Topic
1.3.2 Weather and climate change
Sub-Topic
1.3.2 weather and climate change
General Competences
Environmental Sustainability, Collaboration, Communication
Specific Competences
.1.3.2.1 Apply adaptation measures to weather change
Learning Activities
Identify patterns of weather such as cold and wet
Expected Standard
Adaptation measures applied to weather changes accordingly
References
Ministry of education grade 1 syllabus
Environmental Sustainability, Collaboration, Communication
Lesson Goal
By the end of this lesson, learners should correctly identify and describe at least two adaptation measures (such as wearing a jersey when it is cold or carrying an umbrella when it rains) that people in a rural Zambian village use to respond to weather changes.
Rationale
This lesson builds on learners' everyday observations of weather conditions (sunny, rainy, windy, cold) and their ability to describe how the weather feels each day, forming a foundation for recognising weather patterns and the need to adapt to them. Understanding weather adaptation measures is vital for Grade 1 learners in rural Zambia because it directly affects their health, comfort, and daily activities such as walking to school, helping at home, or playing outdoors. Through collaborative group discussions and hands-on pattern identification activities, learners will develop the competences of Environmental Sustainability, Collaboration, and Communication as they actively explore, share observations, and apply adaptation measures to real-life weather scenarios.
Prior Knowledge / Prerequisite Knowledge
Grade 1 learners can already name common weather conditions they experience daily in their rural Zambian environment, such as "it is sunny," "it is raining," "it is cold," and "the wind is blowing." They also know from personal experience that they wear different clothes or take different actions depending on the weather — for instance, putting on a sweater when it is cold or staying indoors when it rains heavily. This prior knowledge will be activated at the start of the lesson through a brief oral question-and-answer session in which the teacher asks learners to describe the weather outside today and what they wore or carried to school, creating a direct bridge to the new concept of adaptation measures for weather change.
Learning Environment
- Natural Environment: The teacher will draw on the immediate outdoor surroundings of the rural school — the open sky, trees that sway in the wind, dry or muddy ground, and the current temperature — as a living context for the lesson. Learners will briefly step outside or look through the window to observe and describe the actual weather, linking their observations directly to the concept of weather patterns such as cold and wet conditions.
- Artificial Environment: The classroom is arranged in mixed groups of 4–6 learners, with desks pushed together to form small clusters that encourage face-to-face discussion. A large, teacher-made weather chart showing four weather conditions (sunny, rainy, cloudy, windy) is displayed on the wall, and a second chart titled "What Can We Do?" with simple drawings of adaptation actions (wearing a jersey, carrying a chitenge, using an umbrella, staying under a tree shelter) is placed next to it.
- Technological Environment: The teacher will use a battery-powered radio to play a short, pre-recorded audio clip of weather sounds (rain falling, wind blowing, thunder rumbling) as a listening activity during the Engage phase. If a projector is available, one or two simple digital images showing rural Zambian scenes in different weather conditions may be displayed; otherwise, large printed pictures are used instead.
Teaching and Learning Materials / Resources
- Weather chart (teacher-made, showing sunny, rainy, cloudy, windy conditions with simple drawings)
- Adaptation measures chart (teacher-made, showing actions: wearing a jersey, carrying a chitenge or umbrella, staying under a shelter)
- Picture cards of weather conditions (4 sets, one per group of 4–6 learners)
- Small whiteboards or slates (one per pair of learners) and chalk or markers
- Real objects: a jersey, a chitenge cloth, a small umbrella, a pair of gumboots
- Worksheet for class exercise (one per learner)
- Battery-powered radio with pre-recorded weather sound effects
- Large sheets of recycled paper and crayons for group drawing activity
Cross-Cutting Issues
The following cross-cutting issues are integrated into this lesson on "1.3.2 weather and climate change":
- Climate Change Education: The lesson explicitly teaches learners that weather patterns can change — for instance, the cold season may become colder or the rainy season may become wetter — and that people in their rural community must adapt by taking practical actions such as wearing warmer clothes or protecting their food from rain. This builds foundational awareness of climate variability and the importance of adaptation at an early age.
- Environmental Health and Pollution Management: During the Elaborate phase, learners discuss how keeping the environment clean — such as clearing drainage channels around the home so that rainwater does not cause flooding or disease — is an important adaptation measure during wet weather. The teacher connects wearing gumboots and avoiding walking in dirty water to preventing illnesses like cholera and bilharzia, linking weather adaptation directly to environmental health practices.
