Weather Lesson Plan: Build a Class Weather Station (Grade 4–5)

This free weather lesson plan helps students learn how meteorologists observe patterns and use evidence to make forecasts. Students build a simple class weather station, collect daily measurements, graph trends, and explain their predictions in writing and speaking.

Overview

Students often think weather “just changes.” This lesson shows them that weather follows patterns that can be measured and tracked. Across multiple sessions (a “session” is one class period, typically 30–60 minutes depending on your schedule), students set up a classroom weather station, practice consistent measurement routines, and use real data to create short forecasts. The unit ends with a quick weather briefing where students explain what they measured, what it means, and what they think will happen next.

Subject Connections

Students use science practices to make careful observations, measure conditions consistently, and look for patterns in data over time. They strengthen math skills by organizing information, graphing temperature trends, and interpreting changes. They build English Language Arts skills by using precise vocabulary, writing evidence-based predictions, and speaking clearly during short weather briefings.

Learning Goals

• Measure and record daily weather conditions using consistent procedures.
• Describe cloud cover, wind direction, precipitation, and temperature using accurate vocabulary.
• Graph weather data and identify patterns across multiple days.
• Write and present a short forecast supported by evidence.

Materials

• Outdoor thermometer (or a reliable classroom/outdoor digital thermometer)
• Simple rain gauge (clear measuring cup or marked container)
• Wind vane (store-bought or student-made with cardstock, straw, pencil, and pin)
• Compass or compass app on a teacher device
• Student science notebooks (or “Weather Learning Logs”)
• Class weather chart (poster paper or whiteboard space)
• Graph paper or a simple spreadsheet template (optional)
• Cloud photo cards (printed or displayed)

Preparation

• Choose a safe observation spot students can access quickly (window view and/or outdoor point).
• Set up a class weather chart with columns for date, temperature, clouds, wind direction, and precipitation.
• Prepare roles for a 3–4 student “Weather Team” (Observer, Recorder, Reporter, Timekeeper), and plan a rotation.
• Pre-make a one-page “Forecast Frame” students can copy into notebooks (Today / Evidence / Pattern / Tomorrow).

Teaching Procedure

Each session fits a standard class period of 45–50 minutes, with the daily observation routine taking about 8–12 minutes each day.

Session 1: Launch the Weather Question and Build the Routine

1. Ask: “How do people know what weather is coming?” Collect student ideas and record them on the board. Then introduce the goal: using measurements and patterns, not guesses.
2. Activity: Daily Weather Team Observation. Assign a 3–4 student Weather Team (Observer, Recorder, Reporter, Timekeeper). As a class, take weather measurements in the same place and at the same time, then record temperature, cloud cover, wind direction (compass points), and precipitation (yes/no) on the class chart. Rotate roles so every student practices accurate observing and reporting.
3. Have students start a Weather Learning Log page: they copy today’s measurements and write 3–4 sentences describing what they observed.

Session 2: Clouds as Evidence

1. Show 6–8 cloud photos (or look outside) and teach three practical categories for this grade band: cumulus, stratus, and cirrus. Keep it visual and concrete.
2. Run the daily observation routine with the Weather Team, adding one new requirement: name the cloud type (or “mixed/unclear”) and describe what it looks like.
3. Activity: Cloud Evidence Sentence. Students select the cloud type they observed (or “mixed/unclear”), sketch it quickly, then write one evidence sentence that links the observation to a reasonable weather idea using a simple frame such as “I saw ____ clouds, which can suggest ____.” Students share one sentence aloud to practice using clear, evidence-based language.
4. Close with a quick share: call on 3 students to read their evidence sentence and explain what they noticed.

Session 3: Wind and Air Movement (What the Wind Tells Us)

1. Demonstrate wind direction using a wind vane or ribbon on a stick. Clarify that wind direction is where the wind is coming from.
2. Complete the daily observation routine. The Weather Team reports wind direction and students add it to the class chart.
3. Students write a short “because” explanation in their logs: “I think the weather may change/stay the same because the wind is coming from ______ and the sky looks ______.”
4. Activity: Evidence Partner Compare. In pairs, students read their “because” explanations to each other and underline the specific evidence words (numbers, directions, cloud type, or precipitation). Each pair chooses the explanation that uses clearer evidence and briefly explains why, then volunteers share one strong example with the class.

Session 4: Graph the Data and Look for a Pattern

1. Complete the daily observation routine. Emphasize consistency: same time of day, same location, same measuring steps.
2. Model how to graph temperature for the last 4 days on graph paper (or a simple projected spreadsheet). Label axes together.
3. Students create their own temperature graph for the same dates and circle one pattern they see (rising, falling, steady, up-and-down).
4. Students write a forecast sentence using the pattern: “Over the last four days, the temperature has been ______. If the pattern continues, tomorrow may be ______.”

Session 5: Forecast Writing That Sounds Like a Scientist

1. Complete the daily observation routine. Ask the Weather Team to report slowly while the class checks for accuracy on the chart.
2. Teach a simple forecast structure and write it on the board: “Tomorrow I predict ______ because ______ (data) and ______ (sky/wind).”
3. Students write a 5–7 sentence forecast in their logs using at least two pieces of evidence from the class chart (temperature trend, cloud type, wind direction, precipitation).
4. Students rehearse aloud with a partner, then revise one sentence for clarity (stronger evidence, clearer vocabulary, more specific details).

Session 6: Mini Weather Briefing (Culminating Performance)

1. Complete the daily observation routine. Tell students they will use today’s data plus trends to brief the class like a weather team.
2. In small groups, students create a one-page briefing poster or slide with: today’s measurements, a simple temperature graph, and a one-paragraph forecast.
3. Each group delivers a 1–2 minute weather briefing. Require one spoken evidence statement (“We predict ______ because our graph shows ______.”).
4. After briefings, students write a short reflection: “One forecast I agreed with was ______ because ______. One question I still have is ______.”

Assessment

• Weather Learning Log checks: accuracy of recorded data, clear observation sentences, and evidence-based forecasting.
• Graphing task: correctly labeled axes and a stated pattern based on the data shown.
• Mini briefing: students present measurements, reference a trend, and make a forecast with at least two pieces of evidence.

Differentiation

• Support: Provide a sentence frame bank for observations and forecasts (e.g., “The temperature changed by ___ degrees.” “The clouds look ___, which can mean ___.”).
• Reading/writing access: Allow voice-to-text for forecast writing or let students record a spoken forecast if needed.
• Challenge: Add humidity (if available), include a second graph (precipitation days), or require students to compare two competing forecasts and defend one with data.

Grade Adaptation

Grade 4 students carry out the daily observations, help complete the class chart, and write a short evidence-based forecast. For Grade 3, focus on temperature and simple sky descriptions, record results together, and create a shared class prediction. For Grade 5, require students to justify predictions using multiple trends, compare their forecast with a local report, and revise explanations after the next day’s data.

Extension Ideas

• Compare your class data with a local forecast and write a short “match/mismatch” explanation using evidence.
• Create a “Weather Folklore: Fact or Fiction” board where students test one saying using the class chart over a week.
• Track weather in two locations (your town and a different region) and explain the biggest differences using temperature and cloud observations.