Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: General Science
Semester: 2
Period: 6
Week: 31
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 3
Date: Week 31
Lesson Duration: 45 minutes
Week & Period: Week 31, Period 6
Topic: Introduction to Weather and Its Factors
Sub-topic: Understanding What Weather Is and What Affects It
Learning Objectives
By the end of the lesson, students should be able to:
state the causes of weather.
identify factors influencing weather: atmospheric pressure, wind and its direction, humidity, temperature, precipitation, rotation of the Earth, evaporation, and condensation.
Previous Knowledge
Students already know:
Weather refers to the daily conditions of the atmosphere, such as sunny, rainy, or windy.
Instructional Materials
Charts showing weather conditions, videos of different weather types, worksheets, globe, fan for wind demonstration, water in containers for evaporation/condensation demonstration.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners about the weather today and how it makes them feel. Discuss their experiences of sunny, rainy, windy, or cloudy days.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Learners discuss causes of weather in small groups, sharing examples from their daily observations (e.g., sunny, rainy, windy days).
- Students identify and classify weather factors using charts, diagrams, or classroom models:
- Temperature (hot, warm, cool, cold)
- Humidity (moist, dry)
- Wind (direction and speed)
- Atmospheric pressure (high and low)
- Precipitation (rain, snow, hail)
- Rotation of the Earth
- Hands-on activity: demonstrate evaporation by leaving water in a shallow container and observing it disappear over time; observe condensation by holding a lid over the container and noting water droplets forming.
- Learners explore wind direction using a small fan and a paper wind vane or flag to see how air movement is measured.
- Optional activity: learners draw a simple weather chart for the day including temperature, wind, and precipitation.
Assessment Checks (Expanded):
- Ask learners to list three factors that influence weather and give an example for each.
- Observe learners explaining cause-and-effect relationships between factors, e.g., how evaporation leads to cloud formation.
- Ask learners to describe what happens when condensation occurs and why it is important for rain.
Notes (Expanded & Detailed):
- Weather is the day-to-day condition of the atmosphere, including temperature, wind, humidity, and precipitation.
- Factors influencing weather:
- Temperature: affects heat and cold daily
- Humidity: amount of water vapor in the air
- Wind: movement of air, changes temperature and humidity
- Atmospheric pressure: determines air movement and weather patterns
- Precipitation: rain, snow, hail
- Earth’s rotation: affects wind direction and time of day
- Evaporation and condensation: form clouds and rain
- Observing and understanding these factors helps plan daily activities, prepare for storms, and understand environmental changes.
- Using simple demonstrations makes abstract concepts like evaporation and condensation tangible for Grade 3 learners.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Recap the main causes of weather and the key factors influencing it.
Evaluation Method (Expanded)
Exit slip/quiz: Learners name two weather factors and give an example of how they influence daily weather.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded)
Observe the weather at home for three days, noting temperature, wind, and precipitation.
Follow-up Activity
Create a classroom chart showing daily weather conditions and the factors affecting them.
Differentiation / Inclusive Strategies
Provide visual aids and simple demonstrations. Pair learners for discussion. Offer extra guidance to learners who struggle with abstract concepts.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low