Creating and Executing

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

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

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

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

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

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

- Observation - Oral questions - Practical demonstration

Creating and Executing

Pushing and Pulling - Performing pulling activities
Pushing and Pulling - Practicing pulling and pushing activities
Pushing and Pulling - Singing songs while pulling
Pushing and Pulling - Singing songs while pushing

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

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

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

Which objects can be improvised for use in pulling activities?

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

- Practical tests - Peer assessment - Fieldwork reports

Creating and Executing

Pushing and Pulling - Observing safety during pushing and pulling
Pushing and Pulling - Playing pushing games
Pushing and Pulling - Playing pulling games
Pushing and Pulling - Playing field cleaners game

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

- Identify safety measures during pushing and pulling
- Apply safety precautions during physical activities
- Appreciate the importance of safety during play

The learner is guided to:
- Discuss safety tips: avoid overcrowding, avoid slippery ground, ensure equal numbers in teams
- Practice pushing and pulling while observing safety measures
- Use flat ground for all pushing and pulling activities

Why is safety important during pushing and pulling activities?

- Mentor Creative Activities Grade 3 pg. 5
- Open flat ground
- Safety charts
- First aid kit
- Mentor Creative Activities Grade 3 pg. 6
- Stones
- Markers
- Stopwatch
- Ropes
- Hula-hoop
- Play items
- Open space

- Observation - Oral questions - Practical demonstration

Creating and Executing

Pushing and Pulling - Combined pushing and pulling activities
Pushing and Pulling - Free practice and self-assessment

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

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

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

How can we combine pushing and pulling in one activity?

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

- Practical tests - Peer assessment - Self-assessment

Creating and Executing

Pushing and Pulling - Creating pushing and pulling routines
Pushing and Pulling - Assessment and review of pushing and pulling

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

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

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

What makes a good physical activity routine?

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

- Practical tests - Peer assessment - Observation

Creating and Executing

Drawing and Painting - Identifying materials for colour mixing
Drawing and Painting - Mixing colours using spraying technique

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 7
- Digital devices
- Pictures of art materials
- Paint, brushes, paper
- 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 blowing technique
Drawing and Painting - Identifying shapes in drawings
Drawing and Painting - Drawing composition using regular shapes

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

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

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

Why is it important to clean hands after painting?

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

- Practical tests - Observation - Oral questions

Creating and Executing

Drawing and Painting - Drawing composition using irregular shapes
Drawing and Painting - Painting a simple composition

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

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

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

What is the difference between regular and irregular shapes?

- Mentor Creative Activities Grade 3 pg. 11
- Paper
- Drawing materials
- Crayons or coloured pencils
- Environmental objects
- Mentor Creative Activities Grade 3 pg. 12
- Paint and brushes
- Palette
- Water for cleaning

- Practical tests - Showcase - Peer assessment

Creating and Executing

Drawing and Painting - Creating and displaying artwork
Drawing and Painting - Understanding primary and secondary colours

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

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

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

How can we make our artwork better?

- Mentor Creative Activities Grade 3 pg. 12
- Completed artworks
- Display boards
- Pins or tape
- Mentor Creative Activities Grade 3 pg. 8
- Paint (primary colours)
- Palette
- Paper
- Colour chart

- Showcase - Peer assessment - Oral presentations

Creating and Executing

Drawing and Painting - Creating texture in drawings
Drawing and Painting - Exploring different painting techniques

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

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

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

How does texture make drawings more interesting?

- Mentor Creative Activities Grade 3 pg. 7
- Paper
- Drawing materials
- Objects with different textures
- Mentor Creative Activities Grade 3 pg. 12
- Brushes of different sizes
- Paint
- Water

- Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting - Creating balanced compositions
Drawing and Painting - Creating artwork for personal expression

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

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

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

How do we arrange elements in a picture?

- Mentor Creative Activities Grade 3 pg. 11
- Paper
- Drawing and painting materials
- Sample compositions
- Mentor Creative Activities Grade 3 pg. 12
- Display boards

- Practical tests - Showcase - Peer assessment

Creating and Executing

Drawing and Painting - Review and assessment of skills
Rhythm and Pattern Making - Identifying different sound durations in simple songs
Rhythm and Pattern Making - Using French rhythm names for sound durations

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

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

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

How well have I mastered drawing and painting skills?

- Mentor Creative Activities Grade 3 pg. 12
- All art materials
- Assessment rubrics
- Display area
- Mentor Creative Activities Grade 3 pg. 15
- Digital devices
- Audio recordings
- Rhythm charts
- Mentor Creative Activities Grade 3 pg. 16
- Flashcards
- Musical instruments

- Practical tests - Self-assessment - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Creating rhythmic patterns with long and short sounds
Rhythm and Pattern Making - Clapping rhythms while singing

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

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

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

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

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

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making - Creating accompaniment to songs
Rhythm and Pattern Making - Performing rhythmic accompaniments in pairs

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

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

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

How can we accompany songs with rhythms?

