Creating and Executing

Jumping - Different ways of jumping
Jumping - Forward, backward, right and left

By the end of the lesson, the learner should be able to:
- Identify different ways of jumping for body agility
- Demonstrate jumping forward and backward
- Show interest in jumping activities

- Watch a video clip or demonstration on jumping activities
- Practice different ways of jumping with peers
- Jump high for height and far in different directions

Why are jumping activities important as a physical activity?

- Mentor Creative Activities Learner's Book pg. 1
- Digital resources
- Open space
- Video clips on jumping
- Landing mats
- Field markers

- Observation - Practical demonstration - Peer assessment

Creating and Executing

Jumping - Improvising objects for jumping
Jumping - Making a jumping rope

By the end of the lesson, the learner should be able to:
- Identify materials for making jumping ropes
- Collect appropriate materials safely
- Show interest in making jumping equipment

- Identify materials that can be used to make ropes for jumping
- Collect sisal fibres, banana fibres, used carrier bags, or old clothes
- Wear gloves when collecting materials
- Wash hands with soap after collecting materials

Which objects can be improvised for use in jumping activities?

- Mentor Creative Activities Learner's Book pg. 5
- Used carrier bags
- Old clothes
- Sisal fibres
- Banana fibres
- Gloves
- Sisal or banana fibres
- Scissors

- Observation - Practical demonstration - Oral questions

Creating and Executing

Jumping - Jumping over drawn squares
Jumping - Jumping for height

By the end of the lesson, the learner should be able to:
- Jump over marked areas on the ground
- Jump as far as possible
- Develop confidence in jumping activities

- Draw squares on the ground
- Jump as far as you can on the squares
- Take turns to jump over the marked areas

How far can you jump?

- Mentor Creative Activities Learner's Book pg. 3
- Chalk or markers
- Open space
- Measuring tape
- Measuring stick
- Landing mats

- Practical demonstration - Observation - Distance measurement

Creating and Executing

Jumping - Playing the jump and call game
Jumping - Making jumping bars using sticks

By the end of the lesson, the learner should be able to:
- Play the jump and call game following rules
- Jump to different directions when name is called
- Have fun while playing jumping games

- Stand in a circle
- Choose a leader
- Leader jumps to any direction and calls another learner's name
- When name is called, jump to any direction and call another learner
- Continue until everyone has had a chance to be leader

Why are jumping games enjoyable?

- Mentor Creative Activities Learner's Book pg. 3
- Open space
- Group markers
- Mentor Creative Activities Learner's Book pg. 6
- 3 sticks
- Digging tools
- Measuring tape

- Observation - Participatory assessment - Peer assessment

Creating and Executing

Jumping - Jumping over improvised bars

By the end of the lesson, the learner should be able to:
- Jump over bars at different heights
- Take turns during jumping activities
- Appreciate peer's jumping abilities

- Take turns to jump over the bar
- Start with low heights
- Gradually increase the height
- Cheer each other as you jump

How high did you jump?

- Mentor Creative Activities Learner's Book pg. 6
- Improvised jumping bars
- Open space
- Landing mats

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Jumping - Jumping sideways over blocks

By the end of the lesson, the learner should be able to:
- Jump sideways over blocks or boxes
- Maintain balance while jumping sideways
- Enjoy jumping in different ways

- Place boxes or blocks on the ground
- Stand on the left side
- Jump to the right side of the block
- Cheer each other as you jump

How can we jump sideways safely?

- Mentor Creative Activities Learner's Book pg. 7
- Boxes or blocks
- Open space
- Landing mats

- Practical tests - Observation - Peer assessment

Creating and Executing

Jumping - Jumping in different directions (forward, backward, right, left)

By the end of the lesson, the learner should be able to:
- Jump following specific patterns
- Jump forward, backward, right and left
- Have fun while jumping in patterns

- Stand in a straight line
- Jump two times forward
- Jump two times backward
- Jump two times to the right
- Jump two times to the left

Why do we jump in different directions?

