Performing and Displaying

Rounds - Aurally identify a round performance
Rounds - Performance techniques

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

- Define what a round is
- Identify a round performance from recorded clips
- Appreciate rounds as a form of musical expression

- Use a digital device to watch video performances of rounds
- Listen to and discuss the structure of rounds
- Identify how groups enter at different times in a round

1. What is a round song? 2. How is a round different from other songs?

- KLB Creative Activities Grade 3 pg. 62
- Digital devices
- Internet access
- Video clips of round performances
- Charts showing performance techniques
- Audio recordings

- Observation - Oral questions - Group discussion

Performing and Displaying

Rounds - Clarity of words
Rounds - Entries and keeping to own part

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

- Articulate words clearly when singing rounds
- Explain why word clarity is important in conveying messages
- Value clear pronunciation in performance

- Practice pronouncing words of round songs clearly
- Discuss messages in different rounds
- Record performances to review word clarity

1. Why must words be clear in a round? 2. How does clarity help convey messages?

- KLB Creative Activities Grade 3 pg. 63
- Flashcards with round lyrics
- Digital recording devices
- Mirrors for articulation practice
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

- Performance assessment - Self-assessment - Recorded playback review

Performing and Displaying

Rounds - Singing "Row, row, row your boat"

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

- Sing "Row, row, row your boat" in groups
- Maintain own part while others sing different parts
- Enjoy performing rounds cooperatively

- Learn the words of "Row, row, row your boat"
- Practice the melody before dividing into groups
- Perform in groups maintaining individual parts

1. What is the message in this round? 2. How do we stay together while singing different parts?

- KLB Creative Activities Grade 3 pg. 64
- Song lyrics charts
- Digital audio of the round
- Visual aids showing group entries

- Performance assessment - Group observation - Self-assessment

Performing and Displaying

Rounds - Describing messages in rounds
Rounds - Learning new rounds

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

- Identify messages conveyed through rounds
- Describe the meaning of different rounds
- Appreciate the use of rounds to pass messages

- Listen to various rounds and discuss their messages
- Identify themes in different rounds
- Share interpretations of round messages with peers

1. What messages can rounds convey? 2. How do words help us understand a round's message?

- KLB Creative Activities Grade 3 pg. 64
- Collection of round recordings
- Chart paper for message mapping
- Digital devices for research
- Internet access
- Music books with rounds
- Digital devices
- Cultural music resources

- Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds - Recording round performances
Rounds - Performance techniques accuracy

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

- Record round performances using digital devices
- Review recorded performances for improvement
- Appreciate technology in learning music

- Use digital devices to record group performances
- Watch and critique recorded performances
- Identify areas for improvement from recordings

1. How does recording help us improve? 2. What should we listen for when reviewing recordings?

- KLB Creative Activities Grade 3 pg. 64
- Digital cameras or phones
- Playback devices
- Evaluation checklists
- KLB Creative Activities Grade 3 pg. 62
- Pitched instruments
- Tuning apps or devices
- Metronome

- Performance review - Self-assessment - Peer critique

Performing and Displaying

Rounds - Performance techniques gestures and expressions

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

- Use appropriate gestures while performing rounds
- Apply facial expressions to convey messages
- Appreciate non-verbal communication in music

- Practice using gestures that match round lyrics
- Demonstrate facial expressions that enhance performance
- Perform rounds incorporating gestures and expressions

1. How do gestures enhance a round performance? 2. What facial expressions suit different rounds?

- KLB Creative Activities Grade 3 pg. 62
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

- Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds - Performance techniques gestures and expressions

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

- Use appropriate gestures while performing rounds
- Apply facial expressions to convey messages
- Appreciate non-verbal communication in music

- Practice using gestures that match round lyrics
- Demonstrate facial expressions that enhance performance
- Perform rounds incorporating gestures and expressions

1. How do gestures enhance a round performance? 2. What facial expressions suit different rounds?

- KLB Creative Activities Grade 3 pg. 62
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

- Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds - Group performance practice

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

- Work collaboratively in groups to perform rounds
- Coordinate entries and exits with group members
- Enjoy cooperative musical performance

- Form performance groups of equal size
- Practice entering at designated points
- Rehearse maintaining parts while groups overlap

1. How do we coordinate with our group? 2. What makes a group performance successful?

- KLB Creative Activities Grade 3 pg. 63
- Open performance space
- Entry cue cards
- Digital timer or metronome

- Group performance - Observation - Peer assessment

Performing and Displaying

Rounds - Message interpretation

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

- Interpret messages from various rounds
- Explain how music enhances the message
- Appreciate the meaning conveyed through rounds

- Analyze lyrics of different rounds
- Discuss how melody supports the message
- Share personal interpretations with peers

1. How does the melody affect the message? 2. What different meanings can rounds have?

- KLB Creative Activities Grade 3 pg. 64
- Round lyrics sheets
- Chart paper for analysis
- Cultural context resources

- Oral presentations - Written analysis - Group discussions

Performing and Displaying

Rounds - Creating round collections

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

- Collect rounds from different sources
- Organize rounds into a portfolio
- Value preserving musical heritage

- Research rounds from various communities
- Document rounds in written or recorded form
- Create a class collection of rounds

1. Why should we collect and preserve rounds? 2. How can we organize our round collection?

- KLB Creative Activities Grade 3 pg. 64
- Research materials
- Portfolio folders
- Digital storage devices
- Recording equipment

- Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds - Round performance for events

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

- Prepare rounds for performance at school events
- Perform rounds confidently before an audience
- Appreciate performing for others

- Select appropriate rounds for school events
- Rehearse performance with attention to all techniques
- Present rounds during school assemblies or festivals

1. How do we prepare for a public performance? 2. What makes a round performance memorable?

- KLB Creative Activities Grade 3 pg. 64
- Performance space
- Sound amplification if available
- Program materials
- Evaluation forms

- Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds - Peer teaching of rounds

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

- Teach a round to peers
- Give clear instructions for learning rounds
- Value sharing musical knowledge

- Prepare to teach a simple round to classmates
- Demonstrate effective teaching methods
- Guide peers through learning a new round

1. How can we teach rounds effectively? 2. What should we explain to help others learn?

- KLB Creative Activities Grade 3 pg. 64
- Teaching aids
- Song sheets
- Digital devices for demonstration

- Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds - Rounds from different cultures

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

- Identify rounds from various cultures
- Perform rounds from different cultural backgrounds
- Appreciate cultural diversity in music

- Research rounds from different countries and communities
- Learn rounds from diverse cultural traditions
- Discuss cultural significance of various rounds

1. What rounds exist in different cultures? 2. How do cultural rounds differ?

- KLB Creative Activities Grade 3 pg. 64
- Internet resources
- Cultural music collections
- World music recordings
- Reference books

- Practical performance - Cultural analysis presentation - Written comparisons

Performing and Displaying

Rounds - Rounds from different cultures

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

- Identify rounds from various cultures
- Perform rounds from different cultural backgrounds
- Appreciate cultural diversity in music

- Research rounds from different countries and communities
- Learn rounds from diverse cultural traditions
- Discuss cultural significance of various rounds

1. What rounds exist in different cultures? 2. How do cultural rounds differ?

- KLB Creative Activities Grade 3 pg. 64
- Internet resources
- Cultural music collections
- World music recordings
- Reference books

- Practical performance - Cultural analysis presentation - Written comparisons

Performing and Displaying

Rounds - Rounds performance assessment

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

- Demonstrate all learned performance techniques
- Perform rounds accurately and expressively
- Reflect on personal progress in round singing

- Perform selected rounds for assessment
- Apply all performance techniques learned
- Self-assess and receive peer feedback

1. What have we learned about performing rounds? 2. How have we improved in our performances?

- KLB Creative Activities Grade 3 pg. 62-64
- Assessment rubrics
- Recording devices
- Peer evaluation forms

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

Performing and Displaying

Rounds - Round performance celebration

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

- Showcase learned rounds in a class performance
- Perform confidently applying all techniques
- Celebrate achievement in learning rounds

- Organize a class round performance event
- Perform multiple rounds for classmates and guests
- Reflect on learning experiences and achievements

1. What rounds did we enjoy most? 2. How can we continue practicing rounds?

- KLB Creative Activities Grade 3 pg. 64
- Performance venue
- Digital recording equipment
- Reflection journals
- Certificates of participation

- Final performance - Self-reflection - Portfolio review - Celebration feedback

Performing and Displaying

Galloping - Identifying galloping movement

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

- Define galloping as a movement skill
- Identify galloping from pictures and demonstrations
- Show interest in learning galloping

- Observe pictures of galloping movement
- Discuss the stepping and sliding action
- Identify body parts used in galloping

1. What is galloping? 2. How do we move when galloping?

- KLB Creative Activities Grade 3 pg. 65
- Pictures showing galloping
- Open safe space
- Visual aids

- Observation - Oral questions - Practical identification

Performing and Displaying

Galloping - Galloping in different directions

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

- Identify directions for galloping (forward, backward, left, right)
- Discuss movement of arms during galloping
- Appreciate galloping for coordination

- Observe demonstrations of galloping in different directions
- Discuss arm and foot movements
- Identify directional movement patterns

1. In which directions can we gallop? 2. How do arms move during galloping?

- KLB Creative Activities Grade 3 pg. 65
- Directional markers
- Open play area
- Demonstration videos

- Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping - Performing galloping forward

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

- Perform galloping forward correctly
- Step off with preferred foot and slide with the other
- Enjoy galloping for physical fitness

- Practice stepping forward with preferred foot
- Slide the other foot to follow behind
- Swing bent arms forward while galloping

1. How do we gallop forward? 2. Which foot do you prefer to lead with?

- KLB Creative Activities Grade 3 pg. 66
- Flat open ground
- Field markers
- Safe play area

- Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping - Performing galloping forward

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

- Perform galloping forward correctly
- Step off with preferred foot and slide with the other
- Enjoy galloping for physical fitness

- Practice stepping forward with preferred foot
- Slide the other foot to follow behind
- Swing bent arms forward while galloping

1. How do we gallop forward? 2. Which foot do you prefer to lead with?

- KLB Creative Activities Grade 3 pg. 66
- Flat open ground
- Field markers
- Safe play area

- Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping - Galloping to the right and left

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

- Perform galloping to the right side
- Perform galloping to the left side
- Appreciate lateral galloping movements

- Spread an improvised rope straight on the ground
- Practice galloping to the right of the rope
- Practice galloping to the left of the rope

1. How is galloping sideways different from forward? 2. Why practice galloping in different directions?

- KLB Creative Activities Grade 3 pg. 66
- Improvised ropes
- Flat ground
- Directional markers

- Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping - Demonstrating galloping

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

- Demonstrate galloping to peers
- Give feedback on peer demonstrations
- Value constructive feedback in learning

- Work in pairs taking turns to demonstrate
- Mark play area for safe galloping practice
- Provide constructive feedback to partners

1. How can we help each other improve? 2. What makes a good demonstration?

- KLB Creative Activities Grade 3 pg. 66
- Field markers
- Open safe area
- Peer evaluation forms

- Peer assessment - Practical demonstration - Feedback discussion

Performing and Displaying

Galloping - Practising galloping with cones

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

- Gallop forward between cones
- Maintain proper galloping form
- Enjoy practicing galloping in groups

- Mark playing area using field markers
- Place cones 6 metres apart
- Take turns galloping between cones

1. How do cones help us practice? 2. How can we maintain good form while galloping?

- KLB Creative Activities Grade 3 pg. 66
- Cones or markers
- Open play area
- Measuring tape

- Practical performance - Group observation - Skill mastery assessment

Performing and Displaying

Galloping - Galloping along marked lines

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

- Gallop to the left along a marked line
- Gallop to the right along a marked line
- Appreciate following pathways while galloping

- Mark a straight line at the center of play area
- Stand along the marked line
- Practice galloping to left and right of the line

1. How does the line help guide our galloping? 2. What is the difference between left and right galloping?

- KLB Creative Activities Grade 3 pg. 66
- Chalk or rope for lines
- Flat open ground
- Field markers

- Practical demonstration - Observation - Peer feedback

Performing and Displaying

Galloping - Galloping in patterns

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

- Gallop following straight pathways
- Gallop following zigzag pathways
- Show creativity in pattern galloping

- Practice galloping in straight pathways
- Practice galloping in zigzag pathways
- Create different pathway patterns

