply glue on the folded strips at the back of the mat to secure them

How do we finish and secure a woven piece neatly?

- Mentor Creative Activities Grade 3 pg. 47
- Nearly complete weavings
- Glue
- Cloth for wiping

Practical tests - Showcase - Observation

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 – 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

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

Showcase - Oral presentations - Peer assessment

Creating and Executing

Weaving – Showcasing completed woven work and giving constructive feedback

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

Showcase - Oral presentations - Peer assessment

Creating and Executing

Weaving – Assessment and review of plain paper weaving

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

- Demonstrate competence in all stages of plain paper weaving from preparing the loom to finishing the edges
- Complete a final neat plain paper weave in two colours
- Relate structured self-assessment to how quality control officers in textile factories inspect woven products against set standards before approving them for sale

- Complete a final weaving project for assessment purposes
- Complete self and peer assessment using rubrics
- Reflect on the weaving skills learned and identify one skill to improve

How well have I mastered plain paper weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Assessment rubrics
- All weaving materials
- Display area

Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Aurally identifying a round performance

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

Observation - Oral questions - Aural tests

Performing and Displaying

Rounds – Understanding performance techniques for singing rounds

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

- Identify performance techniques required for rounds: correct posture, accurate tune, clear words, correct entries, and keeping to own part
- Explain why each performance technique matters in a round
- Relate maintaining correct performance techniques to how professional choir members in the Kenya Music Festival are adjudicated on posture, diction, and accuracy

- Discuss performance techniques needed for rounds using a chart
- Practise sitting or standing upright as correct posture for singing
- Discuss what happens when a singer shifts to another group's part

Why is it important to maintain correct performance techniques when singing a round?

- Mentor Creative Activities Grade 3 pg. 52
- Charts showing performance techniques
- Digital devices
- Audio recordings

Oral questions - Practical demonstration - Peer assessment

Performing and Displaying

Rounds – Singing the tune of a round with pitch accuracy

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

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Singing rounds with clarity of words
Rounds – Understanding correct entries and keeping to own part in a round

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

- Articulate words of a round clearly so the message is understood
- Practise correct pronunciation of round lyrics
- Relate clear word articulation to how news anchors, public speakers, and radio presenters train to pronounce every word distinctly so listeners understand them clearly

- Practise pronouncing each word of the round lyrics clearly
- Sing the round focusing on clear diction
- Listen to a peer's singing and identify any unclear words

Why must words be pronounced clearly when singing a round?

- Mentor Creative Activities Grade 3 pg. 53
- Round lyrics flashcards
- Mirrors for articulation practice
- Digital recording devices
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

Performance assessment - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Singing "Are You Sleeping" as a two-part round

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

- Sing the round "Are You Sleeping" in unison first before splitting into two groups
- Perform "Are You Sleeping" as a two-part round with Group A starting first
- Relate the overlapping structure of the round to how a conversation echo works, where the second speaker repeats the first speaker's words while the first continues talking

- Organise into two groups
- Sing the song together in unison first
- Sing again as a two-part round: Group A starts; Group B joins after the first line; both groups keep to their own parts to the end

How do two groups sing the same song starting at different times without losing their parts?

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Audio recording of the round
- Visual entry guides

Practical performance - Group observation - Self-assessment

Performing and Displaying

Rounds – Describing and discussing the message in a round

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

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Singing "Row, Row, Row Your Boat" as a three-part round

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

- Sing "Row, Row, Row Your Boat" accurately in unison
- Perform "Row, Row, Row Your Boat" as a three-part round with each group entering at a different point
- Relate the three-part round structure to how a three-lane highway carries traffic moving at different speeds but all going in the same direction simultaneously

- Form three groups and practise the melody together in unison
- Assign each group a different entry point
- Perform the round maintaining accuracy of tune and keeping to own part; discuss the activity

How do three groups sing the same song starting at three different points?

- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics charts
- Audio of the round
- Visual aids showing group entries

Performance assessment - Group observation - Self-assessment

Performing and Displaying

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 "Row, Row, Row Your Boat"
- Relate the themes of the song to life lessons about facing challenges calmly
- Relate interpreting songs to how cultural commentators and music journalists analyse lyrics to uncover deeper messages about society and human experience

- Perform the round as a three-part round
- Discuss the meaning of "Life is but a dream" and other lyrics
- Share personal interpretations of the song's message with peers

What life message does "Row, Row, Row Your Boat" communicate?

- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics sheets
- Chart paper for message mapping
- Discussion guides

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 – 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 – 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 – 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

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

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Teaching a round to peers

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

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Collecting rounds from different cultures and communities

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

- Research round songs from different Kenyan communities and world cultures
- Collect and document rounds in written or recorded form
- Relate building a collection of rounds to how ethnomusicologists travel across communities to record indigenous music before it is lost, preserving it in archives for future generations

- Search for rounds from different Kenyan communities and other countries
- Document collected rounds in written or recorded form
- Create a class collection of rounds from diverse sources

Why is it important to collect and preserve round songs from different cultures?

- Mentor Creative Activities Grade 3 pg. 55
- Internet access
- Music books with rounds
- Digital recording devices
- Cultural music resources

Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds – Collecting rounds from different cultures and communities

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

- Research round songs from different Kenyan communities and world cultures
- Collect and document rounds in written or recorded form
- Relate building a collection of rounds to how ethnomusicologists travel across communities to record indigenous music before it is lost, preserving it in archives for future generations

- Search for rounds from different Kenyan communities and other countries
- Document collected rounds in written or recorded form
- Create a class collection of rounds from diverse sources

Why is it important to collect and preserve round songs from different cultures?

- Mentor Creative Activities Grade 3 pg. 55
- Internet access
- Music books with rounds
- Digital recording devices
- Cultural music resources

Portfolio assessment - Documentation review - Practical demonstration

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

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

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Identifying galloping as a movement skill

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

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Identifying directions and body position during galloping

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

- Identify the directions in which we can gallop: forward, right, and left
- Describe the correct hand and leg positions when galloping
- Relate body positioning during galloping to how sprinters use arm swing and body lean to improve speed, and how gymnasts maintain body alignment during floor exercises

- Watch a video about galloping and observe foot sequence and arm movement
- Discuss which foot moves first and how the body is held during galloping
- Look at pictures showing correct hand and leg placement during galloping

In which directions can we gallop and how should our body be positioned?

- Mentor Creative Activities Grade 3 pg. 56
- Directional markers
- Open play area
- Demonstration videos

Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Demonstrating basic galloping steps
Galloping – Galloping forward along a straight marked path

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

- Perform the basic galloping action: step forward with one foot and quickly bring the other foot to meet it
- Maintain a steady galloping rhythm while moving forward
- Relate learning movement patterns step by step to how physical therapists teach stroke patients to relearn walking by breaking movement into small, manageable steps

- Stand with feet together
- Take a big step forward with one foot and quickly bring the other foot to meet it
- Repeat the galloping action twice and discuss with peers how it felt

What is the correct sequence of steps for galloping?

- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area
- Cones or field markers
- Open flat ground
- Measuring tape

Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping – Galloping to the right and left along a marked line

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

- Gallop to the right side of a marked line
- Gallop to the left side of a marked line
- Relate lateral galloping to how basketball and tennis players use lateral shuffle movements to defend against opponents, relying on the same weight-transfer mechanics as galloping

- Mark a straight line at the centre of the play area
- Stand along the marked line and gallop to the right side
- Return by galloping to the left side; take turns and observe safety

How is galloping sideways different from galloping forward?

- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers

Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a zigzag 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

Practical performance - Pattern recognition assessment - Observation

Performing and Displaying

Galloping – Galloping along a circular pathway

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

- Gallop following a circular pathway marked on the ground
- Maintain balance and direction while galloping in a circle
- Relate circular galloping to how horses in a show ring gallop in circles for judges, and how athletic sprinters on a curved track must adjust their lean and stride to maintain speed through the bend

- Draw a circle on the ground using chalk or rope
- Gallop around the circle maintaining correct form
- Change direction and gallop around the circle the other way; observe safety

How do we maintain balance and direction when galloping in a circle?

- Mentor Creative Activities Grade 3 pg. 59
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams

Practical demonstration - Balance assessment - Pattern execution

Performing and Displaying

Galloping – Playing the whistle-directed 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

Game participation - Team observation - Rule-following assessment

Performing and Displaying

Galloping – Playing the red light, green light galloping game

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

- Gallop quickly in any direction when the leader says "green light"
- Stop immediately and freeze when the leader says "red light"
- Relate the red light, green light game to how traffic signals control the flow of vehicles on roads, and how computer processors use binary on/off signals to control all digital functions

- Choose a leader
- Gallop quickly in any direction on "green light"
- Freeze completely on "red light"; continue on the next "green light" signal; take turns as leader and cheer each other

Why is it important to stop and start quickly in a galloping game?