Lesson Progression (Model: 5E Model of Instruction)
| Phase |
Teacher Activities |
Learner Activities |
Assessment Criteria |
| INTRODUCTION |
ENGAGE
5 min |
- Hook: The teacher plays a 20-second audio clip of rain and wind sounds on the radio. She then asks: "Listen carefully! What weather do you hear? Is it sunny, rainy, or windy outside today? Who can tell me?"
- Prior Knowledge Questions: The teacher asks three oral questions: (1) "What is the weather like outside our classroom right now?" (2) "When it is cold in the morning, what do you wear to school?" (3) "What do you do when it starts raining while you are walking home?"
- Lesson Goal: The teacher states clearly: "Today we are going to learn about weather patterns — especially cold and wet weather — and what we can do to keep ourselves safe and comfortable when the weather changes. This is called adaptation."
- Note: The teacher does not yet define adaptation. She simply sparks curiosity and surfaces what learners already know.
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- Learners listen to the audio clip and call out the weather sounds they recognise — rain, wind, or thunder. (Develops: Communication)
- Learners answer the teacher's prior knowledge questions by describing today's weather and naming what they wear or do in cold or rainy conditions. (Develops: Communication)
- Learners listen to the lesson goal and repeat it after the teacher in their own simple words, e.g., "We will learn about cold and wet weather and what to do." (Develops: Communication)
- Learners raise their hands to share a personal experience of weather change, such as "I was caught in the rain yesterday" or "I wore a jersey this morning." (Develops: Collaboration, Communication)
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- Learners accurately identify at least one weather sound from the audio clip (rain, wind, or thunder).
- Learners confidently describe the current weather outside using simple terms (sunny, rainy, cloudy, windy, cold).
- Learners clearly repeat the lesson goal in their own words, showing understanding of what they will learn.
- Learners appropriately share a relevant personal experience of weather change when invited.
|
| DEVELOPMENT |
EXPLORE
6 min |
- Learning Activity — Identify patterns of weather such as cold and wet: The teacher gives each group of 4–6 learners a set of picture cards showing different weather conditions (sunny, rainy, cloudy, windy, cold/frosty). She says: "In your groups, look at each picture carefully. Sort the pictures into two piles: one pile for cold or wet weather, and another pile for weather that is not cold or wet. Talk to each other and decide together."
- Facilitation: The teacher walks around to each group, asking probing questions such as: "Why did you put this picture in the cold and wet pile?" and "How can you tell that this weather is cold? What do you see in the picture?" She does not give answers but guides thinking.
- Observation: The teacher notes which groups correctly identify patterns (e.g., rain and frost grouped together as wet/cold) and which groups need encouragement, offering prompts like "Look at what the people in the picture are wearing."
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- Learners in each group examine the picture cards and discuss with group members which pictures show cold or wet weather. (Develops: Collaboration, Communication)
- Learners sort the cards into two piles — cold/wet weather and not cold/wet weather — and explain one reason for their sorting to a partner. (Develops: Critical Thinking, Communication)
- Learners point to specific clues in the pictures (e.g., rain drops, people wearing jerseys, muddy ground) that helped them decide. (Develops: Analytical Thinking, Communication)
- Learners record their group's sorted piles on a small whiteboard or slate and prepare to share their findings. (Develops: Collaboration)
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- Learners correctly sort at least three out of four picture cards into the appropriate cold/wet or not cold/wet category.
- Learners accurately explain one reason for their sorting decision using observable clues from the pictures.
- Learners confidently point to and name at least one visual clue (rain, jersey, mud) that indicates cold or wet weather.
- Learners clearly present their group's sorted piles to the teacher when asked.
|
EXPLAIN
6 min |
- Learner Sharing: The teacher invites two groups to hold up their sorted picture cards and explain: "Which pictures did you put in the cold and wet pile? Why?" She listens and affirms correct reasoning.
- Formalisation: The teacher points to the weather chart and says: "When the weather is cold, we feel shivery and we wear warm clothes like jerseys and long trousers. When the weather is wet, rain falls and the ground becomes muddy. Today we learned that cold and wet are two weather patterns. When weather changes, we must adapt — that means doing something different to stay safe and comfortable."
