Creating and Executing

Pushing and Pulling - Identifying pushing and pulling activities

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

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

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

How can pulling and pushing skills be applied at home?

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

- Observation - Oral questions

Creating and Executing

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

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

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

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

How can pulling and pushing skills be applied at home?

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

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Playing tug of war
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
Pushing and Pulling - Imitating pushing and pulling in pictures

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

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

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

How can pulling and pushing skills be applied at home?

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

- Observation - Oral questions

Creating and Executing

Pushing and Pulling - Review of pushing and pulling activities

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

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

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

How can pulling and pushing skills be applied at home?

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

- Observation - Self-assessment

Creating and Executing

Drawing and Painting - Identifying colour mixing materials
Drawing and Painting - Mixing colours by blowing

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

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

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

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 7
- Sponge, sticks, tins, rags, paints
- Champion Creative Activities Grade 3 pg. 10
- Liquid paint or coloured ink, paper, straws or biro pen tubes

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Mixing colours by spraying
Drawing and Painting - Drawing using regular and irregular shapes

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

- 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:
- 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. 12
- Liquid paint, old toothbrushes, paper
- Champion Creative Activities Grade 3 pg. 15
- Drawing books, coloured pencils, crayons

- Observation - Oral questions

Creating and Executing

Drawing and Painting - Drawing simple pictures with irregular shapes
Drawing and Painting - Painting drawn pictures by spraying

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

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

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

Why is it important to clean the brush after painting?

- Champion Creative Activities Grade 3 pg. 16
- Drawing books, coloured pencils, crayons
- 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
Drawing and Painting - Creating a painted composition

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
- Manila paper, coloured pencils, paint

- Observation - Written work

Creating and Executing

Drawing and Painting - Final review of drawing and painting skills

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

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

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

Why is it important to clean the brush after painting?

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

- Observation - Self-assessment

Creating and Executing

Rhythm and Pattern Making - Identifying short and long sounds
Rhythm and Pattern Making - Understanding long sounds in music

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

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

- Observation - Written work

Creating and Executing

Rhythm and Pattern Making - Creating repeated patterns using hand printing

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

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

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

How can rhythms be created?

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

- Observation - Oral questions

Creating and Executing

Rhythm and Pattern Making - Reviewing rhythmic patterns and print making

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

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

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

How can rhythms be created?

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

- Observation - Self-assessment

Creating and Executing

Rhythm and Pattern Making - Integrating rhythm and pattern making

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

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

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

How can rhythms be created?

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

- Observation - Performance

Creating and Executing

Rhythm and Pattern Making - 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
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 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
- Champion Creative Activities Grade 3 pg. 30
- Skipping ropes

- Observation - Self-assessment

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
Skipping - Observing safety during skipping activities

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

- Observation - Participation

Creating and Executing

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

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

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

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

Why are skipping activities interesting?

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

- Observation - Performance

Creating and Executing

Skipping - Skipping with multiple patterns and directions

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

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

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

Why are skipping activities interesting?

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

- Observation - Participation

Creating and Executing

Skipping - Review of skipping skills
Collage - Identifying a collage and its 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.

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

Why are skipping activities interesting?

- Champion Creative Activities Grade 3 pg. 37
- Skipping ropes
- Champion Creative Activities Grade 3 pg. 38
- Pictures of collage materials

- Observation - Self-assessment

Creating and Executing

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

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

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

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

What materials can be used to make a collage?

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

- Observation - Oral questions

Creating and Executing

Collage - Making a hut collage using newspaper and eggshells
Collage - Making a collaborative collage

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

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

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

What materials can be used to make a collage?

- Champion Creative Activities Grade 3 pg. 41
- Paper, pencil, glue, eggshells, newspaper, coloured paper, scissors
- Champion Creative Activities Grade 3 pg. 42
- Locally available materials, glue, paper, cardboard

- Observation - Oral questions

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
Melody - Identifying melodic variations

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

- Observation - Self-assessment

Creating and Executing

Melody - Understanding fast and slow tempo
Melody - Varying the text of a familiar song

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

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

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

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

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

- Observation - Oral questions

Creating and Executing

Melody - Singing with loud, soft, high and low variations
Melody - Identifying like and unlike passages in songs
Melody - Making melodic patterns using water bottles

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

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

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

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

- Champion Creative Activities Grade 3 pg. 48
- Audio recordings or teacher singing
- Champion Creative Activities Grade 3 pg. 50
- Champion Creative Activities Grade 3 pg. 51
- Glass bottles, water, spoon

- Observation - Performance

Creating and Executing

Melody - Practising and presenting melodic patterns
Melody - Applying slow/fast and loud/soft in singing

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

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

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

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

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

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
- Champion Creative Activities Grade 3 pg. 58
- Pictures of plain weaves, sample weave materials

- Observation - Self-assessment

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
Weaving - Creating a plain weave independently

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

- Observation - Oral questions

Creating and Executing

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

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

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

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

Which other items can be woven?

