Performing and Displaying

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

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

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

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

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

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

Observation - Oral questions - Aural tests

Performing and Displaying

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

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

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

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

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

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

Aural tests - Practical tests - Observation

Performing and Displaying

Rounds – Understanding correct entries and keeping to own part in a round

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 53
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

Group performance - Observation - Peer feedback

Performing and Displaying

Rounds – Describing and discussing the message in a round
Rounds – Describing the message conveyed in "Row, Row, Row Your Boat"

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Chart paper for message analysis
- Discussion guides
- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics sheets
- Chart paper for message mapping

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

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

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

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

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

What values does the round "Ukienda Kutembea" communicate?

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

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds

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

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

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

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

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

Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds

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

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

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

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

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

Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds – Coordinating group entries and recording round performances

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

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

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

How does recording our performance help us improve?

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

Recording quality - Self-assessment - Peer critique

Performing and Displaying

Rounds – 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 – Project performance and celebration of round singing

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

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

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

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

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

Final performance - Self-reflection - Portfolio review

Performing and Displaying

Rounds – Assessment and review of round performance skills

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

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

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

How well have we mastered performing rounds?

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

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

Performing and Displaying

Galloping – Identifying galloping as a movement skill

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

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

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

What is galloping and which animals use galloping movement?

- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Identifying directions and body position during galloping
Galloping – Demonstrating basic galloping steps

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 56
- Directional markers
- Open play area
- Demonstration videos
- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area

Practical demonstration - Observation - Peer discussion

Performing and Displaying

Galloping – Galloping forward along a straight marked path

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 57
- Cones or field markers
- Open flat ground
- Measuring tape

Practical performance - Observation - Skill assessment

Performing and Displaying

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

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

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

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

How is galloping sideways different from galloping forward?

- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers
- Mentor Creative Activities Grade 3 pg. 59
- Field markers or cones
- Open flat ground
- Zigzag layout guide

Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a circular pathway
Galloping – Playing the whistle-directed galloping game

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 59
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams
- Mentor Creative Activities Grade 3 pg. 60
- Whistle
- Open safe field
- Directional markers

Practical demonstration - Balance assessment - Pattern execution

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 – Playing a galloping relay race game

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

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

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

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

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

Game participation - Team observation - Skill assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways

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

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

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

What makes a good galloping routine that combines different pathways?

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

Practical performance - Creativity evaluation - Peer assessment

Performing and Displaying

Galloping – Singing action songs while galloping

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

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

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

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

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

Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping – Observing and assessing peers' galloping performance

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 61
- Peer assessment forms
- Observation checklists
- Open performance area

Peer assessment - Feedback quality review - Observation skills

Performing and Displaying

Galloping – Assessment and review of galloping skills

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

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

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
- Cloth pieces
- Stapler
- Small boxes
- Cutting tools

Decoration creativity - Practical assessment - Peer assessment

Performing and Displaying

Sculpture – Completing and improving the doll house with final details

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 66
- Hard paper
- Paint and brushes
- Adhesives
- Small item attachments

Completion quality - Aesthetic assessment - Painting skills

Performing and Displaying

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

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

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

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

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

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

Practical demonstration - Assembly skill - Safety compliance

Performing and Displaying

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

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

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

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

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

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

Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture – Decorating assembled toys to improve their appearance

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

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

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

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

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

Aesthetic assessment - Painting skills - Decoration creativity

Performing and Displaying

Sculpture – Using completed toys for play and singing

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

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

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

How can we use our assembled toys for creative play?

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

Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture – Displaying and presenting assembled toys to peers

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

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

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

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

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

Presentation skills - Display organisation - Peer appreciation

Performing and Displaying

Sculpture – Assessment and review of toy assemblage skills

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

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

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

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

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

Self-assessment - Peer assessment - Reflection quality

Performing and Displaying

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

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

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

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

How do we perform a forward roll safely and correctly?

