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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Creating and Execution
|
Netball - Color classification
|
By the end of the
lesson, the learner
should be able to:
- Classify colors into primary and secondary - Identify primary and secondary colors - Appreciate colors in the environment |
- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple) -Observe pictures showing primary and secondary colors -Identify materials used in making secondary colors |
Why is color classification important?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts -Paint -Brushes |
- Observation
-Oral questions
-Written assignments
|
|
| 1 | 2 |
Creating and Execution
|
Netball - Color classification
|
By the end of the
lesson, the learner
should be able to:
- Classify colors into primary and secondary - Identify primary and secondary colors - Appreciate colors in the environment |
- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple) -Observe pictures showing primary and secondary colors -Identify materials used in making secondary colors |
Why is color classification important?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts -Paint -Brushes |
- Observation
-Oral questions
-Written assignments
|
|
| 1 | 3 |
Creating and Execution
|
Netball - Color classification
|
By the end of the
lesson, the learner
should be able to:
- Classify colors into primary and secondary - Identify primary and secondary colors - Appreciate colors in the environment |
- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple) -Observe pictures showing primary and secondary colors -Identify materials used in making secondary colors |
Why is color classification important?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts -Paint -Brushes |
- Observation
-Oral questions
-Written assignments
|
|
| 1 | 4 |
Creating and Execution
|
Netball - Color classification
|
By the end of the
lesson, the learner
should be able to:
- Classify colors into primary and secondary - Identify primary and secondary colors - Appreciate colors in the environment |
- Study primary colors (yellow, red, blue)
-Study secondary colors (green, orange, purple) -Observe pictures showing primary and secondary colors -Identify materials used in making secondary colors |
Why is color classification important?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 30
-Primary and secondary color charts -Paint -Brushes |
- Observation
-Oral questions
-Written assignments
|
|
| 1 | 5 |
Creating and Execution
|
Netball - Preparing materials for mixing colors
|
By the end of the
lesson, the learner
should be able to:
- Identify materials needed for mixing colors - Collect materials for color mixing - Show interest in color mixing activities |
- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers) -Collect materials needed for mixing colors -Store materials in the Creative Arts corner -Discuss painting tips |
What materials are necessary for effective color mixing?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint -Brushes -Palettes -Water containers |
- Observation
-Oral questions
-Written assignments
|
|
| 1 | 6 |
Creating and Execution
|
Netball - Preparing materials for mixing colors
|
By the end of the
lesson, the learner
should be able to:
- Identify materials needed for mixing colors - Collect materials for color mixing - Show interest in color mixing activities |
- Study pictures of materials used for mixing colors
-Identify the materials (palette, paintbrushes, water containers) -Collect materials needed for mixing colors -Store materials in the Creative Arts corner -Discuss painting tips |
What materials are necessary for effective color mixing?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint -Brushes -Palettes -Water containers |
- Observation
-Oral questions
-Written assignments
|
|
| 2 | 1 |
Creating and Execution
|
Netball - Mixing primary colors (yellow and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix yellow and blue to create a secondary color - Identify the secondary color created - Show interest in color mixing |
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (green) -Clean brushes after mixing |
What secondary color is created by mixing yellow and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 2 | 2 |
Creating and Execution
|
Netball - Mixing primary colors (yellow and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix yellow and blue to create a secondary color - Identify the secondary color created - Show interest in color mixing |
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (green) -Clean brushes after mixing |
What secondary color is created by mixing yellow and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 2 | 3 |
Creating and Execution
|
Netball - Mixing primary colors (yellow and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix yellow and blue to create a secondary color - Identify the secondary color created - Show interest in color mixing |
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (green) -Clean brushes after mixing |
What secondary color is created by mixing yellow and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 2 | 4 |
Creating and Execution
|
Netball - Mixing primary colors (yellow and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix yellow and blue to create a secondary color - Identify the secondary color created - Show interest in color mixing |
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (green) -Clean brushes after mixing |
What secondary color is created by mixing yellow and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 2 | 5 |
Creating and Execution
|
