Performing and Displaying

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

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

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

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

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

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

Observation - Oral questions - Aural tests

Performing and Displaying

Rounds – Singing the tune of a round with pitch accuracy
Rounds – Understanding correct entries and keeping to own part in a 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
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Singing "Are You Sleeping" as a two-part round
Rounds – Describing and discussing the message in a round

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Audio recording of the round
- Visual entry guides
- Chart paper for message analysis
- Discussion guides

Practical performance - Group observation - Self-assessment

Performing and Displaying

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

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

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

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

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

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

Performance assessment - Group observation - Self-assessment

Performing and Displaying

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

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

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

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

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

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

Practical performance - Group observation - Aural tests

Performing and Displaying

Rounds – 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

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

- 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

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

How do gestures and facial expressions make a round performance more expressive?
How does recording our performance help us improve?

- 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
Recording quality - Self-assessment - Peer critique

Performing and Displaying

Rounds – Preparing and performing rounds at school events

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

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

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

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

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

Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds – Preparing and performing rounds at school events

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

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

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

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

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

Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds – Teaching a round to peers

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 55
- Teaching aids
- Song sheets
- Digital devices for demonstration

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Collecting rounds from different cultures and communities

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

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

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

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

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

Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds – Assessment and review of round performance skills

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

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

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

How well have we mastered performing rounds?

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

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

Performing and Displaying

Galloping – Identifying galloping as a movement skill
Galloping – Identifying directions and body position during galloping
Galloping – Demonstrating basic galloping steps
Galloping – Galloping forward along a straight marked path

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

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

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

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

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

What is galloping and which animals use galloping movement?
What is the correct sequence of steps for galloping?

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

Observation - Oral questions - Practical identification
Practical performance - Observation - Self-assessment

Performing and Displaying

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

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

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

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

How do we change direction quickly and smoothly while galloping?

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

Practical performance - Pattern recognition assessment - Observation

Performing and Displaying

Galloping – Playing the whistle-directed galloping game

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

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

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

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

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

Game participation - Team observation - Rule-following assessment

Performing and Displaying

Galloping – Playing the red light, green light galloping game

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

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

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

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

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

Game participation - Observation - Peer assessment

Performing and Displaying

Galloping – Playing a galloping relay race game

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

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

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

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

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

Game participation - Team observation - Skill assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways

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

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

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

What makes a good galloping routine that combines different pathways?

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

Practical performance - Creativity evaluation - Peer assessment

Performing and Displaying

Galloping – 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

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

- 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

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

What should we look for when observing a peer's galloping performance?
How well have I mastered galloping in all directions and pathways?

- 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
Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

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

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

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

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

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

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

Observation - Oral questions - Video analysis

Performing and Displaying

Sculpture – Collecting and sorting materials for toy assemblage

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 64
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves

Collection effort - Sorting accuracy - Material organisation

Performing and Displaying

Sculpture – Planning and sketching a toy design before assembly
Sculpture – Making a doll house: preparing the carton structure

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

Design quality - Planning skill - Peer discussion

Performing and Displaying

Sculpture – Making a doll house: decorating walls and floor with coloured paper
Sculpture – Completing and improving the doll house with final details

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 65
- Coloured paper
- Glue
- Scissors
- Doll house structure
- Mentor Creative Activities Grade 3 pg. 66
- Hard paper
- Paint and brushes
- Adhesives
- Small item attachments

Decoration creativity - Practical assessment - Peer assessment

Performing and Displaying

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

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

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

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

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

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

Practical demonstration - Assembly skill - Safety compliance

Performing and Displaying

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

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

- 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

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

How do wheels and an axle make a toy car functional?
How do decorations and paint improve the appearance and appeal of assembled toys?

- 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
Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture – Using completed toys for play and singing

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

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

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

How can we use our assembled toys for creative play?

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

Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 69
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

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

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

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

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

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

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

Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance – Identifying body parts used in forward roll and V-balance
Forward Roll and V-Balance – Making improvised field markers for gymnastics

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 70
- Digital devices
- Video clips
- Body part charts
- Pictures
- Mentor Creative Activities Grade 3 pg. 71
- Recyclable materials
- Cutting tools
- Adhesives
- Labelling materials

Discussion participation - Body part identification - Video analysis

Performing and Displaying

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

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

- Write appropriate group labels on completed field markers
- Use field markers to organise the practice area into designated zones
- Relate organising a practice field to how sports venue managers and event coordinators lay out playing areas, lanes, and zones before competitions so all participants know exactly where they should be

- Write labels on field markers such as Group A, B, C, D
- Make four field markers for use during gymnastics practice
- Mark the field using the improvised markers and assign groups to zones

How do field markers help us organise and improve our gymnastics practice?