1. What patterns can we make while galloping? 2. Which pathway is most challenging?

- KLB Creative Activities Grade 3 pg. 67
- Pattern markers
- Open play area
- Visual pathway guides

- Practical performance - Pattern recognition assessment - Creativity evaluation

Performing and Displaying

Galloping - Galloping in patterns

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

- Gallop following straight pathways
- Gallop following zigzag pathways
- Show creativity in pattern galloping

- Practice galloping in straight pathways
- Practice galloping in zigzag pathways
- Create different pathway patterns

1. What patterns can we make while galloping? 2. Which pathway is most challenging?

- KLB Creative Activities Grade 3 pg. 67
- Pattern markers
- Open play area
- Visual pathway guides

- Practical performance - Pattern recognition assessment - Creativity evaluation

Performing and Displaying

Galloping - Curved and circular galloping

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

- Gallop following curved pathways
- Gallop following circular pathways
- Enjoy combining different pathways

- Mark curved pathways using field markers
- Practice galloping along curved paths
- Practice galloping in circular formations

1. How do we maintain balance on curved paths? 2. What patterns can we combine?

- KLB Creative Activities Grade 3 pg. 67
- Curved pathway markers
- Flat safe ground
- Pattern diagrams

- Practical demonstration - Balance assessment - Pattern execution

Performing and Displaying

Galloping - Galloping race game

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

- Participate in galloping race games
- Follow game rules and take turns
- Appreciate teamwork in games

- Form two teams of equal learners
- Place hula hoops at opposite ends of field
- Gallop in relay to reach team's hula hoop

1. How do we work as a team in galloping games? 2. What rules help make the game fair?

- KLB Creative Activities Grade 3 pg. 67
- Hula hoops
- Field markers
- Flat open field
- Starting line markers

- Game participation - Team observation - Rule following assessment

Performing and Displaying

Galloping - Providing peer feedback

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

- Observe peer galloping performances
- Provide constructive feedback
- Value peer assessment in learning

- Watch peers perform galloping activities
- Use observation checklist to assess performance
- Give helpful feedback for improvement

1. What should we look for when observing galloping? 2. How can we give helpful feedback?

- KLB Creative Activities Grade 3 pg. 68
- Peer assessment forms
- Observation checklists
- Open performance area

- Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Galloping - Singing while galloping

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

- Gallop while singing action songs
- Coordinate movement with music
- Enjoy combining music and movement

- Learn action songs suitable for galloping
- Practice galloping to the rhythm of songs
- Perform galloping with singing in groups

1. How does music help our galloping? 2. What songs work well with galloping?

- KLB Creative Activities Grade 3 pg. 66
- Song lyrics
- Digital music player
- Open safe space

- Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping - Galloping assessment

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

- Demonstrate galloping in all directions
- Show proper galloping technique
- Reflect on galloping skill development

- Perform galloping in forward, backward, left and right directions
- Demonstrate galloping in different patterns
- Complete self and peer assessment

1. What have we learned about galloping? 2. Which direction do you gallop best?

- KLB Creative Activities Grade 3 pg. 68
- Assessment rubrics
- Open safe area
- Peer evaluation forms

- Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

Galloping - Galloping performance celebration

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

- Showcase galloping skills learned
- Participate confidently in group performances
- Celebrate achievements in galloping

- Organize a galloping skills showcase
- Perform galloping sequences for peers
- Reflect on learning journey and progress

1. What galloping skills are you most proud of? 2. How will you continue practicing?

- KLB Creative Activities Grade 3 pg. 68
- Performance space
- Reflection journals
- Achievement certificates

- Performance demonstration - Self-reflection - Celebration participation

Performing and Displaying

Galloping - Galloping performance celebration

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

- Showcase galloping skills learned
- Participate confidently in group performances
- Celebrate achievements in galloping

- Organize a galloping skills showcase
- Perform galloping sequences for peers
- Reflect on learning journey and progress

1. What galloping skills are you most proud of? 2. How will you continue practicing?

- KLB Creative Activities Grade 3 pg. 68
- Performance space
- Reflection journals
- Achievement certificates

- Performance demonstration - Self-reflection - Celebration participation

Performing and Displaying

Sculpture - Identifying toys made by assemblage

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

- Define assemblage as a sculpture technique
- Identify toys and dolls made by assemblage
- Appreciate assemblage as an art form

- Observe pictures of toys and dolls made by assemblage
- Watch videos showing assemblage techniques
- Discuss materials used in assemblage

1. What is assemblage? 2. What toys can be made using assemblage?

- KLB Creative Activities Grade 3 pg. 69
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

- Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture - Materials for assemblage

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

- Identify materials used for assemblage
- Explain how materials can be joined
- Value reusing materials creatively

- Identify joining materials (strings, ropes, wires, banana fibers)
- Discuss properties of different materials
- Explore locally available assemblage materials

1. Which materials can join parts together? 2. How can we reuse materials for assemblage?

- KLB Creative Activities Grade 3 pg. 69
- Sample joining materials
- Collected recyclable materials
- Material sorting containers

- Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture - Collecting materials for assemblage

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

- Collect appropriate materials for toy making
- Sort materials according to use
- Show responsibility in material collection

- Collect recyclable materials from the environment
- Sort materials for different toy parts
- Organize materials for safe storage

1. Where can we find materials for toy making? 2. How should we sort our materials?

- KLB Creative Activities Grade 3 pg. 69
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

- Collection effort - Sorting accuracy - Material organization

Performing and Displaying

Sculpture - Making a toy car

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

- Assemble materials to create a toy car
- Join parts using appropriate techniques
- Appreciate creating toys through assemblage

- Cut and fold carton boxes into car shapes
- Join materials to get general car shape
- Make holes for fixing tyres

1. How do we join different parts to make a toy? 2. What makes a good toy car?

- KLB Creative Activities Grade 3 pg. 70
- Carton boxes
- Wires and strings
- Bottle caps for tyres
- Scissors and cutting tools

- Practical demonstration - Assembly skill assessment - Product evaluation

Performing and Displaying

Sculpture - Completing a toy car

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

- Fix tyres on the toy car
- Attach pulling mechanisms
- Value completing creative projects

- Fix tyres using wire through holes
- Attach string for pulling the car
- Test the toy car functionality

