Weather Observations
As we begin our unit on weather, we will go outside and
observe as many things as we can about the weather today
using our senses. On your recording sheet, describe what you
observe in detail and use what you may already know about
weather to assist with writing your observations. Draw a labeled
picture with your written observations and pose a question you
have about weather today.
Weather Observations
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Weather Observations
Suggested Grade Span
3–5
Task
As we begin our unit on weather, we will go outside and observe as many things as we can
about the weather today using our senses. On your recording sheet, describe what you observe
in detail and use what you may already know about weather to assist with writing your
observations. Draw a labeled picture with your written observations and pose a question you
have about weather today.
Big Ideas and Unifying Concepts
Cause and effect
Change and constancy
Patterns
Systems
Earth Science Concepts
Earth systems
Solar system
Mathematics Concepts
Data collection, organization and analysis
Diagrams
Time Required for the Task
One hour.
Context
This task was given at the beginning of a six-week-long unit on weather. In this unit students
observed weather on a regular basis and recorded their observations. As the unit progressed
and students learned more content and terminology, their observations became more
sophisticated. During this unit students also learned to use various weather instruments, to
collect and record weather data and to design their own weather instruments. In addition,
students read nonfiction books about different types of weather and prepared a project to share
Weather Observations
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what they learned with the rest of the class. The project involved sharing information learned
and planning an investigation to demonstrate the weather phenomena they studied. The
culminating task in the unit was a weather report that students gave orally, using data collected,
to predict the weather for a three-day period.
What the Task Accomplishes
This task is used as means to preassess what students already know about weather as well as
their ability to record weather observations and to collect questions they have about weather.
We use KWLs frequently in our class, and this task was a way to have students engaged in
actually using their prior knowledge to perform an observation. The information I gathered from
this task told me a lot about students' understanding and what concepts and skills they already
knew and which ones they needed. It enabled me to plan a more student-directed unit around
their questions and interests. At the end of the unit students did a final weather observation,
and they were able to see their growth during the unit.
How the Student Will Investigate
This observation should be done outside with sufficient time for students to experience what is
occurring around them. Before going outside we briefly brainstormed some things they might
look for and talked about different senses they might use in their observations. We also
discussed direction, and students figured out the directions for east, west, north and south from
where our school was. Students began this observation by sitting quietly and using their senses
to observe. After observing, students recorded these observations on a recording sheet and
drew a picture to accompany them. When they were finished, we shared their accounts in a
"scientist meeting" and discussed similarities and differences in observations.
Interdisciplinary Links and Extensions
Language Arts
There are numerous nonfiction titles that students can use for research purposes. We also
purchased copies of the Hello Reader! series on wild weather, from Scholastic. The titles we
used were Blizzards!, Hurricanes!, Floods! and Tornadoes!. Students worked in groups with
these books to research and report out to the class.
We also read the story Cloudy With a Chance of Meatballs and then as a class wrote our own
silly weather story.
There are also many wonderful weather poems to use and then have students write their own
poems.
Science
If possible, it is helpful to visit a local television station to talk with a meteorologist or to have
one come to school. Even more effective is to either view a weather forecast live or watch one
on television so that when students do their own weather forecast they have a better sense of
the important components to include.
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Mathematics
A unit on weather is a wonderful time to teach graphing – line graphs especially, as these are
often difficult to teach in other science units. Students can record temperature (or wind speed,
humidity or barometric pressure) over a period of time and then plot the data on a line graph to
show how the temperature has changed over time.
Teaching Tips and Guiding Questions
We were fortunate to pick a day when it had just rained and the storm was moving out. There
were many interesting things happening in the weather that day. But any type of weather is fine
to observe.
Some possible guiding questions to ask students:
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Which of the five senses will help you most during this observation?
What do you see, hear, feel, smell around you today?
How might you describe these sensations?
What do you already know about ... that you could describe?
What do the clouds look like? What do you think it means?
How does the air feel?
What is the wind like? What direction is it coming from?
What does the sun feel like? Can you see it? What kind of day would you say this is?
What questions do you have about the weather?
Concepts to be Assessed
(Unifying concepts/big ideas and science concepts to be assessed using the Science
Exemplars Rubric under the criterion: Science Concepts and Related Content)
Earth and Space Science – Earth Systems; Solar System: Students describe weather in
measurable quantities and understand that weather changes from day to day, but things such
as temperature and precipitation tend to be predictable for the same months every year
(seasonal changes). By observing patterns of how weather behaves, students begin to
understand weather patterns and the effects of changes (such as decreasing and increasing
humidity). Students understand that the cycling of water in and out of the atmosphere plays an
important role in determining weather patterns and that the differences in heating of the earth’s
surface produces weather patterns.
Mathematics: Students collect, organize and analyze data appropriately. Students use
diagrams.
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Skills to be Developed
(Science process skills to be assessed using the Science Exemplars Rubric under the criteria:
Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data)
Scientific Method: Raising questions, observing, predicting, describing, recording observations
and data, using tools, using data to construct a reasonable explanation, drawing conclusions,
communicating findings and challenging misconceptions.
Other Science Standards and Concepts Addressed
Scientific Method: Students describe, predict, investigate and explain phenomena.
Scientific Theory: Students look for evidence that explains why things happen and modify
explanations when new observations are made.
Communication: Students use verbal and nonverbal skills to express themselves effectively.
Suggested Materials
• Pencil
• Recording sheet
• Clipboard
Possible Solutions
Students will include many different things in their observations. A correct solution therefore will
include a labeled picture, detailed observations using their senses and an appropriate question
about weather that day.
Task-Specific Assessment Notes
Novice
The student includes a drawing of what is happening around her/him. The drawing is not
labeled. S/he includes two observations, but these are general and do not indicate that the
student used her/his senses to observe the weather. The observations are not detailed. The
student poses a question about the weather, but does not specify what s/he is curious about.
Apprentice
The student includes a drawing of what is happening around her/him. The drawing is labeled.
S/he includes several observations, but mainly uses the sense of sight. The student's
observations are somewhat detailed. The student poses an appropriate question about the
weather.
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Practitioner
The student includes a drawing of what is happening around her/him. The drawing is labeled.
The student includes numerous observations using several senses to describe what is
occuring. The observations are detailed. The student poses an appropriate question about the
weather.
Expert
The student includes a drawing of what is happening around her/him. The drawing is labeled.
The student includes numerous observations using four senses to describe what is occuring.
The observations are detailed and elaborate. The student makes a relevant prediction about the
temperature and uses correct terminology. The student poses an appropriate question about
the weather.
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Novice
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Apprentice
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Practitioner
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Expert
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