- 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

Labelling accuracy - Organisation skills - Marker placement

Performing and Displaying

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

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

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

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

How do we perform a forward roll safely and correctly?
How do we form and hold a correct V-balance position?

- Mentor Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Flat safe surface
- Spotting assistance
- Mentor Creative Activities Grade 3 pg. 75
- Flat surface
- Support aids
- Mentor Creative Activities Grade 3 pg. 76
- Gymnastics mats
- Balance aids
- Mirror for self-checking
- Timing device

Technique assessment - Safety compliance - Rolling execution
Balance achievement - Form assessment - Hold duration

Performing and Displaying

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

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

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

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

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

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

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

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

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

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

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

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

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

Rotation compliance - Station performance - Time management

Performing and Displaying

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

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

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

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

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

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

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

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

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

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

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

String Musical Instruments – Identifying fiddles from Kenyan communities
String Musical Instruments – Identifying the main parts of a fiddle
String Musical Instruments – Identifying musical bows and ground bows from Kenyan communities
String Musical Instruments – Learning how fiddles, musical bows, and mouth bows are played

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

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

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

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

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

Which communities in Kenya use fiddles and what are they called?
How do musical bows and the ground bow produce and amplify sound?

- Mentor Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Community string instrument table
- Cultural references
- Mentor Creative Activities Grade 3 pg. 81
- Labelled fiddle diagram
- Sample fiddle or replica
- Reference materials
- Mentor Creative Activities Grade 3 pg. 81
- Pictures of musical bows and ground bow
- Instrument table
- Cultural references
- Video resources
- Mentor Creative Activities Grade 3 pg. 82
- Digital devices
- Playing technique pictures
- Video demonstrations

Instrument recognition - Playing method understanding - Cultural appreciation
Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

String Musical Instruments – Collecting materials to improvise a Kenyan string instrument

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

- Identify materials needed to improvise a string instrument: a bendable stick, wire or sisal string, and straight sticks for striking
- Collect appropriate materials from the environment safely
- Relate gathering natural materials to make instruments to how the first musical instrument makers in every culture used only what they could find in nature: animal sinew for strings, hollowed gourds for resonators, and branches for bows

- Identify the materials needed using the course book as a guide
- Collect materials from the school compound or home environment
- Store materials safely for use in the next lesson

Where can we find materials to improvise a string instrument?

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

Material selection - Safe collection - Organisation skills

Performing and Displaying

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

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

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

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

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

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

Stick selection - Bending technique - Shape formation

Performing and Displaying

String Musical Instruments – Testing and playing the improvised string instrument

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

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

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

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

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

Sound production - Quality assessment - Adjustment skills

Performing and Displaying

String Musical Instruments – Making an improvised fiddle step by step

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

- Construct an improvised fiddle following the step-by-step guide in the course book
- Identify and assemble the components: arm, resonator, bridge, tuning peg, string, and bow
- Relate constructing an instrument step by step to how assembly workers in a guitar factory follow a precise sequence of steps to build each instrument, with each stage dependent on the one before it

- Follow steps in the course book to make an improvised fiddle
- Assemble arm, resonator, bridge, tuning peg, string, and bow
- Use hammer and nails carefully; wash hands after the activity

How do we build an improvised fiddle following a step-by-step process?

- Mentor Creative Activities Grade 3 pg. 83
- Resonator (tin or container)
- Arm (stick)
- Nails
- Wire or string
- Bow materials

Construction skill - Sequence following - Safety compliance

Performing and Displaying

String Musical Instruments – Recording and reviewing string instrument performances

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

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

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

How does recording our playing help us improve faster?

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

Recording quality - Self-review - Performance analysis

Performing and Displaying

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

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

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

- Demonstrate knowledge of Kenyan string instruments by naming instruments and their communities
- Play an improvised string instrument producing clear sound
- Relate structured assessment to how students entering the Kenya Music Festival are assessed on both theoretical knowledge about instruments and practical performance ability using clear, standardised rubrics

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

- Name string instruments and match them to their communities
- Play the improvised instrument for final assessment
- Complete self and peer assessment using rubrics

How do decorations reflect our cultural identity on a handmade instrument?
How well have I understood and mastered Kenyan string instruments?

