Performing and Displaying

Forward Roll and V-Balance - Identifying body parts used

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

- Identify the body parts used in forward roll: neck, legs, arms and shoulders.
- Identify the body parts used in V-balance: legs and back.
- Show interest in gymnastics as a way of developing body awareness and flexibility.

In groups, learners are guided to:
- Watch video clips of forward roll and V-balance with teacher guidance.
- Talk about what was learnt from the video clips.
- Demonstrate different body movements observed in the videos.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 81
- Video clips, digital devices

- Observation - Oral questions

Performing and Displaying

Forward Roll and V-Balance - Identifying and describing movements
Forward Roll and V-Balance - Collecting materials for markers
Forward Roll and V-Balance - Making and painting markers

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

- Describe what a forward roll and a V-balance are using correct vocabulary.
- Identify the body parts used in each movement from pictures and discussion.
- Appreciate gymnastics movements as activities that develop body coordination and flexibility.

In groups, learners are guided to:
- Look at pictures of a forward roll and a V-balance.
- Identify the body parts shown in each picture.
- Discuss the differences between a forward roll and a V-balance with classmates.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 82
- Pictures of forward roll and V-balance movements
- Cups, rags, non-woven paper, sticks and other locally available materials
- Champion Creative Activities Grade 3 pg. 85
- Sticks, different colours of paint, brushes

- Observation - Oral questions

Performing and Displaying

Forward Roll and V-Balance - Steps of forward roll
Forward Roll and V-Balance - Practising forward roll

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

- Describe the steps for performing a forward roll: find flat space, stretch, place feet together, bend knees, place hands on ground with elbows bent, push head between arms, roll forward, stand up with arms raised.
- Perform a forward roll with teacher guidance.
- Appreciate forward roll as a gymnastics skill that develops coordination and flexibility.

In groups, learners are guided to:
- With teacher guidance, learn the steps for performing a forward roll.
- Perform a forward roll guided by the teacher.
- Discuss how the body moved during the forward roll and name the body parts used.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 83
- Gymnastics mat or soft surface

- Observation - Performance

Performing and Displaying

Forward Roll and V-Balance - Steps of V-balance
Forward Roll and V-Balance - Practising V-balance
Forward Roll and V-Balance - Marking the field with improvised markers

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

- Describe the steps for performing a V-balance: sit on flat surface, lean back, extend arms over head, raise legs off ground forming a V-shape, hold the pose.
- Perform a V-balance with teacher guidance.
- Appreciate V-balance as a gymnastics skill that builds core strength and balance.

In groups, learners are guided to:
- With teacher guidance, learn the steps for performing a V-balance.
- Perform a V-balance and hold the pose for as long as possible.
- Talk about different ways the body moves and which body parts were used.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 84
- Gymnastics mat or soft surface
- Champion Creative Activities Grade 3 pg. 86
- Improvised painted markers, ash, open space

- Observation - Performance

Performing and Displaying

Forward Roll and V-Balance - Performing forward roll and V-balance in sequence

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

- Identify a sequence combining forward roll and V-balance as a gymnastics routine.
- Perform forward roll and V-balance in sequence on the marked field.
- Appreciate the combination of gymnastic skills in a performance sequence.

In groups, learners are guided to:
- With teacher guidance, walk to the marked field.
- Perform forward roll followed by V-balance in sequence.
- Watch classmates perform the sequence and discuss.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 87
- Marked field, gymnastics mat or soft surface

- Observation - Performance

Performing and Displaying

Forward Roll and V-Balance - Simon Says gymnastics game
Forward Roll and V-Balance - Review of gymnastics skills

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

- Identify "Simon Says" as a game that incorporates forward roll and V-balance.
- Play the Simon Says game performing forward roll, V-balance, left and right movements as directed.
- Enjoy gymnastics movements in a playful, collaborative game.

In groups, learners are guided to:
- With teacher guidance, play the Simon Says game.
- Respond to commands: "Simon says do a forward roll," "Simon says perform a V-balance backward," "Simon says move left," "Simon says right," "Simon says do them all."
- Watch each other perform and give feedback.

