Mythbusters: Weather Edition

Fact or Fiction?

Wonders about Weather

1. Is it possible to predict the weather?

2. How do people make weather predictions?

3. Are weather proverbs, developed a long time ago to predict the weather before modern-day measuring tools existed, fact or fiction? How do you know?

MythBusters: Running in the Rain

Mythbusters: Find out if it's fact or fiction

Myth or not? You stay drier if you run in the rain vs. walk.

Weather "Myths" are also known as Weather Proverbs/Folklore

In a group of three, look through the books and digital source to find 3 to 5 weather proverbs covering the areas of:

1. temperature

2. wind direction and speed

3. precipitation

4. cloud cover

5. air pressure

Record these proverbs on your planner.

Find the scientific evidence to either prove or disprove the myth!

1. Each group member should tackle one proverb at a time. Determine what scientific principle the proverb is explaining.

2. Use your sources to find the fact or fiction behind the proverb.

3. Use your planner to keep track of your findings.

Share your discoveries

Choose one proverb that proved to be true and present to the class.

Presentations can be re-enactments (skits), weather report, visual presentation, etc.

Notes about this lesson

* There is not a formal writing component (the goal is not to write expository paragraphs)

Length of time:

Science curriculum in classroom? (multiple days)

Library Day 1 - introduction (video), intro to weather proverbs, time to look through materials to find proverbs, interpret proverbs (1 hour) Checklist check-in

Library Day 2 - Use sources to find scientific fact behind proverbs (each student should be responsible for one) (1 hour) Checklist check-in

Library Day 3 - Student groups decide which proverb to present to the class and create a presentation. (1 hour) Checklist check-in

Library Day 4 - presentations / reflection on process

The goals that support guided inquiry:

1) Engagement (hook through Mythbusters) and Reflection (checklist)

2) Background knowledge: Science curriculum in the classroom (concepts of weather and weather measuring instruments), knowledge of folklore

3) Higher-order thinking - challenge to determine what science principles need to be researched based on the proverb.

4) Different modes of learning - books and web sources include print, visual and audio

5) Social construction - students work in groups of three

6) Opportunities for abstract thinking (must interpret a proverb, and determine related scientific content that proves or disproves the proverb.)

Student Checklist

_____ 1. Used 3 or more resources to identify proverbs.

______ 2. Recorded proverbs on planner.

______ 3. Proverbs are related to scientific principles.

______ 4. Variety of resources used to verify scientific fact behind principles.

Reference books:

Nonfiction books:


______ 5. Final product communicates proverb.

______ 6. Final product incorporates scientific weather principles.

______ 7. Final product is creative and presented well.

______ 8. All members participated in research and development of final product.