- Mentor Creative Activities Learner's Book pg. 7
- Open space
- Field markers

- Observation - Practical demonstration - Participatory assessment

Creating and Executing

Jumping - Jumping from paper to paper

By the end of the lesson, the learner should be able to:
- Jump from one piece of paper to another
- Take turns during jumping activities
- Cheer peers during jumping

- Place manila papers on the ground
- Jump from one piece of paper to another
- Take turns to jump
- Cheer each other as you jump

How can we use paper for jumping activities?

- Mentor Creative Activities Learner's Book pg. 8
- Manila papers
- Open space
- Markers

- Practical tests - Observation - Peer assessment

Creating and Executing

Jumping - Singing songs while jumping

By the end of the lesson, the learner should be able to:
- Sing action songs while jumping
- Coordinate singing and jumping
- Enjoy singing and jumping together

- Stand in an open space and space out well
- Sing "Jump up and down" song
- Jump up and down, forward and back, left and right
- Have fun as you sing and jump

Why do we sing songs while jumping?

- Mentor Creative Activities Learner's Book pg. 9
- Open space
- Song lyrics chart

- Observation - Practical demonstration - Peer assessment

Creating and Executing

Jumping - Following leader's jumping instructions

By the end of the lesson, the learner should be able to:
- Follow jumping instructions from a leader
- Take turns being the leader
- Appreciate jumping for enjoyment

- Choose a leader
- Let the leader tell you how to jump
- Do what the leader says
- Take turns to be a leader
- Have fun playing this game

Why should we appreciate jumping activities?

- Mentor Creative Activities Learner's Book pg. 9
- Open space
- Resource persons

- Observation - Participatory assessment - Self-assessment

Creating and Executing

Rhythm - Items that maintain a steady pulse

By the end of the lesson, the learner should be able to:
- Identify items that maintain a constant beat
- Imitate the sound of a clock
- Show interest in understanding rhythm

- Look at a picture of a clock
- Identify which sound it makes
- Imitate the sound by saying tick-tock-tick-tock
- Tap your shoulders to the sound

What is rhythm?

- Mentor Creative Activities Learner's Book pg. 12
- Pictures of clock
- Flashcards
- Digital devices

- Observation - Oral questions - Practical demonstration

Creating and Executing

Rhythm - Understanding pulse through heartbeat
Rhythm - Playing steady beat on percussion instruments

By the end of the lesson, the learner should be able to:
- Feel their own heartbeat
- Imitate the sound of heartbeat
- Understand that pulse controls rhythm

- Put your hand on your chest
- Feel your heartbeat
- Imitate the sound by saying du du du du
- Tap to the sound of your heartbeat

How does our heartbeat help us understand rhythm?

- Mentor Creative Activities Learner's Book pg. 12
- Flashcards
- Mentor Creative Activities Learner's Book pg. 13
- Drums
- Song lyrics chart

- Observation - Practical demonstration - Oral questions

Creating and Executing

Rhythm - Playing sticks to the beat while singing
Rhythm - Creating rhythm using body percussion

By the end of the lesson, the learner should be able to:
- Sing "Maua mazuri yapendeza" song
- Hit two sticks to the beat
- Coordinate singing and playing

- Sing the song "Maua mazuri yapendeza"
- Hit two sticks to the beat while singing
- Practice maintaining steady rhythm

How can we use sticks to create rhythm?

- Mentor Creative Activities Learner's Book pg. 14
- Two sticks per learner
- Song lyrics chart
- Pictures of body percussion
- Flashcards

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm - Clapping to the beat while singing

By the end of the lesson, the learner should be able to:
- Sing "Shoo fly" song
- Clap to the beat
- March while singing

- Sing "Shoo fly don't bother me"
- Clap as you sing
- March to the rhythm

How does clapping help us keep rhythm?

- Mentor Creative Activities Learner's Book pg. 16
- Song lyrics chart
- Open space

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm - Tapping knees to create rhythm
Rhythm - Stamping feet to the beat

By the end of the lesson, the learner should be able to:
- Tap knees to the beat
- Sing while tapping
- Enjoy creating rhythm using body parts

- Sing "The more we get together"
- Tap your knees as you sing
- Maintain steady beat

What other body parts can we use to create rhythm?

