Weather and Climate

Grade 7 · General Science

Semester 2 | Period 5 | Week 27

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Subject: General Science

Semester: 2

Period: 5

Week: 27

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 7
Date:
Week 27 Lesson Duration: 45 minutes
Week & Period: Week 27, Period 5
Topic: Weather and Climate
Sub-topic: Definitions, factors influencing weather and climate
Learning Objectives
By the end of the lesson, students should be able to:

  1. Define weather and climate clearly.
  2. Differentiate between weather and climate.
  3. Identify and explain the major factors influencing weather and climate.

Previous Knowledge
Students already know:
• That the atmosphere affects daily life.
• That it rains, shines, or gets windy in their environment.
Instructional Materials
• Textbook: General Science textbook for Grade 7
• Teaching aids: Weather chart, thermometer, rain gauge model, map of the world showing climatic zones, chalk/marker and board
• Students’ notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• What was the weather like this morning?
• Is today’s weather the same as yesterday’s?
• Do you think the kind of weather we experience in Enugu (or Monrovia for Liberia context) is the same as in Europe?
The teacher will record their responses on the board.
Teacher’s Role: Guide short discussion and clarify the difference between short-term changes (weather) and long-term averages (climate).
Learner’s Role:
• Share their personal observations of weather.
• Respond verbally and participate in the discussion.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Role (Expanded & Detailed):

  • Begin with simple guiding questions: “How was the weather when you came to school today? Was it sunny or rainy?” This draws learners into the topic by connecting it to their daily lives.
  • Define Weather clearly: the short-term condition of the atmosphere at a particular place and time. Examples: “It is raining today,” “It is sunny this afternoon,” “It is windy right now.”
  • Define Climate clearly: the average pattern of weather in a place over a long period (about 30 years or more). Example: “Liberia has a hot, wet climate with heavy rainfall and high humidity throughout most of the year.”
  • Contrast the two concepts:
    • Weather changes quickly (hours, days).
    • Climate changes slowly (over decades or centuries).
  • Explain factors influencing weather with examples learners can relate to:
    • Air pressure: When air pressure is low, storms and rain are likely; when it is high, skies are often clear.
    • Temperature: Heat from the sun warms the land and air, affecting wind, rainfall, and seasons.
    • Precipitation: Rain, snow, or hail that falls from clouds. In Liberia, rainfall is a major weather element affecting farming.
    • Humidity: The amount of water vapor in the air. High humidity makes the air feel hotter, as is common in coastal regions of Liberia.
  • Explain factors influencing climate in detail:
    • Latitude: Places near the equator (like Liberia) are hot and humid, while places near the poles are cold.
    • Nearness to the sea or ocean: Coastal areas (like Monrovia) have milder, wetter climates compared to inland areas that may be drier.
    • Prevailing winds: Winds can carry moisture, bringing rain, or carry dry air, causing drought. Example: Monsoon winds in West Africa.
    • Temperature (long-term): Average heat of a place influences farming, vegetation, and living conditions.
    • Rainfall and sunshine patterns: Over many years, these determine whether a place has a wet tropical climate, desert climate, or temperate climate.
  • Use visual aids (charts, globe, maps, weather instruments) to show how these factors work. For example:
    • Show a thermometer to explain temperature.
    • Show a rain gauge (or a simple bottle version) to explain rainfall.
    • Use a map to show how Liberia’s location near the equator and ocean affects its climate.

 

Learners’ Activities (Expanded):

  • Listen attentively and write definitions of weather and climate in their notebooks.
  • Observe and identify weather instruments shown by the teacher (real or models): thermometer, rain gauge, barometer, wind vane, hygrometer.
  • Work in small groups to discuss: “What is the weather today? How is it different from Liberia’s general climate?”
  • Each group fills in a comparison chart:

Weather (Short-term)

Climate (Long-term)

“It is raining this morning.”

“Liberia has heavy rainfall every year.”

“It is sunny this afternoon.”

“Liberia is hot and humid most of the year.”
  • Share group findings with the class to reinforce understanding.
  • Draw symbols (☀️🌧️🌬️⛅) to represent weather conditions and create a class poster showing how weather and climate differ.

 

Assessment Checks (Extended):

  • Teacher asks oral questions:
  1. What is weather? Give an example.
  2. What is climate? Give an example.
  3. Name two factors that influence weather.
  4. Name two factors that influence climate.
  5. Why is the climate in coastal Liberia different from inland areas?
  • Quick activity: Teacher points to the window and asks, “What is today’s weather?” Then follows up with, “Is this Liberia’s climate? Why or why not?”
  • Learners complete a short written exercise where they match factors to either weather or climate.

 

Notes (Expanded & Detailed):

  • Weather is the daily condition of the atmosphere, including elements like sunshine, rain, wind, clouds, and storms. It can change quickly.
  • Climate is the long-term pattern of weather in a region, usually studied over 30 years or more. It is more stable and influences agriculture, settlement, and lifestyle.
  • Factors affecting weather: air pressure, temperature, precipitation, humidity.
  • Factors affecting climate: latitude, nearness to sea, prevailing winds, average temperature, rainfall, and sunshine.
  • Local Example: Liberia’s climate is hot and humid because it is near the equator and the Atlantic Ocean. Weather, however, changes daily—sometimes heavy rain in the morning, followed by bright sunshine in the afternoon.
  • Understanding the difference between weather and climate helps people plan daily activities (weather) and long-term farming or housing decisions (climate).

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
• The teacher will ask the students to recall:

  • The meaning of weather and climate.
  • Two differences between weather and climate.
  • Two factors influencing weather and two influencing climate.

Evaluation Method (Expanded):
• Exit slip/quiz: Students will answer in short form:

  1. Define weather.
  2. Define climate.
  3. List two factors that affect weather and two that affect climate.
    Teacher will collect and review answers.
    • Oral feedback provided immediately.

Assignment (Expanded):
• Draw a table showing 3 differences between weather and climate.
• Find out and write the climate type of your community.
Differentiation / Inclusive Strategies
• Struggling Learners: Provide simplified definitions with illustrations.
• Advanced Learners: Ask them to research how global warming affects climate.
• Students with Disabilities: Provide visual aids with larger fonts/pictures, allow verbal participation.
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low