- Mentor Creative Activities Grade 3 pg. 18
- Song charts
- Percussion instruments
- Body percussion guide
- Mentor Creative Activities Grade 3 pg. 19
- Performance space

- Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making - Recognizing basic shapes in environment
Rhythm and Pattern Making - Moving rhythmically around shapes

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

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

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

How do shapes relate to movement and rhythm?

- Mentor Creative Activities Grade 3 pg. 19
- Shape charts
- Objects with basic shapes
- Drawing materials
- Open space
- Chalk for drawing shapes
- Song charts

- Observation - Oral questions - Written assignments

Creating and Executing

Rhythm and Pattern Making - Identifying random and all-over patterns
Rhythm and Pattern Making - Creating random repeat patterns
Rhythm and Pattern Making - Printing random patterns with banana stalk

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 20
- Digital devices
- Pattern samples
- Objects with patterns
- Mentor Creative Activities Grade 3 pg. 21
- Paper
- Drawing materials
- Banana leaf stalks
- Paint and palette
- Brushes

- Observation - Oral questions - Written assignments

Creating and Executing

Rhythm and Pattern Making - Printing random patterns with leaves
Rhythm and Pattern Making - Alternating colours in patterns

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

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

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

What types of leaves create interesting patterns?

- Mentor Creative Activities Grade 3 pg. 22
- Various leaves
- Paint and brushes
- Paper
- Palette
- Mentor Creative Activities Grade 3 pg. 23
- Printing materials
- Paint (multiple colours)

- Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making - Creating patterns with various objects
Rhythm and Pattern Making - Showcasing created patterns

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

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

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

What other objects can we use to make patterns?

- Mentor Creative Activities Grade 3 pg. 23
- Found objects
- Paint
- Paper
- Palette
- Completed artworks
- Display boards
- Pins or tape

- Practical tests - Peer assessment - Showcase

Creating and Executing

Rhythm and Pattern Making - Using regular shapes to create patterns
Rhythm and Pattern Making - Assessment of rhythm and pattern skills

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

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

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

How do regular shapes help create clear patterns?

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

- Practical tests - Showcase - Peer assessment

Creating and Executing

Skipping - Understanding skipping as a physical activity
Skipping - Identifying different directions for skipping
Skipping - Learning proper skipping form

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

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

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

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

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

- Observation - Oral questions - Practical demonstration

Creating and Executing

Skipping - Practicing forward skipping
Skipping - Practicing backward skipping

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

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

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

How can we maintain balance when skipping forward?

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Practicing sideways skipping (right)
Skipping - Practicing sideways skipping (left)

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

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

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

How is skipping sideways different from forward skipping?

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Creating patterns during skipping
Skipping - Combining singing with skipping

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

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

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

How can we create different patterns while skipping?

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Using skipping rope
Skipping - Playing games involving skipping

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

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

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

What skills are needed for rope skipping?

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Skipping - Making shapes during skipping
Skipping - Assessment and review of skipping skills
Skipping - Combining skipping movements into routines

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

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

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

How can groups create shapes while skipping?

- Mentor Creative Activities Grade 3 pg. 29
- Open space
- Chalk for shape guides
- Markers
- Mentor Creative Activities Grade 3 pg. 30
- Assessment rubrics
- All skipping equipment
- Music for routines
- Props as needed

- Practical tests - Observation - Peer assessment

Creating and Executing

Collage - Understanding collage technique
Collage - Learning collage techniques through observation

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

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

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

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

- Mentor Creative Activities Grade 3 pg. 31
- Sample collages
- Pictures
- Digital devices
- Mentor Creative Activities Grade 3 pg. 32
- Internet access

- Observation - Oral questions - Written assignments

Creating and Executing

Collage - Gathering collage materials
Collage - Organizing materials for collage

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

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

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

Where can we find materials for making collage?

- Mentor Creative Activities Grade 3 pg. 32
- Carrier bags
- Collection boxes
- Safety gloves
- Mentor Creative Activities Grade 3 pg. 33
- Collected materials
- Sorting containers
- Tables for sorting

- Observation - Practical tests - Fieldwork reports

Creating and Executing

Collage - Preparing surface for collage work
Collage - Planning collage composition

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

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

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

What makes a good support surface for collage?

- Mentor Creative Activities Grade 3 pg. 33
- Cardboard or stiff paper
- Cutting tools
- Paint and brushes
- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Pencils
- Erasers

- Practical tests - Observation - Peer assessment

Creating and Executing

Collage - Testing material arrangement
Collage - Creating final collage
Collage - Completing and cleaning collage

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

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

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

How do we know which arrangement looks best?

- Mentor Creative Activities Grade 3 pg. 34
- Prepared surfaces
- Sorted materials
- Work tables
- Mentor Creative Activities Grade 3 pg. 35
- Glue
- Materials
- Cloth for wiping
- Collage works
- Cleaning materials
- Drying area

- Observation - Practical tests - Peer assessment

Creating and Executing

Collage - Presenting and discussing collage work
Collage - Assessing collage skills

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

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

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

How can we improve our collage-making skills?

