Performing and Displaying

Forward Roll and V-Balance - Identifying forward roll and V-balance
Forward Roll and V-Balance - Body parts used

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

- Define forward roll as a gymnastics movement
- Define V-balance as a gymnastics position
- Show interest in learning gymnastics skills

In groups, learners are guided to:
- Observe pictures showing forward roll and V-balance
- Discuss body positions in each skill
- Identify differences between the two activities

1. What is a forward roll? 2. What is a V-balance?

- KLB Creative Activities Grade 3 pg. 73
- Pictures of gymnastics skills
- Demonstration mats
- Visual aids
- Digital devices
- Video clips
- Body part charts
- Pictures and magazines

- Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance - Forward roll starting position

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

- Assume correct starting position for forward roll
- Place hands correctly for forward roll
- Show confidence in attempting forward roll

In groups, learners are guided to:
- Stand on flat ground
- Squat with feet together
- Place hands shoulder-width apart on ground

1. How do we start a forward roll safely? 2. Why is hand placement important?

- KLB Creative Activities Grade 3 pg. 74
- Flat safe surface
- Gymnastics mats
- Demonstration area
- Safety guidelines

- Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance - Forward roll rolling action

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

- Tuck chin to chest for safe rolling
- Push off with feet to initiate roll
- Appreciate proper rolling technique

In groups, learners are guided to:
- Drop head between arms
- Tuck chin to chest
- Push off with feet and roll along curved back

1. Why must we tuck our chin? 2. How do we create momentum for rolling?

- KLB Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Spotting assistance
- Safe rolling surface
- Demonstration aids

- Technique assessment - Safety compliance - Rolling execution

Performing and Displaying

Forward Roll and V-Balance - Completing forward roll
Forward Roll and V-Balance - V-balance starting position

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

- Complete forward roll with proper finish
- Stand without using hands for support
- Value completing skills correctly

In groups, learners are guided to:
- Keep legs straight during roll
- Bend legs only at the end
- Place feet flat and stand without hand support

1. How do we finish a forward roll properly? 2. Why keep legs straight during the roll?

- KLB Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Flat safe surface
- Completion markers
- Observation forms
- KLB Creative Activities Grade 3 pg. 75
- Flat surface
- Support aids
- Balance demonstration

- Completion assessment - Form evaluation - Independence observation

Performing and Displaying

Forward Roll and V-Balance - Completing V-balance

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

- Lift hands above head in V-balance
- Straighten legs to form V-shape
- Appreciate achieving V-balance

In groups, learners are guided to:
- Lift hands and stretch above head
- Straighten legs to form V-shape
- Hold the balance position

1. How do we form the V-shape? 2. What helps us maintain balance?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Balance aids
- Mirror for self-checking
- Timing device

- Balance achievement - Form assessment - Hold duration

Performing and Displaying

Forward Roll and V-Balance - Practicing forward roll in groups

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

- Perform forward roll facing same direction as peers
- Practice forward roll safely in groups
- Value group practice for improvement

In groups, learners are guided to:
- Face same direction in groups
- Perform forward roll from standing position
- Turn and roll back to starting point

1. How does group practice help us? 2. Why face the same direction?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Group practice space
- Direction markers
- Safety guidelines

- Group coordination - Safety compliance - Skill execution

Performing and Displaying

Forward Roll and V-Balance - V-balance group performance
Forward Roll and V-Balance - Making field markers

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

- Perform V-balance in groups
- Observe peers' V-balance performances
- Provide constructive feedback

In groups, learners are guided to:
- Identify flat safe area
- Perform V-balance leaning backwards
- Observe and share observations with peers

1. How can we perform V-balance together? 2. What should we observe in each other?

- KLB Creative Activities Grade 3 pg. 76
- Flat safe area
- Gymnastics mats
- Observation checklists
- Feedback forms
- Recyclable materials
- Cutting tools
- Adhesives
- Labeling materials

- Performance observation - Feedback quality - Group coordination

Performing and Displaying

Forward Roll and V-Balance - Labeling and using field markers

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

- Write appropriate labels on field markers
- Use field markers to organize practice area
- Appreciate organized practice spaces

