You will learn
- Name compass directions.
- Use a wind vane.
- Describe wind strength.
- Record wind in a table.
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.
- A wind vane points into the wind.
- Wind is named for where it comes from.
- We describe strength with simple signs.
Words to know
moving air
a tool that shows wind direction
north, south, east and west
a sudden short burst of wind
1. Discover: The weather vane
On the school roof stands a metal vane shaped like a cockerel. Today it points west. “The wind is blowing from the west,” says the teacher. “The vane points into the wind.”
Think: Where is the wind going?
2. Understand: Wind
Idea 1: Wind
Wind is moving air. We cannot see it but we see leaves move, flags fly and clouds drift.
Idea 2: Direction
A wind vane points into the wind. A wind from the west is called a westerly. Use a compass to find north, south, east and west.
Idea 3: Strength
We describe wind as calm (smoke goes straight up), light (leaves rustle), strong (branches sway) or very strong. A gust is a short sudden burst.
3. Worked examples
Example 1 (I show you): Name
Vane points west.
- Into wind.
- From west.
- Westerly.
Answer: The wind is from the west.
Example 2 (We do it together): Strength
Leaves rustle.
- Light.
- Breeze.
- Not strong.
Answer: Rustling leaves mean a light wind.
Example 3 (You try): Compass
Four points.
Show the steps and answer
- N, S, E, W.
- Find north.
- Use compass.
Answer: Use a compass to find directions.
Did you know?
Sailors for thousands of years used the wind’s direction to travel across oceans.
Why this matters
Wind direction helps sailors, farmers, kite flyers and weather forecasters.
4. Explore: Wind vane
Make a simple wind vane.
- Push a straw through a pin on a pencil.
- Add a paper arrow and tail.
- Mark N, S, E, W on a base.
- Observe outside.
Think about it: what did you notice?
What did you notice? The arrow 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 ___ shows direction.
- Wind is named for where it comes ___.
- A ___ is a sudden burst.
Guided practice
Question 1. What is wind?
Moving air.
Question 2. What shows direction?
Wind vane.
Question 3. What does vane point to?
Into the wind.
Independent practice
Level 1: Start
- What is wind?
- What shows direction?
- What does vane point to?
- What is a gust?
- How do we name wind?
Level 2: Grow
- Why use a compass?
- Why leaves rustle?
- Why does it matter to sailors?
Level 3: Stretch
- Make a vane.
- Record wind for a week.
- Explain a westerly.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which way does the wind blow in your area?
Show a sample answer
Local.
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: From the west.
Fix: It can.
8. Lesson summary and revision card
- I can name compass directions.
- I can use a wind vane.
- I can describe wind strength.
- I can record wind in a table.
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.
- A wind vane points into the wind.
- Wind is named for where it comes from.
- We describe strength with simple signs.
11. Next lesson
Next lesson: Weather records. 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 does a vane work? [3 marks]
- Describe four wind strengths. [3 marks]
- Name a westerly wind. [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Moving air [1]
- Points into wind [1]; shows direction [1]; compass [1]
- Calm [1]; light [1]; strong [1]
- From west [1]; vane points west [1]
- Any [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 wind?
- What shows direction?
- What does vane point to?
- What is a gust?
- How do we name wind?
- Why use a compass?
- Why leaves rustle?
- Why does it matter to sailors?
- Make a vane.
- Record wind for a week.
Homework
Watch a flag or leaves for ten minutes and note the wind direction and strength.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is wind? | Moving air. | 1 |
| 2. What shows direction? | Wind vane. | 1 |
| 3. What does vane point to? | Into the wind. | 1 |
| 4. What is a gust? | Sudden burst. | 1 |
| 5. How do we name wind? | Where it comes from. | 1 |
| 6. Why use a compass? | Know north. | 1 |
| 7. Why leaves rustle? | Wind moves them. | 1 |
| 8. Why does it matter to sailors? | Direction. | 1 |
| 9. Make a vane. | Model. | 1 |
| 10. Record wind for a week. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Moving air.; 2 Wind vane.; 3 Into the wind.; 4 Sudden burst.; 5 Where it comes from.. Level 2: 1 Know north.; 2 Wind moves them.; 3 Direction.. Level 3: 1 Model.; 2 Table.; 3 Statement..
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 Name compass directions | 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 a wind 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 |
| O3 Describe 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 |
| O4 Record wind in a table | 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: “A west wind blows towards the west.” From the west.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Find 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 builds a wind vane. You do not need to be an expert to help.
- Watch flags together.
- Ask, “Where is the wind from?”
- Stay in during storms.
- 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: name compass directions; use a wind vane; describe wind strength; record wind in a table.
Prerequisite knowledge. Grade 2 weather ideas: describing weather, the seasons, and how weather affects daily life.
Materials. Straws, pins, pencils, paper, compass. 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. Prepare vane kits.
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). Ask, “Which way is the 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 way is the wind from? 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. “A west wind blows towards the west.” From the west.
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. Find 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 3 Unit 8, topic 4; Next Generation Science Standards, weather and climate; Cambridge Primary Science Stage 3, Earth and space; IB Primary Years Programme, how the world works. These sources informed the lesson.