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

- Observation - Oral questions

Creating and Executing

Weaving - Showcasing and discussing plain weave artwork
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
Performing and Displaying

Weaving - Review of plain paper weave skills
Forward Roll and V-Balance - Identifying body parts used

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

- Observation - Self-assessment

Performing and Displaying

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

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

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

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

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

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

- Observation - Oral questions

Performing and Displaying

Forward Roll and V-Balance - Making and painting markers
Forward Roll and V-Balance - Steps of forward roll

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

- Describe the steps for making field markers using sticks and paint.
- Make field markers by painting sticks with different colours.
- Appreciate the importance of well-marked fields for safe gymnastics activities.

In groups, learners are guided to:
- Gather sticks and different colours of paint and place them on the working surface.
- Paint the sticks using paint and brushes to make colourful markers.
- Allow the sticks to dry, clean the working area and display the markers in class.

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

- Champion Creative Activities Grade 3 pg. 85
- Sticks, different colours of paint, brushes
- Champion Creative Activities Grade 3 pg. 83
- Gymnastics mat or soft surface

- Observation - Oral questions

Performing and Displaying

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

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

- Identify the correct sequence of steps in performing a forward roll.
- Practise the forward roll in groups with teacher guidance.
- Value safety and proper technique when performing gymnastic movements.

In groups, learners are guided to:
- With teacher guidance, perform a forward roll in groups.
- Discuss how the body moved and the body parts used.
- Talk about safety precautions when performing forward rolls.

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

- Champion Creative Activities Grade 3 pg. 83
- Gymnastics mat or soft surface
- Champion Creative Activities Grade 3 pg. 84

- Observation - Performance

Performing and Displaying

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

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

- Identify the body parts used in V-balance: legs and back.
- Practise V-balance with teacher guidance and identify which letter is formed.
- Enjoy performing V-balance as a fun gymnastics activity.

In groups, learners are guided to:
- With teacher guidance, perform a V-balance.
- Discuss how the V-balance was performed and which body parts were used.
- Talk about different ways the body can balance.

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

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

- Observation - Performance

Performing and Displaying

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

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

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

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

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

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

- Observation - Performance

Performing and Displaying

Forward Roll and V-Balance - Simon Says gymnastics game

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

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

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

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

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

- Observation - Performance

Performing and Displaying

Forward Roll and V-Balance - Review of gymnastics skills

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

- Identify the body parts used, steps and techniques for forward roll and V-balance.
- Demonstrate forward roll and V-balance in sequence on the marked field.
- Appreciate forward roll and V-balance as gymnastics skills that build flexibility, balance and body coordination.

In groups, learners are guided to:
- Review the body parts, steps and techniques for forward roll and V-balance.
- Demonstrate forward roll and V-balance in sequence.
- Complete the self-assessment table and discuss what was learnt.

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

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

- Observation - Self-assessment

Performing and Displaying

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

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

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

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

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

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

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Drawing string instruments
String Musical Instruments - Identifying materials for a string instrument

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

- Identify the fiddle, mouth bow and ground bow as types of string instruments.
- Draw and colour pictures of a fiddle, a mouth bow and a ground bow.
- Value drawing as a way to deepen understanding of string instruments.

In groups, learners are guided to:
- Draw and colour a picture of a fiddle, a mouth bow and a ground bow in exercise books.
- Display the drawings in class.
- Talk about how each instrument is played and discuss with classmates.

Which materials can be used to improvise a string instrument?

- Champion Creative Activities Grade 3 pg. 92
- Drawing books, coloured pencils
- Pictures of materials; tin, sticks, string, nail, stone

- Observation - Written work

Performing and Displaying

String Musical Instruments - Making an improvised fiddle (Steps 1–5)
String Musical Instruments - Making an improvised fiddle (Steps 6–9)
String Musical Instruments - Playing the improvised fiddle

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

- Describe the first five steps for making an improvised fiddle: place materials on working area, make a hole at the bottom of the tin, smooth the piece of wood, insert the stick on the tin, pass the piece of wood through to the other side.
- Follow the first five steps to make an improvised fiddle.
- Value safety and careful handling of materials when making instruments.

In groups, learners are guided to:
- Place all materials on a clean working area.
- Make a hole on the bottom end of the tin and enlarge it using a sharp stick and a stone.
- Smooth the piece of wood using a knife; insert the stick on the tin and pass it through to the other side.

Which materials can be used to improvise a string instrument?

- Champion Creative Activities Grade 3 pg. 93
- 2 sticks, stone, tin, flexible stick, cutting tool, nail, strings
- Champion Creative Activities Grade 3 pg. 94
- Flexible stick, string, nail
- Champion Creative Activities Grade 3 pg. 95
- Improvised fiddle, recording device

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Making an improvised mouth bow
String Musical Instruments - Playing the improvised mouth bow

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

- Describe the steps for making an improvised mouth bow: bend a flexible stick, tie a string from one end to the other.
- Make an improvised mouth bow by bending a flexible stick and tying a string.
- Value the use of locally available materials to improvise indigenous instruments.

