Creating and Executing

Pushing and Pulling – Identifying pushing and pulling in physical activities

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

- Define pushing as moving an object away from the body
- Define pulling as moving an object towards the body
- Relate pushing and pulling to everyday tasks like moving furniture, pulling a cart, or operating a hand pump

- Watch a video clip on pushing and pulling activities
- Observe pictures showing learners pushing and pulling objects
- Discuss how arms and feet move during each action

Why are pushing and pulling important physical activities?

- Mentor Creative Activities Grade 3 pg. 2
- Digital devices
- Open space
- Pictures

Observation - Oral questions - Practical demonstration

Creating and Executing

Pushing and Pulling – Performing pushing activities
Pushing and Pulling – Performing pulling activities

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

- Demonstrate correct stance and hand placement for pushing
- Perform pushing activities using toy cars and carton boxes
- Relate pushing skills to real-life tasks such as moving wheelbarrows on a farm or pushing heavy carts in a market

In groups, learners are guided to:

- Practise pushing toy cars and carton boxes in pairs
- Follow steps: stand close to object, bend knees, place hands on object, push forward
- Take turns and observe safety on flat ground

How can we push objects safely?

- Mentor Creative Activities Grade 3 pg. 3
- Toy cars
- Carton boxes
- Open flat ground
- Mentor Creative Activities Grade 3 pg. 4
- Ropes
- Toy cars with strings
- Open space

Practical tests - Peer assessment - Observation

Creating and Executing

Pushing and Pulling – Singing songs while pushing and pulling
Pushing and Pulling – Pushing tyres and improvised objects

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

- Sing familiar action songs while performing pushing and pulling activities
- Coordinate singing rhythm with physical movement
- Relate combining music and movement to cultural work songs used by communities during farming and harvesting to maintain energy and pace

In groups, learners are guided to:

- Form groups for rope tug-of-war while singing an action song
- Push stones to a marked point while maintaining the song's rhythm
- Take turns and give constructive feedback to peers

How does singing make physical activities more enjoyable?

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

Practical tests - Observation - Peer assessment

Creating and Executing

Pushing and Pulling – Pulling toy cars and flying kites
Pushing and Pulling – Playing pushing games in teams

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

- Pull toy cars using attached strings across flat ground
- Fly a kite by managing string tension against the wind
- Relate string tension in kite flying to pulling forces used in suspension bridges and cranes in construction

In groups, learners are guided to:

- Tie rope on toy car and pull it across flat ground
- Fly a kite and sing a song as the kite rises
- Take turns with peers and observe safety at all times

How does pulling a kite string keep it flying in the air?

- Mentor Creative Activities Grade 3 pg. 6
- Toy cars with strings
- Kites
- Open space
- Stones
- Markers
- Flat open field

Practical tests - Observation - Peer assessment

Creating and Executing

Pushing and Pulling – Playing rope tug-of-war
Pushing and Pulling – Playing the field cleaners game

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

- Perform rope tug-of-war applying correct pulling technique
- Work cooperatively within a team during a pulling game
- Relate tug-of-war to traditional games played in Kenyan communities during cultural festivals and ceremonies

In groups, learners are guided to:

- Identify a flat area with no obstacles
- Form two groups of equal members for tug-of-war
- Pull against each other while singing; observe safety throughout

What strategies help a team win a pulling game?

- Mentor Creative Activities Grade 3 pg. 5
- Ropes
- Flat open field
- Markers
- Mentor Creative Activities Grade 3 pg. 6
- Hula hoops
- Play items
- Markers
- Open space

Participatory assessment - Practical tests - Peer assessment

Creating and Executing

Pushing and Pulling – Review and self-assessment of pushing and pulling skills

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

- Demonstrate mastery of pushing and pulling techniques
- Complete self and peer assessment using provided rubrics
- Relate self-reflection and feedback to how athletes review their performance videos to identify areas for improvement

In groups, learners are guided to:

- Perform various pushing and pulling activities for assessment
- Complete self-assessment checklist covering push, pull, and safety
- Discuss areas of improvement with peers

How well have I mastered pushing and pulling skills?

- Mentor Creative Activities Grade 3 pg. 6
- Assessment rubrics
- Open space
- Self-assessment sheets

Self-assessment - Peer assessment - Observation

Creating and Executing

Drawing and Painting – Identifying materials and tools for colour mixing
Drawing and Painting – Mixing colours using the spraying technique

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

- Identify materials used for colour mixing such as paint, palette, brushes, sponge, and paper
- Distinguish between wet and dry media for colouring
- Relate material selection in art to how house painters, graphic designers, and fabric dyers choose specific tools and paints for professional work

In groups, learners are guided to:

- Observe pictures showing art materials
- Name materials visible in the pictures
- Watch a video clip showing how colours are mixed by blowing and spraying
- Share findings with classmates

Which tools and materials are used for colour mixing?

- Mentor Creative Activities Grade 3 pg. 7
- Digital devices
- Art material samples
- Pictures
- Mentor Creative Activities Grade 3 pg. 8
- Paper
- Paint
- Palette
- Old toothbrush or brush

Observation - Oral questions - Written assignments

Creating and Executing

Drawing and Painting – Mixing colours using the blowing technique
Drawing and Painting – Identifying regular and irregular shapes for drawing

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

- Demonstrate the blowing technique using straws or biro pen tubes
- Create random colour patterns using the blowing method on paper
- Relate the blowing technique to how wind creates natural colour patterns in sand dunes, water surfaces, and sky formations

In groups, learners are guided to:

- Place small drops of paint on paper
- Use straws or biro tubes to blow paint across the surface
- Observe safety by not inhaling; wash hands and clear work area after

Why is it important to clean hands and materials after painting?

- Mentor Creative Activities Grade 3 pg. 9
- Paper
- Paint
- Straws or pen tubes
- Water for cleaning
- Mentor Creative Activities Grade 3 pg. 10
- Pictures showing shapes
- Shape charts
- Drawing materials

Practical tests - Observation - Oral questions

Creating and Executing

Drawing and Painting – Drawing a picture composition using regular shapes
Drawing and Painting – Drawing compositions combining regular and irregular shapes

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

- Draw a picture composition using regular geometric shapes
- Arrange shapes purposefully to represent objects in the environment
- Relate using shapes to draw scenes to how animators and illustrators build characters and landscapes from circles, squares, and triangles

In groups, learners are guided to:

- Think of a theme such as home, beach, animals, or sports
- Draw a composition using squares, circles, triangles, and rectangles
- Colour the drawing using crayons or coloured pencils

How do regular shapes help us create recognisable pictures?

