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

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

- Practical demonstration - Observation - Distance measurement

Creating and Executing

Jumping - Jumping for height
Jumping - Playing the jump and call game

By the end of the lesson, the learner should be able to:
- Jump as high as possible
- Land safely after jumping
- Enjoy jumping for height

- Jump like learners in demonstration pictures
- Jump as high as you can
- Practice safe landing techniques
- Cheer each other during jumping

How high can you jump?

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

- Practical tests - Observation - Height measurement

Creating and Executing

Jumping - Making jumping bars using sticks

By the end of the lesson, the learner should be able to:
- Make improvised jumping bars using sticks
- Set up jumping equipment safely
- Show creativity in improvising jumping equipment

- Dig two holes in the field about 1 metre away
- Put a stick in each hole
- Place a stick between the two sticks as a bar
- Line up behind one another
- Take turns to jump over the bar

What materials can be used to make jumping bars?

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

- Practical tests - Observation - Product 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

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

- Observation - Practical demonstration - Oral questions

Creating and Executing

Rhythm - Playing steady beat on percussion instruments
Rhythm - Playing sticks to the beat while singing

By the end of the lesson, the learner should be able to:
- Play a steady beat on a drum
- Sing while playing the beat
- Appreciate percussion instruments

- Sing the song "Moja, mbili, tatu"
- Sing the song as you play the beats on the drum
- Maintain steady rhythm throughout

Why do we use percussion instruments?

- Mentor Creative Activities Learner's Book pg. 13
- Drums
- Song lyrics chart
- Mentor Creative Activities Learner's Book pg. 14
- Two sticks per learner

- Practical tests - Observation - Aural test

Creating and Executing

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

By the end of the lesson, the learner should be able to:
- Identify different body percussion methods
- Clap, tap, and stamp to create rhythm
- Show creativity in using body percussion

- Look at pictures of learners doing body percussion
- Identify what learners are doing (clapping, tapping, stamping)
- Practice the different body percussion methods

What is body percussion?

- Mentor Creative Activities Learner's Book pg. 14
- Pictures of body percussion
- Flashcards
- Mentor Creative Activities Learner's Book pg. 16
- Song lyrics chart
- Open space

- Observation - Practical demonstration - Oral questions

Creating and Executing

Rhythm - Tapping knees to create rhythm

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

- Observation - Practical demonstration - Aural test

Creating and Executing

Rhythm - Stamping feet to the beat
Rhythm - Using multiple body percussion methods

By the end of the lesson, the learner should be able to:
- Stamp feet to create rhythm
- Sing "Lala mtoto" song
- Coordinate stamping and singing

- Sing "Lala mtoto, lala"
- Stamp your foot while singing
- Practice maintaining steady beat

Why do we stamp our feet to create rhythm?

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

- Practical tests - Observation - 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 - 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

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

- Observation - Oral questions - Peer assessment

Creating and Executing

Drawing - Understanding straight, wavy, curved and zigzag lines
Drawing - Identifying lines made by objects

By the end of the lesson, the learner should be able to:
- Define what a line is
- Draw straight, wavy, curved and zigzag lines
- Appreciate different types of lines

- Learn that a line is a continuous mark on a surface
- Identify straight, wavy, curved and zigzag lines
- Practice drawing each type of line

What are the different types of lines?

- Mentor Creative Activities Learner's Book pg. 20
- Drawing materials
- Flashcards showing lines
- Mentor Creative Activities Learner's Book pg. 21
- Pictures of various objects
- Real objects

- Practical tests - Observation - Product assessment

Creating and Executing

Drawing - Arranging objects to form lines
Drawing - Matching pictures with line types

By the end of the lesson, the learner should be able to:
- Collect objects from environment
- Arrange objects to form lines
- Show creativity in making lines

- Collect objects like erasers, pencils, sharpeners
- Arrange the objects to form different lines
- Show the lines to friends
- Talk about work respectfully

What objects can we use to make lines?

- Mentor Creative Activities Learner's Book pg. 21
- Erasers, pencils, sharpeners
- Other small objects
- Mentor Creative Activities Learner's Book pg. 22
- Matching worksheets
- Flashcards

- Practical tests - Observation - Product assessment

Creating and Executing

Drawing - Drawing lines from top to bottom

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

- Practical tests - Product assessment - Observation

Creating and Executing

Drawing - Drawing vertical lines using sticks
Drawing - Drawing lines from side to side

By the end of the lesson, the learner should be able to:
- Use sticks to draw on ground
- Draw vertical lines in open space
- Work with peers to create lines

- Use sticks to draw vertical lines on the ground
- Practice making straight lines from top to bottom
- Share work with peers

How can we draw lines on different surfaces?

