Creating and Executing

Pushing and Pulling - Identifying pushing and pulling activities

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

- Identify pushing and pulling activities in physical activities for space and body awareness.
- Demonstrate pushing and pulling movements by imitating people in video clips.
- Appreciate the role of pushing and pulling in everyday physical activities.

In groups, learners are guided to:
- Watch video clips on pulling and pushing with teacher guidance.
- Mention objects the people are pulling or pushing in the videos.
- Imitate what the people in the video are doing.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 1
- Video clips, digital devices

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Collecting pictures of pushing and pulling
Pushing and Pulling - Listing pushing and pulling objects at home

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

- Describe what pushing and pulling means using examples from daily life.
- Cut out and paste pictures of people pushing and pulling objects onto manila paper.
- Value the use of locally available resources in learning activities.

In groups, learners are guided to:
- Use newspapers or magazines to look for pictures of people pulling and pushing objects.
- Cut out the pictures and paste them on manila paper.
- Show and discuss the work in class.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 2
- Newspapers, magazines, manila paper, scissors, glue
- Champion Creative Activities Grade 3 pg. 3
- Exercise books and pencils

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Playing tug of war

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

- Identify tug of war as a pulling game played in groups using a rope.
- Play tug of war using a rope while observing safety.
- Cooperate with teammates and enjoy group pulling activities.

In groups, learners are guided to:
- Look at a picture of tug of war and identify the game.
- Use a rope to play tug of war in groups.
- Sing the tug of war song "Left or right, which side will win?" while pulling.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 3
- Rope

- Observation - Participation

Creating and Executing

Pushing and Pulling - Singing during pushing and pulling activities

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

- Identify songs suitable for singing during pushing and pulling physical activities.
- Sing a favourite tune while pushing and pulling different objects.
- Appreciate music as an enjoyable accompaniment to physical movement.

In groups, learners are guided to:
- Sing the tug of war song while pulling during the game.
- Sing favourite tunes while pushing and pulling different objects around the school.
- Share and discuss favourite songs used during the activities in class.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 4
- Ropes and locally available objects

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Tyre push relay game

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

- Identify the tyre push relay as a team pushing activity.
- Perform the tyre push relay game in teams while observing safety.
- Enjoy pushing activities for strength and team spirit.

- Organise into teams of two and mark the field using markers.
- One learner from each team pushes a tyre from one end to the other and back.
- Repeat until every learner participates.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 5
- Tyres, field markers

- Observation - Participation

Creating and Executing

Pushing and Pulling - Pushing and pulling in different directions

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

- Identify the different directions in which objects can be pushed or pulled.
- Push and pull objects in different directions for flexibility.
- Value awareness of space and body movement during physical activities.

In groups, learners are guided to:
- Look at pictures of Linda pulling a toy car and Jane pushing a door.
- Imitate the movements shown in the pictures.
- Talk about the directions in which the objects were moved and share in class.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 6
- Locally available objects

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Building strength through pushing and pulling
Pushing and Pulling - Imitating pushing and pulling in pictures

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

- Describe how pushing and pulling activities build strength and flexibility in the body.
- Perform pushing and pulling exercises focusing on body strength in pairs.
- Appreciate physical activities for their health benefits.

In groups, learners are guided to:
- Discuss with peers how pushing and pulling activities help the body.
- Demonstrate and practise pushing and pulling in pairs using objects.
- Talk about how the body feels after the exercises.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 6
- Ropes and locally available objects
- Locally available objects

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Review of pushing and pulling activities

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

- Identify various pushing and pulling activities practised during the sub-strand.
- Demonstrate pulling and pushing skills correctly and safely through group games and exercises.
- Appreciate the health and physical benefits of pushing and pulling activities.

In groups, learners are guided to:
- Review and demonstrate pushing and pulling activities from previous lessons.
- Play a group game involving pushing or pulling while singing a song.
- Complete the self-assessment table and share feedback in class.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 6
- Ropes, tyres, locally available objects

- Observation - Self-assessment

Creating and Executing

Pushing and Pulling - Review of pushing and pulling activities

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

- Identify various pushing and pulling activities practised during the sub-strand.
- Demonstrate pulling and pushing skills correctly and safely through group games and exercises.
- Appreciate the health and physical benefits of pushing and pulling activities.

In groups, learners are guided to:
- Review and demonstrate pushing and pulling activities from previous lessons.
- Play a group game involving pushing or pulling while singing a song.
- Complete the self-assessment table and share feedback in class.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 6
- Ropes, tyres, locally available objects

- Observation - Self-assessment

Creating and Executing

Drawing and Painting - Identifying colour mixing materials

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

- Identify materials used for mixing colours such as sponge, sticks, rags, and empty tins.
- Name locally available materials that can be used to mix colours.
- Show curiosity and interest in exploring colour mixing tools and materials.

In groups, learners are guided to:
- Look at pictures of colour mixing materials and name them.
- Write down other materials that can be used to mix colours.
- Search for videos on colour mixing with teacher guidance and share what is learnt.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 7
- Sponge, sticks, tins, rags, paints

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Mixing colours by blowing
Drawing and Painting - Mixing colours by spraying

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

- Describe the steps for mixing colours using the blowing technique.
- Mix colours by blowing drops of paint on paper using a straw or biro pen tube.
- Observe hygiene and safety measures when mixing colours by blowing.

