1

SCIENCE 3
Unit IV, Chapter 2, Lesson 3: A Basic Weather Instrument

STRUCTURED LEARNING EPISODE

GRADE III
Competency:
Lesson:
Objectives:
Reference:
Materials:
Activities:

Describe the changes in weather over a period of time (S3ES-IVe-f-3)

A Basic Weather Instruments
1. Describe the uses of weather instruments
2. Make simple weather instruments
3. Participate in group activity
K to 12 Learners Material pp. 159-161
K to 12 Teachers Guide pp. 173-176
Wooden sticks, strip of paper, cardboard
Priming
Puzzle Words
Post the drawings below on the board. Ask the pupils to arrange the letters to form the words
describing the pictures posted on the board. Post the correct word above the picture. Ask the
following questions after the word was formed for each picture.
U S N NY YAR I N DYI N W YTS R O M LYD C U O NYI W N D

Activity
Activity Sheet 3: My Improvised Weather Instrument
Set A
Set B
Analysis
(must be guided by the observations noted on Table 2)
1. From your observations, did the wind move?
2. Describe how it moved and its directions.
3. How do you describe the speed of the wind in location A? ( slow, moderate or
fast)
4. How do you describe the speed of the wind in location B? ( slow, moderate or
fast)
5. In this activity, do wind speed and direction vary in different locations at the
same time? Why?
Abstraction
What are the basic weather instruments that pupils like you can make?
1. Anemometers measure the direction and speed of wind in miles per hour. A common
type of anemometer has three cups fixed to a mobile shaft. As the wind blows faster, the
cups spin around faster. The actual speed of the wind shows up on a dial. Another type
of anemometer uses a propeller instead of cups to accomplish the same function.
2.

A wind vane, also called a wind sock, measures the direction of the wind at any given
point in time. A weighted arrow spins around a fixed shaft and points north, south, east
or west, typically marked on separate fixed shafts parallel to the arrow.

Application

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SCIENCE 3
Unit IV, Chapter 2, Lesson 3: A Basic Weather Instrument

Assessment

1. Mila wanted to know how fast the wind blows. What weather instrument should
she use?
2. Michael placed his anemometer in an open area and after a few minutes the
instrument moved then stopped. What happened to the wind when the
instrument stopped moving?
Closure
What are the different weather instruments? Describe the uses of each.
Use the given rubrics to assess the output of each group.
5
4
3

100% participated actively and obtained the expected results.

75% participated actively and obtained the expected results.
50% participated actively and obtained the expected results; or
100% participated actively but obtained 50 75% of the expected results;

Agreement

50-75% participated actively but obtained 50 75% of the

expected results;
1 50-75% participated actively but obtained wrong results
0 Less than 50% participated actively but obtained wrong results
Assign pupils to draw in their notebook the weather symbols for rainy, sunny , windy and stormy
day. Prepare also a weather chart as in the table below:
Monday
Tuesday
Wednesday
Thursday
Friday

Prepared by:

KATHERINE L. ROMERO
Teacher I

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SCIENCE 3
Unit IV, Chapter 2, Lesson 3: A Basic Weather Instrument

SUPPLEMENTARY WORKSHEET
GRADE III
Competency:
Lesson:
Objectives:
Reference:
Materials:

Describe the changes in weather over a period of time (S3ES-IVe-f-3)

A Basic Weather Instruments
1. Describe the uses of weather instruments
2. Make simple weather instruments
3. Participate in group activity
K to 12 Learners Material pp. 159-161
K to 12 teachers Guide pp. 173-176
Wooden sticks, strip of paper, cardboard

4
SCIENCE 3
Unit IV, Chapter 2, Lesson 3: A Basic Weather Instrument

Direction:

Activity Sheet 3: My Improvised Weather Instrument

For Set A. Making a Wind Vane
1. Cut a strip of paper longer than the length of the stick.
2. Glue strip of paper to one end of the stick.
3. Place your improvised weather tool in an open space.
4. Observe how it works. Draw the weather instrument in your notebook.
5. Show to the class how your instrument works.
For Set B. Making another Model of a Wind Vane
6. Get a thick cardboard.
7. Cut two arrows of the same size. Make the tails bigger than the arrow heads.
8. Put a stick between two arrows. Staple or paste them together.

9. Place your improvised instrument at the top of a pole.

10. Draw the weather tool in your notebook.
11. Show to the class how your instrument works.
FOR SET B Speed and direction of the wind
1. Place your improvised wind vane on top of a pole or elevated area (location A).
2. Observe how the strip of paper moves every 5 minutes for 15 minutes.
3. Transfer your wind vane to another location. Call it location 2. Observe again.
4. Put a check mark in the table 2 below for your observations.