1. How do we make the car move? 2. What makes a toy functional?

- KLB Creative Activities Grade 3 pg. 70
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface

- Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture - Completing a toy car

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

- Fix tyres on the toy car
- Attach pulling mechanisms
- Value completing creative projects

- Fix tyres using wire through holes
- Attach string for pulling the car
- Test the toy car functionality

1. How do we make the car move? 2. What makes a toy functional?

- KLB Creative Activities Grade 3 pg. 70
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface

- Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture - Making a doll

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

- Assemble materials to create a doll shape
- Join parts to form a doll body
- Show creativity in doll making

- Arrange materials to form general doll shape
- Join parts together using wires and thread
- Create basic doll structure

1. What materials make a good doll? 2. How do we create a human-like shape?

- KLB Creative Activities Grade 3 pg. 70
- Maize cobs or sticks
- Cloth pieces
- Wires and threads
- Joining materials

- Creativity assessment - Assembly skills - Shape formation

Performing and Displaying

Sculpture - Adding doll features

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

- Wrap doll shapes with appropriate materials
- Add decorative elements to dolls
- Appreciate attention to detail

- Wrap the doll shape using clothes or banana fibers
- Add features like eyes, nose, and mouth
- Create hair using appropriate materials

1. How do features make the doll look realistic? 2. What materials work best for different features?

- KLB Creative Activities Grade 3 pg. 70
- Wrapping materials
- Decorative items
- Paints or markers
- Stitching materials

- Detail assessment - Creativity evaluation - Completion observation

Performing and Displaying

Sculpture - Improving toys with decorations

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

- Add decorative parts to toys
- Paint toys attractively
- Value aesthetic improvement

- Add headlights, windows, doors to toy cars
- Paint toys using bright colors
- Add finishing touches to dolls

1. How do decorations improve our toys? 2. What colors make toys attractive?

- KLB Creative Activities Grade 3 pg. 71
- Paint and brushes
- Decorative materials
- Small item attachments
- Adhesives

- Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture - Playing with assembled toys

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

- Use assembled toys for play
- Sing songs while playing with toys
- Enjoy toys created through assemblage

- Play with completed toys and dolls
- Sing songs related to play activities
- Share toys with peers for enjoyment

1. How can we use our toys for play? 2. What songs suit our toy play?

- KLB Creative Activities Grade 3 pg. 71
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area

- Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture - Making toys at home

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

- Identify materials at home for toy making
- Make toys with siblings or friends
- Value sharing skills learned

- Look for materials at home
- Make toys with help from siblings or friends
- Play with home-made toys

1. What materials at home can we use? 2. How can we teach others to make toys?

- KLB Creative Activities Grade 3 pg. 71
- Home project guidelines
- Material collection list
- Safety reminders

- Home project completion - Creativity in home toys - Sharing and teaching

Performing and Displaying

Sculpture - Displaying assembled toys

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

- Prepare toys for display
- Present toys to peers
- Appreciate own and others' creations

- Organize toys for class display
- Present toys explaining making process
- View and appreciate peers' toys

1. How should we present our toys? 2. What makes a good toy presentation?

- KLB Creative Activities Grade 3 pg. 72
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms

- Presentation skills - Display organization - Peer appreciation

Performing and Displaying

Sculpture - Displaying assembled toys

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

- Prepare toys for display
- Present toys to peers
- Appreciate own and others' creations

- Organize toys for class display
- Present toys explaining making process
- View and appreciate peers' toys

1. How should we present our toys? 2. What makes a good toy presentation?

- KLB Creative Activities Grade 3 pg. 72
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms

- Presentation skills - Display organization - Peer appreciation

Performing and Displaying

Sculpture - Evaluating toy assemblage

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

- Assess quality of assembled toys
- Identify strengths and areas for improvement
- Value self and peer assessment

- Use assessment rubrics to evaluate toys
- Complete self and peer assessment forms
- Reflect on learning process

1. What makes a well-assembled toy? 2. How can we improve our assemblage skills?

- KLB Creative Activities Grade 3 pg. 72
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals

- Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

Sculpture - Toy assemblage celebration

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

- Showcase completed assemblage projects
- Share assemblage experiences
- Celebrate creative achievements

- Organize a toy exhibition
- Share making stories with visitors
- Celebrate assemblage skills learned

1. What did we learn from making toys? 2. What project are you most proud of?

- KLB Creative Activities Grade 3 pg. 72
- Exhibition space
- Completed toys
- Visitor feedback forms
- Achievement certificates

- Exhibition participation - Presentation skills - Reflection and celebration

Performing and Displaying

Forward Roll and V-Balance - Identifying forward roll and V-balance

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

- Define forward roll as a gymnastics movement
- Define V-balance as a gymnastics position
- Show interest in learning gymnastics skills

- Observe pictures showing forward roll and V-balance
- Discuss body positions in each skill
- Identify differences between the two activities

1. What is a forward roll? 2. What is a V-balance?

- KLB Creative Activities Grade 3 pg. 73
- Pictures of gymnastics skills
- Demonstration mats
- Visual aids

- Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance - Body parts used

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

- Identify body parts used in forward roll
- Identify body parts used in V-balance
- Appreciate the role of different body parts

- Watch video clips showing forward roll and V-balance
- Discuss body parts used: hands, feet, eyes, upper body
- Identify how each body part contributes

1. Which body parts help in forward roll? 2. Which body parts are important for V-balance?

- KLB Creative Activities Grade 3 pg. 73
- Digital devices
- Video clips
- Body part charts
- Pictures and magazines

- Discussion participation - Body part identification - Video analysis

Performing and Displaying

Forward Roll and V-Balance - Forward roll starting position

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

- Assume correct starting position for forward roll
- Place hands correctly for forward roll
- Show confidence in attempting forward roll

- Stand on flat ground
- Squat with feet together
- Place hands shoulder-width apart on ground

1. How do we start a forward roll safely? 2. Why is hand placement important?

- KLB Creative Activities Grade 3 pg. 74
- Flat safe surface
- Gymnastics mats
- Demonstration area
- Safety guidelines

- Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance - Forward roll starting position

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

- Assume correct starting position for forward roll
- Place hands correctly for forward roll
- Show confidence in attempting forward roll

- Stand on flat ground
- Squat with feet together
- Place hands shoulder-width apart on ground

