Creating and Executing

Pushing and Pulling - Identifying pushing and pulling in physical activities
Pushing and Pulling - Performing pushing activities

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

- Identify different ways of pushing for body agility
- Identify different ways of pulling for coordination
- Appreciate pushing and pulling for enjoyment while observing safety

The learner is guided to:
- Watch video clips or demonstrations of pushing and pulling activities
- Discuss the action displayed in pictures showing pushing and pulling
- Talk about the movement of arms and feet during pushing and pulling

1. Why are pushing and pulling activities important as physical activities? 2. Which objects can be used for pushing and pulling activities?

- Mentor Creative Activities Grade 3 pg. 2
- Digital devices
- Video clips
- Open space
- Safe objects for pushing and pulling
- Mentor Creative Activities Grade 3 pg. 3
- Toy cars
- Wheelbarrows
- Swing
- Reusable materials

- Observation - Oral questions - Practical demonstration

Creating and Executing

Pushing and Pulling - Performing pulling activities
Pushing and Pulling - Practicing pulling and pushing activities

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

- Improvise objects to be used for pulling
- Perform pulling in different ways for coordination
- Appreciate pulling activities for body fitness

The learner is guided to:
- Follow steps to perform pulling: place object with front facing them, face the object, place feet close, bend knees, hold object
- Take short steps while moving object towards them
- Practice pulling activities in pairs using improvised objects

Which objects can be improvised for use in pulling activities?

- Mentor Creative Activities Grade 3 pg. 4
- Ropes
- Toy cars with strings
- Reusable materials
- Open space
- Mentor Creative Activities Grade 3 pg. 5
- Stones
- Open flat ground

- Practical tests - Peer assessment - Fieldwork reports

Creating and Executing

Pushing and Pulling - Singing songs while pulling

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

- Sing songs while pulling for enjoyment
- Perform pulling activities in groups for coordination
- Appreciate singing while performing physical activities

The learner is guided to:
- Form two groups of equal members for rope tug-of-war
- Pull against each other while singing action songs
- Practice singing familiar songs while performing pulling activities

Why should we sing while performing physical activities?

- Mentor Creative Activities Grade 3 pg. 5
- Ropes
- Open space
- Song charts

- Practical tests - Peer assessment - Observation

Creating and Executing

Pushing and Pulling - Singing songs while pushing
Pushing and Pulling - Observing safety during pushing and pulling

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

- Sing songs while pushing for fun
- Perform pushing activities while singing for coordination
- Value singing during physical activities for enjoyment

The learner is guided to:
- Collect middle-sized stones or suitable materials in pairs
- Take turns to push stones while singing familiar songs
- Practice pushing activities while maintaining rhythm of songs

How does singing enhance pushing activities?

- Mentor Creative Activities Grade 3 pg. 5
- Stones
- Reusable materials
- Open space
- Song charts
- Open flat ground
- Safety charts
- First aid kit

- Practical tests - Peer assessment - Observation

Creating and Executing

Pushing and Pulling - Playing pushing games
Pushing and Pulling - Playing pulling games

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

- Play pushing games involving two teams
- Apply pushing skills in game situations
- Enjoy playing pushing games for fitness

The learner is guided to:
- Mark two points 5 meters apart on flat ground
- Form two teams to push stones from one point to another
- Observe time taken by each team and determine the winner

How can pushing skills be used in games?

- Mentor Creative Activities Grade 3 pg. 6
- Stones
- Markers
- Open flat ground
- Stopwatch
- Mentor Creative Activities Grade 3 pg. 5
- Ropes

- Practical tests - Participatory assessment - Peer assessment

Creating and Executing

Pushing and Pulling - Playing field cleaners game

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

- Perform field cleaners game using pushing skills
- Skip within marked area while picking play items
- Enjoy playing games for physical fitness

The learner is guided to:
- Mark a playing area and scatter play items within it
- Place a hula-hoop at the center of the playing area
- Skip within marked area while picking scattered play items one at a time and placing them in the hula-hoop

How does the field cleaners game combine different physical skills?

- Mentor Creative Activities Grade 3 pg. 6
- Hula-hoop
- Play items
- Markers
- Open space

- Practical tests - Participatory assessment - Observation

Creating and Executing

Pushing and Pulling - Combined pushing and pulling activities

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

- Perform combined pushing and pulling activities
- Demonstrate coordination in mixed physical activities
- Appreciate variety in physical exercises

The learner is guided to:
- Practice alternating between pushing and pulling activities
- Work in groups to perform combined pushing and pulling games
- Sing action songs while performing combined activities

How can we combine pushing and pulling in one activity?

- Mentor Creative Activities Grade 3 pg. 6
- Various objects
- Ropes
- Open space

- Practical tests - Peer assessment - Self-assessment

Creating and Executing

Pushing and Pulling - Free practice and self-assessment

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

- Practice pushing and pulling during free time
- Assess own performance in pushing and pulling
- Value continuous practice for skill improvement

The learner is guided to:
- Practice rope tug-of-war during free time
- Perform self and peer assessment using provided criteria
- Discuss areas of improvement with peers

How can we improve our pushing and pulling skills?

