Creating and Executing

Pushing and Pulling - Identifying pushing and pulling activities
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:

- 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.

- Identify objects at home that can be pushed or pulled.
- Make a list of things that can be pushed and pulled from the home compound.
- Appreciate the relevance of pushing and pulling skills in daily life.

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.
- Make a list of things that can be pushed and pulled from the home compound.
- Share the list with classmates.
- Talk about the directions in which each object can be pushed or pulled.

How can pulling and pushing skills be applied at home?

- Champion Creative Activities Grade 3 pg. 1
- Video clips, digital devices
- 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
- Oral questions - Written work

Creating and Executing

Pushing and Pulling - Playing tug of war
Pushing and Pulling - Singing during pushing and pulling activities

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

- Observation - Participation

Creating and Executing

Pushing and Pulling - Tyre push relay game
Pushing and Pulling - Pushing and pulling in different directions

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

- Observation - Participation

Creating and Executing

Pushing and Pulling - Building strength through pushing and pulling

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

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Imitating pushing and pulling in pictures

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

- Identify pushing and pulling movements from pictures of learners in action.
- Imitate pushing and pulling movements using objects available at school.
- Enjoy performing physical movements inspired by visual examples.

- Look at pictures of learners pushing and pulling objects.
- Tell a friend what you can see and imitate the movements.
- Use objects found at school to do what the learners in the pictures are doing.

How can pulling and pushing skills be applied at home?

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

- Observation - Participation

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
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:

- 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.

- Describe the steps for mixing colours using the spraying technique with old toothbrushes.
- Mix colours by spraying paint using an old toothbrush onto paper.
- Appreciate the importance of cleaning the working area and washing hands after painting.

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.
- Place materials on a table and mix paints in three different containers.
- Dip old brushes in coloured paint, hold over paper, and flick or tap to spray.
- Use different colours and display the finished work; clean the working area.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 7
- Sponge, sticks, tins, rags, paints
- 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
Drawing and Painting - Drawing simple pictures with 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
- Champion Creative Activities Grade 3 pg. 16

- Observation - Written work

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
Drawing and Painting - Creating an expressive painting

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

- Observation - Written work

Creating and Executing

Drawing and Painting - Displaying and reviewing drawings and paintings

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

- Identify features of a good drawing or painting during class display.
- Display drawings and paintings and give polite feedback to peers.
- Appreciate the artwork of self and others.

In groups, learners are guided to:
- Arrange and display the drawings and paintings created throughout the sub-strand.
- Walk around the classroom to view and discuss classmates' work.
- Give and receive polite feedback on the artworks displayed.

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 17
- 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 - Creating a painted composition
Drawing and Painting - Final review of drawing and painting skills

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.

- 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:
- 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.
- 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. 17
- Manila paper, coloured pencils, paint
- Champion Creative Activities Grade 3 pg. 18
- Drawing books, paint, brushes, straws

- Observation - Oral questions
- 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
Rhythm and Pattern Making - Body percussion accompaniment to songs

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

- Observation - Performance

Creating and Executing

Rhythm and Pattern Making - Improvising body percussion to familiar songs
Rhythm and Pattern Making - Identifying random and repeated patterns

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

- Identify varied body percussion techniques for accompanying different songs.
- Create rhythmic accompaniment to familiar songs using clapping, snapping and stomping.
- Value musical creativity through rhythmic accompaniment using body percussion.

In groups, learners are guided to:
- Sing "The Wheels on the Bus" and clap the rhythm.
- Snap fingers, clap and stomp feet to accompany songs at different points.
- Practise performing the rhythmic accompaniment with peers and share in class.

How can rhythms be created?

- Champion Creative Activities Grade 3 pg. 23
- No additional materials needed
- Champion Creative Activities Grade 3 pg. 24
- Pictures of patterns, exercise books

- Observation - Performance

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
Rhythm and Pattern Making - Creating repeated patterns using hand printing
Rhythm and Pattern Making - Reviewing rhythmic patterns and print making

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.

- 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:
- 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.
- 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. 26
- Leaves, maize cobs, paint, paper
- Champion Creative Activities Grade 3 pg. 27
- Paint, paper or fabric
- Champion Creative Activities Grade 3 pg. 28
- Paint, found objects, paper

- Observation - Oral questions
- Observation - Self-assessment

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 - 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

Skipping - Identifying ways and directions of skipping
Skipping - Skipping in forward and backward directions

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.

