Power and Propulsion Wind Speed

Grade Levels: 1 st , 2 nd , or 4 th Academic Content Areas: Science, Technology, & Engineering Topics: Earth & Space Sciences; Physical Science; Science & Technology; Scientific Inquiry; Scientific Ways of Knowing

Main Problem/Essential Question How Much Wind Do We Need to Fly a Kite?

Summary Students will learn some of the same lessons the Wright Brothers learned as they gathered information from flying kites and used that information to inform their design of a flying machine. As the students observe changing wind speeds, they are led to wonder if the wind plays a role in our ability to fly. Students will design and construct an anemometer and then explore the power of the wind by measuring wind speed with their anemometer and comparing that anemometer speed with Beaufort Scale readings. In order to test the wind’s ability to create propulsion, students will attempt to power/fly a kite at various wind speeds.

Big Idea(s) The wind can move objects like leaves, plastic grocery bags, kites, and gliders. The wind on a sail powers a sailboat; the force of the wind on the paddles of a windmill harnesses the energy of the wind to grind grain or pump water; the force and direction of the wind on wind turbines harnesses the energy of the wind to generate electricity to send to many homes and businesses in a community. An anemometer is an instrument used to measure wind speed. The Wright Brothers used wind information from flying kites to design their flying machines.

Focus Questions 1. Can the wind move objects? How do you know? Yes, the wind can move objects. We know this because we observe leaves, plastic grocery bags, kites, gliders, and other objects flying in the wind with no other means of propulsion. 2. Does the amount of wind (how fast the wind is moving) matter when attempting to fly a kite? How do you know? Yes, wind speed is a factor when attempting to fly a kite. We know this from experience: if you do not have enough wind, the kite will not take off from the ground; if you have too much wind, it will be difficult to hold on to the kite.

3. What happens to your kite when the wind changes direction? How do you know? Your kite changes direction with the wind when the wind changes direction. We know this from experience: we could use a kite to determine wind direction. 4. How could we measure the amount of wind (how fast the wind is moving) or wind speed? Accept reasonable student-generated ideas. Possible responses could include using a flag or wind sock. The Beaufort Scale and anemometer will be introduced in this lab, but students may know about them already. 5. How can we use the power, force, or energy of the wind? The force of the wind on a sail could be used to power a boat (sailboat); the force of the wind on the paddles of a windmill could harness the energy of the wind to grind grain or pump water; or the force and direction of the wind on wind turbines could harness the energy of the wind to generate electricity to send to many homes and businesses in a community.

Prerequisite Knowledge Students should understand that cold air is denser than warm air, therefore it sinks to the ground and pushes the warm air up into the atmosphere, creating wind.

Standards Connections Content Area: Science Earth and Space Sciences Standard Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences.

Grade 2 - Benchmark C: Observe, 5. Describe weather by measurable quantities such as describe and measure changes in the temperature and precipitation. weather, both long term and short term.

Grade 4 - Benchmark D: Analyze 1. Explain that air surrounds us, takes up space, moves weather and changes that occur over a around us as wind, and may be measured using period of time. barometric pressure. 4. Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure. 5. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions).

Physical Sciences Standard Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences.

Grade 1 - Benchmark B: Recognize 6. Investigate a variety of ways to make things move that light, sound and objects move in and what causes them to change speed, direction different ways. and/or stop.

Grade 1 - Benchmark C: Recognize 7. Explore how energy makes things work (e.g., sources of energy and their uses. batteries in a toy and electricity turning fan blades). 9. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries).

Science and Technology Standard Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways.

Grade 1 - Benchmark B: Explain that to 7. Explore that several steps are usually needed construct something requires planning, to make things (e.g., building with blocks). communication, problem solving and 8. Investigate that when parts are put together they can tools. do things that they could not do by themselves (e.g., blocks, gears and wheels).

Grade 2 - Benchmark B: Explain that to 4. Communicate orally, pictorially, or in written form the construct something requires planning, design process used to make something. communication, problem solving and tools.

Grade 4 - Benchmark B: Describe and 3. Describe, illustrate and evaluate the design process illustrate the design process. used to solve a problem.

Scientific Inquiry Standard Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Grade 1 - Benchmark A: Ask a testable 1. Ask “what happens when” questions. question. 2. Explore and pursue student-generated “what happens when” questions.

Grade 1 - Benchmark B: Design and 3. Use appropriate safety procedures when completing conduct a simple investigation to explore scientific investigations. a question. 6. Use appropriate tools and simple equipment/ instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools).

Grade 1 - Benchmark C: Gather and 4. Work in a small group to complete an investigation communicate information from careful and then share findings with others. observations and simple investigation 8. Use oral, written and pictorial representation to through a variety of methods. communicate work. 9. Describe things as accurately as possible and compare with the observations of others.