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

Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

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

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers
- Flat surface
- Support aids

Group coordination - Safety compliance - Skill execution

Performing and Displaying

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

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

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

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

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

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

Balance achievement - Form assessment - Hold duration

Performing and Displaying

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

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

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

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

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

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

Game participation - Skill integration - Observation

Performing and Displaying

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

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

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

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

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

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

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

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

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

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

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

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

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

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

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

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

String Musical Instruments – Identifying fiddles from Kenyan communities

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Community string instrument table
- Cultural references

Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

String Musical Instruments – Identifying the main parts of a fiddle
String Musical Instruments – Identifying musical bows and ground bows from Kenyan communities

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

- Identify the main parts of a fiddle: string, arm, resonator, bridge, tuning peg, and bow
- Explain the function of each part
- Relate the parts of a fiddle to how a modern electric guitar has the same functional components: strings, body, bridge, tuning pegs, and pick-up, showing that acoustic instrument design has directly influenced modern music technology

- Look at the labelled diagram of a fiddle in the course book
- Identify which part is plucked or bowed to produce sound
- Discuss the function of the arm, resonator, bridge, tuning peg, membrane, and bow

What are the main parts of a fiddle and what does each part do?

- Mentor Creative Activities Grade 3 pg. 81
- Labelled fiddle diagram
- Sample fiddle or replica
- Reference materials
- Pictures of musical bows and ground bow
- Instrument table
- Cultural references
- Video resources

Part identification - Function explanation - Diagram analysis

Performing and Displaying

String Musical Instruments – Learning how fiddles, musical bows, and mouth bows are played
String Musical Instruments – Bending a stick to form the bow of an improvised string instrument

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

- Explain that fiddles are played by bowing: one hand moves the bow across the string while the other holds the fiddle
- Explain that mouth bows are played by hitting the string with a metal rod while held close to the mouth
- Explain that ground bows are played by striking
- Relate the different playing methods to how modern instruments also use these same techniques: a cello is bowed, a piano uses hammers to strike strings, and a dulcimer is struck

- Watch a video on how string instruments are played
- Study pictures showing bowing, hitting, and striking techniques
- Imitate body posture, hand position, and fingering position for each instrument without instruments

How do we play fiddles, musical bows, and ground bows differently?

- Mentor Creative Activities Grade 3 pg. 82
- Digital devices
- Playing technique pictures
- Video demonstrations
- Mentor Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows

Technique demonstration - Method differentiation - Practice observation

Performing and Displaying

String Musical Instruments – Tying the string onto the improvised bow
String Musical Instruments – Testing and playing the improvised string instrument

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

- Tie thread or wire securely to both ends of the bent bow
- Create appropriate string tension so the string produces a clear sound when struck
- Relate achieving correct string tension to how guitar technicians tune strings to precise tensions so each string vibrates at the correct frequency to produce an in-tune note

- Tie sisal or nylon thread or thin wire to one end of the bent bow
- Stretch the string to the other end and tie securely
- Test the tension by gently plucking the string and adjust if needed

How do we tie the string securely and achieve the correct tension?

- Mentor Creative Activities Grade 3 pg. 84
- Sisal or nylon thread
- Thin wire
- Completed bows
- Tying demonstrations
- Completed improvised instruments
- Striking sticks
- Sound testing area
- Adjustment materials

Tying skill - Tension assessment - Security testing

Performing and Displaying

String Musical Instruments – Practising playing the improvised string instrument

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

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

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

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

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

Playing technique - Sound variation - Musical exploration

Performing and Displaying

String Musical Instruments – Practising playing the improvised string instrument

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

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

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

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

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

Playing technique - Sound variation - Musical exploration

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

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Exhibition space
- Presentation cards

Decoration creativity - Aesthetic appeal - Demonstration ability

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 – Decorating dried modelled beads by painting

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
- Mentor Creative Activities Grade 3 pg. 89
- Paints in various colours
- Paintbrushes
- Dried beads
- Palettes
- Water containers

Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making – Planning a necklace design and stringing beads
Modelling and Ornament Making – Completing and securing the beaded necklace

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

- Plan a necklace design by deciding the order and colour pattern of beads before stringing
- Thread painted beads onto a string following the planned design
- Relate planning a beading pattern before threading to how fashion designers create detailed sketches of their collections before cutting fabric, ensuring every design decision is intentional and the final product matches the vision

- Decide the colour and size sequence for the necklace design
- Thread beads onto a string following the planned pattern
- Continue adding beads until the necklace reaches the desired length

Why is it helpful to plan a bead pattern before starting to string?