In groups, learners are guided to:
- Place paper, ink or paint and straws on a clean working surface.
- Drop a small amount of different coloured ink or paint on the paper.
- Blow the drops of paint randomly to mix, allow to dry, and share results in class.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 10
- Liquid paint or coloured ink, paper, straws or biro pen tubes
- Champion Creative Activities Grade 3 pg. 12
- Liquid paint, old toothbrushes, paper

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Drawing using regular and irregular shapes

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

- Identify regular shapes — triangles, rectangles, ovals, circles and squares — used in drawing simple pictures.
- Draw simple pictures using regular shapes, colouring them in class.
- Value drawing as a form of creative self-expression.

In groups, learners are guided to:
- Name the shapes seen in sample drawings of a river, clouds, butterfly and tree.
- Draw and colour images using regular shapes.
- Display work in class for peer feedback.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 15
- Drawing books, coloured pencils, crayons

- Observation - Written work

Creating and Executing

Drawing and Painting - Drawing simple pictures with irregular shapes

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

- Identify irregular shapes as freeform shapes used in creating simple pictures.
- Draw a simple picture using irregular shapes of 's own choice and colour it.
- Appreciate creativity and personal expression in art.

- Look at sample pictures made with irregular shapes and discuss them.
- Draw a simple picture using irregular shapes chosen by the learner.
- Colour the picture and share with classmates.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 16
- Drawing books, coloured pencils, crayons

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Painting drawn pictures by spraying

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

- Identify spraying as an appropriate technique for colouring pictures on manila paper.
- Paint a drawn picture by spraying colour using old brushes.
- Value neat and safe working habits during painting activities.

In groups, learners are guided to:
- Use manila papers or locally available materials to draw pictures.
- Paint the drawn pictures by spraying using old brushes.
- Display the work in class and discuss the results.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 16
- Manila paper, old brushes, paint

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Drawing a toy car with regular shapes

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

- Identify geometric shapes used to draw a familiar object such as a toy car.
- Draw a toy car by combining triangles, rectangles, ovals, circles and squares.
- Appreciate the use of geometric shapes as a structured approach to drawing.

In groups, learners are guided to:
- Review regular shapes: triangles, rectangles, ovals, circles and squares.
- Draw a toy car combining the regular shapes in a composition.
- Colour the picture and share with classmates.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 16
- Drawing books, coloured pencils, crayons

- Observation - Written work

Creating and Executing

Drawing and Painting - Creating an expressive painting
Drawing and Painting - Displaying and reviewing drawings and paintings

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

- Describe what it means to create a painting for self-expression using colour mixing techniques.
- Create a painting combining drawing with blowing or spraying techniques.
- Value drawing and painting as a means of expressing ideas and feelings.

In groups, learners are guided to:
- Discuss how paintings can express feelings and ideas.
- Draw a composition of own choice and paint it using blowing or spraying techniques.
- Display the painting and explain its meaning to classmates.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- Drawing books, paint, brushes, straws
- Learner artwork, display boards

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Review of colour mixing techniques

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

- Identify all colour mixing techniques and shape-drawing skills covered during the sub-strand.
- Demonstrate colour mixing using spraying or blowing while completing a picture.
- Appreciate the combined use of drawing and painting techniques for creative work.

In groups, learners are guided to:
- Review blowing and spraying colour mixing techniques through a brief demonstration.
- Draw a simple picture and paint it using a chosen colour mixing technique.
- Display the final piece and discuss what was learnt in the sub-strand.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- Drawing books, paint, straws, brushes

- Observation - Written work

Creating and Executing

Drawing and Painting - Review of colour mixing techniques

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

- Identify all colour mixing techniques and shape-drawing skills covered during the sub-strand.
- Demonstrate colour mixing using spraying or blowing while completing a picture.
- Appreciate the combined use of drawing and painting techniques for creative work.

In groups, learners are guided to:
- Review blowing and spraying colour mixing techniques through a brief demonstration.
- Draw a simple picture and paint it using a chosen colour mixing technique.
- Display the final piece and discuss what was learnt in the sub-strand.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- Drawing books, paint, straws, brushes

- Observation - Written work

Creating and Executing

Drawing and Painting - Creating a painted composition

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

- Identify components of a simple art composition using regular and irregular shapes.
- Draw and paint a composition on manila paper using both regular and irregular shapes.
- Value creativity and artistic expression through a completed personal composition.

In groups, learners are guided to:
- Discuss what makes an interesting art composition.
- Draw a composition using a mix of regular and irregular shapes on manila paper.
- Paint or colour the composition and display for peer feedback.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- Manila paper, coloured pencils, paint

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Creating a painted composition

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

- Identify components of a simple art composition using regular and irregular shapes.
- Draw and paint a composition on manila paper using both regular and irregular shapes.
- Value creativity and artistic expression through a completed personal composition.

In groups, learners are guided to:
- Discuss what makes an interesting art composition.
- Draw a composition using a mix of regular and irregular shapes on manila paper.
- Paint or colour the composition and display for peer feedback.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- Manila paper, coloured pencils, paint

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Final review of drawing and painting skills

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

- Identify all drawing and painting skills learnt in the sub-strand including colour mixing, drawing with shapes and expressive painting.
- Create a final drawing or painting that demonstrates mastered skills.
- Appreciate drawing and painting as valuable lifelong creative skills.

