Weather Predictions
Grade Level:
Objectives:
- The student will understand the roles of meteorologists, identify symbols used on a weather map, and
make five day forecasts based on data gathered from observations,
weather instruments, and weather maps.
Estimated Time for Completing Activity:
- 1 class period to introduce lesson and then time each day to record weather data and listen to one
group's
five day weather forecast.
Virginia SOLs:
- 4.6 - The student will investigate and understand how weather conditions and phenomena occur and
can be predicted. Key concepts include weather factors (temperature, air pressure, fronts, formation and
type of clouds, and storms); and meteorological tools (barometer, hygrometer, anemometer, rain gauge, and thermometer).
National Science Standards:
- Science and Technology - Standard E, Item 5 - Tools help scientists make better observations, measurements, and
equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do.
- Earth and Space Science - Standard D - Item 1: The sun, moon, stars, clouds, birds,
and airplanes all have properties, locations, and movements that can be observed and
described.
Vocabulary:
- Weather terms used in weather unit including weather instruments.
Prerequisites:
- A study of weather terms and instruments
Class of Activity:
Materials Needed:
- Access to the weather channel or several minutes recorded to show on TV, Sunday
newspaper clippings of US map and weather forecast, worksheets, bulletin board
with large map of US with title Weather Forecasting, large cutouts of weather symbols (students can make these).
Teaching Procedures:
- Ahead of time, set up a bulletin board with a large map of the US. During discussion,
students can decide which information and symbols to make and place on map each day.
If the bulletin board is near a chalkboard, the students could write down the
temperature and weather conditions daily.
- Have students watch the weather channel for several minutes and then brainstorm a list of
terms the forecasters used and the specific types of information they
shared. The list might include things like temperature (degrees), precipitation,
humidity (percent), dew point (degrees), weather symbols,
visual aids, fronts, rainfall amounts, pollen index, heat index, barometric pressure, the five
day outlook, local forecasts, storms, hurricane activity, weather across the
nation, international weather, etc.
- Discuss accuracy of forecasts (are the forecasts ever wrong?) and the importance of a weather forecast.
- Pass out copies of the weather map from the Sunday newspaper. Discuss
different types of information displayed, including the weather symbols and the
local forecast.
- Refer to the bulletin board of the US map. Explain assignment. As students
will record weather data for one week on the worksheet (see worksheet).
Students will be assigned to groups and each day all students will make a 5-day
weather prediction, however, only one group per day will be responsible for placing
the weather symbols in the correct place and making a five day weather prediction
on the bulletin board. Each group is responsible for keeping track of the weather
to see how close their prediction was to the actual weather.
- Assign groups at this time. Pass out Weather Data worksheet and review the
helpful background information to keep in mind while making predictions. Have
students gather data and fill in information for the first days information.
- Decide as a class which weather symbols to include on the bulletin board and the
meaning of each symbol (example cloudy verses partly cloudy, H is high pressure system, etc.). Assign different groups to make certain symbols. Have the first
group place symbols on map and make their predictions.
- Each day have students gather data and make predictions. Have one group
place weather symbols on bulletin board.
- Pass out Wacky, Wild, Weather Forecasts. Students can work with a partner to complete.
Conclusion/Summary:
- How close were your predictions?
Extensions:
- If students have access to the Internet, the following sites would be good resources to find information.
Lesson Plan submitted by Karen Hooker, Williamsburg James City County Public Schools, Williamsburg, Virginia, USA, for NASA's S'COOL Project.