In groups, learners are guided to:
- Write labels on field markers (Group A, B, C, D)
- Make four field markers
- Mark the field using improvised markers

1. What labels help organize our practice? 2. How do markers improve our practice?

- KLB Creative Activities Grade 3 pg. 77
- Completed marker bases
- Writing materials
- Field space
- Organization plan

- Labeling accuracy - Organization skills - Marker placement

Performing and Displaying

Forward Roll and V-Balance - Performing with field markers

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

- Use marked field for forward roll practice
- Use marked field for V-balance practice
- Value organized practice environments

In groups, learners are guided to:
- Mark field using improvised markers
- Perform forward roll in marked areas
- Perform V-balance in designated spaces

1. How do markers help organize practice? 2. Why practice in designated areas?

- KLB Creative Activities Grade 3 pg. 77
- Field markers
- Gymnastics mats
- Marked practice area
- Safety equipment

- Space usage - Skill performance - Organization compliance

Performing and Displaying

Forward Roll and V-Balance - Group rotation practice
Forward Roll and V-Balance - Singing while performing

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

- Rotate between forward roll and V-balance stations
- Follow rotation schedule
- Appreciate varied practice activities

In groups, learners are guided to:
- Form groups for marked stations
- Practice forward roll at one station
- Rotate to V-balance station

1. How does rotation help our learning? 2. What skills improve through rotation?

- KLB Creative Activities Grade 3 pg. 78
- Multiple practice stations
- Rotation schedule
- Field markers
- Timing device
- Song lyrics
- Music player
- Practice mats
- Performance space

- Rotation compliance - Station performance - Time management

Performing and Displaying

Forward Roll and V-Balance - Assessment using checklists

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

- Perform forward roll demonstrating all steps
- Perform V-balance correctly
- Complete self and peer assessment

In groups, learners are guided to:
- Use assessment checklists for forward roll
- Use assessment checklists for V-balance
- Complete evaluation forms

1. What makes a good forward roll? 2. What makes a good V-balance?

- KLB Creative Activities Grade 3 pg. 79
- Assessment checklists
- Evaluation forms
- Practice mats
- Observation rubrics

- Checklist completion - Performance assessment - Self-evaluation

Performing and Displaying

String Musical Instruments - Identifying string instruments

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

- Identify string musical instruments from Kenyan communities
- Describe common features of string instruments
- Appreciate diverse Kenyan musical heritage

In groups, learners are guided to:
- Look at pictures of various string instruments
- Discuss common features (strings, body, playing method)
- Identify materials used to make string instruments

1. What are string instruments? 2. Which communities use string instruments?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of string instruments
- Digital devices
- Cultural music resources
- Reference materials

- Instrument identification - Oral discussion - Cultural awareness

Performing and Displaying

String Musical Instruments - Fiddles
String Musical Instruments - Playing a fiddle

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

- Identify fiddles from Kenyan communities
- Describe how fiddles are played
- Appreciate fiddles as cultural instruments

In groups, learners are guided to:
- Study pictures of one and two-stringed fiddles
- Learn about Orutu, Mbeve, Isiriri, Wandindi
- Discuss the bowing playing method

1. What is a fiddle? 2. How are fiddles played?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of fiddles
- Video demonstrations
- Cultural references
- Community examples
- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Practice fiddles
- Bowing demonstration aids

- Instrument recognition - Playing method understanding - Cultural appreciation

Performing and Displaying

String Musical Instruments - Ground bows

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

- Identify ground bows from Kenyan communities
- Explain how ground bows use ground for sound
- Appreciate ground bows as unique instruments

In groups, learners are guided to:
- Study pictures of ground bows
- Learn about Nderemo
- Discuss how ground hole increases sound

1. What makes ground bows special? 2. How does the ground help create sound?

- KLB Creative Activities Grade 3 pg. 81
- Pictures of ground bows
- Cultural references
- Sound amplification demonstrations
- Video resources

- Instrument identification - Sound principle understanding - Cultural knowledge

Performing and Displaying

String Musical Instruments - Playing ground bows

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

- Demonstrate striking technique for ground bows
- Explain the role of the ground hole
- Value traditional playing methods

