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Grade: Third
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Performance Expectation: 3-ESS2-1 Represent data in tables
and graphical displays to describe typical weather conditions
expected during a particular season. [Clarification Statement:
Examples of data could include average temperature,
precipitation, and wind direction.] [Assessment Boundary:
Assessment of graphical displays is limited to pictographs and
bar graphs. Assessment does not include climate change.]
Lesson Overview:
After completing this lesson, students will be able to create and explain
information represented in bar graphs and pictographs. They will also be
able to describe weather that is typical to each of the four seasons.
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Materials Needed:
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Elmo
Four pre-made collages to represent each season
Student worksheet
Data collected on the monthly average high and low temperatures in Ann
Arbor, Michigan for 2012, and average precipitation for each month.
Large sheet of paper
Markers
Colored pencils
White paper
Construction paper
Magazines
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As a class, the students will analyze four different collages
(suggestion: analyze using the classroom Elmo if available so
that every student can see the details).
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Each collage will represent different elements of each season.
These elements should include temperature, precipitation,
activities that could be done, etc. that pertains to the
particular season represented.
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Based on what the students see, they will make inferences
about the season, discuss the months that this season covers,
and discuss what they observe in the collage including the
activities, the wardrobe, etc.
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The class is divided into four groups and each group is given a data
sheet for the monthly average high and low temperatures for 2012 in
Ann Arbor, Michigan. They will also receive data related to the average
precipitation for each month. Each group will be assigned a season.
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The teacher should note that these are meteorological seasons not
astrological seasons. Meteorological seasons are based on the time of
year where as astrological seasons are based on astrological events. For
example: meteorologists say that winter begins December 1st;
astrologically, winter begins on December 21st because that is when the
winter solstice is.
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Spring: March, April, and May
Summer: June, July, and August
Fall: September, October, and November
Winter: December, January, and February
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In groups, students will create a bar graph showing the monthly average
high and low temperatures for the season they were assigned.
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Once the group is finished with their bar graph, they will look at the
average precipitation for each month of the year and create a
pictograph to represent that information. If the month is typically warm,
they will use rain drops to represent the amount of precipitation and if
the month is cold, they will use snowflakes to represent the amount of
precipitation.
Average Monthly High and Low Temperatures
Ann Arbor, MI.
2012
January
Average High
(°F)
36°F
Average Low
(°F)
21°F
February
38°F
24°F
March
60°F
38°F
April
60°F
36°F
May
76°F
49°F
June
83°F
54°F
July
90°F
63°F
August
84°F
55°F
September
74°F
47°F
October
60°F
40°F
November
48°F
26°F
December
40°F
26°F
Month
Winter
Spring
Summer
Fall
Average monthly high and low temperature data for Ann Arbor, MI. can be found at:
http://www.wunderground.com/history/airport/KARB/2012/12/2/MonthlyHistory.html
Average High and Low Temperatures
Ann Arbor, MI. 2012 - Winter
Average High
Average Low
40
38
Temperature in °F
36
26
24
21
December
January
February
January
2”
February
1.9”
March
2.4”
April
2.9”
May
3.3”
June
3.4”
July
3”
August
2.9”
September
2.9”
October
2.4”
November
2.5”
December
2.3”
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Using the group created bar graphs, the class will create a
large bar graph representing the average highs and lows for
the entire year.
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Next, the class will discuss how the average temperature
changes throughout the year. They will also discuss how the
change in temperature affects the precipitation during the
seasons.
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The students will also analyze the temperature and
precipitation data they have created graphs for by
answering questions on a worksheet.
Average Monthly Temperatures for Ann Arbor, MI.
2012
Average High (°F)
76
60
21
38
24
38
36
90
84
74
63
60
49
36
83
Average Low (°F)
54
60
55
47
48
40
40
26
26
Name:
Name:
Analyzing and Interpreting Your Graph
Using the bar graph and pictograph that you have created, think about
the following questions and provide a thoughtful answer:
Circle your season:
Winter
Spring
Summer
Fall
Analyzing and Interpreting the Class Graph
Use the class created bar graph that displays monthly average
high and low temperatures for the entire year to answer the
following questions:
1. Which month has the warmest average high temperature?
1. What month is the warmest month of the year? What season is that month
in?
2. Which month has the warmest average low temperature?
2. What month is the coldest month of the year? What season is that month
in?
3. Which month has the coldest average low temperature?
4. Which month has the coldest average high temperature?
5. Which month sees the most precipitation?
6. What form is the precipitation most likely to fall in during your season?
How do you know?
7. How do graphs make it easier to understand temperature and
precipitation data for a particular season?
3. List several reasons why this type of graph is useful. (At least three)
4. What is the difference between the warmest average high temperature and
the coldest average low temperature?
5. How do graphs make it easier to understand temperature and
precipitation data for an entire year?
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After analyzing the average temperatures for each of the months in a
particular season, the students will have to expand their thinking about what
effects the temperature and precipitation have on what people do or wear.
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In order to do this, the students have to individually create a poster or a
brochure (their preference) to represent what the temperature/precipitation
will be like if someone were to travel to a particular location at a particular
time of the year in the United States. The students must also be sure to show
what somebody should wear/pack or what they can do. The students may
draw their own pictures or get pictures from magazine. They may also bring in
pictures from home that they get off of the internet.
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The students may go to:
http://www.weatherbase.com/weather/state.php3?c=US&name=United+Sta
tes+of+America to choose a state and a city that they would like to use. Each
student must look at the average temperatures (high and low) as well as the
precipitation to decide what the weather would be like. They must include
some of this data on their brochure. They may also go to
http://www.wunderground.com/ to find more data on their chosen city.
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For example, if I were traveling to Vermont in January, it would be cold and
snowy. I would want to wear warm clothes and layers. My activities might be
ice skating, sledding, and drinking hot chocolate. If a student were to create
a poster or brochure for this place, it must represent all of these ideas.
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The evaluation of this lesson takes place in two places. First,
the students must turn in their worksheets that they used
throughout the lesson. These worksheets should have the bar
and pictograph the students created in their groups. It will
also include their Analyze and Interpret worksheets.
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The second place the evaluation happens is when the
students present their poster/brochure to the class. This poster
or brochure will be turned in and assessed by the teacher
before being displayed in the classroom.
Monthly Average Temperature data:
http://www.wunderground.com/history/airport/KARB/2012/12/2/
MonthlyHistory.html?MR=1
 Monthly Average precipitation data:
http://www.weatherbase.com/weather/weatherall.php3?s=320
02&units
 Cites for students to do research on:
http://www.wunderground.com/
http://www.weatherbase.com/weather/weatherall.php3?s=320
02&units
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