Performing and Displaying

Rounds - Identifying what a round is

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

- Identify a round as a song where groups sing the same melody but start at different times.
- Describe the features of a two-part and three-part round after watching video clips.
- Show interest in rounds as a fun and collaborative form of music.

In groups, learners are guided to:
- With teacher guidance, watch video clips of two-part and three-part rounds.
- Talk about what a round is and what was observed in the clips.
- Discuss the features of a round performance with classmates.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 64
- Video clips, digital devices

- Observation - Oral questions

Performing and Displaying

Rounds - Singing "Row, Row, Row Your Boat" as a round
Rounds - Applying performance techniques when singing rounds

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

- Identify the entry points for each group in a three-part round song.
- Sing "Row, row, your boat" as a round in three groups entering at the right time.
- Appreciate working in groups to create harmony in a round performance.

In groups, learners are guided to:
- With teacher guidance, sing "Row, row, your boat" in three groups.
- When the first group begins the second line, the second group starts; when the second group starts, the third group enters.
- Repeat until all groups learn their parts correctly.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 64
- No additional materials needed

- Observation - Performance

Performing and Displaying

Rounds - Singing "A Ram Sam Sam" as a round
Rounds - Practising entry and keeping to own part
Rounds - Singing "I'm a Little Teapot" as a round

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

- Identify the words and tune of the round "A Ram Sam Sam."
- Sing own part in the round "A Ram Sam Sam" without getting distracted.
- Appreciate the enjoyment of group singing when each part is sung accurately.

In groups, learners are guided to:
- With teacher guidance, sing the round "A Ram Sam Sam, a ram sam sam, guli guli guli, a ram sam sam."
- Practise singing the song in groups, each group keeping to its own part.
- Record classmates during the performance, play the video and talk about the performance.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 65
- Digital devices for recording
- No additional materials needed
- Champion Creative Activities Grade 3 pg. 66

- Observation - Performance

Performing and Displaying

Rounds - Discussing messages in "Three Blind Mice"
Rounds - Discussing messages in round songs

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

- Identify the message conveyed in the round song "Three Blind Mice."
- Sing "Three Blind Mice" as a round with teacher guidance.
- Appreciate that round songs carry meaningful messages.

In groups, learners are guided to:
- With teacher guidance, sing "Three blind mice, three blind mice, see how they run..." as a round.
- Discuss the message in the round song with classmates.
- Share ideas about the message in class.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 66
- No additional materials needed
- Champion Creative Activities Grade 3 pg. 67
- Exercise books and pencils

- Observation - Oral questions

Performing and Displaying

Rounds - Performing a favourite round song

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

- Identify a favourite round song and its message.
- Sing a favourite round song with teacher guidance applying performance techniques.
- Appreciate the message conveyed in favourite round songs.

In groups, learners are guided to:
- With teacher guidance, sing a favourite round song in groups.
- Talk about the message in the round song that was sung.
- Share findings with classmates.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 67
- No additional materials needed

- Observation - Performance

Performing and Displaying

Rounds - Playing the round song wheel game
Rounds - Full round performance with recording

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

- Identify the titles of various round songs on a class-made wheel.
- Sing the round song pointed to on the wheel applying performance techniques.
- Enjoy singing rounds in a playful, collaborative class activity.

In groups, learners are guided to:
- Create a wheel with different titles of round songs learnt.
- Take turns to spin the wheel and sing the round song it points to.
- Cheer each other on and give each other feedback.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 68
- Paper wheel with round song titles
- Digital devices for recording

- Observation - Performance

Performing and Displaying

Rounds - Practising rounds with family

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

- Identify round songs that can be practised at home with family support.
- Practise singing round songs at home using digital devices with parent guidance.
- Value home and family involvement in musical activities.

In groups, learners are guided to:
- With help from a parent, use digital devices to listen to round songs at home.
- Practise singing the songs.
- Sing the songs to parents or friends and report back to class.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 68
- Digital devices

- Observation - Oral questions

Performing and Displaying

Rounds - Giving and receiving feedback on rounds

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

- Identify strengths and areas for improvement in own and peers' round performances.
- Perform a round song and give constructive feedback to peers using appropriate language.
- Appreciate feedback as a tool for improving musical performance.

In groups, learners are guided to:
- Sing round songs in groups and take turns giving each other feedback.
- Note down observations from classmates' feedback.
- Discuss how to improve the performance.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 68
- Exercise books and pencils

- Observation - Oral questions

Performing and Displaying

Rounds - Listening to and discussing round songs

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

- Identify round songs by listening to live or recorded performances.
- Listen to and discuss various rounds identifying features of correct performance.
- Appreciate the range of round songs from different contexts.