- Mentor Creative Activities Grade 3 pg. 89
- Strings or threads
- Decorated beads
- Threading needles if needed
- Design plans
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available

Threading skill - Pattern following - Necklace formation

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

Modelling and Ornament Making – Assessment and review of modelling and ornament making

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

- 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

How well have I mastered the process of modelling and making a beaded ornament?

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

Self-assessment - Peer assessment - Reflection depth

Appreciation

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:

- 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

- 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

What is a national anthem and why do countries have one?

- 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

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 the message in "Ee Mungu nguvu yetu" and "Ilete baraka kwetu"

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

- Explain the message of line 1: "Ee Mungu nguvu yetu" – recognising God as our source of strength
- Explain the message of line 2: "Ilete baraka kwetu" – asking God to bring blessings to Kenya
- Relate asking for divine blessings for a nation to how many African countries open parliamentary sessions and national events with a prayer, recognising that community wellbeing depends on values beyond material power

- Read lines 1 and 2 of the first stanza aloud
- Discuss the meaning of each line and what it asks of God
- Share examples of when Kenyans ask for God's blessings as a nation

What does the anthem ask of God in the first two lines?

- Mentor Creative Activities Grade 3 pg. 93
- Anthem text with line-by-line analysis
- Discussion guides
- Religious education links

Message understanding - Explanation clarity - Value appreciation

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

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

- 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

How do we combine singing correctly with observing proper anthem etiquette?

- Mentor Creative Activities Grade 3 pg. 94
- Performance space
- Anthem recording
- Etiquette reminders
- Digital recording device

Combined performance - Etiquette observation - Respect demonstration

Appreciation

The Kenya National Anthem – Performing the anthem at school assembly and national events

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

- Sing the Kenya National Anthem confidently during a school assembly
- Apply all correct etiquette during the public performance
- Relate performing the anthem at school assemblies to how every Parliament of Kenya session begins with the national anthem, establishing that singing the anthem is a daily affirmation of civic identity and national values

- Participate in singing the anthem at a school assembly or class event
- Apply correct posture, text accuracy, pitch, and etiquette
- Reflect as a class on how the performance went and what to improve

How does singing the anthem at school events reinforce our love for Kenya?

- Mentor Creative Activities Grade 3 pg. 94
- School assembly space
- Anthem recording or live accompaniment
- Etiquette reminders

Performance assessment - Etiquette observation - Reflection participation

Appreciation

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:

- 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

- 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 accurately can we write the first stanza of the national anthem from memory?

- Mentor Creative Activities Grade 3 pg. 92
- Anthem text for checking
- Writing materials
- Notebooks

Writing accuracy - Spelling assessment - Self-correction

Appreciation

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:

- 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

- 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 accurately can we write the first stanza of the national anthem from memory?

- Mentor Creative Activities Grade 3 pg. 92
- Anthem text for checking
- Writing materials
- Notebooks

Writing accuracy - Spelling assessment - Self-correction

Appreciation

The Kenya National Anthem – Final assessment of singing, etiquette, and understanding
Water Safety Awareness – Identifying water points and water bodies in the locality

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

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

Appreciation

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:

- Name specific water points found in the local community
- Name specific water bodies found near the school or home
- Relate identifying local water sources to how government planners and NGOs survey communities to map water access points when planning water infrastructure projects and disaster response programmes

- Discuss which water points learners have seen or used near their homes
- Name rivers, lakes, or ponds near the school
- Draw and label a simple map showing water points and bodies in the locality

Which water points and water bodies are found near our school and homes?

