Phenology Weekly

Mary Hedenstrom Benjamin E. Mays Elementary, St. Paul, MN
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Summary

Students will raise questions about the natural world and seek answers by making careful observations about the weather. Students will measure, record and describe weather conditions using common tools, like thermometer, anemometer, rain gauge, and possibly a light meter.

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Learning Goals

Students will learn to observe seasonal changes.
Students will use thermometers, rain gauges, and anemometers to record weather conditions weekly.
Students will use the data and evidence to make claims about weather and the seasons in the natural world.

Context for Use

This is a field activity. My plan is to use it in morning meeting every Friday. This activity will take approximately 20 minutes a week. It will take longer at the beginning of the year when we are learning the rituals and routines of going outside, using the weather tools and keeping a phenology journal. Week 1 we will practice going outside and making observations about our environment. Week 2 we will add the thermometer. Week 3 we will add the rain gauge and Week 4, we will add the anemometer. We will need to obtain the above equipment along with phenology journals.

Description and Teaching Materials

One of our classroom routines will be to observe seasonal changes and measure weather conditions one day a week outdoors. This activity will take approximately 20 minutes a week.
Week 1, Day 1: Begin to discuss seasons. Have students make a class poster of the four seasons with pictures of things from each season. Make a list of seasonal firsts we will record. Tell students that keeping track of seasonal changes is called phenology.
Day 2: Take students outside and use science notebooks to record date, time, temperature and some observations. Show students the thermometer. Draw a picture of the thermometer in the notebook. Show students how to read it.

Week 2: Have students make a new entry in their journal, this time adding precipitation. Introduce the rain gauge. Have students draw a picture of it and show them how to read it.

Week 3: Make another journal entry. Introduce the anemometer. Have students draw it and show them how it is used.

Continue to make records one day each week. Use some time each week to process as a group the changes we see. Once a quarter have students review their notebooks to identify patterns or trends we see.

Use a classroom phenology timeline to collect artifacts of the seasonal changes we are keeping track of in our class. phenology journal template (Microsoft Word 24kB Aug6 09)

Teaching Notes and Tips

Safety: Students will need to discuss and understand the routines for going outdoors: always be able to see the teacher, know what curriculum expectations are and follow them. I may use a rubric for students to grade themselves on their performance in following these rules. Students will select a site to report on, and observe that same site all year. We may change sites quarterly. The current experts on the site will pass off information to the next team at transition time.

Assessment

I will review student phenology journals weekly for accuracy, completeness and effort.

Standards

2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what happens when you interact with
others.
2.3.2.2.1 Measure, record and describe weather conditions using common tools. For example: temperature, precipitation, sunrise/sunset and wind speed/direction.

References and Resources