Weather Station Project and Meteorological Observation Plan at CEIP Antonio Machado. Understanding the weather, the climate and acting on IT!! Jerez de la Frontera, Cádiz, Spain

Weather Station Project and Meteorological Observation Plan at CEIP Antonio Machado, Jerez de la Frontera, Cádiz, Spain.

Understanding the weather, the climate and acting on IT!!

Pepe Torres – Meteorological Observer and Collaborator at Medina-Aemet, (https://medina.aemet.es/)

Ambassador of the European Climate Pact, (https://climate-pact.europa.eu/meet-community/climate-pact-ambassadors/…)

Secretary of the Association El Bosque de Lilah (www.elbosquedelilah.com)

Introduction and Background

Over the past three school years, CEIP Antonio Machado in Jerez de la Frontera has been developing an innovative project that combines education, science, and sustainability: the installation and operation of a weather station in the schoolyard, accompanied by an Observation Plan designed for primary school students.

The idea originated from a proposal by Rocío López, president of the school’s Parents’ Association (AMPA) and active member of the Association El Bosque de Lilah, as part of her co-educational playground project. My professional experience at AEMET (the Spanish State Meteorological Agency) and participation in the Medina-Aemet working group have helped to transform this proposal into a solid educational project, with a focus on bringing meteorology and climate change closer to children’s everyday lives.

The goal has been clear from the start: to bring meteorology into the classroom, to introduce atmospheric phenomena, and, above all, to raise environmental and climate change awareness among primary school students. Over the past three years, students have learned to observe, record, and analyze meteorological variables while reflecting on how human actions impact the climate and our surroundings.

Project Justification

This project not only brings science into the classroom but also enables students to work on several core educational competencies included in the Andalusian primary curriculum:

• Linguistic communication competence: students record, encode, and explain complex meteorological phenomena, developing the ability to communicate scientific information.
• Science, Technology, Engineering, and Mathematics (STEM) competence: through observation, using meteorological instruments, and analyzing data, students apply the scientific method and mathematical reasoning to real-life situations.
• Citizenship competence: working in teams to collect climate data and reflecting on climate change fosters social responsibility and commitment to sustainability.
• Entrepreneurship competence: creating collections of cloud and meteor photographs encourages creativity, initiative, and project management skills.
• Personal and social competence: taking responsibility for daily data recording strengthens autonomy, discipline, and awareness of data reliability.
• Digital competence: applied through spreadsheets and statistical analysis of the collected data.

These competencies make the project a practical example of interdisciplinary learning and sustainable education.

Project Objectives

The objectives worked on and consolidated over the past three school years include:

• Conceptual: Understand weather conditions, atmospheric phenomena, and measurement instruments; comprehend how climate affects daily life.
• Procedural: Record meteorological data, manage spreadsheets, perform statistical calculations, and reconstruct data series.
• Attitudinal: Actively participate in a social, community, and scientific project; share information with the school community; foster curiosity and environmental responsibility.

Contents, Methodology, and Schedule

The weather station includes:

• Stevenson-type shelter with a digital thermohygrometer and Piché evaporimeter
• Wind tower with a weather vane and cup anemometer
• Rain gauge with graduated cylinder

Fifth- and sixth-grade students become daily “time notaries,” performing two observations each day (09:00 and 11:00), measuring temperature, relative humidity, precipitation, evaporation, and wind, while also recording the main visual meteor events.

The methodology combines direct observation, data analysis, and explanatory workshops, reinforcing understanding of climate change and the need to care for our environment.

Evaluation and complementary activities during the past three school years

Throughout the past three years, various activities have been organized to enhance learning:

• Talks and workshops on meteorology and climate change
• Creation of the Meteo Board, displaying observations, graphs, and student work
• Publication of results in the school newspaper
• Participation in science fairs and external activities, connecting students with the scientific community and other schools

Next Steps for the 2025-2026 School Year

The project will continue to grow with new activities, workshops, and presence in different contexts:

Classroom Workshops

• Introduction to Meteorology, Meteorological Observation, and Climate Change, coinciding with significant dates (World Meteorological Day and other relevant events)
• Distribution of educational materials from AEMET and Medina-Aemet to enrich the Meteo Board and the school library

Preparation of Mini-Scientific Workshops and Experiments for Science Fairs

• Meteorological experiment wheel: participants choose a variable (temperature, humidity, pressure, meteor events) to perform an experiment in the Huerto Alegre using recycled materials
• Presentation of Observation Plan data through graphs and tables
• Experiments on the greenhouse effect, global warming, and climate change, showing their impact on the planet and local environment

Media Presence and Events

• Participation in congresses, fairs, and workshops (Andalusia Science Week, Science Fairs in Jerez, Cádiz, Chiclana, and Zienziaburum in Toledo)
• Reporting activities to the European Climate Pact Ambassadors Network and Medina-Aemet
• Oratory competitions related to meteorology and climate change
• Participation in local media (Onda Jerez TV, “El Jardín de las Hespérides” podcast) and other online educational platforms
• Presentations at the III International STEAM in the Classroom Congress and XI Natural History Conference of Cádiz

These activities will allow students to experience science hands-on, understand the connection between climate and environment, and share their learning with the local community and beyond.

Acknowledgements

This project would not have been possible without the collaboration and support of:

• School leadership, teachers, and staff at CEIP Antonio Machado: Olga, thank you for driving this initiative; this will be a great year. Marga, thank you for always including me. Carmen, Antonio, Laura, Irene, Mª José, Loli, and Pepe, thank you all for your constant support.
• AMPA Campos de Castilla: Rocío, you give me the strength to keep going! Laura and Alberto, thank you for your enthusiasm and ongoing support.
• Territorial Delegation of AEMET in Western Andalusia, Ceuta, and Melilla, and the Medina-Aemet working group
• Paco, for your help with tools and logistics
• Natalia and David, for support with spreadsheets and data handling
• And, of course, all the students and families participating and taking an interest in the project.

Together, we make CEIP Antonio Machado the best place for our children.

Bibliography and Resources

Medina outreach materials: 

https://medina.aemet.es/.

Medina-Aemet Teaching Unit: 

https://medina.aemet.es/apiv2/storage/app/media/unidades-medina.pdf

University of Burgos (UBU): Materials from the online course from the University of Burgos (UBU Abierta) "Global Warming and Adaptation to Climate Change." 2nd Edition.