In groups, learners are guided to:
- Review all skills: colour mixing by blowing and spraying, drawing with regular and irregular shapes, and painting for expression.
- Create a final piece combining these skills.
- Present work in class and discuss what was learnt overall.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 18
- Drawing books, paint, brushes, straws

- Observation - Self-assessment

Creating and Executing

Rhythm and Pattern Making - Identifying short and long sounds

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

- Identify short and long sounds in familiar songs such as "Are you sleeping."
- Classify words in a song as having short or long sounds.
- Show interest in listening to and analysing sounds in songs.

In groups, learners are guided to:
- Sing the song "Are you sleeping" with teacher guidance.
- Identify words that have short sounds and long sounds in the song.
- Listen to "Baa Baa Black Sheep" and write down words with short and long sounds; share in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 19
- Audio recordings or teacher-led singing

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Understanding long sounds in music

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

- Describe the characteristics of long sounds as sounds that last a long time without stopping quickly.
- Identify examples of long sounds in familiar songs such as "Mary Had a Little Lamb."
- Appreciate the effect of long sounds in making music feel calm and smooth.

In groups, learners are guided to:
- Sing "Mary Had a Little Lamb" and identify the long sounds in words like 'lamb' and 'snow'.
- Watch video clips of songs with short and long sounds with teacher guidance.
- Compare short and long sounds and share differences in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 20
- Video clips, audio recordings

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Creating rhythmic patterns using short and long sounds

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

- Identify the ta-te (short) and taa (long) rhythm syllables used in creating rhythmic patterns.
- Create a rhythmic pattern by tapping the rhythm of a song using short and long sounds.
- Enjoy making rhythmic patterns with familiar songs.

In groups, learners are guided to:
- Sing "Mary Had a Little Lamb" using ta-te and taa rhythm syllables.
- Tap the rhythm of the words of the song to create a rhythmic pattern.
- Perform the song with the rhythmic pattern in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 21
- Percussion instruments or hands

- Observation - Performance

Creating and Executing

Rhythm and Pattern Making - Body percussion accompaniment to songs
Rhythm and Pattern Making - Improvising body percussion to familiar songs

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

- Identify body percussion techniques: clapping hands, snapping fingers and stomping feet.
- Improvise rhythmic accompaniment to simple songs using body percussion.
- Appreciate the use of the body as a musical instrument for creating rhythm.

In groups, learners are guided to:
- Discuss body percussion techniques: clapping hands, snapping fingers and stomping feet.
- Sing "Row, Row, Row Your Boat" using different body percussion actions per line.
- Practise snapping fingers while singing "The Itsy Bitsy Spider" as rhythmic accompaniment.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 22
- No additional materials needed
- Champion Creative Activities Grade 3 pg. 23

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Identifying random and repeated patterns

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

- Identify the difference between random and repeated patterns in visual art.
- Distinguish between neatly repeated patterns and randomly arranged patterns from pictures.
- Appreciate visual patterns as a creative and expressive element in art.

In groups, learners are guided to:
- Compare pictures showing random and scattered patterns with neat repeated patterns.
- Search with teacher guidance for pictures showing different kinds of patterns.
- Draw patterns in exercise books and discuss the differences in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 24
- Pictures of patterns, exercise books

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Creating patterns using drawn shapes

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

- Identify circles, squares and triangles as shapes used in creating line patterns.
- Create a repeated pattern using drawn shapes with added dots, zigzags and small lines.
- Value pattern making as a creative and artistic skill.

In groups, learners are guided to:
- Draw basic shapes — circles, squares or triangles — on plain paper.
- Add dots, zigzag lines and small details inside and outside the shapes to create patterns.
- Continue adding details until the pattern looks complete and display work in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 25
- Plain paper, coloured pencils or crayons

- Observation - Written work

Creating and Executing

Rhythm and Pattern Making - Making patterns using leaves and found objects

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

- Identify found objects such as leaves and maize cobs that can be used to make print patterns.
- Make a random repeated pattern using leaves, maize cobs or other found objects.
- Enjoy creating patterns using natural and locally available materials.

In groups, learners are guided to:
- Apply paint on one side of a leaf, place it on paper and press to create a print.
- Apply different colours of paint on other leaves and press to create patterns.
- Make irregular patterns using maize cobs; display and attach work in portfolio.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 26
- Leaves, maize cobs, paint, paper

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Creating repeated patterns using hand printing

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

- Identify hand printing as a method of making repeated patterns on paper or fabric.
- Hand print creatively on paper or fabric to create a repeated pattern.
- Appreciate hand printing as a fun and expressive way to make patterns.

In groups, learners are guided to:
- With teacher guidance, demonstrate hand printing on paper.
- Hand print creatively on a piece of paper or fabric.
- Sing favourite songs while printing repeated patterns and share work in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 27
- Paint, paper or fabric

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Reviewing rhythmic patterns and print making

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

- Identify the rhythm and pattern making skills covered during the sub-strand.
- Perform a rhythmic accompaniment and demonstrate one pattern making technique.
- Value the connection between rhythm and visual patterns in creative activities.

In groups, learners are guided to:
- Recap short and long sounds, body percussion accompaniment and pattern making techniques.
- Demonstrate a chosen body percussion accompaniment to a familiar song.
- Display a pattern made using one of the techniques and discuss it with the class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 28
- Paint, found objects, paper

- Observation - Self-assessment

Creating and Executing

Rhythm and Pattern Making - Integrating rhythm and pattern making

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

- Identify how rhythm and visual patterns complement each other in creative arts.
- Create a leaf or block print pattern while the class sings and performs body percussion.
- Appreciate the integration of music and art in creative activities.

