Objectives (5 - 7 minutes)

1. Understand the basic concepts of weather forecasting, including the definition of weather and climate, and how they are measured and monitored.
2. Learn to interpret and use information provided by common meteorological instruments, such as thermometers, barometers, and hygrometers.
3. Develop weather forecasting skills based on observations and readings from meteorological instruments.

Secondary objectives:

• Familiarize with the vocabulary related to weather forecasting.
• Understand the importance of weather forecasting in daily life and various industries.
• Develop teamwork and communication skills through participation in practical activities.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the class by reminding students about the study of climate and the importance of understanding climate change. This review can include concepts such as atmospheric pressure, humidity, temperature, and winds, which are fundamental for weather forecasting. (3 - 5 minutes)

2. Problem situations: The teacher then proposes two situations that require weather forecasting. The first could be organizing an outdoor party and needing to know if it will rain or not. The second could be preparing for a camping trip and the importance of knowing the weather forecast to choose the appropriate clothes and equipment. These situations will help contextualize the importance of weather forecasting. (3 - 5 minutes)

3. Contextualization: The teacher explains how weather forecasting affects various industries and sectors, such as agriculture, aviation, tourism, energy, and construction. Additionally, it can be mentioned how weather forecasting plays a crucial role in emergency situations, such as hurricanes, storms, and wildfires. (2 - 3 minutes)

4. Introduction to the topic: Finally, the teacher introduces the topic of weather forecasting, explaining that on this day students will learn how meteorologists predict the weather. To spark students' interest, the teacher can share some curiosities, such as the history of weather forecasting, the tools used in the past, and how weather forecasting can sometimes be wrong. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Activity "Meteorologist for a Day" (10 - 15 minutes)

   • Description: In this activity, students will be divided into groups of five. Each group will receive a "meteorological kit" containing a thermometer, a barometer, and a hygrometer (or a set of them, depending on availability). The teacher will provide a set of instructions for using these instruments, including how to measure temperature, atmospheric pressure, and relative humidity.

   • Step by step:

     • The teacher briefly explains what each instrument in the "meteorological kit" is and how they are used to measure different aspects of the weather.
     • Each group receives a set of instructions and time to familiarize themselves with the instruments.
     • After familiarization, the groups are instructed to take readings from the instruments in different locations within the classroom. For example, near a window, near a door, etc.
     • The groups record their observations in a chart or table provided by the teacher.
     • After collecting readings from all groups, the teacher guides a discussion on why the readings might vary in different parts of the classroom and how this relates to weather forecasting on a larger scale.

2. Activity "Weather Forecast: Climate Challenge" (10 - 15 minutes)

   • Description: In this activity, student groups will use their meteorological instrument readings to predict the weather for the next day. They will be challenged to predict whether the day will be sunny, cloudy, rainy, or with a chance of a storm.

   • Step by step:

     • Each group receives a worksheet that includes their meteorological instrument readings, as well as a list of common signs of weather changes (e.g., increase or decrease in atmospheric pressure, changes in humidity, etc.).
     • The groups are instructed to use their readings and the list of signs to make a weather forecast for the next day. They must justify their predictions based on their readings and the list of signs.
     • After all groups make their predictions, the teacher reveals the actual weather forecast for the next day (which can be obtained from a reliable weather forecasting website).
     • The groups with the most accurate predictions are declared winners. The teacher then leads a discussion on why some predictions were more accurate than others, highlighting the importance of observing weather changes and using multiple sources of information to make more accurate forecasts.

These activities will allow students to apply what they have learned about weather forecasting in a practical and fun way. Additionally, they will have the opportunity to work in teams, develop problem-solving skills, and improve their communication skills.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 5 minutes)

   • Description: After the completion of practical activities, the teacher conducts a group discussion to consolidate learning. Each group shares their predictions and the reasons behind them. The teacher guides the conversation, encouraging students to explain their decisions and compare their predictions with the actual weather forecast.

   • Step by step:

     • The teacher calls a representative from each group to share their group's predictions and the reasons behind them.
     • The teacher asks questions to deepen students' understanding of the connections between meteorological instrument readings, the list of signs, and the weather forecast.
     • The teacher also highlights particularly accurate or interesting predictions and asks students to explain the reasoning behind them.
     • The teacher then reveals the actual weather forecast for the next day and compares it with the groups' predictions. The teacher discusses the differences and similarities between the groups' predictions and the actual weather forecast, highlighting the factors that may have contributed to the accuracy or inaccuracy of the predictions.

2. Connection with Theory (2 - 3 minutes)

   • Description: The teacher then connects the practical activities with the theoretical concepts presented in the Introduction of the lesson. The teacher reinforces the concept of weather forecasting and explains how meteorological instruments and the observation of weather change signs are used to make forecasts.

   • Step by step:

     • The teacher asks students to reflect on how the practical activities helped them better understand weather forecasting.
     • The teacher asks questions to check students' understanding of the concepts of weather and climate, the measurement of meteorological variables, and weather forecasting.
     • The teacher highlights the importance of careful observation, accurate data collection, and critical analysis of information for weather forecasting.

3. Final Reflection (1 - 2 minutes)

   • Description: To conclude the lesson, the teacher proposes that students reflect for a minute on the answers to the following questions:

     1. What was the most important concept learned today?
     2. What questions remain unanswered?

   • Step by step:

     • The teacher briefly explains the purpose of this reflection and how it can help students consolidate what they have learned and identify any gaps in their understanding.
     • Students have one minute to silently reflect on the proposed questions.
     • The teacher may ask volunteers to share their reflections with the class if there is time. Otherwise, the teacher can encourage students to think about these questions after the lesson and share their reflections in the next class.

Conclusion (5 - 7 minutes)

1. Summary (2 - 3 minutes)

   • The teacher recaps the main points covered during the lesson, highlighting the definition of weather and climate, the importance of weather forecasting, common meteorological instruments, and how they are used to predict the weather.
   • Additionally, the teacher reinforces the practical skills developed by the students, such as interpreting meteorological instrument readings and making weather forecasts based on these readings.

2. Connection between theory and practice (1 - 2 minutes)

   • The teacher explains how the practical activities (such as the "Meteorologist for a Day" activity and the "Climate Challenge") allowed students to apply the theoretical concepts learned in a concrete and meaningful way.
   • The teacher also highlights how the group discussion after the practical activities helped connect theory with practice, allowing students to reflect on the application of concepts and improve their weather forecasting skills.

3. Extra materials (1 - 2 minutes)

   • The teacher suggests additional reading materials or online resources for students who wish to deepen their understanding of weather forecasting. These materials may include textbooks, scientific articles, meteorology websites, and weather forecasting apps.
   • The teacher may, for example, suggest that students visit the National Institute of Meteorology (INMET) website for more information on weather forecasting, or try a weather forecasting app to compare their own forecasts with the app's forecasts.

4. Relevance of the topic (1 minute)

   • To conclude the lesson, the teacher reinforces the importance of weather forecasting in daily life. They may mention practical examples, such as the influence of weather forecasting on deciding what to wear for the day, or on decision-making in businesses and industries such as agriculture, tourism, and aviation.
   • The teacher may also highlight how weather forecasting plays a crucial role in emergency situations, such as preparing for storms, hurricanes, and wildfires.

This Conclusion will help students consolidate what they have learned during the lesson, understand the relevance of the topic, and motivate them to learn more about weather forecasting.