- Mentor Creative Activities Grade 3 pg. 6
- Assessment rubrics
- Open space
- Various equipment

- Self-assessment - Peer assessment - Observation

Creating and Executing

Pushing and Pulling - Free practice and self-assessment

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

- Practice pushing and pulling during free time
- Assess own performance in pushing and pulling
- Value continuous practice for skill improvement

The learner is guided to:
- Practice rope tug-of-war during free time
- Perform self and peer assessment using provided criteria
- Discuss areas of improvement with peers

How can we improve our pushing and pulling skills?

- Mentor Creative Activities Grade 3 pg. 6
- Assessment rubrics
- Open space
- Various equipment

- Self-assessment - Peer assessment - Observation

Creating and Executing

Pushing and Pulling - Creating pushing and pulling routines

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

- Create simple routines combining pushing and pulling
- Perform routines with peers
- Enjoy creating physical activity routines

The learner is guided to:
- Work in groups to create simple routines with pushing and pulling movements
- Practice routines while singing songs
- Present routines to other groups for feedback

What makes a good physical activity routine?

- Mentor Creative Activities Grade 3 pg. 6
- Open space
- Various objects
- Song charts

- Practical tests - Peer assessment - Observation

Creating and Executing

Pushing and Pulling - Assessment and review of pushing and pulling

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

- Demonstrate mastery of pushing and pulling skills
- Perform pushing and pulling activities competently
- Show appreciation for physical activities learned

The learner is guided to:
- Perform various pushing and pulling activities for assessment
- Complete self and peer assessment forms
- Discuss what they learned and areas for improvement

How well have I mastered pushing and pulling skills?

- Mentor Creative Activities Grade 3 pg. 6
- Assessment rubrics
- Open space
- Various equipment

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Drawing and Painting - Identifying materials for colour mixing

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

- Identify materials used for colour mixing
- Identify materials used for painting and drawing
- Show interest in drawing and painting activities

The learner is guided to:
- Observe pictures showing materials for colour mixing
- Discuss which materials are used for painting and drawing
- Watch video showing how to mix colours by blowing and spraying

1. Which materials are used for colour mixing? 2. What tools are used in drawing and painting?

- Mentor Creative Activities Grade 3 pg. 7
- Digital devices
- Pictures of art materials
- Paint, brushes, paper

- Observation - Oral questions - Written assignments

Creating and Executing

Drawing and Painting - Mixing colours using spraying technique

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

- Mix colours by spraying randomly on paper
- Apply spraying technique to create colour combinations
- Enjoy experimenting with colour mixing

The learner is guided to:
- Place different colours in palette or container
- Pick colour using recyclable brush or old toothbrush
- Spray colour randomly on paper and clean brush before picking another colour

How can we mix colours using the spraying technique?

- Mentor Creative Activities Grade 3 pg. 8
- Paper
- Paint
- Palette
- Old toothbrush or brush

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Mixing colours using spraying technique

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

- Mix colours by spraying randomly on paper
- Apply spraying technique to create colour combinations
- Enjoy experimenting with colour mixing

The learner is guided to:
- Place different colours in palette or container
- Pick colour using recyclable brush or old toothbrush
- Spray colour randomly on paper and clean brush before picking another colour

How can we mix colours using the spraying technique?

- Mentor Creative Activities Grade 3 pg. 8
- Paper
- Paint
- Palette
- Old toothbrush or brush

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Mixing colours using blowing technique

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

- Mix colours by blowing randomly using straws
- Create patterns using the blowing technique
- Appreciate creative colour mixing methods

The learner is guided to:
- Place paint on paper in small amounts
- Use straws or biro pen tubes to blow paint across paper
- Observe safety by not inhaling paint and washing hands after activity

Why is it important to clean hands after painting?

- Mentor Creative Activities Grade 3 pg. 9
- Paper
- Paint
- Straws or pen tubes
- Water for cleaning

- Practical tests - Observation - Oral questions

Creating and Executing

Drawing and Painting - Identifying shapes in drawings

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

- Identify regular and irregular shapes
- Distinguish between geometric and organic shapes
- Show interest in using shapes for drawing

The learner is guided to:
- Observe pictures and identify shapes used to create them
- Discuss regular shapes (squares, triangles, circles, rectangles)
- Identify irregular shapes (leaves, clouds, stones, trees)

Which shapes can be used to create pictures?

- Mentor Creative Activities Grade 3 pg. 10
- Pictures showing shapes
- Shape charts
- Drawing materials

- Observation - Oral questions - Written assignments

Creating and Executing

Drawing and Painting - Drawing composition using regular shapes

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

- Draw pictures using regular shapes
- Create simple compositions with geometric shapes
- Value drawing as a form of expression

The learner is guided to:
- Think of shapes to use for drawing (about home, beach, sports, animals, plants)
- Draw composition using regular shapes like squares, circles, triangles
- Colour the shapes using crayons, charcoal or coloured pencils

How do regular shapes help in drawing?

