Weather Data Exploration

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School Placement 1 / Socrúchán Scoile 1

SP2 Lesson Plan for Maths and All Non-Core Subjects
ST Name: Kym Fox   ST Number: 40036679
Class Level: 3rd Class   Date: ___
Subject: Maths   Time: 10:40 AM
Duration of Lesson: 60 minutes   No of Pupils: 18 pupils

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Strand(s)

Data and Chance

Strand Unit(s)/Element(s)

Data

Learning Outcome(s) / Content Objectives

Pose questions of interest and collect, display and critically analyse data in a range of ways for a range of purposes and communicate the findings.

Learning Objectives

1. The child should be enabled to interpret and create pictograms, bar charts, and line graphs based on weather data.
2. The child should be enabled to calculate and understand mode and range from given data sets related to weather information.

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Assessment

1. Method: Formative assessment through observation, questioning, and an end-of-lesson worksheet.
2. Assessment of: Understanding and ability to interpret and create different data representations; ability to identify mode and range accurately.
3. To be recorded: Individual participation notes, accuracy of worksheet responses, and engagement in class discussion.

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Teacher Questioning

Lower order questions (Closed Questions)

1. What kind of chart do we use to show information with pictures? (Pictogram)
2. How do we find the highest temperature in a list?
3. Is the mode the most or least common observation?

Higher order questions (Open Questions)

1. Why might a line graph be better than a bar chart for showing weather changes over time?
2. How can knowing the range of temperatures help us plan our day?
3. Can you explain why some days have the same mode temperature? What does that tell us?

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Language Development Opportunities in This Lesson

• Use of specific mathematical vocabulary such as pictogram, bar chart, line graph, mode, range, frequency, data, interval, axis, scale.
• Encouraging pupils to explain their reasoning using full sentences, promoting oral language skills in Maths.
• Reading and interpreting labels and keys in different graphs.

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Literacy Development Opportunities in This Lesson

• Reading weather-related data and questions carefully.
• Writing short explanations and conclusions on findings from data analyses.
• Developing comprehension through interpreting visual information.

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Teaching Methodologies

Please underline the primary methodology/ies to be used during the lesson

• Talk and Discussion
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content
• Using Local Environment
• Problem Solving
• For Mathematics: Using cognitively challenging tasks, Promoting Maths Talk, Fostering productive disposition, Emphasising mathematical modelling

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Introduction (10 minutes)

Stimulus

Display a colourful pictogram of weather over the last week showing sun, rain, clouds, and wind icons. Show a simple bar chart of average daily temperature.

Elicit Prior Knowledge

• Ask the class: "Who remembers what a pictogram is?"
• “Can someone explain what a bar chart looks like?”
• Quick recap on how to read both types of charts asking specific questions about the weather data shown.

Share Learning Intention

• Today, we will look again at pictograms and bar charts about the weather.
• We will also learn how to read and make line graphs.
• We will find out what the mode and range mean and how they help us understand the weather.

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Development (40 minutes)

Part 1: Recap on Pictograms and Bar Charts (10 mins)

• In pairs, pupils examine a prepared worksheet containing both pictograms and bar charts with weather data (e.g., days of the week vs. rainfall or sunshine hours).
• Teacher circulates and prompts pupils to identify key information, asking questions such as: “Which day was the rainiest? How do you know from the pictogram?”

Part 2: Introduction to Line Graphs (15 mins)

• Teacher introduces line graphs using a large floor chart or interactive whiteboard showing temperature changes over a week.
• Explain the axes: X-axis showing days, Y-axis showing temperature.
• Model how to plot points and connect them with lines, emphasising what the line shows about temperature trends over time.
• Pupils then create their own small line graphs on mini whiteboards using a given set of temperature data.
• Class discussion: When might we prefer a line graph instead of a bar chart or pictogram?

Part 3: Mode and Range Introduction (15 mins)

• Using the same data from line graphs, the teacher explains mode (most frequent value) and range (difference between highest and lowest values).
• Give real-life weather examples — “If the temperature was mostly 12 degrees this week, what is the mode?”
• Hands-on activity: Pupils work in small groups to find mode and range from a set of weather temperature data on worksheets.
• Groups share findings aloud to promote discussion.

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Conclusion (10 minutes)

Cognitive

• Recap learning objectives by asking pupils to state one thing they learned about graphs today and what mode and range mean.
• A quick quiz game using flashcards: pupils pick if statements about pictograms/bar charts/line graphs/mode/range are true or false.

Social

• Pupils reflect on working in groups and sharing answers — talk about what was easy or tricky.

Transition

• Explain that next week they will collect their own weather data to create their own graphs and analyse results.

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Universal Design for Learning

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Visual learners	Need for visual representations	Use of charts, pictograms, and line graphs	Colour coded materials
Pupils with weaker literacy	Support with reading data labels and instructions	Pair work and guided questions	Teacher or peer support
Pupils with attention difficulties	Short, structured tasks with movement	Small group activity and whiteboard work	Frequent breaks and active learning

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The Learning Environment

• Classroom arranged with desks in small groups to promote discussion and collaboration.
• Interactive whiteboard or large flip chart for teacher demonstrations.
• Mini whiteboards and markers for pupil individual work.
• Printed worksheets with pictograms, bar charts, line graphs, and data tables.
• Flashcards for quiz activity.

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Resources

• Weather pictogram and bar chart samples (printed)
• Large floor or wall line graph display
• Mini whiteboards and markers
• Worksheets with weather data sets
• Flashcards with questions and statements about data concepts
• Weather icons (sun, cloud, rain, wind) for hands-on data activities

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Reference to IE Curriculum Frameworks:
Aligned with the Primary Curriculum Section on Mathematics: Data and Chance strand, reinforcing pupils’ ability to collect and represent data appropriately (NCCA Primary Curriculum Maths content focus). The lesson incorporates active learning and social interaction consistent with the Junior Cycle Wellbeing principles for pupil engagement and collaboration.

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End of Plan