- Mentor Creative Activities Grade 3 pg. 10
- Paper
- Pencils and rulers
- Crayons or coloured pencils
- Mentor Creative Activities Grade 3 pg. 11
- Drawing materials

Practical tests - Peer assessment - Showcase

Creating and Executing

Drawing and Painting – Painting pictures using fingers on paper or fabric
Drawing and Painting – Painting a composition using a brush

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

- Apply paint using fingers to create pictures on paper or fabric
- Create textures and forms through fingerprints and hand prints
- Relate finger painting to traditional African fabric-dyeing methods where hands and natural stamps are used to decorate cloth such as Adinkra and batik

In groups, learners are guided to:

- Draw a simple animal or landscape outline
- Apply paint using fingers within the drawn outline
- Wash hands immediately after; leave work to dry and display

What effects can fingers create that brushes cannot?

- Mentor Creative Activities Grade 3 pg. 12
- Paper or fabric
- Paint
- Water and soap
- Paper
- Paint and brushes
- Palette
- Water

Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting – Understanding primary and secondary colours through mixing

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

- Identify the three primary colours: red, blue, and yellow
- Mix primary colours to produce secondary colours: orange, green, and purple
- Relate colour mixing to how printers, screen designers, and textile dyers mix primary inks or dyes to produce any colour needed in their products

In groups, learners are guided to:

- Identify primary colours using a colour chart
- Mix red and yellow to get orange; blue and yellow for green; red and blue for purple
- Record colour combinations and results on paper

What happens when we mix two primary colours together?

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

Practical tests - Observation - Written assignments

Creating and Executing

Drawing and Painting – Creating a complete painting for self-expression

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

- Create a complete drawing and painting on a personally chosen theme
- Use appropriate colours and shapes to communicate a message or feeling
- Relate personal expression through art to how muralists paint community walls and book illustrators create cover art to communicate ideas to audiences

In groups, learners are guided to:

- Choose a personal theme such as nature, family, sport, or community
- Draw and paint a complete composition on the chosen theme
- Display artwork and explain its meaning to peers

How can art help us communicate our ideas and feelings?

- 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 – Displaying artwork and giving peer feedback

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

- Discuss own and others' artwork using appropriate vocabulary
- Offer constructive and respectful feedback to peers
- Relate art critique to how professional gallery curators, art judges, and design reviewers evaluate exhibitions to help artists improve

In groups, learners are guided to:

- Organise a class gallery of all completed artworks
- Walk around and observe each other's work
- Give at least two positive comments and one improvement suggestion per artwork

What makes an artwork effective and interesting?

- Mentor Creative Activities Grade 3 pg. 12
- Completed artworks
- Display boards
- Feedback sheets

Peer assessment - Oral presentations - Showcase

Creating and Executing

Drawing and Painting – Assessment and review of drawing and painting skills
Rhythm and Pattern Making – Identifying short and long sounds in simple songs

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

- Demonstrate drawing and painting skills learned across all previous lessons
- Complete a final artwork applying colour-mixing and composition techniques
- Relate consistent improvement in art skills to how athletes and musicians practice repeatedly and review feedback to master their craft

In groups, learners are guided to:

- Complete a final drawing and painting project using all techniques learned
- Complete self and peer assessment rubrics
- Discuss what they found most interesting and most challenging

How well have I improved in drawing and painting?

- Mentor Creative Activities Grade 3 pg. 12
- All art materials
- Assessment rubrics
- Display area
- Mentor Creative Activities Grade 3 pg. 15
- Digital devices
- Audio recordings
- Rhythm charts

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Using French rhythm names for sound durations
Rhythm and Pattern Making – Creating simple rhythmic patterns using word combinations

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

- Recite French rhythm names (taa, taa-aa, taa-aa-aa-aa, ta-te) for corresponding beat lengths
- Match French rhythm names to clapped or tapped patterns
- Relate rhythm notation systems to how composers use musical symbols to record exact note lengths so orchestras can read and perform their music correctly

In groups, learners are guided to:

- Learn French rhythm names using flashcards
- Practise reciting names while tapping on tables
- Match rhythm names to words in familiar songs

Why do musicians use special names for different sound lengths?

- Mentor Creative Activities Grade 3 pg. 16
- Rhythm flashcards
- Percussion instruments
- Rhythm charts
- Mentor Creative Activities Grade 3 pg. 17
- Word pattern charts
- Flashcards
- Drums or desks

Aural tests - Practical tests - Oral questions

Creating and Executing

Rhythm and Pattern Making – Using body percussion to accompany familiar songs
Rhythm and Pattern Making – Playing rhythmic accompaniment on percussion instruments

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

- Use clapping, tapping, stamping, and snapping to accompany familiar songs
- Maintain a steady beat while singing
- Relate body percussion to how audiences at African concerts clap and stamp in unison to support live performances and traditional ceremonies

In groups, learners are guided to:

- Sing "Zum Zum Zum Nyuki Lia Wee" in pairs
- Clap the rhythm of the song while singing
- Create a body percussion pattern and perform it against the song

How can body percussion support the rhythm of a song?

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

Practical tests - Aural tests - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Identifying random and all-over patterns in the environment
Rhythm and Pattern Making – Creating random repeat patterns using basic shapes

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

- Identify examples of patterns on everyday objects such as fabrics, walls, floors, and animal skins
- Distinguish between random patterns and all-over repeating patterns
- Relate patterns in art to how textile designers, wallpaper manufacturers, and basket weavers use repeating patterns in their products

In groups, learners are guided to:

- Watch a video showing different types of patterns
- Identify patterns on clothing, tiles, and natural objects
- Discuss how each pattern is created and what makes it interesting

What is a pattern and where can we find patterns around us?