- Mentor Creative Activities Grade 3 pg. 35
- Completed collages
- Display boards
- Pins or tape
- Mentor Creative Activities Grade 3 pg. 36
- Assessment rubrics
- Completed works
- Display area

- Showcase - Oral presentations - Peer assessment

Performing and Displaying

Rounds - Aurally identify a round performance
Rounds - Performance techniques
Rounds - Clarity of words
Rounds - Entries and keeping to own part
Rounds - Singing "Row, row, row your boat"

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

- Define what a round is
- Identify a round performance from recorded clips
- Appreciate rounds as a form of musical expression

In groups, learners are guided to:
- Use a digital device to watch video performances of rounds
- Listen to and discuss the structure of rounds
- Identify how groups enter at different times in a round

1. What is a round song? 2. How is a round different from other songs?

- KLB Creative Activities Grade 3 pg. 62
- Digital devices
- Internet access
- Video clips of round performances
- Charts showing performance techniques
- Audio recordings
- KLB Creative Activities Grade 3 pg. 63
- Flashcards with round lyrics
- Digital recording devices
- Mirrors for articulation practice
- Visual entry cue cards
- Digital metronome or timing device
- Round song sheets
- KLB Creative Activities Grade 3 pg. 64
- Song lyrics charts
- Digital audio of the round
- Visual aids showing group entries

- Observation - Oral questions - Group discussion

Performing and Displaying

Rounds - Describing messages in rounds
Rounds - Learning new rounds
Rounds - Recording round performances
Rounds - Performance techniques accuracy

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

- Identify messages conveyed through rounds
- Describe the meaning of different rounds
- Appreciate the use of rounds to pass messages

In groups, learners are guided to:
- Listen to various rounds and discuss their messages
- Identify themes in different rounds
- Share interpretations of round messages with peers

1. What messages can rounds convey? 2. How do words help us understand a round's message?

- KLB Creative Activities Grade 3 pg. 64
- Collection of round recordings
- Chart paper for message mapping
- Digital devices for research
- Internet access
- Music books with rounds
- Digital devices
- Cultural music resources
- Digital cameras or phones
- Playback devices
- Evaluation checklists
- KLB Creative Activities Grade 3 pg. 62
- Pitched instruments
- Tuning apps or devices
- Metronome

- Oral presentations - Written descriptions - Group discussions

Performing and Displaying

Rounds - Performance techniques gestures and expressions
Rounds - Group performance practice

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

- Use appropriate gestures while performing rounds
- Apply facial expressions to convey messages
- Appreciate non-verbal communication in music

In groups, learners are guided to:
- Practice using gestures that match round lyrics
- Demonstrate facial expressions that enhance performance
- Perform rounds incorporating gestures and expressions

1. How do gestures enhance a round performance? 2. What facial expressions suit different rounds?

- KLB Creative Activities Grade 3 pg. 62
- Mirrors for practice
- Video examples of expressive performances
- Digital recording devices
- KLB Creative Activities Grade 3 pg. 63
- Open performance space
- Entry cue cards
- Digital timer or metronome

- Performance observation - Video analysis - Peer feedback

Performing and Displaying

Rounds - Message interpretation
Rounds - Creating round collections

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

- Interpret messages from various rounds
- Explain how music enhances the message
- Appreciate the meaning conveyed through rounds

In groups, learners are guided to:
- Analyze lyrics of different rounds
- Discuss how melody supports the message
- Share personal interpretations with peers

1. How does the melody affect the message? 2. What different meanings can rounds have?

- KLB Creative Activities Grade 3 pg. 64
- Round lyrics sheets
- Chart paper for analysis
- Cultural context resources
- Research materials
- Portfolio folders
- Digital storage devices
- Recording equipment

- Oral presentations - Written analysis - Group discussions

Performing and Displaying

Rounds - Round performance for events
Rounds - Peer teaching of rounds

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

- Prepare rounds for performance at school events
- Perform rounds confidently before an audience
- Appreciate performing for others

In groups, learners are guided to:
- Select appropriate rounds for school events
- Rehearse performance with attention to all techniques
- Present rounds during school assemblies or festivals

1. How do we prepare for a public performance? 2. What makes a round performance memorable?

- KLB Creative Activities Grade 3 pg. 64
- Performance space
- Sound amplification if available
- Program materials
- Evaluation forms
- Teaching aids
- Song sheets
- Digital devices for demonstration

- Performance assessment - Audience feedback - Self-reflection

Performing and Displaying

Rounds - Rounds from different cultures
Rounds - Rounds performance assessment
Rounds - Round performance celebration

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

- Identify rounds from various cultures
- Perform rounds from different cultural backgrounds
- Appreciate cultural diversity in music