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

Decoration creativity - Aesthetic appeal - Demonstration ability
Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Modelling and Ornament Making – Identifying modelled beads and their materials
Modelling and Ornament Making – Learning the pellet technique through video observation

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

- Identify beads made through modelling using clay or papier mâché
- Describe the materials used to model beads and the different shapes they can take
- Relate handmade clay beads to how the Maasai, Samburu, and Turkana communities in Kenya have for centuries made and traded beaded ornaments as symbols of cultural identity, social status, and rites of passage

- Look at pictures of modelled beads in the course book
- Discuss the materials used to make each set of beads
- Identify different shapes and sizes of beads in the pictures

What materials are used to model beads and what makes beads attractive?

- Mentor Creative Activities Grade 3 pg. 87
- Pictures of modelled beads
- Sample beads
- Material examples
- Bead collections
- Mentor Creative Activities Grade 3 pg. 88
- Digital devices
- Video links
- Internet access
- Viewing area

Bead identification - Material recognition - Interest assessment

Performing and Displaying

Modelling and Ornament Making – Rolling clay or papier mâché pellets using palm and surface methods

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

- Roll clay or papier mâché on the palm to create round smooth pellets
- Roll clay or papier mâché on a flat surface to make pellets
- Relate the rolling technique for making pellets to how potters use both palm-rolling and surface-rolling techniques to shape clay into smooth, consistent forms, and how bread bakers roll dough into equal-sized balls before baking

- Roll material on the palm to create smooth round pellets
- Roll material on a flat surface and compare results with palm-rolling
- Practise making pellets of different sizes using both methods

How do we roll clay into smooth, round pellets?

- Mentor Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Flat rolling surfaces
- Hand washing facilities
- Work surfaces

Rolling technique - Size control - Smoothness quality

Performing and Displaying

Modelling and Ornament Making – Shaping pellets and piercing holes for stringing
Modelling and Ornament Making – Drying modelled beads correctly under shade

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

- Create pellets in different shapes such as round, oval, and cylindrical
- Pierce holes through pellets before they dry using a wire, sharp stick, thorn, or nail
- Relate piercing beads at the right time to how jewellery manufacturers drill holes in semi-precious stones before they are fully hardened, because drilling after full hardening would crack the stone

- Shape pellets in round, oval, and cylindrical forms
- Pierce holes through pellets using a thin wire, sharp stick, or thorn while still soft
- Ensure holes are large enough for a thread to pass through

Why must we pierce the pellets before they fully dry?

- Mentor Creative Activities Grade 3 pg. 88
- Modelling materials
- Piercing tools (wires, sticks)
- Safety guidelines
- Work surfaces
- Shaded drying area
- Drying racks or surfaces
- Beads for drying
- Shade materials

Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making – Decorating dried modelled beads by painting
Modelling and Ornament Making – Completing and securing the beaded necklace

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

- Paint dried beads using different colours to create attractive designs
- Create patterns and colour combinations on beads
- Relate painting beads with colourful patterns to how Maasai beadwork uses specific colour combinations that carry cultural meaning, for example red symbolising courage, blue for the sky and water, and white for purity and health

- Prepare the working area and lay out paints, sponges, and brushes
- Paint beads one at a time using different colours
- Leave painted beads to dry completely before stringing

Which colour combinations make the most attractive beads and what do the colours symbolise?

- Mentor Creative Activities Grade 3 pg. 89
- Paints in various colours
- Paintbrushes
- Dried beads
- Palettes
- Water containers
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available

Painting skill - Colour selection - Design creativity

Performing and Displaying

Modelling and Ornament Making – Displaying and appreciating own and peers' ornaments

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

- Display completed beaded necklaces and ornaments for peer appreciation
- Discuss materials and techniques used in own and others' ornaments
- Relate sharing and appreciating handmade ornaments to how jewellers at craft fairs and cultural exhibitions display their work for customers who appreciate the skill, cultural significance, and artistry of handmade jewellery

- Organise ornaments for a class display
- Present each ornament explaining the making process
- Walk around to view and appreciate peers' ornaments; give respectful feedback

How should we present and talk about our beaded ornaments?

