Stage 1 – STEM Activity 10

Weather, weather everywhere

A metal weather vane with a figure of a rooster, cut out of metal and pointers with the letters N, S, E and W pointing in the directions of north, south, east and west.

Description of activity

Students will study weather conditions over a period of time and the general climate in their local area. A digital data logger may be used to collect simple temperature changes for graphing and tabulation. They will identify factors that affect daily temperature. Students will then create their own weather station by designing and building simple examples of some of the instruments that are used by meteorologists.

The suggested time for this activity is approximately 2 hours:

data collection will take place over a one week period
design and creation
test measuring instruments.

Context

Students are able to discuss seasonal change. They can identify different weather types and outline how people respond to seasonal change, eg choice of clothing and activity.

Outcomes

Skills

ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
MA1-1WM describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained

Knowledge and understanding

ST1-8ES describes some observable changes that occur in the sky and landscape
GE1-1 describes features of places and the connections people have with places
GE1-3 communicates geographical information and uses geographical tools for inquiry
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-7NA represents and models halves, quarters and eighths
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
MA1-17SP gathers, organises data, displays data in lists, tables and picture graphs, and interprets the results

Resources

A range of measuring devices, eg thermometer, wind vane, anemometer, rain gauge
Materials for construction, eg plastic cups, string, straws, dowels, plastic bottles, plasticine, cardboard, sticky tape.

Work, health and safety

Check relevant Work, health and safety guidelines.

Evidence of work for assessment purposes

Record of weather data for at least one week
Labelled diagram showing the design plan of the measuring instrument
Photo of the constructed measuring instrument
Description of how the instrument works.

STEM teaching and learning activities

Students discuss:
- What they understand by the term ‘weather’.
- How they think the weather affects our daily life.
- What kinds of clothes do we wear or activities do we do, in different weather?
- How we measure or record different aspects of the weather.
- Why is it important that we take measurements of weather?
Bring this to the context of the school and discuss:
- Why might we need to record the weather conditions at school?
- How might we modify activities or use of places based on the information we gain?
Introduce the students to the following aspects of weather:
- Temperature:
  - What does temperature have to do with weather?
  - How do we record the temperature? Note: While the use of a thermometer to measure temperature is specified in Stage 2 MA2-9MG, it is appropriate in ST1-8ES.
- Wind:
  - How can we describe the wind?
  - How can we measure how fast the wind blows?
  - How can we measure which direction the wind is blowing?
- Rainfall:
  - How can we measure rainfall?
  - Would we expect measured rainfall to be the same in July and in January?
Challenge students to design and produce their own instrument that records one aspect of the weather. They can select temperature, wind or rainfall.
Work with the students to establish a simple set of design criteria. What features would the instrument need to have? For example, if it is to measure rainfall, it must be able to collect water and have the ability to measure the amount collected. What kind of material would the instrument need to be made from?
Students work in small groups to generate ideas and produce a labelled diagram of their weather-measuring instrument.
Students develop a gauge using a sequence of numbers separated by equal divisions.
Students make their instruments using a range of materials provided.
Students test that their instruments are able to measure the desired factor.
Students evaluate the instruments using the design criteria collectively established.
Over the period of one week, students and teachers are to use either data-logging software, traditional or student-made instruments to measure one aspect of the weather, eg temperature.
Students, with assistance, determine how to best display the collected data.
The data will be tabulated or graphed and interpreted.
Discuss findings from the data.

Vocabulary list

Data logger – an electronic device that records data
Design criteria – the clearly described goals of the project
Graph – a curve or line showing a mathematical function, equation or relationship
Measure – any standard of comparison or estimation
Rain gauge – a device for collecting and measuring the amount of rain that falls
Table – a set of data displayed in rows and columns
Thermometer – a device for measuring temperature
Wind vane – a device to show the direction of the wind

Key inquiry question

What are the differences between weather, climate and seasons?
The main issue is the span of time. Weather refers to the conditions of the present time or daily changes, eg sunny, rainy, windy and temperature. Climate refers to the average conditions over a long period of time. Seasons refer to rhythmic changes in weather over the course of a full year, ie summer, winter, spring and autumn.

Additional information

The following statements outline some common preconceived ideas that many students hold, which are scientifically inaccurate and may impede student understanding.

These ideas can usually be modified by children observing the phenomena carefully:

Clouds are sponges that hold water
Clouds are made of wool or cotton
Clouds move when we move
Rain comes from the clouds sweating
Raindrops are shaped like teardrops
Thunder is the sound of clouds colliding
Lightning only occurs when there is thunder.

Support materials

Explore the weather: Choose clothing suitable to the weather conditions.

Diversity of learners

For additional support

There is a range of books about the weather that could be used to support this work.

For extension

More able students create a specific scale for use on their measuring device.

Review

By completing this STEM activity you have provided your students with the opportunity to observe natural phenomena and devise ways to measure them. This activity illustrates the significance of the environment in human life, and links into skills required in Geography.

The challenge of designing and making a measuring instrument provides students with the necessity to observe phenomena clearly enough to determine the requirements of a measuring system that can solve the set problem. These skills are developed further in Technology (Mandatory) Stage 4.