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
Jumping - Jumping over drawn squares
Jumping - Jumping for height
Jumping - Playing the jump and call game

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

- Observation - Practical demonstration - Oral questions

Creating and Executing

Jumping - Making jumping bars using sticks
Jumping - Jumping over improvised bars
Jumping - Jumping sideways over blocks

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
- Improvised jumping bars
- Landing mats
- Mentor Creative Activities Learner's Book pg. 7
- Boxes or blocks

- Practical tests - Observation - Product assessment

Creating and Executing

Jumping - Jumping in different directions (forward, backward, right, left)
Jumping - Jumping from paper to paper
Jumping - Singing songs while jumping

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
- Mentor Creative Activities Learner's Book pg. 8
- Manila papers
- Markers
- Mentor Creative Activities Learner's Book pg. 9
- Song lyrics chart

- Observation - Practical demonstration - Participatory assessment

Creating and Executing

Jumping - Following leader's jumping instructions
Rhythm - Items that maintain a steady pulse
Rhythm - Understanding pulse through heartbeat
Rhythm - Playing steady beat on percussion instruments

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
- Mentor Creative Activities Learner's Book pg. 12
- Pictures of clock
- Flashcards
- Digital devices
- Mentor Creative Activities Learner's Book pg. 13
- Drums
- Song lyrics chart

- Observation - Participatory assessment - Self-assessment

Creating and Executing

Rhythm - Playing sticks to the beat while singing
Rhythm - Creating rhythm using body percussion
Rhythm - Clapping to the beat while singing
Rhythm - Tapping knees to create rhythm
Rhythm - Stamping feet to the beat

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

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm - Using multiple body percussion methods
Rhythm - Recording rhythm performance
Rhythm - Finding body percussion words in puzzle

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

- Observation - Practical demonstration - Peer assessment

Creating and Executing

Rhythm - Combining different percussion methods
Rhythm - Understanding use of percussion in music

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
- Percussion instruments
- Flashcards

- Practical tests - Observation - Peer assessment

Creating and Executing

Rhythm - Performing with percussion while singing
Drawing - Identifying lines in the environment
Drawing - Understanding straight, wavy, curved and zigzag lines
Drawing - Identifying lines made by objects
Drawing - Arranging objects to form lines

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
- Mentor Creative Activities Learner's Book pg. 20
- Pictures of lines
- Objects from environment
- Drawing materials
- Flashcards showing lines
- Mentor Creative Activities Learner's Book pg. 21
- Pictures of various objects
- Real objects
- Erasers, pencils, sharpeners
- Other small objects

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

Creating and Executing

Drawing - Matching pictures with line types
Drawing - Drawing lines from top to bottom
Drawing - Drawing vertical lines using sticks
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:
- 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
- Colored pencils
- Exercise books
- Line examples
- Mentor Creative Activities Learner's Book pg. 23
- Sticks
- Open ground space
- Crayons
- Chalk
- Floor space

- Written tests - Observation - Peer assessment

Creating and Executing

Drawing - Drawing lines from corner to corner
Drawing - Making patterns by repeating lines

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

- Practical tests - Product assessment - Observation

Creating and Executing

Drawing - Observing and drawing patterns from nature
Drawing - Drawing square, triangle, rectangle, oval, circle, star
Drawing - Drawing shapes of objects

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
- Mentor Creative Activities Learner's Book pg. 26
- Crayons or charcoal
- Exercise books
- Shape examples
- Mentor Creative Activities Learner's Book pg. 27
- Pictures of objects

- Fieldwork reports - Observation - Product assessment

Creating and Executing

Stretching - Identifying body parts used in stretching
Stretching - Learning body parts through song
Stretching - Observing safety while stretching
Stretching - Stretching to reach for objects
Stretching - Stretching upwards

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
- Water bottles
- Comfortable clothes
- Balls
- Measuring tape
- Mentor Creative Activities Learner's Book pg. 37

- Observation - Oral questions - Peer assessment

Creating and Executing

Stretching - Stretching forward to touch toes
Stretching - Stretching right, left, and forward
Stretching - Talking about stretching experience
Stretching - Standing stretches in different directions

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
- Discussion area
- Mentor Creative Activities Learner's Book pg. 38

- Practical tests - Observation - Peer assessment

Creating and Executing

Stretching - Sitting stretches in different directions
Stretching - Kneeling stretches
Stretching - Lying stretches

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
- Mentor Creative Activities Learner's Book pg. 39

- Practical demonstration - Observation - Peer assessment

Creating and Executing

Stretching - Simon says game with stretching
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 "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
- Field markers
- Mentor Creative Activities Learner's Book pg. 50
- Pictures of painting materials
- Flashcards

- Observation - Participatory assessment - Peer assessment

Creating and Executing

Painting and Colouring - Identifying painting tools
Painting and Colouring - Finding painting materials
Painting and Colouring - Colouring using true colours
Painting and Colouring - Colouring given pictures
Painting and Colouring - Mixing colours to make purple

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
- Mentor Creative Activities Learner's Book pg. 52
- Paper
- Pencils
- Crayons
- Mentor Creative Activities Learner's Book pg. 53
- Drawing paper
- Mentor Creative Activities Learner's Book pg. 54
- Red water colour
- Blue water colour
- Paintbrush

- Observation - Oral questions - Practical demonstration

Creating and Executing

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

By the end of the lesson, the learner should be able to:
- Paint shapes using purple colour
- Use the paint they made
- Clean working area after painting

- Draw a shape on paper
- Paint your picture using purple paint you made
- Clear and clean your working area

Why should we clean after painting?

- Mentor Creative Activities Learner's Book pg. 54
- Purple paint
- Paper
- Paintbrush
- Cleaning materials
- Mentor Creative Activities Learner's Book pg. 55
- Red water colour
- Yellow water colour
- Orange paint
- Mentor Creative Activities Learner's Book pg. 56
- Blue water colour

- Practical tests - Observation - Product assessment

Creating and Executing

Painting and Colouring - Observing safety while painting
Painting and Colouring - Finger painting on surfaces
Painting and Colouring - Using sponge for painting
Painting and Colouring - Valuing painting for expression

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
- Mentor Creative Activities Learner's Book pg. 58
- Paint
- Paper or fabric
- Cleaning materials
- Mentor Creative Activities Learner's Book pg. 60
- Sponges
- Mentor Creative Activities Learner's Book pg. 61
- All painted works
- Display area

- Observation - Oral questions - Self-assessment