CAPTURING THE WUNDER: USING WEATHER STATIONS AND WEATHERUNDERGROUND TO INCREASE MIDDLE SCHOOL STUDENTS' UNDERSTANDING AND INTEREST IN SCIENCE

New models of elementary- and middle-school level science education are emerging in response to the need for science literacy and the development of the Next Generation Science Standards. One of these models is fostered through the NSF's Graduate Teaching Fellows in K-12 Education (GK-12) program, which pairs a graduate fellow with a science teacher at a local school for an entire school year. In our project, a PhD Earth Sciences student was paired with a local middle school science teacher with the goal of installing a weather station, and incorporating the station data into the 8^th grade science curriculum. Here we discuss how we were able to use a school weather station to introduce weather, climate, and global environmental change material, engage and involve students in the creative process of science, and motivate students through inquiry-based lessons. In using a weather station as the starting point for material, we were able to make science tangible for students and provide an opportunity for each student to experience the entire process of scientific inquiry. This hands-on approach resulted in a more thorough understanding of the system beyond a knowledge of the components, and was particularly effective in challenging prior weather, climate, and global warming misconceptions. We were also able to expand the reach of the lessons by connecting with other weather stations in our region and even globally, enabling the students to become members of a larger system.