- Mentor Creative Activities Grade 3 pg. 10
- Paper
- Pencils
- Rulers
- Crayons, coloured pencils

- Practical tests - Peer assessment - Showcase

Creating and Executing

Drawing and Painting - Drawing composition using irregular shapes

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

- Draw pictures using irregular shapes
- Create compositions combining regular and irregular shapes
- Enjoy creating drawings for self-expression

The learner is guided to:
- Identify irregular shapes in the environment
- Draw composition using both regular and irregular shapes
- Colour drawing using appropriate colours to represent objects

What is the difference between regular and irregular shapes?

- Mentor Creative Activities Grade 3 pg. 11
- Paper
- Drawing materials
- Crayons or coloured pencils
- Environmental objects

- Practical tests - Showcase - Peer assessment

Creating and Executing

Drawing and Painting - Painting a simple composition

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

- Paint simple pictures using brushes
- Apply paint within drawn shapes
- Appreciate painting as creative expression

The learner is guided to:
- Draw a simple composition about home, beach, sports or animals
- Mix colours as needed for painting
- Paint picture using colours of own choice while staying within lines

Why should we paint neatly?

- Mentor Creative Activities Grade 3 pg. 12
- Paper
- Paint and brushes
- Palette
- Water for cleaning

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Creating and displaying artwork

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

- Create complete drawings and paintings
- Display own artwork for peer appreciation
- Value feedback for improvement

The learner is guided to:
- Complete drawing and painting of chosen composition
- Display artwork in classroom gallery
- Talk about own and others' work with peers

How can we make our artwork better?

- Mentor Creative Activities Grade 3 pg. 12
- Completed artworks
- Display boards
- Pins or tape

- Showcase - Peer assessment - Oral presentations

Creating and Executing

Drawing and Painting - Creating and displaying artwork

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

- Create complete drawings and paintings
- Display own artwork for peer appreciation
- Value feedback for improvement

The learner is guided to:
- Complete drawing and painting of chosen composition
- Display artwork in classroom gallery
- Talk about own and others' work with peers

How can we make our artwork better?

- Mentor Creative Activities Grade 3 pg. 12
- Completed artworks
- Display boards
- Pins or tape

- Showcase - Peer assessment - Oral presentations

Creating and Executing

Drawing and Painting - Understanding primary and secondary colours

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

- Identify primary colours
- Create secondary colours by mixing primaries
- Show interest in colour theory

The learner is guided to:
- Identify primary colours (red, blue, yellow)
- Mix primary colours to create secondary colours
- Record colour combinations and results

What happens when we mix primary colours?

- Mentor Creative Activities Grade 3 pg. 8
- Paint (primary colours)
- Palette
- Paper
- Colour chart

- Practical tests - Observation - Written assignments

Creating and Executing

Drawing and Painting - Creating texture in drawings

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

- Identify different textures in environment
- Create texture effects in drawings
- Appreciate texture as an element of art

The learner is guided to:
- Observe and identify rough and smooth textures in environment
- Practice creating texture using different drawing techniques
- Apply texture to drawings of objects

How does texture make drawings more interesting?

- Mentor Creative Activities Grade 3 pg. 7
- Paper
- Drawing materials
- Objects with different textures

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Exploring different painting techniques

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

- Apply different brush strokes
- Use various painting techniques
- Enjoy experimenting with painting methods

The learner is guided to:
- Practice different brush strokes (dots, lines, curves)
- Experiment with thick and thin paint application
- Create a painting using various techniques learned

What different effects can we create with brushes?

- Mentor Creative Activities Grade 3 pg. 12
- Brushes of different sizes
- Paint
- Paper
- Water

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Creating balanced compositions

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

- Arrange elements in a composition
- Create balanced pictures
- Value composition in artwork

The learner is guided to:
- Learn about foreground, middle ground and background
- Arrange shapes to create balanced compositions
- Draw and paint a composition showing depth

How do we arrange elements in a picture?

- Mentor Creative Activities Grade 3 pg. 11
- Paper
- Drawing and painting materials
- Sample compositions

- Practical tests - Showcase - Peer assessment

Creating and Executing

Drawing and Painting - Creating artwork for personal expression

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

- Create artwork expressing personal ideas
- Use drawing and painting to communicate feelings
- Appreciate art as a form of communication

The learner is guided to:
- Choose a theme that interests them personally
- Create drawing and painting expressing their ideas about the theme
- Share their artwork and explain what it represents

How can art help us express ourselves?

- Mentor Creative Activities Grade 3 pg. 12
- Drawing and painting materials
- Paper
- Display boards

- Showcase - Oral presentations - Self-assessment

Creating and Executing

Drawing and Painting - Review and assessment of skills

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

- Demonstrate drawing and painting skills learned
- Create complete artwork showing competence
- Show appreciation for art activities

The learner is guided to:
- Complete a final drawing and painting project
- Display and discuss their work with peers
- Complete self and peer assessment using rubrics

How well have I mastered drawing and painting skills?