How can forward roll and V-balance be used to improve flexibility and balance?

- Champion Creative Activities Grade 3 pg. 88
- Marked field, gymnastics mat
- Gymnastics mat, marked field

- Observation - Performance

Performing and Displaying

String Musical Instruments - Identifying string instruments by community
String Musical Instruments - Watching live or recorded string instrument performances
String Musical Instruments - Drawing string instruments

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

- Identify string instruments from Kenyan communities: Orutu (Luo), Isiriri (Luhya), Kimeng'enge' (Kalenjin) and Uta (Kamba).
- Name the community associated with each string instrument.
- Show curiosity and appreciation for the diversity of indigenous string instruments in Kenya.

In groups, learners are guided to:
- Look at pictures of string instruments and read their names and communities in a table.
- Discuss what is shared by all the instruments in the pictures.
- Discuss how each instrument is played and share ideas in class.

Why is it important to learn about string instruments from different communities?

- Champion Creative Activities Grade 3 pg. 90
- Pictures of Kenyan string instruments
- Champion Creative Activities Grade 3 pg. 91
- Video recordings, digital devices
- Champion Creative Activities Grade 3 pg. 92
- Drawing books, coloured pencils

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Identifying materials for a string instrument
String Musical Instruments - Making an improvised fiddle (Steps 1–5)

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

- Identify materials needed for making an improvised string instrument such as a tin, sticks, string, nail, stone and flexible stick.
- Discuss which string instruments can be made using these materials.
- Value the use of locally available materials to recreate indigenous musical instruments.

In groups, learners are guided to:
- Look at pictures of materials that can be used to make a single stringed instrument: tin, sticks, string, nail, stone, flexible stick.
- Discuss which string instrument can be made using the materials shown.
- Talk about other reusable materials that can be used and share in class.

Which materials can be used to improvise a string instrument?

- Champion Creative Activities Grade 3 pg. 92
- Pictures of materials; tin, sticks, string, nail, stone
- Champion Creative Activities Grade 3 pg. 93
- 2 sticks, stone, tin, flexible stick, cutting tool, nail, strings

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Making an improvised fiddle (Steps 6–9)
String Musical Instruments - Playing the improvised fiddle
String Musical Instruments - Making an improvised mouth bow

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

- Describe the remaining steps for completing the improvised fiddle: pass a nail through the stick, hook the string to the nail, tie tightly, put a piece of wood at the centre, bend a flexible stick to make a bow, tie a string to it.
- Complete the improvised fiddle following the guided steps.
- Appreciate the creativity and skill involved in making an indigenous string instrument.

In groups, learners are guided to:
- Pass a nail through the stick being careful not to hit fingers.
- Hook the string to the nail, tie it tight to the far end of the stick; put a piece of wood at the centre to make the string tight.
- Bend a flexible stick into a bow shape and securely tie a string from one end to the other to make a bow.

Which materials can be used to improvise a string instrument?

- Champion Creative Activities Grade 3 pg. 94
- Flexible stick, string, nail
- Champion Creative Activities Grade 3 pg. 95
- Improvised fiddle, recording device
- Champion Creative Activities Grade 3 pg. 96
- Flexible stick, string

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Playing the improvised mouth bow
String Musical Instruments - Practising playing string instruments

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

- Identify the method of playing the mouth bow: position it horizontally in front of the mouth with one end resting against the lower lip and pluck the string.
- Play the improvised mouth bow with teacher guidance.
- Enjoy playing an improvised indigenous Kenyan string instrument.

In groups, learners are guided to:
- With teacher guidance, position the bow horizontally in front of the mouth with one end resting against the lower lip.
- Play the mouth bow by plucking the string.
- Discuss whether the activity was enjoyed.

Why is it important to learn about string instruments from different communities?

- Champion Creative Activities Grade 3 pg. 97
- Improvised mouth bow
- Improvised fiddle and mouth bow

- Observation - Performance

Performing and Displaying

String Musical Instruments - Recording and evaluating performances

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

- Identify opportunities for performing and recording string instrument playing with peers.
- Play an improvised string instrument while classmates record the performance.
- Value peer and teacher feedback as a means of improving instrumental performance.

