Running head: HANDS-ON WEATHER 1

Teaching Weather Concepts Using a Hands-On Approach and Everyday Materials

Julia Goldman

High Point University

HANDS-ON WEATHER 2

Teaching Weather Concepts Using a Hands-On Approach and Everyday Materials

Section I

The weather concepts that all fifth-grade teachers are required to teach in North Carolina

provide valuable insight into the advantages of incorporating hands-on, inquiry-based learning in

the science classroom. This strategy is often overlooked by science teachers due to a lack of

training, lack of time for planning, a perceived increase in behavior management required,

limited access to materials, and the lack of clear guidelines for implementation. The following

review of literature supports the implementation of hands-on learning in science that is both

engaging and develops yet challenges students’ knowledge. The design of the Product of

Learning addresses educators’ above concerns and supports all fifth-grade science teachers in

North Carolina in incorporating hands-on learning into their daily science instruction specific to

weather using everyday materials whilst applying research-based behavior management

strategies.

Hands-On Learning

Merriam-Webster states hands-on learning is, “learning gained by actually doing

something rather than learning about it from books, lectures, etc." (Merriam-Webster). Hands-on

learning is a form of education in which children learn by doing. Martin (2018) defines hands-on

learning as “instead of simply listening to a teacher lecture about a given subject, the student

engages with the subject matter to solve a problem or create something.” Hands-on learning is by

no means a new movement in the classroom. Research (Bredderman, 1982; Haury & Rillero,

1994, Martin, 2018) shows hands-on instruction has a long and successful legacy in the sciences.

Nonetheless, many schools find it difficult to incorporate hands-on learning into their

classrooms. This type of learning changes the role of the teacher from lecturer to facilitator and
HANDS-ON WEATHER 3

engages students of all ages in multiple modes of learning including but not limited to

kinesthetic, problem-solving, and trial and error (Timmons, 2018). Hands-on learning has many

benefits, including:

 It is a more engaging way to learn;

 It can lead to increased retention;

 It offers practice in everyday problem-solving and critical thinking;

 It often results in a physical creation to show what they’ve learned (Martin, 2018).

Students learn better when they can relate to the content being taught and find it

personally meaningful. Educators need to make content more meaningful, whether through

connecting the topic at hand to students' prior knowledge or giving students hands-on and

inquiry-based learning opportunities in the classroom (Timmons, 2018). Students also retain

information longer if what they are learning is meaningful to them. Engaging multiple modes of

media and learning in daily instruction increases the chances students will find meaning and thus

recall information. A meta-analysis of Bredderman’s 15 years of research on the advantages of

hands-on learning, including 57 studies of 13,000 students in 1,000 classrooms, demonstrated

that students in inquiry-based programs performed an average 20% higher on science process

tests over those groups using traditional teaching approaches (1982). By incorporating hands-on

instruction, teachers foster the 21st-century skills that students need to be successful. Hands-on

learning spurs the acquisition and enhancement of 21st-century skills such as problem-solving,

critical thinking, communication, collaboration, creativity, and persistence. Children also learn to

cooperate and aid one other when they encountered problems and challenges during hands-on

learning. Students learn to think creatively, reason systematically, and work collaboratively, all

essential skills for everyone in today’s society.

HANDS-ON WEATHER 4

Teacher Perceptions and Student Performance

In Crocker, Shaw, and Reed’s study (1990), results showed that teachers received more

encouragement than discouragement to use hands-on activities in their classroom. Teachers

know and understand the benefits that come with hands-on learning experiences in the

classroom, but they often have no idea where to start. Regardless of the known benefits, teachers

can be hesitant to adopt these new practices because they step outside the comfort zone of

traditional teaching practices. Some educators may find the time taken to experiment with this

new teaching style may be too risky and result in losing valuable curriculum time needed for

testing. Several other reasons teachers hesitate to implement hands-on learning are a lack of

training, lack of time for planning, a perceived increase in behavior management required,

limited access to materials, and the lack of clear guidelines for implementation.

According to research (Flick, 1993, Piaget, 1950), hands-on activities have a clear place

within instructional science methods that are built upon a constructivist view of learning.

Mayberry and Henry (1999) indicate that students who work cooperatively seek significantly

more information from one another than when working alone, are less biased, communicate

more accurately, and are confident about the value of their ideas. In Ornstein’s 2006 study, more

challenging, open-ended experimentation and hands-on experiences produced more positive

student attitudes. This was especially true when students were provided frequent opportunities to

generate independent hypotheses and draw their own conclusions. Hands-on activities, inquiry,

and direct observation are an integral component of good science classes (Ornstein, 2006).

