Teacher Resources
: Lesson Plans
: Predicting Weather in the Eighteenth Century
GRADE LEVEL: Elementary School
BACKGROUND INFORMATION:
In colonial times many people, especially farmers and sailors relied on weathervanes and
almanacs to help them predict the weather by indicating which way the wind was blowing. The
rooster, the most popular of weathervane characters, was used in Europe as early as the ninth
century on the roofs of churches in order to ward off evil and to proclaim good faith. Bringing
this tradition with them, early American colonists placed roosters on tops of barns and houses.
Local craftsmen, farmers and carpenters experimented with a variety of designs. In country areas
inland weathervanes took the form of cows, pigs and horses while on the coast fish, whales and
sailboats were common. Indians were also popular and the eagle became a patriotic theme around
the mid-nineteenth century. Almanacs provided long and short-range weather forecasts which people
relied on to help them in planning their activities.
TIME REQUIRED: 3 class periods
INSTRUCTIONAL FORMAT
OBJECTIVES:
As a result of this lesson, students will be able to:
- identify the role of the weather vane in colonial America
- determine the accuracy of almanacs in predicting the weather
- create a design that reflects some aspect of an eighteenth-century weathervane
SETTING THE STAGE:
Discuss with students the importance of almanacs such as Benjamin Franklin's
Poor Richard's Almanack. Point out to students that these annual publications
included calendars of weather forecasts, astronomical information, tide tables
and other related information. For instance Poor Richard's Almanack,
1753, stated "April 13–14 clouds and rain." How might this influence
a farmer in planning his work year? Ask students to identify other devices the
colonists had to predict the weather.
STRATEGIES/PROCEDURES:
Ask students why farmers and others who depend upon the weather for their jobs and safety
would pay close attention to wind direction. Discuss with students the term "wind direction"
and how it is usually expressed in compass points (N S W E). If a farmer knew that the northeast
winds generally bring rain, how might a weathervane assist him in determining his work schedule?
Because weather vanes were expensive items in the eighteenth century, they generally were
found only on the top of public buildings. Some of the public buildings of Williamsburg included
the Courthouse, the Capitol, the Governor's Palace, Bruton Parish Church, the College of William
and Mary and the Public Pospital. Indicate to the students that they are going to investigate
the weathervanes that once were on these prominent public buildings in Williamsburg.
Divide class into six collaborative groups. Give each student a copy of the
graphic organizer The Weathervanes of Williamsburg.
Assign each group one of the weathervanes pictured on "The Weathervanes
of Williamsburg" to investigate. They are to provide a description of the
weathervane and the building on which it was found. When all groups are finished,
ask a student from each group to report its findings back to the class. List
these findings under the description column on the the graphic organizer "The
Weathervanes of Williamsburg". After all groups have reported, have the
class as a whole discuss the common differences and similarities. Give students
time to complete the graphic organizer.
Next inform students that they are going to design a weathervane. Ask students to think of a
way to personalize their weathervane. Perhaps they might use initials like GR, which stand for
King George and appear on the Governor's Palace weathervane. Or maybe a date is important like
1693 which indicates the year the College of William & Mary was founded.
Give each student a copy of the instructions Making
a Weathervane. Discuss with students the materials that are necessary for
completing this assignment. After each student has the required materials, have
them create their own personal weathervane.
EXTENSION ACTIVITY:
Each collaborative group will create a mobile using one large shape for a weathervane and
five small shapes for the mobile. To make a mobile, have students follow these instructions:
- Center 18-gauge wire in the center balance point on the top of the shape.
- Make five small shapes
- Follow plans for weathervane
- Clip the wire that is at the balance point on the top of each piece and using a
needle nose pliers turn the wire to form a small loop.
- Cut 4 lengths of 18-gauge wire 15 inches long. These will be the arms of the mobile.
Make a small loop at both ends of each piece.
- To construct mobile, start at the bottom by attaching two of the shapes to one of
the arms at each end using the wire loops on both the arms and the shapes.
- Balance the arm on one of your fingers to find the balancing point at that point.
Make a notch in the wire at that point.
- The procedure for the next 3 arms is the same.
- Attach one shape at the end of each arm using the wire loops. Attach the wire loop
at the other end to the notch in the first double shaped wire arm. Find the
balance point on the second arm. Make a notch. Attach the next arm to the
notch. Find the balance point of the third arm and make a notch. Attach the
last arm. Find the balance point of the fourth arm. Make a notch and attach a
thin piece of thread. Hang and enjoy.
ALTERNATE PLAN:
Provide students with a recent edition of the Farmer's Almanac. Have them select four dates
from different parts of that year (or month) and list what the weather prediction was for these
time periods as found in the Farmer's Almanac. Next, obtain copies of the local newspaper for
these dates and have the students identify what the actual weather was like. How accurate was
the prediction in the Farmer's Almanac? If you were a farmer, how much faith would you place in
this information?
EVALUATION/ASSESSMENT:
Use the following rubric in making an assessment of the students' finished weathervane:
Authenticity - 30; Functionality - 30; Creativity - 20; and Individuality - 20.
This lesson plan was developed by Fae Moeller, Alki Middle School, Vancouver,
Washington and the staff of School & Group Services. If you have a lesson plan which you would
like to share, please send to Jim Ebert, School & Group Services, The Colonial Williamsburg
Foundation, PO Box 1776, Williamsburg, VA 23187.
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