Grade Levels:  Fourth, Fifth, and Sixth

Subjects:  Science, Math, Social Studies, Technology

Learner Outcomes:
      The students will:

• plan and carry out an experiment.
• use the computer to record and analyze data.
• plan an itinerary for a trip.
• use instruments to record and predict the weather.
• graph and compare weekly and monthly weather observations.
• demonstrate knowledge of weather patterns and bar graphs.
• locate and understand weather reports, weather maps and symbols.
• track the weather using a chart and graphs.
• demonstrate knowledge of weather forecasting by making and describing a future weather station.
• compare and contrast the weather conditions that generally exist in three different parts of the country, such as the the far west (Washington), the far east (New York), and the Southeast (Florida).
• demonstrate knowledge of cause and effect by answering the base question, "How can weather forecasting change our lives?"
• participate in an on-line collaborative project.
• conduct a flora/fauna survey.
• test for acidity in precipitation.

Materials:  calendar, grid paper, cloud chart, poster board, weather forecasting chart, crayons or markers, teacher prepared templates
 

Technology Tools/Courseware: Computer and Internet connection, thermometer, rain gauge, wind vane, anemometer, barometer, integrated software package (spreadsheet, database, word processor), large screen monitor or overhead projector with projection panel

Teacher Notes:

• This lesson is intended as a culminating activity for the unit.  The weather data can continue to be collected throughout the year.
• Students could locate other classes to participate in the weather and flora/fauna surveys.
• The collaborative project could be done with classes within the school.
• Most National Weather Services have plans for building a weather station.  A weather station is a good place to store instruments.  The stations should be painted white to reflect sunlight, and should have holes which will let air circulate.  Place the station in an open, flat, grassy area with the open side facing northward.
• Enroll in an on-line collaborative project before beginning the lesson.
• Print copies of the Weather chart and Forecasting Tables.

1.  Using a local weather map, answer the following questions to prepare for the forecasting activities.

• What was the weather like in your city on the day the map was compiled?
• What time of day were the readings taken?
• What was the temperature?
• Is the barometric pressure indicated?
• What was the wind speed and direction?
• How far from you was the nearest rainstorm?
• Which areas had the highest and lowest temperatures?
• What is the high temperature likely to be in your city in the afternoon?
• What is the location of major warm, cold, and occluded fronts?
• How is today's weather picture different from yesterday's?

What do you think the weather will be like tomorrow?

3.  Lead a discussion about different ways the integrated software program can be used to analyze weather data.  For example, have students identify the eight highest air pressure days and mark the cloud cover, wind speed, and wind direction.  They can also consider the connection between high pressure and these variables.  This can be repeated for low pressure days, etc.

4.  Using the large screen monitor, show sequences of days in the database and analyze what happens when something like a front occurs.

5.  After groups have used the weather station for several days to make weather observations, assign each group a specific day to write a weather forecast.  Include current conditions in the forecast, as well as a long-term forecast that is based on weather clues.

6.  Access the site on Interpreting Surface Observation Symbols and project on a large screen.  Complete the activity to learn about weather symbols and how to read a weather map.

7.  Ask, "Why can't we make better forecasts ?"   After discussion, go to " Trusting the Forecast " activity.  Allow time for groups of students to work through the activity to learn how to begin forecasting the weather.

8.  Conduct a flora and fauna survey:  a)  Divide the class into teams.  Each team will survey a different type of plant or animal (e.g., One group might survey trees, one group insects, and one group bushes).  b)  Count the number of different species of each type of organism and count the number of each species found.  Graph the data.  c) Make conclusions about characteristics of the environment based on the types of plants and animals found.