In groups, learners are guided to:
- Research rounds from different countries and communities
- Learn rounds from diverse cultural traditions
- Discuss cultural significance of various rounds

1. What rounds exist in different cultures? 2. How do cultural rounds differ?

- KLB Creative Activities Grade 3 pg. 64
- Internet resources
- Cultural music collections
- World music recordings
- Reference books
- KLB Creative Activities Grade 3 pg. 62-64
- Assessment rubrics
- Recording devices
- Peer evaluation forms
- Performance venue
- Digital recording equipment
- Reflection journals
- Certificates of participation

- Practical performance - Cultural analysis presentation - Written comparisons

Performing and Displaying

Galloping - Identifying galloping movement
Galloping - Galloping in different directions

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

- Define galloping as a movement skill
- Identify galloping from pictures and demonstrations
- Show interest in learning galloping

In groups, learners are guided to:
- Observe pictures of galloping movement
- Discuss the stepping and sliding action
- Identify body parts used in galloping

1. What is galloping? 2. How do we move when galloping?

- KLB Creative Activities Grade 3 pg. 65
- Pictures showing galloping
- Open safe space
- Visual aids
- Directional markers
- Open play area
- Demonstration videos

- Observation - Oral questions - Practical identification

Performing and Displaying

Galloping - Performing galloping forward
Galloping - Galloping to the right and left

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

- Perform galloping forward correctly
- Step off with preferred foot and slide with the other
- Enjoy galloping for physical fitness

In groups, learners are guided to:
- Practice stepping forward with preferred foot
- Slide the other foot to follow behind
- Swing bent arms forward while galloping

1. How do we gallop forward? 2. Which foot do you prefer to lead with?

- KLB Creative Activities Grade 3 pg. 66
- Flat open ground
- Field markers
- Safe play area
- Improvised ropes
- Flat ground
- Directional markers

- Practical performance - Observation - Self-assessment

Performing and Displaying

Galloping - Demonstrating galloping
Galloping - Practising galloping with cones

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

- Demonstrate galloping to peers
- Give feedback on peer demonstrations
- Value constructive feedback in learning

In groups, learners are guided to:
- Work in pairs taking turns to demonstrate
- Mark play area for safe galloping practice
- Provide constructive feedback to partners

1. How can we help each other improve? 2. What makes a good demonstration?

- KLB Creative Activities Grade 3 pg. 66
- Field markers
- Open safe area
- Peer evaluation forms
- Cones or markers
- Open play area
- Measuring tape

- Peer assessment - Practical demonstration - Feedback discussion

Performing and Displaying

Galloping - Galloping along marked lines
Galloping - Galloping in patterns
Galloping - Curved and circular galloping

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

- Gallop to the left along a marked line
- Gallop to the right along a marked line
- Appreciate following pathways while galloping

In groups, learners are guided to:
- Mark a straight line at the center of play area
- Stand along the marked line
- Practice galloping to left and right of the line

1. How does the line help guide our galloping? 2. What is the difference between left and right galloping?

- KLB Creative Activities Grade 3 pg. 66
- Chalk or rope for lines
- Flat open ground
- Field markers
- KLB Creative Activities Grade 3 pg. 67
- Pattern markers
- Open play area
- Visual pathway guides
- Curved pathway markers
- Flat safe ground
- Pattern diagrams

- Practical demonstration - Observation - Peer feedback

Performing and Displaying

Galloping - Galloping race game
Galloping - Providing peer feedback

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

- Participate in galloping race games
- Follow game rules and take turns
- Appreciate teamwork in games

- Form two teams of equal learners
- Place hula hoops at opposite ends of field
- Gallop in relay to reach team's hula hoop

1. How do we work as a team in galloping games? 2. What rules help make the game fair?

- KLB Creative Activities Grade 3 pg. 67
- Hula hoops
- Field markers
- Flat open field
- Starting line markers
- KLB Creative Activities Grade 3 pg. 68
- Peer assessment forms
- Observation checklists
- Open performance area

- Game participation - Team observation - Rule following assessment

Performing and Displaying

Galloping - Singing while galloping
Galloping - Galloping assessment

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

- Gallop while singing action songs
- Coordinate movement with music
- Enjoy combining music and movement

In groups, learners are guided to:
- Learn action songs suitable for galloping
- Practice galloping to the rhythm of songs
- Perform galloping with singing in groups

1. How does music help our galloping? 2. What songs work well with galloping?

- KLB Creative Activities Grade 3 pg. 66
- Song lyrics
- Digital music player
- Open safe space
- KLB Creative Activities Grade 3 pg. 68
- Assessment rubrics
- Open safe area
- Peer evaluation forms

- Performance assessment - Coordination observation - Musical integration

Performing and Displaying

Galloping - Galloping performance celebration
Sculpture - Identifying toys made by assemblage

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

- Showcase galloping skills learned
- Participate confidently in group performances
- Celebrate achievements in galloping

In groups, learners are guided to:
- Organize a galloping skills showcase
- Perform galloping sequences for peers
- Reflect on learning journey and progress