- Worked Example: The teacher holds up a jersey and says: "Imagine it is a cold morning in June in our village. I feel cold. My adaptation measure is to put on this jersey. When I put on the jersey, I am warm. I am adapting to the cold weather." She writes on the board: "Cold weather → wear a jersey" and "Wet weather → carry an umbrella or chitenge."
- Guided Questions: The teacher asks three mixed-type questions orally: (1) Multiple choice: "When it is raining, what should you carry? A) A book, B) An umbrella, C) A ball, D) A plate." (2) Fill-in-the-blank: "When it is cold, I wear a ________." (3) Short answer: "Name one thing you can do when the ground is wet and muddy after rain." Learners respond one at a time and the teacher builds on their answers.
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- Selected learners from each group share their sorted picture cards and explain why they placed certain cards in the cold/wet pile. (Develops: Communication, Critical Thinking)
- Learners listen to the formal explanation and repeat the key terms — "cold weather," "wet weather," and "adapt" — as a class. (Develops: Communication)
- Learners watch the worked example and copy the two adaptation statements from the board into their exercise books: "Cold → wear a jersey" and "Wet → carry an umbrella." (Develops: Communication, Environmental Sustainability)
- Learners answer the three guided questions orally by raising hands, showing understanding of adaptation measures. (Develops: Analytical Thinking, Communication)
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- Learners confidently explain why at least one picture belongs in the cold/wet pile using evidence from the image.
- Learners accurately repeat the terms "cold weather," "wet weather," and "adapt" in context.
- Learners correctly copy the two adaptation statements from the board with correct spelling and neatness.
- Learners correctly answer at least two of the three guided questions, demonstrating understanding of adaptation measures.
|
ELABORATE
9 min |
- New Task — Apply adaptation measures in a rural scenario: The teacher presents a new task: "Listen carefully. Imagine you live in a village near a river. The rainy season has come, and it rains heavily every day. The path to school becomes muddy. You feel cold in the morning, and your feet get wet. In your groups, draw two things you can do to adapt to this weather. Use the crayons and paper on your table. You have 5 minutes to draw and then one person from each group will show the class."
- Instructions: The teacher directs: "Work with your group. Discuss first, then draw. Make sure everyone agrees on the two adaptation measures you choose. You may use ideas from our lesson or think of new ones." She does not re-teach but lets learners apply.
- Facilitation: The teacher moves from group to group, asking probing questions: "Why did your group choose to draw gumboots? What else could you use if you do not have gumboots?" She encourages creative thinking about locally available resources.
- Extension: For groups that finish quickly, the teacher asks: "What would you do if the rain damaged your crops in the garden? Can you draw one more adaptation measure to protect your food?"
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- Learners listen to the rainy-season scenario and discuss in their group which two adaptation measures to draw. (Develops: Collaboration, Communication, Critical Thinking)
- Learners draw two adaptation measures on the large paper using crayons — for example, wearing gumboots, carrying a chitenge over the head, wearing a jersey, or taking an umbrella. (Develops: Creativity and Innovation, Environmental Sustainability)
- Learners write or verbally label their drawings with help from the teacher (e.g., "gumboots," "jersey," "chitenge"). (Develops: Communication)
- Selected learners from each group hold up their drawing and explain to the class what they drew and why it helps them adapt to the rainy, cold weather. (Develops: Communication, Collaboration)
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- Learners collaboratively identify and agree on two appropriate adaptation measures for the rainy-season scenario.
- Learners creatively draw two recognisable adaptation measures that are relevant to cold or wet weather in a rural Zambian context.
- Learners accurately label at least one adaptation measure verbally or in writing.
- Learners clearly explain how their chosen adaptations help them stay safe, dry, or warm during a cold or wet season.
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| CONCLUSION |
EVALUATE
4 min |
- Consolidation Questions: The teacher asks three oral questions to assess achievement of the lesson goal: (1) "What weather pattern did we learn about today — name two." (2) "What is one thing you can do when you feel cold?" (3) "What is one thing you can do when it rains so you do not get wet?"
- Learner-Led Summary: The teacher invites two learners to stand and summarise what they learned. She says: "Chanda, can you tell us one thing you learned today about weather and what we can do?" Then she asks a second learner: "Mutinta, can you add one more thing you learned?"