Netball - Mixing primary colors (yellow and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix yellow and blue to create a secondary color - Identify the secondary color created - Show interest in color mixing |
- Pour a small amount of yellow paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (green) -Clean brushes after mixing |
What secondary color is created by mixing yellow and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 31
-Paint (yellow and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 2 | 6 |
Creating and Execution
|
Netball - Mixing primary colors (red and yellow)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and yellow to create a secondary color - Identify the secondary color created - Clean working area after mixing colors |
- Pour a small amount of red paint on a palette
-Add an equal amount of yellow paint -Mix the two colors using a paintbrush -Identify the secondary color created (orange) -Clean brushes after mixing |
What secondary color is created by mixing red and yellow?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and yellow) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 1 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 2 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 3 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 4 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 5 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 3 | 6 |
Creating and Execution
|
Netball - Mixing primary colors (red and blue)
|
By the end of the
lesson, the learner
should be able to:
- Mix red and blue to create a secondary color - Identify the secondary color created - Show creativity in color mixing |
- Pour a small amount of red paint on a palette
-Add an equal amount of blue paint -Mix the two colors using a paintbrush -Identify the secondary color created (purple) -Clean brushes after mixing |
What secondary color is created by mixing red and blue?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Paint (red and blue) -Brushes -Palettes -Water containers |
- Observation
-Project work
-Oral questions
|
|
| 4 | 1 |
Creating and Execution
|
Netball - Creating a color wheel
|
By the end of the
lesson, the learner
should be able to:
- Draw a color wheel - Color a color wheel using primary and secondary colors - Appreciate the relationship between colors |
- Draw a color wheel as shown
-Understand the key for the color wheel -Color the wheel using primary and secondary colors -Discuss the relationship between primary and secondary colors |
How does a color wheel show the relationship between colors?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper -Paint -Brushes |
- Observation
-Project work
-Portfolio assessment
|
|
| 4 | 2 |
Creating and Execution
|
Netball - Creating a color wheel
|
By the end of the
lesson, the learner
should be able to:
- Draw a color wheel - Color a color wheel using primary and secondary colors - Appreciate the relationship between colors |
- Draw a color wheel as shown
-Understand the key for the color wheel -Color the wheel using primary and secondary colors -Discuss the relationship between primary and secondary colors |
How does a color wheel show the relationship between colors?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper -Paint -Brushes |
- Observation
-Project work
-Portfolio assessment
|
|
| 4 | 3 |
Creating and Execution
|
Netball - Creating a color wheel
|
By the end of the
lesson, the learner
should be able to:
- Draw a color wheel - Color a color wheel using primary and secondary colors - Appreciate the relationship between colors |
- Draw a color wheel as shown
-Understand the key for the color wheel -Color the wheel using primary and secondary colors -Discuss the relationship between primary and secondary colors |
How does a color wheel show the relationship between colors?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper -Paint -Brushes |
- Observation
-Project work
-Portfolio assessment
|
|
| 4 | 4 |
Creating and Execution
|
Netball - Creating a color wheel
|
By the end of the
lesson, the learner
should be able to:
- Draw a color wheel - Color a color wheel using primary and secondary colors - Appreciate the relationship between colors |
- Draw a color wheel as shown
-Understand the key for the color wheel -Color the wheel using primary and secondary colors -Discuss the relationship between primary and secondary colors |
How does a color wheel show the relationship between colors?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 32
-Drawing paper -Paint -Brushes |
- Observation
-Project work
-Portfolio assessment
|
|
| 4 | 5 |
Creating and Execution
|
Netball - Color tones (light tones)
|
By the end of the
lesson, the learner
should be able to:
- Explain what tone is in color - Create light tones by adding white to a color - Value the importance of tonal variation |
- Learn that tone is the lightness or darkness of a color
-Understand that adding white makes a color lighter -Draw five equal rectangles to make a color strip -Prepare to mix secondary colors with white |
How does adding white affect the tone of a color?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white) -Brushes -Palettes -Drawing paper |
- Observation
-Oral questions
-Written assignments
|
|
| 4 | 6 |
Creating and Execution
|
Netball - Color tones (light tones)
|
By the end of the
lesson, the learner
should be able to:
- Explain what tone is in color - Create light tones by adding white to a color - Value the importance of tonal variation |
- Learn that tone is the lightness or darkness of a color
-Understand that adding white makes a color lighter -Draw five equal rectangles to make a color strip -Prepare to mix secondary colors with white |