- 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.

- 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.
- 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

- Observation - Oral questions

Creating and Executing

Skipping - Skipping to the left and right
Skipping - Practising all four skipping directions

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

- Identify skipping to the left and to the right as sideways directions of movement.
- Skip to the left and to the right with teacher guidance.
- Value skipping as an activity that strengthens legs and improves body health.

In groups, learners are guided to:
- With teacher guidance, skip to the left and to the right.
- After skipping, pause and clap twice before the next person takes a turn.
- Skip in all four directions and compare which was most challenging or fun.

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 31
- Skipping ropes
- Champion Creative Activities Grade 3 pg. 32

- Observation - Oral questions

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
Skipping - Singing songs 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
- Champion Creative Activities Grade 3 pg. 35
- Skipping ropes

- Observation - Oral questions

Creating and Executing

Skipping - Making zigzag and circular patterns while skipping

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

- Identify zigzag and circular patterns that can be made while skipping.
- Skip while making zigzag and circle patterns and singing a song.
- Appreciate the combination of song, pattern and movement in physical activity.

In groups, learners are guided to:
- Sing the song "Public van, public van number 28" with teacher guidance.
- Skip while making zigzag patterns and circle shapes.
- Talk about skipping with classmates after the activity.

Why are skipping activities interesting?

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

- Observation - Oral questions

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
Collage - Identifying a collage and its materials
Collage - Collecting and sorting collage materials

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.

- 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:
- 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.
- 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.

Why are skipping activities interesting?
What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 37
- Skipping ropes
- Champion Creative Activities Grade 3 pg. 38
- Pictures of collage materials
- Champion Creative Activities Grade 3 pg. 39
- Leaves, pebbles, soil, flowers, cardboard

- Observation - Self-assessment
- Observation - Oral questions

Creating and Executing

Collage - Making a tree collage using natural materials
Collage - Making a hut collage using newspaper and eggshells

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

- Describe the steps for making a collage using natural materials such as leaves, soil and stones.
- Create a tree collage using leaves, soil and small stones on paper following the guided steps.
- Appreciate collage as a creative form of self-expression using natural materials.

In groups, learners are guided to:
- Draw the outline of a tree on paper with a pencil.
- Spread glue on the base, sprinkle soil and press gently; apply glue on branches and stick leaves.
- Place small stones on the trunk, let dry and display.

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 40
- Paper, pencil, glue stick, leaves, soil, small stones
- 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
Collage - Making a collage at home with family guidance

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
- Champion Creative Activities Grade 3 pg. 44
- Locally available home materials

- Observation - Oral questions

Creating and Executing

Collage - Review of collage making skills

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

- Identify the steps, materials and techniques involved in collage making covered in the sub-strand.
- Demonstrate the process of making a simple collage individually using available materials.
- Appreciate collage as a creative, expressive and environmentally responsible art form.

In groups, learners are guided to:
- Recap the definition of collage, materials used and steps followed.
- Make a quick individual collage using available materials.
- Complete the self-assessment table and discuss what was learnt.

What materials can be used to make a collage?

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

- Observation - Self-assessment

Creating and Executing

Melody - Identifying melodic variations
Melody - Understanding fast and slow tempo

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
- 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
Melody - Singing with loud, soft, high and low variations
Melody - Identifying like and unlike passages in songs

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.

- 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:
- 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.
- 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. 47
- Audio recordings or teacher singing
- Champion Creative Activities Grade 3 pg. 48
- Champion Creative Activities Grade 3 pg. 50
- Audio recordings or teacher singing

- Observation - Performance
- Observation - Oral questions

Creating and Executing

Melody - Making melodic patterns using water bottles
Melody - Practising and presenting melodic patterns

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

- Identify differences in pitch when glass bottles are filled with different amounts of water.
- Create a melodic pattern by hitting bottles filled at different levels and arranging them by pitch.
- Appreciate the use of improvised objects to create melodic patterns.

In groups, learners are guided to:
- Fill three glass bottles with different amounts of water: quarter, half and three-quarters.
- Hit each bottle gently with a spoon and listen to the pitch produced.
- Arrange the bottles from lowest to highest pitch and play a simple melodic pattern.

