to measure weather conditions, what tools would they need, and how they would collect and organize their data. Groups worked in the classroom and in the library; each group chose one aspect of weather for its focus. Mr. H. spent some time with each group supporting their ideas, pushing them further, and providing specific guidance when needed. He encouraged the groups to get together and compare notes. Twice during the week, the whole class came together and groups shared their work while students critiqued and offered ideas.

Several weeks later, the weather station of the fourth grade was in operation. After much work, including some trial and error, library research, and the helpful input of a parent who was a skilled mechanic, the students were recording data twice a day for wind direction and speed, using a class-made anemometer and wind vane; temperature,

using a commercial thermometer (the students did make a thermometer following the directions in a book but decided that they would get better data with a commercial one); precipitation, using a rain gauge; and cloud formation. Design of the anemometer was extremely difficult. It was easy to build something that would turn in the wind, but the students needed help in figuring how to measure the speed. The children were also measuring air pressure with a homemade barometer that a parent had helped one group construct. Mr. H. supported this, although the children's ability to understand the concept was limited. The interest of the student and her parent and the class' familiarity with the term seemed reason enough.

The students recorded their data on charts in the classroom for 2 months. Then it was time to analyze the data, write the