- Mentor Creative Activities Grade 3 pg. 12
- All art materials
- Assessment rubrics
- Display area

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Drawing and Painting - Review and assessment of skills

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

- Demonstrate drawing and painting skills learned
- Create complete artwork showing competence
- Show appreciation for art activities

The learner is guided to:
- Complete a final drawing and painting project
- Display and discuss their work with peers
- Complete self and peer assessment using rubrics

How well have I mastered drawing and painting skills?

- Mentor Creative Activities Grade 3 pg. 12
- All art materials
- Assessment rubrics
- Display area

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Identifying different sound durations in simple songs

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

- Identify short and long sounds in music
- Distinguish between different sound durations
- Show interest in learning about rhythm

The learner is guided to:
- Watch videos showing rhythm activities
- Listen to simple songs and identify long and short sounds
- Clap rhythms while singing familiar songs

1. How can rhythms be created? 2. What is the difference between long and short sounds?

- Mentor Creative Activities Grade 3 pg. 15
- Digital devices
- Audio recordings
- Rhythm charts

- Observation - Aural tests - Oral questions

Creating and Executing

Rhythm and Pattern Making - Using French rhythm names for sound durations

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

- Identify French rhythm names (taa, taa-aa, taa-aa-aa, taa-aa-aa-aa)
- Use French rhythm names to recite rhythms
- Appreciate rhythm notation systems

The learner is guided to:
- Learn French rhythm names for different beat lengths
- Practice reciting sounds using French rhythm names
- Clap rhythms while saying French rhythm names

Why do we use special names for different sound lengths?

- Mentor Creative Activities Grade 3 pg. 16
- Rhythm charts
- Flashcards
- Musical instruments

- Aural tests - Practical tests - Oral questions

Creating and Executing

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

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

- Create simple rhythmic patterns using long and short sounds
- Use body percussion to perform rhythms
- Enjoy creating rhythmic patterns

The learner is guided to:
- Work in pairs to create rhythmic patterns with short and long sounds
- Use body percussion (clapping, tapping) to perform created rhythms
- Play rhythms on drums or percussion instruments

How do we combine long and short sounds to make rhythms?

- Mentor Creative Activities Grade 3 pg. 17
- Percussion instruments
- Drums
- Rhythm notation charts

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making - Clapping rhythms while singing

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

- Clap rhythms accurately while singing
- Maintain steady beat in songs
- Appreciate rhythmic accompaniment

The learner is guided to:
- Sing familiar song "Twinkle, twinkle, little star" guided by teacher
- Clap the rhythms of the song while singing
- Identify long and short sounds in the song

How does clapping help us understand rhythm in songs?

- Mentor Creative Activities Grade 3 pg. 17
- Song charts
- Percussion instruments
- Audio recordings

- Practical tests - Aural tests - Observation

Creating and Executing

Rhythm and Pattern Making - Creating accompaniment to songs

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

- Improvise rhythmic accompaniment to simple songs
- Use body percussion to accompany songs
- Value rhythmic creativity

The learner is guided to:
- Sing familiar song "Zum zum zum nyuki lia wee"
- Identify words with short and long sounds in the song
- Create rhythmic accompaniment using body percussion or instruments

How can we accompany songs with rhythms?

- Mentor Creative Activities Grade 3 pg. 18
- Song charts
- Percussion instruments
- Body percussion guide

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making - Creating accompaniment to songs

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

- Improvise rhythmic accompaniment to simple songs
- Use body percussion to accompany songs
- Value rhythmic creativity

The learner is guided to:
- Sing familiar song "Zum zum zum nyuki lia wee"
- Identify words with short and long sounds in the song
- Create rhythmic accompaniment using body percussion or instruments

How can we accompany songs with rhythms?

- Mentor Creative Activities Grade 3 pg. 18
- Song charts
- Percussion instruments
- Body percussion guide

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making - Performing rhythmic accompaniments in pairs

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

- Take turns performing rhythmic accompaniments
- Support peers during rhythm activities
- Show cooperation in group work

The learner is guided to:
- Work in pairs with one singing while other provides rhythmic accompaniment
- Exchange roles and repeat activity
- Practice taking turns respectfully

Why is it important to work together in music?

- Mentor Creative Activities Grade 3 pg. 19
- Percussion instruments
- Song charts
- Performance space

- Peer assessment - Observation - Practical tests

Creating and Executing

Rhythm and Pattern Making - Recognizing basic shapes in environment

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

- Identify basic shapes (circle, square, triangle)
- Recognize shapes in the environment
- Show interest in shape exploration

The learner is guided to:
- Observe and identify basic shapes in classroom and school compound
- Discuss where different shapes are found
- Draw basic shapes on paper

How do shapes relate to movement and rhythm?