In groups, learners are guided to:
- Watch video on playing ground bows
- Practice striking movements
- Understand ground hole function

1. How do we strike a ground bow? 2. Why dig a hole in the ground?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Demonstration materials
- Practice instruments

- Technique practice - Understanding assessment - Practical demonstration

Performing and Displaying

String Musical Instruments - Mouth bows
String Musical Instruments - Playing mouth bows

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

- Identify mouth bows from Kenyan communities
- Describe how mouth increases sound
- Appreciate mouth bows as instruments

In groups, learners are guided to:
- Study pictures of mouth bows
- Learn about Obokano
- Discuss striking and plucking techniques

1. What is a mouth bow? 2. How does the mouth amplify sound?

- KLB Creative Activities Grade 3 pg. 82
- Pictures of mouth bows
- Cultural resources
- Video demonstrations
- Reference materials
- Digital devices
- Video links
- Practice mouth bows
- Playing guides

- Instrument recognition - Amplification understanding - Cultural awareness

Performing and Displaying

String Musical Instruments - Drawing string instruments

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

- Draw a fiddle accurately
- Draw a ground bow accurately
- Draw a mouth bow accurately

In groups, learners are guided to:
- Learn to draw each type of string instrument
- Practice drawing instrument parts
- Create detailed instrument drawings

1. How do we draw string instruments? 2. What details should we include?

- KLB Creative Activities Grade 3 pg. 82
- Drawing materials
- Instrument pictures
- Step-by-step guides
- Examples

- Drawing accuracy - Detail inclusion - Artistic skill

Performing and Displaying

String Musical Instruments - Local string instruments

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

- Identify string instruments from local communities
- Discuss local string instrument traditions
- Appreciate local musical heritage

In groups, learners are guided to:
- Discuss Kenyan string instruments from local communities
- Share knowledge of local instruments
- Research community instruments

1. Which string instruments are in our community? 2. How are they used in our culture?

- KLB Creative Activities Grade 3 pg. 83
- Community resources
- Cultural references
- Guest speakers if available
- Research materials

- Discussion participation - Community knowledge - Cultural appreciation

Performing and Displaying

String Musical Instruments - Collecting improvisation materials
String Musical Instruments - Improvising bending the bow

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

- Identify materials for improvising string instruments
- Collect appropriate materials safely
- Show responsibility in material collection

In groups, learners are guided to:
- Identify needed materials (bendable stick, sisal/wire, straight sticks)
- Collect materials from environment
- Organize materials for instrument making

1. What materials do we need? 2. Where can we find these materials safely?

- KLB Creative Activities Grade 3 pg. 83
- Collection guidelines
- Safety equipment
- Storage containers
- Material lists
- KLB Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows

- Material selection - Safe collection - Organization skills

Performing and Displaying

String Musical Instruments - Improvising attaching strings

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

- Tie thread or wire to bow ends
- Create appropriate string tension
- Value completing instrument construction

In groups, learners are guided to:
- Tie thread or wire securely on each bow end
- Ensure string has proper tension
- Test string attachment strength

1. How do we tie strings securely? 2. What tension works best?

- KLB Creative Activities Grade 3 pg. 84
- Sisal or nylon thread
- Thin wire
- Tying demonstrations
- Completed bows

- Tying skill - Tension assessment - Security testing

Performing and Displaying

String Musical Instruments - Testing improvised instruments

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

- Strike strings to produce sound
- Assess sound quality
- Make adjustments for better sound

In groups, learners are guided to:
- Use straight stick to strike the string
- Test sound produced
- Make necessary adjustments

1. How do we test our instrument? 2. What makes a good sound?

- KLB Creative Activities Grade 3 pg. 84
- Completed improvised instruments
- Striking sticks
- Sound testing area
- Adjustment materials

- Sound production - Quality assessment - Adjustment skills

Performing and Displaying

String Musical Instruments - Practicing playing
String Musical Instruments - Recording performances

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

- Play improvised string instrument
- Produce varied sounds
- Enjoy playing own instrument

In groups, learners are guided to:
- Practice striking the string at different points
- Explore different striking techniques
- Create simple melodies