Repeated exposure to similar STEM content provides multiple opportunities to master and

reinforce concepts. Encountering the same content in multiple contexts also helps children

recognize that the content can be applied in a wide variety of situations (CAISE Admin).
HANDS-ON WEATHER 5

Glasson’s study compared the relative effects of hands‐on and teacher demonstration

laboratory methods on conceptual and procedural knowledge achievement (1989). The two

instructional methods resulted in equal conceptual knowledge achievement. However, students in

the hands‐on laboratory class performed significantly better on the procedural knowledge test

than did students in the teacher demonstration class (Glasson, 1989). Supporting previous

research findings (Bredderman, 1982, Glasson 1989), Stohr-Hunt’s study in 1996 concluded that

those who engaged in hands-on activities every day or at least once a week scored significantly

higher on a standardized test of science achievement than students who engaged in hands-on

activities once a month, less than once a month, or never. Despite many teachers’ poor rapport

with hands-on learning, students perform better, retain more, and have more positive attitudes

toward science (Bredderman, 1982, Glasson 1989, Ornstein, 2006, Stohr-Hunt, 1996).

Classroom Management

One challenge that many science teachers face when implementing hands-on learning in

their classrooms is management. Hands-on learning is by nature student-centered and poses a

challenge to inexperienced educators who have not yet been trained to implement hands-on

instruction in their classroom. Research (Baker et al., 2002, Harris & Rooks, 2010, Lee, 1995,

Poon et al., 2009, Sampson, 2004) has shown that educators often resist teaching hands-on

science because they feel they will lose control of their classrooms. Educators fear students will

not participate nor listen or talk uncontrollably. This is due, in part, to the fact that teachers often

lack the procedural knowledge needed to manage a classroom where collaboration and scientific

inquiry are emphasized (Sampson, 2004). The pressure to cover the curriculum with a limited

time frame combined with teachers' need to feel in control of the classroom can lead to teachers

avoiding hands-on instruction altogether.

HANDS-ON WEATHER 6

Harris & Rooks (2010) state rather than promoting a climate of controlling student

behavior, classroom management in inquiry-based classrooms should aim at creating conditions

that support students' reasoning around conceptual ideas and complex problem-solving. In such

student-centered environments, students assume more responsibility as they collaborate and

communicate around authentic real-world tasks and participate in a community of scientific

practice (Harris & Rooks, 2010). Research-based (Baker et al., 2002, Lee, 1995, Poon et al.,

2009) classroom management strategies for hands-on learning include using call and responses,

delegating student roles in groups of three, preparing resources prior to inquiry, limiting the

number of directions given, enacting a time frame for students to follow, keeping reflective

science journals or notebooks, and rearranging desks conducive to monitoring.

Call and responses will quickly gain students’ attention for directions and shorten

transitions from one activity to another. Delegating student roles increases student responsibility

and holds students accountable for their respective roles in each group of three. For example, a

representative from each group may be responsible for collecting the materials and ensuring that

the materials are returned in their original form at the end of the lesson (Baker et al., 2002, Poon

et al., 2009). Preparing materials prior to inquiry, limiting the number of directions given before

transitions, and setting specific time frames for work to be completed shortens transitions,

engages students, decreases time lost, and keeps students on task throughout the lesson.

According to research (Baker et al., 2002, Poon et al., 2009, Sampson, 2004), students tend to

use time most productively when they are given a time frame to complete a specific amount of

work. Reflective science journals or notebooks bring about a greater sense of students’

ownership over their learning and also serves as a way of keeping students meaningfully

occupied while waiting for other students to complete their activities (Poon et al., 2009).
HANDS-ON WEATHER 7

Everyday Materials

Another reason hands-on learning is often overlooked by science teachers is due to

limited access to materials or funding to purchase such materials whether in a pre-prepared kit or

sold separately. Many school districts are unable to purchase nor provide teachers with

expensive science kit materials and thus unable to incorporate hands-on learning in the science

classroom. Nonetheless, many hands-on activities and experiments can be completed using

practical everyday materials that are commonplace and easily available to all.

Items such as paper clips, plastic cups, cardboard, rubber bands, drinking straws,

earthworms, and twigs are only a few examples of materials that can be used for teaching science

(Schmidt & Rockcastle, 2002). They cost little to nothing, yet are often better than expensive

materials for providing worthwhile real-world learning experiences. Many useful odds and ends

are available in large quantities, enabling all students to participate in investigations rather than

limiting them to watching demonstrations. These items encourage children to become actively

engaged in the activity and to use their resourcefulness rather than merely to “read about things,

listen, and look on” (Schmidt & Rockcastle, 2002).