- Mentor Creative Activities Grade 3 pg. 19
- Shape charts
- Objects with basic shapes
- Drawing materials

- Observation - Oral questions - Written assignments

Creating and Executing

Rhythm and Pattern Making - Moving rhythmically around shapes

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

- Move in rhythm around basic shapes drawn on floor
- Coordinate movement with singing
- Enjoy rhythmic movement activities

The learner is guided to:
- Join hands and make a circle
- Sing song "Oringo" while moving around in circle
- Draw other basic shapes on floor and move around them while singing

How can we move rhythmically around different shapes?

- Mentor Creative Activities Grade 3 pg. 19
- Open space
- Chalk for drawing shapes
- Song charts

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Identifying random and all-over patterns

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

- Identify patterns in the environment
- Distinguish between random and all-over patterns
- Appreciate patterns in everyday objects

The learner is guided to:
- Watch videos showing different patterns
- Look for patterns in environment and on items around them
- Discuss how patterns are created

1. What is a pattern? 2. Where can we find patterns?

- Mentor Creative Activities Grade 3 pg. 20
- Digital devices
- Pattern samples
- Objects with patterns

- Observation - Oral questions - Written assignments

Creating and Executing

Rhythm and Pattern Making - Creating random repeat patterns

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

- Create random repeat patterns
- Use shapes to make patterns
- Show creativity in pattern making

The learner is guided to:
- Learn that random patterns repeat shapes without regular order
- Observe examples of random and all-over patterns
- Practice creating random patterns using basic shapes

How are random patterns different from regular patterns?

- Mentor Creative Activities Grade 3 pg. 21
- Paper
- Drawing materials
- Pattern samples

- Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Printing random patterns with banana stalk

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

- Prepare banana leaf stalk for printing
- Print random repeat patterns using banana stalk
- Value use of natural materials for art

The learner is guided to:
- Strip and cut banana leaf stalk to size
- Apply paint on raised surfaces of banana leaf stalk
- Stamp leaf stalk repeatedly at random on paper to create pattern

How can natural materials be used to create patterns?

- Mentor Creative Activities Grade 3 pg. 21
- Banana leaf stalks
- Paint and palette
- Paper
- Brushes

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Printing random patterns with banana stalk

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

- Prepare banana leaf stalk for printing
- Print random repeat patterns using banana stalk
- Value use of natural materials for art

The learner is guided to:
- Strip and cut banana leaf stalk to size
- Apply paint on raised surfaces of banana leaf stalk
- Stamp leaf stalk repeatedly at random on paper to create pattern

How can natural materials be used to create patterns?

- Mentor Creative Activities Grade 3 pg. 21
- Banana leaf stalks
- Paint and palette
- Paper
- Brushes

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Printing random patterns with leaves

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

- Prepare leaves for printing
- Print random repeat patterns using leaves
- Enjoy creating patterns with natural materials

The learner is guided to:
- Collect different types of leaves
- Apply paint of one colour on leaf using brush
- Stamp leaf on paper then lift it off and repeat process with different colored leaves

What types of leaves create interesting patterns?

- Mentor Creative Activities Grade 3 pg. 22
- Various leaves
- Paint and brushes
- Paper
- Palette

- Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Alternating colours in patterns

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

- Create patterns alternating colours
- Use print-making to suggest rhythm
- Appreciate colour variation in patterns

The learner is guided to:
- Practice printing patterns alternating between two or more colours
- Create patterns that suggest rhythm through colour alternation
- Leave prints to dry properly

How does colour alternation create visual rhythm?

- Mentor Creative Activities Grade 3 pg. 23
- Printing materials
- Paint (multiple colours)
- Paper

- Practical tests - Showcase - Observation

Creating and Executing

Rhythm and Pattern Making - Creating patterns with various objects

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

- Use found objects to create patterns
- Experiment with different printing materials
- Show creativity in pattern making

The learner is guided to:
- Collect found objects suitable for printing (bottle caps, corks, sponges)
- Practice printing patterns using collected objects
- Create random repeat patterns using multiple objects

What other objects can we use to make patterns?

- Mentor Creative Activities Grade 3 pg. 23
- Found objects
- Paint
- Paper
- Palette

- Practical tests - Peer assessment - Showcase

Creating and Executing

Rhythm and Pattern Making - Showcasing created patterns

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

- Display created patterns for peer appreciation
- Discuss techniques used in pattern making
- Value feedback for improvement

The learner is guided to:
- Organize completed pattern works for display
- Present their work to peers explaining techniques used
- Discuss what they like about own and others' patterns

How can we improve our pattern-making skills?

- Mentor Creative Activities Grade 3 pg. 23
- Completed artworks
- Display boards
- Pins or tape

- Showcase - Oral presentations - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Using regular shapes to create patterns

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

- Draw regular shapes to create patterns
- Colour patterns effectively
- Appreciate geometric patterns

The learner is guided to:
- Draw regular shapes (circles, triangles, squares) on paper
- Arrange shapes to create repeat patterns
- Colour patterns using alternating colours

How do regular shapes help create clear patterns?