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

Display organisation - Presentation skill - Appreciation expression

Performing and Displaying
Appreciation

Modelling and Ornament Making – Assessment and review of modelling and ornament making
The Kenya National Anthem – Identifying what a national anthem is and its significance
The Kenya National Anthem – Listening attentively and identifying the structure of the anthem

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

- Demonstrate competence in all stages of bead making: rolling, piercing, drying, painting, and stringing
- Complete self and peer assessment using rubrics
- Relate structured self-assessment in craft to how master craftspeople in traditional Kenyan communities were assessed by community elders on the quality of their work before they were recognised as skilled artisans allowed to sell their products at community markets

- Define a national anthem as an official song that represents a country and its people
- Identify the Kenya National Anthem as a prayer asking God to bless Kenya
- Relate the national anthem to how international sporting events such as the Olympics open medal ceremonies with the winning country's anthem, showing how music is used globally to express national pride and identity

- Use assessment rubrics to evaluate own and peers' ornament work
- Complete self and peer assessment forms
- Discuss what was most challenging and most enjoyable in the ornament-making process

- Watch or listen to people singing the Kenya National Anthem using a digital device
- Discuss what a national anthem is and why countries have them
- Share what learners already know about when and where they have heard the anthem

How well have I mastered the process of modelling and making a beaded ornament?
What is a national anthem and why do countries have one?

- Mentor Creative Activities Grade 3 pg. 91
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection guidelines
- Mentor Creative Activities Grade 3 pg. 92
- Digital devices
- Audio recording of Kenya National Anthem
- National symbols charts
- Video and audio of Kenya National Anthem
- Internet access
- Projection equipment

Self-assessment - Peer assessment - Reflection depth
Oral questions - Discussion participation - Understanding assessment

Appreciation

The Kenya National Anthem – Reading and writing the text of the first stanza
The Kenya National Anthem – Discussing the meaning of key words in the first stanza

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

- Read the text of the first stanza of the Kenya National Anthem in Kiswahili
- Write the text of the first stanza correctly
- Relate accurately recording important national texts to how parliamentary clerks and official recorders document national declarations, laws, and speeches word-for-word to preserve them accurately for historical and legal purposes

- Read the words of the first stanza aloud from the course book
- Write down the text of the first stanza in exercise books
- Check spelling and accuracy against the course book

Why is accuracy important when writing the words of the national anthem?

- Mentor Creative Activities Grade 3 pg. 92
- Kenya National Anthem text
- Writing materials
- Notebooks
- Anthem charts
- Mentor Creative Activities Grade 3 pg. 93
- Anthem text with translations
- Vocabulary cards
- Discussion guides
- Values chart

Writing accuracy - Spelling assessment - Neat handwriting

Appreciation

The Kenya National Anthem – Understanding "Haki iwe ngao na mlinzi" and "Na tukae na undugu"

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

- Explain the message of line 3: "Haki iwe ngao na mlinzi" – asking for justice and fairness to protect Kenyans
- Explain the message of line 4: "Na tukae na undugu" – praying that Kenyans live as brothers and sisters
- Relate the anthem's call for justice and brotherhood to how international human rights organisations like Amnesty International campaign for the same values globally, showing that justice and unity are universal human aspirations

- Read lines 3 and 4 of the first stanza aloud
- Discuss how justice protects people and why living as brothers and sisters matters
- Give examples of justice and brotherhood from school and community life

How do justice and brotherhood make Kenya a better nation?

- Mentor Creative Activities Grade 3 pg. 93
- Anthem analysis materials
- Justice and fairness examples
- Discussion guides
- Message charts

Message comprehension - Value understanding - Discussion contribution

Appreciation

The Kenya National Anthem – Understanding "Amani na uhuru" and "Raha tupate na ustawi"
The Kenya National Anthem – First practice singing the first stanza with correct melody

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

- Explain the message of line 5: "Amani na uhuru" – praying for peace and freedom in Kenya
- Explain the message of line 6: "Raha tupate na ustawi" – asking God that Kenyans live happily and that the nation grows and prospers
- Relate the anthem's prayer for peace, freedom, and prosperity to how the United Nations Sustainable Development Goals also call for peace, reduced inequality, and prosperity as essential conditions for human flourishing worldwide

- Read lines 5 and 6 of the first stanza aloud
- Discuss what peace, freedom, happiness, and prosperity mean for Kenya
- Share examples of what prosperity and happiness look like in learners' own communities

What does the anthem pray for in the last two lines of the first stanza?