- Mentor Creative Activities Learner's Book pg. 16
- Song lyrics chart
- Open space

- Observation - Practical demonstration - Aural test

Creating and Executing

Rhythm - Using multiple body percussion methods

By the end of the lesson, the learner should be able to:
- Clap, tap knees, and stamp feet
- Use different body percussion while singing
- Appreciate variety in creating rhythm

- Sing "The more we get together"
- Clap as you sing
- Tap your knees as you sing
- Stamp your feet as you sing

How can we combine different body movements to create rhythm?

- Mentor Creative Activities Learner's Book pg. 16
- Song lyrics chart
- Open space

- Observation - Practical demonstration - Peer assessment

Creating and Executing

Rhythm - Recording rhythm performance

By the end of the lesson, the learner should be able to:
- Perform rhythm using body percussion
- Record performance using digital device
- Show video to peers

- Practice singing with body percussion
- Record your performance using a digital device
- Show your video to your friends

Why do we record our performances?

- Mentor Creative Activities Learner's Book pg. 16
- Digital devices
- Song lyrics chart

- Practical tests - Video assessment - Peer assessment

Creating and Executing

Rhythm - Finding body percussion words in puzzle

By the end of the lesson, the learner should be able to:
- Identify body percussion terms
- Complete word puzzles
- Recognize different body percussion methods

- Find and circle body percussion words in puzzle (CLAP, TAP, STAMP, MARCH)
- Discuss the different body percussion methods

What are the different types of body percussion?

- Mentor Creative Activities Learner's Book pg. 18
- Word puzzle worksheets
- Flashcards

- Written tests - Oral questions - Observation

Creating and Executing

Rhythm - Combining different percussion methods

By the end of the lesson, the learner should be able to:
- Tap table to the beat
- Hit sticks to the beat
- Work with a partner to create rhythm

- Sing a song you like with your friend
- Tap the table to the beat
- Your friend hits two sticks to the beat

How can we work together to create rhythm?

- Mentor Creative Activities Learner's Book pg. 18
- Tables
- Two sticks
- Song lyrics

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm - Understanding use of percussion in music

By the end of the lesson, the learner should be able to:
- Identify body parts used for percussion
- Play instruments by shaking
- Appreciate percussion in music

- Identify body parts used for clapping and stamping
- Identify instruments played by shaking (shaker)
- Practice using percussion instruments

Why do we use percussion in creating rhythm?

- Mentor Creative Activities Learner's Book pg. 18
- Percussion instruments
- Flashcards

- Observation - Oral questions - Practical demonstration

Creating and Executing

Rhythm - Performing with percussion while singing

By the end of the lesson, the learner should be able to:
- Perform songs with percussion accompaniment
- Play steady beat while singing
- Enjoy creating and performing rhythm

- Choose favorite songs
- Add percussion accompaniment
- Perform for peers
- Give and receive feedback

What did we learn about rhythm?

- Mentor Creative Activities Learner's Book pg. 18
- Percussion instruments
- Song lyrics
- Digital recording devices

- Practical tests - Observation - Peer assessment - Self-assessment

Creating and Executing

Drawing - Identifying lines in the environment
Drawing - Understanding straight, wavy, curved and zigzag lines

By the end of the lesson, the learner should be able to:
- Identify different types of lines
- Recognize straight, wavy, curved and zigzag lines
- Show interest in drawing activities

- Talk about the picture of learners drawing lines
- Identify which lines they are drawing
- Look at objects and identify lines they make

What tools are used in drawing?

- Mentor Creative Activities Learner's Book pg. 20
- Pictures of lines
- Objects from environment
- Drawing materials
- Flashcards showing lines

- Observation - Oral questions - Peer assessment

Creating and Executing

Drawing - Identifying lines made by objects
Drawing - Arranging objects to form lines

By the end of the lesson, the learner should be able to:
- Look at objects and identify lines
- Say which type of line objects make
- Recognize lines in everyday objects

- Look at objects in pictures
- Identify the lines made by objects (straight, wavy, curved, zigzag)
- Discuss with peers

How do objects make different lines?