1. How can we create different sounds? 2. What techniques produce best results?

- KLB Creative Activities Grade 3 pg. 85
- Improvised instruments
- Practice space
- Playing guides
- Striking implements
- Digital recording devices
- Playback equipment
- Evaluation forms
- Performance space

- Playing technique - Sound variation - Musical exploration

Performing and Displaying

String Musical Instruments - Group improvisation project

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

- Work in groups to improvise instruments
- Share improvisation skills
- Value collaborative work

In groups, learners are guided to:
- Form groups for instrument making
- Share materials and skills
- Help each other complete instruments

1. How can we help each other succeed? 2. What can we learn from group work?

- KLB Creative Activities Grade 3 pg. 85
- Improvisation materials
- Group work space
- Sharing guidelines
- Collaboration aids

- Teamwork assessment - Skill sharing - Group product quality

Performing and Displaying

String Musical Instruments - Musical instrument decoration

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

- Decorate improvised instruments
- Use decorations to enhance appearance
- Appreciate aesthetic value

In groups, learners are guided to:
- Add decorative elements to instruments
- Paint or add designs
- Personalize instruments creatively

1. How can we make instruments attractive? 2. What decorations represent our culture?

- KLB Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Design ideas
- Cultural patterns

- Decoration creativity - Aesthetic appeal - Cultural representation

Performing and Displaying

String Musical Instruments - String instruments exhibition
Modelling and Ornament Making - Identifying modelled beads

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

- Display improvised string instruments
- Explain instrument making process
- Celebrate creative achievements

In groups, learners are guided to:
- Organize string instruments exhibition
- Present instruments to class and visitors
- Demonstrate playing techniques

1. How should we display our instruments? 2. What will we explain to visitors?

- KLB Creative Activities Grade 3 pg. 87
- Exhibition space
- Display materials
- Presentation cards
- Achievement recognition
- Pictures of modelled beads
- Sample beads
- Material examples
- Bead collections

- Display organization - Presentation skills - Demonstration ability

Performing and Displaying

Modelling and Ornament Making - Watching bead making videos

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

- Watch videos on modelling clay beads
- Identify steps in bead making
- Appreciate learning through videos

In groups, learners are guided to:
- Watch videos showing clay bead modelling
- Watch videos on making ornaments with beads
- Discuss observed techniques

1. What did we learn from the videos? 2. What techniques should we try?

- KLB Creative Activities Grade 3 pg. 87
- Digital devices
- Video links
- Internet access
- Viewing area

- Video comprehension - Technique identification - Learning engagement

Performing and Displaying

Modelling and Ornament Making - Pellet technique

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

- Define the pellet technique
- Explain rolling process for pellets
- Value the pellet method for bead making

In groups, learners are guided to:
- Learn definition of pellet technique
- Discuss rolling small balls
- Understand creating different shapes

1. What is the pellet technique? 2. How do we roll pellets?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Demonstration pellets
- Technique charts
- Examples

- Concept understanding - Process explanation - Technique appreciation

Performing and Displaying

Modelling and Ornament Making - Rolling pellets on palm
Modelling and Ornament Making - Rolling pellets on surface

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

- Roll clay or papier mâché on palm
- Create pellets of different sizes
- Appreciate hand-rolling technique

In groups, learners are guided to:
- Roll material on palm of hand
- Practice making pellets of various sizes
- Create smooth round pellets

1. How do we roll pellets on our palm? 2. What makes smooth pellets?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Practice materials
- Hand washing facilities
- Work surfaces
- Flat rolling surfaces
- Cleaning supplies

- Rolling technique - Size control - Smoothness quality

Performing and Displaying

Modelling and Ornament Making - Creating varied pellet shapes

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

- Shape pellets in different ways
- Create pellets for specific ornaments
- Show creativity in pellet shaping

In groups, learners are guided to:
- Make pellets of different sizes
- Create various shapes (round, oval, cylindrical)
- Plan shapes for ornament designs

1. What shapes can we make? 2. How do shapes affect the ornament?

- KLB Creative Activities Grade 3 pg. 88
- Modelling materials
- Shape examples
- Design ideas
- Work area

