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

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

Practical tests - Peer assessment - Observation

Creating and Executing

Pushing and Pulling – Performing pulling activities

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

- Demonstrate correct stance for pulling objects
- Perform pulling activities using ropes and toy cars with strings
- Relate pulling skills to real-life examples like pulling water from a well or pulling a plough on a farm

In groups, learners are guided to:

- Tie strings on toy cars and pull them across flat ground
- Follow steps: face away from object, bend knees, hold firmly, take short steps
- Practise pulling in pairs while observing safety

Which objects can be improvised for use in pulling activities?

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

Practical tests - Peer assessment - Fieldwork reports

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

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

Practical tests - Observation - Peer assessment

Creating and Executing

Pushing and Pulling – Playing pushing games in teams

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

- Apply pushing skills in a timed team game setting
- Work cooperatively with teammates to complete a pushing task
- Relate team pushing games to competitive sports like rugby scrums and bobsled racing where pushing force determines performance

In groups, learners are guided to:

- Mark two points 5 metres apart on flat ground
- Form two teams to push stones from one end to the other
- Record time and observe safety throughout the game

How can pushing skills be used effectively in team games?

- Mentor Creative Activities Grade 3 pg. 6
- Stones
- Markers
- Flat open field

Participatory assessment - Practical tests - Peer assessment

Creating and Executing

Pushing and Pulling – Playing rope tug-of-war

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

Participatory assessment - Practical tests - Peer assessment

Creating and Executing

Pushing and Pulling – Playing the field cleaners game

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

- Perform skipping and collecting movements within a marked play area
- Coordinate multiple movement skills in a structured game
- Relate organised games with rules to team sports like basketball and athletics relay events

In groups, learners are guided to:

- Scatter play items in a marked area with a hula hoop at the centre
- Skip and collect items one at a time, placing them in the hula hoop
- Play competitively as individuals or teams and discuss results

How does the field cleaners game combine different physical skills?

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

Participatory assessment - Practical tests - Observation

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

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

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

Observation - Oral questions - Written assignments

Creating and Executing

Drawing and Painting – Mixing colours using the spraying technique

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

- Demonstrate the spraying technique using a recycled toothbrush or old brush
- Create colour combinations by spraying paint randomly onto paper
- Relate spray painting techniques to industrial spray painting used on vehicles, buildings, and signboards

In groups, learners are guided to:

- Place different colours in a palette
- Pick colour with old toothbrush or brush and flick spray onto paper
- Clean brush before each new colour; wash hands after the activity
- Leave work to dry and display

How is the spraying technique used to mix colours?

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

Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting – Mixing colours using 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

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

Practical tests - Peer assessment - Showcase

Creating and Executing

Drawing and Painting – Drawing compositions combining regular and irregular shapes

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

- Draw compositions combining both regular and irregular shapes
- Use irregular shapes to represent natural objects such as trees, clouds, and animals
- Relate using irregular shapes to how landscape painters and nature illustrators represent organic forms found in forests, rivers, and wildlife

In groups, learners are guided to:

- Identify irregular shapes from the environment
- Draw a composition mixing regular and irregular shapes
- Colour using appropriate colours to represent the objects drawn

Why do artists combine both regular and irregular shapes in one drawing?

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

Practical tests - Showcase - Peer assessment

Creating and Executing

Drawing and Painting – Painting pictures using fingers on paper or fabric

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

Practical tests - Observation - Peer assessment

Creating and Executing

Drawing and Painting – Painting a composition using a brush

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

- Apply paint neatly within drawn shapes using a brush
- Mix and apply colours to complete a painted composition
- Relate brush painting to the work of professional painters who use brushes to paint artwork, signage, vehicles, and buildings

In groups, learners are guided to:

- Draw a simple composition on paper
- Mix colours as needed using the palette
- Paint within the drawn shapes using a brush; display and discuss finished work with peers

How does using a brush help us paint more precisely?

- Mentor Creative Activities Grade 3 pg. 12
- 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 – 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

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

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Drawing and Painting – Assessment and review of drawing and painting skills

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

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Identifying short and long sounds in simple songs

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

- Identify short sounds (ta-te) and long sounds (taa, taa-aa) in simple songs
- Distinguish between different sound durations while listening
- Relate sound duration in music to Morse code signals used in communication, where short and long beeps encode letters and messages

In groups, learners are guided to:

- Sing "Mary Had a Little Lamb" as a class
- Identify words with short and long sounds
- Clap rhythms while singing to feel sound durations

How do long and short sounds create different rhythms?

