Chapter 12: Teaching Children about Weather and
Climate
Chapter Introduction
This chapter focuses on teaching children about weather and climate. It describes
demonstrations and activities that can be used in class to illustrate or explain weather and
climatic features. Included in this chapter are sections on what weather and climate are;
convection currents; the water cycle; and the four seasons. Most of the demonstrations
can be easily and inexpensively replicated in the classroom. This chapter also includes
information on assessments, sites and software pertinent to weather and climate.
Overview & Focus
The purpose of this chapter is to explain the concepts and components of weather and
climate.
Key Terms
Weather
Hygrometer
Highs
Land breeze
Tornado
Condensation
Precipitation
Capacity
Direct rays
Climate
Meteorology
Lows
Monsoon
Warm front
Dew point
Relative humidity
Seasons
Slant rays
Barometer
Convection current
Sea breeze
Cold front
Water cycle
Evaporation
Humidity
Solar rays
Objectives
At the end of this chapter, the learner will have a working understanding of the following:
 The differences between weather and climate, and,
 The components of weather and climate.
Classroom Outline
Follow the textbook as you cover the highlights indicated below.
1. Review the objectives (listed above in this manual)
2. Background
o Barometer
o Hygrometer
o Meteorology
3. What is weather? What is climate? (discrepant event/pupil investigation)
o Weather
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o Climate
4. Convection currents (discrepant event/pupil investigation)
o Convection current
o High
o Low
o Sea breeze
o Land breeze
o Monsoon
o Cold front
o Tornado
o Warm front
5. Water cycle (discrepant event/pupil investigation)
o Dew point
o Water cycle
o Evaporation
o Condensation
o Precipitation
o Relative humidity
o Humidity
o Capacity
6. The seasons (discrepant event/pupil investigation)
o Sun’s rays/solar rays
o Direct rays
o Slant rays
7. Sites and software
8. Assessment
Discussion Questions
1. Discuss the concepts of weather versus climate. How can you provide tangible
examples for your students?
2. Discuss the water cycle.
Suggested Activities
1. Create a graphic showing the water cycle for use in your classroom.
2. Perform an Internet search to compare the climate where you teach versus a climate
much different from yours. Create a seasonal chart highlighting similarities and
differences between the two locations.
3. Describe how you will use the three steps of inquiry learning to teach your students
about the four seasons. What materials will you need? What will you have your
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students do? How will you assess their understanding of the concepts you are
teaching?
Questions for Reflection
1. How can an understanding of one’s local climate better help a person understand a
climate that is different?
2. Create a list of ideas and activities for use in your class noting regular climate
conditions in your locale. Add a column showing how climate affects the culture and
lifestyle of your area.
Recommended Readings
Biachi, Janine; Nutter, Ann, & Price, Jon (1998). What Is El Nino and How Does It Affect
Us? ED431679.
Konvicka, Tom (1999).Teacher's Weather Sourcebook. ED431627.ISBN: 1-56308-488-0
Miller, Heidi, Ed. & Sheaffer, Amy L., Ed. (1996). “Great Lakes Climate and Water
Movement.” Earth Systems - Education Activities for Great Lakes Schools (ESEAGLS). ED419673.
Smigielski, Alan (1995). Tomorrow's Forecast: Oceans and Weather. Smithsonian
Institution, Washington, DC. Office of Elementary and Secondary
Education. ED422210.
Spiropoulou, D. ; Kostopoulos, D. , & Jacovides, C. P. (1999). “Greek Children's
Alternative Conceptions on Weather and Climate.” School Science Review v81 n294
p55-59 Sep 1999. EJ608753.
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