In the early morning on campus, dewdrops on the leaves refract the sunlight, and a white device stands quietly in the corner of the playground — this is our school's Campus Weather Station.

The original intention of building the Campus Weather Station was to bring geographical knowledge out of textbooks. When children put thermometers into the Stevenson screen with their own hands, measure wind directions with wind vanes, and record rainfall with rain gauges, those abstract climate concepts instantly come to life.

The weather station is not just an observation tool, but also a cradle for cultivating scientific thinking. Students take turns conducting meteorological observations in groups, recording data and creating weather calendars. In the process of analyzing data, they may wonder: Why has the humidity been high for several consecutive days? Is it because the southeast monsoon has brought moisture? Why does the sunrise time in winter come later than in summer? These questions prompt children to actively consult materials, discuss and communicate, gradually mastering the scientific inquiry method of "observing — questioning — verifying". Some classes even integrate the weather station with Chinese lessons, describing weather changes in poetic language to make interdisciplinary learning natural and interesting.

Building a Campus Weather Station is not complicated. With several basic observation instruments, a data display board, and the patient guidance of teachers, a dynamic learning platform can be set up. It not only teaches children to understand the laws of weather changes but also cultivates their ability to observe the world and the courage to explore the unknown. When geographical knowledge turns into the wind vanes in children's hands, the data in their record books, and the inspiration during discussions, we truly achieve the essence of education — letting knowledge shine into reality and bringing learning back to life.