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.

Materials

• Optional: Anemometer (to measure wind speed, if not available wind speed can be estimated)
• 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 your 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; assign the task 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. If you do not have an anemometer, 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. 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 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. They can graph temperature over time, cumulative rainfall, the percentage of days with different amounts of cloud cover, or anything else they can think of. You may want to have each student choose something to analyze. They should come up with a specific question (e.g. How does the spread between daily high and low temperatures vary during the month of September?), choose the data they need to answer the question, and make a graph that will best show the answer to that question.
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 are the conditions after you stop seeing monarchs?
• When is the first freeze?
• How does very cold weather affect the chances of monarchs surviving and being able to migrate?
• What happens to flowers in your area after it freezes?
• What happens to milkweed after it freezes?

7. Please send your data and comments to us at: 

Dr. Karen Oberhauser
University of Minnesota
Department of Fisheries and Wildlife 200 Hodson Hall, 1980 Folwell Ave.
St. Paul MN 55108

• Daily Weather Observations Data Sheet

ã 2001 Monarchs in the Classroom  - University of Minnesota
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