Third Grade · Science · week 29

Graph the weather data

Represent a week of collected weather data, especially temperature, in a simple graph, and correctly read patterns like the highest, lowest, and range from it.

Once you have real data, the next step is often to put it into a graph or table, so patterns are easy to see at a glance, rather than buried in a list of numbers. A simple bar or line graph of daily temperatures can show at a glance which days were warmer or cooler.

Reading a graph means more than just looking at it; it means answering real questions using it, like which day was warmest, which was coolest, and how big the difference (range) was between them.

📋 For the teacher
Teach it (10–15 min):
  • Use the real data collected in week 28 (or the example data above) to build an actual graph together on paper.
  • Label both the bottom axis (days) and the side axis (temperature) clearly before drawing any bars.
  • Ask the child to read three specific facts directly off the finished graph: warmest day, coolest day, and range.
  • Discuss a possible reason for the warmest or coolest day, such as more sun, more clouds, or more wind.
Talk about it:
  • Looking at your graph, what pattern do you notice?
  • Why might the warmest day have had more sun or less wind than the others?
  • What could go wrong if the two axes of a graph were not labeled?

Mastery looks like: They build and correctly read a simple graph of temperature data, identifying the highest, lowest, and range.

Common stumbles: Mislabeling the axes so the graph does not make sense, or misreading the graph, such as assuming a taller bar means colder.

Homework for this lessonType it, write it with a stylus, or print it for pencil & paper.open →
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