In groups, learners are guided to:
- With teacher guidance, play a string instrument — fiddle or mouth bow.
- Have classmates record the performance.
- Put the videos in the digital portfolio and discuss each other's performance.

Why is it important to learn about string instruments from different communities?

- Champion Creative Activities Grade 3 pg. 97
- Improvised instruments, recording device

- Observation - Performance

Performing and Displaying

String Musical Instruments - Review of string instrument skills
Modelling and Ornament Making - Identifying beaded ornaments
Modelling and Ornament Making - Researching beaded ornaments

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

- Identify the string instruments from Kenyan communities, their methods of playing and how to make an improvised instrument.
- Demonstrate playing an improvised string instrument individually.
- Appreciate indigenous Kenyan string instruments as part of Kenya's rich and diverse cultural heritage.

In groups, learners are guided to:
- Review all string instruments: Orutu, Isiriri, Kimeng'enge', Uta and their communities.
- Demonstrate making and playing an improvised string instrument.
- Complete the self-assessment table and discuss what was learnt.

Why is it important to learn about string instruments from different communities?

- Champion Creative Activities Grade 3 pg. 98
- Improvised instruments, self-assessment table
- Champion Creative Activities Grade 3 pg. 99
- Pictures of modelled beads and ornaments
- Champion Creative Activities Grade 3 pg. 100
- Magazines, newspapers, Internet, digital devices

- Observation - Self-assessment

Performing and Displaying

Modelling and Ornament Making - Making clay or papier mâché beads
Modelling and Ornament Making - Painting clay beads

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

- Describe the pellet technique as shaping clay or papier mâché into small balls used for beading.
- Model beads using the pellet technique following the guided steps.
- Value cleanliness and hygiene when working with clay or papier mâché.

In groups, learners are guided to:
- With teacher guidance, collect clay from within the community.
- Shape the clay or papier mâché into small balls using the pellet technique.
- Use a stick to make a hole on each bead; leave the beads to dry in a cool and dry place.

What other materials can be used to make beads?

- Champion Creative Activities Grade 3 pg. 101
- Paper mâché or clay, brushes, string, small stick
- Champion Creative Activities Grade 3 pg. 102
- Dried clay beads, paint, brushes

- Observation - Oral questions

Performing and Displaying

Modelling and Ornament Making - Threading beads to make a bracelet or necklace
Modelling and Ornament Making - Showcasing beaded ornaments
Modelling and Ornament Making - Making a bracelet and necklace set

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

- Describe the steps for making a beaded ornament: thread the string through the hole in each bead to create a single stranded bracelet or necklace, tie the string ends once all beads are on.
- Make a beaded bracelet or necklace by threading the painted beads onto a string.
- Appreciate beaded ornaments as creative, culturally meaningful and wearable art.

In groups, learners are guided to:
- Thread the string through the hole in each bead to create a single stranded bracelet or necklace.
- Once all the beads are on the string, tie the ends together.
- Display the finished ornament in class and show it to classmates.

What other materials can be used to make beads?

- Champion Creative Activities Grade 3 pg. 103
- Dried painted beads, string
- Champion Creative Activities Grade 3 pg. 104
- Learner-made ornaments, display area
- Clay or mâché, paint, string

- Observation - Oral questions

Performing and Displaying
Appreciation

Modelling and Ornament Making - Appreciating beaded ornaments in Kenyan culture
Modelling and Ornament Making - Review of modelling and ornament making skills
The Kenya National Anthem - Text of the Kenya National Anthem

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

- Identify communities in Kenya known for beaded ornaments such as the Maasai.
- Discuss the cultural significance of beaded ornaments in different Kenyan communities.
- Appreciate beaded ornament making as part of Kenya's rich and diverse cultural heritage.

In groups, learners are guided to:
- Discuss examples of beaded ornaments used in different Kenyan communities.
- Talk about the occasions when beaded ornaments are worn.
- Share ideas on how traditional bead making connects to modern craft.

What other materials can be used to make beads?

