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3.1 Strand

Weather is a minute-by-minute, day-by-day variation of the atmosphere’s condition on a local scale. Scientists record patterns of weather across different times and areas so that they can make weather forecasts. Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over a long period of time. A variety of weather-related hazards result from natural processes. While humans cannot eliminate natural hazards, they can take steps to reduce their impact.
STORYLINE: 3.1.1 & 3.1.2 Weather Patterns
Anchor 1

Standard(s) 3.1.1: Analyze and interpret data to reveal patterns that indicate typical weather conditions expected during a particular season. Emphasize students gathering data in a variety of ways and representing data in tables and graphs. Examples of data could include temperature, precipitation, or wind speed. (ESS2.D)

Standard(s) 3.1.2: Obtain and communicate information to describe climate patterns in different regions of the world. Emphasize how climate patterns can be used to predict typical weather conditions. Examples of climate patterns could be average seasonal temperature and average seasonal precipitation. (ESS2.D)


Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. 

  • Analyze and interpret data to make sense of phenomena using logical reasoning.

Obtain, evaluate, and communicate information in K–2 builds on prior experiences and uses observations and texts to communicate new information. 

  • Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world.

Disciplinary Core Ideas

ESS2.D: Weather and Climate 

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.

Cross Cutting Concepts

Patterns can be used as evidence to support an explanation.

Phenomena Statement

Snow in June is an unexpected weather event.

Storyline Narrative

Weather conditions follow a predictable pattern during specific seasons of the year. Weather has a different pattern in each season. Scientists collect data to predict the typical weather patterns for each season.  Students can graph weather data to find climate patterns.

Anchor 2
STORYLINE: 3.1.3: Weather-related Hazards

Standard(s) 3.1.3: Design a solution that reduces the effects of a weather-related hazard. Define the problem, identify criteria and constraints, develop possible solutions, analyze data from testing solutions, and propose modifications for optimizing a solution. Examples could include barriers to prevent flooding or wind-resistant roofs. (ESS3.B, ETS1.A, ETS1.B, ETS1.C)


Constructing Explanations and Designing Solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. 

∙ Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.

Disciplinary Core Ideas

ESS3.B: Natural Hazards

A variety of natural hazards result from natural processes. Humans cannot eliminate natural hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea is also addressed by 4- ESS3-2.)

Cross Cutting Concepts

Cause and Effect relationships are routinely identified, tested, and used to explain change.

Storyline Narrative

A current increase in hurricane storms provide a real-world example of weather phenomena.  Video clips or photos of severe damage to homes and other structures are shown to students.  Students will define the problem and causes of why some houses are damaged while others are not.  They should obtain information and explore how wind affects different materials using the box fan.  Then students will design and build a house that can withstand the wind without being affected.

Phenomena Statement

Hurricanes can cause extreme damage to structures that are not built to withstand the wind.

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