1. How do we start a forward roll safely? 2. Why is hand placement important?

- KLB Creative Activities Grade 3 pg. 74
- Flat safe surface
- Gymnastics mats
- Demonstration area
- Safety guidelines

- Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance - Forward roll rolling action

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

- Tuck chin to chest for safe rolling
- Push off with feet to initiate roll
- Appreciate proper rolling technique

- Drop head between arms
- Tuck chin to chest
- Push off with feet and roll along curved back

1. Why must we tuck our chin? 2. How do we create momentum for rolling?

- KLB Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Spotting assistance
- Safe rolling surface
- Demonstration aids

- Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

Forward Roll and V-Balance - Completing forward roll

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

- Complete forward roll with proper finish
- Stand without using hands for support
- Value completing skills correctly

- Keep legs straight during roll
- Bend legs only at the end
- Place feet flat and stand without hand support

1. How do we finish a forward roll properly? 2. Why keep legs straight during the roll?

- KLB Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Flat safe surface
- Completion markers
- Observation forms

- Completion assessment - Form evaluation - Independence observation

Performing and Displaying

Forward Roll and V-Balance - V-balance starting position

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

- Sit correctly to start V-balance
- Lift legs off the ground for V-balance
- Show determination in learning V-balance

- Sit on ground with upper body upright
- Lift legs off ground
- Place hands on sides for initial support

1. How do we prepare for V-balance? 2. Why use hands for support initially?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Flat surface
- Support aids
- Balance demonstration

- Position assessment - Lifting technique - Balance attempt

Performing and Displaying

Forward Roll and V-Balance - Completing V-balance

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

- Lift hands above head in V-balance
- Straighten legs to form V-shape
- Appreciate achieving V-balance

- Lift hands and stretch above head
- Straighten legs to form V-shape
- Hold the balance position

1. How do we form the V-shape? 2. What helps us maintain balance?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Balance aids
- Mirror for self-checking
- Timing device

- Balance achievement - Form assessment - Hold duration

Performing and Displaying

Forward Roll and V-Balance - Practicing forward roll in groups

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

- Perform forward roll facing same direction as peers
- Practice forward roll safely in groups
- Value group practice for improvement

- Face same direction in groups
- Perform forward roll from standing position
- Turn and roll back to starting point

1. How does group practice help us? 2. Why face the same direction?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers
- Safety guidelines

- Group coordination - Safety compliance - Skill execution

Performing and Displaying

Forward Roll and V-Balance - Practicing forward roll in groups

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

- Perform forward roll facing same direction as peers
- Practice forward roll safely in groups
- Value group practice for improvement

- Face same direction in groups
- Perform forward roll from standing position
- Turn and roll back to starting point

1. How does group practice help us? 2. Why face the same direction?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers
- Safety guidelines

- Group coordination - Safety compliance - Skill execution

Performing and Displaying

Forward Roll and V-Balance - V-balance group performance

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

- Perform V-balance in groups
- Observe peers' V-balance performances
- Provide constructive feedback

- Identify flat safe area
- Perform V-balance leaning backwards
- Observe and share observations with peers

1. How can we perform V-balance together? 2. What should we observe in each other?

- KLB Creative Activities Grade 3 pg. 76
- Flat safe area
- Gymnastics mats
- Observation checklists
- Feedback forms

- Performance observation - Feedback quality - Group coordination

Performing and Displaying

Forward Roll and V-Balance - Making field markers

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

- Identify materials for making field markers
- Make field markers for gymnastics practice
- Value creating own practice equipment

- Collect materials (stiff paper, carton, plastic)
- Cut sections for labels
- Make base and fix stick on base

1. Why do we need field markers? 2. What materials can we use?

- KLB Creative Activities Grade 3 pg. 76
- Recyclable materials
- Cutting tools
- Adhesives
- Labeling materials

- Material selection - Construction skill - Marker functionality

Performing and Displaying

Forward Roll and V-Balance - Labeling and using field markers

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

- Write appropriate labels on field markers
- Use field markers to organize practice area
- Appreciate organized practice spaces

- Write labels on field markers (Group A, B, C, D)
- Make four field markers
- Mark the field using improvised markers

1. What labels help organize our practice? 2. How do markers improve our practice?

- KLB Creative Activities Grade 3 pg. 77
- Completed marker bases
- Writing materials
- Field space
- Organization plan

- Labeling accuracy - Organization skills - Marker placement

Performing and Displaying

Forward Roll and V-Balance - Performing with field markers

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

- Use marked field for forward roll practice
- Use marked field for V-balance practice
- Value organized practice environments

- Mark field using improvised markers
- Perform forward roll in marked areas
- Perform V-balance in designated spaces

1. How do markers help organize practice? 2. Why practice in designated areas?

- KLB Creative Activities Grade 3 pg. 77
- Field markers
- Gymnastics mats
- Marked practice area
- Safety equipment

- Space usage - Skill performance - Organization compliance

Performing and Displaying

Forward Roll and V-Balance - Group rotation practice

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

- Rotate between forward roll and V-balance stations
- Follow rotation schedule
- Appreciate varied practice activities

- Form groups for marked stations
- Practice forward roll at one station
- Rotate to V-balance station

1. How does rotation help our learning? 2. What skills improve through rotation?

- KLB 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 - Singing while performing

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

- Sing action songs about rolling
- Combine singing with forward roll and V-balance
- Enjoy music with movement

- Learn action songs about rolling
- Perform forward roll while singing
- Perform V-balance while singing

1. How does singing make practice fun? 2. What songs suit our gymnastics?

- KLB 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 while performing

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

- Sing action songs about rolling
- Combine singing with forward roll and V-balance
- Enjoy music with movement

- Learn action songs about rolling
- Perform forward roll while singing
- Perform V-balance while singing

1. How does singing make practice fun? 2. What songs suit our gymnastics?

- KLB 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 - Assessment using checklists

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

- Perform forward roll demonstrating all steps
- Perform V-balance correctly
- Complete self and peer assessment

- Use assessment checklists for forward roll
- Use assessment checklists for V-balance
- Complete evaluation forms

1. What makes a good forward roll? 2. What makes a good V-balance?

- KLB Creative Activities Grade 3 pg. 79
- Assessment checklists
- Evaluation forms
- Practice mats
- Observation rubrics