- Mentor Creative Activities Grade 3 pg. 20
- Digital devices
- Objects with patterns
- Pattern samples
- Mentor Creative Activities Grade 3 pg. 21
- Paper
- Drawing materials

Observation - Oral questions - Written assignments

Creating and Executing

Rhythm and Pattern Making – Printing random patterns using a banana leaf stalk
Rhythm and Pattern Making – Printing random patterns using leaves

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

- Prepare a banana leaf stalk for printing by cutting and trimming
- Print random repeat patterns by stamping the stalk onto paper
- Relate using natural materials for printing to traditional African fabric printing methods that use bark, leaves, and found objects to create designs on cloth

In groups, learners are guided to:

- Strip and cut banana leaf stalk to a suitable size
- Apply paint on raised surfaces of the stalk using a brush
- Stamp the stalk repeatedly at random positions on paper; alternate colours

How can natural materials be used to create patterns?

- Mentor Creative Activities Grade 3 pg. 21
- Banana leaf stalks
- Paint and palette
- Paper
- Brushes
- Mentor Creative Activities Grade 3 pg. 22
- Various leaves
- Paint and brushes
- Palette

Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Printing random patterns using a maize cob

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

- Apply paint on the raised surface of a maize cob
- Press the maize cob on paper or fabric to create a repeat pattern
- Relate maize cob printing to how traditional craftspeople use found objects with texture as stamps to decorate pottery, fabric, and woven items

In groups, learners are guided to:

- Apply paint on the raised surface of a maize cob using a brush
- Gently press the painted cob onto paper or fabric
- Use different colours to alternate the pattern and leave work to dry

How does the texture of a maize cob affect the pattern it creates?

- Mentor Creative Activities Grade 3 pg. 23
- Maize cobs
- Paint and palette
- Paper or fabric
- Brushes

Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Creating patterns that alternate colours to suggest rhythm

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

- Create patterns that alternate between two or more colours
- Use colour alternation to create a visual sense of rhythm in a pattern
- Relate alternating colour patterns to how traffic lights, zebra crossings, and barber poles use repeating colour sequences to communicate information visually

In groups, learners are guided to:

- Practise printing patterns alternating between two colours
- Discuss how alternating colours create visual rhythm like beats in music
- Complete a pattern using at least two alternating colours and allow it to dry

How does colour alternation create a sense of visual rhythm?

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

Practical tests - Showcase - Observation

Creating and Executing

Rhythm and Pattern Making – Creating patterns using various found objects

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

- Collect found objects suitable for printing such as bottle caps, corks, and sponges
- Experiment with different found objects to create random repeat patterns
- Relate found-object printing to how industrial stamping machines use shaped dies to print logos, patterns, and text on packaging, coins, and metal surfaces

In groups, learners are guided to:

- Collect found objects suitable for printing
- Practise printing patterns using each object
- Create a random repeat pattern using multiple objects and colours

What other objects can we use to make interesting 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 – Drawing and colouring patterns using regular shapes

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

- Draw regular shapes such as circles, triangles, and squares to create repeat patterns
- Colour patterns using alternating colours effectively
- Relate geometric pattern drawing to how floor tile designers, fashion designers, and architects create grid-based patterns for floors, walls, and fabric

In groups, learners are guided to:

- Draw regular shapes on paper using a ruler and pencil
- Arrange shapes to create a repeat pattern
- Colour the pattern using alternating colours and display for peer review

How do regular shapes help create clear and balanced patterns?

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

Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Assessment and review of rhythm and pattern making

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

- Demonstrate mastery of rhythm concepts by clapping and naming sound durations
- Create a final pattern using a preferred printing or drawing technique
- Relate continuous practice in rhythm and pattern work to how professional musicians and designers refine their skills through repeated practice and review

In groups, learners are guided to:

- Complete a practical assessment on rhythm performance
- Create a final pattern using a 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 – Identifying skipping as a physical activity
Skipping – Learning and practising basic skipping form

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

- Identify skipping as combining a step and a hop alternating between feet
- Recognise the arm and foot movements involved in skipping
- Relate skipping to physical education around the world where skipping is used as a warm-up exercise and in competitive rope-skipping events

- Observe pictures showing learners skipping
- Discuss the movement of arms and feet during skipping
- Watch a demonstration of proper skipping technique

Why is skipping a useful physical activity?

- Mentor Creative Activities Grade 3 pg. 25
- Pictures of skipping
- Open space
- Digital devices for video
- Mentor Creative Activities Grade 3 pg. 26
- Open flat space
- Markers
- Safe ground

Observation - Oral questions - Practical demonstration

Creating and Executing

Skipping – Skipping in forward and backward directions
Skipping – Skipping to the right and left sides

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

- Skip forward from a starting point to a marked finishing point
- Skip backward from a marked point back to the start
- Relate forward and backward movement skills to sports such as football goalkeeping and basketball defence where players must move in multiple directions quickly

In groups, learners are guided to:

- Mark starting and finishing points on flat ground
- Skip forward to the finishing point and then backward to the start
- Practise both directions in turns, observing safety

How does skipping backward differ from skipping forward?

- Mentor Creative Activities Grade 3 pg. 27
- Markers
- Open flat ground
- Safety cones
- Mentor Creative Activities Grade 3 pg. 28
- Ropes
- Open space
- Markers

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Making patterns while skipping in different directions
Skipping – Singing songs while skipping for enjoyment

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

- Skip following straight, curved, and zigzag line pathways
- Create pattern formations on the ground while skipping
- Relate movement patterns in PE to how marching bands and synchronised swimming teams create geometric formations that audiences can see from above

In groups, learners are guided to:

- Draw straight, curved, and zigzag pathways using chalk
- Skip along each pathway type practising transitions
- Create a combined pattern involving at least two pathway types

How can we create interesting patterns by changing direction while skipping?

- Mentor Creative Activities Grade 3 pg. 28
- Chalk for drawing pathways
- Open space
- Pattern guides
- Mentor Creative Activities Grade 3 pg. 29
- Song charts
- Musical recordings

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Using a skipping rope for individual rope skipping
Skipping – Playing games that involve skipping in different directions

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

- Hold and turn a skipping rope correctly
- Jump over the rope with timing as it reaches the feet
- Relate rope skipping to competitive jump rope events and sports conditioning drills used by professional boxers and athletes to improve footwork and cardiovascular fitness

In groups, learners are guided to:

- Practise holding the rope properly at both ends
- Turn rope over the head and skip over it as it reaches the feet
- Maintain a steady rhythm while increasing speed gradually

What skills are needed to use a skipping rope effectively?