Fifth Grade Weather Concepts

The North Carolina Department of Public Instruction (2016) requires the following Earth

Systems, Structures, and Processes Standards to be taught in the fifth-grade:

 5.E.1.1 Compare daily and seasonal changes in weather conditions and patterns;

 5.E.1.2 Predict upcoming weather events from weather data collected through

observation and measurements;

HANDS-ON WEATHER 8

 And 5.E.1.3 Explain how global patterns such as the jet stream and water currents

influence local weather in measurable terms such as temperature, wind direction, speed,

and precipitation (NCDPI, 2016).

It is vital to teach these weather concepts as it is an important introduction to climate

change, a relevant yet challenging topic talked about frequently. The need to prepare our students

grows daily as we are at a disadvantage keeping such knowledge from our students. As the

climate changes, the next generations of workers, employees, scientists, and voters will need to

be informed citizens and understand how the changing environment threatens their future in

order to protect it. Being introduced to weather concepts and climate change at a young age can

potentially spark change and later spur interest in mitigating climate change. This change can

only begin with an understanding of our Earth systems and weather. A growing body of research

(Ashbrook, 2013, Boylan, 2008, Henriques, 2002, Lambert et al., 2012, Larson, 2010) suggests

science teachers strike a balance between introducing knowledge of the real risks of climate

change and engaging student energy toward practical, positive solutions with real-world

contexts. By inspiring students today to care and act on saving the planet, we can create a culture

of sustainability to preserve and restore nature and our quality of life.

Research (Ashbrook, 2013, Henriques, 2002, Lambert et al., 2012, Larson, 2010,

Ylizarde & Shockley, 2018) suggests the addition of weather data collection into science

curriculum will introduce children to the concepts of observations, data collection, data analysis,

and graphical interpretation. Through this collection, children become more familiar with

making observations in a scientific investigation as an ongoing process and become more aware

of the weather (Ashbrook, 2013). Larson (2010) suggests data collection will “not only help

students develop their understanding of climate change, they’ll also be useful in addressing
HANDS-ON WEATHER 9

science challenges that students will face in the future.” Citizen science projects are but one

strategy that provides a way for learners to engage in active data analysis (Ylizarde & Shockley,

2018). The connections made through citizen science can plant the seeds for local and global

awareness on climate change. If students understand the reasons behind climate change they can

make better, more informed consumer decisions.

Theoretical Perspective

The theoretical perspective shaping this Product of Learning is based on three theories:

Growth Mindset (Dweck, 2016), Constructivism (Piaget, 1950), and the Next Generation

Science Standards Science and Engineering Practices (NSTA). If a person possesses a growth

mindset, they believe that their learning and intelligence can develop with patience, effort, and

experience. Science teachers with a growth mindset can properly use the research and strategies

provided to adjust their curriculum to incorporate hands-on learning into their instruction despite

their lack of prior experience or uncomfortableness with hands-on activities in the classroom.

Piaget’s (1950) theory on constructivism relates to hands-on science instruction in that he

suggests learners produce knowledge and form meaning through experiences. Students are more

likely to develop deeper understandings of concepts when they can construct their knowledge.

This theory encourages science teachers to provide rich, hands-on, inquiry-based experiences for

students to construct knowledge through the meaningful interaction of scientific materials,

models, experiments, and experiences. The Science and Engineering Practices establish the

practice of developing and using models to be used as helpful tools for representing ideas and

explanations (NSTA). Piaget’s (1950) theory on constructivism and the NGSS Science and

Engineering Practices (NSTA) support the statement that science is best learned when students

are learning by doing.

HANDS-ON WEATHER 10

Section II

Product Rationale

The purpose of this product is to aid Winston Salem Forsyth County fifth-grade pre-

service and in-service teachers in delivering rich hands-on weather instruction using everyday

materials whilst simultaneously managing classroom behavior. This product will encourage

science teachers to incorporate more hands-on, inquiry-based learning into their everyday

science instruction as it is often overlooked due to a lack of training, lack of time for planning, a

perceived increase in behavior management required, limited access to materials, and the lack of

clear guidelines for implementation. The design of the Product of Learning addresses teachers’

above concerns and supports all fifth-grade science teachers in North Carolina in meeting the

intended outcomes. The intended audiences of this product are fifth-grade science teachers,

instructional coaches, or curriculum coordinators who train such educators.