- Mentor Creative Activities Learner's Book pg. 23
- Sticks
- Open ground space
- Crayons
- Exercise books

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Drawing - Drawing horizontal lines with chalk

By the end of the lesson, the learner should be able to:
- Use chalk to draw on floor
- Draw horizontal lines
- Appreciate drawing on different surfaces

- Draw horizontal lines on the floor using chalk
- Practice making lines from side to side
- Take turns drawing

How can chalk be used for drawing?

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

- Practical demonstration - Observation - 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

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

- Practical tests - Product assessment - Showcase

Creating and Executing

Stretching - Identifying body parts used in stretching
Stretching - Learning body parts through song

By the end of the lesson, the learner should be able to:
- Identify body parts involved in stretching
- Talk about different body parts
- Show interest in stretching activities

- Look at pictures of learners stretching
- Talk about body parts being stretched (arms, legs, back, neck)
- Discuss why stretching is good

Why is it good to stretch?

- Mentor Creative Activities Learner's Book pg. 35
- Pictures of stretching
- Flashcards
- Mentor Creative Activities Learner's Book pg. 36
- Song lyrics chart
- Open space

- Observation - Oral questions - Peer assessment

Creating and Executing

Stretching - Observing safety while stretching

By the end of the lesson, the learner should be able to:
- Warm up before stretching
- Wear comfortable clothes
- Stretch slowly to avoid injury

- Walk slowly for 5 minutes to warm up
- Drink water
- Wear comfortable clothes and shoes
- Stretch slowly
- Space out well in the field

How can we stay safe while stretching?

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

- Observation - Oral questions - Peer assessment

Creating and Executing

Stretching - Stretching to reach for objects
Stretching - Stretching upwards

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
- Mentor Creative Activities Learner's Book pg. 37

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Stretching forward to touch toes
Stretching - Stretching right, left, and forward

By the end of the lesson, the learner should be able to:
- Sit with legs stretched forward
- Touch toes while stretching
- Hold the stretch position

- Sit with legs stretched to the front
- Stretch hands and touch the toes
- Hold the toes for a few minutes
- Repeat the activity five times

Why should we hold stretches?

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Talking about stretching experience

By the end of the lesson, the learner should be able to:
- Share feelings after stretching
- Tell which direction was easier
- Appreciate different stretching abilities

- Talk about how you felt after stretching
- Share which direction was easy to stretch
- Listen to friends' experiences

How did you feel after stretching?

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

- Oral presentations - Peer assessment - Self-assessment

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 - 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
Painting and Colouring - Identifying materials and tools

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

- Observation - Participatory assessment - Self-assessment

Creating and Executing

Painting and Colouring - Identifying painting tools

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

- Observation - Oral questions - Practical demonstration

Creating and Executing

Painting and Colouring - Finding painting materials
Painting and Colouring - Colouring using true colours

By the end of the lesson, the learner should be able to:
- Look around classroom for materials
- Identify materials that can be used for painting
- Share findings with friends

- Look around your classroom
- Identify materials and tools for painting
- Tell your friend what you found

What materials are in our classroom for painting?

- Mentor Creative Activities Learner's Book pg. 51
- Classroom materials
- Painting tools
- Mentor Creative Activities Learner's Book pg. 52
- Paper
- Pencils
- Crayons

- Observation - Oral presentations - Peer assessment

Creating and Executing

Painting and Colouring - Colouring given pictures

By the end of the lesson, the learner should be able to:
- Draw given pictures
- Colour pictures using crayons
- Show creativity in colouring

- Draw pictures shown in book
- Colour your pictures using crayons
- Talk about your pictures with classmates

How do we choose colours for pictures?

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

- Practical tests - Product assessment - Peer assessment

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

Creating and Executing

Melody - Identifying melodic and non-melodic sounds

By the end of the lesson, the learner should be able to:
- Identify sounds as melodic or non-melodic
- Distinguish between different types of sounds
- Show interest in listening to sounds

- Listen to a variety of sounds
- Identify them as melodic or non-melodic
- Discuss the difference between melodic and non-melodic sounds

Why are melodic sounds important?