- Link Forward: The teacher says: "Tomorrow we will learn about how the weather changes during the year — the rainy season, the cold season, and the hot dry season — and what we can do to prepare for each one."
- Homework: The teacher assigns: "At home tonight, look at the sky and feel the air. Is it cold, warm, or rainy? Ask your guardian what they do to adapt to the weather. Draw one thing your family does and bring your drawing to class tomorrow morning."
- Closure: The teacher smiles and says: "You all worked very well today! You identified cold and wet weather patterns and you thought of smart ways to adapt. Well done, Grade 1!"
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- Learners answer the three consolidation questions by raising hands and giving correct responses. (Develops: Communication, Analytical Thinking)
- Two learners stand and summarise key learning points in their own words, such as "I learned that when it is cold I can wear a jersey" or "When it rains I can carry a chitenge." (Develops: Communication)
- Learners listen to the link forward and homework instructions, and copy the homework task into their exercise books. (Develops: Communication)
- Learners reflect briefly by nodding or saying one word about what they enjoyed — for example, "drawing" or "sorting pictures." (Develops: Emotional Intelligence)
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- Learners correctly name two weather patterns (cold and wet) and state one appropriate adaptation measure for each.
- Learners confidently summarise at least one key learning point from the lesson in their own words.
- Learners accurately copy the homework task into their exercise books for completion at home.
- Learners appropriately express a feeling or thought about the lesson when invited, showing engagement and self-awareness.
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Class Exercise
Instructions to learners: Answer all five questions in your exercise book. Show all working where applicable. Time allowed: 10 minutes.
- Multiple Choice: What should you wear when the weather is very cold?
A) A t-shirt and shorts
B) A jersey and long trousers
C) A swimming costume
D) A party dress
- Fill-in-the-Blank: When it rains, the ground becomes ________.
- Matching: Draw a line to match the weather on the left with the correct adaptation on the right.
| Weather | Adaptation |
| 1. Cold weather | A. Carry an umbrella |
| 2. Wet / rainy weather | B. Wear a jersey |
- Short Answer: Name one thing you can do to keep your feet dry when walking on a muddy path after rain.
- Application / Analysis: Imagine it is a cold, rainy morning in your village. You must walk 20 minutes to school. Your family has no umbrella and no gumboots. Describe two things you could use from around your home to keep yourself dry and warm on the way to school. Explain why each thing helps you adapt to the weather.
Answer Key (For Teacher Use Only)
-
Question 1 — Multiple Choice
Answer: B) A jersey and long trousers
Marks: 1 mark for selecting the correct option.
-
Question 2 — Fill-in-the-Blank
Answer: wet / muddy / slippery (any one acceptable)
Marks: 1 mark for any correct word that describes the ground after rain.
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Question 3 — Matching
Answer: 1 → B (Cold weather → Wear a jersey); 2 → A (Wet/rainy weather → Carry an umbrella)
Marks: 2 marks — 1 mark for each correct match.
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Question 4 — Short Answer
Answer: Accept any reasonable adaptation: wear gumboots, wear plastic bags over shoes, walk on the grass beside the path, take shoes off and walk barefoot but wash feet later, use a plastic sheet to wrap feet. Any one valid measure with brief justification is sufficient.
Marks: 2 marks — 1 mark for naming a valid measure, 1 mark for showing it keeps feet dry.
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Question 5 — Application / Analysis
Answer: Accept any two creative, locally appropriate measures. Example: (1) Use a large banana leaf or a plastic sack (chitupa) held over the head to keep rain off the body — it works like an umbrella. (2) Wear an extra old t-shirt or a chitenge wrapped around the shoulders for warmth, and cover the head with a plastic bag or a piece of recycled plastic to stay dry. Explanation: The banana leaf or plastic keeps rain from soaking the clothes, and the extra layer keeps the body warm despite the cold morning air.
Marks: 4 marks — 2 marks for each valid adaptation measure (1 mark for naming the item, 1 mark for explaining how it helps adapt to cold or wet weather). Award partial marks for partially correct responses.
Total Marks: 10 |
Suggested Completion Time: 10 minutes
Lesson Evaluation
Instructions to the teacher: Focus on the competences learners were able to demonstrate, use clear evidence from their work and participation, note any difficulties they faced, reflect on what worked or did not work in your teaching, and state what support or next steps are needed.