In groups, learners are guided to:
- Sing a familiar song while making a leaf or block print pattern.
- Create a visual pattern on paper as the class sings and performs body percussion.
- Display work and discuss how rhythm and pattern are connected.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 28
- Paint, leaves, paper

- Observation - Performance

Creating and Executing

Rhythm and Pattern Making - Integrating rhythm and pattern making

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

- Identify how rhythm and visual patterns complement each other in creative arts.
- Create a leaf or block print pattern while the class sings and performs body percussion.
- Appreciate the integration of music and art in creative activities.

In groups, learners are guided to:
- Sing a familiar song while making a leaf or block print pattern.
- Create a visual pattern on paper as the class sings and performs body percussion.
- Display work and discuss how rhythm and pattern are connected.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 28
- Paint, leaves, paper

- Observation - Performance

Creating and Executing

Rhythm and Pattern Making - Displaying rhythm and pattern work

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

- Identify rhythm and pattern work produced during the sub-strand.
- Perform a rhythmic accompaniment to a song and display a visual pattern.
- Appreciate and give polite feedback on self and peers' rhythm and pattern work.

In groups, learners are guided to:
- Arrange and display all pattern work made during the sub-strand.
- Perform a rhythmic accompaniment in groups while the class walks around the display.
- Give polite feedback on each other's work using appropriate language.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 28
- Learner artwork, display boards

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Displaying rhythm and pattern work

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

- Identify rhythm and pattern work produced during the sub-strand.
- Perform a rhythmic accompaniment to a song and display a visual pattern.
- Appreciate and give polite feedback on self and peers' rhythm and pattern work.

In groups, learners are guided to:
- Arrange and display all pattern work made during the sub-strand.
- Perform a rhythmic accompaniment in groups while the class walks around the display.
- Give polite feedback on each other's work using appropriate language.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 28
- Learner artwork, display boards

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Exploring patterns inspired by cultural elements

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

- Identify patterns found in cultural objects such as clothes, baskets and walls in the environment.
- Create a pattern inspired by a natural or cultural element using available materials.
- Value pattern making as a form of cultural expression.

In groups, learners are guided to:
- Look at the environment and identify patterns on clothes, baskets or walls.
- Create a pattern inspired by a cultural element using coloured pencils or paint.
- Share the pattern with classmates and explain the inspiration behind it.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 29
- Coloured pencils, paint, plain paper

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Full sub-strand review

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

- Identify all rhythmic and pattern making skills learnt in the sub-strand including sound durations, body percussion and print making.
- Demonstrate a rhythmic pattern and a print pattern to classmates.
- Appreciate the creative and musical skills gained during the sub-strand.

In groups, learners are guided to:
- Review all skills: short and long sounds, body percussion, leaf printing, block printing and hand printing.
- Demonstrate one rhythmic skill and one pattern making skill.
- Complete the self-assessment table and reflect on learning in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 29
- Paint, paper, percussion instruments

- Observation - Self-assessment

Creating and Executing

Rhythm and Pattern Making - Full sub-strand review

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

- Identify all rhythmic and pattern making skills learnt in the sub-strand including sound durations, body percussion and print making.
- Demonstrate a rhythmic pattern and a print pattern to classmates.
- Appreciate the creative and musical skills gained during the sub-strand.

In groups, learners are guided to:
- Review all skills: short and long sounds, body percussion, leaf printing, block printing and hand printing.
- Demonstrate one rhythmic skill and one pattern making skill.
- Complete the self-assessment table and reflect on learning in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 29
- Paint, paper, percussion instruments

- Observation - Self-assessment

Creating and Executing

Skipping - Identifying ways and directions of skipping

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

- Identify different ways of skipping and the directions: forward, backward, left and right.
- Take turns to skip using a rope and describe the experience to classmates.
- Show enthusiasm for skipping as a fun and healthy physical activity.

- Look at a picture of learners skipping and talk about what they can see.
- Name the item they are using to skip.
- Take turns to skip using a rope and discuss the experience with classmates.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 30
- Skipping ropes

- Observation - Oral questions

Creating and Executing

Skipping - Skipping in forward and backward directions
Skipping - Skipping to the left and right

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

- Identify skipping forward and backward as two directions of physical movement.
- Skip forward and backward using a rope with teacher guidance.
- Appreciate skipping for improving balance and coordination.

In groups, learners are guided to:
- With teacher guidance, practise skipping forward and discuss the experience.
- With teacher guidance, skip backward and talk about the experience with classmates.
- Take turns to skip backward in a group and discuss how each person skipped.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 30
- Skipping ropes
- Champion Creative Activities Grade 3 pg. 31

- Observation - Oral questions

Creating and Executing

Skipping - Practising all four skipping directions

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

- Identify all four directions of skipping: forward, backward, left and right.
- Skip in all four directions using a rope individually and in groups.
- Cooperate with peers, take turns and enjoy skipping in different directions.

- Skip in groups in all directions: forward, backward, to the right and to the left.
- Discuss which skipping direction each learner found most fun.
- Use a rope individually to skip forward, left, right and backward.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 32
- Skipping ropes

- Observation - Participation

Creating and Executing

Skipping - Skipping along drawn line patterns

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

- Identify straight, curved and zigzag line patterns that can be used for skipping.
- Draw patterns on the ground and skip along them with peers.
- Appreciate skipping as a way to explore both movement and pattern making.