- Checklist completion - Performance assessment - Self-evaluation

Performing and Displaying

String Musical Instruments - Identifying string instruments

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

- Identify string musical instruments from Kenyan communities
- Describe common features of string instruments
- Appreciate diverse Kenyan musical heritage

- Look at pictures of various string instruments
- Discuss common features (strings, body, playing method)
- Identify materials used to make string instruments

1. What are string instruments? 2. Which communities use string instruments?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of string instruments
- Digital devices
- Cultural music resources
- Reference materials

- Instrument identification - Oral discussion - Cultural awareness

Performing and Displaying

String Musical Instruments - Fiddles

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

- Identify fiddles from Kenyan communities
- Describe how fiddles are played
- Appreciate fiddles as cultural instruments

- Study pictures of one and two-stringed fiddles
- Learn about Orutu, Mbeve, Isiriri, Wandindi
- Discuss the bowing playing method

1. What is a fiddle? 2. How are fiddles played?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Video demonstrations
- Cultural references
- Community examples

- Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

String Musical Instruments - Playing a fiddle

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

- Demonstrate bowing technique
- Hold a fiddle correctly
- Show interest in playing fiddles

- Watch video on playing fiddles
- Practice bowing movements
- Imitate proper holding positions

1. How do we bow a fiddle? 2. How do we hold a fiddle properly?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Practice fiddles
- Bowing demonstration aids

- Technique demonstration - Holding assessment - Practice observation

Performing and Displaying

String Musical Instruments - Ground bows

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

- Identify ground bows from Kenyan communities
- Explain how ground bows use ground for sound
- Appreciate ground bows as unique instruments

- Study pictures of ground bows
- Learn about Nderemo
- Discuss how ground hole increases sound

1. What makes ground bows special? 2. How does the ground help create sound?

- KLB Creative Activities Grade 3 pg. 81
- Pictures of ground bows
- Cultural references
- Sound amplification demonstrations
- Video resources

- Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

String Musical Instruments - Playing ground bows

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

- Demonstrate striking technique for ground bows
- Explain the role of the ground hole
- Value traditional playing methods

- Watch video on playing ground bows
- Practice striking movements
- Understand ground hole function

1. How do we strike a ground bow? 2. Why dig a hole in the ground?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Demonstration materials
- Practice instruments

- Technique practice - Understanding assessment - Practical demonstration

Performing and Displaying

String Musical Instruments - Playing ground bows

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

- Demonstrate striking technique for ground bows
- Explain the role of the ground hole
- Value traditional playing methods

- Watch video on playing ground bows
- Practice striking movements
- Understand ground hole function

1. How do we strike a ground bow? 2. Why dig a hole in the ground?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Demonstration materials
- Practice instruments

- Technique practice - Understanding assessment - Practical demonstration

Performing and Displaying

String Musical Instruments - Mouth bows

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

- Identify mouth bows from Kenyan communities
- Describe how mouth increases sound
- Appreciate mouth bows as instruments

- Study pictures of mouth bows
- Learn about Obokano
- Discuss striking and plucking techniques

1. What is a mouth bow? 2. How does the mouth amplify sound?

- KLB Creative Activities Grade 3 pg. 82
- Pictures of mouth bows
- Cultural resources
- Video demonstrations
- Reference materials

- Instrument recognition - Amplification understanding - Cultural awareness

Performing and Displaying

String Musical Instruments - Playing mouth bows

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

- Demonstrate playing techniques for mouth bows
- Practice striking and plucking
- Show interest in traditional instruments

- Watch video on playing mouth bows
- Practice striking and plucking
- Understand mouth positioning

1. How do we play a mouth bow? 2. What's the difference between striking and plucking?

- KLB Creative Activities Grade 3 pg. 82
- Digital devices
- Video links
- Practice mouth bows
- Playing guides

- Technique demonstration - Practice assessment - Method differentiation

Performing and Displaying

String Musical Instruments - Drawing string instruments

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

- Draw a fiddle accurately
- Draw a ground bow accurately
- Draw a mouth bow accurately

- Learn to draw each type of string instrument
- Practice drawing instrument parts
- Create detailed instrument drawings

1. How do we draw string instruments? 2. What details should we include?

- KLB Creative Activities Grade 3 pg. 82
- Drawing materials
- Instrument pictures
- Step-by-step guides
- Examples

- Drawing accuracy - Detail inclusion - Artistic skill

Performing and Displaying

String Musical Instruments - Local string instruments

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

- Identify string instruments from local communities
- Discuss local string instrument traditions
- Appreciate local musical heritage

- Discuss Kenyan string instruments from local communities
- Share knowledge of local instruments
- Research community instruments

1. Which string instruments are in our community? 2. How are they used in our culture?

- KLB Creative Activities Grade 3 pg. 83
- Community resources
- Cultural references
- Guest speakers if available
- Research materials

- Discussion participation - Community knowledge - Cultural appreciation

Performing and Displaying

String Musical Instruments - Local string instruments

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

- Identify string instruments from local communities
- Discuss local string instrument traditions
- Appreciate local musical heritage

- Discuss Kenyan string instruments from local communities
- Share knowledge of local instruments
- Research community instruments

1. Which string instruments are in our community? 2. How are they used in our culture?

- KLB Creative Activities Grade 3 pg. 83
- Community resources
- Cultural references
- Guest speakers if available
- Research materials

- Discussion participation - Community knowledge - Cultural appreciation

Performing and Displaying

String Musical Instruments - Collecting improvisation materials

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

- Identify materials for improvising string instruments
- Collect appropriate materials safely
- Show responsibility in material collection

- Identify needed materials (bendable stick, sisal/wire, straight sticks)
- Collect materials from environment
- Organize materials for instrument making

1. What materials do we need? 2. Where can we find these materials safely?

- KLB Creative Activities Grade 3 pg. 83
- Collection guidelines
- Safety equipment
- Storage containers
- Material lists

- Material selection - Safe collection - Organization skills

Performing and Displaying

String Musical Instruments - Improvising bending the bow

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

- Select appropriate stick for bending
- Bend stick into bow shape
- Appreciate improvisation skills

- Choose stick that bends without breaking
- Carefully bend stick into bow shape
- Ensure bow maintains curve

