Lesson
Grade
Content
Area
Standards
Weather Forecasts
4th
Science
Elementary Science Core Curriculum
Standard 1: Analysis, Inquiry, and Design
Scientific Inquiry
Key Idea 1: The central purpose of scientific inquiry is to develop explanations of natural
phenomena in a continuing, creative process.
S1.1 Ask “why” questions in attempts to seek greater understanding concerning objects
and events they have observed and heard about.
Key Idea 2: Beyond the use of reasoning and consensus, scientific inquiry involves the
testing of pro- posed explanations involving the use of conventional techniques and
procedures and usually requiring considerable ingenuity.
S2.2 Share their research plans with others and revise them based on their suggestions.
S2.2a Explain the steps of a plan to others, actively listening to their suggestions for
possible modification of the plan, seeking clarification and understanding of the
suggestions and modifying the plan where appropriate
Standard 4: The Physical Setting
Key Idea 2: Many of the phenomena that we observe on Earth involve interactions among
components of air, water, and land.
Major Understandings: 2.1a Weather is the condition of the outside air at a particular
moment.
2.1b Weather can be described and measured by: • temperature • wind speed and direction
• form and amount of precipitation • general sky conditions (cloudy, sunny, partly cloudy)
Materials
Resources
Objectives
Essential
Questions
 Video 1
 Old weather forecast and actual weather data (one per every two students)
 Written weather conditions (one per every two students)
Weather. Vital New York. Retrieved April 1, 2014, from
http://vitalny.pbslearningmedia.org/resource/idptv11.sci.ess.watcyc.d4kwea/weather/.
Students will be able to describe the job of a meteorologist.
Students will be able to identify the importance of weather forecasts.
How do meteorologist report the weather?
What weather instruments do meteorologists use?
How are weather forecasts helpful?
Procedure
Assessment


Students will watch video 1 at home the previous night.
Students will be asked to write a short response to why it is important to predict
the weather and bring it to class the next day.
 Students will be given an old weather forecast along with the actual weather for
each day of that forecast. Students will analyze the forecasts on their own and
then discuss how the forecasts were correct/incorrect with a partner.
 In pairs, students will then be given certain conditions that can be used to predict
the weather. With their partner, students will develop a plan that they would use
if they were meteorologists and wanted to create a forecast. Students will be given
additional information (texts, pictures, etc.) on weather instruments used to
predict weather.
 Students will then share their plans with the class.
As a ticket out the door, students will be asked to write down why the job of a
meteorologists is important.