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

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Creating shapes while skipping in groups

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

- Create circular and square shapes while skipping with a group
- Coordinate group movement to form and maintain shapes
- Relate group formation movement to how military parades, marching bands, and synchronised sports teams use coordinated movement patterns for competitions and public displays

In groups, learners are guided to:

- Form groups and skip while making a circle shape
- Practise skipping while forming a square shape
- Experiment with other shapes and present to the class

How can groups create different shapes while skipping together?

- 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
Collage – Understanding what a collage is and identifying materials used

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

- Demonstrate skipping competently in all four directions
- Skip following at least two different pathway patterns
- Relate self-assessment in physical education to how professional athletes use performance data and coach reviews to measure progress and set new training goals

In groups, learners are guided to:

- Perform skipping in all directions for assessment
- Complete self and peer assessment rubrics
- Discuss improvements made and skills to develop further

How well have I mastered skipping in all directions?

- Mentor Creative Activities Grade 3 pg. 30
- Assessment rubrics
- Open space
- All skipping equipment
- Mentor Creative Activities Grade 3 pg. 31
- Sample collages
- Pictures
- Digital devices

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Collage – Collecting and sorting materials for collage making
Collage – Preparing the surface and planning a collage composition

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

- Collect recyclable materials from the school compound and environment
- Sort collected materials by colour, shape, and texture
- Relate responsible material collection to how recycling programmes and eco-artists reuse waste materials to create artworks that raise awareness about environmental conservation

In groups, learners are guided to:

- Take a walk in the school compound to collect recyclable materials
- Sort materials by placing similar ones together in groups
- Store materials in a carrier bag or box for use in subsequent lessons

Where can we find suitable materials for making a collage?

- Mentor Creative Activities Grade 3 pg. 32
- Carrier bags
- Collection boxes
- Safety gloves
- Mentor Creative Activities Grade 3 pg. 33
- Cardboard or stiff paper
- Cutting tools
- Paint and brushes
- Pencils

Observation - Practical tests - Fieldwork reports

Creating and Executing

Collage – Testing and arranging collage materials before gluing
Collage – Creating the final collage by gluing materials onto the surface

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

- Arrange sorted materials on the support surface without glue to test composition
- Make decisions about the best arrangement of colours, shapes, and textures
- Relate testing arrangements before committing to how interior designers arrange furniture layouts and graphic designers try multiple versions of a design before choosing the final one

In groups, learners are guided to:

- Arrange sorted materials on the support surface without applying glue
- Experiment with different arrangements
- Select the best arrangement before proceeding to gluing

How do we decide which arrangement of materials looks best?

- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Sorted materials
- Work tables
- Mentor Creative Activities Grade 3 pg. 35
- Glue
- Cloth for wiping

Observation - Practical tests - Peer assessment

Creating and Executing

Collage – Completing, cleaning, and finishing the collage
Collage – Displaying and discussing own and peers' collage work

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

- Fill in any empty areas with appropriate materials to complete the collage
- Clean excess glue from edges neatly
- Relate neatness in finishing artwork to how professional framers and product packagers ensure clean and polished final presentation for exhibitions, shops, and clients

In groups, learners are guided to:

- Fill in any empty spaces with suitable materials
- Remove excess glue from edges using a clean cloth
- Allow the collage to dry completely before displaying

How can we make our collage look neat and well-finished?

- Mentor Creative Activities Grade 3 pg. 35
- Completed collage works
- Cleaning materials
- Drying area
- Completed collages
- Display boards
- Pins or tape

Practical tests - Showcase - Observation

Creating and Executing

Collage – Assessment and review of collage making skills
Melody – Introduction to melody and ways of varying melodies

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

- Demonstrate competence in all stages of collage making from material collection to finishing
- Complete self and peer assessment using rubrics
- Relate structured self-assessment to how professional designers and craftspeople evaluate the quality of their products against client specifications and standards before delivery

In groups, learners are guided to:

- Complete self and peer assessment using provided rubrics
- Reflect on the collage-making process from start to finish
- Discuss what they learned about materials, composition, and technique

How well have I mastered the collage-making technique?

- Mentor Creative Activities Grade 3 pg. 36
- Assessment rubrics
- Completed collages
- Display area
- Mentor Creative Activities Grade 3 pg. 41
- Digital devices
- Audio recordings
- Song charts

Self-assessment - Peer assessment - Showcase

Creating and Executing

Melody – Varying a melody by changing its rhythm
Melody – Varying a melody by changing its volume

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

- Identify when the rhythm changes within a song
- Sing a familiar song and deliberately change its rhythmic pattern
- Relate rhythmic variation in songs to how genres like reggae and hip-hop take the same melody and apply completely different rhythmic patterns to create a new feel

In groups, learners are guided to:

- Listen to or sing "Shoo Fly Don't Bother Me" as a class
- Identify which part of the song has a different rhythmic pattern
- Sing the song while deliberately changing the rhythm of selected lines

How does changing rhythm make the same melody sound different?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Digital devices
- Audio recordings
- Music player

Aural tests - Practical tests - Oral questions

Creating and Executing

Melody – Varying a melody by changing its speed
Melody – Varying a melody by changing its pitch

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

- Sing a song at a slow tempo and then at a fast tempo
- Identify how tempo change affects the mood of a song
- Relate tempo variation to how the same hymn can be performed solemnly and slowly at a funeral but joyfully and faster at a national celebration

In groups, learners are guided to:

- Sing "God's Love is So Wonderful" guided by the teacher
- Sing the song fast; then sing at a slow speed
- Discuss which speed felt better and why; note how mood changes with tempo

How does singing a song faster or slower change how it feels?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Metronome or drum
- Music player
- Pitched instruments
- Audio recordings

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Varying a melody by changing or replacing its words
Melody – Improvising pitched percussion instruments using water bottles

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

- Identify words in a song that can be replaced or added to create a new version
- Create new text to fit an existing melody
- Relate text variation in songs to how advertising agencies write new lyrics to popular tunes to create jingles that promote products and services

In groups, learners are guided to:

- Sing "If You Are Happy and You Know" guided by the teacher
- Identify which words repeat and which words change in each verse
- Replace some words with new words and sing the new version to the class

How does changing the words of a song make it sound different?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Digital devices
- Variation examples
- Mentor Creative Activities Grade 3 pg. 41
- Glass bottles
- Water
- Spoons
- Safety equipment

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Creating melodic patterns using improvised water bottle percussion
Melody – Applying performance directions when performing melodic patterns

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

- Strike water bottles in a sequence to produce a simple melody
- Experiment with different combinations of pitches to create melodic patterns
- Relate creating melodies from improvised instruments to how early traditional musicians made instruments from gourds, animal skins, and clay pots to produce music for community gatherings

In groups, learners are guided to:

- Use a spoon to strike water bottles in different sequences
- Create a variety of melodic patterns
- Record the best melody using a digital device and play it back for the class

What patterns can we create using three different pitches?