- Mentor Creative Activities Learner's Book pg. 21
- Pictures of various objects
- Real objects
- Erasers, pencils, sharpeners
- Other small objects

- Observation - Oral questions - Peer assessment

Creating and Executing

Drawing - Matching pictures with line types

By the end of the lesson, the learner should be able to:
- Match pictures with corresponding lines
- Identify lines in different contexts
- Demonstrate understanding of line types

- Match pictures with the type of line they show
- Identify straight, curved, wavy, and zigzag lines in pictures
- Complete matching activity

How can we identify lines in pictures?

- Mentor Creative Activities Learner's Book pg. 22
- Matching worksheets
- Flashcards

- Written tests - Observation - Peer assessment

Creating and Executing

Drawing - Drawing lines from top to bottom
Drawing - Drawing vertical lines using sticks

By the end of the lesson, the learner should be able to:
- Draw vertical lines
- Use colored pencils to draw
- Understand that vertical lines go from top to bottom

- Talk about vertical lines
- Draw vertical lines in exercise books using colored pencils
- Practice drawing from top to bottom or bottom to top

What are vertical lines?

- Mentor Creative Activities Learner's Book pg. 22
- Colored pencils
- Exercise books
- Line examples
- Mentor Creative Activities Learner's Book pg. 23
- Sticks
- Open ground space

- Practical tests - Product assessment - Observation

Creating and Executing

Drawing - Drawing lines from side to side
Drawing - Drawing horizontal lines with chalk

By the end of the lesson, the learner should be able to:
- Draw horizontal lines
- Use crayons to draw
- Show work to peers

- Talk about horizontal lines
- Draw horizontal lines in exercise books using crayons
- Learn that horizontal lines go from right to left or left to right

What are horizontal lines?

- Mentor Creative Activities Learner's Book pg. 23
- Crayons
- Exercise books
- Chalk
- Floor space

- Practical tests - Product assessment - Peer assessment

Creating and Executing

Drawing - Drawing lines from corner to corner

By the end of the lesson, the learner should be able to:
- Draw diagonal lines
- Use various drawing tools
- Understand diagonal direction

- Look at diagonal lines
- Draw diagonal lines in exercise books using crayons, charcoal or pencils
- Learn that diagonal lines go from one corner to another

What are diagonal lines?

- Mentor Creative Activities Learner's Book pg. 24
- Crayons, charcoal, pencils
- Exercise books

- Practical tests - Product assessment - Observation

Creating and Executing

Drawing - Making patterns by repeating lines

By the end of the lesson, the learner should be able to:
- Create patterns using different lines
- Draw two vertical lines followed by two horizontal lines
- Repeat patterns

- Draw two vertical lines on paper
- Draw two horizontal lines
- Repeat the pattern
- Show work to friends

How can we make patterns using lines?

- Mentor Creative Activities Learner's Book pg. 25
- Paper
- Drawing materials

- Practical tests - Product assessment - Peer assessment

Creating and Executing

Drawing - Observing and drawing patterns from nature

By the end of the lesson, the learner should be able to:
- Identify patterns in nature
- Draw patterns from leaves, flowers, tree bark
- Appreciate patterns in environment

- Walk around the school with teacher
- Look at leaves, flowers, and tree bark patterns
- Draw the patterns observed

Where can we find line patterns?

- Mentor Creative Activities Learner's Book pg. 25
- Drawing materials
- Natural objects
- School environment

- Fieldwork reports - Observation - Product assessment

Creating and Executing

Drawing - Observing and drawing patterns from nature

By the end of the lesson, the learner should be able to:
- Identify patterns in nature
- Draw patterns from leaves, flowers, tree bark
- Appreciate patterns in environment

- Walk around the school with teacher
- Look at leaves, flowers, and tree bark patterns
- Draw the patterns observed

Where can we find line patterns?