- Mentor Creative Activities Grade 3 pg. 24
- Drawing materials
- Rulers
- Coloring materials
- Paper

- Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Assessment of rhythm and pattern skills

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

- Demonstrate mastery of rhythm concepts
- Create patterns competently
- Show appreciation for rhythm and pattern activities

The learner is guided to:
- Complete practical assessment on rhythm performance
- Create a final pattern using preferred technique
- Complete self and peer assessment using rubrics

How well have I understood rhythm and pattern making?

- Mentor Creative Activities Grade 3 pg. 24
- Assessment rubrics
- All materials used
- Performance space

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Assessment of rhythm and pattern skills

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

- Demonstrate mastery of rhythm concepts
- Create patterns competently
- Show appreciation for rhythm and pattern activities

The learner is guided to:
- Complete practical assessment on rhythm performance
- Create a final pattern using preferred technique
- Complete self and peer assessment using rubrics

How well have I understood rhythm and pattern making?

- Mentor Creative Activities Grade 3 pg. 24
- Assessment rubrics
- All materials used
- Performance space

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Skipping - Understanding skipping as a physical activity

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

- Identify skipping as combining step and hop
- Recognize arm and feet movements in skipping
- Show interest in learning skipping skills

The learner is guided to:
- Observe pictures showing skipping activities
- Discuss movement of arms and feet during skipping
- Watch demonstrations of proper skipping technique

1. Why are skipping activities interesting? 2. What body parts move during skipping?

- Mentor Creative Activities Grade 3 pg. 25
- Pictures of skipping
- Open space
- Digital devices for videos

- Observation - Oral questions - Practical demonstration

Creating and Executing

Skipping - Identifying different directions for skipping

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

- Identify different directions of skipping (forward, backward, left, right)
- Understand directional movement
- Value spatial awareness during movement

The learner is guided to:
- Look at pictures showing skipping in different directions
- Discuss different directions learners skip in the pictures
- Practice identifying directions in space

How many directions can we skip?

- Mentor Creative Activities Grade 3 pg. 25
- Pictures
- Direction charts
- Open space

- Observation - Oral questions - Practical tests

Creating and Executing

Skipping - Learning proper skipping form

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

- Perform basic skipping steps correctly
- Maintain steady rhythm while skipping
- Enjoy learning proper skipping technique

The learner is guided to:
- Stand with feet together and arms at sides
- Step forward with one foot and hop on it while lifting other knee
- Practice skipping with alternating legs while maintaining steady rhythm

What is the correct way to skip?

- Mentor Creative Activities Grade 3 pg. 26
- Open flat space
- Markers
- Safe ground

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing forward skipping

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

- Skip forward in different ways for coordination
- Maintain balance while skipping forward
- Appreciate forward skipping for fitness

The learner is guided to:
- Mark starting and finishing points on ground
- Stand behind starting point facing finishing point
- Skip forward to marked finishing point and back

How can we maintain balance when skipping forward?

- Mentor Creative Activities Grade 3 pg. 27
- Markers
- Open flat ground
- Measuring tape

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing backward skipping

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

- Skip backward in different ways for coordination
- Maintain spatial awareness while moving backward
- Value backward skipping for skill development

The learner is guided to:
- Mark starting and finishing points on ground
- Stand behind starting point facing away from finishing point
- Skip backward toward marked finishing point

Why is it more challenging to skip backward?

- Mentor Creative Activities Grade 3 pg. 27
- Markers
- Open flat ground
- Safety cones

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing sideways skipping (right)

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

- Skip to the right for agility
- Coordinate lateral movement
- Enjoy sideways skipping activities

The learner is guided to:
- Spread improvised rope straight on ground
- Stand on top of laid rope
- Make three skips to the right of rope and back

How is skipping sideways different from forward skipping?

- Mentor Creative Activities Grade 3 pg. 28
- Ropes
- Open space
- Markers

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing sideways skipping (right)

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

- Skip to the right for agility
- Coordinate lateral movement
- Enjoy sideways skipping activities

The learner is guided to:
- Spread improvised rope straight on ground
- Stand on top of laid rope
- Make three skips to the right of rope and back

How is skipping sideways different from forward skipping?

- Mentor Creative Activities Grade 3 pg. 28
- Ropes
- Open space
- Markers

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing sideways skipping (left)

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

- Skip to the left for agility
- Coordinate lateral movement in opposite direction
- Appreciate bilateral skill development

The learner is guided to:
- Use rope laid on ground as guide
- Practice skipping to the left side of rope
- Return to starting position by skipping right

Why should we practice skipping in both directions?