1. How do we bend the stick without breaking? 2. What makes a good bow shape?

- KLB Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows

- Stick selection - Bending technique - Shape formation

Performing and Displaying

String Musical Instruments - Improvising attaching strings

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

- Tie thread or wire to bow ends
- Create appropriate string tension
- Value completing instrument construction

- Tie thread or wire securely on each bow end
- Ensure string has proper tension
- Test string attachment strength

1. How do we tie strings securely? 2. What tension works best?

- KLB Creative Activities Grade 3 pg. 84
- Sisal or nylon thread
- Thin wire
- Tying demonstrations
- Completed bows

- Tying skill - Tension assessment - Security testing

Performing and Displaying

String Musical Instruments - Testing improvised instruments

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

- Strike strings to produce sound
- Assess sound quality
- Make adjustments for better sound

- Use straight stick to strike the string
- Test sound produced
- Make necessary adjustments

1. How do we test our instrument? 2. What makes a good sound?

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

- Sound production - Quality assessment - Adjustment skills

Performing and Displaying

String Musical Instruments - Practicing playing

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

- Play improvised string instrument
- Produce varied sounds
- Enjoy playing own instrument

- Practice striking the string at different points
- Explore different striking techniques
- Create simple melodies

1. How can we create different sounds? 2. What techniques produce best results?

- KLB Creative Activities Grade 3 pg. 85
- Improvised instruments
- Practice space
- Playing guides
- Striking implements

- Playing technique - Sound variation - Musical exploration

Performing and Displaying

String Musical Instruments - Recording performances

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

- Record playing performances using digital devices
- Review recorded performances
- Appreciate documentation of learning

- Use digital devices to record playing
- Watch and listen to recordings
- Discuss performances with peers

1. How does recording help our learning? 2. What can we improve in our playing?

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

- Recording quality - Self-review - Performance analysis

Performing and Displaying

String Musical Instruments - Recording performances

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

- Record playing performances using digital devices
- Review recorded performances
- Appreciate documentation of learning

- Use digital devices to record playing
- Watch and listen to recordings
- Discuss performances with peers

1. How does recording help our learning? 2. What can we improve in our playing?

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

- Recording quality - Self-review - Performance analysis

Performing and Displaying

String Musical Instruments - Group improvisation project

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

- Work in groups to improvise instruments
- Share improvisation skills
- Value collaborative work

- Form groups for instrument making
- Share materials and skills
- Help each other complete instruments

1. How can we help each other succeed? 2. What can we learn from group work?

- KLB Creative Activities Grade 3 pg. 85
- Improvisation materials
- Group work space
- Sharing guidelines
- Collaboration aids

- Teamwork assessment - Skill sharing - Group product quality

Performing and Displaying

String Musical Instruments - Musical instrument decoration

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

- Decorate improvised instruments
- Use decorations to enhance appearance
- Appreciate aesthetic value

- Add decorative elements to instruments
- Paint or add designs
- Personalize instruments creatively

1. How can we make instruments attractive? 2. What decorations represent our culture?

- KLB Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Design ideas
- Cultural patterns

- Decoration creativity - Aesthetic appeal - Cultural representation

Performing and Displaying

String Musical Instruments - String instruments exhibition

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

- Display improvised string instruments
- Explain instrument making process
- Celebrate creative achievements

- Organize string instruments exhibition
- Present instruments to class and visitors
- Demonstrate playing techniques

1. How should we display our instruments? 2. What will we explain to visitors?

- KLB Creative Activities Grade 3 pg. 87
- Exhibition space
- Display materials
- Presentation cards
- Achievement recognition

- Display organization - Presentation skills - Demonstration ability

Performing and Displaying

Modelling and Ornament Making - Identifying modelled beads

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

- Identify beads made through modelling
- Recognize materials used for modelling beads
- Show interest in bead making

- Observe pictures of modelled beads
- Discuss materials used (clay, papier mâché)
- Identify different bead shapes and sizes

1. What materials are used to model beads? 2. What makes beads attractive?

- KLB Creative Activities Grade 3 pg. 87
- Pictures of modelled beads
- Sample beads
- Material examples
- Bead collections

- Bead identification - Material recognition - Interest assessment

Performing and Displaying

Modelling and Ornament Making - Watching bead making videos

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

- Watch videos on modelling clay beads
- Identify steps in bead making
- Appreciate learning through videos

- Watch videos showing clay bead modelling
- Watch videos on making ornaments with beads
- Discuss observed techniques

1. What did we learn from the videos? 2. What techniques should we try?

- KLB Creative Activities Grade 3 pg. 87
- Digital devices
- Video links
- Internet access
- Viewing area

- Video comprehension - Technique identification - Learning engagement

Performing and Displaying

Modelling and Ornament Making - Watching bead making videos

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

- Watch videos on modelling clay beads
- Identify steps in bead making
- Appreciate learning through videos

- Watch videos showing clay bead modelling
- Watch videos on making ornaments with beads
- Discuss observed techniques

1. What did we learn from the videos? 2. What techniques should we try?

- KLB Creative Activities Grade 3 pg. 87
- Digital devices
- Video links
- Internet access
- Viewing area

- Video comprehension - Technique identification - Learning engagement

Performing and Displaying

Modelling and Ornament Making - Pellet technique

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

- Define the pellet technique
- Explain rolling process for pellets
- Value the pellet method for bead making

- Learn definition of pellet technique
- Discuss rolling small balls
- Understand creating different shapes

1. What is the pellet technique? 2. How do we roll pellets?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Demonstration pellets
- Technique charts
- Examples

- Concept understanding - Process explanation - Technique appreciation

Performing and Displaying

Modelling and Ornament Making - Rolling pellets on palm

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

- Roll clay or papier mâché on palm
- Create pellets of different sizes
- Appreciate hand-rolling technique

- Roll material on palm of hand
- Practice making pellets of various sizes
- Create smooth round pellets

1. How do we roll pellets on our palm? 2. What makes smooth pellets?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Practice materials
- Hand washing facilities
- Work surfaces

- Rolling technique - Size control - Smoothness quality

Performing and Displaying

Modelling and Ornament Making - Rolling pellets on surface

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

- Roll clay or papier mâché on flat surface
- Make pellets using surface technique
- Value different rolling methods

- Roll material on flat surface
- Compare palm and surface rolling
- Make multiple pellets using surface

