Presented by: Cantrell Carnes

ECED 512: Dr. Barnes, James Madison University

Date: March 27, 2017
A. Title: Weather Measuring Wind

B. Context of Activity: In second grade, students explore the importance of measuring,

recording, and interpreting weather data. It is developmentally appropriate for students to
have opportunities to explore with weather instruments such as the rain gauge,
anemometer, weather vane, barometer, and thermometer to construct an understanding of
how to measure different weather phenomenon. In this lesson, students will create an
anemometer and weather vane and use them to measure wind speed and direction.
Inspiration for this lesson came from the Virginia Science Standards of Learning
Curriculum Framework and ESS sample lesson plans.

C. Learning Objectives Know/Understand/Do:

Understand Meteorologists use
tools to measure different weather
phenomenon such as wind speed
and direction, precipitation
amounts, air pressure, and
temperature.
Know Wind is air moving.
It is important to measure wind
because it blows weather (which
includes storms) into the area in
which we live.
Do Create a tool for measuring
wind speed (anemometer).
Create a tool for measuring wind
direction (weather vane).

A wind sock is a tool which can An anemometer is used to measure

be used to observe wind speed wind speed.
and direction.
A weather vane is used to measure
wind direction.

D. Assessing Learning:
I will observe as they create their wind measuring tools and listen to their discussion.
I will expect to hear them use the words: wind speed, wind direction,
anemometer, weather vane, weather prediction, and storms as they build their
weather instruments.
After they have completed they will give a demonstration of how the tool works and
explain it to their classmates. I will create a data sheet to record their observations and
demonstration. I will expect the teams to answer the following questions to indicate
understanding of the weather instrument:
1. What does your instrument measure?
a. The anemometer measures wind speed.
b. The weather vane measures wind direction.
2. How does it measure it?
a. When the wind blows, the cups on the anemometer rotate. As
they rotate, you count how many times they rotate in a certain
amount of time to determine the wind speed.
 b. As the wind blows, the arrow looking end of the weather vane
will point in the direction that the wind is blowing from.
3. Why is it useful to know what it measures?
a. It is useful to know how fast the wind is blowing so you know
how quickly a storm is going to reach you.
b. It is useful to know what direction the wind is blowing to
determine if a storm is going to blow in your direction.
As a ticket out the door, I will have them answer the following questions on an index card
and create a data sheet from the results.
1. What is the wind?
a. The wind is the air moving.
2. Why is it important to measure the wind?
a. Wind measurement is important to learn the speed and direction
of the wind to predict weather.
3. How does the anemometer measure the wind?
a. An anemometer measures wind speed.
4. How does the weather vane measure the wind?
a. A weather vane measures wind direction.

E. Related Virginia Standards of Learning:

Interrelationships in Earth/Space Systems
VA Science SOL 2.6 b): Student will investigate and understand the uses and importance
of measuring, recording, and interpreting weather data.

F. Materials Needed:
All materials will be supplied by the teacher.
Card stock (1 sheet)
Compass
Drinking straws (3)
Glue
Hair dryer
Index cards
List of directions to create anemometer
List of directions to create weather vane
Modeling clay
Paper cups (4 3-oz, 1 5-oz)
Pencil with new eraser (2)
Plastic container (2 empty yogurt or similar with or without lid)
Scissors
Stapler
Straight pin (2)
Tape
Two round pieces of cardboard cut to shape of plastic containers

G. Procedures:
Preparation: Set up the Powerpoint and make sure computer and projector are working.
Have supplies for activity on a tray ready for the activity.
Introduction of lesson: Today we are going to learn about the wind, how to measure it,
and why it is an important part of weather prediction. What do you think of when you
hear the word wind? I want you to stand up and look outside and observe the weather and
then spend a minute discussing with the person beside you what you know about wind
and then well share as a group.

Who wants to share what they discussed?

Children may respond with:
Wind is air moving.
You cant see it.
It makes the trees move.
It makes the clouds move.
In a storm there is a lot of wind.
It makes a specific sound that you can hear.

Wind is the air moving. When we measure wind, we want to figure out which direction it
is blowing and how fast it is moving. Knowing what direction and how fast the wind is
blowing is an important part of predicting weather because wind brings us our weather.
For example, the wind can blow storms to where we live. Meteorologists (the people who
predict the weather) job is to figure out which way the wind is blowing and how fast to
predict what kind of weather it might be blowing towards us and how quickly.

Who can tell me about a storm that includes a lot of wind?

Children may respond with:
Thunderstorm
Blizzard
Hurricane
Tornado

Thunderstorms, blizzards, hurricanes, and tornados are all storms that have a lot of wind.

Now, I want you to discuss with the person beside you what you could use to measure
wind speed and direction and then we are going to share as a group.

Who wants to share about how you could measure wind speed and direction?
Children may respond with:
We could just go outside and hold up a ribbon and it would show what direction
the wind is blowing.
Ive seen a weather sock at the airport. We could make one of those. It shows the
direction of the wind.
You could take a pinwheel outside and see how fast it turns.
You could look at the clouds.
You could look at the trees.