In groups, learners are guided to:
- Learn the steps for making a mouth bow: bend a flexible stick into a bow shape and tie a string securely from one end to the other.
- Make a mouth bow and display in class.
- Put away materials and clean the working area.

Which materials can be used to improvise a string instrument?

- Champion Creative Activities Grade 3 pg. 96
- Flexible stick, string
- Champion Creative Activities Grade 3 pg. 97
- Improvised mouth bow

- Observation - Oral questions

Performing and Displaying

String Musical Instruments - Practising playing string instruments

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

- Identify the methods of playing the fiddle and mouth bow.
- Practise playing a fiddle by bowing and a mouth bow by plucking.
- Appreciate the cultural value of indigenous Kenyan string instruments.

In groups, learners are guided to:
- With teacher guidance, practise playing a fiddle by bowing the strings.
- Practise playing the mouth bow.
- Share whether each activity was enjoyed and discuss.

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

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

- Observation - Performance

Performing and Displaying

String Musical Instruments - Recording and evaluating performances

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

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

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

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

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

- Observation - Performance

Performing and Displaying

String Musical Instruments - Review of string instrument skills

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

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

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

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

- Champion Creative Activities Grade 3 pg. 98
- Improvised instruments, self-assessment table

- Observation - Self-assessment

Performing and Displaying

Modelling and Ornament Making - Identifying beaded ornaments
Modelling and Ornament Making - Researching beaded ornaments

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

- Identify modelled beads as round pellets made from clay or papier mâché used to make ornaments.
- Name the materials used to make the beads shown in pictures.
- Show curiosity and interest in beaded ornaments as a form of creative art.

In groups, learners are guided to:
- Look at pictures of modelled beads in different sizes and colours and name the items.
- Discuss which materials have been used to make the beads.
- Share ideas about other materials that can be used to make beads.

What other materials can be used to make beads?

- Champion Creative Activities Grade 3 pg. 99
- Pictures of modelled beads and ornaments
- Champion Creative Activities Grade 3 pg. 100
- Magazines, newspapers, Internet, digital devices

- Observation - Oral questions

Performing and Displaying

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

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

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

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

What other materials can be used to make beads?

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

- Observation - Oral questions

Performing and Displaying

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

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

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

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

What other materials can be used to make beads?

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

- Observation - Oral questions

Performing and Displaying

Modelling and Ornament Making - Making a bracelet and necklace set
Modelling and Ornament Making - Appreciating beaded ornaments in Kenyan culture

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

- Identify the steps for making a matching beaded bracelet and necklace set.
- Create a matching bracelet and necklace from clay or mâché beads.
- Appreciate creativity and effort in making a matching ornament set.

In groups, learners are guided to:
- Make additional clay or mâché beads using the pellet technique.
- Paint the beads and thread them to make a bracelet and a matching necklace.
- Display the matching set in class and compare with classmates' work.

What other materials can be used to make beads?

- Champion Creative Activities Grade 3 pg. 104
- Clay or mâché, paint, string
- Champion Creative Activities Grade 3 pg. 105
- Pictures of cultural beaded ornaments, reference books

- Observation - Oral questions

Performing and Displaying
Appreciation

Modelling and Ornament Making - Review of modelling and ornament making skills
The Kenya National Anthem - Text of the Kenya National Anthem

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

- Identify the steps and materials involved in making beaded ornaments covered during the sub-strand.
- Demonstrate making a simple clay bead and threading it to form an ornament.
- Appreciate beaded ornament making as a creative, culturally meaningful and environmentally responsible craft.

In groups, learners are guided to:
- Review the definition of pellet technique, materials used and steps followed.
- Make a quick clay bead and thread it onto a string.
- Complete the self-assessment table and discuss what was learnt.

What other materials can be used to make beads?

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

- Observation - Self-assessment

Appreciation

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

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

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

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

What can one learn from the Kenya National Anthem?

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

- Written assignments - Peer assessment - Observation

Appreciation

The Kenya National Anthem - Message in the Kenya National Anthem
The Kenya National Anthem - Occasions when the Kenyan National Flag is raised
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
- Champion Creative Activities Grade 3 pg. 111
- Reference books
- Pictures of national celebrations

- Written assignments - Oral questions - Peer assessment

Appreciation

The Kenya National Anthem - Observing proper Anthem behaviour

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

- 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:
- 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.

How is the Kenya National Anthem performed?

- 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

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

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

- Practical tests - Peer assessment - Oral questions

Appreciation

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

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

- Identify 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.

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.

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

- 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
- Reference books

- Oral questions - Practical observation - Peer assessment

Appreciation

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

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

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

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

Why is water safety awareness important?

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

- Oral questions - Written assignments - Peer assessment

Appreciation

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

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

- 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
- Pictures of water bodies and safety signs
- Resource persons

- Oral presentations - Written tests - Peer assessment