Subject:
Science and Mathematics

Learner Outcomes:
The student will construct a simple weather station consisting of a thermometer, barometer, anemometer, and spychrometer.
The student will demonstrate the ability to use the instruments by accurately collecting data.

Duration of Lesson:
3 days (50 minute class periods)

Materials:
Anemometer -- bicycle wheel assemblies, bicycle speedometer, 5 2-liter soda bottles, 1 gallon plastic milk carton, 4-foot wood closet rod, hammer, 3 "L" shaped wood brackets, drill with drill bits, nuts and bolts, washers, level, file, fine sand-paper, wood screws, twist ties
Barometer -- empty coffee can, large heavy-duty latex balloon, heavy rubber band, scissors, coffee stirrer, 3x5 card, duct tape, white glue
Psychrometer -- 2 alcohol-filled air thermometers, clear packing tape, cotton shoelace, 1- or 2- liter bottle, water, thread, awl, relative humidity chart
Thermometer
Recording sheet

Technology Tools/Courseware:
Computer
Internet

Teacher Notes:
The instructions for building these instruments are found at the Discovery Channel site.
Each group builds its own instruments

Procedures:
 

1. Obtain student handout
2. Place students in groups of 4
3. Distribute materials and recording sheet
4. Groups use the Discovery Channel site to obtain directions
5. Assemble instruments
6. Check instruments for accuracy
7. Gather and record data for 5 days
8. Summarize results and calculate averages
9. Prepare a graph to illustrate results

Enrichment Activities:
Data results could be used to introduce measures of central tendencies

Evaluation/Assessment:
Weather Station Construction 50 points
Data Collection Recording Sheet  50 points
Graph 25 points

State and National Standards:

National Standards For Mathematics

•     use problem solving approaches to investigate and understand mathematical content
•     formulate problems from situations within and outside of mathematics
•     develop and apply a variety of strategies to solve problems with the emphasis on multistep and nonroutine problems
•     verify and interpret results with respect to the original problem situation
•     generalize solutions and strategies to new problem situations
•     acquire confidence in using mathematics meaningfully
•     model situations using pictorial and graphical method
•     reflect on and clarify their own thinking about mathematical ideas and situation
•     recognize and apply deductive and inductive reasoning
•     understand and apply reasoning processes with special attention to reasoning and graphs
•     validate their own thinking
•     explore problems and describe results using graphical, physical and verbal mathematical models
•     apply mathematical thinking to solve problems that arise in the discipline of science
•     understand, represent, and use decimals and percents in real world mathematical problem situations
•     develop number sense for whole numbers, decimals, and integers
•     represent numerical relationships in one and two dimensional graphs
•     select and use an appropriate method for computing via the calculator
•     use computation to solve problems
•     use estimation to check the reasonableness of results
•     systematically collect, organize, and describe data
•     construct, read. and interpret tables, charts, and graphs
•     make inferences and convincing arguments that are based on data analysis
•     develop an appreciation for statistical methods as powerful means for decision making
•     make predictions that are based on experimental or theoretical probabilities

• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry
• Structure of the earth system
• Abilities of technological design

 

References:
The Discovery Channel

Author:
Miller Junior High School
Paul Dumont
Carla Luketic
Barbara Shevchuck