999 West Dundee Road
Wheeling, Illinois 60090

Phone: 847-537-8270

Superintendent: Dr. Michael Connolly

School Board & Administration



CCSD21 is a school district comprised of 13 schools across 6 different communities in the northwest suburbs of Chicago.



School District 21 prides itself on its Professional Learning Community and its rich tradition of professional collaboration, high levels of professional development, and family-like atmosphere. If you see the opportunity to work with colleagues in making a difference in the lives of students and families in a truly diverse setting, School District 21 seeks your application.

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Third Grade

Earth Science

Power Standards
  • Obtain and combine information (such as in tables and graphs) to draw conclusions about typical weather conditions expected during a particular season. (3-ESS2-1 and 3-ESS2-2) (Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.) 
  • Analyze and evaluate multiple design solutions that reduce the impact of a weather related hazard. (3-ESS3-1) (Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to flooding, wind-resistant roofs, and lightning rods.)

Critical Content

Concepts and Skills

* Power Standard Content

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. (3-ESS2-1)
  • * Climate describes a range of an area’s typical weather conditions and the extent to which those conditions vary over years. (3-ESS2-2)

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. (3-ESS3-1)

Critical Language (Science & Engineering Practices)

Language Usage

  • A student in third grade can demonstrate the ability to apply and comprehend critical language by obtaining and combining information from books and other reliable media to explain phenomena.


Content-Specific Vocabulary

  • Weather
  • Climate
  • Regions
  • Hazard/disaster
  • Flood
  • Blizzard
  • Tornado
  • Hurricane
  • Drought
  • Thunderstorm
  • Season
  • Natural
  • Meteorologist


Process-Specific Vocabulary

  • Observation
  • Patterns
  • Models
  • Typical
  • Solution
  • Data
  • Predict
  • Analyze


Concept-Based Connections

Essential Understandings

  • Patterns exist that allow us to predict climate and weather based on region and season.
  • People can design solutions for weather-related hazards if the climate of a region and season is understood.


Factual Guiding Questions

  • What are the stages of a water cycle?
  • What is a natural hazard?
  • How does weather change in one region throughout the year?
  • How is weather alike and different across different regions in the world?
  • What is the difference between weather and climate?


Conceptual Guiding Questions

  • How does the change in climate impact people?
  • How do scientists use weather patterns to predict weather?
  • What steps do people take to limit the impact of a natural hazard?
  • How do meteorologists get their information?


Engaging/Debatable Guiding Questions

  • Is the meteorologist always right?
  • What design solutions have had the greatest positive impact with weather-related hazards?
  • Should people be forced to build houses with disaster safety precautions?  (possible example: basements/storm shelters in Tornado Alley)