Last winter, Dec 13 and Jan 14, I had my Middle School classes working on a weater and water unit, which included many different weather and atmosphere related activities.
One activity that I decided to spend more time on, was the collection and use of weather data.
Students collected weather data over a two week period just before the Christmas break. Those who were in New Hampshire last winter will agree when I say, it was very cold for a long time.
The kids braved the weather everyday, went outside and waited while the thermometer dropped from the warm 68 degrees of our classroom to 10 to 20 degrees Fahrenheit. Students also collected data on cloud cover, precipitation and windspeed, using basic weather tools.
The most difficult tool was the anemometer, since it had to be held properly to allow air flow over the holes in the top. When using this tool, students quickly noticed that the school flag would be out straight in the breeze and the clouds were flying past at rapid speed, but only gusts were registering on the anemometer. The kids were quick to state that wind speed probably changes due to trees and buildings blocking the flow, and that it is probably very different at higher elevations than on the front lawn of our school.
When I planned this exercise, I scheduled in two weeks from start to completion, but due to the interest of the kids to learn how to use a new technology, and apply their weather data to it, we ended up going on for four weeks.
The most difficult thing for the kids was, to stick with their own movie, and not run around to see what their friends had accomplished so far. We had very few behavior issues during these sessions, no "I'm bored", "I'm done", "What do I do now?" "This is dumb" "When will I ever use this?" etc., out of any of the kids. When I finally declared a deadline for completion, most of the kids were ready, but many asked for more time, or to be able to complete the videos at home.
Results of this activity were interesting, we had some amazing, and humorous weather reports, some very dry in content, but colorful reports, some animal reporters and some incomplete projects. When asked to evaluate the activity, the students all said that it was fun and that they learned how complex it really is to make the nightly TV weather report, and keep it interesting enough that people view it.
In order to allow students the time to complete this activity, I chose to skip some of the lessons in the unit. I believe that it was a worthwhile choice, all students learned something new, something about themselves and the value of coming to class prepared to work on the project.
When we worked on projects later in the year, more students arrived with all of the materials that they thought they would need, or asked to borrow them, and had a plan of action for the completion of the project. Overall, the extended time on this project payed off for all students in my classes this year.
Below is a stop motion video of my 6th grade students creating their stop motion weather videos.
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