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

- Champion Creative Activities Grade 3 pg. 51
- Glass bottles, water, spoon
- Champion Creative Activities Grade 3 pg. 52

- Observation - Oral questions

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 - 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
Weaving - Identifying samples of plain weaves of varied materials

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.

- 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:
- 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.
- 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.

How can a song be varied to make it more interesting?
Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 57
- Glass bottles, water, songs
- Champion Creative Activities Grade 3 pg. 58
- Pictures of plain weaves, sample weave materials

- Observation - Self-assessment
- Observation - Oral questions

Creating and Executing

Weaving - Collecting and preparing paper weaving materials
Weaving - Making a plain weave using black and white paper strips

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

- Identify materials required for making a plain paper weave: coloured papers, ruler, scissors, pencil and glue.
- Collect and prepare materials for the paper weaving activity.
- Value the careful preparation of materials as an important step in craft work.

In groups, learners are guided to:
- Search for videos about plain weaves with teacher guidance and watch them.
- Discuss what was learnt from the videos in class.
- Collect coloured papers, a ruler, scissors, a pencil and glue in preparation for weaving.

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 58
- Coloured papers, ruler, scissors, pencil, glue
- 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
Weaving - Making paper weaves with multiple colour combinations

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
- Multiple coloured papers, scissors, glue, ruler

- Observation - Oral questions

Creating and Executing

Weaving - Making a plain weave at home with family guidance

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

- Identify materials available at home that can be used to make a plain paper weave.
- Make a plain paper weave at home with guidance from a parent or guardian.
- Value the involvement of family in supporting creative learning activities.

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

Which other items can be woven?

- Champion Creative Activities Grade 3 pg. 61
- Locally available home materials

- Observation - Peer assessment

Creating and Executing

Weaving - Showcasing and discussing plain weave artwork
Weaving - Appreciating weaving as a traditional Kenyan craft

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
- 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 - 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

Appreciation

The Kenya National Anthem - Text of the Kenya National Anthem

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

- Identify the text of the first stanza of the Kenya National Anthem in Kiswahili.
- Recite the words of the first stanza of the Kenya National Anthem in Kiswahili with peers.
- Appreciate the Kenya National Anthem as a special and unifying national song.

In groups, learners are guided to:
- Listen to or watch a live or recorded performance of the first stanza of the Kenya National Anthem in Kiswahili.
- Take turns reciting the words of the first stanza with classmates.
- Discuss how reciting the Anthem made them feel and share responses with classmates.

How is the Kenya National Anthem performed?

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

- Oral questions - Observation - Peer assessment

Appreciation

The Kenya National Anthem - Message in the Kenya National Anthem

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

- Describe the message of the first stanza of the Kenya National Anthem.
- Explain what the Anthem communicates about unity, peace, and fairness for all Kenyans.
- Appreciate that the Kenya National Anthem is a prayer for national unity and peaceful coexistence.

In groups, learners are guided to:
- Listen to a recorded performance of the first stanza and talk about its message with classmates.
- With help from the teacher, write the Kenya National Anthem in Kiswahili in the exercise book and discuss the meaning of key words.
- Share answers on the message of the Anthem and discuss what the Anthem wishes for Kenya.

What can one learn from the Kenya National Anthem?

- Champion Creative Activities Grade 3 pg. 108
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Reference books

- Oral questions - Observation - Written tests

Appreciation

The Kenya National Anthem - Message in the Kenya National Anthem
The Kenya National Anthem - Occasions when the Kenyan National Flag is raised

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

- Explain that the Kenya National Anthem is a prayer to God for unity, safety, success, and fairness for all Kenyans.
- Sing the first stanza of the Kenya National Anthem in Kiswahili, relating the words to their meaning.
- Develop a sense of love and pride for Kenya through understanding the Anthem's message.

In groups, learners are guided to:
- Read and discuss the message of the first stanza in pairs — what it says about undugu, amani, uhuru, and ustawi.
- Take turns to sing the Kenya National Anthem and discuss what the message means for daily life in Kenya.
- Share answers about the message in the Anthem with the class and write a response.

What can one learn from the Kenya National Anthem?