Two of the instruments that can be used to measure wind direction are a wind sock and a
weather vane.
Have any of you seen a weather vane? IF they answer this, I will ask the
following questions.
What did it look like?
What happens to the weather vane when it is blowing?
Show picture of weather vane and explain: The way a weather vane works is that when it
is blowing the weather vane points in the direction the wind is blowing. For example, if it
is blowing from the East the arrow looking end of the weather vane will point to the East.

Do you think that the wind will always blow straight from North, South, East, or West?

It will not always blow from one of those directions. If the weather vane points in a
direction between the North and the West, we would say the wind was blowing from the
North-West. You can also have a North-East, South-East, and South-West wind.

What direction do you think the wind is blowing

from based on where this weather vane is
pointing?

Wind socks are also used to show wind direction and are often seen at the airport because
they tell the pilot of airplanes the direction and speed of the wind so that they can take off
and land their airplane safely.

When it is blowing hard the windsock

will blow straight out. When it is calm,
the windsock will lay against the pole.

How windy do you think it is in this

picture?

To measure the wind speed, meteorologists use a tool called an anemometer.

Has anyone seen one of these? IF they answer
this, I will ask the following questions.
What did it look like?
What happens to it when the wind is blowing?

Show picture of anemometer and explain: When the

wind blows, the anemometer rotates (moves around in
a circle) and to measure the wind speed you count how
many times it rotates during a certain amount of time.
With this anemometer (show model), 10 rotations in a
minute is equivalent to a speed of 1 mile per hour.
 Meteorologists also have a scale that they use to determine wind speed. It is called the
Beaufort scale.

A very simplified version of this scale looks like this:

No wind (calm) no leaf movement
Gentle breeze leaf movement
Moderate breeze Leaf and small branch movement
Strong breeze Leaves and large branch movement
Storm Whole tree is in motion and can get broken or uprooted

Now, each table is going to make a weather instrument at their table as a group. Table one
is going to make a weather vane and table two is going to make an anemometer. I have
the directions to make the instrument here so read and follow the directions as you make
it. I want everyone to take part in building it so the instructions map out what each person
will do. I also want you discussing as you create it because once you have completed
your weather instrument, I want you to demonstrate and explain how your weather
instrument works for the rest of the class. There will be some questions on the board for
you to think about in preparing your demonstration.
What does your instrument measure?
How does it measure it?
Why is it useful to know what it measures?
Closure: Students will present their weather instrument and a demonstration of how it
works.
As their ticket out the door and to assess comprehension of the activity I will have them
answer the following questions on an index card:
What is the wind?
Why is it important to measure the wind?
What does an anemometer measure?
What does a weather vane measure?

H. Modifications for Students with Special Needs:

I will cater to many learning styles by having a visual, written, and oral component to
my lesson.
Children often learn better from their peers so having them present their model may
lead to increased understanding of how the weather instruments work.
I will walk around the room during the construction of the weather instruments to
offer assistance to struggling groups of students.
The directions to assemble the weather instruments include pictures with the
explanations so that they are easy to follow for all types of learners.
If I see one of the groups getting off task while building the weather instrument, I
will visit this group and ask them questions such as:
o What is the next step in building your instrument?
o Start thinking about what you are going to tell your classmates so that they
will know how to use your weather instrument.
 I. What Could Go Wrong?
The main thing that I foresee going wrong is that there is an error in weather instrument
construction and the instruments do not work like they are supposed to.
If this occurs, it will be a good time to address the concept of error in weather
instrument measurements. For example, explain to them that meteorologists use more
advanced equipment to measure the wind which are more accurate. They do not have
time to count the number of rotations the anemometer cups make nor do they have
the ability if the wind is fast so they rely on equipment to count this for them.
In addition, I will bring in models of the weather instruments that I have tested so that
they can see how it works though these models are also hand-made and may produce
some error.
Ideally, I would want the children to be able to take the instruments outside and use
them in a real wind situation but this may not be a reality because it may be a calm
day. This would be an opportunity to show how the instruments remain stationary on
a calm day.

References

Standards of Learning Curriculum Framework. (2017). Retrieved from

http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Science Enhanced Scope and Sequence (ESS) Sample Lesson Plans (2010). Retrieved from
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/lesson_plans/grade2
/interrelationships_in_earth-space_sys/sess_2-6bc.pdf

A. Lesson Implementation Reflection:

While weather tends to become a part of the daily schedule in early childhood with

classrooms keeping a record of the daily changes (sunny, rainy, cold, windy, etc.), it is

important to go more in depth in weather exploration to construct further understanding

of weather concepts. Researching for this weather lesson helped me to more fully

understand what children should understand and know in K-3 and gave me an

opportunity to explore hands-on learning experiences involving weather.

During my research, I realized that to create a set of classroom weather instruments

would lend itself to investigating many weather situations. As a class, you could gather

weather data over time in a weather journal and begin to predict weather, see weather

patterns, and develop a more advanced understanding of weather and its effect on the

world. Due to time constraints, I chose to just focus on one weather phenomena that can

be measured with weather instruments, the wind.