In groups, learners are guided to:
- With teacher guidance, listen to recordings of different round songs.
- Discuss what makes each round effective: tune, words, entry timing and performance quality.
- Share observations with the class.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 69
- Audio recordings, digital devices

- Observation - Oral questions

Performing and Displaying

Rounds - Review of rounds performance
Galloping - Identifying the galloping movement

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

- Identify the key features of a round and the performance techniques learnt.
- Perform a round song in groups demonstrating all techniques correctly.
- Appreciate rounds as a form of group music that builds collaboration and musical skill.

In groups, learners are guided to:
- Review the features of a round and all performance techniques.
- Perform a final round song in groups applying all techniques.
- Complete the self-assessment table and discuss what was learnt.

How are rounds sung?

- Champion Creative Activities Grade 3 pg. 69
- No additional materials needed
- Champion Creative Activities Grade 3 pg. 70
- Pictures of galloping animals

- Observation - Self-assessment

Performing and Displaying

Galloping - Watching video clips on galloping
Galloping - Galloping forward, left and right
Galloping - Performing the galloping movement correctly

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

- Identify the body movements involved in galloping by watching video clips.
- Imitate galloping movements observed in video clips.
- Appreciate galloping as a movement that builds strength and improves balance.

In groups, learners are guided to:
- With teacher guidance, watch video clips about galloping.
- Pause the videos and do what is seen in the video.
- Talk about what was learnt from the video clips.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 70
- Video clips, digital devices
- Champion Creative Activities Grade 3 pg. 71
- Open space, field

- Observation - Oral questions

Performing and Displaying

Galloping - Galloping along drawn patterns
Galloping - Practising galloping in all directions

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

- Identify different patterns that can be made while galloping: straight, curved, circular and zigzag.
- Gallop along drawn zigzag, circular, curved and straight patterns on the ground.
- Appreciate galloping as a way to explore movement and pattern making together.

In groups, learners are guided to:
- With teacher guidance, mark the ground using chalk drawing zigzag, circular, curved and straight patterns.
- Take turns to gallop along the drawn patterns.
- Repeat until everyone participates.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 72
- Chalk or sticks for marking ground
- Open space, chalk markers

- Observation - Participation

Performing and Displaying

Galloping - Self-assessing galloping in different directions
Galloping - Galloping while making patterns and singing
Galloping - Playing galloping games with peers

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

- Identify the directions in which one has successfully galloped during the sub-strand.
- Gallop in the directions shown in a self-assessment table and mark whether each was mastered or needs more practice.
- Value honest self-assessment in tracking physical skill development.

In groups, learners are guided to:
- Draw the self-assessment table showing galloping directions: forward, right and left.
- Gallop in each direction and use a tick or cross to mark the table.
- Share results with a partner.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 73
- Exercise books, open space
- Chalk, open space
- Champion Creative Activities Grade 3 pg. 74
- Open space, field

- Observation - Self-assessment

Performing and Displaying

Galloping - Peer feedback on galloping performance

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

- Identify areas of improvement in own and peers' galloping performance.
- Gallop in different directions while peers observe and provide feedback.
- Value constructive peer feedback as a tool for improving physical skills.

In groups, learners are guided to:
- Gallop in different directions while classmates observe.
- Give each other feedback using polite language.
- Note feedback and discuss how to improve.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 74
- Open space, exercise books

- Observation - Oral questions

Performing and Displaying

Galloping - Review of galloping skills and patterns

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

- Identify all galloping directions and patterns practised during the sub-strand.
- Demonstrate galloping in all directions while making at least two pattern types.
- Appreciate galloping as a fun physical activity that develops agility and coordination.

In groups, learners are guided to:
- Recap all galloping directions and patterns covered during the sub-strand.
- Demonstrate galloping in all directions making patterns on the ground.
- Complete the self-assessment table and share feedback in class.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 74
- Open space, chalk

- Observation - Self-assessment

Performing and Displaying

Galloping - Galloping relay and pattern games
Sculpture - Identifying toy assemblage

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

- Identify a galloping relay as an enjoyable group galloping activity.
- Participate in a galloping relay making patterns while galloping in different directions.
- Enjoy physical games involving galloping as a team.

In groups, learners are guided to:
- Organise into groups and set up a galloping relay with drawn patterns on the ground.
- Take turns galloping along the patterns as fast as possible.
- Discuss who galloped the most confidently and why.

Which animals use galloping movement?