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

Game participation - Observation - Peer 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 – 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 – 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

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

Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Galloping – Assessment and review of galloping skills

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

- Demonstrate galloping competently in all learned directions: forward, right, left, zigzag, circular
- Complete self and peer assessment using rubrics
- Relate self-assessment in physical education to how professional athletes track their own performance statistics and compare them against their personal bests to set new training goals

- Perform galloping in all learned directions and pathways for final assessment
- Complete self and peer assessment using rubrics
- Discuss progress made and identify one skill to continue improving

How well have I mastered galloping in all directions and pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Assessment rubrics
- Open safe area
- Peer evaluation forms

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Galloping – Assessment and review of galloping skills

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

- Demonstrate galloping competently in all learned directions: forward, right, left, zigzag, circular
- Complete self and peer assessment using rubrics
- Relate self-assessment in physical education to how professional athletes track their own performance statistics and compare them against their personal bests to set new training goals

- Perform galloping in all learned directions and pathways for final assessment
- Complete self and peer assessment using rubrics
- Discuss progress made and identify one skill to continue improving

How well have I mastered galloping in all directions and pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Assessment rubrics
- Open safe area
- Peer evaluation forms

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Sculpture – Identifying sculpture and assemblage as an art technique

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

Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture – Identifying materials and tools used for toy assemblage

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

- Identify materials that can be used for toy assemblage: waste paper, cartons, cloth, wood, plastic, matchsticks, bottle tops, nails, used bottles
- Identify tools used in assemblage: scissors, glue, stapler, wire, hammer
- Relate using locally available materials for assemblage to how upcycling artists and eco-designers in Kenya create furniture and fashion accessories from reclaimed waste materials

- Look at pictures of materials used for assemblage in the course book
- Identify materials available at home and at school
- Discuss which tools would be needed to join each type of material

Which materials and tools can we use to make toys through assemblage?

- Mentor Creative Activities Grade 3 pg. 64
- Sample materials
- Sample tools
- Material sorting containers

Material identification - Oral discussion - Collection assessment

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

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

Practical demonstration - Assembly skill assessment - Safety compliance

Performing and Displaying

Sculpture – Making a doll house: decorating walls and floor with coloured paper

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

- Lay and stick coloured paper on the floor and walls of the doll house
- Use different colours for each wall to create an attractive interior
- Relate using contrasting colours in interior decoration to how interior designers choose complementary colour schemes for walls, floors, and furniture to create aesthetically pleasing living spaces

- Cut coloured paper to fit the floor and each wall of the doll house
- Apply glue and stick the coloured paper onto each surface
- Use a different colour for each wall to create visual variety

How does using different colours on each wall make the doll house more attractive?

- Mentor Creative Activities Grade 3 pg. 65
- Coloured paper
- Glue
- Scissors
- Doll house structure

Decoration creativity - Practical assessment - Peer assessment

Performing and Displaying

Sculpture – Making a doll house: adding curtains, wardrobe, and furniture

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

- Cut cloth to make curtains and attach them to windows using staples
- Make a miniature wardrobe from a small box with cut-out doors
- Relate making miniature furniture to how architects and interior designers create scale models of rooms to show clients how the finished space will look before construction begins

- Cut cloth pieces to create curtains and staple or glue them to window edges
- Use a small box to draw, cut, and assemble a miniature wardrobe
- Add other furniture details to the doll house as planned

How do small details like curtains and furniture make a doll house look more realistic?

- Mentor Creative Activities Grade 3 pg. 66
- Cloth pieces
- Stapler
- Small boxes
- Cutting tools

Practical demonstration - Detail assessment - Creativity evaluation

Performing and Displaying

Sculpture – Completing and improving the doll house with final details

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

Completion quality - Aesthetic assessment - Painting skills

Performing and Displaying

Sculpture – Making a toy car: cutting and shaping the body

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

- Cut and fold a carton box to form the body of a toy car
- Shape the car body by smoothing edges and cutting windows and doors
- Relate shaping materials into a vehicle form to how automotive engineers design and test car body panels by cutting, pressing, and shaping metal sheets into aerodynamic forms

- Cut and fold carton into the shape of a car body
- Cut windows and doors on the sides
- Smooth edges to create a clean car body shape observing safety with cutting tools

How do we cut and shape materials to form a toy car body?