- Mentor Creative Activities Learner's Book pg. 25
- Drawing materials
- Natural objects
- School environment

- Fieldwork reports - Observation - Product assessment

Creating and Executing

Drawing - Drawing square, triangle, rectangle, oval, circle, star

By the end of the lesson, the learner should be able to:
- Draw regular shapes
- Identify shapes in pictures
- Use crayons or charcoal to draw

- Look at pictures showing regular shapes
- Identify each shape
- Draw square, triangle, rectangle, oval, circle, and star
- Show work to friends

What are regular shapes?

- Mentor Creative Activities Learner's Book pg. 26
- Crayons or charcoal
- Exercise books
- Shape examples

- Practical tests - Product assessment - Peer assessment

Creating and Executing

Drawing - Drawing shapes of objects
Stretching - Identifying body parts used in stretching

By the end of the lesson, the learner should be able to:
- Identify irregular shapes
- Draw shapes of common objects
- Appreciate drawing for expression

- Look at pictures of objects with irregular shapes
- Talk about the shapes
- Draw the shapes in exercise books
- Show work in class

What are irregular shapes?

- Mentor Creative Activities Learner's Book pg. 27
- Pictures of objects
- Drawing materials
- Exercise books
- Mentor Creative Activities Learner's Book pg. 35
- Pictures of stretching
- Flashcards

- Practical tests - Product assessment - Showcase

Creating and Executing

Stretching - Learning body parts through song
Stretching - Observing safety while stretching

By the end of the lesson, the learner should be able to:
- Sing "Kichwa, mabega" song
- Touch body parts while singing
- Identify body parts in the song

- Sing "Kichwa, mabega, magoti, vidole"
- Stretch to touch the body parts as you sing
- Identify which body parts you stretched

Which body parts did you stretch?

- Mentor Creative Activities Learner's Book pg. 36
- Song lyrics chart
- Open space
- Water bottles
- Comfortable clothes

- Observation - Practical demonstration - Oral questions

Creating and Executing

Stretching - Stretching to reach for objects

By the end of the lesson, the learner should be able to:
- Stretch hands and legs to reach objects
- Work in pairs for stretching
- Take turns during activities

- Stand about 1 metre from classmate
- Friend holds a ball
- Stretch hands to take the ball
- Switch roles and stretch to give ball back
- Stretch to right and left sides

What did you feel when stretching?

- Mentor Creative Activities Learner's Book pg. 36
- Balls
- Open space
- Measuring tape

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Stretching upwards
Stretching - Stretching forward to touch toes

By the end of the lesson, the learner should be able to:
- Stretch arms upwards
- Reach as high as possible
- Repeat stretching movements

- Stand with proper posture
- Reach up as high as you can
- Repeat stretching upwards two times
- Feel your body stretching

How high can you reach?

- Mentor Creative Activities Learner's Book pg. 37
- Open space
- Mats

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Stretching - Stretching right, left, and forward
Stretching - Talking about stretching experience

By the end of the lesson, the learner should be able to:
- Stretch to the right
- Stretch to the left
- Stretch forward

- Practice stretching to the right
- Practice stretching to the left
- Practice stretching forward
- Discuss which direction was easy to stretch

Which directions did you stretch?

- Mentor Creative Activities Learner's Book pg. 37
- Open space
- Mats
- Discussion area

- Practical demonstration - Observation - Oral questions

Creating and Executing

Stretching - Standing stretches in different directions

By the end of the lesson, the learner should be able to:
- Stretch hands up while standing
- Stretch sideways while standing
- Stretch neck and arms

- Stretch your hands up
- Stretch sideways
- Stretch your neck
- Stretch your arms
- Practice all standing stretches

What positions can we stretch in?

- Mentor Creative Activities Learner's Book pg. 38
- Open space

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Sitting stretches in different directions

By the end of the lesson, the learner should be able to:
- Stretch arms while sitting
- Stretch arms sideways while sitting
- Touch toes while sitting

- Sit properly
- Stretch your arms forward
- Stretch arms sideways
- Stretch and touch your toes
- Practice all sitting stretches

How is stretching while sitting different?

