Student-Produced Weather Report
This particular activity follows learning all about weather through experiments, research reports, and meeting with experts about weather. Producing a weekly weather report is ongoing throughout the year. Students should already know at least about temperature, weather patterns, and types of weather.
- Using Padlet or another crowd sourcing tool, the teacher leads an analysis on what makes a good weather report. Students can contribute to the analysis using Padlet. Teachers can use online reports typically available on their local network.
- Teacher focuses on three major points on deliver a good weather report: speak clearly, speak confidently, speak loudly.
- Teacher also helps students understand audience - how the anchor does not just say this is the temperature, but talks about clothing and activities and maybe even reports on local events and how those will be impacted by the weather, along with patterns in weather and forecasting.
Standard inclusion in discussion: How does a weather report represent data in tables and graphical displays to describe typical weather conditions expected during a particular season?
Students analyze local weather reports seeking to answer the following driving question: "How can we deliver a local weather report to our community?" Student share their learning on Padlet.
This next step works really well in smaller groups. Therefore it may happen over several weeks to teach all the children. It is also good to consider a more gradual release as students may not be able to write the whole script at first, but will be able to after some time and training.
Teacher helps students draft a script on Google Drive or the Teleprompter App, helping them craft a good weather report. Students will eventually do this on their own.
Use the following questions as guides:
- What precipitation is expected this week? How will that affect recess and other activities?
- What types of weather patterns for this type of year? Temperature highs/lows? More extreme weather? Comparison to other years?
- How will we represent this as we deliver our report? (Use green screen technology)
Using Accuweather or other online resource, students study the weather predictions and make their own predictions as to what they need to communicate to an audience.
Teacher's questions will hopefully guide the thinking so they consider all that needs to be included in the report.
Students will then practice reading it to make sure it reads fluently, makes sense, and that all they need is included.
Train the students on standing in front of a camera, rule of thirds, headroom/leadroom. Have them take on different roles as to who holds the iPad for the teleprompter, the floor director (quiet on the set), the camera operator (holds the camera).
This is best used with green screen technology. If you don't have a green screen, green paper works, or even paint a wall green.
Encourage the kids to play with the green screen app to become more familiar with how it works. You can also use a regular camera with iMovie (not the app).
When ready, help the students record the show.
Help students create or find images to support their script.
Students learn the different roles and practice. Students also practice reading the script from the teleprompter. Students learn the green screen app and become familiar with green screen technology.
When ready, students record their show.
Teach students the importance of watching their footage and assessing how it is before moving to the editing and publishing phase. Guide the students in the editing process. Depending on your students, this editing phase could come later and you could edit it for a few weeks until they are ready to learn.
Once edited, choose a publishing platform like YouTube and then communicate it through Twitter, e-mail, Facebook or website.
Students learn how to edit with green screen technology. Students can create or find images to put behind their broadcast.
When ready to go, they can upload to YouTube and then communicate it to their community! Tweet it out!
Key Standards Supported
Earth and Human Activity
|3-ESS3-1||Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.|
|3-ESS2-1||Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.|
|3-ESS2-2||Obtain and combine information to describe climates in different regions of the world.|
|K-ESS2-1||Use and share observations of local weather conditions to describe patterns over time.|