In groups, learners are guided to:
- Draw straight, curved and zigzag lines on the ground.
- Take turns to skip along the patterns.
- Draw a curved pattern on the ground and skip along it in pairs.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 33
- Skipping ropes, chalk or sticks for marking

- Observation - Participation

Creating and Executing

Skipping - Observing safety during skipping activities

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

- Identify safety measures to observe when skipping including warming up and keeping a safe distance.
- Demonstrate safe skipping practices applying the safety measures discussed.
- Value safety as an essential part of physical activity to prevent injury.

In groups, learners are guided to:
- Read safety flashcards on safety measures when skipping.
- Talk about the safety measures with a partner.
- Practise skipping while applying the safety measures discussed.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 34
- Skipping ropes, safety flashcards

- Observation - Oral questions

Creating and Executing

Skipping - Singing songs during skipping activities
Skipping - Making zigzag and circular patterns while skipping

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

- Identify songs appropriate for skipping activities such as "I can skip on one foot."
- Skip while singing "I can skip on one foot" song with teacher guidance.
- Enjoy combining singing and skipping for fun and creative movement.

In groups, learners are guided to:
- With teacher guidance, sing "I can skip on one foot, one foot, one foot."
- Skip in different ways as directed by the song lyrics.
- Talk about how they skipped with classmates.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 35
- Skipping ropes
- Champion Creative Activities Grade 3 pg. 36

- Observation - Performance

Creating and Executing

Skipping - Skipping with multiple patterns and directions

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

- Identify zigzag, curved, circular and straight line patterns for skipping activities.
- Skip using a rope in all directions while making different patterns and singing a song.
- Value the health benefits and enjoyment of varied skipping activities.

In groups, learners are guided to:
- Use a rope and skip forward, backward, left and right in turns.
- Make zigzag, curved, circular and straight line patterns while skipping in different directions.
- Sing a song while skipping and discuss the activity in class.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 36
- Skipping ropes

- Observation - Participation

Creating and Executing

Skipping - Review of skipping skills

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

- Identify the skipping skills, directions and patterns learnt during the sub-strand.
- Demonstrate skipping in different directions while making patterns and singing a song.
- Appreciate skipping as a valuable physical activity for health, balance and enjoyment.

In groups, learners are guided to:
- Recap all skipping directions and pattern types covered during the sub-strand.
- Skip in all directions while making at least two pattern types.
- Complete the self-assessment table and share feedback in class.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 37
- Skipping ropes

- Observation - Self-assessment

Creating and Executing

Skipping - Review of skipping skills

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

- Identify the skipping skills, directions and patterns learnt during the sub-strand.
- Demonstrate skipping in different directions while making patterns and singing a song.
- Appreciate skipping as a valuable physical activity for health, balance and enjoyment.

In groups, learners are guided to:
- Recap all skipping directions and pattern types covered during the sub-strand.
- Skip in all directions while making at least two pattern types.
- Complete the self-assessment table and share feedback in class.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 37
- Skipping ropes

- Observation - Self-assessment

Creating and Executing

Collage - Identifying a collage and its materials

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

- Identify a collage as an artwork made by gluing different materials onto paper or cardboard.
- Name materials used to make a collage from pictures: eggshells, scissors, glue, cardboard, fabric, newspaper and magazine.
- Show curiosity and interest in collage as a form of creative art.

In groups, learners are guided to:
- Look at pictures of collage materials and name them.
- Search for information on materials that can be used to make a collage with teacher guidance.
- Share findings in class.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 38
- Pictures of collage materials

- Observation - Oral questions

Creating and Executing

Collage - Collecting and sorting collage materials
Collage - Making a tree collage using natural materials

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

- Describe how to collect and sort locally available materials for making a collage.
- Collect leaves, pebbles, soil, flowers and cardboard from the school compound.
- Value the use of recyclable and locally available materials in creating art.

In groups, learners are guided to:
- Walk around the school compound and collect locally available materials for a collage.
- Carry the collected materials to class.
- Sort them out and pick the most suitable ones for making a collage.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 39
- Leaves, pebbles, soil, flowers, cardboard
- Champion Creative Activities Grade 3 pg. 40
- Paper, pencil, glue stick, leaves, soil, small stones

- Observation - Oral questions

Creating and Executing

Collage - Making a hut collage using newspaper and eggshells

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

- Identify eggshells, newspaper pieces and coloured paper as collage materials for making a hut.
- Create a hut collage by pasting newspaper on walls, eggshells on the roof and coloured paper on windows.
- Value the recycling of household materials in creating art.

In groups, learners are guided to:
- Draw the outline of a hut on paper.
- Apply glue to the walls and stick small pieces of newspaper; apply glue to the roof and press eggshell pieces.
- Apply glue to doors and windows and stick coloured paper; display in class.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 41
- Paper, pencil, glue, eggshells, newspaper, coloured paper, scissors

- Observation - Oral questions

Creating and Executing

Collage - Making a collaborative collage

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

- Identify roles and responsibilities in a group collage-making activity.
- Collaboratively make a collage using locally available materials following the guided steps.
- Appreciate teamwork and shared creativity in producing art.

