Introducing concepts through an integrated science, technology, engineering and mathematics (STEM) approach can promote interest and motivation (Bennett, Lubben and Hogarth, 2007; Bybee, 2010). However, implementing such an approach effectively in a classroom setting, with relevant links, is a challenging task. Some concepts lend themselves more to the STEM framework than others, so it is important to determine those situations that work best, without making forced links, in order to develop a quality STEM-based lesson. One important aspect of daily life that fits extremely well into an integrated STEM approach is weather. This context allows science (formation of weather events), technology (technological tools used in weather forecasting), engineering (meteorological engineering), and mathematics (creating data tables and drawing graphs) to be easily integrated and has been successfully used with fourth-grade students (10-year-olds) in a public elementary school in Turkey. In this article Assistant Professor Gokhan Serin describes the STEM-based lesson plan and concludes that using the weather as a focus provides an authentic task that yields an amazing lesson for students. The students engaged with data from their environment and had a chance to use their scientific process skills in a context that provided purpose.