1: August & September

ORIENTING TO CoCoRaHS

Purpose
Launching a year of weather data collection and experiencing science outdoors, this activity allows students to begin to understand how precipitation data are collected, reported, and used by orienting to CoCoRaHS and monitoring their rain gauge. 


After considering outdoor protocols for your class, take students outside to complete a Weather Scavenger Hunt to situate student learning in the outdoors while focusing on weather observations.

Introduce students to CoCoRaHS. Discuss the protocol for collecting, recording (PDF, editable form), and reporting precipitation data to CoCoRaHS (i.e., measurements and qualitative observations) with students. Make sure students have opportunities to practice reading a graduated cylinder. Start collecting and recording precipitation data by September 1, either with students or on your own until students are oriented to the project. Once a routine is established, students should check the rain gauge daily, regardless of whether they expect to find precipitation. Reading the rain gauge and recording daily precipitation will continue throughout the entire school year.

Previous: 1: CoCoRaHS Main Page
Next: 2: October

Standards + Practices

Science Standards:

ESS.5.1.1 Analyze and interpret data to compare daily and seasonal changes in weather conditions and patterns

Science Practices
SP3: Planning and carrying out investigations

Math Standards:

NC.5.MD.2 Represent and interpret data: Collect data by asking a question that yields data that changes over time.

NC.5.NBT.3 Read, write, and compare decimals to thousandths.

Math Practices
MP1: Make sense of problems and persevere in solving them
MP6: Attending to precision

Resources + Supports

CoCoRaHS: A Yearlong Exploration of Weather

Types of Precipitation; Collecting Data

Using Senses in Observation
Using Decimals
Who Uses CoCoRaHS data?
Annotated Student Work Sample
October Preview

CoCoRaHS: A Yearlong Exploration of Weather

Ms. Clark has found it difficult to address a state standard related to comparing seasonal patterns in weather, because her weather unit occurs over the course of a few weeks in the winter. It has been challenging to have students recall conditions from other times of year, and the way they typically discuss weather is often in more relative measures (e.g., warmer and cooler). Hoping to engage students in a more comprehensive study of local weather conditions, as well as seasonal and regional variation, Ms. Clark decides to have her class participate in CoCoRaHS. Although the project focuses on precipitation data, which represents one facet of what Ms. Clark addresses in her instruction, she determines that participating will keep weather concepts on students’ radar throughout the year and will also provide her students with an authentic experience doing science. Students will consistently collect data, recording measurements and other conditions (e.g., temperature, cloud cover, notes on observed precipitation) using a data recording sheet (PDF, editable form) and then on a monthly basis, students will engage in activities that allow them to identify patterns within their observations and measurements as well as across the months and seasons to make sense of these data. Additionally, working with CoCoRaHS data will provide opportunities for students to apply graphing skills in a meaningful context. Ms. Clark will be able to build on these experiences during her weather unit in the winter, and will then use that unit to lead into spring CoCoRaHS activities.

Types of Precipitation

Participating in CoCoRaHS provides your students with opportunities to measure precipitation, typically in the form of rain. More information on precipitation, including different types of precipitation, can be found here: https://scijinks.gov/precipitation/. Measurement is a critical component of planning and conducting investigations. Take time to help students understand the importance of using consistent measuring tools and practices to increase the validity of their data. Measurements taken throughout the year will produce data that will be used as evidence in students’ explanations. In addition, scientists rely on these data, and it is very important that all participants contributing to CoCoRaHS measure and record data using the protocols. 

Climate and Weather

Precipitation is one condition included in weather and climate calculations. Fifth grade students may have heard the terms weather and climate, but will likely need support to fully understand how they are similar and different. The “Climate vs. Weather” article from the media guide can help support students as they think about weather, climate, and how the measurements they take this year will contribute to understanding both weather and climate for their area.

  • Weather conditions are reported for single time points
  • Climate values represent averages of weather conditions over time

Using Senses in Observation

When taking students outside for science observations and inferences, consider focusing students on their senses for data collection. How does the temperature feel? What odors do they smell? What can they hear? What do they see? Help students recognize that scientists use tools to help them supplement what they can learn from their senses.

Using Decimals

To read and record rain gauge measurements, students will be using decimals. If you don’t typically address decimals in your mathematics instruction until later in the year, you can scaffold students as they develop their understanding of decimals as another way of writing fractions. For example, you can provide students with decimals that represent benchmark fractions they are familiar with (e.g., 0.25 =¼ , 0.5= ½).  

Students may have had experience asking, “Does this make sense?” when considering whether their answer to a mathematical problem is reasonable. This approach also applies to students’ data collection. When reading the rain gauge, students can consider whether the amount they are recording “makes sense” given what they’ve observed in the weather. 

Who Uses CoCoRaHS Data?

To fully engage with the project, students would benefit from knowing who uses the data collected on the CoCoRaHS website. “Who Uses CoCoRaHS Observations” on the website gives a wealth of information about who uses the data and why it might be useful to them. In addition, the following links also highlight CoCoRaHS data users: 

Explore the CoCoRaHS map with students, allowing them to see how they are contributing to an effort along with other individuals across North America.

In addition, to highlight diversity and representation in the field of meteorology, share the following YouTube video with your students.

The Importance of Black Meteorologists

Collecting Data

Why do certain protocols have to be followed for rain gauge data collection? 

  • People across the United States and beyond collect CoCoRaHS precipitation data, and CoCoRaHS rely on participants to collect data in the same way to ensure accuracy. 
  • Mindfully collecting data from a well-placed, recommended rain gauge engages students in the same practices as scientists who collect precipitation data. 
  • Measuring with accuracy using a protocol allows students to compare measurements across time and location with others. 

Where can I find more information on setting up and using our rain gauge?

  • CoCoRaHS offers guidance for placing your rain gauge:
  • As a class, consider the best location for your rain gauge that follows the recommended guidelines and is easily accessed by students. 

How do I help my students with rain gauge data collection to ensure accuracy and precision? 

  • Determine routines that work for your students in collecting data. 
    • To the extent possible, read the rain gauge at the same time each day.
    • Train all students on how to read the rain gauge but consider the best method for your class to collect daily measurements 
      • Rotate 2-3 students to read and report. 
      • Visit the rain gauge as a class to read and report. 
      • Take 1-2 students with you before the school day begins to read and report.
    • Have a classroom device (e.g., computer, tablet) bookmarked with the CoCoRaHS site for daily data entry
    • Decide how data will be collected over a weekend (e.g., use the multi-day report option or travel to school to record the readings over the weekend)
    • Have students record the daily measurements in their science notebooks or in a class recording sheet to have data readily accessible. Provide opportunities for students to practice reading the rain gauge accurately and precisely.
    • Review how to read decimals to the nearest 100th.
    • Review how to read rain gauge level at the bottom of the meniscus.

How do we share our station’s data with CoCoRaHS? 

Annotated Student Work Sample

Checking for student understanding of reading and using rain gauges:

Master Copy Student Work

Answer Key

If students need additional practice, it may be helpful to use your rain gauge.  On a day when there is no rain forecasted, bring the rain gauge indoors and fill with varying amounts for practice readings. Be sure to include an amount where students would need to identify a trace.
In next month’s activities, students will be creating a class graph of the data collected this month. Keeping track of your daily precipitation recordings, including days with 0 precipitation, will be essential to complete the October activity. Also, this may be your students’ first time graphing data using decimals and it may require scaffolding and other considerations. Supports have been provided to assist you with this instruction.
Next: 2: October