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

Aural tests - Oral questions - Observation

Creating and Executing

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

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

- 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

Aural tests - Practical tests - Oral questions

Creating and Executing

Rhythm and Pattern Making – Creating simple rhythmic patterns using word combinations

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

- Recite and clap the natural speech rhythm of simple word combinations
- Create own rhythmic patterns by combining words with short and long sounds
- Relate natural speech rhythm to how poets, rappers, and spoken-word artists carefully craft word combinations to build beats in their performances

In groups, learners are guided to:

- Read and clap word patterns: "walk-ing feet, walk-ing feet, two walk-ing feet"
- Identify ta-te and taa in each word using French rhythm names
- Create own word-based rhythmic patterns in pairs and share with class

How do word combinations create rhythmic patterns?

- Mentor Creative Activities Grade 3 pg. 17
- Word pattern charts
- Flashcards
- Drums or desks

Practical tests - Peer assessment - Aural tests

Creating and Executing

Rhythm and Pattern Making – Using body percussion to accompany familiar songs

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

Practical tests - Aural tests - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Playing rhythmic accompaniment on percussion instruments

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

- Play a steady rhythmic pattern on a drum or shaker to accompany a song
- Coordinate singing with instrument playing
- Relate percussion accompaniment to how drummers in traditional Kenyan ceremonies maintain rhythm so that dancers can follow the beat

- Sing "Rain Rain Go Away" in groups
- Assign some learners to play drum rhythm while others sing
- Switch roles and give constructive feedback on each other's performances

How does a percussion instrument improve a song's rhythm?

- Mentor Creative Activities Grade 3 pg. 18
- Drums
- Shakers
- Song charts

Practical tests - Aural tests - Observation

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

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

Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm and Pattern Making – Printing random patterns using leaves

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

- Prepare leaves for printing by applying paint to their surfaces
- Print random repeat patterns using leaves of different shapes
- Relate leaf printing to how botanists and nature illustrators use leaf impressions to study and record plant species for scientific and educational publications

In groups, learners are guided to:

- Collect different types of leaves from the school compound
- Apply paint of one colour on a leaf using a brush
- Stamp the leaf onto paper, lift it off, and repeat using different coloured leaves

What types of leaves create the most interesting printed patterns?

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

Practical tests - Showcase - Peer assessment

Creating and Executing

Rhythm and Pattern Making – 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 – 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 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 – 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

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

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

Observation - Oral questions - Practical demonstration

Creating and Executing

Skipping – Learning and practising basic skipping form

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

- Perform basic skipping steps correctly with alternating feet
- Maintain a steady rhythm while skipping on the spot
- Relate proper technique in skipping to how athletes in track and field practise correct running and jumping form to improve efficiency and reduce injuries

In groups, learners are guided to:

- Stand with feet together and arms at sides
- Step forward with one foot and hop, lifting the other knee
- Practise with alternating legs while maintaining steady rhythm

What is the correct way to skip?

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

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Skipping in forward and backward directions

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

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Skipping to the right and left sides

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

- Skip to the right side of a laid rope
- Skip to the left side of a laid rope
- Relate lateral movement skills to sports like tennis, badminton, and basketball where sideways agility determines a player's effectiveness

In groups, learners are guided to:

- Spread an improvised rope straight on the ground
- Stand on top of the rope and make three skips to the right
- Return by skipping to the left; observe safety and take turns

Why should we practise skipping in both sideways directions?

- 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

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

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Singing songs while skipping for enjoyment
Skipping – Using a skipping rope for individual rope skipping

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

- Sing a song while skipping in groups
- Coordinate singing rhythm with skipping movement
- Relate coordinating music and movement to how cheerleaders and traditional dancers synchronise chanting with physical routines during performances and celebrations

In groups, learners are guided to:

- Form groups and sing "Tunaporuka Pamoja" while skipping
- Practise other familiar songs while skipping
- Take turns leading the song and give positive feedback to peers

Why do we sing while performing physical activities?

- Mentor Creative Activities Grade 3 pg. 29
- Song charts
- Open space
- Musical recordings
- Skipping ropes
- Safe ground

Practical tests - Observation - Peer assessment

Creating and Executing

Skipping – Playing games that involve skipping in different directions

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

- Play skipping relay races applying directional skipping skills
- Apply skipping skills within a structured competitive game
- Relate skipping games to how traditional Kenyan children's games use hopping and skipping movements as core skills

In groups, learners are guided to:

- Form groups for skipping relay races
- Practise skipping in assigned directions during the race
- Observe safety and cheer peers during the game

How can skipping skills be applied in team games?

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

Participatory assessment - Practical tests - 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

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

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Collage – Understanding what a collage is and identifying materials used

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

- Define a collage as a picture created by sticking different materials onto a surface
- Identify materials that can be used in collage making such as seeds, buttons, paper, cloth, eggshells, and sticks
- Relate collage to how artists like Pablo Picasso developed collage as an art technique now used in advertising, magazine design, and digital media

In groups, learners are guided to:

- Look at pictures of collage compositions
- Discuss which materials were used to make each collage
- Learn that collage involves sticking more than one type of material onto a surface

What is a collage and which materials can be used to make one?