- Mentor Creative Activities Learner's Book pg. 38
- Mats
- Open space

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Stretching - Kneeling stretches

By the end of the lesson, the learner should be able to:
- Bend back while kneeling
- Round back while kneeling
- Stretch to the side while kneeling

- Kneel properly
- Bend your back and hold
- Round your back and hold
- Raise arms up
- Stretch to the side

Why do we stretch in different positions?

- Mentor Creative Activities Learner's Book pg. 39
- Mats
- Open space

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Lying stretches

By the end of the lesson, the learner should be able to:
- Raise back up while lying
- Pull legs using hands
- Push shoulders up while lying

- Lie down properly
- Raise your back up
- Pull legs using both hands
- Push shoulders up
- Pull one leg to stretch

How does lying down help us stretch?

- Mentor Creative Activities Learner's Book pg. 39
- Mats
- Open space

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Stretching - Simon says game with stretching

By the end of the lesson, the learner should be able to:
- Play "Simon says" game
- Follow stretching instructions
- Touch body parts as instructed

- Take turns to play game
- Touch body part that Simon says
- For example: "Simon says stretch your arms"
- Stretch arms when instructed

Why are stretching games fun?

- Mentor Creative Activities Learner's Book pg. 40
- Open space
- Game instructions

- Observation - Participatory assessment - Peer assessment

Creating and Executing

Stretching - Playing tag game involving stretching

By the end of the lesson, the learner should be able to:
- Play tag game with stretching
- Run and stretch when tagged
- Enjoy stretching games for fitness

- Go to the field
- Form groups of three learners
- Choose one person to be tagger
- Run around as tagger tries to tag others
- Person tagged must stretch
- Tagged person becomes tagger
- Have fun playing

What did we learn about stretching?

- Mentor Creative Activities Learner's Book pg. 40
- Open space
- Field markers

- Observation - Participatory assessment - Self-assessment

Creating and Executing

Painting and Colouring - Identifying materials and tools

By the end of the lesson, the learner should be able to:
- Identify materials used for painting
- Name different painting tools
- Show interest in painting activities

- Talk about materials used for painting in pictures
- Identify paper, fabrics, paints, crayons
- Name materials in the pictures

Which tools can be used in painting?

- Mentor Creative Activities Learner's Book pg. 50
- Pictures of painting materials
- Flashcards

- Observation - Oral questions - Peer assessment

Creating and Executing

Painting and Colouring - Identifying painting tools
Painting and Colouring - Finding painting materials

By the end of the lesson, the learner should be able to:
- Identify sponge, palette, and brushes
- Say which tools they use when painting
- Appreciate different painting tools

- Talk about tools used for painting in pictures
- Identify sponge, palette, brushes
- Discuss what tools you use when painting

What tools do you use when painting?

- Mentor Creative Activities Learner's Book pg. 51
- Sponges, palettes, brushes
- Pictures of tools
- Classroom materials
- Painting tools

- Observation - Oral questions - Practical demonstration

Creating and Executing

Painting and Colouring - Colouring using true colours
Painting and Colouring - Colouring given pictures

By the end of the lesson, the learner should be able to:
- Identify colours of objects around them
- Draw objects
- Colour objects using their true colours

- Collect paper, pencil, and crayons
- Look around classroom
- Name colours of objects
- Draw the objects
- Colour using their true colours

Why should we use correct colours?

- Mentor Creative Activities Learner's Book pg. 52
- Paper
- Pencils
- Crayons
- Mentor Creative Activities Learner's Book pg. 53
- Drawing paper

- Practical tests - Product assessment - Observation

Creating and Executing

Painting and Colouring - Mixing colours to make purple
Painting and Colouring - Using mixed purple paint

By the end of the lesson, the learner should be able to:
- Mix red and blue colours
- Make purple colour
- Use paintbrush to mix colours

- Put drops of red and blue colours on paper
- Mix the colours using a paintbrush
- Continue mixing until it forms purple
- The paint is ready for use

What happens when we mix red and blue?