Description

This research-based product will provide teachers with research on the advantages of

incorporating hands-on, inquiry-based learning into their instruction, suggested research-based

behavior management strategies to be used during hands-on, inquiry-based lessons, detailed

lesson plans on the concepts of weather taught in fifth-grade in North Carolina using NC DPI

Essential Standards, and step-by-step video tutorials of each hands-on activity using everyday

materials. The intended outcomes of this product are to increase the number of hands-on

activities fifth-grade science teachers incorporate into their daily instruction using everyday

materials, increase teacher confidence in managing classroom behavior during hands-on

instruction, and increase teachers’ ability to confidently teach weather concepts to students in

fifth grade that address both procedural and conceptual knowledge.

HANDS-ON WEATHER 11

Implementation

The intended audience, fifth-grade science teachers, instructional coaches, and

curriculum coordinators, will use this product as a resource guide to aid in incorporating three

hands-on weather-based lesson plans into science instruction. The product will act as a resource

for teachers to reference for classroom management strategies to use during hands-on activities,

explicit lesson plans with step-by-step instructions to use in the classroom to teach specific

weather concepts, and video tutorials to use and mimic prior to the activity to prepare

beforehand.

Section III

Evaluation of Product

The effectiveness of this product will be assessed by fifth-grade science teachers,

instructional coaches, and curriculum coordinators through qualitative survey results, consumer

reviews, and comments. These evaluation instruments will yield useful qualitative data. The

product will request all consumers of the provided lessons, videos, and research-based strategies

to review the product by completing an anonymous online survey after implementation of the

strategies, lessons, and/or videos. The survey will align with the intended outcomes and ask

questions related to the number of hands-on activities incorporated and teacher confidence in

managing classroom behavior and teaching weather concepts. The results will be evaluated for

the betterment of the product and its resources. This evaluation will aid in tracking data on the

effectiveness and usefulness of the lessons, videos, and behavior management strategies included

in the product. The survey consists of 12 multiple choice and open-ended questions. The

following questions will be asked in each survey for purposes of data collection:
HANDS-ON WEATHER 12

 How would you describe your overall teaching experience in the content area of science?

If unpleasant, what changes would you make?

 Did you implement hands-on learning during science instruction prior to using this

product? If yes, please give a brief overview of what activities you implemented.

 What do you find to be the advantages of integrating hands-on learning into science

instruction?

 After using this product, did you implement more hands-on activities into your

instruction? If so, on average, how many more hands-on activities were added?

 Did you find the provided lessons extremely useful, very useful, moderately useful,

slightly useful, or not at all useful?

 Did you find the step-by-step tutorial videos extremely useful, very useful, moderately

useful, slightly useful, or not at all useful?

 Do you find the everyday materials suggested to be always available, often available,

sometimes available, rarely available, or never available to be easily found or bought?

 Did you find the classroom management strategies provided to be extremely useful, very

useful, moderately useful, slightly useful, or not at all useful?

 Rate your overall confidence in teaching fifth-grade weather concepts after using this

product; complete confident, fairly confident, somewhat confident, slightly confident, or

not confident at all?

 Overall, did you find the product to be excellent, good, fair, poor, or very poor? Please

explain your answer.

 Did you have any difficulties with the product? If yes, please explain your answer.

 What recommendations would you offer to increase the usefulness of this product?
HANDS-ON WEATHER 13

Section IV

Reflection

As a result of the product construction, I have learned how to properly choose credible

sources to support my creation, create a website, and choose a product that is useful to others.

Through the process of developing the product, I found it challenging to find credible sources

that offer not only procedural content but conceptual knowledge to support the science processes.

In several instances, I was forced to reinvent my product in order to provide a product as useful

as possible for others. The purpose of the creation of this product was and is to aid Winston

Salem Forsyth County fifth grade pre-service and in-service teachers in delivering rich hands-on

weather instruction using everyday materials whilst simultaneously managing classroom

behavior. I further learned how detailed a website is truly required to be in order to be as

effective and efficient as possible. Most importantly, I learned that a Product of Learning cannot

be completed in a single day or night. Time management was a top priority throughout this entire

process that I discovered in the early stages of completing this product.

Recommendations

Suggestions I have for other professionals in the process of constructing a Product of

Learning are to set realistic daily goals, write at least thirty minutes each day, have your peers

review your paper and product prior to submission, read everything aloud, and create a product

both you and your peers can use. I would also suggest to others to write first and edit second as

we cannot accurately perform both skills at once when writing a paper. My most significant

suggestion is to choose a topic you are passionate about. You will be spending quite a lot of time

working with the same content through the entirety of the semester. Choose something you will

not be bored with quickly.

HANDS-ON WEATHER 14

Next Steps

To further develop my Product of Learning I would recommend the following next steps.

