Note for teachers using this lesson plan
Before the lesson, ensure you have warm food/drink in a flask and relevant charts/pictures of sunshine and people feeling hot. The lesson involves a very brief, supervised outdoor activity to feel the sun’s warmth; prioritize safety by keeping it short and ensuring pupils are not directly exposed for long. The central idea is for pupils to connect the sun with warmth and understand simple sensations of hot weather, which they will show by demonstrating how they feel.
Class: Pre-School Level 1
Term: Third Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Simple identification of different types of weather (e.g., sunny, rainy).
Topic: HOT WEATHER
Subject Matter: Meaning of hot weather, sunshine and how hot weather feels.
Specific Objectives
By the end of the lesson, pupils should be able to:
Cognitive Domain
- Identify hot weather when they see the sun shining brightly.
- Name “sunshine” as the cause of hot weather.
- Describe (using simple words or actions) how hot weather feels.
Affective Domain
- Show interest in observing the sun and feeling its warmth.
- Listen attentively to explanations about hot weather.
Psychomotor Domain
- Point to the sun when it is shining.
- Demonstrate (e.g., fanning themselves, wiping forehead) how they feel in hot weather.
Social Domain
- Participate in group activities related to weather observation.
Reference Materials
- NAPPS National Unified Teaching Scheme for Pre-School Level 1
- Early Childhood Care and Education resources
Instructional Materials
- Warm food (e.g., warm pap or tea) in a flask
- Charts or pictures showing:
- The sun shining brightly
- People sweating or fanning themselves
- People drinking water in hot weather
- The actual sun (for brief, supervised outdoor observation)
Rationale for the Lesson
This lesson helps 2-year-old pupils understand a common weather condition, hot weather, which they experience daily. Learning about sunshine and how hot weather feels enables them to communicate their discomfort or needs, such as asking for water or seeking shade, contributing to their personal comfort and safety.Prerequisite/Previous Knowledge
Pupils have a basic awareness of different feelings like warm and cold, and they may have observed the sun in the sky.Lesson Content/Board Summary
Meaning of Hot Weather, Sunshine and How Hot Weather Feels
Hot Weather: This is when the air around us feels very warm. We often see the sun shining brightly in the sky during hot weather.
Sunshine: The sun gives us light and warmth. When the sun shines strongly, it makes the weather hot. We can feel the sun’s warmth on our skin.
How Hot Weather Feels:
- Our bodies feel warm.
- We might sweat (have tiny drops of water on our skin).
- We feel thirsty and want to drink water.
- We might want to stay in the shade or use a fan.
Key Words
- Hot – when something feels very warm.
- Sun – the bright light in the sky that gives us warmth.
- Warm – a gentle heat, not cold.
Hot Weather Rhyme
Tune: “Twinkle, Twinkle Little Star”
Lyrics:
Sun is shining, bright and high,
Making weather hot, oh my!
Feel the warmth upon my face,
Want to find a shady place.
Sun is shining, bright and high,
Making weather hot, oh my!
Actions:
- “Sun is shining, bright and high”: Point up to the sky, make a circle with hands.
- “Making weather hot, oh my!”: Fan face with hands.
- “Feel the warmth upon my face”: Touch cheeks.
- “Want to find a shady place”: Pretend to look for shade, hands over eyes.
Watch and Learn About Hot Weather
💡 Teacher Guide for Using This Board Summary
How to teach the content: Begin by showing the warm food/drink in the flask, letting pupils briefly feel the warmth (ensure it’s not too hot). Connect this warmth to the idea of “hot weather.” Use simple, clear sentences. Show charts/pictures of the sun and people feeling hot, pointing to key elements. Emphasize the connection: “When the sun shines brightly, the weather is hot.”
What to show or demonstrate: Show the charts/pictures of the sun and people feeling hot. Demonstrate fanning oneself or wiping a forehead to show how hot weather feels. Briefly take pupils to a window or a safe, sunny spot outdoors for a few seconds to feel the sun’s warmth on their skin, then quickly move back to shade. This should be very brief and closely supervised to prevent overexposure for 2-year-olds.
How to use the rhyme/song: Introduce the “Hot Weather Rhyme” after discussing how hot weather feels. Sing it slowly with clear actions, repeating it several times to help pupils learn and participate. Encourage them to do the actions with you.
How to use the video: Introduce the video as a fun way to learn more about hot weather. Play the video “It’s Hot! (Weather Song for Kids)” by The Kiboomers. After watching, ask pupils what they saw or heard about hot weather, encouraging them to repeat simple words or actions from the video.
What to watch for: Observe if pupils can point to the sun in pictures or outside, and if they can imitate actions of feeling hot. Listen for their attempts to say “hot” or “sun.”
