Previous Lesson  |  Next Lesson  |  ReReturn to Research Ideas  |  Resources for Teachers  | Site Home

Background

In this data collection exercise, students will learn to keep detailed weather records during the fall migration. If they are also Observing Fall Migrants, they will be able to compare weather conditions on days that they do and do not see monarchs. Having a class record of weather data will provide opportunities for graphing and data analysis activities, while it advances our understanding of monarch behavior.

• Compass (to measure wind direction)
• Thermometer (if possible, a max/min type)
• Rain gauge
• Daily Weather Observations Data Sheet (student handout page)

1. Discuss the importance of long-term weather data with your students. Tell them that weather records dating back over a hundred years are maintained for many locations throughout the world, and discuss why this is useful. They will probably mention that weather records help in predicting the weather. However, biologists can use weather records to help understand patterns in the natural world. This will be how students will use the data they collect in this lesson.
2. It is best if students actually collect weather data themselves. This can be done at school, the task assigned to individual students. If students do not collect the weather data, they can get it from sources such as newspapers, TV, or the Internet.
3. Set up a time and location to collect weather data. Wind and cloud cover records should be taken at the same time each day. Estimate wind speed as strong, breezy, light, or calm. Cloud cover can be clear, partly cloudy, mostly cloudy, or overcast. If possible, get a high and low temperature for each day, or else record temperature at the same time each day. Use a rain gauge placed in a location where it will not be disturbed or affected by trees, bushes, or roof overhangs.
4. Record the data on the data sheet for the entire time that monarchs remain in your area. You can keep recording weather data throughout the year if desired.
5. Have students analyze their weather data in some way. For example, they can graph temperature to show how many days were sunny, cloudy and rainy.
6. There are many ways to relate weather conditions to monarchs. If your class is observing fall monarch migrants, relate weather conditions to monarch abundance and activity. Questions to consider include:

• What was the weather like on the days you saw monarchs?
• What were the conditions like after you stopped seeing monarchs?
• How do you think cold weather affects the monarchs?
• What happens to flowers in our area after it freezes?
• What happens to milkweed after it freezes?
• What do you think would happen to the monarchs if they were in our area after it freezes?

Previous Lesson  |  Next Lesson  |  Return to Research Ideas  |  Resources for Teachers  |  Site Overview

ã 2000 Monarchs in the Classroom  - University of Minnesota
Terms of Use