9.  After students have collected and graphed the weather data for several weeks, begin a collaborative project that will last approximately two weeks.  At 10:00 am, 12:00 noon, and 2:00 PM, each class/group should make the following measurements:  temperature, precipitation type and amount, wind direction, wind speed, cloud cover and type, air pressure, and humidity.  Make sure all observations are done at the same time each day.  Students examine each variable and describe its effect in producing weather conditions for their area.  At the end of two weeks, e-mail the results of the measurements to the other participating classes along with the latitude and longitude of your area.   On a map, mark each recording station and the measurements made at that site.  On the class map, determine the position of fronts and weather systems.  Access the National Weather Service and obtain a current weather satellite image and compare the class map to the satellite image.  Ask, "Why was it important to record the temperature at the same time each day?  What factors changed during the two-week period?  How did weather conditions reflect that change?  If those conditions are present again, are we likely to have similar weather?  Also consider if the cities are near large bodies of water, mountains or deserts, and the height (altitude) of the city.

10.  Have groups of students make a model of a future weather station.  Students should explain the model details and explain how weather forecasting can change our life.  Example:  "We've built a machine to stop tornadoes because ..."  After the presentations are completed, students will discuss pros and cons of controlling the weather.

Modifications:

• The activities should be modified according to each individual's IEP.
• Pair students with a partner or a peer helper.
• For students who have physical disabilities, they can dictate science journal entries and other writings to the teacher, a peer, or an adult classroom helper.
• Cooperative groups can be arranged so that students with learning disabilities are grouped with students who are on level or advanced.

• Visit a weather station or have a meteorologist visit the class if this was not done in  Lesson One.
• Use the weather instruments to post a daily weather report for the school newspaper.
• Make a travel brochure for a place in West Virginia during the summer and winter.  (Can be adapted for any area.)
• Determine the value of weather forecasting to the following individuals: a  Farmer, Merchant, Homeowner, Vacationer, Airline Pilot, Traveling Salesman, and Fisherman.  Determine which individuals are most vulnerable and give reasons for your choices.

• In writing, have students describe how one records and interprets weather information.
• Use the rubric in procedure number one to evaluate the graphs and presentations on collected weather data.
• Draw symbols commonly used for the following: high pressure area, low pressure area, warm front, cold front, stationary front, showers, rain, ice, flurries, sunshine, and snow.
• Explain the concept of "forecast" in your own words.
• Use today's newspaper weather map to produce a short, informative weather report for the class.
• Consider how your life would be affected if there were suddenly no reliable weather predications and information available to you.  Write a paragraph telling how you would plan your school day.
• Answer the question, "How can weather forecasting change our lives?"
• Assess the model of a future weather station.

West Virginia Instructional Goals and Objectives:

Language Arts:  4.10, 4.13, 4.54, 5.11, 5.50, 5.62, 5.164, 5.176, 5.185, 5.186, 5.188, 6.63

Math:  4.49, 4.56, 5.23, 5.26, 5.39, 5.43, 5.54, 6.12, 6.24, 6.27, 6.55, 6.56,

Social Studies: 4.43, 4.45, 4.47, 4.49, WV120, 5.7, 5.10, 5.17, 5.31, 5.32, 5.61

Science:  4.5, 4.6, 4.7, 4.9, 4.11, 4.13, 4.22, 4.24, 4.25, 4.28, 4.30, 4.32, 4.68, 5.49, 5.53, 5.54, 6.10, 6.13, 6.16, 6.20, 6.34, 6.66, 6.70, 6.71

Technology:  4.79, 4.80, 4.81, 4.83, 4.85, 5.68, 5.70, 5.75, 5.79, 6.86, 6.88, 6.93, 6.98

a)  additional resources :
CBS weather
Weather Maps
Weather Forecasting
Forecasting:  Anywhere in US

b)  student resources :
Weather Glossary  http://www.glacier.rice.edu/misc/glossary.html
5 Star Forecast MECC, 6160 Summit Dr., N., Minneapolis, MN 55430

Authors:

Carol Mathis	cmathis@access.k12.wv.us	Lakewood ELementary
Donna Hebb	debb@access.k12.wv.us	2089 Lakewood Dr.
Yvonne Martin	ymartin@access.k12.wv.us	St. Albans, WV 25177

 

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