- Mentor Creative Activities Grade 3 pg. 42
- Improvised water bottle instruments
- Spoons
- Recording devices
- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Improvised instruments
- Dynamic and tempo charts

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Creating melodic patterns using two-tone wood blocks

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

- Strike two-tone wood blocks to produce high and low pitched sounds
- Combine high and low pitches to create a simple melodic pattern
- Relate two-tone percussion to how traditional Kenyan slit drums produce two distinct pitches that encode messages communicated across long distances

In groups, learners are guided to:

- Place two wooden blocks on the table
- Strike blocks with the tip of a stick to produce different pitches
- Combine high and low pitches to make a melody and record it

How do two different pitches combine to make a melody?

- Mentor Creative Activities Grade 3 pg. 42
- Two-tone wooden blocks
- Sticks
- Recording devices

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Presenting and recording created melodic patterns

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

- Present a created melodic pattern to the class applying appropriate performance directions
- Record group performances using digital devices
- Relate using technology to record performances to how music producers use recording studios to capture and refine musical performances before releasing them to the public

In groups, learners are guided to:

- Form groups and prepare created melodies for presentation
- Apply performance directions learned during the performance
- Record each group's performance using a digital device and give constructive feedback

How can we perform our melodies most effectively for an audience?

- Mentor Creative Activities Grade 3 pg. 44
- Improvised instruments
- Digital recording devices
- Performance space

Practical tests - Peer assessment - Observation

Creating and Executing

Melody – Assessment and review of melody and variation

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

- Demonstrate mastery of melody concepts by creating and performing a varied melody
- Apply at least two performance directions in the final performance
- Relate structured assessment in music to how adjudicators at music festivals use scoring criteria to evaluate performers on pitch accuracy, dynamics, tempo, and expression

In groups, learners are guided to:

- Complete a practical assessment creating and performing a melody
- Apply performance directions appropriately in the final performance
- Complete self and peer assessment using rubrics

How well have I understood melody and its variation?

- Mentor Creative Activities Grade 3 pg. 44
- Assessment rubrics
- All instruments
- Recording devices

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Weaving – Introduction to weaving and identifying woven items
Weaving – Understanding warp, weft, and the plain weave structure

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

- Define weaving as the process of interlacing two sets of threads (warp and weft) to create fabric
- Identify examples of woven items in the environment such as mats, baskets, and cloth
- Relate weaving to how the textile industry produces millions of metres of woven fabric daily using automated looms for clothing, bedding, and upholstery

In groups, learners are guided to:

- Learn that weaving involves passing one set of threads over and under another
- Look at pictures of woven items such as mats, baskets, and clothing
- Discuss how woven items are used in daily life

What is weaving and which items around us are made through weaving?

- Mentor Creative Activities Grade 3 pg. 43
- Pictures of woven items
- Sample woven materials
- Weaving charts
- Mentor Creative Activities Grade 3 pg. 44
- Plain weave samples
- Weaving charts
- Thread samples

Observation - Oral questions - Written assignments

Creating and Executing

Weaving – Collecting and selecting papers for plain paper weaving
Weaving – Creating a paper loom by drawing margins and cutting slits

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

- Collect papers of different colours suitable for weaving
- Sort collected papers by colour and quality
- Relate responsible collection of recyclable materials to how sustainable craft businesses source recycled and repurposed materials to reduce waste while creating handmade products

In groups, learners are guided to:

- Collect different coloured papers from available sources
- Sort papers by colour and check that they are suitable for cutting and weaving
- Store collected materials in a bag or box for use in subsequent lessons

Where can we find suitable papers for weaving?

- Mentor Creative Activities Grade 3 pg. 45
- Various coloured papers
- Collection bags
- Storage containers
- Paper
- Rulers
- Pencils
- Scissors or blades

Observation - Practical tests - Fieldwork reports

Creating and Executing

Weaving – Drawing and cutting paper strips for interlacing
Weaving – Interlacing the first paper strip through the loom

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

- Draw horizontal lines 2 cm apart on a paper of a different colour
- Cut the paper neatly along the drawn lines to produce uniform strips
- Relate cutting uniform strips to how precision cutting in manufacturing produces standardised parts that fit together accurately in products such as zippers, blinds, and woven car seat fabric

In groups, learners are guided to:

- Use a differently coloured paper from the weaving frame
- Draw horizontal lines 2 cm apart using a ruler and pencil
- Cut carefully along the lines to produce uniform paper strips

Why must the strips be cut to the same width as the slits in the frame?

- Mentor Creative Activities Grade 3 pg. 46
- Coloured papers
- Rulers
- Pencils
- Scissors
- Prepared weaving frames
- Paper strips
- Work tables

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Building up the woven pattern by interlacing multiple strips
Weaving – Finishing and securing the plain paper weave

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

- Interlace a second strip in the alternating over-and-under pattern relative to the first
- Press strips firmly together after each row to create a tight weave
- Relate building up a tight weave to how bricklayers stagger bricks in alternating rows to create a strong, interlocking wall structure

In groups, learners are guided to:

- Interlace the second strip alternating from the first
- Press each strip firmly against the previous one to create a tight, even weave
- Continue weaving successive strips toward the end of the frame

Why do we alternate the over-and-under pattern with each new strip?

- Mentor Creative Activities Grade 3 pg. 47
- Weaving in progress
- Paper strips
- Work tables
- Nearly complete weavings
- Glue
- Cloth for wiping

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Making a plain paper weave using two contrasting colours

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

- Select two contrasting colours for the frame and strips
- Create a complete plain paper weave using the two-colour combination
- Relate colour contrast in weaving to how Maasai shukas, Scottish tartans, and Kente cloth from Ghana use contrasting colour combinations to create culturally meaningful and visually striking woven patterns

In groups, learners are guided to:

- Select two papers of strongly contrasting colours
- Use one colour for the weaving frame and the other for the strips
- Complete the weave following the plain weave pattern; display for peer feedback

How do contrasting colours make a woven pattern more attractive?