- Mentor Creative Activities Learner's Book pg. 65
- Audio recordings
- Pictures of sound sources

- Observation - Oral questions - Aural test

Creating and Executing

Melody - Identifying sounds from pictures
Melody - Listening and identifying played sounds

By the end of the lesson, the learner should be able to:
- Name things in pictures
- Identify which sounds they make
- Make the sounds

- Name the things in pictures
- Identify what sounds each makes
- Make the sound that each makes to your friend

What sounds does each object make?

- Mentor Creative Activities Learner's Book pg. 65
- Pictures of sound-making objects
- Flashcards
- Mentor Creative Activities Learner's Book pg. 66
- Sound-making objects
- Audio recordings

- Observation - Oral questions - Practical demonstration

Creating and Executing

Melody - Recognizing similar and different tunes

By the end of the lesson, the learner should be able to:
- Listen to songs
- Identify similar lines in songs
- Recognize different passages

- Listen to "Happy birthday to you" song
- Sing the song
- Identify which lines sound the same

Which lines sound the same?

- Mentor Creative Activities Learner's Book pg. 66
- Song lyrics
- Audio recordings

- Aural test - Oral questions - Observation

Creating and Executing

Melody - Finding repeated lines in songs
Melody - Singing melodic patterns

By the end of the lesson, the learner should be able to:
- Sing "Oringo bayoyo"
- Identify lines that sound the same
- Identify different lines

- Sing "Oringo bayoyo" song
- Identify which lines sound the same
- Identify which lines are different

How do we find similar lines in songs?

- Mentor Creative Activities Learner's Book pg. 66
- Song lyrics
- Audio recordings
- Mentor Creative Activities Learner's Book pg. 67
- Pitching instrument

- Aural test - Observation - Oral questions

Creating and Executing

Melody - Humming parts of songs
Melody - Singing each line after teacher

By the end of the lesson, the learner should be able to:
- Sing "Brother John"
- Hum specific lines
- Sing the whole song with actions

- Sing "Brother John" song
- Hum lines 1, 2, 3, 4, and 5
- Sing the last three lines
- Sing the song with actions

What is humming?

- Mentor Creative Activities Learner's Book pg. 67
- Song lyrics
- Action demonstrations
- Mentor Creative Activities Learner's Book pg. 68
- Resource person

- Aural test - Practical demonstration - Peer assessment

Creating and Executing

Melody - Singing "Twinkle twinkle little star"

By the end of the lesson, the learner should be able to:
- Sing "Twinkle twinkle little star"
- Follow teacher's demonstration
- Perform song correctly

- Teacher sings "Twinkle twinkle little star" line by line
- Sing each line after teacher
- Sing whole song after teacher

Why do we learn new songs?

- Mentor Creative Activities Learner's Book pg. 68
- Song lyrics
- Pitching instrument

- Aural test - Observation - Practical demonstration

Creating and Executing

Melody - Creating pictures of sound-making objects

By the end of the lesson, the learner should be able to:
- Draw picture of vehicle
- Make sound made by vehicle
- Connect pictures with sounds

- Draw a picture of vehicle
- Make the sound made by the vehicle

What sounds do vehicles make?

- Mentor Creative Activities Learner's Book pg. 69
- Drawing materials
- Exercise books

- Practical tests - Product assessment - Observation

Creating and Executing

Melody - Identifying sounds at home

By the end of the lesson, the learner should be able to:
- Listen to sounds at home
- Name melodic sounds
- Name non-melodic sounds

- Listen to sounds at home
- Name animals and objects that make melodic sounds
- Name objects and animals that make non-melodic sounds

What melodic sounds do you hear at home?

- Mentor Creative Activities Learner's Book pg. 69
- Home environment

- Oral presentations - Field work reports - Observation

Creating and Executing

Melody - Identifying sounds at home

By the end of the lesson, the learner should be able to:
- Listen to sounds at home
- Name melodic sounds
- Name non-melodic sounds

- Listen to sounds at home
- Name animals and objects that make melodic sounds
- Name objects and animals that make non-melodic sounds

What melodic sounds do you hear at home?

- Mentor Creative Activities Learner's Book pg. 69
- Home environment

- Oral presentations - Field work reports - Observation

Creating and Executing

Melody - Recognizing melodic sound makers

By the end of the lesson, the learner should be able to:
- Look at picture of object
- Say if it makes melodic or non-melodic sound
- Complete sentences about melodic sounds

- Look at picture
- Identify if it makes melodic or non-melodic sound
- Complete: "This is a ___. It makes a ___ sound"

How do we know if a sound is melodic?

