1. science
2. weather

Lesson: Exploring Weather Patterns
Grade Level:
K, 2
Content Area:
Earth Science
Core Areas:
Exploring Weather Patterns, Weather
Lesson Overview:
Students will learn about the weather. They will collect and analyze data to
observe weather patterns through the seasons. They will learn about the wind and the effects of
wind on objects. They will study severe weather and discuss solutions to problems severe weather
causes. They will also research and present information about safety precautions necessary during
severe weather.
2005 Standards Correlation:
Grade K Seasonal Changes
Standard K-4: The student will demonstrate an understanding of seasonal weather changes. (Earth
Science)
Indicators:
K-4.1 Identify weather changes that occur from day to day.
K-4.2 Compare the weather patterns that occur from season to season.
K-4.3 Summarize ways that the seasons affect plants and animals.
Grade 2 Weather
Standard 2-3: The student will demonstrate an understanding of daily and seasonal weather
conditions. (Earth Science)
Indicators:
2-3.1 Explain the effects of moving air as it interacts with objects.
2-3.2 Recall weather terminology (including temperature, wind direction, wind speed, and
precipitation as rain, snow, sleet, and hail).
2-3.3 Illustrate the weather conditions of different seasons.
2-3.4 Carry out procedures to measure and record daily weather conditions (including
temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind
direction as measured with a windsock or wind vane).
2-3.5 Use pictorial weather symbols to record observable sky conditions.
2-3.6 Identify safety precautions that one should take during severe weather conditions.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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2014 Standards Correlation:
Grade K Earth Science: Exploring Weather Patterns
K.E.3A. Conceptual Understanding: Weather is a combination of sunlight, wind, snow or rain,
and temperature in a particular region at a particular time. Scientists measure weather conditions to
describe and record the weather and to notice patters over time. Plants and animals (including
humans) respond to different weather conditions in different ways.
Performance indicators: Students who demonstrate this understanding can:
Standard K.E.3.A.1: Analyze and interpret local weather condition data (including precipitation,
wind, temperature, and cloud cover) to describe weather patterns that occur from day to day, using
simple graphs and pictorial weather symbols.
Standard K.E.3.A.2: Develop and use models to predict seasonal weather patterns and changes.
Standard K.E.3.A.3: Obtain and communicate information to support claims about how changes in
seasons affect plants and animals.
Standard K.E.3.A.4: Define problems caused by the effects of weather on human activities and
design solutions or devices to solve the problem.
Grade 2 Earth Science: Weather
K.E.3A. Conceptual Understanding: Weather is a combination of sunlight, wind, precipitation
(rain, sleet, snow, and hail), and temperature in a particular region at a particular time. Scientists
measure and record these conditions to describe the weather and to identify patterns over time.
Weather scientists (meteorologists) forecast severe weather so that communities can prepare for and
respond to these events.
Performance indicators: Students who demonstrate this understanding can:
Standard 2.E.2.A.1: Analyze and interpret data from observations and measurements to describe
local weather conditions (including temperature, wind, and forms of precipitation).
Standard 2.E.2.A.2: Analyze local weather data to predict daily and seasonal patterns over time.
Standard 2.E.2.A.3: Develop and use models to describe and compare the effects of wind (moving
air) on objects.
Standard 2.E.2.A.4: Obtain and communicate information about severe weather conditions to
explain why certain safety precautions are necessary.
Materials:
Weather data collection tools (for class use)
Outdoor thermometer (color coded)
Self-adhesive white dots (one for each day of the school year)
1” strips of black construction paper (about 20)
Wind Investigation Worksheet (One per student)
Wind Investigation Materials (One set per pair of students)
Packing peanut, tissue, pencil, die, paper clip, feather, button
Rulers (One per pair of students)
Poster board or chart paper, Markers
Computers
Paint Pans (one per group of 4-6 students)
Soil
Models of houses, cars, etc.
Watering can
Fabric, Stones, Sand, Popsicle Sticks, Cardboard scraps, Pipe cleaners, etc.
Desktop fan
Ping pong ball, feather, cotton ball, and block (or similar items) attached to string
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Procedures:
1. Introduction- What is weather? Ask students the question, “What is weather?” Allow for several
minutes of responses. “Why is it important to know and predict the weather?”