1. What galloping skills are you most proud of? 2. How will you continue practicing?

- KLB Creative Activities Grade 3 pg. 68
- Performance space
- Reflection journals
- Achievement certificates
- KLB Creative Activities Grade 3 pg. 69
- Pictures of assembled toys
- Digital devices
- Video links on assemblage

- Performance demonstration - Self-reflection - Celebration participation

Performing and Displaying

Sculpture - Materials for assemblage
Sculpture - Collecting materials for assemblage
Sculpture - Making a toy car

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

- Identify materials used for assemblage
- Explain how materials can be joined
- Value reusing materials creatively

In groups, learners are guided to:
- Identify joining materials (strings, ropes, wires, banana fibers)
- Discuss properties of different materials
- Explore locally available assemblage materials

1. Which materials can join parts together? 2. How can we reuse materials for assemblage?

- KLB Creative Activities Grade 3 pg. 69
- Sample joining materials
- Collected recyclable materials
- Material sorting containers
- Collection bags
- Sorting containers
- Storage boxes
- Safety gloves
- KLB Creative Activities Grade 3 pg. 70
- Carton boxes
- Wires and strings
- Bottle caps for tyres
- Scissors and cutting tools

- Material identification - Oral discussion - Collection assessment

Performing and Displaying

Sculpture - Completing a toy car
Sculpture - Making a doll

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

- Fix tyres on the toy car
- Attach pulling mechanisms
- Value completing creative projects

In groups, learners are guided to:
- Fix tyres using wire through holes
- Attach string for pulling the car
- Test the toy car functionality

1. How do we make the car move? 2. What makes a toy functional?

- KLB Creative Activities Grade 3 pg. 70
- Assembled car bodies
- Wire for axles
- Strings
- Testing surface
- Maize cobs or sticks
- Cloth pieces
- Wires and threads
- Joining materials

- Functionality testing - Assembly completion - Problem-solving observation

Performing and Displaying

Sculpture - Adding doll features
Sculpture - Improving toys with decorations

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

- Wrap doll shapes with appropriate materials
- Add decorative elements to dolls
- Appreciate attention to detail

In groups, learners are guided to:
- Wrap the doll shape using clothes or banana fibers
- Add features like eyes, nose, and mouth
- Create hair using appropriate materials

1. How do features make the doll look realistic? 2. What materials work best for different features?

- KLB Creative Activities Grade 3 pg. 70
- Wrapping materials
- Decorative items
- Paints or markers
- Stitching materials
- KLB Creative Activities Grade 3 pg. 71
- Paint and brushes
- Decorative materials
- Small item attachments
- Adhesives

- Detail assessment - Creativity evaluation - Completion observation

Performing and Displaying

Sculpture - Playing with assembled toys
Sculpture - Making toys at home

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

- Use assembled toys for play
- Sing songs while playing with toys
- Enjoy toys created through assemblage

In groups, learners are guided to:
- Play with completed toys and dolls
- Sing songs related to play activities
- Share toys with peers for enjoyment

1. How can we use our toys for play? 2. What songs suit our toy play?

- KLB Creative Activities Grade 3 pg. 71
- Completed toys and dolls
- Play space
- Song lyrics
- Safe play area
- Home project guidelines
- Material collection list
- Safety reminders

- Play observation - Social interaction - Enjoyment assessment

Performing and Displaying

Sculpture - Displaying assembled toys
Sculpture - Evaluating toy assemblage
Sculpture - Toy assemblage celebration

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

- Prepare toys for display
- Present toys to peers
- Appreciate own and others' creations

In groups, learners are guided to:
- Organize toys for class display
- Present toys explaining making process
- View and appreciate peers' toys

1. How should we present our toys? 2. What makes a good toy presentation?

- KLB Creative Activities Grade 3 pg. 72
- Display tables
- Presentation cards
- Gallery space
- Evaluation forms
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection journals
- Exhibition space
- Completed toys
- Visitor feedback forms
- Achievement certificates

- Presentation skills - Display organization - Peer appreciation

Performing and Displaying

Forward Roll and V-Balance - Identifying forward roll and V-balance
Forward Roll and V-Balance - Body parts used

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

- Define forward roll as a gymnastics movement
- Define V-balance as a gymnastics position
- Show interest in learning gymnastics skills

In groups, learners are guided to:
- Observe pictures showing forward roll and V-balance
- Discuss body positions in each skill
- Identify differences between the two activities

1. What is a forward roll? 2. What is a V-balance?

- KLB Creative Activities Grade 3 pg. 73
- Pictures of gymnastics skills
- Demonstration mats
- Visual aids
- Digital devices
- Video clips
- Body part charts
- Pictures and magazines

- Observation - Oral questions - Skill identification

Performing and Displaying

Forward Roll and V-Balance - Forward roll starting position
Forward Roll and V-Balance - Forward roll rolling action