- Mentor Creative Activities Grade 3 pg. 93
- Development and prosperity examples
- Peace and freedom discussion materials
- National growth charts
- Mentor Creative Activities Grade 3 pg. 94
- Anthem recording
- Pitched instrument
- Music player
- Anthem sheet

Understanding assessment - Value appreciation - Example giving

Appreciation

The Kenya National Anthem – Learning and practising correct anthem etiquette

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

- Demonstrate correct anthem etiquette: stand at attention, do not move, face the flag if present
- Explain why standing at attention shows respect for the nation
- Relate anthem etiquette to how military personnel worldwide stand at strict attention during their national anthems as a formal expression of discipline and respect for all those who sacrificed for the nation's freedom

- Discuss the rules for correct anthem etiquette from the course book
- Practise standing at attention in the correct position
- Practise remaining still and quiet throughout the anthem

Why do we stand at attention when singing or hearing the national anthem?

- Mentor Creative Activities Grade 3 pg. 94
- Etiquette guidelines
- Demonstration videos
- Respect and behaviour charts
- Practice space

Posture observation - Behaviour assessment - Respect demonstration

Appreciation

The Kenya National Anthem – Identifying occasions when the Kenya National Flag is raised

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

- Identify occasions when the Kenya National Flag is raised: national holidays, school assemblies, heads of state visits, national meetings, and sports events
- Name specific national holidays when the flag is raised such as Madaraka Day, Mashujaa Day, and Jamhuri Day
- Relate the raising of the national flag to how the Kenyan flag is flown at half-mast as a sign of national mourning when a prominent national figure passes away, showing how the flag communicates national emotions beyond celebration

- Look at pictures showing flag-raising occasions
- Discuss and list the occasions when the Kenya National Flag is raised
- Identify and name the national holidays on a calendar

When is the Kenya National Flag raised and why is it raised on those occasions?

- Mentor Creative Activities Grade 3 pg. 94
- Pictures of flag-raising ceremonies
- National holidays calendar
- Ceremony descriptions
- Visual aids

Occasion identification - Understanding assessment - Discussion participation

Appreciation

The Kenya National Anthem – Singing the first stanza while observing correct anthem etiquette
The Kenya National Anthem – Writing the first stanza from memory with correct spelling

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

- Sing the first stanza of the Kenya National Anthem with correct words and melody
- Observe anthem etiquette simultaneously: standing at attention, remaining still, using correct posture
- Relate combining performance quality with correct etiquette to how Kenya Music Festival choral teams are judged on both the quality of singing and the discipline and behaviour of performers on stage

- Write the first stanza of the Kenya National Anthem from memory without referring to the text
- Spell all words correctly
- Relate memorising and accurately reproducing the national anthem text to how legal clerks, journalists, and government officials must accurately quote and record official national documents, where even a single wrong word can change the legal or historical meaning

- Stand at attention and sing the first stanza as a class
- Maintain correct posture and stillness throughout the anthem
- Record the performance and review it for both singing quality and etiquette

- Write the first stanza of the anthem from memory in exercise books
- Check spelling carefully after writing
- Compare with the anthem text and correct any errors

How do we combine singing correctly with observing proper anthem etiquette?
How accurately can we write the first stanza of the national anthem from memory?

- Mentor Creative Activities Grade 3 pg. 94
- Performance space
- Anthem recording
- Etiquette reminders
- Digital recording device
- Mentor Creative Activities Grade 3 pg. 92
- Anthem text for checking
- Writing materials
- Notebooks

Combined performance - Etiquette observation - Respect demonstration
Writing accuracy - Spelling assessment - Self-correction

Appreciation

The Kenya National Anthem – Final assessment of singing, etiquette, and understanding

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

- Perform the first stanza of the Kenya National Anthem with accuracy in pitch and rhythm
- Demonstrate correct anthem etiquette throughout the performance
- Relate a final structured assessment of the anthem to how Kenya's national examination system evaluates learners on both knowledge content and practical skills, ensuring that both understanding and application are measured

- Perform the first stanza for final assessment observing all etiquette rules
- Answer oral questions on the meaning of key anthem words and occasions for flag raising
- Complete self and peer assessment using rubrics

How well have I mastered singing and understanding the Kenya National Anthem?