2. Make a circle map. Ask students to name as many weather words as they can think of. Record
them all in the circle map. Save for later.
3. Daily Weather Data Procedures:
a. Weather – At the beginning of the year, teach children the procedures you will use to observe
and record weather conditions. Collect this data at about the same time every day. There are
many methods you can use to record the data. A simple one is to use laminated weather cards to
make a tally graph every day for a month. At the end of the month, count the tallies and convert
the information to a bar graph to save. Refer to these bar graphs at the end of every month and
look for patterns in weather conditions. You can compile the monthly bar graphs into a book, or
display them all on a wall if you have the room. Just be sure to revisit them each month to
analyze the information you have been collecting.
b. Temperature – To collect information on the temperature (especially for younger students),
use a color-coded thermometer. Modify an outdoor thermometer with a set of permanent
markers. Color the thermometer as follows:
Red – 100+ degrees
Orange – 80 – 100 degrees
Yellow – 60 – 80 degrees
Green – 40 – 60 degrees
Blue – 20- 40 degrees
Purple – 0 – 20 degrees
White – Below 0 degrees
At about the same time every day, the class meteorologist will hang the thermometer in a
designated place outside (you can leave it outside, but the colors will fade and you will have to
recolor it often). After about 20-30 minutes, the student will read the thermometer to tell you
what “range” (color) the temperature is in. The student will then get a self-adhesive white dot
and write the date on it. Then the dot will be colored (with a crayon) the color that represents
the temperature of the day. The dot will be placed at the top of the black strip of construction
paper that is hanging in your calendar area. Allow lots of room for this item, as it will grow very
long as the year goes by.
Once a month, at the end of each month, have the class count the number of dots of each color
and create a graph. Over time, students will notice that at the beginning of the school year there
were many red, orange, and yellow dots; but as the year went by, the dots were more often
green, blue, or even purple or white. Then toward the end of the year, there were more orange
and red again. Point these changes out several times during the school year. Have the children
look for changes in the pattern.
4. Weather activities – 5K Standards
The Wind - Ask the following questions to start a discussion: What is wind? (moving air) What is
air? Where is air? How can the wind be a good thing? What can wind move? What would happen if
there was no wind?
Turn on a fan at the front of the room. Hold various objects in front of the fan (either attached to
string, or objects that can be let go without damage) and have children make observations. (Heavier
objects don’t move as much, lighter objects blow far away, the moving air makes the objects move,
etc.)
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Say, “Today we want to learn more about the wind. I am wondering what kinds of things the wind
can move and how much wind it takes to move certain objects. I want to find out if some objects
move more easily than others.” Show children the objects you are going to test: packing peanut,
tissue, pencil, die, paper clip, feather, and button. Ask the children to help you think of a way to test
how much wind it would take to move each of these objects. Accept all reasonable suggestions, but
guide children to discover that they can use their own wind (blowing air) to move the objects. The
students will first make predictions, then test each object to see how many puffs of air it takes to
move each of the objects 12 inches. They will work with a partner, but each student will get to test
each object and record the findings on his or her own worksheet. Remind students to try to use a
breath of the same force every time to keep the experiment constant. Give children the materials,
have them conduct the experiment, and then let them report their findings back to the group.
What did you learn from this experiment? Based on what you learned, would it take more wind to
move a ________ or a _________. (Fill in the blank with different objects like leaf or stick, piece of
paper or pencil, basketball or block, etc.) Why?
Read: W is for Wind – a weather alphabet by Pat Michaels to the class. You might want to read a
few pages each day, as this book is full of information about all aspects of weather.
Severe weather study – Ask students: “Can anyone think of any kind of weather that can be
dangerous?” Allow students to share as many as they can think of. Discuss what aspects of these
weather conditions are dangerous (Example: Tornadoes – High Wind, Hurricanes – High Wind &
Flooding, etc.).
Ask the students to consider flooding for a moment. Discuss what it means to have a flood and
show pictures of flooding conditions. Ask the students to think about homes that are near the ocean
or a river and consider what might happen if the waves came up too high or the river rose too
quickly. After the students have discussed it, tell them that they are going to become engineers to
help solve problems associated with flooding. (This activity will work best with 5K if you can have
an adult to help each group through the process. However, remind adults to let the children do the
thinking and the work.) Show them a model of a home (optional - also include models of trees,
plants, and animals). Start by sprinkling water from a watering can on the model. Have the students
observe what happens. (Some soil should wash away, which can lead to a discussion about erosion.)