- Shape variety - Creative shaping - Design planning

Performing and Displaying

Modelling and Ornament Making - Piercing pellets

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

- Pierce pellets using appropriate tools
- Make holes before beads dry
- Value proper piercing technique

In groups, learners are guided to:
- Use wire, sharp stick, thorn, or nail to pierce
- Pierce before pellets completely dry
- Make holes suitable for stringing

1. How do we pierce pellets safely? 2. When should we pierce the beads?

- KLB Creative Activities Grade 3 pg. 88
- Piercing tools (wires, sticks)
- Safety guidelines
- Modelled pellets
- Work surfaces

- Piercing technique - Safety compliance - Timing accuracy

Performing and Displaying

Modelling and Ornament Making - Drying modelled beads
Modelling and Ornament Making - Decorating beads by painting

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

- Dry beads properly under shade
- Understand why sun-drying causes cracking
- Show patience in the drying process

In groups, learners are guided to:
- Place beads in shade for drying
- Avoid sun exposure to prevent cracking
- Allow complete drying before decorating

1. Where should we dry our beads? 2. Why not dry them in the sun?

- KLB Creative Activities Grade 3 pg. 88
- Shaded drying area
- Drying racks or surfaces
- Beads for drying
- Shade materials
- KLB Creative Activities Grade 3 pg. 89
- Paints in various colors
- Paint brushes
- Dried beads
- Paint palettes
- Water containers

- Drying location choice - Understanding cracking - Patience demonstration

Performing and Displaying

Modelling and Ornament Making - Planning necklace design

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

- Decide on bead threading pattern
- Select colors for necklace design
- Value planning before making

In groups, learners are guided to:
- Decide how beads will be threaded
- Select colors and patterns to use
- Plan necklace design layout

1. How should we arrange our beads? 2. What color combinations work well?

- KLB Creative Activities Grade 3 pg. 89
- Decorated beads
- Design planning materials
- Color charts
- Pattern examples

- Design planning - Color selection - Pattern creativity

Performing and Displaying

Modelling and Ornament Making - Stringing beads single strand

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

- String beads using single strand technique
- Follow planned design pattern
- Appreciate single strand necklace making

In groups, learners are guided to:
- Thread beads using a string
- Follow the planned design and color pattern
- Create single-strand necklace

1. How do we thread beads on a string? 2. Why follow our design plan?

- KLB Creative Activities Grade 3 pg. 89
- Strings or threads
- Decorated beads
- Threading needles if needed
- Design plans

- Threading skill - Pattern following - Necklace formation

Performing and Displaying

Modelling and Ornament Making - Completing necklaces
Modelling and Ornament Making - Making ornaments at home

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

- Complete single-strand necklace
- Secure necklace ends properly
- Value completed ornament work

In groups, learners are guided to:
- Complete the beading pattern
- Tie or secure necklace ends
- Ensure necklace can be worn

1. How do we finish a necklace? 2. How do we secure the ends?

- KLB Creative Activities Grade 3 pg. 89
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available
- KLB Creative Activities Grade 3 pg. 91
- Home project guidelines
- Material collection list
- Making instructions
- Gift presentation ideas

- Completion skill - Securing technique - Functionality testing

Performing and Displaying

Modelling and Ornament Making - Displaying ornaments

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

- Display completed ornaments
- Present ornaments to peers
- Appreciate own and others' ornaments

In groups, learners are guided to:
- Organize ornaments for display
- Present ornaments explaining making process
- View and appreciate peers' ornaments

1. How should we display our ornaments? 2. What makes a good ornament presentation?

- KLB Creative Activities Grade 3 pg. 91
- Display area
- Presentation materials
- Ornament stands
- Evaluation forms

- Display organization - Presentation skill - Appreciation expression

Performing and Displaying

Modelling and Ornament Making - Self and peer assessment

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

- Assess own ornament making skills
- Provide peer feedback constructively
- Reflect on learning progress

In groups, learners are guided to:
- Use assessment rubrics to evaluate work
- Complete self and peer assessment forms
- Discuss areas of strength and improvement

1. What did we do well? 2. What can we improve?

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

- Self-assessment completion - Peer feedback quality - Reflection depth

Appreciation

The Kenya National Anthem - Identifying the anthem
The Kenya National Anthem - Listening to the anthem

