You will learn
- Describe wind over several days.
- Use signs of wind strength.
- Record wind direction.
- Link wind to weather.
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 changes from day to day.
- Wind often changes before rain.
- We describe strength and direction.
- Strong winds can be dangerous.
Words to know
a gentle wind
a very strong wind
no wind
weather with strong wind and rain
1. Discover: The windy week
All week, Class 2 records the wind. Monday is calm. Wednesday has a breeze from the west. On Friday the wind gets strong and the sky darkens. Soon rain falls. “The wind changed before the storm,” says Koby.
Think: What happened to the wind before the rain?
2. Understand: Wind patterns
Idea 1: Wind through the week
Wind can be calm, a breeze or a strong wind. A gale is very strong. It changes through the day and week.
Idea 2: Wind and weather
A change in wind often comes before rain. A storm has strong wind, dark clouds and heavy rain. We stay safe indoors.
Idea 3: Recording
We write the direction (from where) and strength on a chart. We look at the pattern over days.
3. Worked examples
Example 1 (I show you): Strength
Trees swaying.
- Branches move.
- Moderate.
- Breeze.
Answer: Swaying branches mean a breeze.
Example 2 (We do it together): Weather link
Wind rising, sky dark.
- Storm coming.
- Rain soon.
- Stay indoors.
Answer: Rising wind may mean rain.
Example 3 (You try): Record
Friday: strong from west.
Show the steps and answer
- Direction: west.
- Strength: strong.
- Record.
Answer: Record both.
Did you know?
Hurricanes can have winds over 250 kilometres per hour, strong enough to lift roofs.
Why this matters
Wind records help sailors, pilots and farmers plan.
4. Explore: Wind chart
Record wind direction and strength for five days.
- Use a wind vane or flag.
- Look at leaves.
- Fill in a chart.
- Look for a change before rain.
Think about it: what did you notice?
What did you notice? Wind often changed before rain.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ is a gentle wind.
- A ___ is very strong.
- Wind changes before ___.
- In storms we stay ___.
Guided practice
Question 1. What is a breeze?
Gentle wind.
Question 2. What is a gale?
Very strong wind.
Question 3. What is calm?
No wind.
Independent practice
Level 1: Start
- What is a breeze?
- What is a gale?
- What is calm?
- What is a storm?
- Where do we stay in storms?
Level 2: Grow
- Why watch wind?
- Why avoid trees in storms?
- How record wind?
Level 3: Stretch
- Fill a wind chart.
- Describe a windy day.
- Draw a storm.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
What winds happen near you?
Show a sample answer
Harmattan or sea breeze.
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 changes.
Fix: They are dangerous.
8. Lesson summary and revision card
- I can describe wind over several days.
- I can use signs of wind strength.
- I can record wind direction.
- I can link wind to weather.
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 changes from day to day.
- Wind often changes before rain.
- We describe strength and direction.
- Strong winds can be dangerous.
11. Next lesson
Next lesson: Clouds. 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.
- Name three wind types. [3 marks]
- Link wind and rain. [2 marks]
- Record wind. [2 marks]
- Safety in storms? [2 marks]
- Find a pattern. [1 mark]
Total: 10 marks.
Marking guide and model answers
- Calm [1]; breeze [1]; gale [1]
- Changes before rain [1]; storm [1]
- Direction [1]; strength [1]
- Indoors [1]; away from trees [1]
- Describe change [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a breeze?
- What is a gale?
- What is calm?
- What is a storm?
- Where do we stay in storms?
- Why watch wind?
- Why avoid trees in storms?
- How record wind?
- Fill a wind chart.
- Describe a windy day.
Homework
Watch the wind for three days. Record and describe the change.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a breeze? | Gentle wind. | 1 |
| 2. What is a gale? | Very strong wind. | 1 |
| 3. What is calm? | No wind. | 1 |
| 4. What is a storm? | Strong wind and rain. | 1 |
| 5. Where do we stay in storms? | Indoors. | 1 |
| 6. Why watch wind? | Predict rain. | 1 |
| 7. Why avoid trees in storms? | Branches fall. | 1 |
| 8. How record wind? | Direction and strength. | 1 |
| 9. Fill a wind chart. | Chart. | 1 |
| 10. Describe a windy day. | Sentences. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Gentle wind.; 2 Very strong wind.; 3 No wind.; 4 Strong wind and rain.; 5 Indoors.. Level 2: 1 Predict rain.; 2 Branches fall.; 3 Direction and strength.. Level 3: 1 Chart.; 2 Sentences.; 3 Picture..
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 Describe wind over several days | 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 Use signs of wind strength | 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 Record wind direction | 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 Link wind to weather | 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 never changes.” It changes.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Record wind for three days and say what pattern you see.
- 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 records wind patterns. You do not need to be an expert to help.
- Watch the wind together.
- Ask, “Which direction?”
- Keep a chart.
- 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: describe wind over several days; use signs of wind strength; record wind direction; link wind to weather.
Prerequisite knowledge. Grade 1 ideas: weather and the sky, describing weather and dressing for weather.
Materials. Wind vane, flags, chart paper and pencils. 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. Set up a wind vane or flag. Prepare charts.
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 patterns.
Guided activity (10 min). Learners record.
Independent activity (10 min). Learners find patterns.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the wind like? Is rain coming?
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 never changes.” It changes.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Record wind for three days and say what pattern you see. 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 8, topic 4; Next Generation Science Standards, Earth systems and weather patterns (K-ESS2, 3-ESS2 foundations); Cambridge Primary Science Stage 2, Earth and atmosphere; IB Primary Years Programme, how the world works. These sources informed the lesson.