How does adding white affect the tone of a color?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (secondary colors and white) -Brushes -Palettes -Drawing paper |
- Observation
-Oral questions
-Written assignments
|
|
| 5 | 1 |
Creating and Execution
|
Netball - Mixing orange with white
|
By the end of the
lesson, the learner
should be able to:
- Mix orange with increasing amounts of white - Create a tonal strip showing gradation from orange to light orange - Clean working area after painting |
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section -Mix the colors using a brush -Paint the color strip starting with orange and ending with very light orange -Clean brushes and working area |
How can tonal gradation be created with orange and white?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white) -Brushes -Palettes -Drawing paper |
- Observation
-Project work
-Portfolio assessment
|
|
| 5 | 2 |
Creating and Execution
|
Netball - Mixing orange with white
|
By the end of the
lesson, the learner
should be able to:
- Mix orange with increasing amounts of white - Create a tonal strip showing gradation from orange to light orange - Clean working area after painting |
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section -Mix the colors using a brush -Paint the color strip starting with orange and ending with very light orange -Clean brushes and working area |
How can tonal gradation be created with orange and white?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white) -Brushes -Palettes -Drawing paper |
- Observation
-Project work
-Portfolio assessment
|
|
| 5 | 3 |
Creating and Execution
|
Netball - Mixing orange with white
|
By the end of the
lesson, the learner
should be able to:
- Mix orange with increasing amounts of white - Create a tonal strip showing gradation from orange to light orange - Clean working area after painting |
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section -Mix the colors using a brush -Paint the color strip starting with orange and ending with very light orange -Clean brushes and working area |
How can tonal gradation be created with orange and white?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white) -Brushes -Palettes -Drawing paper |
- Observation
-Project work
-Portfolio assessment
|
|
| 5 | 4 |
Creating and Execution
|
Netball - Mixing orange with white
|
By the end of the
lesson, the learner
should be able to:
- Mix orange with increasing amounts of white - Create a tonal strip showing gradation from orange to light orange - Clean working area after painting |
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section -Mix the colors using a brush -Paint the color strip starting with orange and ending with very light orange -Clean brushes and working area |
How can tonal gradation be created with orange and white?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white) -Brushes -Palettes -Drawing paper |
- Observation
-Project work
-Portfolio assessment
|
|
| 5 | 5 |
Creating and Execution
|
Netball - Mixing orange with white
|
By the end of the
lesson, the learner
should be able to:
- Mix orange with increasing amounts of white - Create a tonal strip showing gradation from orange to light orange - Clean working area after painting |
- Place equal amounts of orange paint in 5 different sections
-Add increasing amounts of white paint to each section -Mix the colors using a brush -Paint the color strip starting with orange and ending with very light orange -Clean brushes and working area |
How can tonal gradation be created with orange and white?
|
- Mentor Creative Arts Grade 4 Learner's Book, pg. 33
-Paint (orange and white) -Brushes -Palettes -Drawing paper |
- Observation
-Project work
-Portfolio assessment
|
|
| 5 | 6 |
Performance and Display
|
Gymnastics - Using digital devices to photograph gymnastics performances
|
By the end of the
lesson, the learner
should be able to:
- Take photographs of gymnastic performances - Focus on center of interest in photography - Show interest in documenting physical activities |
- Use digital devices to take photographs of crab balance and side roll
- Focus on center of interest in photographs - Take multiple shots from different angles - Review photographs for clarity and focus |
Why is the center of interest important in photography?
|
- Mentor Creative Arts pg. 97
- Digital devices with cameras - Safe practice area for gymnastics - Display equipment for reviewing photos |
- Observation
- Photo quality assessment
- Peer feedback
|
|
| 6 | 1 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
|
| 6 | 2 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
|
| 6 | 3 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
|
| 6 | 4 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
|
| 6 | 5 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
|
| 6 | 6 |
Performance and Display
|
Gymnastics - Creating a portfolio of gymnastics photographs
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate photographs for portfolio - Store photographs in organized manner - Appreciate visual documentation of physical activities |
- Review photographs taken of gymnastic activities
- Select best photographs showing clear technique - Create digital folder/portfolio for storage - Organize photographs by skill type |
How can photography help improve gymnastic technique?
|
- Mentor Creative Arts pg. 98
- Digital devices with photography - Computer for portfolio organization - Photographs from previous lesson |
- Observation
- Portfolio assessment
- Self-evaluation
|
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