1. How is surface rolling different? 2. Which method works better for you?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Flat rolling surfaces
- Practice materials
- Cleaning supplies

- Surface rolling skill - Method comparison - Pellet consistency

Performing and Displaying

Modelling and Ornament Making - Creating varied pellet shapes

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

- Shape pellets in different ways
- Create pellets for specific ornaments
- Show creativity in pellet shaping

- Make pellets of different sizes
- Create various shapes (round, oval, cylindrical)
- Plan shapes for ornament designs

1. What shapes can we make? 2. How do shapes affect the ornament?

- KLB Creative Activities Grade 3 pg. 88
- Modelling materials
- Shape examples
- Design ideas
- Work area

- Shape variety - Creative shaping - Design planning

Performing and Displaying

Modelling and Ornament Making - Piercing pellets

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

- Pierce pellets using appropriate tools
- Make holes before beads dry
- Value proper piercing technique

- Use wire, sharp stick, thorn, or nail to pierce
- Pierce before pellets completely dry
- Make holes suitable for stringing

1. How do we pierce pellets safely? 2. When should we pierce the beads?

- KLB Creative Activities Grade 3 pg. 88
- Piercing tools (wires, sticks)
- Safety guidelines
- Modelled pellets
- Work surfaces

- Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making - Piercing pellets

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

- Pierce pellets using appropriate tools
- Make holes before beads dry
- Value proper piercing technique

- Use wire, sharp stick, thorn, or nail to pierce
- Pierce before pellets completely dry
- Make holes suitable for stringing

1. How do we pierce pellets safely? 2. When should we pierce the beads?

- KLB Creative Activities Grade 3 pg. 88
- Piercing tools (wires, sticks)
- Safety guidelines
- Modelled pellets
- Work surfaces

- Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making - Drying modelled beads

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

- Dry beads properly under shade
- Understand why sun-drying causes cracking
- Show patience in the drying process

- Place beads in shade for drying
- Avoid sun exposure to prevent cracking
- Allow complete drying before decorating

1. Where should we dry our beads? 2. Why not dry them in the sun?

- KLB Creative Activities Grade 3 pg. 88
- Shaded drying area
- Drying racks or surfaces
- Beads for drying
- Shade materials

- Drying location choice - Understanding cracking - Patience demonstration

Performing and Displaying

Modelling and Ornament Making - Decorating beads by painting

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

- Paint beads using different colors
- Create attractive bead designs
- Appreciate decoration for aesthetic value

- Use different colors to paint beads
- Create patterns and designs on beads
- Allow painted beads to dry completely

1. Which colors make beads attractive? 2. What patterns can we paint on beads?

- KLB Creative Activities Grade 3 pg. 89
- Paints in various colors
- Paint brushes
- Dried beads
- Paint palettes
- Water containers

- Painting skill - Color selection - Design creativity

Performing and Displaying

Modelling and Ornament Making - Planning necklace design

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

- Decide on bead threading pattern
- Select colors for necklace design
- Value planning before making

- Decide how beads will be threaded
- Select colors and patterns to use
- Plan necklace design layout

1. How should we arrange our beads? 2. What color combinations work well?

- KLB Creative Activities Grade 3 pg. 89
- Decorated beads
- Design planning materials
- Color charts
- Pattern examples

- Design planning - Color selection - Pattern creativity

Performing and Displaying

Modelling and Ornament Making - Stringing beads single strand

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

- String beads using single strand technique
- Follow planned design pattern
- Appreciate single strand necklace making

- Thread beads using a string
- Follow the planned design and color pattern
- Create single-strand necklace

1. How do we thread beads on a string? 2. Why follow our design plan?

- KLB Creative Activities Grade 3 pg. 89
- Strings or threads
- Decorated beads
- Threading needles if needed
- Design plans

- Threading skill - Pattern following - Necklace formation

Performing and Displaying

Modelling and Ornament Making - Completing necklaces

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

- Complete single-strand necklace
- Secure necklace ends properly
- Value completed ornament work

- Complete the beading pattern
- Tie or secure necklace ends
- Ensure necklace can be worn

1. How do we finish a necklace? 2. How do we secure the ends?

- KLB Creative Activities Grade 3 pg. 89
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available

- Completion skill - Securing technique - Functionality testing

Performing and Displaying

Modelling and Ornament Making - Making ornaments at home

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

- Collect materials at home for ornaments
- Make ornaments using learned skills
- Share ornament making knowledge

- Collect materials at home or school
- Use materials for making ornaments
- Give ornaments as presents

1. What materials can we find at home? 2. Who would appreciate our ornaments?

- KLB Creative Activities Grade 3 pg. 91
- Home project guidelines
- Material collection list
- Making instructions
- Gift presentation ideas

- Home project completion - Material resourcefulness - Skill application

Performing and Displaying

Modelling and Ornament Making - Making ornaments at home

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

- Collect materials at home for ornaments
- Make ornaments using learned skills
- Share ornament making knowledge

- Collect materials at home or school
- Use materials for making ornaments
- Give ornaments as presents

1. What materials can we find at home? 2. Who would appreciate our ornaments?

- KLB Creative Activities Grade 3 pg. 91
- Home project guidelines
- Material collection list
- Making instructions
- Gift presentation ideas

- Home project completion - Material resourcefulness - Skill application

Performing and Displaying

Modelling and Ornament Making - Displaying ornaments

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

- Display completed ornaments
- Present ornaments to peers
- Appreciate own and others' ornaments

- Organize ornaments for display
- Present ornaments explaining making process
- View and appreciate peers' ornaments

1. How should we display our ornaments? 2. What makes a good ornament presentation?

- KLB Creative Activities Grade 3 pg. 91
- Display area
- Presentation materials
- Ornament stands
- Evaluation forms

- Display organization - Presentation skill - Appreciation expression

Performing and Displaying

Modelling and Ornament Making - Self and peer assessment

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

- Assess own ornament making skills
- Provide peer feedback constructively
- Reflect on learning progress

- Use assessment rubrics to evaluate work
- Complete self and peer assessment forms
- Discuss areas of strength and improvement

1. What did we do well? 2. What can we improve?

- KLB Creative Activities Grade 3 pg. 91
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection guidelines

- Self-assessment completion - Peer feedback quality - Reflection depth