- Champion Creative Activities Grade 3 pg. 108
- Exercise books
- Audio/visual recordings
- Flashcards
- Champion Creative Activities Grade 3 pg. 109
- Pictures of flag-raising ceremonies
- Digital devices

- Written assignments - Oral questions - Peer assessment

Appreciation

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

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

- Identify national celebrations — Madaraka Day, Jamhuri Day, Mashujaa Day, and Labour Day — as occasions when the Anthem is sung and the flag raised.
- Discuss occasions when the Kenyan National Anthem is sung using a text about national holidays.
- Value the role of the Anthem and flag in promoting patriotism during national events.

- Identify correct Anthem behaviour: standing at attention, facing the flag, and singing the right words.
- Demonstrate correct Anthem etiquette by practising the posture and behaviour in class.
- Appreciate that observing proper Anthem behaviour is an expression of respect for Kenya.

In groups, learners are guided to:
- Read the text about national celebrations in Kenya and answer questions on which holidays the Anthem is sung and the flag raised.
- Talk about other occasions when the Kenyan National Anthem is sung and the flag is raised, such as heads of state visits and national meetings.
- Share work in class and discuss why the Anthem and flag matter on these occasions.
- With help from the teacher, stand at attention and discuss what "standing at attention" and "facing the flag" mean.
- In groups, practise standing at attention while singing the first stanza, focusing on posture, facing the flag, and correct words.
- Talk about each other's performance and discuss why correct Anthem behaviour shows love for Kenya.

What can one learn from the Kenya National Anthem?
How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 111
- Reference books
- Pictures of national celebrations
- Digital devices
- Champion Creative Activities Grade 3 pg. 112
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Reference books
- Open assembly space
- Kenyan national flag
- Audio/visual recordings

- Written assignments - Oral questions - Peer assessment
- Observation - Oral questions - Peer assessment

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

- Identify the performance techniques for singing the Kenya National Anthem: accuracy of words, correct posture, and proper etiquette.
- Sing the first stanza of the Kenya National Anthem in unison applying correct performance techniques.
- Value singing the National Anthem as a collective expression of patriotism and love for Kenya.

In groups, learners are guided to:
- Listen to a recorded performance and sing along to the first stanza of the Anthem in unison.
- Practise singing the Anthem as a class, focusing on accuracy of words, posture, and attitude.
- Discuss how singing the Anthem together in unison builds national unity and a sense of belonging.

How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 113
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Flashcards with Anthem words

- Practical tests - Observation - Peer assessment

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

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

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

What can one learn from the Kenya National Anthem?

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

- Practical tests - Oral questions - Observation

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

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

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

How is the Kenya National Anthem performed?

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

- Practical observation - Peer assessment - Oral questions

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

- Describe what it means to perform the Kenya National Anthem in front of others at school events.
- Perform the first stanza of the Kenya National Anthem at a school event such as parents' day or graduation day with correct posture, words, and etiquette.
- Appreciate the Kenya National Anthem as a unifying national symbol that brings all Kenyans together.

In groups, learners are guided to:
- Prepare and perform the first stanza of the Kenya National Anthem during a school event — parents' day or graduation day.
- Evaluate one another's performance using the anthem behaviour checklist: standing at attention, facing the flag, singing the correct words.
- Discuss what it means to perform the Anthem before others and how it expresses love and pride for Kenya.

How is the Kenya National Anthem performed?

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

- Practical tests - Peer assessment - Oral questions

Appreciation

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

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

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

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

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

- Champion Creative Activities Grade 3 pg. 114
- Pictures of water bodies
- Digital devices
- Reference books

- Oral questions - Observation - Peer assessment

Appreciation

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

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

- Identify water points and water bodies found in the school community and home locality through observation.
- Search for, cut out, and paste pictures of water points from newspapers and magazines to make a poster.
- Develop curiosity and interest in exploring water bodies in their local environment.

- Identify dangers associated with water points and water bodies — drowning, illness from pollution, slippery surfaces, and dangerous animals.
- Discuss dangers of water bodies using pictures and shared experiences with peers.
- Appreciate the importance of being cautious near water bodies to prevent harm and injury.