- Mentor Creative Activities Grade 3 pg. 92–94
- Assessment rubrics
- Performance space
- Recording equipment
- Evaluation forms

Performance assessment - Etiquette evaluation - Oral questions - Self-assessment

Appreciation

Water Safety Awareness – Identifying water points and water bodies in the locality
Water Safety Awareness – Identifying specific water points and water bodies in the local area

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

- Define water points as specific locations where people access water such as wells, hand pumps, boreholes, water tanks, and taps
- Identify water bodies as natural or man-made masses of water such as rivers, lakes, ponds, and oceans
- Relate identifying local water sources to how community health workers and water engineers map all water points in a county before designing safe water distribution and sanitation systems

- Discuss what water points are and list examples
- Discuss what water bodies are and name examples found locally
- Share pictures of local water points and water bodies with peers

What is the difference between a water point and a water body?

- Mentor Creative Activities Grade 3 pg. 95
- Pictures of water points and water bodies
- Local area maps
- Water source examples
- Visual aids
- Pictures of local water bodies
- Community maps
- Local water information
- Visual resources

Water point identification - Locality knowledge - Definition understanding

Appreciation

Water Safety Awareness – Identifying dangers arising from water bodies in the locality

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

- Identify dangers that arise from water bodies: drowning in rivers, lakes, and ponds; injuries from sharp rocks near water; illness from polluted water; flooding during heavy rains
- Explain how and why each danger occurs
- Relate water body dangers to how the Kenya Red Cross and county governments issue flood warnings and erect danger signs near rivers and lakes because these water bodies claim many lives annually, especially during rainy seasons

- Discuss and identify pictures showing dangers at rivers, lakes, and ponds
- Discuss how flooding, strong currents, and deep water cause accidents
- List at least three dangers that can arise from water bodies in the locality

What dangers can water bodies in our locality cause?

- Mentor Creative Activities Grade 3 pg. 96
- Pictures of water body dangers
- Flood warning examples
- Safety scenario cards
- Discussion guides

Danger identification - Explanation quality - Safety awareness

Appreciation

Water Safety Awareness – Understanding diseases spread through unsafe water
Water Safety Awareness – Understanding supervision and barriers as water safety measures

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

- Identify waterborne diseases that can arise from unsafe water: cholera, typhoid, dysentery, and bilharzia
- Explain how dirty water from unprotected water points spreads these diseases
- Relate waterborne disease prevention to how Kenyan county health departments treat water with chlorine, promote boiling of drinking water, and install hand-washing stations near water points to reduce disease transmission and child mortality

- Discuss how drinking or playing in dirty water causes disease
- Identify the diseases shown in the water danger chart
- Talk about how to tell if water is unsafe to drink or use

How does unsafe water cause diseases in our community?

- Mentor Creative Activities Grade 3 pg. 96
- Water danger chart
- Disease prevention examples
- Clean water pictures
- Public health materials
- Mentor Creative Activities Grade 3 pg. 97
- Supervision scenario pictures
- Fenced water point examples
- Barrier pictures
- Safety guidelines

Disease identification - Prevention understanding - Safety awareness

Appreciation

Water Safety Awareness – Understanding swimming skills as a water safety tool
Water Safety Awareness – Identifying and interpreting water safety signs

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

- Explain why knowing how to swim is an important water safety skill
- Identify that supervised swimming is safer than unsupervised swimming
- Relate learning to swim to how the Kenya Red Cross and schools near lakes and rivers actively promote swimming lessons for children as the single most effective way to reduce drowning deaths in waterside communities

- Discuss why knowing how to swim can save lives
- Talk about the difference between supervised and unsupervised swimming
- Discuss where safe, supervised swimming can be learned in the community

How does learning to swim help keep us safe near water?

