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
Melody – Applying performance directions when performing melodic patterns
Melody – Creating melodic patterns using two-tone wood blocks

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
- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Improvised instruments
- Dynamic and tempo charts
- Two-tone wooden blocks
- Sticks

Practical tests - Aural tests - Peer assessment

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
Weaving – Introduction to weaving and identifying woven items
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:

- 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
- Mentor Creative Activities Grade 3 pg. 43
- Pictures of woven items
- Sample woven materials
- Weaving charts
- Plain weave samples
- Weaving charts
- Thread samples
- Mentor Creative Activities Grade 3 pg. 45
- Various coloured papers
- Collection bags
- Storage containers

Practical tests - Self-assessment - Peer assessment

Creating and Executing

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

- 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
- 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
Weaving – Making a plain paper weave using two contrasting colours

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

Practical tests - Showcase - Observation

Creating and Executing

Weaving – Creating plain weaves with multiple colour combinations
Weaving – Showcasing completed woven work and giving constructive feedback

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
- Completed weaves
- Display boards
- Pins or tape

Practical tests - Showcase - Peer assessment

Creating and Executing
Performing and Displaying
Performing and Displaying

Weaving – Assessment and review of plain paper weaving
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:

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

Practical tests - Self-assessment - Peer assessment

Performing and Displaying

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

- 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
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets
- Song lyrics charts
- Audio recording of the round
- Visual entry guides

Aural tests - Practical tests - Observation

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

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
- Song lyrics sheets
- Values discussion chart
- Cultural context resources

Practical performance - Group observation - Aural tests

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds
Rounds – Coordinating group entries and recording round performances

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

Performance observation - Video analysis - Peer feedback

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
Rounds – Assessment and review of round performance skills
Galloping – Identifying galloping as a movement skill

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
- Mentor Creative Activities Grade 3 pg. 52–55
- Assessment rubrics
- Recording devices
- Peer evaluation forms
- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video

Final performance - Self-reflection - Portfolio review

Performing and Displaying

Galloping – Identifying directions and body position during galloping
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:

- 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
- 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 demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Galloping to the right and left along a marked line
Galloping – Galloping along a zigzag pathway
Galloping – Galloping along a circular pathway
Galloping – Playing the whistle-directed galloping game

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

Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping – Playing the red light, green light galloping game
Galloping – Playing a galloping relay race 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
- Field markers or hula hoops
- Flat open field
- Starting line markers

Game participation - Observation - Peer assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways
Galloping – Singing action songs while galloping

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

Practical performance - Creativity evaluation - Peer assessment

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
Sculpture – Collecting and sorting materials 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
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture – Planning and sketching a toy design before assembly
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:

- Choose a toy or doll to make through assemblage
- Draw a simple sketch of the planned toy showing its parts
- Relate planning with a sketch before building to how architects draw blueprints before constructing buildings, and how engineers draw technical diagrams before manufacturing products

- Decide as a group on the toy or doll to make
- Draw a simple sketch showing the toy's parts and how they will be joined
- List the materials needed for each part of the toy

Why is it important to plan and sketch a toy before assembling it?

- Mentor Creative Activities Grade 3 pg. 64
- Sketch paper
- Pencils
- Design planning guides
- 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

Design quality - Planning skill - Peer discussion

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
Sculpture – Decorating assembled toys to improve their appearance

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

Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture – Using completed toys for play and singing
Sculpture – Displaying and presenting assembled toys to peers

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

Play observation - Social interaction - Enjoyment assessment

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
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:

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

Material selection - Construction skill - Marker functionality

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
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:

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

Game participation - Skill integration - Observation

Performing and Displaying

Forward Roll and V-Balance – Group rotation practice at forward roll and V-balance stations
Forward Roll and V-Balance – Peer assessment of forward roll and V-balance performance
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:

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

Rotation compliance - Station performance - Time management