- Champion Creative Activities Grade 3 pg. 105
- Pictures of cultural beaded ornaments, reference books
- Clay, string, paint
- Champion Creative Activities Grade 3 pg. 106
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Flashcards

- Observation - Oral questions

Appreciation

The Kenya National Anthem - Text of the Kenya National Anthem
The Kenya National Anthem - Message in the Kenya National Anthem
The Kenya National Anthem - Message in the Kenya National Anthem

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

- Identify the text of the first stanza of the Kenya National Anthem in Kiswahili.
- Write the words of the first stanza of the Kenya National Anthem on manila paper to make flashcards.
- Value the correct wording of the National Anthem as an expression of national pride.

In groups, learners are guided to:
- In pairs, use manila paper and crayons to make colourful flashcards of the first stanza of the Anthem.
- Write the words of the first stanza of the Kenya National Anthem in Kiswahili on the manila paper.
- Display flashcards in class, take turns reading them aloud, and put them in the portfolio for future use.

What can one learn from the Kenya National Anthem?

- Champion Creative Activities Grade 3 pg. 106
- Manila papers
- Crayons or locally available materials
- Reference books
- Champion Creative Activities Grade 3 pg. 108
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Exercise books
- Audio/visual recordings
- Flashcards

- Written assignments - Peer assessment - Observation

Appreciation

The Kenya National Anthem - Occasions when the Kenyan National Flag is raised
The Kenya National Anthem - Observing proper Anthem behaviour

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

- Identify occasions when the Kenya National Flag is raised, such as school assemblies and national celebrations.
- Describe what is done when raising the flag at school, including standing and singing the Anthem.
- Appreciate the significance of the flag-raising ceremony as a symbol of national identity.

- Look at pictures of the Kenyan flag being raised and discuss what can be seen in the pictures.
- Discuss when the flag is raised at school and what learners do during the flag-raising ceremony.
- Share ideas in class about when the Kenya National flag is raised and the Anthem is performed.

How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 109
- Pictures of flag-raising ceremonies
- Digital devices
- Flashcards
- Champion Creative Activities Grade 3 pg. 111
- Reference books
- Pictures of national celebrations
- Champion Creative Activities Grade 3 pg. 112
- Audio/visual recordings of the Kenya National Anthem

- Oral questions - Observation - Written tests

Appreciation

The Kenya National Anthem - Observing proper Anthem behaviour
The Kenya National Anthem - Singing the Kenya National Anthem

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

- Identify the components of Anthem etiquette: posture, accuracy of words, and direction of facing.
- Sing the first stanza of the Kenya National Anthem at the assembly, standing at attention, facing the flag, and singing the correct words.
- Develop a sense of responsibility for demonstrating proper national Anthem etiquette in public.

In groups, learners are guided to:
- In groups, walk to the assembly ground.
- Sing the first stanza of the Kenya National Anthem: standing at attention, facing the flag, and singing the right words.
- Talk about each other's performances and discuss improvements in posture, words, and behaviour.

How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 112
- Open assembly space
- Kenyan national flag
- Audio/visual recordings
- Champion Creative Activities Grade 3 pg. 113
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Flashcards with Anthem words

- Practical observation - Peer assessment - Oral questions

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

- Describe the message of the Kenya National Anthem as a prayer for unity, safety, and prosperity.
- Perform the first stanza of the Kenya National Anthem applying correct anthem etiquette — standing at attention, facing the flag, and singing correct words.
- Appreciate the Kenya National Anthem as a symbol of national unity and identity.

In groups, learners are guided to:
- Perform the first stanza of the Kenya National Anthem observing correct behaviour: standing at attention, facing the flag, and singing the right words.
- Discuss the message behind each part of the Anthem while performing it.
- Self-check: use the learning outcomes table to tick what they can do and what they need to learn more.

What can one learn from the Kenya National Anthem?

- Champion Creative Activities Grade 3 pg. 113
- Open performance space
- Kenyan national flag
- Reference books

- Practical tests - Oral questions - Observation

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

- Identify situations in school life — assembly, parents' day, graduation — where the Kenya National Anthem is performed.
- Perform the first stanza of the Kenya National Anthem during a school event, observing correct Anthem etiquette.
- Develop pride and patriotism through performing the Kenya National Anthem confidently before an audience.