- Mentor Creative Activities Grade 3 pg. 28
- Ropes
- Open space
- Markers

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Creating patterns during skipping

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

- Make patterns while skipping in different directions
- Follow pathways (straight, curved, zigzag) while skipping
- Show creativity in movement patterns

The learner is guided to:
- Skip following straight line pathways
- Practice skipping following curved pathways
- Create zigzag patterns while skipping

How can we create different patterns while skipping?

- Mentor Creative Activities Grade 3 pg. 28
- Chalk for drawing patterns
- Open space
- Pattern guides

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Combining singing with skipping

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

- Sing songs while skipping for enjoyment
- Coordinate singing and movement
- Appreciate musical accompaniment to physical activity

The learner is guided to:
- Form groups of equal members
- Sing song "Tunaporuka pamoja" while skipping
- Practice singing other familiar songs while skipping

Why do we sing while performing physical activities?

- Mentor Creative Activities Grade 3 pg. 29
- Song charts
- Open space
- Musical recordings

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Using skipping rope

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

- Use skipping rope for individual skipping
- Coordinate rope turning and jumping
- Enjoy rope skipping activities

The learner is guided to:
- Practice holding rope properly at both ends
- Turn rope over head and skip over it as it reaches feet
- Maintain steady rhythm while rope skipping

What skills are needed for rope skipping?

- Mentor Creative Activities Grade 3 pg. 29
- Skipping ropes
- Open space
- Safe ground

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Playing games involving skipping

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

- Play games while skipping in different directions
- Apply skipping skills in game situations
- Enjoy playing skipping games for fitness

The learner is guided to:
- Play simple games requiring skipping skills
- Form groups and create skipping relay races
- Observe safety while playing games involving skipping

How can skipping skills be used in games?

- Mentor Creative Activities Grade 3 pg. 29
- Markers
- Open space
- Game equipment

- Practical tests - Participatory assessment - Peer assessment

Creating and Executing

Skipping - Playing games involving skipping

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

- Play games while skipping in different directions
- Apply skipping skills in game situations
- Enjoy playing skipping games for fitness

The learner is guided to:
- Play simple games requiring skipping skills
- Form groups and create skipping relay races
- Observe safety while playing games involving skipping

How can skipping skills be used in games?

- Mentor Creative Activities Grade 3 pg. 29
- Markers
- Open space
- Game equipment

- Practical tests - Participatory assessment - Peer assessment

Creating and Executing

Skipping - Making shapes during skipping

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

- Create shapes (circles, squares) while skipping with group
- Coordinate group movement
- Value teamwork in movement activities

The learner is guided to:
- Form groups and skip while making circle shapes
- Practice skipping while forming square shapes
- Experiment with other geometric shapes

How can groups create shapes while skipping?

- Mentor Creative Activities Grade 3 pg. 29
- Open space
- Chalk for shape guides
- Markers

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Assessment and review of skipping skills

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

- Demonstrate mastery of skipping skills
- Skip competently in all directions
- Show appreciation for skipping activities learned

The learner is guided to:
- Perform skipping in various directions for assessment
- Complete self and peer assessment using provided rubrics
- Practice skipping during free time

How well have I mastered skipping skills?

- Mentor Creative Activities Grade 3 pg. 30
- Assessment rubrics
- Open space
- All skipping equipment

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Skipping - Combining skipping movements into routines

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

- Create simple routines combining different skipping directions
- Perform routines with peers
- Enjoy creative movement sequences

The learner is guided to:
- Work in groups to create routines with forward, backward and sideways skipping
- Add patterns and shapes to routines
- Present routines to class for feedback

What makes a good skipping routine?

- Mentor Creative Activities Grade 3 pg. 30
- Open space
- Music for routines
- Props as needed

- Practical tests - Peer assessment - Observation

Creating and Executing

Collage - Understanding collage technique

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

- Identify collage pictures
- Recognize materials used in collage
- Show interest in collage making

The learner is guided to:
- Look at pictures of collage compositions
- Discuss which materials were used to make the collages
- Learn that collage involves sticking more than one type of material on surface

1. What is a collage? 2. Which materials can be used to make collage?

- Mentor Creative Activities Grade 3 pg. 31
- Sample collages
- Pictures
- Digital devices

- Observation - Oral questions - Written assignments

Creating and Executing

Collage - Learning collage techniques through observation

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

- Identify collage techniques from videos
- Understand the collage-making process
- Appreciate variety in collage materials

The learner is guided to:
- Watch videos showing collage compositions using digital devices
- Identify materials used in video demonstrations
- Discuss techniques observed in videos

How is a collage created?

- Mentor Creative Activities Grade 3 pg. 32
- Digital devices
- Internet access
- Sample collages

- Observation - Oral questions - Written tests

Creating and Executing

Collage - Gathering collage materials

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

- Identify materials for making collage from environment
- Collect appropriate materials safely
- Value environmental resources for art

The learner is guided to:
- Take walk in school compound or home environment
- Identify and collect recyclable materials (papers, cloth pieces, leaves, small stones)
- Keep materials in carrier bag or box observing safety

Where can we find materials for making collage?