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

- Define what a national anthem is
- Identify the Kenya National Anthem
- Appreciate the national anthem as a symbol of identity

In groups, learners are guided to:
- Discuss what a national anthem represents
- Listen to the Kenya National Anthem
- Talk about showing love for country through the anthem

1. What is a national anthem? 2. Why do countries have national anthems?

- KLB Creative Activities Grade 3 pg. 92
- Digital devices
- Audio recording of Kenya National Anthem
- Speakers
- National symbols charts
- Video/audio of Kenya National Anthem
- Internet access
- Projection equipment

- Oral questions - Discussion participation - Understanding assessment

Appreciation

The Kenya National Anthem - Writing the anthem text

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

- Write the text of the first stanza in Kiswahili
- Spell anthem words correctly
- Value accuracy in writing the anthem

In groups, learners are guided to:
- Listen to the first stanza of the anthem
- Write down the text of the first stanza
- Check spelling and accuracy

1. How do we spell the anthem words correctly? 2. Why is accuracy important?

- KLB Creative Activities Grade 3 pg. 92
- Kenya National Anthem text
- Writing materials
- Notebooks
- Anthem charts

- Writing accuracy - Spelling assessment - Neat handwriting

Appreciation

The Kenya National Anthem - Reading the anthem text

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

- Read the first stanza text correctly
- Pronounce Kiswahili words accurately
- Appreciate the anthem words

In groups, learners are guided to:
- Read the text of the first stanza
- Practice pronunciation of Kiswahili words
- Read with peers for fluency

1. How do we pronounce the anthem words? 2. What helps us read fluently?

- KLB Creative Activities Grade 3 pg. 92
- Anthem text sheets
- Pronunciation guides
- Kiswahili language resources
- Reading charts

- Reading fluency - Pronunciation accuracy - Confidence assessment

Appreciation

The Kenya National Anthem - Understanding line 1 message
The Kenya National Anthem - Understanding lines 2-3 messages

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

- Explain the message in "Ee Mungu nguvu yetu"
- Recognize God as our strength
- Appreciate prayer in the anthem

In groups, learners are guided to:
- Study the first line "Ee Mungu nguvu yetu"
- Discuss recognizing God as our strength
- Understand this as a prayer to God

1. What does the first line mean? 2. Why do we pray to God in our anthem?

- KLB Creative Activities Grade 3 pg. 93
- Anthem text with translations
- Discussion guides
- Religious education links
- Message analysis charts
- Anthem analysis materials
- Justice and fairness examples
- Message charts

- Message understanding - Explanation clarity - Value appreciation

Appreciation

The Kenya National Anthem - Understanding lines 4-5 messages

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

- Explain "Natukae na undugu"
- Explain "Amani na uhuru"
- Appreciate unity, peace and freedom

In groups, learners are guided to:
- Study "Natukae na undugu" - living as brothers and sisters
- Study "Amani na uhuru" - peace and freedom
- Discuss freedoms and peaceful coexistence

1. What does unity mean in our anthem? 2. What freedoms do we enjoy?

- KLB Creative Activities Grade 3 pg. 93
- Unity and peace examples
- Freedom discussion materials
- Rights and freedoms charts
- Message analysis guides

- Understanding assessment - Value appreciation - Example giving

Appreciation

The Kenya National Anthem - Understanding line 6 message

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

- Explain "Raha tupate na ustawi"
- Understand prayer for happiness and prosperity
- Appreciate national development vision

In groups, learners are guided to:
- Study "Raha tupate na ustawi"
- Discuss living happily and national development
- Understand growth and prosperity

1. What do we pray for in the last line? 2. How can our country grow?

- KLB Creative Activities Grade 3 pg. 94
- Development examples
- Prosperity discussions
- Vision materials
- National growth charts

- Message understanding - Development awareness - Prayer appreciation

Appreciation

The Kenya National Anthem - Singing first practice
The Kenya National Anthem - Anthem etiquette

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

- Sing the first stanza using correct text
- Follow the melody of the anthem
- Show respect while singing

In groups, learners are guided to:
- Practice the melody of the first stanza
- Sing with correct text
- Focus on pitch and rhythm accuracy