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

- Assume correct starting position for forward roll
- Place hands correctly for forward roll
- Show confidence in attempting forward roll

In groups, learners are guided to:
- Stand on flat ground
- Squat with feet together
- Place hands shoulder-width apart on ground

1. How do we start a forward roll safely? 2. Why is hand placement important?

- KLB Creative Activities Grade 3 pg. 74
- Flat safe surface
- Gymnastics mats
- Demonstration area
- Safety guidelines
- Spotting assistance
- Safe rolling surface
- Demonstration aids

- Position assessment - Practical demonstration - Safety observation

Performing and Displaying

Forward Roll and V-Balance - Completing forward roll
Forward Roll and V-Balance - V-balance starting position

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

- Complete forward roll with proper finish
- Stand without using hands for support
- Value completing skills correctly

In groups, learners are guided to:
- Keep legs straight during roll
- Bend legs only at the end
- Place feet flat and stand without hand support

1. How do we finish a forward roll properly? 2. Why keep legs straight during the roll?

- KLB Creative Activities Grade 3 pg. 74
- Gymnastics mats
- Flat safe surface
- Completion markers
- Observation forms
- KLB Creative Activities Grade 3 pg. 75
- Flat surface
- Support aids
- Balance demonstration

- Completion assessment - Form evaluation - Independence observation

Performing and Displaying

Forward Roll and V-Balance - Completing V-balance
Forward Roll and V-Balance - Practicing forward roll in groups

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

- Lift hands above head in V-balance
- Straighten legs to form V-shape
- Appreciate achieving V-balance

In groups, learners are guided to:
- Lift hands and stretch above head
- Straighten legs to form V-shape
- Hold the balance position

1. How do we form the V-shape? 2. What helps us maintain balance?

- KLB Creative Activities Grade 3 pg. 75
- Gymnastics mats
- Balance aids
- Mirror for self-checking
- Timing device
- Group practice space
- Direction markers
- Safety guidelines

- Balance achievement - Form assessment - Hold duration

Performing and Displaying

Forward Roll and V-Balance - V-balance group performance
Forward Roll and V-Balance - Making field markers
Forward Roll and V-Balance - Labeling and using field markers

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

- Perform V-balance in groups
- Observe peers' V-balance performances
- Provide constructive feedback

In groups, learners are guided to:
- Identify flat safe area
- Perform V-balance leaning backwards
- Observe and share observations with peers

1. How can we perform V-balance together? 2. What should we observe in each other?

- KLB Creative Activities Grade 3 pg. 76
- Flat safe area
- Gymnastics mats
- Observation checklists
- Feedback forms
- Recyclable materials
- Cutting tools
- Adhesives
- Labeling materials
- KLB Creative Activities Grade 3 pg. 77
- Completed marker bases
- Writing materials
- Field space
- Organization plan

- Performance observation - Feedback quality - Group coordination

Performing and Displaying

Forward Roll and V-Balance - Performing with field markers
Forward Roll and V-Balance - Group rotation practice

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

- Use marked field for forward roll practice
- Use marked field for V-balance practice
- Value organized practice environments

In groups, learners are guided to:
- Mark field using improvised markers
- Perform forward roll in marked areas
- Perform V-balance in designated spaces

1. How do markers help organize practice? 2. Why practice in designated areas?

- KLB Creative Activities Grade 3 pg. 77
- Field markers
- Gymnastics mats
- Marked practice area
- Safety equipment
- KLB Creative Activities Grade 3 pg. 78
- Multiple practice stations
- Rotation schedule
- Timing device

- Space usage - Skill performance - Organization compliance

Performing and Displaying

Forward Roll and V-Balance - Singing while performing
Forward Roll and V-Balance - Assessment using checklists

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

- Sing action songs about rolling
- Combine singing with forward roll and V-balance
- Enjoy music with movement

In groups, learners are guided to:
- Learn action songs about rolling
- Perform forward roll while singing
- Perform V-balance while singing

1. How does singing make practice fun? 2. What songs suit our gymnastics?

- KLB Creative Activities Grade 3 pg. 78
- Song lyrics
- Music player
- Practice mats
- Performance space
- KLB Creative Activities Grade 3 pg. 79
- Assessment checklists
- Evaluation forms
- Observation rubrics

- Song integration - Coordination assessment - Enjoyment observation

Performing and Displaying

String Musical Instruments - Identifying string instruments
String Musical Instruments - Fiddles

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

- Identify string musical instruments from Kenyan communities
- Describe common features of string instruments
- Appreciate diverse Kenyan musical heritage

In groups, learners are guided to:
- Look at pictures of various string instruments
- Discuss common features (strings, body, playing method)
- Identify materials used to make string instruments

1. What are string instruments? 2. Which communities use string instruments?

- KLB Creative Activities Grade 3 pg. 80
- Pictures of string instruments
- Digital devices
- Cultural music resources
- Reference materials
- Pictures of fiddles
- Video demonstrations
- Cultural references
- Community examples