- Mentor Creative Activities Grade 3 pg. 97
- Swimming pictures
- Supervised swimming examples
- Skill benefit materials
- Safety demonstrations
- Mentor Creative Activities Grade 3 pg. 102
- Water safety sign pictures
- Sign meaning charts
- Warning symbol examples
- Information materials

Importance understanding - Benefit identification - Safety appreciation

Appreciation

Water Safety Awareness – Understanding how waste disposal near water affects safety
Water Safety Awareness – Narrating ways of staying safe around water points and water bodies

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

- Explain how disposing of waste near water points and water bodies pollutes the water and creates health risks
- Identify types of waste that pollute water such as plastic, chemicals, and human waste
- Relate water pollution from poor waste disposal to how major environmental disasters such as the pollution of Lake Victoria by industrial and agricultural runoff have destroyed fish populations, spread disease, and devastated communities dependent on the lake

- Narrate at least five safety measures to observe around water points and bodies
- Apply safety knowledge to local water sources in their own community
- Relate sharing water safety rules to how community health promoters and school health clubs educate communities about water safety through drama, songs, and storytelling to reach people who cannot read

- Discuss what happens when waste is thrown near water sources
- Study pictures showing polluted and clean water bodies
- Discuss how each type of waste affects water safety

- Narrate safety measures for local water points and bodies
- Share safety knowledge with peers using own words
- Practise explaining safety rules to a partner as if teaching a younger child

How does improper waste disposal near water affect our health and safety?
How can we explain water safety rules to others in our community?

- Mentor Creative Activities Grade 3 pg. 102
- Pollution examples
- Clean and polluted water comparison pictures
- Waste disposal guidelines
- Environment protection materials
- Mentor Creative Activities Grade 3 pg. 102
- Local safety information
- Narration guidelines
- Safety measure examples
- Presentation materials

Understanding assessment - Danger recognition - Cleanliness appreciation
Narration quality - Application accuracy - Information sharing

Appreciation

Water Safety Awareness – Narrating ways of staying safe around water points and water bodies

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

- Narrate at least five safety measures to observe around water points and bodies
- Apply safety knowledge to local water sources in their own community
- Relate sharing water safety rules to how community health promoters and school health clubs educate communities about water safety through drama, songs, and storytelling to reach people who cannot read

- Narrate safety measures for local water points and bodies
- Share safety knowledge with peers using own words
- Practise explaining safety rules to a partner as if teaching a younger child

How can we explain water safety rules to others in our community?

- Mentor Creative Activities Grade 3 pg. 102
- Local safety information
- Narration guidelines
- Safety measure examples
- Presentation materials

Narration quality - Application accuracy - Information sharing

Appreciation

Water Safety Awareness – Creating posters on water safety for awareness

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

- Create a poster showing at least two water safety rules
- Design a clear and simple safety message that can be understood by others
- Relate creating water safety posters to how the Kenya Red Cross, UNICEF, and county health departments use posters and billboards to communicate water safety messages to communities across Kenya

- Draw and colour a water safety poster showing a clear message
- Write one or two safety rules clearly on the poster
- Display posters around the classroom for peers to read

How can we use posters to teach others about water safety?

- Mentor Creative Activities Grade 3 pg. 95–102
- Poster materials
- Art supplies
- Message examples
- Design ideas

Poster creativity - Message clarity - Awareness effectiveness

Appreciation

Water Safety Awareness – Explaining the importance of water safety awareness

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

- Explain at least three reasons why water safety awareness is important: prevents drowning, prevents waterborne diseases, and protects water bodies from pollution
- Relate the importance of water safety education to how the World Health Organisation reports that drowning is one of the leading causes of unintentional injury death globally, and that most drowning deaths are preventable through education and supervision

- Discuss why knowing about water dangers is important
- List the benefits of water safety awareness for individuals and communities
- Share personal stories of water safety experiences from home or community

Why is water safety awareness one of the most important life skills we can learn?

- Mentor Creative Activities Grade 3 pg. 103
- Importance discussion materials
- Benefit examples
- Life skills connections
- Awareness campaign ideas

Understanding explanation - Benefit identification - Appreciation demonstration

Appreciation

Water Safety Awareness – Final assessment and review of water safety knowledge

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

- Identify water points, water bodies, and their associated dangers correctly
- Narrate at least five water safety measures clearly
- Relate structured assessment of water safety knowledge to how the Kenya Red Cross certifies individuals in water safety and first aid, confirming that they have both the knowledge and practical skills needed to prevent and respond to water-related emergencies

- Answer oral questions identifying water points, water bodies, and dangers
- Narrate water safety measures to a peer
- Complete self and peer assessment using rubrics; display completed posters

How well have I understood water safety awareness?

- Mentor Creative Activities Grade 3 pg. 95–103
- Assessment rubrics
- Water safety posters
- Oral question guide
- Peer evaluation forms

Oral questions - Peer assessment - Self-assessment - Poster evaluation