In groups, learners are guided to:
- In groups, make a collage using locally available materials.
- Collaboratively paste different materials onto the outlined forms.
- Display the finished group collage in class.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 42
- Locally available materials, glue, paper, cardboard

- Observation - Participation

Creating and Executing

Collage - Showing and talking about collage artwork

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

- Identify features of well-made collage artwork during a class display.
- Display collage work and describe it to classmates using appropriate language.
- Appreciate using collage as an art of self-expression and enjoy peer feedback.

In groups, learners are guided to:
- Display all collage works made individually and in groups.
- Walk around and talk about each other's collages.
- Share and listen to polite feedback from classmates and the teacher.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 43
- Learner collage artwork, display boards

- Observation - Oral questions

Creating and Executing

Collage - Making a collage at home with family guidance
Collage - Review of collage making skills

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

- Identify locally available materials at home suitable for making a collage.
- Make a collage at home using locally available materials with guidance from a parent or guardian.
- Value home and family involvement in creative activities.

In groups, learners are guided to:
- Discuss locally available materials that can be found at home for making a collage.
- Make a collage at home with guidance from a parent or guardian.
- Carry the finished collage to school and display it in class for peer assessment.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 44
- Locally available home materials
- Champion Creative Activities Grade 3 pg. 45
- Locally available materials, glue, paper

- Observation - Peer assessment

Creating and Executing

Melody - Identifying melodic variations

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

- Identify variations in a simple melodic pattern including rhythm, volume and speed.
- Describe what melodic variation means when listening to simple songs.
- Show interest in listening to and analysing changes in melodies.

In groups, learners are guided to:
- Listen to simple songs with teacher guidance and talk about the rhythm, volume and speed.
- Search for ways of varying a melody with teacher guidance and note down findings.
- Share what has been learnt in class.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 46
- Audio recordings

- Observation - Oral questions

Creating and Executing

Melody - Understanding fast and slow tempo

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

- Identify tempo as how fast or slow a piece of music is played or sung.
- Sing a song at different tempos — walking pace, fast and slow — and note the differences.
- Appreciate how tempo variation makes a song more interesting to listen to.

In groups, learners are guided to:
- Sing a simple song at a walking speed, then fast, then slowly.
- Discuss what is noticed about the changes in the words and feel of the song at different tempos.
- Share ideas about how tempo changes affect the listening experience.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 47
- Audio recordings or teacher singing

- Observation - Oral questions

Creating and Executing

Melody - Varying the text of a familiar song

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

- Identify text variation as one way to change and enrich a melody.
- Sing a familiar tune such as "Twinkle Twinkle" using new words created by the class.
- Appreciate how changing words in a song makes it more interesting and personal.

In groups, learners are guided to:
- Listen to "Twinkle, Twinkle, Little Star" sung with teacher guidance.
- Sing the same tune using new words: "Friends are fun, we play all day."
- Discuss how the song sounds different with the new words.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 47
- Audio recordings or teacher singing

- Observation - Performance

Creating and Executing

Melody - Singing with loud, soft, high and low variations

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

- Identify variations in volume (loud/soft) and pitch (high/low) as melodic changes in simple songs.
- Sing different lines of a song using contrasting volumes and pitches as directed.
- Enjoy exploring the effect of volume and pitch variation while singing.

In groups, learners are guided to:
- Sing the first, second and third lines of a song loudly and at a fast pace.
- Sing the fourth, fifth and sixth lines softly and at a slow pace.
- Snap fingers to keep the rhythm while singing at different volumes.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 48
- Audio recordings or teacher singing

- Observation - Performance

Creating and Executing

Melody - Identifying like and unlike passages in songs
Melody - Making melodic patterns using water bottles

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

- Identify lines in a song that repeat the same tune (like passages) and those with different tunes (unlike passages).
- Analyse "Twinkle Twinkle Little Star" to identify its repeated and contrasting passages.
- Appreciate how repeated and contrasting passages make songs memorable and engaging.

In groups, learners are guided to:
- Sing "Twinkle, Twinkle, Little Star" and identify which lines have a similar tune.
- Identify which lines have a different tune and discuss with the class.
- Discuss how repeated and contrasting melodies affect the feel of the song.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 50
- Audio recordings or teacher singing
- Champion Creative Activities Grade 3 pg. 51
- Glass bottles, water, spoon

- Observation - Oral questions

Creating and Executing

Melody - Practising and presenting melodic patterns

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

- Identify the steps for performing a melodic pattern using improvised pitched percussion.
- Practise and present a simple melodic pattern using water bottles or other objects in groups.
- Appreciate collaborative music making and value peer performance feedback.

In groups, learners are guided to:
- With teacher guidance, play a simple melodic pattern using the bottles.
- Practise the melodic pattern in groups.
- Present the melodic pattern to the class and discuss.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 52
- Glass bottles, water, spoon

- Observation - Performance

Creating and Executing

Melody - Applying slow/fast and loud/soft in singing

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

- Identify the performance directions — slow/fast and loud/soft — as tools for enhancing singing.
- Apply performance directions when singing a simple song such as the "ABC" nursery song.
- Appreciate using performance directions to improve and vary singing.

In groups, learners are guided to:
- Sing the ABCD nursery song loudly the first time.
- Sing the song softly the second time.
- Sing the third line at a fast pace and the last line at a slow pace.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 53
- No additional materials needed

- Observation - Performance

Creating and Executing

Melody - Singing "Old MacDonald" with varied tempo and volume

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

- Identify how to apply variation in tempo and volume to a familiar song.
- Sing "Old MacDonald Had a Farm" at different tempos and in different volumes in groups.
- Enjoy performing songs with varied performance directions in class.

