We can also quickly change the view to show the precipitation map of China, as illustrated in Figure 4. Different colors are used to represent the intervals which show the amount of rain measured in 24 hours. This map can clearly show which areas in China are suffering from heavy rain, and which areas are threatened by possible drought. 
The Lesson:
Part 1: Discussion of weather phenomena (15 minutes)
This part belongs to the "remembering" level of the Bloom's Taxonomy, which let the students know some basic facts about weather:
1.     Ask the students what weather phenomena they can think of. Students can come up with their answers individually or through group discussion. The answers can come from the students’ daily experience or what they see/hear from public media.
2.     Write down the list of unique answers on the poster board, after eliminating the repeated ones. Guide the students to mention weather phenomena for all the four seasons. Relate the answers with vocabulary words above. The opening and discussion should last for 8 minutes.
3.     Shown pictures or video clips that illustrate typical local weather phenomena to the students so that all students can have some sense of what the weather phenomena look like in the real world. This should be for about 7 minutes.
Part 2: Brainstorming and presentation (30 minutes)
This part belongs to the "understanding and applying" levels of the Bloom's Taxonomy, which give the students chances to dig out why different types of weather phenomenon can be generated and how they affect people's daily activities in the real life, bringing out why weather forecast is important:
1.     Based on the discussion results of part 1, the teacher can give a definition of weather that is suitable for the students’ grade level.
2.     Split the students into groups of 3-4, if it hasn’t been done in part 1.
3.     Assign one specific weather phenomena to each group and ask the group to brainstorm on the cause of the weather phenomena and its impact on human society. To make it more fun, each group can be given a set of red stickers each representing a weather phenomenon, and several sets of green stickers representing basic factors such as air, water, heat and dust etc. A group of students can place the stickers on a piece of paper to associate green stickers with red stickers. The resulting graph made of stickers means the factors that may cause each weather phenomenon. The corresponding effect of a weather on human activities can be written somewhere on the same piece of paper. The brainstorming lasts for 10 minutes.
4.     The teacher can provide guidance to each group during the brainstorming by challenging their findings. The teacher can also guide the students to record down the result of brainstorming with papers and stickers.
5.     Towards the end of this session, a representative from each group will present their findings to the whole class with their paper and stickers. Each group can spend 3-5 minutes depending on the number of groups. Total time should be controlled within 20 minutes, including Q&A.
Part 3: Introduction to Weather Forecast (15 minutes)
This part prepares the students for the "analyzing and evaluating" levels of the Bloom's Taxonomy, by introducing existing weather forecast applications and tools to the students:
1.    Share with the students some natural phenomena people use for forecasting weather, such as different types of cloud in the sky, various animal behaviors etc. Some of them can be expressed with traditional proverbs. Ask the students about any weather related proverbs they heard of. Share some prepared proverbs to the whole class. The sharing lasts for about 5 minutes. Then transit from traditional ways of weather forecast to modern weather forecast methods based on scientific technologies. 
2.     Spend 5 minutes to explain the concept of weather forecast through displaying the content on the weather forecast web site to the student, including the main page, the satellite cloud image (possibly with animation), the country's precipitation map and the country's temperature map etc.
3.     Ask the students about any other channels they can see weather forecasts, such as mobile apps, TV channels etc. Ask them about the differences with respect to the content and representation of the information delivered among these weather forecast channels. The short discussion is about 5 minutes.
Homework:
There are two options for the homework of this lesson, emphasizing on different aspects of learning. The data collection and analysis homework guides a student to properly collect data, make observations and use analytic thinking to arrive at reasonable conclusions. The paint and report homework guides the student to perform survey or literature review on certain topic and express their ideas with graphical representation, and use analytic thinking to answer short questions.  
Option 1: Data collection and analysis homework.
A student can use the data sheet provided to record down specific weather related data. Based on the data accumulated for a period of time, the student can come up with arguments or verify a hypothesis that he/she obtained from external sources. Examples are as below:
1.     A cloud tracker. The student can choose a regular timeslot at the beginning of a day to observe the sky and tell the cloud data. Then the student can observe the weather during that day and record it down. This can be done for seven consecutive days. Or the student can choose those days when typical type of cloud appears in the sky. The expected result is that certain type of cloud precedes certain kinds of weather. But there is a chance that the result does not reflect any pattern at all. Then the student should be reminded that first of all, weather forecast is based on complicated scientific data collection and analysis which cannot be perfectly precise, and secondly the reliable weather patterns are found by the weather scientists through years of data from all over the world, which requires patience and hard work.
2.     A weather tracker. The student is required to watch and record down weather forecasted through TV or mobile app etc. for consecutive days. Then the student should record down the actual weather data for the same day, including temperature and rain etc. After the data are obtained, the student can compare the forecasted weather and the actual weather data to tell the difference between the two. The student will learn concepts like “error rate” and “precision” by the comparison and calculation. Furthermore, if the tracking of weather is during a specific season such as summer, the student can try to summarize certain characteristics of the weather in that season. Note that the summarized result can vary significantly depending on the location of the student.      
 Option 2: Paint and report homework. 
Provide a list of typical weather phenomena for the students to choose from. Each student will read related books or research online (with the help of parents if necessary), draw a picture of the weather phenomena reflecting what they have seen/known or with their imagination, and write a short report covering the following points:
Students can learn to create graphical presentation of concepts by drawing the picture, and they can polish their analytic thinking skills through research and literature review of a given topic.
For the two options above, the teacher can let each student choose which one he/she prefers to work on, or a lucky draw can be organized so that half of the students take the first option and the remaining half take the second one.
Followups:
After grading the homework submitted by the students, it is suggested that the work from all students to be publicly shared to the whole class in the following class sessions, so that students can exchange their ideas and findings and learn from each other.
 
References:

[1] https://en.wikipedia.org/wiki/Weather