You will learn
- Say what wind is.
- Describe wind strength with signs.
- Find wind direction with a vane.
- Record wind observations.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Wind is moving air.
- Wind has strength and direction.
- A wind vane shows direction.
- We can describe wind with signs.
Words to know
air moving across the ground
a tool that shows wind direction
the way the wind blows from
a short strong burst of wind
1. Discover: The wind vane
At the school gate, a metal arrow turns slowly to point to the east. “The wind is blowing from the east,” says Mr Asare. The class notes leaves moving, then a small gust that lifts dust. “Today’s wind is a light wind,” he says.
Think: How can we tell wind strength?
2. Understand: Observing wind
Idea 1: What is wind?
Wind is air moving across the ground. It can be gentle, strong or a short gust.
Idea 2: Strength
We judge wind strength by what it does: smoke goes straight (calm), leaves rustle (light), small branches move (moderate), trees bend (strong).
Idea 3: Direction
A wind vane points into the wind. We say the wind blows from that direction. A west wind blows from the west.
3. Worked examples
Example 1 (I show you): Strength
Leaves rustle.
- Leaves move.
- Branches still.
- Light wind.
Answer: A light wind makes leaves rustle.
Example 2 (We do it together): Direction
Vane points east.
- Points into wind.
- Wind from east.
- Say from.
Answer: The wind blows from the east.
Example 3 (You try): Gust
A burst lifts dust.
Show the steps and answer
- Short.
- Strong.
- Gust.
Answer: A gust is a short strong burst.
Did you know?
The Beaufort scale, invented in 1805, describes wind strength using what you can see on land and sea.
Why this matters
Knowing wind helps farmers, sailors, pilots and builders.
4. Explore: Make a wind vane
Make a simple vane from a straw and pin.
- Cut an arrow tail and head.
- Fix to a straw with an adult.
- Mount on a pencil.
- Check direction outside.
Think about it: what did you notice?
What did you notice? The vane pointed into the wind.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Wind is ___ air.
- A wind vane shows ___.
- A ___ is a short strong burst.
- The wind blows ___ a direction.
Guided practice
Question 1. What is wind?
Moving air.
Question 2. What shows direction?
A wind vane.
Question 3. What is a gust?
A short strong burst.
Independent practice
Level 1: Start
- What is wind?
- What shows direction?
- What is a gust?
- Name a sign of light wind.
- What is the direction?
Level 2: Grow
- Why does a vane point into the wind?
- What shows strong wind?
- Why record wind?
Level 3: Stretch
- Make and use a wind vane.
- Describe wind with signs.
- Draw wind strength scale.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What is the wind like today?
Show a sample answer
Light or strong.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: It blows from it.
Fix: It changes.
8. Lesson summary and revision card
- I can say what wind is.
- I can describe wind strength with signs.
- I can find wind direction with a vane.
- I can record wind observations.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Wind is moving air.
- Wind has strength and direction.
- A wind vane shows direction.
- We can describe wind with signs.
11. Next lesson
Next lesson: What is water?. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is wind? [1 mark]
- How do we find direction? [2 marks]
- Name two wind signs. [2 marks]
- What is a gust? [1 mark]
- Safety rule? [1 mark]
Total: 7 marks.
Marking guide and model answers
- Moving air [1]
- Wind vane [1]; points into wind [1]
- Any two [1 each]
- Short strong burst [1]
- Do not look at the Sun [1]
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- What is wind?
- What shows direction?
- What is a gust?
- Name a sign of light wind.
- What is the direction?
- Why does a vane point into the wind?
- What shows strong wind?
- Why record wind?
- Make and use a wind vane.
- Describe wind with signs.
Homework
Check the wind each day for a week. Record direction and strength.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is wind? | Moving air. | 1 |
| 2. What shows direction? | A wind vane. | 1 |
| 3. What is a gust? | A short strong burst. | 1 |
| 4. Name a sign of light wind. | Rustling leaves. | 1 |
| 5. What is the direction? | Where it blows from. | 1 |
| 6. Why does a vane point into the wind? | Tail pushed away. | 1 |
| 7. What shows strong wind? | Trees bend. | 1 |
| 8. Why record wind? | To compare days. | 1 |
| 9. Make and use a wind vane. | Record. | 1 |
| 10. Describe wind with signs. | List signs. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Moving air.; 2 A wind vane.; 3 A short strong burst.; 4 Rustling leaves.; 5 Where it blows from.. Level 2: 1 Tail pushed away.; 2 Trees bend.; 3 To compare days.. Level 3: 1 Record.; 2 List signs.; 3 Four levels..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Say what wind is | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Describe wind strength with signs | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Find wind direction with a vane | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Record wind observations | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Wind blows to the direction it names.” It blows from it.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Describe wind direction and strength.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child observes wind. You do not need to be an expert to help.
- Observe wind with leaves and flags.
- Ask, “How strong?”
- Draw a vane.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: say what wind is; describe wind strength with signs; find wind direction with a vane; record wind observations.
Prerequisite knowledge. Grade 1 ideas: weather and the sky, water around us and keeping our environment clean.
Materials. Straws, pins (adult), card, pencils with erasers and compass directions. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Pre-cut card tails. Mark compass directions on the ground.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Go outside and ask, “Is there wind?”
Explanation (10 min). Teach wind.
Guided activity (10 min). Learners build vanes.
Independent activity (10 min). Learners record.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which direction? How strong?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Wind blows to the direction it names.” It blows from it.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 7-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Describe wind direction and strength. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 2 Unit 7, topic 4; Next Generation Science Standards, structure and properties of matter and Earth systems (2-ESS2 water on Earth); Cambridge Primary Science Stage 2, materials and Earth; IB Primary Years Programme, how the world works. These sources informed the lesson.