In groups, learners are guided to:
- In groups with teacher guidance, sing "Old MacDonald Had a Farm" at a slow then fast pace.
- Sing the song in a loud then a soft voice.
- Present the songs in class and discuss the effect of the variations.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 54
- Audio recordings or teacher singing

- Observation - Performance

Creating and Executing

Melody - Watching video clips of simple melodies

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

- Identify melodic changes observed in simple song performances from video clips.
- Describe the melodic variations noticed when watching or listening to simple melodies.
- Appreciate the creativity involved in making and varying melodies.

In groups, learners are guided to:
- Watch video clips of simple melodies with teacher guidance.
- Listen carefully and identify the melodic changes in the songs.
- Discuss observations in groups and share ideas in class.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 55
- Video clips, digital devices

- Observation - Oral questions

Creating and Executing

Melody - Performing and requesting feedback on favourite melodies

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

- Identify a favourite melody to perform with at least two variation techniques.
- Perform favourite melodies in groups applying variation in tempo, volume and pitch.
- Value peer and teacher feedback as a means of improving musical performance.

In groups, learners are guided to:
- In groups, sing favourite melodies applying variation in tempo, volume and pitch.
- Practise the tunes and present them at the class assembly or in class.
- Request feedback from the teacher and classmates and discuss suggestions.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 56
- No additional materials needed

- Observation - Performance

Creating and Executing

Melody - Performing and requesting feedback on favourite melodies

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

- Identify a favourite melody to perform with at least two variation techniques.
- Perform favourite melodies in groups applying variation in tempo, volume and pitch.
- Value peer and teacher feedback as a means of improving musical performance.

In groups, learners are guided to:
- In groups, sing favourite melodies applying variation in tempo, volume and pitch.
- Practise the tunes and present them at the class assembly or in class.
- Request feedback from the teacher and classmates and discuss suggestions.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 56
- No additional materials needed

- Observation - Performance

Creating and Executing

Melody - Review of melodic variation and performance skills

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

- Identify all melodic variation techniques covered: rhythm, tempo, volume, text, pitch and melodic patterns.
- Demonstrate melodic variation in singing and using improvised pitched percussion.
- Appreciate melodic variation as a creative technique for making music more interesting.

In groups, learners are guided to:
- Review all melodic variation techniques covered during the sub-strand.
- Perform a song applying at least two variation techniques.
- Complete the self-assessment table and discuss progress with the class.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 57
- Glass bottles, water, songs

- Observation - Self-assessment

Creating and Executing

Melody - Review of melodic variation and performance skills

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

- Identify all melodic variation techniques covered: rhythm, tempo, volume, text, pitch and melodic patterns.
- Demonstrate melodic variation in singing and using improvised pitched percussion.
- Appreciate melodic variation as a creative technique for making music more interesting.

In groups, learners are guided to:
- Review all melodic variation techniques covered during the sub-strand.
- Perform a song applying at least two variation techniques.
- Complete the self-assessment table and discuss progress with the class.

How can a song be varied to make it more interesting?

- Champion Creative Activities Grade 3 pg. 57
- Glass bottles, water, songs

- Observation - Self-assessment

Creating and Executing

Weaving - Identifying samples of plain weaves of varied materials
Weaving - Collecting and preparing paper weaving materials

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

- Identify a plain weave as a pattern made by crossing threads or strips over and under each other.
- Name materials used to make plain weaves such as fabric strips, paper strips, plastic strips and ribbon.
- Show curiosity and interest in weaving as a creative craft.

In groups, learners are guided to:
- Look at pictures of plain weaves and talk about what can be seen.
- Name the materials used to make the weaves.
- Name other materials that could be used to make plain weaves and share ideas with a friend.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 58
- Pictures of plain weaves, sample weave materials
- Coloured papers, ruler, scissors, pencil, glue

- Observation - Oral questions

Creating and Executing

Weaving - Making a plain weave using black and white paper strips

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

- Describe the steps for making a plain paper weave using two-colour paper strips and glue.
- Create a plain paper weave by placing and gluing black and white paper strips alternately.
- Appreciate the pattern created through the systematic weaving process.

In groups, learners are guided to:
- Mark equal-length strips on white and black paper with a pencil and ruler, then cut.
- Place a black strip vertically, apply glue to the top and lay a white strip horizontally.
- Lift each strip, apply glue below, press and continue until the weave is complete; cut off extra paper and display.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 59
- Black and white coloured paper, ruler, scissors, pencil, glue

- Observation - Oral questions

Creating and Executing

Weaving - Making a paper mat using the slit-and-insert method

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

- Identify the steps for making a paper mat using the slit-and-insert method on folded paper.
- Create a paper mat by cutting slits on folded paper and inserting paper strips.
- Value neatness and patience as important qualities in completing a weaving task.

In groups, learners are guided to:
- Fold a paper to the top and mark equal-length strips with a pencil and ruler.
- Cut through the marked lines while the paper is still folded, then open it up.
- Mark and cut strips on another coloured paper; insert the strips into the slit paper and display.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 59
- Coloured papers, ruler, scissors, pencil, glue

- Observation - Oral questions

Creating and Executing

Weaving - Creating a plain weave independently

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

- Identify the steps for making a plain paper weave independently without step-by-step guidance.
- Gather coloured papers, scissors and glue and make a plain weave using one of the methods learnt.
- Appreciate the sense of achievement that comes from completing a craft task independently.