- Instrument identification - Oral discussion - Cultural awareness

Performing and Displaying

String Musical Instruments - Playing a fiddle
String Musical Instruments - Ground bows
String Musical Instruments - Playing ground bows

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

- Demonstrate bowing technique
- Hold a fiddle correctly
- Show interest in playing fiddles

In groups, learners are guided to:
- Watch video on playing fiddles
- Practice bowing movements
- Imitate proper holding positions

1. How do we bow a fiddle? 2. How do we hold a fiddle properly?

- KLB Creative Activities Grade 3 pg. 81
- Digital devices
- Video links
- Practice fiddles
- Bowing demonstration aids
- Pictures of ground bows
- Cultural references
- Sound amplification demonstrations
- Video resources
- Demonstration materials
- Practice instruments

- Technique demonstration - Holding assessment - Practice observation

Performing and Displaying

String Musical Instruments - Mouth bows
String Musical Instruments - Playing mouth bows

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

- Identify mouth bows from Kenyan communities
- Describe how mouth increases sound
- Appreciate mouth bows as instruments

In groups, learners are guided to:
- Study pictures of mouth bows
- Learn about Obokano
- Discuss striking and plucking techniques

1. What is a mouth bow? 2. How does the mouth amplify sound?

- KLB Creative Activities Grade 3 pg. 82
- Pictures of mouth bows
- Cultural resources
- Video demonstrations
- Reference materials
- Digital devices
- Video links
- Practice mouth bows
- Playing guides

- Instrument recognition - Amplification understanding - Cultural awareness

Performing and Displaying

String Musical Instruments - Drawing string instruments
String Musical Instruments - Local string instruments

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

- Draw a fiddle accurately
- Draw a ground bow accurately
- Draw a mouth bow accurately

In groups, learners are guided to:
- Learn to draw each type of string instrument
- Practice drawing instrument parts
- Create detailed instrument drawings

1. How do we draw string instruments? 2. What details should we include?

- KLB Creative Activities Grade 3 pg. 82
- Drawing materials
- Instrument pictures
- Step-by-step guides
- Examples
- KLB Creative Activities Grade 3 pg. 83
- Community resources
- Cultural references
- Guest speakers if available
- Research materials

- Drawing accuracy - Detail inclusion - Artistic skill

Performing and Displaying

String Musical Instruments - Collecting improvisation materials
String Musical Instruments - Improvising bending the bow

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

- Identify materials for improvising string instruments
- Collect appropriate materials safely
- Show responsibility in material collection

In groups, learners are guided to:
- Identify needed materials (bendable stick, sisal/wire, straight sticks)
- Collect materials from environment
- Organize materials for instrument making

1. What materials do we need? 2. Where can we find these materials safely?

- KLB Creative Activities Grade 3 pg. 83
- Collection guidelines
- Safety equipment
- Storage containers
- Material lists
- KLB Creative Activities Grade 3 pg. 84
- Bendable sticks
- Bending demonstrations
- Safety guidelines
- Examples of bows

- Material selection - Safe collection - Organization skills

Performing and Displaying

String Musical Instruments - Improvising attaching strings
String Musical Instruments - Testing improvised instruments
String Musical Instruments - Practicing playing

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

- Tie thread or wire to bow ends
- Create appropriate string tension
- Value completing instrument construction

In groups, learners are guided to:
- Tie thread or wire securely on each bow end
- Ensure string has proper tension
- Test string attachment strength

1. How do we tie strings securely? 2. What tension works best?

- KLB Creative Activities Grade 3 pg. 84
- Sisal or nylon thread
- Thin wire
- Tying demonstrations
- Completed bows
- Completed improvised instruments
- Striking sticks
- Sound testing area
- Adjustment materials
- KLB Creative Activities Grade 3 pg. 85
- Improvised instruments
- Practice space
- Playing guides
- Striking implements

- Tying skill - Tension assessment - Security testing

Performing and Displaying

String Musical Instruments - Recording performances
String Musical Instruments - Group improvisation project

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

- Record playing performances using digital devices
- Review recorded performances
- Appreciate documentation of learning

In groups, learners are guided to:
- Use digital devices to record playing
- Watch and listen to recordings
- Discuss performances with peers

1. How does recording help our learning? 2. What can we improve in our playing?

- KLB Creative Activities Grade 3 pg. 85
- Digital recording devices
- Playback equipment
- Evaluation forms
- Performance space
- Improvisation materials
- Group work space
- Sharing guidelines
- Collaboration aids

- Recording quality - Self-review - Performance analysis

Performing and Displaying

String Musical Instruments - Musical instrument decoration
String Musical Instruments - String instruments exhibition

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

- Decorate improvised instruments
- Use decorations to enhance appearance
- Appreciate aesthetic value

In groups, learners are guided to:
- Add decorative elements to instruments
- Paint or add designs
- Personalize instruments creatively