- Mentor Creative Activities Grade 3 pg. 32
- Carrier bags
- Collection boxes
- Safety gloves

- Observation - Practical tests - Fieldwork reports

Creating and Executing

Collage - Gathering collage materials

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

- Identify materials for making collage from environment
- Collect appropriate materials safely
- Value environmental resources for art

The learner is guided to:
- Take walk in school compound or home environment
- Identify and collect recyclable materials (papers, cloth pieces, leaves, small stones)
- Keep materials in carrier bag or box observing safety

Where can we find materials for making collage?

- Mentor Creative Activities Grade 3 pg. 32
- Carrier bags
- Collection boxes
- Safety gloves

- Observation - Practical tests - Fieldwork reports

Creating and Executing

Collage - Organizing materials for collage

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

- Sort collected materials by color, shape and texture
- Organize materials effectively
- Show responsibility in material preparation

The learner is guided to:
- Sort materials by placing similar ones together
- Organize materials according to colour
- Group materials by shape and texture

Why is it important to sort materials before making collage?

- Mentor Creative Activities Grade 3 pg. 33
- Collected materials
- Sorting containers
- Tables for sorting

- Observation - Practical tests - Peer assessment

Creating and Executing

Collage - Preparing surface for collage work

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

- Prepare firm surface for collage
- Cut and paint support surface as needed
- Value proper preparation in art-making

The learner is guided to:
- Prepare surface by cutting cardboard or stiff paper to size
- Paint surface one colour if desired so materials can be seen clearly
- Allow painted surface to dry before use

What makes a good support surface for collage?

- Mentor Creative Activities Grade 3 pg. 33
- Cardboard or stiff paper
- Cutting tools
- Paint and brushes

- Practical tests - Observation - Peer assessment

Creating and Executing

Collage - Planning collage composition

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

- Draw picture to guide material placement
- Plan collage composition
- Show planning skills in art-making

The learner is guided to:
- Think of picture to create with collage
- Draw picture lightly on prepared surface
- Use drawing as guide for arranging materials

Why do we draw a guide before gluing materials?

- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Pencils
- Erasers

- Practical tests - Observation - Peer assessment

Creating and Executing

Collage - Testing material arrangement

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

- Arrange materials on surface before gluing
- Test different arrangements
- Make decisions about composition

The learner is guided to:
- Arrange sorted materials on support surface without glue
- Experiment with different arrangements
- Select best arrangement before gluing

How do we know which arrangement looks best?

- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Sorted materials
- Work tables

- Observation - Practical tests - Peer assessment

Creating and Executing

Collage - Creating final collage

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

- Apply glue properly to materials
- Paste materials on support surface following guide
- Create complete collage composition

The learner is guided to:
- Apply glue to back of materials or directly on surface
- Paste materials on support surface guided by drawing
- Press materials firmly to ensure good adhesion

What is the best way to apply glue for collage?

- Mentor Creative Activities Grade 3 pg. 35
- Glue
- Materials
- Prepared surfaces
- Cloth for wiping

- Practical tests - Observation - Showcase

Creating and Executing

Collage - Completing and cleaning collage

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

- Complete collage by filling all areas
- Clean edges and remove excess glue
- Value neatness in finished work

The learner is guided to:
- Fill in any empty spaces with appropriate materials
- Clean excess glue from edges
- Allow collage to dry completely

How can we make our collage look neat and finished?

- Mentor Creative Activities Grade 3 pg. 35
- Collage works
- Cleaning materials
- Drying area

- Practical tests - Showcase - Observation

Creating and Executing

Collage - Completing and cleaning collage

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

- Complete collage by filling all areas
- Clean edges and remove excess glue
- Value neatness in finished work

The learner is guided to:
- Fill in any empty spaces with appropriate materials
- Clean excess glue from edges
- Allow collage to dry completely

How can we make our collage look neat and finished?

- Mentor Creative Activities Grade 3 pg. 35
- Collage works
- Cleaning materials
- Drying area

- Practical tests - Showcase - Observation

Creating and Executing

Collage - Presenting and discussing collage work

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

- Display own collage for peer appreciation
- Discuss materials and techniques used
- Value feedback for improvement

The learner is guided to:
- Display completed collage works
- Talk about own and others' collages with peers
- Discuss which materials worked best and why

How can we improve our collage-making skills?

- Mentor Creative Activities Grade 3 pg. 35
- Completed collages
- Display boards
- Pins or tape

- Showcase - Oral presentations - Peer assessment

Creating and Executing

Collage - Assessing collage skills

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

- Demonstrate competence in collage making
- Create collage using learned techniques
- Show appreciation for collage art

The learner is guided to:
- Complete self and peer assessment using rubrics
- Reflect on collage-making process
- Discuss what they learned about collage

How well have I mastered collage-making?

- Mentor Creative Activities Grade 3 pg. 36
- Assessment rubrics
- Completed works
- Display area

- Self-assessment - Peer assessment - Showcase