- Mentor Creative Activities Grade 3 pg. 95
- Pictures of local water bodies
- Community maps
- Local water information
- Visual resources

Locality awareness - Water body identification - Community knowledge

Appreciation

Water Safety Awareness – Identifying dangers arising from water points
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 points such as drowning in open wells, injuries from slipping near taps and pumps, and disease from dirty water storage containers
- Explain how each danger can occur
- Relate water point dangers to how public health authorities in Kenya install safety covers on boreholes, fence water tanks, and chlorinate water supplies specifically to prevent the accidents and diseases that uncovered or unprotected water points cause

- Look at pictures in the course book showing water point dangers
- Discuss how each danger shown in the pictures can happen
- List at least three dangers that can arise from water points near their homes

How can water points around our homes be dangerous?

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

Danger identification - Understanding assessment - Safety awareness

Appreciation

Water Safety Awareness – Understanding drowning as the most serious water danger
Water Safety Awareness – Understanding diseases spread through unsafe water

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

- Define drowning as death or near-death from being submerged in water
- Identify situations that increase the risk of drowning such as swimming alone, playing near water unsupervised, and falling into uncovered wells
- Relate drowning prevention to how lifeguards are trained and deployed at public beaches and swimming pools worldwide because unsupervised swimming is one of the leading causes of accidental death among children globally

- Read and discuss the water danger chart in the course book
- Identify situations that lead to drowning from pictures
- Discuss why children are most at risk near water

Why is drowning the most dangerous risk near water and how can it happen?

- Mentor Creative Activities Grade 3 pg. 96
- Water danger chart
- Drowning scenario pictures
- Safety discussion materials
- Prevention examples
- Disease prevention examples
- Clean water pictures
- Public health materials

Danger identification - Risk understanding - Prevention awareness

Appreciation

Water Safety Awareness – Understanding supervision and barriers as water safety measures
Water Safety Awareness – Understanding swimming skills as a water safety tool

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

- Explain why children must be supervised by adults near any water point or water body
- Identify the importance of fencing and barriers around water points to prevent unsupervised access
- Relate adult supervision near water to how swimming pools are legally required to have lifeguards on duty because research shows that drowning occurs within seconds and bystanders cannot always react fast enough without trained supervision

- Discuss what supervision means and why it matters near water
- Study pictures showing fenced water tanks and covered wells
- Discuss how barriers and covers on water points prevent accidental falls

Why is adult supervision essential when children are near water?

- Mentor Creative Activities Grade 3 pg. 97
- Supervision scenario pictures
- Fenced water point examples
- Barrier pictures
- Safety guidelines
- Swimming pictures
- Supervised swimming examples
- Skill benefit materials
- Safety demonstrations

Understanding assessment - Importance recognition - Safety awareness

Appreciation

Water Safety Awareness – Identifying and interpreting water safety signs

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

- Identify common water safety signs such as "No Swimming", "No Diving", "Deep Water", "Danger – Strong Currents", and "Life Jackets Must Be Worn"
- Explain what each sign communicates and why it is placed near water
- Relate water safety signs to how road traffic signs communicate rules and dangers to drivers and pedestrians, showing that visual warning systems are used across all areas of public safety to prevent accidents

- Study water safety sign pictures in the course book and on digital devices
- Match each sign to its correct meaning
- Discuss why each sign is important and what happens when people ignore safety signs

What do water safety signs tell us and why must we obey them?

- Mentor Creative Activities Grade 3 pg. 102
- Water safety sign pictures
- Sign meaning charts
- Warning symbol examples
- Information materials

Sign identification - Meaning understanding - Importance appreciation

Appreciation

Water Safety Awareness – Understanding how waste disposal near water affects safety

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

- 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

How does improper waste disposal near water affect our health and safety?

- Mentor Creative Activities Grade 3 pg. 102
- Pollution examples
- Clean and polluted water comparison pictures
- Waste disposal guidelines
- Environment protection materials

Understanding assessment - Danger recognition - Cleanliness appreciation

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 – 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