- Champion Creative Activities Grade 3 pg. 74
- Open space, chalk markers
- Champion Creative Activities Grade 3 pg. 75
- Pictures of assembled toys

- Observation - Participation

Performing and Displaying

Sculpture - Researching toy assemblage
Sculpture - Collecting materials for making a toy

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

- Identify other examples of toys made by assemblage from magazines, newspapers or the Internet.
- Find and discuss pictures of toys made by assemblage from different sources.
- Value creativity in making toys from recycled and locally available materials.

In groups, learners are guided to:
- With teacher guidance, use papers, magazines or the Internet to search for pictures of toys made by assemblage.
- Talk about what you can see in the feedback in class.
- Name the materials used to make the toys in the pictures.

What local materials can be used to make a toy?

- Champion Creative Activities Grade 3 pg. 76
- Magazines, newspapers, Internet, digital devices
- Straws, bottles, thread, scissors, nails, stones and other locally available materials

- Observation - Oral questions

Performing and Displaying

Sculpture - Making a toy car using a plastic bottle
Sculpture - Completing and playing with the toy
Sculpture - Home-based toy assemblage

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

- Describe the steps for making a toy car using a plastic bottle, straws, stones and thread.
- Make a toy car by following the guided steps for assemblage.
- Appreciate the creativity and patience involved in making a functional toy.

In groups, learners are guided to:
- Place materials on a clean working surface.
- Use a stone and nail to make holes on each side of the bottle; cut straws and insert them as axles.
- Hook the string and tie tightly from end to end; insert bottle caps as wheels and play with the toy car.

How can one join different materials to make a toy?

- Champion Creative Activities Grade 3 pg. 77
- Plastic bottle, 2 sticks, stone, tin, flexible stick, cutting tool, nail, strings
- Champion Creative Activities Grade 3 pg. 78
- Finished toy materials, display surface
- Champion Creative Activities Grade 3 pg. 79
- Locally available home materials

- Observation - Oral questions

Performing and Displaying

Sculpture - Displaying assembled toys for peer feedback
Sculpture - Playing and singing with assembled toys

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

- Identify features of a well-made toy made by assemblage.
- Display the assembled toy and describe it to classmates using appropriate language.
- Appreciate the creative effort involved in making toys from locally available materials.

In groups, learners are guided to:
- Display all assembled toys made individually and at home.
- Walk around and name the materials used to make each toy.
- Talk about each other's toys and give polite feedback.

How can one join different materials to make a toy?

- Champion Creative Activities Grade 3 pg. 79
- Learner-made toys, display area
- Assembled toys, open space

- Observation - Oral questions

Performing and Displaying

Sculpture - Independent toy assemblage

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

- Identify steps for making a toy by assemblage independently.
- Gather different materials and make a toy without step-by-step guidance.
- Appreciate the satisfaction of completing a creative craft task independently.

In groups, learners are guided to:
- Gather different materials that can be used to make a toy.
- Make a toy independently using the assemblage technique.
- Display the work in class and discuss it with classmates.

How can one join different materials to make a toy?

- Champion Creative Activities Grade 3 pg. 79
- Locally available recyclable materials

- Observation - Oral questions

Performing and Displaying

Sculpture - Connecting toy making to cultural heritage
Sculpture - Review of toy assemblage skills

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

- Identify toys traditionally made in Kenyan communities using locally available materials.
- Discuss how toy making connects to cultural heritage and creative traditions.
- Appreciate toy making as a cultural practice passed across generations.

In groups, learners are guided to:
- Discuss examples of traditional toys made in Kenyan communities.
- Talk about the materials used and the communities that make them.
- Share ideas on how traditional toy making relates to modern assemblage.

What local materials can be used to make a toy?

- Champion Creative Activities Grade 3 pg. 80
- Pictures of traditional Kenyan toys, reference books
- Locally available recyclable materials

- Observation - Oral questions

Performing and Displaying

Sculpture - Making a doll by assemblage

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

- Identify materials that can be used to make a doll by assemblage.
- Make a simple doll using locally available materials by joining them together.
- Enjoy the creative process of making a doll from recycled and locally available materials.

In groups, learners are guided to:
- Collect and sort materials suitable for making a doll.
- Assemble the materials to get the structure of the doll and add details to enhance features.
- Use the doll to play and sing with peers for enjoyment.

What local materials can be used to make a toy?

- Champion Creative Activities Grade 3 pg. 80
- Locally available recyclable materials

- Observation - Participation

Performing and Displaying

Forward Roll and V-Balance - Identifying body parts used
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:

- Identify the body parts used in forward roll: neck, legs, arms and shoulders.
- Identify the body parts used in V-balance: legs and back.
- Show interest in gymnastics as a way of developing body awareness and flexibility.

In groups, learners are guided to:
- Watch video clips of forward roll and V-balance with teacher guidance.
- Talk about what was learnt from the video clips.
- Demonstrate different body movements observed in the videos.