In groups, learners are guided to:
- Gather coloured papers, scissors and glue.
- Make a plain weave independently using one of the two methods learnt.
- Display the finished weave in class and discuss it with classmates.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 60
- Coloured papers, scissors, glue

- Observation - Oral questions

Creating and Executing

Weaving - Making paper weaves with multiple colour combinations
Weaving - Making a plain weave at home with family guidance

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

- Identify different colour combinations that can be used to create interesting plain paper weaves.
- Create a paper weave using three or more different coloured paper strips.
- Appreciate the visual effect of colour variation in weaving patterns.

In groups, learners are guided to:
- Experiment by making a plain weave using three or more different coloured paper strips.
- Compare the colour patterns produced with two-colour and multi-colour weaves.
- Display and discuss the results with the class.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 60
- Multiple coloured papers, scissors, glue, ruler
- Champion Creative Activities Grade 3 pg. 61
- Locally available home materials

- Observation - Oral questions

Creating and Executing

Weaving - Showcasing and discussing plain weave artwork

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

- Identify features of a well-made plain paper weave during a class display.
- Display plain weaves and give polite feedback to peers using appropriate language.
- Appreciate weaving as a traditional and creative craft worthy of display.

In groups, learners are guided to:
- Display all weave work made during the sub-strand.
- Walk around the classroom to view and discuss classmates' weaves.
- Give and receive polite feedback using appropriate language.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 61
- Learner weave work, display boards

- Observation - Oral questions

Creating and Executing

Weaving - Appreciating weaving as a traditional Kenyan craft

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

- Identify weaving as a traditional craft practised in Kenyan communities to make items such as baskets and mats.
- Discuss examples of woven items found in homes and communities.
- Appreciate weaving as part of Kenya's rich cultural heritage.

In groups, learners are guided to:
- Discuss examples of woven items such as baskets, mats and hats found in local communities.
- Talk about which communities practise weaving in Kenya.
- Share ideas on how weaving is useful in daily life.

Which other materials can be used for weaving?

- Champion Creative Activities Grade 3 pg. 62
- Pictures of woven cultural items, reference books

- Observation - Oral questions

Creating and Executing

Weaving - Exploring materials beyond paper for weaving

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

- Identify other materials beyond paper that can be used for weaving including fabric strips, plastic strips and ribbon.
- Discuss practical uses of weaving in making items such as mats and baskets.
- Value the versatility and cultural importance of weaving as a traditional and creative craft.

In groups, learners are guided to:
- Look at pictures and samples of weaves made from different materials.
- Discuss which materials beyond paper can be used for weaving.
- Compare and discuss what can be made by weaving and how it differs from paper weaves.

Which other materials can be used for weaving?

- Champion Creative Activities Grade 3 pg. 62
- Pictures of weaves, fabric strips, ribbon samples

- Observation - Oral questions

Creating and Executing

Weaving - Exploring materials beyond paper for weaving

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

- Identify other materials beyond paper that can be used for weaving including fabric strips, plastic strips and ribbon.
- Discuss practical uses of weaving in making items such as mats and baskets.
- Value the versatility and cultural importance of weaving as a traditional and creative craft.

In groups, learners are guided to:
- Look at pictures and samples of weaves made from different materials.
- Discuss which materials beyond paper can be used for weaving.
- Compare and discuss what can be made by weaving and how it differs from paper weaves.

Which other materials can be used for weaving?

- Champion Creative Activities Grade 3 pg. 62
- Pictures of weaves, fabric strips, ribbon samples

- Observation - Oral questions

Creating and Executing

Weaving - Creating a multi-colour woven paper mat

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

- Identify the steps for making a multi-colour paper mat using the weaving technique.
- Create a colourful paper mat by weaving multiple coloured strips over and under each other.
- Enjoy the creative process of making a woven paper mat with varied colours.

In groups, learners are guided to:
- Collect at least three different coloured papers and cut equal-width strips.
- Interlace the strips by running over and under the slits on the paper frame.
- Complete and display the colourful paper mat in class.

Which other materials can be used for weaving?

- Champion Creative Activities Grade 3 pg. 62
- Multiple coloured papers, scissors, glue, ruler

- Observation - Oral questions

Creating and Executing

Weaving - Review of plain paper weave skills

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

- Identify the steps and techniques for making a plain paper weave covered during the sub-strand.
- Demonstrate the plain weave process independently using available materials.
- Appreciate weaving as a creative, traditionally valued craft and enjoy the skills gained.

In groups, learners are guided to:
- Review all weaving steps and methods covered during the sub-strand.
- Demonstrate making a simple plain weave independently.
- Complete the self-assessment table and discuss what was learnt with the class.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 63
- Coloured papers, scissors, glue

- Observation - Self-assessment

Creating and Executing

Weaving - Review of plain paper weave skills

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

- Identify the steps and techniques for making a plain paper weave covered during the sub-strand.
- Demonstrate the plain weave process independently using available materials.
- Appreciate weaving as a creative, traditionally valued craft and enjoy the skills gained.

In groups, learners are guided to:
- Review all weaving steps and methods covered during the sub-strand.
- Demonstrate making a simple plain weave independently.
- Complete the self-assessment table and discuss what was learnt with the class.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 63
- Coloured papers, scissors, glue

- Observation - Self-assessment