- Mentor Creative Activities Learner's Book pg. 69
- Pictures
- Worksheets

- Written tests - Observation - Oral questions

Creating and Executing

Melody - Filling in missing words in songs

By the end of the lesson, the learner should be able to:
- Complete "Twinkle twinkle little star"
- Fill in missing words
- Sing completed song

- Complete the song "Twinkle twinkle little ___"
- Fill in: "star", "high", "star"
- Sing the completed song aloud

Why is it important to know song words?

- Mentor Creative Activities Learner's Book pg. 69
- Song worksheets
- Pencils

- Written tests - Aural test - Observation

Creating and Executing

Melody - Appreciating melodic sounds and songs

By the end of the lesson, the learner should be able to:
- Sing learned songs
- Identify melodic sounds
- Appreciate melody in music

- Review all songs learned
- Sing favorite songs
- Discuss what we learned about melody
- Share experiences with peers

What have we learned about melody?

- Mentor Creative Activities Learner's Book pg. 69
- Song lyrics
- Audio recordings

- Observation - Peer assessment - Self-assessment

Creating and Executing

Pattern Making - What is a pattern
Pattern Making - Identifying numeral and letter patterns

By the end of the lesson, the learner should be able to:
- Define what a pattern is
- Understand patterns are made by repeating
- Show interest in making patterns

- Learn that pattern is art made by repeating a shape, number, letter or colour
- Understand patterns are beautiful to look at
- Discuss different types of patterns

How is a pattern made?

- Mentor Creative Activities Learner's Book pg. 71
- Examples of patterns
- Flashcards
- Pattern examples

- Observation - Oral questions - Peer assessment

Creating and Executing

Pattern Making - Creating patterns using letters

By the end of the lesson, the learner should be able to:
- Read letter patterns
- Create patterns using specific letters
- Show creativity in pattern making

- Look at patterns: CCCCCC, ggggg, yyyyy
- Read the letters in the patterns aloud
- Practice creating letter patterns

How do we create patterns with letters?

- Mentor Creative Activities Learner's Book pg. 72
- Letter cards
- Writing materials

- Practical tests - Observation - Product assessment

Creating and Executing

Pattern Making - Identifying letter patterns in school
Pattern Making - Finishing letter patterns

By the end of the lesson, the learner should be able to:
- Look around school
- Name objects with letter patterns
- Write letter patterns seen

- Walk around your school
- Name objects that have letter patterns
- Write the letter patterns you have seen

Where can we find letter patterns?

- Mentor Creative Activities Learner's Book pg. 72
- School environment
- Writing materials
- Pattern worksheets

- Fieldwork reports - Observation - Oral presentations

Creating and Executing

Pattern Making - Understanding numeral patterns

By the end of the lesson, the learner should be able to:
- Recognize patterns made with numbers
- Talk about how numbers are arranged
- Identify the number used

- Look at pattern showing 444444
- Identify which number has been used
- Talk about how numbers are arranged

What numbers can make patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Number cards
- Pattern examples

- Observation - Oral questions - Written tests

Creating and Executing

Pattern Making - Reading number patterns aloud
Pattern Making - Finishing number patterns

By the end of the lesson, the learner should be able to:
- Say number patterns aloud
- Identify numbers in patterns
- Talk about patterns with peers

- Say pattern: 1 2 1 2 1 2
- Talk about numbers used to make pattern
- Practice reading patterns

How do we read number patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Number pattern charts
- Flashcards
- Crayons
- Pattern worksheets

- Oral tests - Observation - Peer assessment

Creating and Executing

Pattern Making - Making personal number patterns

By the end of the lesson, the learner should be able to:
- Make their own number patterns
- Use crayons to color patterns
- Show work to classmates

- Make your own number patterns
- Use crayons to color them
- Show your work to classmates

Why do we make our own patterns?

- Mentor Creative Activities Learner's Book pg. 73
- Crayons
- Paper
- Number cards

- Practical tests - Product assessment - Showcase

Creating and Executing

Pattern Making - Appreciating patterns for creativity

By the end of the lesson, the learner should be able to:
- Create patterns on plain paper
- Draw a shirt with patterns
- Appreciate patterns for expression
- Display their work for peer appreciation

- On a plain paper, draw a shirt
- Create patterns on the shirt using numbers or letters
- Color the patterns using crayons
- Display work in the class gallery
- Discuss what we learned about pattern making
- Share favorite patterns with peers

What have we learned about patterns?

- Mentor Creative Activities Learner's Book pg. 74
- Plain paper
- Drawing materials
- Coloring materials (crayons, colored pencils)
- Display board

- Showcase - Peer assessment - Self-assessment - Product assessment