- Mentor Creative Activities Grade 3 pg. 48
- Two contrasting coloured papers
- Weaving materials
- Glue

Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving – Creating plain weaves with multiple colour combinations

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

- Try making paper weaves using three or more colour combinations
- Create varied visual effects by alternating strip colours in different sequences
- Relate experimenting with colour combinations to how fashion designers test multiple colourways of the same woven fabric pattern before selecting the final version for a clothing collection

In groups, learners are guided to:

- Try making a paper weave using strips of three or more different colours
- Alternate strip colours in different sequences to create varied effects
- Compare the results and discuss which combination looks most attractive

What colour combinations create the most interesting woven effects?

- Mentor Creative Activities Grade 3 pg. 48
- Papers of various colours
- Weaving materials
- Colour charts

Practical tests - Showcase - Peer assessment

Creating and Executing

Weaving – Showcasing completed woven work and giving constructive feedback

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

- Display completed plain weaves for peer appreciation
- Discuss the techniques and challenges experienced during weaving
- Relate presenting and receiving feedback on handmade work to how craft fair exhibitors and interior designers present woven products to clients and buyers who give feedback on quality and design

In groups, learners are guided to:

- Display all completed plain weaves side by side
- Walk around and examine each other's work
- Ask peers to comment on the work; share at least one improvement suggestion each

How can we improve our weaving skills based on peer feedback?

- Mentor Creative Activities Grade 3 pg. 48
- Completed weaves
- Display boards
- Pins or tape

Showcase - Oral presentations - Peer assessment

Creating and Executing
Performing and Displaying

Weaving – Assessment and review of plain paper weaving
Rounds – Aurally identifying a round performance

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

- Demonstrate competence in all stages of plain paper weaving from preparing the loom to finishing the edges
- Complete a final neat plain paper weave in two colours
- Relate structured self-assessment to how quality control officers in textile factories inspect woven products against set standards before approving them for sale

In groups, learners are guided to:

- Complete a final weaving project for assessment purposes
- Complete self and peer assessment using rubrics
- Reflect on the weaving skills learned and identify one skill to improve

How well have I mastered plain paper weaving?

- Mentor Creative Activities Grade 3 pg. 48
- Assessment rubrics
- All weaving materials
- Display area
- Mentor Creative Activities Grade 3 pg. 52
- Digital devices
- Video clips of round performances
- Audio recordings

Practical tests - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Understanding performance techniques for singing rounds
Rounds – Singing the tune of a round with pitch accuracy

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

- Identify performance techniques required for rounds: correct posture, accurate tune, clear words, correct entries, and keeping to own part
- Explain why each performance technique matters in a round
- Relate maintaining correct performance techniques to how professional choir members in the Kenya Music Festival are adjudicated on posture, diction, and accuracy

In groups, learners are guided to:

- Discuss performance techniques needed for rounds using a chart
- Practise sitting or standing upright as correct posture for singing
- Discuss what happens when a singer shifts to another group's part

Why is it important to maintain correct performance techniques when singing a round?

- Mentor Creative Activities Grade 3 pg. 52
- Charts showing performance techniques
- Digital devices
- Audio recordings
- Song charts
- Audio recording of round
- Digital recording devices

Oral questions - Practical demonstration - Peer assessment

Performing and Displaying

Rounds – Singing rounds with clarity of words
Rounds – Understanding correct entries and keeping to own part in a round

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

- Articulate words of a round clearly so the message is understood
- Practise correct pronunciation of round lyrics
- Relate clear word articulation to how news anchors, public speakers, and radio presenters train to pronounce every word distinctly so listeners understand them clearly

In groups, learners are guided to:

- Practise pronouncing each word of the round lyrics clearly
- Sing the round focusing on clear diction
- Listen to a peer's singing and identify any unclear words

Why must words be pronounced clearly when singing a round?

- Mentor Creative Activities Grade 3 pg. 53
- Round lyrics flashcards
- Mirrors for articulation practice
- Digital recording devices
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets

Performance assessment - Self-assessment - Peer assessment

Performing and Displaying

Rounds – Singing "Are You Sleeping" as a two-part round
Rounds – Describing and discussing the message in a round

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

- Sing the round "Are You Sleeping" in unison first before splitting into two groups
- Perform "Are You Sleeping" as a two-part round with Group A starting first
- Relate the overlapping structure of the round to how a conversation echo works, where the second speaker repeats the first speaker's words while the first continues talking

In groups, learners are guided to:

- Organise into two groups
- Sing the song together in unison first
- Sing again as a two-part round: Group A starts; Group B joins after the first line; both groups keep to their own parts to the end

How do two groups sing the same song starting at different times without losing their parts?

- Mentor Creative Activities Grade 3 pg. 53
- Song lyrics charts
- Audio recording of the round
- Visual entry guides
- Chart paper for message analysis
- Discussion guides

Practical performance - Group observation - Self-assessment

Performing and Displaying

Rounds – Singing "Row, Row, Row Your Boat" as a three-part round
Rounds – Describing the message conveyed in "Row, Row, Row Your Boat"

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

- Sing "Row, Row, Row Your Boat" accurately in unison
- Perform "Row, Row, Row Your Boat" as a three-part round with each group entering at a different point
- Relate the three-part round structure to how a three-lane highway carries traffic moving at different speeds but all going in the same direction simultaneously

In groups, learners are guided to:

- Form three groups and practise the melody together in unison
- Assign each group a different entry point
- Perform the round maintaining accuracy of tune and keeping to own part; discuss the activity

How do three groups sing the same song starting at three different points?