1. How do we follow the melody? 2. Why sing with correct pitch?

- KLB Creative Activities Grade 3 pg. 94
- Anthem recording
- Pitch instruments
- Music player
- Anthem sheet music
- Etiquette guidelines
- Demonstration videos
- Respect and behavior charts
- Practice space

- Melody following - Text accuracy - Pitch assessment

Appreciation

The Kenya National Anthem - Occasions for flag raising

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

- Identify when the flag is raised
- Name occasions for anthem performance
- Appreciate national ceremonies

In groups, learners are guided to:
- Study pictures showing flag raising occasions
- Discuss national holidays, school assemblies
- Identify heads of state visits, national meetings

1. When is our flag raised? 2. Why perform the anthem at these times?

- KLB Creative Activities Grade 3 pg. 94
- Pictures of flag raising ceremonies
- National holidays calendar
- Ceremony descriptions
- Visual aids

- Occasion identification - Understanding assessment - Discussion participation

Appreciation

The Kenya National Anthem - Singing with etiquette

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

- Sing observing anthem etiquette
- Combine singing with proper behavior
- Value respectful performance

In groups, learners are guided to:
- Sing while standing straight
- Maintain quiet and respectful attitude
- Focus on both singing and behavior

1. How do we combine singing and respect? 2. What makes a good anthem performance?

- KLB Creative Activities Grade 3 pg. 94
- Performance space
- Anthem recording
- Etiquette reminders
- Observation checklist

- Combined performance - Etiquette observation - Respect demonstration

Appreciation

The Kenya National Anthem - Group anthem practice
The Kenya National Anthem - Anthem performance assessment

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

- Sing anthem in groups maintaining harmony
- Support each other in correct performance
- Appreciate group singing

In groups, learners are guided to:
- Practice singing in groups
- Take turns leading the anthem
- Provide peer feedback

1. How do we sing together as a group? 2. How can we help each other improve?

- KLB Creative Activities Grade 3 pg. 94
- Group practice space
- Anthem resources
- Peer feedback forms
- Group organization aids
- Assessment rubrics
- Performance space
- Recording equipment
- Evaluation forms

- Group coordination - Harmony assessment - Peer support observation

Appreciation

Water Safety Awareness - Recognizing water points and bodies

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

- Define water points
- Identify water points in the locality
- Appreciate importance of water sources

In groups, learners are guided to:
- Discuss what water points are
- Identify wells, hand pumps, water tanks
- Recognize water points in the locality

1. What is a water point? 2. Which water points are in our area?

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

- Water point identification - Locality knowledge - Definition understanding

Appreciation

Water Safety Awareness - Identifying water bodies

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

- Identify different water bodies
- Name water bodies in the locality
- Appreciate water bodies in environment

In groups, learners are guided to:
- Study rivers, lakes, and oceans
- Identify water bodies in local area
- Share pictures with peers

1. What water bodies are near us? 2. What is the difference between water points and bodies?

- KLB Creative Activities Grade 3 pg. 95
- Pictures of water bodies
- Maps showing water bodies
- Local water body information
- Visual resources

- Water body identification - Locality awareness - Difference understanding

Appreciation

Water Safety Awareness - Dangers from water points and bodies
Water Safety Awareness - Discussing local water safety

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

- Identify dangers from water sources
- Explain how accidents occur
- Appreciate need for water safety

In groups, learners are guided to:
- Discuss spread of diseases from dirty water
- Talk about drowning accidents
- Identify injuries from falls near water
- Discuss deaths from polluted water

1. What dangers come from water? 2. How can water cause accidents?

- KLB Creative Activities Grade 3 pg. 96
- Pictures showing water dangers
- Accident scenario cards
- Safety discussion materials
- Warning examples
- Local water information
- Community safety data
- Discussion guides
- Concern documentation

- Danger identification - Understanding assessment - Safety awareness

Appreciation

Water Safety Awareness - Supervision measures

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

- Understand importance of adult supervision
- Identify when supervision is needed
- Value supervised water activities

In groups, learners are guided to:
- Discuss covering water storage containers
- Talk about supervising children during swimming
- Understand importance of adult presence

