A four-part knowledge check with 11 questions on reading weather data. Students pull numbers from a fall temperature table (75, 60, and 45°F), a spring rainfall bar graph, and a winter pictograph where each snowflake stands for 2 snowy days. Part 4 asks them to use those patterns to predict spring temperatures and pack for a January trip. It is a close fit for NGSS 3-ESS2-1. The answer key shows the working for each count, such as 5 symbols × 2 days = 10.
3-ESS2-1
“Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.”
All four parts: the fall table in questions 1 to 3, the spring bar graph in 4 to 6, the winter pictograph in 7 to 9, and the seasonal predictions in 10 and 11.
A class table lists average highs of 75°F in September, 60°F in October, and 45°F in November. Questions 1 to 3 ask for the October reading, the warmest month, and the pattern.
Each bar block stands for 1 inch of rain across March, April, and May. Students read April's total, find the driest month, and work out how many more inches fell in April than in May.
The key says each ❄️ means 2 snowy days. Students count January's five symbols as 10 days and find the month with exactly 6 snowy days.
Question 10 asks what happens to temperature from March to May. Question 11 asks students to use the graphs to choose clothes for a January visit.
Math and science block
Pair this with a 3rd grade graphing lesson. Question 6 is a subtraction problem, and question 8 needs students to multiply by the pictograph key.
Unit assessment
Use it as the graded check at the end of your seasons unit. Questions 1 to 9 have one right answer, and 10 and 11 show whether students can reason from the data.
Reteach group
Question 8 catches students who count symbols and ignore the key. Work January together, then let them try February on their own.
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