| As teachers, you know weather refers to the | | | | the air temperature. Land absorbs and loses heat |
| state of the atmosphere. Atmosphere is a | | | | more quickly than water. In summer, the air near |
| mixture of invisible gas molecules and dust, and | | | | an ocean or any water body is usually cooler than |
| has three layers. The layer closest to earth is the | | | | the air over land. In winter, it is colder inland than |
| troposphere. The conditions we experience as | | | | in areas near water. |
| weather take place mostly in the troposphere. | | | | Tips and tools for teaching weather: |
| A region's weather is not the same as climate. | | | | * Devise a weather vocabulary. Sometimes |
| Every day weather changes according to such | | | | students find it difficult to understand a whole |
| things as air temperature, wind and clouds. The | | | | new concept when there are new terms or |
| climate, however, depends on its average | | | | definitions they can't identify with. Start by listing |
| year-round weather conditions. | | | | down "big" words like air temperature, forecast, |
| Weather affects human conditions. On a warm | | | | humidity, hurricane, barometer, thermometer, |
| sunny day, people wear lightweight clothing. When | | | | thunderstorm, and tornado, and then explain each |
| there is a storm or there are winds, people tend | | | | of them one by one. |
| to seek shelter inside. Weather can affect what | | | | Formulate ways to explain water cycle. The |
| they eat and drink, too. During summer time, | | | | water cycle is easy to understand when it is |
| ice-cold drinks are more refreshing than coffee or | | | | described using simple words. If you need to draw |
| hot chocolate. | | | | or illustrate the process, do it. Children are always |
| Some basic facts about the weather: | | | | excited to experience different approaches of |
| * Causes of Weather. The energy that causes | | | | teaching. In this case, a slideshow presentation can |
| weather changes comes from the sun. The sun | | | | be used. |
| warms the earth's surface. In turn, the surface | | | | * Familiarize your students with weather maps. |
| heats the air close to it. The amount of sunlight | | | | Weather maps tell about weather across the |
| the surface receives affects the temperature, | | | | globe. They show temperatures, give us a view |
| which defines the hotness and coldness of the air. | | | | on areas where it is raining or snowing, and show |
| * Why does weather not the same in all parts of | | | | the weather systems. These maps also show |
| the world? Because the earth is round, the sun | | | | wind direction and speed, dew point, cloud types |
| warms the earth unevenly causing for sunrays to | | | | and other data. But for children, please make sure |
| not hit the entire surface at the same angle. This | | | | you don't make it complicated so they can absorb |
| causes different parts of the world to receive | | | | all the information you are providing them. Giving |
| varying amounts of energy. | | | | your students an assignment of observing daily |
| The tilt of the Earth also adds to the uneven | | | | weather will help increase their understanding on |
| heating of its surface. The result of the tilt is the | | | | this subject. |
| number of daylight hours varying throughout the | | | | * Weather can be easily taught to students by |
| year. This variation causes seasonal changes in | | | | not making it complicated. Put in mind that you |
| temperature. When it is summer up north, it is | | | | are dealing with young elementary kids who may |
| winter in the Southern Hemisphere. Use visual | | | | have limited understanding on this topic. The key |
| presentations to explain this when necessary. | | | | is to convey it through simple terms and |
| * Differences in the Earth's surface also affect | | | | illustrations. |