1. Why do we need supervision near water? 2. Who can supervise water activities?

- KLB Creative Activities Grade 3 pg. 97
- Supervision scenario pictures
- Safety measure examples
- Discussion materials
- Supervision guidelines

- Understanding assessment - Importance recognition - Safety awareness

Appreciation

Water Safety Awareness - Barriers and fencing

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

- Understand purpose of fencing water areas
- Identify appropriate barriers
- Appreciate protective measures

In groups, learners are guided to:
- Discuss fencing water bodies
- Talk about putting barriers to prevent access
- Study examples of protective measures

1. Why fence water areas? 2. What makes a good barrier?

- KLB Creative Activities Grade 3 pg. 97
- Pictures of fenced areas
- Barrier examples
- Safety measure demonstrations
- Protection materials

- Understanding evaluation - Barrier identification - Purpose appreciation

Appreciation

Water Safety Awareness - Learning swimming skills
Water Safety Awareness - Water safety signs

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

- Understand importance of swimming skills
- Identify benefits of learning to swim
- Appreciate swimming for safety

In groups, learners are guided to:
- Discuss learning swimming skills
- Talk about how swimming prevents drowning
- Understand supervised swimming

1. Why learn to swim? 2. How does swimming help safety?

- KLB Creative Activities Grade 3 pg. 97
- Swimming pictures
- Supervised swimming examples
- Skill benefit materials
- Safety demonstrations
- KLB Creative Activities Grade 3 pg. 102
- Water safety sign pictures
- Sign meaning charts
- Warning symbol examples
- Information materials

- Importance understanding - Benefit identification - Safety appreciation

Appreciation

Water Safety Awareness - Waste disposal safety

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

- Understand importance of proper waste disposal
- Identify dangers of waste near water
- Appreciate keeping water sources clean

In groups, learners are guided to:
- Discuss not disposing waste near water
- Talk about water pollution dangers
- Understand keeping water clean

1. Why keep waste away from water? 2. How does waste affect water safety?

- KLB Creative Activities Grade 3 pg. 102
- Pollution examples
- Clean water pictures
- Waste disposal guidelines
- Environment protection materials

- Understanding assessment - Danger recognition - Cleanliness appreciation

Appreciation

Water Safety Awareness - Narrating safety measures

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

- Narrate ways to observe water safety
- Apply safety knowledge to local context
- Value sharing safety information

In groups, learners are guided to:
- Narrate safety measures for local water sources
- Discuss precautions in the locality
- Share safety knowledge with peers

1. How can we stay safe around water? 2. What measures work in our area?

- KLB Creative Activities Grade 3 pg. 102
- Local safety information
- Narration guidelines
- Safety measure examples
- Presentation materials

- Narration quality - Application accuracy - Information sharing

Appreciation

Water Safety Awareness - Importance of water safety awareness
Water Safety Awareness - Creating awareness materials

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

- Explain why water safety awareness is important
- Identify benefits of water safety knowledge
- Appreciate water safety for life skills

In groups, learners are guided to:
- Discuss preventing water-related accidents
- Talk about appreciating swimming skills
- Understand protecting water bodies
- Recognize preventing waterborne diseases

1. Why is water safety awareness important? 2. How does it help our community?

- KLB Creative Activities Grade 3 pg. 103
- Importance discussion materials
- Benefit examples
- Life skills connections
- Awareness campaign ideas
- KLB Creative Activities Grade 3 pg. 95-103
- Poster materials
- Art supplies
- Message examples
- Design ideas

- Understanding explanation - Benefit identification - Appreciation demonstration

Appreciation

Water Safety Awareness - Water safety celebration

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

- Present water safety knowledge learned
- Share awareness materials with community
- Celebrate commitment to water safety

In groups, learners are guided to:
- Display water safety posters
- Present safety measures to school community
- Reflect on water safety learning
- Commit to practicing safety

1. What have we learned about water safety? 2. How will we stay safe around water?

- KLB Creative Activities Grade 3 pg. 103
- Display area
- Presentation materials
- Community audience
- Reflection journals
- Commitment cards

- Presentation quality - Knowledge demonstration - Commitment to safety - Reflection depth