- Mentor Creative Activities Grade 3 pg. 54
- Song lyrics charts
- Audio of the round
- Visual aids showing group entries
- Song lyrics sheets
- Chart paper for message mapping
- Discussion guides

Performance assessment - Group observation - Self-assessment

Performing and Displaying

Rounds – Singing "Ukienda Kutembea" as a two-part round

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

- Sing "Ukienda Kutembea" with correct words and tune
- Perform "Ukienda Kutembea" as a two-part round maintaining individual group parts
- Relate singing rounds in Kiswahili to how Kenyan cultural events use indigenous songs to foster patriotism and national unity

In groups, learners are guided to:

- Organise into two groups
- Practise the song in unison first
- Perform as a two-part round: Group 1 starts; Group 2 joins at the designated entry point

How does singing a round in Kiswahili help us appreciate our cultural heritage?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics charts
- Audio recording
- Visual entry guides

Practical performance - Group observation - Aural tests

Performing and Displaying

Rounds – Describing the message in the round "Ukienda Kutembea"

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

- Identify the message communicated in "Ukienda Kutembea"
- Relate the themes of friendship, sharing, and generosity in the song to core Kenyan values
- Relate discussing the message of a Kiswahili round to how the Kiswahili proverb tradition uses short sayings to communicate important social values within communities

In groups, learners are guided to:

- Perform "Ukienda Kutembea" as a two-part round
- Discuss what the song is asking a friend to bring back from a journey
- Talk about the values of kindness, friendship, and sharing communicated in the song

What values does the round "Ukienda Kutembea" communicate?

- Mentor Creative Activities Grade 3 pg. 55
- Song lyrics sheets
- Values discussion chart
- Cultural context resources

Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds – Applying gestures and facial expressions while performing rounds

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

- Use appropriate gestures to enhance a round performance
- Apply facial expressions that match the message of the round
- Relate using gestures and expressions in performance to how stage actors and television presenters use body language and facial expressions to make their communication more powerful and engaging

In groups, learners are guided to:

- Discuss which gestures suit different lines of the round songs learned
- Practise using gestures while singing a round
- Perform a round incorporating both gestures and facial expressions; review using a recording

How do gestures and facial expressions make a round performance more expressive?

- Mentor Creative Activities Grade 3 pg. 52
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices

Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds – Coordinating group entries and recording round performances

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

- Coordinate entries and exits effectively with group members
- Record a group round performance using a digital device
- Relate using technology to record performances to how music producers use recording studios to capture, review, and improve performances before official release

In groups, learners are guided to:

- Form performance groups and rehearse entry cues
- Record the group round performance using a digital device
- Watch and listen to the recording and use an assessment table to give feedback

How does recording our performance help us improve?

- Mentor Creative Activities Grade 3 pg. 55
- Digital cameras or phones
- Playback devices
- Group assessment sheet

Recording quality - Self-assessment - Peer critique

Performing and Displaying

Rounds – Preparing and performing rounds at school events

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

- Select an appropriate round song to perform at a school event
- Rehearse the round applying all performance techniques learned
- Relate performing for an audience to how Kenya Music Festival participants prepare months in advance and are adjudicated on all aspects of performance

In groups, learners are guided to:

- Select one round from those learned for a school event performance
- Rehearse with attention to posture, diction, correct entries, and keeping to own part
- Present the round during a school assembly, class performance, or event

How do we prepare a round performance for a public audience?

- Mentor Creative Activities Grade 3 pg. 55
- Performance space
- Program materials
- Sound amplification if available

Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds – Teaching a round to peers

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

- Teach a simple round to classmates using clear instructions
- Demonstrate effective ways of helping others learn a melody and their entry points
- Relate peer teaching of rounds to how music teachers in primary schools teach songs step-by-step, and how experienced choir members train new members during rehearsals

In groups, learners are guided to:

- Prepare to teach a simple round from memory to classmates
- Lead peers through learning the melody first, then demonstrate entry points
- Give peers time to practise and offer supportive feedback

How can we teach a round effectively to help others learn it?

- Mentor Creative Activities Grade 3 pg. 55
- Teaching aids
- Song sheets
- Digital devices for demonstration

Teaching observation - Peer evaluation - Learning outcomes assessment

Performing and Displaying

Rounds – Collecting rounds from different cultures and communities

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

- Research round songs from different Kenyan communities and world cultures
- Collect and document rounds in written or recorded form
- Relate building a collection of rounds to how ethnomusicologists travel across communities to record indigenous music before it is lost, preserving it in archives for future generations

In groups, learners are guided to:

- Search for rounds from different Kenyan communities and other countries
- Document collected rounds in written or recorded form
- Create a class collection of rounds from diverse sources

Why is it important to collect and preserve round songs from different cultures?

- Mentor Creative Activities Grade 3 pg. 55
- Internet access
- Music books with rounds
- Digital recording devices
- Cultural music resources

Portfolio assessment - Documentation review - Practical demonstration

Performing and Displaying

Rounds – Project performance and celebration of round singing

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

- Showcase learned rounds in a class performance event applying all techniques
- Perform confidently before peers and any invited guests
- Relate celebrating a completed learning project to how choirs celebrate after successful festival performances, reinforcing the value of effort, teamwork, and continuous practice

In groups, learners are guided to:

- Organise a class round performance event
- Perform multiple rounds for classmates and guests applying all performance techniques
- Reflect on learning experiences, achievements, and areas for future growth

What rounds did we enjoy most and how can we continue practising?

- Mentor Creative Activities Grade 3 pg. 55
- Performance venue
- Digital recording equipment
- Reflection journals

Final performance - Self-reflection - Portfolio review

Performing and Displaying

Rounds – Assessment and review of round performance skills

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

- Demonstrate all performance techniques for rounds: posture, accurate tune, clear diction, correct entries, and keeping to own part
- Perform a selected round accurately and expressively
- Relate structured music assessment to how Kenya Music Festival adjudicators use detailed rubrics to score choirs on every element of performance

In groups, learners are guided to:

- Perform a selected round for final assessment
- Apply all performance techniques learned across the unit
- Complete self and peer assessment using the group assessment sheet

How well have we mastered performing rounds?

- Mentor Creative Activities Grade 3 pg. 52–55
- Assessment rubrics
- Recording devices
- Peer evaluation forms

Performance assessment - Self-assessment - Peer assessment - Teacher observation

Performing and Displaying

Galloping – Identifying galloping as a movement skill
Galloping – Identifying directions and body position during galloping

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

- Define galloping as running fast so that all feet come off the ground simultaneously during forward movement
- Identify animals that use galloping movement such as horses, zebras, camels, and giraffes
- Relate galloping to how the gallop stride of a racehorse is studied by sports scientists to design faster robotic legs and improve the biomechanics of running athletes

In groups, learners are guided to:

- Look at pictures of horses, zebras, and other galloping animals
- Discuss how galloping animals move all feet off the ground at once
- Watch a video of galloping movement and answer guided questions about foot sequence and body position

What is galloping and which animals use galloping movement?