1. How can we make instruments attractive? 2. What decorations represent our culture?

- KLB Creative Activities Grade 3 pg. 83
- Decorating materials
- Paints and brushes
- Design ideas
- Cultural patterns
- KLB Creative Activities Grade 3 pg. 87
- Exhibition space
- Display materials
- Presentation cards
- Achievement recognition

- Decoration creativity - Aesthetic appeal - Cultural representation

Performing and Displaying

Modelling and Ornament Making - Identifying modelled beads
Modelling and Ornament Making - Watching bead making videos

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

- Identify beads made through modelling
- Recognize materials used for modelling beads
- Show interest in bead making

In groups, learners are guided to:
- Observe pictures of modelled beads
- Discuss materials used (clay, papier mâché)
- Identify different bead shapes and sizes

1. What materials are used to model beads? 2. What makes beads attractive?

- KLB Creative Activities Grade 3 pg. 87
- Pictures of modelled beads
- Sample beads
- Material examples
- Bead collections
- Digital devices
- Video links
- Internet access
- Viewing area

- Bead identification - Material recognition - Interest assessment

Performing and Displaying

Modelling and Ornament Making - Pellet technique
Modelling and Ornament Making - Rolling pellets on palm

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

- Define the pellet technique
- Explain rolling process for pellets
- Value the pellet method for bead making

In groups, learners are guided to:
- Learn definition of pellet technique
- Discuss rolling small balls
- Understand creating different shapes

1. What is the pellet technique? 2. How do we roll pellets?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Demonstration pellets
- Technique charts
- Examples
- Practice materials
- Hand washing facilities
- Work surfaces

- Concept understanding - Process explanation - Technique appreciation

Performing and Displaying

Modelling and Ornament Making - Rolling pellets on surface
Modelling and Ornament Making - Creating varied pellet shapes
Modelling and Ornament Making - Piercing pellets

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

- Roll clay or papier mâché on flat surface
- Make pellets using surface technique
- Value different rolling methods

In groups, learners are guided to:
- Roll material on flat surface
- Compare palm and surface rolling
- Make multiple pellets using surface

1. How is surface rolling different? 2. Which method works better for you?

- KLB Creative Activities Grade 3 pg. 88
- Clay or papier mâché
- Flat rolling surfaces
- Practice materials
- Cleaning supplies
- Modelling materials
- Shape examples
- Design ideas
- Work area
- Piercing tools (wires, sticks)
- Safety guidelines
- Modelled pellets
- Work surfaces

- Surface rolling skill - Method comparison - Pellet consistency

Performing and Displaying

Modelling and Ornament Making - Drying modelled beads
Modelling and Ornament Making - Decorating beads by painting

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

- Dry beads properly under shade
- Understand why sun-drying causes cracking
- Show patience in the drying process

In groups, learners are guided to:
- Place beads in shade for drying
- Avoid sun exposure to prevent cracking
- Allow complete drying before decorating

1. Where should we dry our beads? 2. Why not dry them in the sun?

- KLB Creative Activities Grade 3 pg. 88
- Shaded drying area
- Drying racks or surfaces
- Beads for drying
- Shade materials
- KLB Creative Activities Grade 3 pg. 89
- Paints in various colors
- Paint brushes
- Dried beads
- Paint palettes
- Water containers

- Drying location choice - Understanding cracking - Patience demonstration

Performing and Displaying

Modelling and Ornament Making - Planning necklace design
Modelling and Ornament Making - Stringing beads single strand

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

- Decide on bead threading pattern
- Select colors for necklace design
- Value planning before making

In groups, learners are guided to:
- Decide how beads will be threaded
- Select colors and patterns to use
- Plan necklace design layout

1. How should we arrange our beads? 2. What color combinations work well?

- KLB Creative Activities Grade 3 pg. 89
- Decorated beads
- Design planning materials
- Color charts
- Pattern examples
- Strings or threads
- Threading needles if needed
- Design plans

- Design planning - Color selection - Pattern creativity

Performing and Displaying

Modelling and Ornament Making - Completing necklaces
Modelling and Ornament Making - Making ornaments at home
Modelling and Ornament Making - Displaying ornaments
Modelling and Ornament Making - Self and peer assessment

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

- Complete single-strand necklace
- Secure necklace ends properly
- Value completed ornament work

In groups, learners are guided to:
- Complete the beading pattern
- Tie or secure necklace ends
- Ensure necklace can be worn

1. How do we finish a necklace? 2. How do we secure the ends?

- KLB Creative Activities Grade 3 pg. 89
- Partially completed necklaces
- Fastening materials
- Tying demonstrations
- Clasps if available
- KLB Creative Activities Grade 3 pg. 91
- Home project guidelines
- Material collection list
- Making instructions
- Gift presentation ideas
- Display area
- Presentation materials
- Ornament stands
- Evaluation forms
- Assessment rubrics
- Self-evaluation forms
- Peer feedback forms
- Reflection guidelines

- Completion skill - Securing technique - Functionality testing