Performing and Displaying

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

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

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

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

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

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

Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance – Identifying body parts used in forward roll and V-balance

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

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

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

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

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

Discussion participation - Body part identification - Video analysis

Performing and Displaying

Forward Roll and V-Balance – Making improvised field markers for gymnastics

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

- Identify materials for making field markers such as stiff paper, carton, and plastic containers
- Construct functional field markers step by step
- Relate making improvised practice equipment to how sports teams in under-resourced communities improvise training equipment from local materials, developing problem-solving and resourcefulness skills alongside athletic skills

- Look at pictures of items that can be used as markers
- Collect stiff paper, carton, and other suitable materials
- Follow steps to make field markers: cut sections, make a base, fix a stick, paint, and label

Why do we need field markers and how do we make them?

- Mentor Creative Activities Grade 3 pg. 71
- Recyclable materials
- Cutting tools
- Adhesives
- Labelling materials

Material selection - Construction skill - Marker functionality

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

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

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

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

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

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

Group coordination - Safety compliance - Skill execution

Performing and Displaying

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

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

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

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

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

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

Position assessment - Lifting technique - Balance attempt

Performing and Displaying

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

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

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

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

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

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

Balance achievement - Form assessment - Hold duration

Performing and Displaying

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

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

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

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

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

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

Game participation - Skill integration - Observation

Performing and Displaying

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

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

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

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

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

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

Game participation - Skill integration - Observation

Performing and Displaying

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

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

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

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

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

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

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

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

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

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

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

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

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

Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

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

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

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

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

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

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

Rotation compliance - Station performance - Time management

Performing and Displaying

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

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

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

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

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

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

Checklist completion - Performance assessment - Feedback quality

Performing and Displaying

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

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

Performing and Displaying

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

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

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

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

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

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

Practical assessment - Self-assessment - Peer assessment

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

String Musical Instruments – Identifying string musical instruments from Kenyan communities

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

- Identify string instruments as instruments made of strings whose vibration produces sound
- Recognise that different Kenyan communities have string instruments with similar features but different names, sizes, and materials
- Relate string instruments to how the vibration of strings in guitars, violins, and pianos follows the same physics principle as Kenyan fiddles and bows, making string instruments universal across all cultures

- Watch a video of people playing string instruments using the provided link
- Observe pictures of Kenyan string instruments in the course book
- Discuss what is common across all the instruments shown

What are string instruments and what do different Kenyan string instruments have in common?

- Mentor Creative Activities Grade 3 pg. 80
- Digital devices
- Pictures of string instruments
- Video link
- Reference materials

Instrument identification - Oral discussion - Cultural awareness

Performing and Displaying

String Musical Instruments – Identifying fiddles from Kenyan communities
String Musical Instruments – Identifying the main parts of a fiddle

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
- Mentor Creative Activities Grade 3 pg. 81
- Labelled fiddle diagram
- Sample fiddle or replica
- Reference materials

Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

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 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 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

How do musical bows and the ground bow produce and amplify sound?

- Mentor Creative Activities Grade 3 pg. 81
- Pictures of musical bows and ground bow
- Instrument table
- Cultural references
- Video resources

Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

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:

- 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

Technique demonstration - Method differentiation - Practice observation

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

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

Stick selection - Bending technique - Shape formation

Performing and Displaying

String Musical Instruments – Tying the string onto the improvised bow

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

Tying skill - Tension assessment - Security testing

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 – 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 – 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

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

String Musical Instruments – Assessment and review of string musical instrument skills

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

- 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

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

How well have I understood and mastered Kenyan string instruments?

- Mentor Creative Activities Grade 3 pg. 87
- Assessment rubrics
- Improvised instruments
- Peer evaluation forms

Practical tests - Self-assessment - Peer assessment

Performing and Displaying

String Musical Instruments – Assessment and review of string musical instrument skills

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

- 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

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

How well have I understood and mastered Kenyan string instruments?

- Mentor Creative Activities Grade 3 pg. 87
- Assessment rubrics
- Improvised instruments
- Peer evaluation forms

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

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

Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making – Drying modelled beads correctly under shade

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

- Dry beads in a shaded area to prevent cracking
- Explain why direct sunlight causes clay beads to crack during drying
- Relate controlled drying of clay to how ceramics factories use kilns with precisely controlled temperatures to fire clay products, because too rapid or uneven heating causes the clay to crack or distort

- Place pierced beads in a shaded area to dry
- Discuss why beads should not be dried in direct sunlight
- Leave beads to dry completely before decorating; check on them during break time

Why must clay beads be dried in the shade and not in direct sunlight?

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

Drying location choice - Understanding of cracking - Patience demonstration

Performing and Displaying

Modelling and Ornament Making – Decorating dried modelled beads by painting

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

Painting skill - Colour selection - Design creativity

Performing and Displaying

Modelling and Ornament Making – Planning a necklace design and stringing beads

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

Threading skill - Pattern following - Necklace formation

Performing and Displaying

Modelling and Ornament Making – Completing and securing the beaded necklace

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

- Complete the beading pattern to the planned length
- Tie or secure necklace ends so the necklace can be worn
- Relate finishing and securing jewellery to how professional jewellery makers use clasps, knots, and crimps to secure necklace ends, ensuring the jewellery is durable and safe to wear without beads falling off

- Complete the beading pattern
- Tie the ends of the string securely to finish the necklace
- Test the necklace to ensure it can be worn and the ends are firm

How do we finish and secure a beaded necklace so it can be worn safely?

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

Completion skill - Securing technique - Functionality testing

Performing and Displaying

Modelling and Ornament Making – 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

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

Oral questions - Discussion participation - Understanding assessment

Appreciation

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:

- Listen attentively to a recorded performance of the Kenya National Anthem
- Identify that the anthem has three stanzas each with six lines
- Relate identifying the structure of the anthem to how literary scholars analyse the structure of national poems and songs to understand how their form supports their meaning and emotional impact

- Watch and listen to a recorded performance of the Kenya National Anthem
- Count and identify the number of stanzas and lines in the anthem
- Discuss how learners should behave when listening to the anthem

How many stanzas does the Kenya National Anthem have and how should we behave when listening?

- Mentor Creative Activities Grade 3 pg. 92
- Digital devices
- Video and audio of Kenya National Anthem
- Internet access
- Projection equipment

Listening observation - Structural identification - Respect demonstration

Appreciation

The Kenya National Anthem – Reading and writing the text of 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

Writing accuracy - Spelling assessment - Neat handwriting

Appreciation

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:

- Explain the meaning of key Kiswahili words in the anthem: baraka (blessings), haki (justice), ngao (shield), undugu (brotherhood), amani (peace), uhuru (freedom)
- Relate these core values in the anthem to how Kenya's Constitution 2010 enshrines the same values of justice, equality, freedom, and national unity as the foundational principles of the nation

- Discuss the meaning of key words: baraka, haki, ngao, undugu, amani, uhuru
- Match each word to its correct meaning using vocabulary cards
- Discuss how each value applies to daily life in Kenya

What do the key words in the Kenya National Anthem mean?

- Mentor Creative Activities Grade 3 pg. 93
- Anthem text with translations
- Vocabulary cards
- Discussion guides
- Values chart

Vocabulary understanding - Explanation clarity - Discussion participation

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 "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 – 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 – 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

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

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

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

Water point identification - Locality knowledge - Definition understanding

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

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

Danger identification - Understanding assessment - Safety awareness

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 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

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

Understanding assessment - Importance recognition - Safety awareness

Appreciation

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 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

Importance understanding - Benefit identification - Safety appreciation

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 – 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 – 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 – 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

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