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

- Champion Creative Activities Grade 3 pg. 81
- Video clips, digital devices
- 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
Forward Roll and V-Balance - Review of gymnastics skills

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
- Gymnastics mat, marked field

- Observation - Performance

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
String Musical Instruments - Making an improvised fiddle (Steps 1–5)

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
- Champion Creative Activities Grade 3 pg. 93
- 2 sticks, stone, tin, flexible stick, cutting tool, nail, strings

- Observation - Written work

Performing and Displaying

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 remaining steps for completing the improvised fiddle: pass a nail through the stick, hook the string to the nail, tie tightly, put a piece of wood at the centre, bend a flexible stick to make a bow, tie a string to it.
- Complete the improvised fiddle following the guided steps.
- Appreciate the creativity and skill involved in making an indigenous string instrument.

In groups, learners are guided to:
- Pass a nail through the stick being careful not to hit fingers.
- Hook the string to the nail, tie it tight to the far end of the stick; put a piece of wood at the centre to make the string tight.
- Bend a flexible stick into a bow shape and securely tie a string from one end to the other to make a bow.

Which materials can be used to improvise a string instrument?

- 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
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 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
- 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 - Self-assessment

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
Modelling and Ornament Making - Review of modelling and ornament making skills

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
- Clay, string, paint

- Observation - Oral questions

Appreciation

The Kenya National Anthem - Text of the Kenya National Anthem

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

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

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

How is the Kenya National Anthem performed?

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

- Oral questions - Observation - Peer assessment

Appreciation

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

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

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

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

What can one learn from the Kenya National Anthem?

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

- Oral questions - Observation - Written tests

Appreciation

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

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

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

In groups, learners are guided to:
- Read the text about national celebrations in Kenya and answer questions on which holidays the Anthem is sung and the flag raised.
- Talk about other occasions when the Kenyan National Anthem is sung and the flag is raised, such as heads of state visits and national meetings.
- Share work in class and discuss why the Anthem and flag matter on these occasions.

What can one learn from the Kenya National Anthem?

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

- Written assignments - Oral questions - Peer assessment

Appreciation

The Kenya National Anthem - Observing proper Anthem behaviour
The Kenya National Anthem - Singing the Kenya National Anthem

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

- Identify the components of Anthem etiquette: posture, accuracy of words, and direction of facing.
- Sing the first stanza of the Kenya National Anthem at the assembly, standing at attention, facing the flag, and singing the correct words.
- Develop a sense of responsibility for demonstrating proper national Anthem etiquette in public.

In groups, learners are guided to:
- In groups, walk to the assembly ground.
- Sing the first stanza of the Kenya National Anthem: standing at attention, facing the flag, and singing the right words.
- Talk about each other's performances and discuss improvements in posture, words, and behaviour.

How is the Kenya National Anthem performed?

- Champion Creative Activities Grade 3 pg. 112
- Open assembly space
- Kenyan national flag
- Audio/visual recordings
- Champion Creative Activities Grade 3 pg. 113
- Audio/visual recordings of the Kenya National Anthem
- Digital devices
- Flashcards with Anthem words

- Practical observation - Peer assessment - Oral questions

Appreciation

The Kenya National Anthem - Singing the Kenya National Anthem

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

- Describe 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
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
- Champion Creative Activities Grade 3 pg. 115
- Newspapers and magazines
- Manila paper, scissors, and glue

- Practical tests - Peer assessment - Oral questions

Appreciation

Water Safety Awareness - Dangers of water points and water bodies

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

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

In groups, learners are guided to:
- Look at pictures of dangers near water bodies and talk about what can be seen.
- Talk about the dangers of water bodies: deep water causing drowning, pollution causing sickness, slippery rocks causing falls, and dangerous animals.
- Share ideas in class about water dangers observed in their own locality.

Why is water safety awareness important?

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

- Oral questions - Written tests - Observation

Appreciation

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

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

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

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

Why is water safety awareness important?

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

- Oral questions - Observation - Written tests

Appreciation

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

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

- Describe specific safety rules to follow near local water bodies — not swimming alone, keeping away from edges, and calling for adult help.
- Narrate ways of observing safety around water points and water bodies from learning experiences.
- Value water safety awareness as knowledge that can protect themselves and others from harm.

In groups, learners are guided to:
- Discuss as a class the safety rules near water bodies — not swimming alone, not playing at the edge, calling for adult help when in danger.
- Narrate in pairs the water safety precautions they have learned and how they would apply them at a local water body.
- Discuss what they would do if they saw someone in danger near a water body in their locality.

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

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

- Oral questions - Practical observation - Written tests

Appreciation

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

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

- Explain 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