Then, add a larger amount of water from the watering can over the area and have the students
observe what happens. (The house should be moved or water should rise up such that the house is
flooded. Trees, plants and animals should be washed away.) Explain that students are going to be
engineers and will decide where they should build a house on their model of a parcel of land to
minimize flood damage to their home in case of excessive rain. Tell them that they need to work in
their small groups to come up with a way to prevent damage to the homes and the people. Divide
students into small groups and have them discuss different ways they can prevent damage. Tell them
they have two minutes to brainstorm ideas with their group. After two minutes, tell students you
have some supplies that they can use. Tell the students that they can walk over to the table to see
what supplies you have available. After they see the supplies, give them one more minute to
brainstorm what they will do. Students should sketch the idea that they will try.
Send students to gather supplies they would like to use. Also give students a paint pan, soil, and
a model of a house to use for their project. Allow students to work together to build their solution.
Allow them to present their ideas to the class and explain what they did and why. After the
presentations, test the designs to see if they help keep flooding away from the homes. Allow
children a chance to revise their designs and test them again, if necessary. Students should be
encouraged to express to the adult or to the group of students what worked, what did not work,
what could be changed to make it work, and what they learned.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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5. Weather activities – 2nd grade Standards
Severe weather study – Ask students to share what they already know about severe weather. Ask
them to name different kinds of severe weather and what kinds of problems result. Tell students
that they are going to work in groups to become experts on one kind of severe weather and then
teach the rest of the class what they learned. If possible, have all of the children visit the following
website during a visit to your school’s computer lab (or have them work one or two groups at a time
on your classroom computers): http://www.weatherwizkids.com/weather-safety.htm
There are 13 different severe events (although earthquakes, wildfires, and volcanoes are not true
weather events). You can visit the site ahead of time and choose the ones you think are most
important. (In SC, Tsunamis, Volcanoes, and Avalanches are not of concern, so you can leave those
out if you’d like, or you can include them.) Divide the children equally between the number of
severe events you chose for your class and assign one to each group. Tell the students to read the
information that was provided on this website (and other sites if you so choose) and take notes.
Have them create a poster to teach the class about the type of severe weather and what kinds of
safety precautions are necessary for each. Have the students present their information to the class.
Read: What Will the Weather Be? By Lynda DeWitt to students. Discuss weather forecasting and
why it is important.
6. Conclusion – Revisit Circle Map made at the beginning of the lesson. Ask students to suggest any
new weather words or concepts they learned through the lesson. Add them to the chart and display
for children to refer to.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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7E Procedures for Weather Lesson:
7E
Engage
Procedures
Questions about Weather
Elicit
Make a circle map. Ask students to think of all the
weather words they know. Save map for later.
Explore
1. Set up and explain daily weather data collection
procedures.
2. The Wind - Have students complete the wind
experiment. Discuss their findings as a class.
Explain
Read the book, “What Will the Weather Be?” to the
students. This book has lots of good information about
weather and predicting the weather.
SEPs
CCCs
Elaborate 3. Severe Weather Study – 5K – Students will discuss
severe weather and plan the building of a home to
prevent flood damage. They will work in small groups
and presents their findings to the class.
Evaluate
Extend
4. Severe Weather Study – 2nd Grade – Students will
work with partners to become experts on a certain type
of severe weather and create a poster to tell about the
type of weather and safety precautions to be taken
during this type of severe weather. They will present
their findings to the class.
Revisit the Circle Map made earlier. Remove any “nonweather” words (if there are any). Have students add
new words or phrases that they have learned from the
activities.
1. Kites – have students explore the wind with kites.
Have parents come in to help with this activity.
2. Graph weather data on a computer using a program
such as “Graph Club.”
3. Invite a meteorologist to come in and talk to your
class, or take them to a news station for a field trip.
4. Make a Four-Seasons collage. Have a blank tree for
each of the seasons and have students add leaves
and/or flowers appropriately for each season.
5. Have students design and create rain gauges. Have
them collect data from their gauges and compare it to
an official gauge, and/or data from the local weather
bureau.