In groups, learners are guided to:
- Perform the first stanza of the Kenya National Anthem during morning assembly or a school event.
- Observe correct Anthem etiquette: standing at attention, facing the flag, singing the correct words.
- Reflect on the performance and discuss as a class what went well and how to improve next time.

How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 113
- Open assembly space
- Kenyan national flag
- Audio/visual recordings
- Open performance space
- Reference books

- Practical observation - Peer assessment - Oral questions

Appreciation

Water Safety Awareness - Water points and water bodies in the locality
Water Safety Awareness - Dangers of water points and water bodies

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

- Identify different water points and water bodies found in the locality — rivers, lakes, wells, dams, ponds, and swimming pools.
- Talk about which water bodies from the pictures are found in their locality.
- Appreciate water bodies as important features of the local environment.

In groups, learners are guided to:
- Observe pictures of different water points and water bodies — swimming pool, pond, lake, river, well, dam.
- Talk about what can be seen in each picture and which of these water bodies are found in their locality.
- Share feedback with classmates about local water bodies they know.

How safe are the water points and water bodies in your locality?

- Champion Creative Activities Grade 3 pg. 114
- Pictures of water bodies
- Digital devices
- Reference books
- Champion Creative Activities Grade 3 pg. 115
- Newspapers and magazines
- Manila paper, scissors, and glue
- Champion Creative Activities Grade 3 pg. 116
- Pictures showing water dangers

- Oral questions - Observation - Peer assessment

Appreciation

Water Safety Awareness - Dangers of water points and water bodies
Water Safety Awareness - Observing safety around water points and water bodies
Water Safety Awareness - Observing safety around water points and water bodies

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

- Explain specific dangers of water bodies: drowning from deep water, illness from polluted water, injuries from slippery surfaces, and attacks from dangerous animals.
- Use information from video clips to note down and narrate dangers of water points and water bodies.
- Develop personal responsibility for avoiding dangerous situations near water bodies.

In groups, learners are guided to:
- With help from the teacher, search on the internet for video clips on dangers of water points and water bodies.
- Note down what has been learned from the video clips about water dangers.
- Share feedback in class about the dangers observed in the video clips and relate them to their locality.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 116
- Digital devices for video clips
- Pictures of water dangers
- Reference books
- Champion Creative Activities Grade 3 pg. 117
- Pictures of water safety practices
- Digital devices
- Resource persons

- Oral questions - Written assignments - Peer assessment

Appreciation

Water Safety Awareness - Observing safety around water points and water bodies

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

- Describe specific safety rules to follow near local water bodies — not swimming alone, keeping away from edges, and calling for adult help.
- Narrate ways of observing safety around water points and water bodies from learning experiences.
- Value water safety awareness as knowledge that can protect themselves and others from harm.

In groups, learners are guided to:
- Discuss as a class the safety rules near water bodies — not swimming alone, not playing at the edge, calling for adult help when in danger.
- Narrate in pairs the water safety precautions they have learned and how they would apply them at a local water body.
- Discuss what they would do if they saw someone in danger near a water body in their locality.

How safe are the water points and water bodies in your locality?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of safety behaviours near water
- Digital devices
- Reference books
- Pictures of water bodies in the locality
- Resource persons

- Oral questions - Practical observation - Written tests

Appreciation

Water Safety Awareness - Observing safety around water points and water bodies

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

- Identify water bodies in the locality and describe their associated dangers and safety precautions.
- Match each local water body with a specific danger and a corresponding safety rule in discussion with peers.
- Develop responsibility for their own safety and the safety of others near water bodies in the locality.

In groups, learners are guided to:
- Review as a class the water bodies identified in the locality and link each to a safety concern and a safety rule.
- Discuss in groups: "What dangers exist at a named local water body and how can we stay safe?"
- Write or draw a water safety message about a water body in their locality and share with classmates.

How safe are the water points and water bodies in your locality?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of local water bodies
- Exercise books
- Reference books
- Pictures of community water safety measures
- Digital devices
- Pictures of water bodies and safety signs
- Resource persons

- Written assignments - Oral questions - Observation