- Mentor Creative Activities Grade 3 pg. 67
- Carton boxes
- Scissors and cutting tools
- Safety guidelines

Practical demonstration - Assembly skill - Safety compliance

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 – 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 – 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

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

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills

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

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Forward Roll and V-Balance – Identifying the forward roll and V-balance in gymnastics

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

- Define the forward roll as a gymnastics movement where the body rolls forward in a tucked position
- Define the V-balance as a gymnastics position where the body forms a V-shape with legs extended and torso off the ground
- Relate gymnastics skills to how Olympic gymnasts and acrobats train these foundational movements as building blocks for more complex routines

- Watch a video or demonstration of a forward roll and a V-balance
- Discuss the body positions used in each skill
- Identify differences between the forward roll and the V-balance

What is a forward roll and what is a V-balance?

- Mentor Creative Activities Grade 3 pg. 70
- Pictures of gymnastics skills
- Digital devices
- Video clips

Observation - Oral questions - Skill identification

Performing and Displaying

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:

- Identify body parts used in the forward roll: hands, head, back, and feet
- Identify body parts used in the V-balance: hands, legs, bottom, and head
- Relate understanding which body parts are engaged in gymnastics to how sports scientists and physiotherapists identify the muscles and joints involved in physical activities to design targeted training and rehabilitation programmes

- Watch video clips showing forward roll and V-balance
- Discuss and list body parts used in each skill
- Identify how each body part contributes to the success of the skill

Which body parts are most important for performing the forward roll and V-balance?

- Mentor Creative Activities Grade 3 pg. 70
- Digital devices
- Video clips
- Body part charts
- Pictures

Discussion participation - Body part identification - Video analysis

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

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

Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance – Performing the forward roll step by step

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

- Perform the forward roll following the correct sequence: squat, place hands, tuck chin, push off with feet, roll along curved back, land
- Stand up without using hands for support after rolling
- Relate the mechanics of a forward roll to how crash mats and airbags in vehicles are designed using the same principle of distributing force across a curved surface to reduce injury on impact

- Follow the step-by-step forward roll guide in the course book
- Drop head between arms, tuck chin to chest, push off with feet and roll
- Keep legs straight during roll; bend only at the end and stand without hand support

How do we perform a forward roll safely and correctly?

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

Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

Forward Roll and V-Balance – Practising forward roll in different directions

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

Group coordination - Safety compliance - Skill execution

Performing and Displaying

Forward Roll and V-Balance – Learning the correct starting position for V-balance

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

- Assume the correct starting position for V-balance: sit upright on the ground with legs extended
- Lift legs off the ground gradually while using hands for initial support
- Relate learning new balance skills incrementally to how pilots learn to fly using flight simulators before graduating to real aircraft, building confidence and skill in safe, controlled stages

- Warm up by stretching arms, back, and legs
- Sit on the ground with the upper body upright and legs extended
- Lift legs off the ground slightly while using hands on the floor for support

Why do we use hands for support when first learning the V-balance?

- Mentor Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Flat surface
- Support aids

Position assessment - Lifting technique - Balance attempt

Performing and Displaying

Forward Roll and V-Balance – Completing and holding the V-balance position

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

- Lift hands off the ground and raise them above the head while in V-position
- Straighten legs fully to form the V-shape and hold the position
- Relate holding a sustained balance to how yoga practitioners and martial artists train to hold difficult balance positions for extended periods, developing core strength, focus, and body control

- Sit with legs lifted and lean back slightly
- Lift hands off the ground and stretch them above the head
- Straighten legs to form a full V-shape; hold as long as possible; lower slowly and cheer each other

How do we form and hold a correct V-balance position?

- Mentor Creative Activities Grade 3 pg. 76
- Gymnastics mats
- Balance aids
- Mirror for self-checking
- Timing device

Balance achievement - Form assessment - Hold duration

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 – 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 – 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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Forward Roll and V-Balance – Final assessment and review of forward roll and V-balance

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

Practical assessment - Self-assessment - Peer assessment