Teaching Methods/Instructional Techniques
Play-based Learning, Demonstration, Guided Practice, Songs and Rhymes, Picture Talk, Observation, Repetition, Question and Answer.Instructional Procedures
Step 1: Introduction
Time: 3 minutes
Teaching Skill: Engagement/Recall
Teacher’s Activity: The teacher greets the pupils and leads them in a short, general weather song (e.g., “What’s the weather like today?”). The teacher then asks, “How do you feel today? Is it warm or cold?”
Pupils’ Activity: Pupils respond to greetings, sing along, and attempt to answer how they feel.
Learning Point: Pupils are engaged and begin thinking about weather.
Step 2: Exploring Warmth and Hot Weather
Time: 5 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher shows the warm food/drink in the flask. “This is warm pap/tea. Feel, it’s warm.” The teacher then shows a chart of hot weather and explains, “When the air feels very warm like this, we call it hot weather.”
Pupils’ Activity: Pupils carefully touch the flask (under supervision) to feel the warmth. They look at the charts and listen to the teacher’s explanation.
Learning Point: Pupils connect the sensation of warmth to the concept of hot weather.
Step 3: Introducing Sunshine
Time: 4 minutes
Teaching Skill: Visual Aid/Connection
Teacher’s Activity: The teacher points to a picture of the sun shining brightly. “Look, this is the sun! When the sun shines so brightly, it makes the weather hot.” The teacher points to the actual sun (if visible) through the window. “See the sun outside? It makes us feel warm.”
Pupils’ Activity: Pupils point to the sun in the picture and look towards the window to see the actual sun.
Learning Point: Pupils identify the sun as the source of heat in hot weather.
Step 4: Feeling the Sun (Brief Outdoor Observation)
Time: 3 minutes
Teaching Skill: Supervised Practical Activity/Sensory Experience
Teacher’s Activity: The teacher briefly and safely takes pupils to a sunny spot outdoors (e.g., just outside the classroom door, under close supervision) for a few seconds. “Feel the sun on your skin. It feels warm, right?” The teacher quickly brings them back to shade. “That’s how the sun makes the weather hot!”
Pupils’ Activity: Pupils briefly stand in the sun, feel the warmth, and then return to the shade.
Learning Point: Pupils experience the sensation of the sun’s warmth directly and safely.
Step 5: Discussing How Hot Weather Feels
Time: 5 minutes
Teaching Skill: Discussion/Demonstration
Teacher’s Activity: The teacher shows pictures of people fanning themselves or sweating. “When it’s hot, our bodies feel warm. Sometimes we sweat, and we feel thirsty.” The teacher demonstrates fanning herself and asks pupils to imitate. “How do you feel when it’s hot?”
Pupils’ Activity: Pupils look at the pictures, listen, and imitate the teacher’s actions of fanning themselves or wiping their forehead. Some may try to say “hot” or “thirsty.”
Learning Point: Pupils learn and demonstrate common sensations and actions associated with hot weather.
Step 6: Rhyme and Video Reinforcement
Time: 5 minutes
Teaching Skill: Songs and Rhymes/Media Integration
Teacher’s Activity: The teacher leads the pupils in singing the “Hot Weather Rhyme” with actions, repeating it several times. Afterwards, the teacher plays the “It’s Hot! (Weather Song for Kids)” video, encouraging pupils to watch and move along.
Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, attempting to imitate movements or sounds.
Learning Point: Pupils reinforce their understanding of hot weather through song and visual media.
Step 7: Evaluation/Review
Time: 4–5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.
- “What makes the weather hot?” (Point to the sun picture)
- “How do you feel when the weather is hot?” (Demonstrate an action)
- “Can you point to the sun?” (Point to the sun in a picture or outside)
Pupils’ Activity: Pupils respond orally (e.g., “sun,” “hot”) and demonstrate the required skill where appropriate (e.g., fanning themselves, pointing).
Learning Point: Pupils demonstrate understanding of the lesson.
Step 8: Conclusion
Time: 1 minute
Teaching Skill: Summary/Closure
Teacher’s Activity: The teacher briefly recaps that hot weather comes from the sun and makes us feel warm. “Remember, when it’s hot, we need to drink water and stay cool!” The teacher leads a short closing song.
Pupils’ Activity: Pupils listen and participate in the closing song.
Learning Point: Pupils consolidate their learning about hot weather.
Lesson Keywords
- Hot – when something feels very warm to touch or when the air feels very warm.
- Sun – the big, bright star in the sky that gives us light and warmth, making the weather hot.
- Warm – a feeling of gentle heat, not cold.
Differentiation
- Support: For pupils who need extra help, provide more one-on-one attention during the outdoor observation, gently guide their hands to feel the flask, and repeat key words like “hot” and “sun” frequently. Use larger, clearer pictures.
- Extension: For pupils who grasp the concept quickly, ask them to identify other things that feel hot (e.g., a stove, a cup of tea – with strict safety warnings about not touching) or to point to different parts of their body that feel warm in the sun.
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