"Viewing the clouds and measuring the sky, exploring the mysteries of the atmosphere, and cultivating scientific skills. I used to be the head of the middle school meteorological station!" said Zheng Guoguang, director of the China Meteorological Administration, reminding all teachers involved in campus weather stations. Today, over 1,000 campus weather stations have been established nationwide, with more than 80% of them actively conducting science education activities. Approximately 673,000 people have gained knowledge about meteorology through these stations. Cutting from the books in the classroom, students at Da Motan Primary School in Chongqing’s Beibei District are learning about weather patterns, such as "What kind of clouds indicate rain?" or "Is it safe to stay indoors during thunderstorms?" These questions come from their meteorological science curriculum, which is designed to teach children about weather phenomena. Since geography became a formal subject in Chinese schools in 1901, meteorology has been included in geography textbooks. However, it has not been systematically taught. Song Yingjie, a well-known meteorologist, once said he only received formal meteorological education at university. If meteorological knowledge were introduced early in primary and secondary schools, children's awareness of disaster prevention could be significantly improved. Da Motan Primary School, located in a rural area, has limited resources to take students to other weather stations. Counselor Luo Xianqiang expressed some regret but emphasized the importance of the course: "Not all knowledge is immediately useful, but we must teach it. One day, it might save a child’s life during a meteorological disaster." Academician Chen Lianshou noted that subjects like math, physics, and biology are all related to meteorology, and its study should begin in childhood. Today, many schools are integrating weather education into their curricula. For example, in Anhui, fifth-grade students use a textbook on meteorological disaster prevention, while in Wenzhou, Zhejiang, the China Meteorological Administration has developed a formal meteorological textbook for primary schools. Extending from the louvers, students like Zhong Youshi, a fourth-grader at Da Motan, observe the sky daily, estimating cloud cover and temperature. Initially, many weather stations had simple tools—like using paper on bamboo poles to measure wind direction or hair hygrometers made from students’ hair. Over time, these stations evolved into modern observation sites, expanding students’ horizons and sparking interest in meteorology. Parents and educators support these efforts. Ms. Zhang from Beibei District said she always encourages her child’s observations. Many former students have gone on to become meteorologists, like Wan Min, who now works at the Beibei Meteorological Bureau. Starting from small signs, like ants moving home, students learn to interpret weather patterns. Teacher Luo Xianqiang recalls being impressed by his students’ insights. In the 1930s, weather stations were introduced as part of extracurricular activities, helping farmers and local communities. Children also conduct research projects, such as Wang Fang’s study on how temperature affects impatiens growth, or Yang Jiayi’s comparison of temperatures between Karamay and Urumqi. These experiences foster scientific thinking and responsibility. Radiating from family to society, students can make a real impact. A British boy once saved lives during a tsunami by recognizing warning signs. At Da Motan, Lu Jiaxin noticed a fish-hook cloud and warned his grandmother, who then prepared for the rain. Students at the Beijing Institute of Technology-affiliated school launched environmental initiatives after observing climate changes. As Shao Hong explained, children’s awareness can influence adults to care more about the environment. Despite over 1,000 campus weather stations, they still represent a small percentage of schools. Meteorologists hope to expand this initiative, making meteorological education more accessible and integrating it into broader climate and disaster education. Campus weather stations may start with small observations, but their impact is far-reaching, shaping future scientists and informed citizens.

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