In groups, learners are guided to:
- With help from the teacher, walk around the school community and talk about the different water bodies that can be seen.
- Search for pictures of water points and water bodies from newspapers and magazines, cut them out, and paste them on a manila paper.
- Display the poster in class and discuss the different water bodies found in the locality.
- Look at pictures of dangers near water bodies and talk about what can be seen.
- Talk about the dangers of water bodies: deep water causing drowning, pollution causing sickness, slippery rocks causing falls, and dangerous animals.
- Share ideas in class about water dangers observed in their own locality.

How safe are the water points and water bodies in your locality?
Why is water safety awareness important?

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

- Oral questions - Practical observation - Peer assessment
- Oral questions - Written tests - Observation

Appreciation

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

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

- Identify ways of observing safety around water points and water bodies — not swimming alone, staying away from the edge, seeking adult help.
- Talk about other ways of observing safety around water points and water bodies with peers.
- Appreciate the importance of following safety precautions around water bodies as a life skill.

In groups, learners are guided to:
- Look at pictures showing people near water points and water bodies and talk about what can be seen.
- Talk about other ways of observing safety around water points and water bodies.
- Share feedback in class about what safety practices are most important near water bodies in their locality.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of water safety practices
- Digital devices
- Reference books

- Oral questions - Observation - Written tests

Appreciation

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

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

- Explain ways of observing safety around water points and water bodies in the locality.
- Use information from video clips to narrate ways of staying safe near water points and water bodies.
- Develop self-discipline and a sense of responsibility for personal safety around water.

In groups, learners are guided to:
- With help from the teacher, search for video clips about ways of observing safety around water points and water bodies.
- Watch the video clips and note down what has been learned.
- Talk about what has been learned from the videos in class and how it applies to water bodies in their locality.

Why is water safety awareness important?

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

- Oral presentations - Peer assessment - Observation

Appreciation

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

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

- Explain how self-discipline helps in avoiding accidents near water points and water bodies.
- Narrate situations in the locality where practising water safety prevents drowning and injury.
- Appreciate water safety awareness as an important life skill for daily living in the community.

In groups, learners are guided to:
- Discuss real situations in their locality where following water safety rules would prevent harm.
- In pairs, narrate how exercising self-discipline near water bodies reduces the risk of drowning or injury.
- Share personal or family experiences related to water safety and discuss what was done to stay safe.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of water bodies in the locality
- Resource persons
- Reference books
- Pictures of local water bodies
- Exercise books

- Oral presentations - Written assignments - Peer assessment

Appreciation

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

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

- Explain the role of adults and community members in guiding children around water safety.
- Narrate water safety precautions using vocabulary learned in the sub-strand.
- Appreciate water safety awareness as a shared community responsibility that protects everyone.

In groups, learners are guided to:
- Discuss why it is important for adults to guide children around water safety near water bodies.
- Talk about how the community can work together to keep water bodies safe — supervision, warning signs, and fencing.
- Narrate in class what they would teach a younger child about water safety in their locality.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of community water safety measures
- Digital devices
- Reference books

- Oral presentations - Written tests - Peer assessment

Appreciation

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

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

- Explain the role of adults and community members in guiding children around water safety.
- Narrate water safety precautions using vocabulary learned in the sub-strand.
- Appreciate water safety awareness as a shared community responsibility that protects everyone.

In groups, learners are guided to:
- Discuss why it is important for adults to guide children around water safety near water bodies.
- Talk about how the community can work together to keep water bodies safe — supervision, warning signs, and fencing.
- Narrate in class what they would teach a younger child about water safety in their locality.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of community water safety measures
- Digital devices
- Reference books

- Oral presentations - Written tests - Peer assessment

Appreciation

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

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

- Describe water points and water bodies in the locality, their dangers, and how to stay safe around them.
- Present a short water safety talk to the class narrating dangers and safety precautions confidently.
- Value water safety awareness as a lifelong life skill for protecting self and others in the locality.

- Summarise in groups: the water bodies in the locality, their associated dangers, and safety precautions for each.
- Present a short water safety talk to the class as if teaching younger learners, narrating dangers and safety rules.
- Self-check: use the learning outcomes table to tick what they can do and what they still need to learn about water safety.

Why is water safety awareness important?

- Champion Creative Activities Grade 3 pg. 117
- Pictures of water bodies and safety signs
- Digital devices
- Resource persons

- Oral presentations - Practical observation - Peer assessment