6. Invent things to help solve problems associated with
the effects of weather on human activities.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Post Activities and Interdisciplinary Connection
Science
1. Have students explore wind using kites. It is best to have many kites (at least one for each pair
of students). Enlist parents’ help to obtain, assemble, and help fly the kites. Discuss problems
and successes students have with the activity and what they could possibly change to have a
better outcome. Repeat if possible with any changes students have suggested. You could even
have students design and build their own kites!
2. Invite a Weather Scientist (Meteorologist) to visit your class. He or she will share information
about the job and the weather. Students will also have a chance to ask questions. You could also
take your class on a tour of a local television studio and meet the meteorologist there.
3. Have students design and create rain gauges. They can use various materials such as cups,
bottles, aluminum pans, etc. Have them make markings on the side to measure the rainfall. After
a rainfall, have each group collect data from their gauge. Compare it to an official gauge that you
provide, or from local weather data. Discuss differences in measurements, if any. Allow students
to modify their designs, if necessary. Continue to collect data after every rain.
4. Ask children to think of times that the weather has interrupted their plans for something special.
(Examples – rain during an outdoor birthday party or picnic, storms at the beach, windy day at a
picnic, etc.) If children have a hard time thinking of anything, offer them a suggestion from your
experience. (I was at a picnic and it started to rain. We had to cancel the picnic.) After children
have shared their stories ask them to think of their example and see if they can think of a way
they could have continued their event despite the weather. (Remind children that all outdoor
events MUST stop in case of a thunderstorm, tornado, etc. and children should go inside where
it is safe.) Tell children they are going to become engineers to solve problems of weather
interfering with human activities. Group children together who shared similar stories and have
them work on their problem together. Start by having them draw their ideas on paper. Have
them choose one device from their drawings to create. Ask them to present to you a list of
supplies they will need to create their invention.
Provide supplies if they are reasonable. (Examples include plastic wrap or cheap plastic
tablecloths, Popsicle sticks, wax paper, foil, pipe cleaners, paper bags, cardboard, etc. Blocks and
other toys can be used to simulate the event.) Have children make a model of their invention.
Have them present their inventions to the class and describe how they will help solve the
problem. Test the devices using a watering can to simulate rain, or a fan to simulate wind.
Students can then modify their inventions and test them again. Students should be encouraged
to express to the adult or to the group of students what worked, what did not work, what could
be changed to make it work, and what they learned.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Mathematics
1. Graph weather data on a computer using a program such as “Graph Club.”
Language Arts
1. Write weather stories.
2. Read weather poetry.
3. Read weather books to children:
Abbie Against the Storm by Marcia Vaughan ISBN # 0439390850
The Magic School Bus Weathers the Storm by Kristin Earhart ISBN# 0545086035
Storm is Coming by Heather Tekavec ISBN# 9780142400708
The Cloud Book by Tomie DePaola ISBN# 0823405311
Cloudy With a Chance of Meatballs by Judi Barrett ISBN# 0590303848
Pickles to Pittsburgh by Judi Barrett ISBN# 0439202248
W is for Wind – A Weather Alphabet by Pat Michaels ISBN#1585363308
Art
1. Have students create Four-Seasons collages. Provide a sketch of a bare tree for each of the
seasons and have children add leaves, flowers, fruit, etc. to the pictures as appropriate. They can
also add snow in the Winter, and green grass in the Spring and Summer.
2. Make weather posters, depicting different types of weather.
3. Make a map of the school to show severe weather report stations.
4. Create weather pictures for the various kinds of weather. Showcase the pictures on days when
that type of weather is occurring.
Copyright © 2014 by the Board of Trustees of the University of South Carolina
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Temperature graph for
___________________________________
(month)
White
Purple
Blue
Green
Yellow
Orange
Red
Weather Graph for
_________________________
(Month)
Sunny
Cloudy
Rainy
Snowy
Partly cloudy
Foggy
Name________________________________________
Wind Investigation
How many puffs of air will it take to move each
object 12 inches?
Object
Packing Peanut
Tissue
Pencil
Die
Paper clip
Feather
Button Air Puffs
Prediction
Air Puffs
Result
Observations
Sunny
Rainy
Cloudy
Snowy
Partly Cloudy
Foggy