I think it is important in any lesson that we teach to draw on childrens previous

knowledge and experiences so that they can relate to and comprehend the concept better.

They become more invested in the lesson if they can relate to it and become more

engaged learners. I also think that having students present their weather instrument model

not only gives the teacher an opportunity to assess whether they really understand how it

works and its use, but also may help other children fully grasp the concept of how it

works as children often learn better from their peers. This lesson confirmed childrens

need to physically construct to develop their own understanding of science concepts.

 On reflecting on this lesson further, I realized that as you delve deeper into measuring

weather, it integrates social studies concepts with understanding that meteorologists use

these weather instruments in their jobs. It also ties into math concepts as you figure out

how to measure the wind speed when using the anemometer. Integrating subjects is

important to make connections and be more efficient in our instruction.

Data Collection Sheet:

Question What is the Why is it What does What does a
s wind? important to an weather vane
measure the anemometer measure?
wind? measure?
Answer Wind is the air Wind measurement An A weather
key moving. is important to anemometer vane measures
understand wind measures the the wind
direction and speed wind speed. direction.
and predict the
weather.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20

Data from presentations:

Group 1 Group 2
What does your
instrument measure?

How does it measure it?

What does a weather

vane measure?

Observation sheet for recording students comments and thoughts:

1

10
11

12

13

14

15

16

17

18

19

20
Anemometer instructions:
Materials:

Clay
Four paper cups (1 5-oz, 4 3-oz)
Glue
Hole punch
One straight pin
Ruler
Scissors
Sharpened pencil with eraser
Stapler
Stop watch
Two straight plastic drinking straws
Tape

Directions:
1. Designate someone to read the instructions.
2. Team member 1: Use a hole punch to punch one hole about inch below the rim on
four different colored small cups. Punch four holes evenly spaced apart about a
inch below the rim of a 5th larger cup. Also, use a pencil to punch one hole in the
center of the bottom of this 5th larger cup.

3. Team member 2: Insert a straw through two of the

holes opposite each other on the 5th cup. Insert the
other straw through the holes opposite each other on
the other side so that the straws form an X in the
middle of the cup.

4. Team member 3: Attach the other

four cups to the other ends of the
straws making sure that they are all
pointing the same direction and face
the opposite direction of the cup with
the four holes. Position the four cups
 so that they face the same direction clockwise or counterclockwise. Secure each cup
to the wall of the cup using a staple.

5. Team member 3: From the bottom of the 5th cup, insert a

pencil with the eraser side into the hole in the bottom of the
cup.

6. Team member 4: Fill the container with pebbles to about full and glue the
cardboard circle on top. Secure with tape also. Flip the container over so the
cardboard is on the bottom.

7.

Team member 1: Use a

straight pin to secure the straws to the eraser of the pencil making sure that all the
cups are facing the right way. Insert the pencil into the container full of rocks and
push it down as far as you can. Use a little bit of clay to secure it in place if needed.
 8.

Use the hairdryer to demonstrate wind speed.

9. Choose one of the small colored cups and as the
wind blows the cups around, count every time that
specific cup circles around (1 rotation).
10. Using a stopwatch, count the rotation of one cup for 60 seconds (1 minute). This is
called revolutions per minute (RPM).
11. About 10 revolutions in one minute is equivalent to 1 mile per hour.

12. Questions to answer in presentation:

a. What does your instrument measure?

b. How does it measure it?
c. Why is it useful to measure it?
Weather Vane Directions:
Materials:
Cardstock paper (1 sheet)
Cardboard circle cut to size of plastic container
Clay
Compass
Drinking straw
Empty plastic container (yogurt container would be perfect)
Glue
Gravel
Marker or pen
One straight pin
Scissors
Sharpened pencil with eraser
Tape
Ruler

Directions:
1. Designate a person to read the directions aloud to everyone.
2. Team member one: Cut a large triangle from the cardstock about 3 inches on each
side. Cut off the top of the triangle.

3. Team member two: Cut slits into both ends of one

straw along the lines drawn. Slide the top of the
triangle into the slit on one end and the bottom
into the other end. If needed you can use a small
bit of glue to secure them in place.
4. Team member 3: Fill the container with pebbles to about full and glue the cardboard circle on top. Secure with
tape as well. Flip the container over so the cardboard is on the bottom.

5. Team member 4: Cut four small triangles out of cardstock and write the letters N, S,
E, and W on them to represent North, South, East, and West. Secure the four
triangles to the four corners of your container using glue or tape.

6. Team member 5: Push the pencil, sharpened end

down, through the hole in the top of the container
down into the rocks in the container as far as it can
go. Using a small piece of clay, secure the pencil in
place if needed.
7. Team member 1: Insert the straight pin through the center of the straw into the
eraser to secure it in place.

8. Using the compass, make sure your weather vane is facing the right direction.

9. Use the blow dryer to explore what direction the wind is blowing in.

10. Questions to answer in presentation:

a. What does your instrument measure?

b. How does it measure it?
c. Why is it useful to know what it measures?