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ERIC Number: EJ1035077
Record Type: Journal
Publication Date: 2014-Jan
Pages: 5
Abstractor: ERIC
Reference Count: 1
ISSN: ISSN-0036-8148
What's the Weather Like Today?
Miller, Heather; Smith, Mandy McCormick; Trundle, Kathy Cabe
Science and Children, v51 n5 p50-54 Jan 2014
Teaching students to make daily weather observations is one way educators assist them as they learn to dress appropriately. In addition, it provides a natural and developmentally appropriate link between science and other curriculum areas, such as literacy and language development. The "Next Generation Science Standards" (NGSS Lead States 2013) focus on grades K-12. Thus, state standards inform work with preschool children. Preschool science content standards typically include daily weather observations and how the weather can change throughout the day and from day to day. In kindergarten, children record observations related to the change in weather, notice the patterns that emerge, and recognize seasonal changes (NGSS Lead States 2013). Children are naturally curious about how the weather affects their daily plans. For example, children will ask questions such as "Is today a snow day? Is recess inside or outside?" Integrating students with a variety of ability levels into science lessons provides opportunities to expand the educator's repertoire of teaching skills and connect with all of his/her students in a meaningful way. The confidence and excitement that students experience by connecting science to their daily lives increases their enjoyment of school and makes seasonal transitions easier for teachers and caregivers. The lessons described in this article provide examples of how the authors explore one aspect of weather using wind patterns while making their curriculum accessible to students with diverse cognitive and verbal abilities.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A