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

Observation - Oral questions - Written assignments

Creating and Executing

Collage – Understanding what a collage is and identifying materials used

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

- Define a collage as a picture created by sticking different materials onto a surface
- Identify materials that can be used in collage making such as seeds, buttons, paper, cloth, eggshells, and sticks
- Relate collage to how artists like Pablo Picasso developed collage as an art technique now used in advertising, magazine design, and digital media

In groups, learners are guided to:

- Look at pictures of collage compositions
- Discuss which materials were used to make each collage
- Learn that collage involves sticking more than one type of material onto a surface

What is a collage and which materials can be used to make one?

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

Observation - Oral questions - Written assignments

Creating and Executing

Collage – Collecting and sorting materials for collage making

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

Observation - Practical tests - Fieldwork reports

Creating and Executing

Collage – Preparing the surface and planning a collage composition

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

- Prepare a firm support surface by cutting cardboard or stiff paper to size
- Draw a light pencil guide on the surface to plan material placement
- Relate planning a composition before gluing to how architects draw blueprints and fashion designers sketch patterns before cutting and assembling fabric

In groups, learners are guided to:

- Cut cardboard or stiff paper to the desired size
- Paint the surface one colour if desired and allow it to dry
- Draw a light pencil guide on the surface for material placement

Why is it important to plan and draw a guide before gluing collage materials?

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

Practical tests - Observation - Peer assessment

Creating and Executing

Collage – Testing and arranging collage materials before gluing

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

Observation - Practical tests - Peer assessment

Creating and Executing

Collage – Creating the final collage by gluing materials onto the surface
Collage – Completing, cleaning, and finishing the collage

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

- Apply glue correctly to the back of materials or directly onto the surface
- Paste materials onto the support surface following the pencil guide
- Relate careful gluing technique to how craftspeople, bookbinders, and mosaic artists apply adhesives precisely to produce durable and clean finished products

In groups, learners are guided to:

- Apply glue to the back of materials or onto the surface
- Paste materials following the drawn guide
- Press firmly to ensure adhesion; fill gaps with smaller materials

What is the best way to apply glue so that collage materials stay firmly in place?

- Mentor Creative Activities Grade 3 pg. 35
- Glue
- Sorted materials
- Prepared surfaces
- Cloth for wiping
- Completed collage works
- Cleaning materials
- Drying area

Practical tests - Observation - Showcase

Creating and Executing

Collage – Displaying and discussing own and peers' collage work

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

- Display completed collage work for peer appreciation
- Discuss the materials and techniques used in own and others' collages
- Relate presenting and defending artwork to how artists present their work at gallery openings and design shows where they explain their creative choices to audiences

In groups, learners are guided to:

- Display completed collage works in a class gallery
- Walk around and observe each other's collages
- Discuss which materials worked best and why; give polite and constructive feedback

How can we improve our collage-making skills based on feedback?

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

Showcase - Oral presentations - Peer assessment

Creating and Executing

Collage – Assessment and review of collage making skills

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

Self-assessment - Peer assessment - Showcase

Creating and Executing

Melody – Introduction to melody and ways of varying melodies

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

- Define melody as a sequence of musical notes that form a recognisable tune
- Identify ways of varying a melody such as changing rhythm, volume, tempo, pitch, and text
- Relate melodic variation to how DJs and music producers remix original songs by changing tempo, pitch, and beats to create new versions for different audiences

In groups, learners are guided to:

- Use a digital device to watch and listen to performances of songs
- Talk about ways of changing melodies observed in the videos
- Discuss which variations made each song sound most interesting

What is melody and how many ways can a melody be changed?

- Mentor Creative Activities Grade 3 pg. 41
- Digital devices
- Audio recordings
- Song charts

Aural tests - Oral questions - Observation

Creating and Executing

Melody – Varying a melody by changing its rhythm

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

Aural tests - Practical tests - Oral questions

Creating and Executing

Melody – Varying a melody by changing its volume

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

- Sing a song loudly and then softly to demonstrate dynamic change
- Apply loud and soft dynamics to specific sections of a song
- Relate dynamics in music to how film score composers use loud sections during action scenes and soft sections during emotional moments to enhance the audience's experience

In groups, learners are guided to:

- Listen to or sing "Mary Had a Little Lamb"
- Sing the first verse loudly and the second verse softly
- Discuss how the mood of the song changes with each dynamic level

How do loud and soft dynamics change the feeling of a song?

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

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Varying a melody by changing its speed

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

Practical tests - Aural tests - Observation

Creating and Executing

Melody – Varying a melody by changing its pitch

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

- Identify high and low pitch sections within a familiar song
- Sing a song observing correct high and low pitch levels
- Relate pitch variation in music to how the human voice uses high and low tones when storytelling, giving speeches, or performing drama to engage listeners

In groups, learners are guided to:

- Sing "Three Blind Mice" guided by the teacher
- Identify where the song goes high and where it goes low
- Sing the song paying careful attention to high and low pitch levels

How does changing pitch make a melody more interesting?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Pitched instruments
- Audio recordings

Aural tests - Practical 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

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

Practical tests - Aural tests - Peer assessment

Creating and Executing

Melody – Applying performance directions when performing melodic patterns

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

- Perform melodic patterns applying loud and soft dynamics
- Perform melodic patterns applying fast and slow tempo directions
- Relate performance directions to how conductors of orchestras use hand signals to direct musicians to play louder, softer, faster, or slower during a live symphony concert

In groups, learners are guided to:

- Sing "Twinkle Twinkle Little Star" guided by the teacher
- Sing the first four lines loudly and the last two lines softly
- Repeat the song at fast and slow tempos; discuss the differences

How do performance directions change the effect of a melody on the listener?

- Mentor Creative Activities Grade 3 pg. 43
- Song charts
- Improvised instruments
- Dynamic and tempo charts

Practical tests - Aural tests - Observation

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 – 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 – 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

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

Observation - Oral questions - Written assignments

Creating and Executing

Weaving – Understanding warp, weft, and the plain weave structure

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

- Identify the warp as vertical threads and the weft as horizontal threads in weaving
- Explain the over-and-under interlacing process of plain weaving
- Relate warp and weft to how spiders construct their webs by passing threads over and under each other to create a structured and strong pattern

In groups, learners are guided to:

- Learn the meaning of warp (vertical) and weft (horizontal) threads
- Study a picture showing plain weave structure
- Observe sample woven materials and identify warp and weft threads

What is the difference between warp and weft threads in weaving?

- Mentor Creative Activities Grade 3 pg. 44
- Plain weave samples
- Weaving charts
- Thread samples

Observation - Oral questions - Written tests

Creating and Executing

Weaving – Collecting and selecting papers for plain paper weaving

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

Observation - Practical tests - Fieldwork reports

Creating and Executing

Weaving – Creating a paper loom by drawing margins and cutting slits

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

- Draw margins at the top and bottom of a piece of paper
- Draw vertical lines 2 cm apart between the margins
- Cut along the vertical lines to create the weaving frame
- Relate preparing a weaving loom to how industrial weaving machines are set up with fixed warp threads before the weft threads are inserted to begin production

In groups, learners are guided to:

- Draw a margin at the top and bottom of a sheet of coloured paper
- Draw vertical lines 2 cm apart between the margins
- Carefully cut along the vertical lines using scissors to create the slits

How do we prepare a paper weaving frame?

- Mentor Creative Activities Grade 3 pg. 45
- Paper
- Rulers
- Pencils
- Scissors or blades

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Drawing and cutting paper strips for interlacing

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

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Interlacing the first paper strip through the loom

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

- Interlace the first paper strip through the slits of the loom following an over-and-under pattern
- Ensure the strip passes through all slits correctly
- Relate the interlacing pattern to how electrical wiring in homes is threaded through conduit channels in an organised over-and-under route to keep cables safe and tidy

In groups, learners are guided to:

- Collect the prepared weaving frame and paper strips
- Interlace the first strip by weaving over one slit and under the next
- Ensure the strip passes through all slits from one side to the other

How do we start the interlacing process correctly?

- Mentor Creative Activities Grade 3 pg. 46
- 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

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

Practical tests - Observation - Peer assessment

Creating and Executing

Weaving – Finishing and securing the plain paper weave

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

- Weave strips until all slits are filled to complete the mat
- Fold loose strips at the edges and glue them at the back to secure the weave
- Relate finishing and securing woven edges to how professional weavers hem, knot, or stitch the edges of woven fabric to prevent fraying during use and washing

In groups, learners are guided to:

- Continue weaving until all slits are filled
- Fold the loose paper strip ends at each edge neatly
- Apply glue on the folded strips at the back of the mat to secure them

How do we finish and secure a woven piece neatly?

- Mentor Creative Activities Grade 3 pg. 47
- Nearly complete weavings
- Glue
- Cloth for wiping

Practical tests - Showcase - Observation

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

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

Weaving – Assessment and review of plain paper weaving

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

Practical tests - Self-assessment - Peer assessment

Creating and Executing

Weaving – Assessment and review of plain paper weaving

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

Practical tests - Self-assessment - Peer assessment