- Mentor Creative Activities Learner's Book pg. 54
- Red water colour
- Blue water colour
- Paintbrush
- Paper
- Purple paint
- Cleaning materials

- Practical tests - Observation - Product assessment

Creating and Executing

Painting and Colouring - Mixing colours to make orange
Painting and Colouring - Using mixed orange paint

By the end of the lesson, the learner should be able to:
- Mix red and yellow colours
- Make orange colour
- Use paintbrush correctly

- Put drops of red and yellow colours on paper
- Mix the colours using paintbrush
- Continue mixing until you have orange
- The paint is ready for use

What colour do red and yellow make?

- Mentor Creative Activities Learner's Book pg. 55
- Red water colour
- Yellow water colour
- Paintbrush
- Paper
- Orange paint

- Practical tests - Observation - Product assessment

Creating and Executing

Painting and Colouring - Mixing colours to make green

By the end of the lesson, the learner should be able to:
- Mix blue and yellow colours
- Make green colour
- Follow safety instructions

- Put drops of blue and yellow colours on paper
- Mix the colours using paintbrush
- Continue mixing until you have green
- The paint is ready for use

What colour do blue and yellow make?

- Mentor Creative Activities Learner's Book pg. 56
- Blue water colour
- Yellow water colour
- Paintbrush
- Paper

- Practical tests - Observation - Product assessment

Creating and Executing

Painting and Colouring - Mixing colours to make green

By the end of the lesson, the learner should be able to:
- Mix blue and yellow colours
- Make green colour
- Follow safety instructions

- Put drops of blue and yellow colours on paper
- Mix the colours using paintbrush
- Continue mixing until you have green
- The paint is ready for use

What colour do blue and yellow make?

- Mentor Creative Activities Learner's Book pg. 56
- Blue water colour
- Yellow water colour
- Paintbrush
- Paper

- Practical tests - Observation - Product assessment

Creating and Executing

Painting and Colouring - Observing safety while painting

By the end of the lesson, the learner should be able to:
- Follow safety rules when painting
- Avoid putting paint in mouth
- Wash hands after painting

- Learn not to put paint in mouth
- Do not paint body or clothes
- Wash hands with clean water and soap after painting

Why is safety important in painting?

- Mentor Creative Activities Learner's Book pg. 56
- Safety chart
- Soap
- Water

- Observation - Oral questions - Self-assessment

Creating and Executing

Painting and Colouring - Finger painting on surfaces

By the end of the lesson, the learner should be able to:
- Paint using fingers
- Tap or smear paint with fingers
- Create pictures using finger painting

- Draw a picture on paper or fabric
- Paint the picture using your finger by tapping or smearing
- Leave work to dry
- Show work to friends

How can we paint using fingers?

- Mentor Creative Activities Learner's Book pg. 58
- Paint
- Paper or fabric
- Cleaning materials

- Practical tests - Product assessment - Peer assessment

Creating and Executing

Painting and Colouring - Using sponge for painting

By the end of the lesson, the learner should be able to:
- Use sponge to paint
- Paint a tree picture
- Clean working area after painting

- Draw a tree on paper or fabric
- Use a sponge to paint the tree picture
- Leave work to dry
- Clean working area
- Show work to friends

Why do we use sponges for painting?

- Mentor Creative Activities Learner's Book pg. 60
- Sponges
- Paint
- Paper or fabric

- Practical tests - Product assessment - Peer assessment

Creating and Executing

Painting and Colouring - Valuing painting for expression

By the end of the lesson, the learner should be able to:
- Show best painting to classmates
- Talk about paintings
- Appreciate own and others' work

- Choose your best painting
- Show to classmates
- Talk about your paintings
- Talk about friends' paintings
- Clap for each other

What have we learned about painting?

- Mentor Creative Activities Learner's Book pg. 61
- All painted works
- Display area

- Showcase - Peer assessment - Self-assessment