Lesson 6

Weather 1: Eye on the Sky

Est. Class Sessions: 1

Summarizing the Lesson

To conclude the lesson, ask:

X
  • Do you think our data would be the same if we collected information in February? In July? Why? (Answers will vary.)
  • Do you think our data would be the same if we collected information in this month of next year? (probably similar)
  • If eighth-graders collected data for this month, just as we did, what would their graph look like? Why? (Possible response: It would look like ours because we are looking at the same sky.)
  • Is your grade important in determining the weather? Is where you live important? The time of year? (no; yes; yes)
  • Are sky conditions the same everywhere? (no)
  • If someone took a trip and recorded weekend weather conditions, could their data be different from our data? Why? (Possible response: Their weather data could be very different from the data we collect here. Weather is different in different places.)

Use questions similar to the following, and "more than, less than, and about the same" language, to highlight important features of the calendar:

X
  • Were there more Sundays or Mondays in the month?
  • How many [full/partial] weeks were there in this month?
  • How many weekend days were there?
  • Were there less weekend days or weekdays? (weekend days)
Adventure Book:
Student Activity Book:
Master: