Objectives (5 minutes)

1. Understand the concept of weather forecasting and its importance in everyday life, such as in preventing natural disasters and in agriculture.

2. Learn about the instruments used for weather forecasting, such as the barometer, thermometer, anemometer, hygrometer, and rain gauge, and how they work.

3. Learn how to interpret the main symbols and terms used in weather forecasts, such as weather conditions (sunny, cloudy, rainy, etc.), temperature, humidity, atmospheric pressure, and wind speed.

Secondary objectives:

• Stimulate students' critical thinking and curiosity about the natural world and the sciences that study it.

• Promote an understanding of the importance of science and technology in today's society, such as in weather forecasting and monitoring.

• Develop research, reading, and scientific text interpretation skills.

• Encourage students' active participation through discussions and practical activities.

Introduction (10 - 15 minutes)

1. Reviewing basic concepts: The teacher should start the class by reviewing basic science concepts that are fundamental to understanding the topic. They can ask students questions like "What is the atmosphere and what are its layers?" or "What factors influence a region's climate?". (3 - 5 minutes)

2. Problem situations: The teacher should then present two problem situations that illustrate the importance of weather forecasting. One of them could be: "Imagine that you are planning a weekend trip to the beach. How can the weather forecast help you decide which day is the best to go?". The other could be: "Suppose you are a farmer and you are about to plant a new crop. How can the weather forecast affect your decision about when to plant and which crops to choose?". These situations should serve to pique students' interest and prepare them for the topic to be covered. (3 - 5 minutes)

3. Contextualizing the theme: The teacher should then contextualize the importance of weather forecasting, explaining how it affects various areas of society, such as agriculture, aviation, the tourism industry, civil construction, and even event planning. They can cite real examples, such as weather forecasting being used to predict the occurrence of hurricanes, prevent air accidents, or plan water supplies during droughts. (2 - 3 minutes)

4. Introducing the topic: Finally, the teacher should introduce the topic of the class, informing the students that they will learn about how weather forecasts are made, what instruments are used, and how to interpret weather forecasts. They can do this in an engaging and curious way, for example, by asking students if they know how meteorologists can predict the weather or if any of them have ever tried to predict the weather by looking at the sky. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory - What is weather forecasting? (5 - 7 minutes)

   • The teacher should start by explaining that weather forecasting is an attempt to determine future atmospheric conditions in a given location.

   • They should highlight the importance of this forecast in everyday life, such as in preventing natural disasters, in aviation, in agriculture, among others.

   • It should also be mentioned that weather forecasting is done by meteorologists, who are scientists who study the atmosphere and climate.

2. Theory - Instruments used in weather forecasting. (5 - 7 minutes)

   • The teacher should introduce the main instruments used in weather forecasting: barometer, thermometer, anemometer, hygrometer, and rain gauge.

   • For each instrument, it should be explained what it measures and how it works. For example, the barometer measures atmospheric pressure, the thermometer measures temperature, etc.

   • It is important to emphasize that these instruments are used at different weather stations around the world and that their readings are sent to weather forecasting centers.

3. Theory - Interpreting weather forecasts. (5 - 7 minutes)

   • The teacher should explain how to interpret weather forecasts, which usually contain information on weather conditions (sunny, cloudy, rainy, etc.), temperature, humidity, atmospheric pressure, and wind speed.

   • They should show examples of weather forecasts and explain what each symbol or term means. For example, a sun means sunny weather, a cloud means cloudy weather, a drop of water means rain, etc.

   • It is important to emphasize that weather forecasts are not always 100% accurate, as the atmosphere is a complex and difficult system to predict. However, they are useful for giving a general idea of what to expect.

4. Practical activity - Creating a weather forecast. (5 - 7 minutes)

   • The teacher should divide the class into small groups and provide each group with a sheet of paper with a drawing of a city and some terms and symbols used in weather forecasts.

   • The challenge for the students will be to create their own weather forecast for that city, based on the terms and symbols provided. They must also include a brief explanation of how they arrived at this forecast, taking into account the readings from different instruments.

   • The teacher should circulate around the room, assisting the groups as needed and encouraging discussion and brainstorming. In the end, each group should present their forecast to the class and explain the reasoning behind it.

Feedback (10 - 15 minutes)

1. Connection with the theory: The teacher should begin the Feedback stage by connecting the practical activity carried out by the students with the theory presented. They can do this by discussing the solutions proposed by the groups, explaining how they relate to the concepts of weather forecasting, the instruments used, and the interpretation of weather forecasts. For example, if a group predicted rainy weather based on a high rain gauge reading, the teacher could explain how this is a valid interpretation, but that the context and other variables should also be considered. (3 - 5 minutes)

2. Reflection on learning: The teacher should then propose a moment of reflection, where students will have the opportunity to think about what they have learned. They can ask questions like:

   1. "What was the most important concept you learned today?"

   2. "What did you find most interesting about weather forecasting?"

   3. "Do you think you can better interpret weather forecasts after this class? Why?"

   Students should be encouraged to express their opinions honestly and respectfully. The teacher should value all responses, promoting a welcoming and inclusive learning environment. (3 - 5 minutes)

3. Extra activity suggestion: Finally, the teacher can suggest an extra activity for students to deepen their understanding of the topic. This activity could be researching weather forecasting in different regions of the country or the world, observing the weather over a week and comparing it to weather forecasts, or even creating a simple meteorological instrument, such as a homemade alcohol thermometer. The teacher should provide the instructions and materials needed for the activity, and make it clear that it is not mandatory, but an opportunity for students to engage more with the subject if they are interested. (2 - 3 minutes)

Conclusion (5 - 10 minutes)

1. Summarizing the Content: The teacher should begin the Conclusion by recapping the main points covered in the class. They can recall the definition of weather forecasting, its importance in everyday life and in different sectors of society, the instruments used, and the interpretation of weather forecasts. This should be done clearly and succinctly, so that students can retain as much information as possible. (2 - 3 minutes)

2. Connection between Theory, Practice, and Applications: The teacher should then highlight how the class was able to connect the theory, practice, and applications of the topic. They can mention how the practical activity of creating a weather forecast allowed students to apply the theoretical knowledge acquired and better understand how forecasts are made. In addition, it can emphasize how weather forecasting has real applications and impacts people's daily lives, such as in choosing clothes, deciding whether to travel, and even in flight safety. (2 - 3 minutes)

3. Extra Materials: The teacher should then suggest extra study materials for students who wish to deepen their knowledge of the topic. These materials may include books, articles, documentaries, websites of meteorological institutes, weather forecasting apps, among others. They should provide a list of these materials, briefly explain what each one contains, and how it can be useful for learning. (1 - 2 minutes)

4. Importance of the Subject: Finally, the teacher should emphasize the importance of the subject presented for the students' daily lives. They can cite concrete examples of how weather forecasting affects various everyday activities, such as choosing clothes, deciding whether to leave home with an umbrella, planning outdoor activities, among others. In addition, it can highlight the relevance of studying weather forecasting for understanding climate and climate change, increasingly present and urgent issues in today's society. (1 - 2 minutes)