- Mentor Creative Activities Grade 3 pg. 56
- Pictures of galloping animals
- Open safe space
- Digital devices for video
- Directional markers
- Open play area
- Demonstration videos

Observation - Oral questions - Practical identification

Performing and Displaying

Galloping – Demonstrating basic galloping steps
Galloping – Galloping forward along a straight marked path

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

- Perform the basic galloping action: step forward with one foot and quickly bring the other foot to meet it
- Maintain a steady galloping rhythm while moving forward
- Relate learning movement patterns step by step to how physical therapists teach stroke patients to relearn walking by breaking movement into small, manageable steps

In groups, learners are guided to:

- Stand with feet together
- Take a big step forward with one foot and quickly bring the other foot to meet it
- Repeat the galloping action twice and discuss with peers how it felt

What is the correct sequence of steps for galloping?

- Mentor Creative Activities Grade 3 pg. 57
- Flat open ground
- Field markers
- Safe play area
- Cones or field markers
- Open flat ground
- Measuring tape

Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping – Galloping to the right and left along a marked line
Galloping – Galloping along a zigzag pathway

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

- Gallop to the right side of a marked line
- Gallop to the left side of a marked line
- Relate lateral galloping to how basketball and tennis players use lateral shuffle movements to defend against opponents, relying on the same weight-transfer mechanics as galloping

In groups, learners are guided to:

- Mark a straight line at the centre of the play area
- Stand along the marked line and gallop to the right side
- Return by galloping to the left side; take turns and observe safety

How is galloping sideways different from galloping forward?

- Mentor Creative Activities Grade 3 pg. 58
- Chalk or rope for lines
- Flat open ground
- Field markers
- Mentor Creative Activities Grade 3 pg. 59
- Field markers or cones
- Open flat ground
- Zigzag layout guide

Practical demonstration - Peer observation - Skill assessment

Performing and Displaying

Galloping – Galloping along a circular pathway
Galloping – Playing the whistle-directed galloping game

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

- Gallop following a circular pathway marked on the ground
- Maintain balance and direction while galloping in a circle
- Relate circular galloping to how horses in a show ring gallop in circles for judges, and how athletic sprinters on a curved track must adjust their lean and stride to maintain speed through the bend

In groups, learners are guided to:

- Draw a circle on the ground using chalk or rope
- Gallop around the circle maintaining correct form
- Change direction and gallop around the circle the other way; observe safety

How do we maintain balance and direction when galloping in a circle?

- Mentor Creative Activities Grade 3 pg. 59
- Chalk or rope for circle
- Flat safe ground
- Pattern diagrams
- Mentor Creative Activities Grade 3 pg. 60
- Whistle
- Open safe field
- Directional markers

Practical demonstration - Balance assessment - Pattern execution

Performing and Displaying

Galloping – Playing the red light, green light galloping game

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

- Gallop quickly in any direction when the leader says "green light"
- Stop immediately and freeze when the leader says "red light"
- Relate the red light, green light game to how traffic signals control the flow of vehicles on roads, and how computer processors use binary on/off signals to control all digital functions

In groups, learners are guided to:

- Choose a leader
- Gallop quickly in any direction on "green light"
- Freeze completely on "red light"; continue on the next "green light" signal; take turns as leader and cheer each other

Why is it important to stop and start quickly in a galloping game?

- Mentor Creative Activities Grade 3 pg. 60
- Open safe field
- Markers

Game participation - Observation - Peer assessment

Performing and Displaying

Galloping – Playing a galloping relay race game

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

- Participate in a galloping relay race applying correct galloping technique
- Work cooperatively within a team to complete the relay
- Relate galloping relay races to how Kenya's 4x100m relay teams coordinate individual speed with perfect baton handovers to achieve national and international success

In groups, learners are guided to:

- Form two teams of equal members
- Place markers at opposite ends of the field
- Gallop in relay from one end to the other; the team that finishes first wins; observe safety

How do teamwork and correct galloping technique help win a relay race?

- Mentor Creative Activities Grade 3 pg. 60
- Field markers or hula hoops
- Flat open field
- Starting line markers

Game participation - Team observation - Skill assessment

Performing and Displaying

Galloping – Creating and performing a galloping routine combining pathways

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

- Create a simple galloping routine combining at least two pathway types
- Perform the routine with peers in a group
- Relate designing a movement routine to how choreographers plan dance sequences by combining different moves, directions, and formations into a structured, flowing performance

In groups, learners are guided to:

- Use markers to create a square on the ground
- Gallop from the centre to each corner in sequence
- Create a group routine combining straight, zigzag, and circular pathways; present to the class

What makes a good galloping routine that combines different pathways?

- Mentor Creative Activities Grade 3 pg. 62
- Markers or cones
- Open play area
- Routine planning guide

Practical performance - Creativity evaluation - Peer assessment

Performing and Displaying

Galloping – Singing action songs while galloping

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

- Gallop while singing appropriate action songs
- Coordinate movement with the rhythm of a song
- Relate combining music with movement to how aerobics and Zumba instructors synchronise physical exercises with music rhythm so participants move in unison and maintain energy throughout the session

In groups, learners are guided to:

- Learn an action song suitable for galloping
- Practise galloping to the rhythm of the song
- Perform galloping with singing in groups and cheer each other

How does the rhythm of a song help us gallop more smoothly?

- Mentor Creative Activities Grade 3 pg. 58
- Song lyrics
- Digital music player
- Open safe space

Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping – Observing and assessing peers' galloping performance
Galloping – Assessment and review of galloping skills
Modelling and Ornament Making – Completing and securing the beaded necklace

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

- Observe peers' galloping performances using an observation checklist
- Provide specific and constructive feedback to peers
- Relate structured peer assessment to how sports coaches use video analysis and performance checklists to evaluate athletes and give targeted feedback during training sessions

In groups, learners are guided to:

- Watch peers perform galloping activities in all learned directions
- Use the peer assessment table from the course book to tick appropriate columns
- Give helpful and encouraging feedback to each peer assessed

What should we look for when observing a peer's galloping performance?

- Mentor Creative Activities Grade 3 pg. 61
- Peer assessment forms
- Observation checklists
- Open performance area
- Mentor Creative Activities Grade 3 pg. 62
- Assessment rubrics
- Open safe area
- Peer evaluation forms
- Mentor Creative Activities Grade 3 pg. 89
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available

Peer assessment - Feedback quality review - Observation skills