I would add additional sections to the product to encompass all science concepts taught in the

fifth-grade and further add new lessons to the weather section to provide more hands-on

experiences for students. Another next step includes adapting hands-on lessons to other state

standards surrounding weather to offer the product not only to WSFCS fifth-grade teachers but

fifth-grade teachers across the United States. Lastly, I would also accommodate the product to

include Next Generation Science Standards.

HANDS-ON WEATHER 15

References

Ashbrook, P. (2013). The wonders of weather. Science and Children, 50(5). 71-75.

Baker, W., Lang, M., & Lawson, A. E. (2002). Classroom management for successful student

inquiry. The Clearing House, 75(5), 248-252.

Boylan, C. (2008). Exploring elementary students’ understanding of energy and climate change.

International Electronic Journal of Elementary Education, (1)1.

Bredderman, T. (1983). The effects of activity-based elementary science programs on student

outcomes and classroom practices: A meta analysis of controlled studies. Review of

Educational Research, ERIC Clearinghouse.

CAISE Admin. (2016). Children learn more across multiple types of media and ISE experiences.

Retrieved from https://www.informalscience.org/news-views/children-learn-more-across-

multiple-types-media-and-ise-experiences

Crocker, B., Shaw, E. L., Reed, B. (1990). Effects of encouragement or discouragement for using

hands-on science activities upon teaching style. Journal of Elementary Science

Education, 2(2), 10-20.

Dweck, C. S. (2016). Mindset: The new psychology of success. New York: Random House.

Flick, L. B. (1993). The meanings of hands-on science. Journal of Science Teacher

Education, 4(1), 1–8.

Glasson, G. E. (1989). The effects of hands-on and teacher demonstration laboratory methods on

science achievement in relation to reasoning ability and prior knowledge. Journal of

Research in Science Teaching, 26(2), 121–131.

HANDS-ON WEATHER 16

Harris, C. J., & Rooks, D. L. (2010). Managing inquiry-based science: Challenges in enacting

complex science instruction in elementary and middle school classrooms. Journal of

Science Teacher Education, 21(2), 227-240.

Haury, D. L., & Rillero, P. (1994). Perspectives of hands-on science teaching. Columbus, OH:

ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

Henriques, L. (2002). Children’s ideas about weather: A review of the literature. School Science

and Mathematics, 102(5), 202–215.

Lambert, J. L., Lindgren, J., & Bleicher, R. (2012). Assessing elementary science methods

students understanding about global climate change. International Journal of Science

Education, 34(8), 1167–1187.

Larson, B. (2010). Making the climate connection. Science and Children, (47)8, 61-65.

Lee, O. (1995). Subject matter knowledge, classroom management, and instructional practices in

middle school science classrooms. Journal of Research in Science Teaching, 32(4), 423–

440.

Martin, L. (2018). The importance of hands-on learning in child education. Retrieved from

https://blog.friendscentral.org/benefits-of-hands-on-learning

Mayberry, S. C., & Henry D. P. (1999). Bridging the gap: Teachers, science, and technology.

Journal of Elementary Science Education, 11(1). 17-22.

Merriam-Webster (n.d.). Hands-on. Retrieved from https://www.merriam-

webster.com/dictionary/hands-on

National Science Teaching Association. (n.d.). Science and engineering practices. Retrieved

from https://ngss.nsta.org/Practices.aspx?id=2
HANDS-ON WEATHER 17

North Carolina Department of Public Instruction. (2016). 3-5 science essential standards.

Retrieved from https://www.dpi.nc.gov/documents/curriculum/science/scos/support-

tools/new-standards/science/3-5-science-essential-standards

Ornstein, A. (2006). The frequency of hands-on experimentation and student attitudes toward

science: A statistically significant relationship. Journal of Science Education and

Technology, 15(4). 285-297.

Piaget, J. (1950). The Psychology of Intelligence. London: Routledge

Poon, C. L., Tan, D., & Tan, A. L. (2009). Classroom management and inquiry-based learning:

Finding the balance. Science Scope. 32(9).

Sampson, V. (2004). The science management observation protocol. The Science Teacher,

71(10) 30-33.

Schmidt, V. E., & Rockcastle, V. N. (2002). Teaching science with everyday things. Dubuque,

IA: Kendall/Hunt.

Stohr-Hunt, P. M. (1996). An analysis of frequency of hands-on experience and science

achievement. Journal of Research in Science Teaching, 33(1), 101–109.

Timmons, G. (2018). Hands-on learning: A quick summary of everything you need to know.

Retrieved from https://blog.socialstudies.com/what-is-hands-on-learning

Ylizarde, N. H., & Shockley, E. T. (2018). Nurturing local-to-global thinking. Science and

Children, 55(8). 44-49.