Relating weather watching to periodic nature events

Children building in the snow.Two-years-olds may be too young to remember the seasonal changes that happened in the last year but they are not too young to understand and talk about the natural changes that happen on a shorter time scale—the cycle of day and night. Looking for the Moon can be a nighttime or daytime activity. Older children remember events that occur seasonally—leaves dropping from deciduous trees or the occasionally heavy snow that closed school and made new play opportunities in their familiar landscape. All ages are affected by regional changes such as annual flooding, summertime dry spells, and changes in animal behavior. Hunting seasons are tied to annual animal lifecycles. 

Migration of animals such as toads and bears are the focus of community efforts to make residents aware of the seasonal changes in animal activity. In some regions, all are fascinated and sometimes freaked out by the appearance of a large number of cicadas, an insect that has a life cycle that for some species takes more than a decade. Regional experts, such as naturalist Alonso Abugattas, can help us make sense of changes we don’t understand. 

Those occasional events are memorable. Observation and documentation are strategies that help children (and scientists) make sense of the everyday and occasional changes in their environment (NGSS practices). Children can make simple documentation of the daily weather and relate it to the seasonal cycles that affect living organisms. If your children are recording the daily temperature in relative or standard measurement, they can look back and see how many days with “hot” temperatures occurred before their pea seeds sprouted, cicadas emerged, or the swimming pools opened.

Cloud chart from NASA/NOAAChildren who are not yet reading numerals or able to count the small marks on a thermometer can read the colors on a thermometer with color-coded groups of 10-20 degrees of temperature. They can hold a cloud chart against the sky to match cloud types or collect and measure precipitation. A class’ daily “weather report” of sunny/cloudy/rainy/windy/snowy becomes much more meaningful when their sky cover and temperature data from the year is displayed so children can see patterns and relate changes in weather to changes in the life cycles of the plants and animals in their neighborhood. Early childhood educators are discussing weather education in the NSTA Learning Center Early Childhood Forum, one place to learn how to extend children’s understanding of the relationship between daily weather and seasons, and how those changes affect living organisms.

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4 Comments

  1. aftubes
    Posted May 23, 2017 at 3:41 am | Permalink

    Truly observation is the first step of learning process, especially for children. Thanks for a wonderful write-up.

  2. Peggy Ashbrook
    Posted May 23, 2017 at 7:19 am | Permalink

    I’m glad you liked it! This morning I’ve been watching squirrels “harvesting” cicadas off low plants as though they are fruit. Like children with toast, they eat the good parts and leave the “crust.” : )

  3. Emily Townsend
    Posted May 25, 2017 at 10:56 am | Permalink

    Currently we track temp and “type of day” with our kinders. I love the additional ideas to expand this conversation to recording temp and sky cover along with the “type of day” to look for patterns. We also did some planting- so counting days of sun is a great connection. So many of our science units coincide and relate, we have been teaching a lot in isolation this year, but hopefully next year we will feel comfortable enough to blend and expand! Thanks for the great ideas!

  4. Peggy Ashbrook
    Posted May 25, 2017 at 6:50 pm | Permalink

    Intentionally blending and expanding sounds like a worthwhile goal for me too! I’ve noticed a pattern in spring plant growth in the two sides of my neighborhood street–the “sunny” side and the “shady” side. One side gets full sun for about 5 more hours than my shady side and their daffodils and other plants sprout and bloom first. These microclimates become noticeable when we see them daily or weekly on our street or on a weekly walk with our students.

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