Grade 2 - Benchmark A: Ask a testable 1. Ask “how can I/we” questions. question. 2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions. 3. Explore and pursue student-generated “how” questions.

Grade 2 - Benchmark B: Design and 4. Use appropriate safety procedures when completing conduct a simple investigation to explore scientific investigations. a question. 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). 8. Measure properties of objects using tools such as rulers, balances and thermometers.

Grade 2 - Benchmark C: Gather and 5. Use evidence to develop explanations of scientific communicate information from careful investigations. (What do you think? How do you know?) observations and simple investigation 6. Recognize that explanations are generated in through a variety of methods. response to observations, events and phenomena. 10. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations.

Grade 4 - Benchmark C: Develop, 3. Develop, design and conduct safe, simple design and safely conduct scientific investigations or experiments to answer questions. investigations and communicate the 4. Explain the importance of keeping conditions the results. same in an experiment. 5. Describe how comparisons may not be fair when some conditions are not kept the same between experiments. 6. Formulate instructions and communicate data in a manner that allows others to understand and repeat an investigation or experiment.

Scientific Ways of Knowing Standard Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.

Grade 1 - Benchmark A: Recognize 1. Demonstrate good explanations based on evidence that there are different ways to carry out from investigations and observations. scientific investigations. Realize that investigations can be repeated under the same conditions with similar results and may have different explanations.

Grade 1 - Benchmark C: Recognize 3. Explain that everybody can do science, invent things that diverse groups of people contribute and have scientific ideas no matter where they live. to our understanding of the natural world.

Grade 2 - Benchmark C: Recognize 4. Demonstrate that in science it is helpful to work with that diverse groups of people contribute a team and share findings with others. to our understanding of the natural world.

Grade 4 - Benchmark C: Explain the 2. Record the results and data from an investigation importance of keeping records of and make a reasonable explanation. observations and investigations that are 4. Explain why keeping records of observations and accurate and understandable. investigations is important.

Technology Connection Use the ADISC Model created by ITEL to plan the use of technology.

Integration Model Application Description

A Technology that supports students and teachers in adjusting, adapting, or augmenting teaching and learning to meet the needs of individual learners or groups of learners

D Technology that supports students and Excel spreadsheet teachers in dealing effectively with data , Graphing webpage: including data management, manipulation, http://nces.ed.gov/nceskids/createagraph and display Printable PDF Copy of a protractor: http://www.ossmann.com/protractor/

I Technology that supports students and View “Transforming the Future of Flight” at teachers in conducting inquiry , including www.teachersdomain.org . the effective use of Internet research A 5:55 minutes movie about a wind farm: methods http://www.thefutureschannel.com/dockets/ science_technology/wind_farming/

S Technology that supports students and Video clips of failed flying machines: teachers in simulating real world http://www.boreme.com/boreme/funny- phenomena including the modeling of 2007/early-flight-silent-footage-p1.php physical, social, economic, and http://www.youtube.com/watch?v=iMhdksPFhCM mathematical relationships http://www.liveleak.com/view?i=290_1195016722

C Technology that supports students and Microsoft Word teachers in communicating and collaborating including the effective use of multimedia tools and online collaboration

Interdisciplinary Connection Literacy Connections Check-out books from the library, re: weather, wind, flight, power and propulsion.

Suggestions Title Author Publisher ISBN Summary Integration

Close to Peter Malone G.P. 978-0- A journal-like story of Beaufort the Wind: Putnam’s 399- how Beaufort developed Scale The Beaufort Sons 24399-8 his wind scale. Scale

Forces & Peter Lafferty Dorling 1- Explores the principles Forces/ Motion Kindersley 879431- of force & motion, motion 85-8 describing how they have been applied in modern times.

Mirandy & Jerry Pinkney Alfred A. 0-394- Mirandy searches for a Anemometer Brother Wind Knoph, Inc. 88765-4 way to catch the wind with suggestions of those around her.

Energy Chris DK 13: explores everything from Propulsion/ Woodford Publishing, 97807566 propulsion and meteors Energy & Jon Inc. 25610 to the destructive forces Woodcock of volcanoes and forest fires.

Force Makes Kimberly HarperCollins 13: There are forces at work Forces/ Things Move Brubacker Children's 97800644 whenever you throw a Motion (Let's-Read- Bradly Books 52144 ball, run up the stairs, or and-Find-out push your big brother off Science the couch. Want to learn Series) more about the forces around you?

Energy Robert Heinemann 97815757 Discusses various Energy/ Snedden Library 28797 aspects of energy, power including power, kinetic energy, potential energy, photosynthesis, food chains, water power, wind power, chemical energy, atomic energy, heat, and solar energy.

Home Connection Students should bring home the Beaufort Scale and use it to make observations of wind speed on the way home and at home. They can bring adults and children at home into the activity by showing them the Beaufort Scale and explaining to them how it is used to determine the speed of the wind.

Differentiated Instruction (Process, Product, or Content) Suggestions for opportunities to differentiate instruction during the activity/unit. Actual differentiation will be at the individual teacher’s discretion. For differentiation through process, use grouping and regrouping based on content, project, and assessments. For differentiation of product, vary the expectations and requirements of individual students based on ability. For differentiation of content, the teacher should address the same concepts with all students but adjust the degree of complexity based on the range of student abilities.

Preparation for activity Gather all materials and lay them out for students.

Critical Vocabulary Anemometer - an instrument that measures the force and direction of the wind. Beaufort Scale - an international scale of wind speeds indicated by numbers ranging from 0 for calm to 12 for hurricane. Each force is recognized by its effects on things such as flags and trees and on the surface of the sea. Wind - air moving across the surface of the planet or through the atmosphere at a speed fast enough to be noticed. Wind speed – the rate at which the air moves. Energy - the capacity of a body or system to do work. Force - any action or influence that accelerates an object. Power - the rate (how fast) of performing work or transferring energy.

Timeframe

Day Time Allotment Activities

1 60 minutes Design and construct an anemometer. Test anemometer.

2 20-30 minutes Measure wind speeds. Test wind speed’s effectiveness to fly the kite once or twice per day.

3 20-30 minutes Measure wind speeds. Test wind speed’s effectiveness to fly the kite once or twice per day.

4 20-30 minutes Measure wind speeds. Test wind speed’s effectiveness to fly the kite once or twice per day.

5 20-30 minutes Measure wind speeds. Test wind speed’s effectiveness to fly the kite once or twice per day.

6 20-30 minutes Measure wind speeds. Test wind speed’s effectiveness to fly the kite once or twice per day.

7 45-60 minutes Have students construct a double line graph to compare anemometer speed with Beaufort Scale speeds. Discuss results and compare with hypothesis.

Materials & Equipment One per group Ping Pong Ball Washer (to use as a plumb bob on anemometer) Tape String, light-weight, or fishing line (6 inches) Protractor (real or copy from PDF file) Brad Cardboard Standard Kite (purchased, or constructed by the students) Scissors Compass (optional, to obtain wind direction)

Safety & Disposal Students should use caution with scissors. Students should use appropriate behavior when in a lab situation.

Pre-Test 1. Can the wind move objects? How do you know? Yes , the wind can move objects. We know this because we observe leaves, plastic grocery bags, kites, gliders, and other objects flying in the wind with no other means of propulsion. 2. Does the amount of wind (how fast the wind is moving) matter when attempting to fly a kite? How do you know? Yes , wind speed is a factor when attempting to fly a kite. We know this from experience : if you do not have enough wind, the kite will not take off from the ground; if you have too much wind, it will be difficult to hold on to the kite. 3. What happens to your kite when the wind changes direction? How do you know? Your kite changes direction with the wind when the wind changes direction. We know this from experience : we could use a kite to determine wind direction. 4. How could we measure the amount of wind (how fast the wind is moving) or wind speed? Accept reasonable student-generated ideas. Possible responses could include using a flag or wind sock. The Beaufort Scale and anemometer will be introduced in this lab, but students may know about them already.

5. How can we use the power, force, or energy of the wind? The force of the wind on a sail could be used to power a boat (sailboat); the force of the wind on the paddles of a windmill could harness the energy of the wind to grind grain or pump water; or the force and direction of the wind on wind turbines could harness the energy of the wind to generate electricity to send to many homes and businesses in a community.

Pre-Test Rubric Pre-Test: Wind Activity

Question 4 3 2 1

1. Can the wind Explanation Explanation Explanation does Explanation move objects? How indicates a clear indicates a relatively not illustrate much illustrates very little do you know? and accurate accurate understanding of understanding of understanding of understanding of the concept of wind the concept of wind the concept of wind the concept of wind moving objects with moving objects with moving objects with moving objects with mass. Claims to mass. Does not mass. Provides mass. Provides one have seen evidence respond to the "How more than one example of to support concept do you know?" part example of empirical evidence of wind moving of the question. empirical evidence to support concept objects with mass to support concept of wind moving but does not offer of wind moving objects with mass any examples. objects with mass (i.e. leaves, kites, (i.e. leaves, kites, sailboats, windmills, sailboats, windmills, etc.). etc.).

2. Does the amount Explanation Explanation Explanation does Explanation of wind (how fast indicates a clear indicates a relatively not illustrate much illustrates very little the wind is moving) and accurate accurate understanding of understanding of matter when understanding of understanding of the concept of using the concept of using attempting to fly a the concept of using the concept of using wind to fly a kite. wind to fly a kite. kite? How do you wind to fly a kite. wind to fly a kite. Claims to have seen Does not respond to know? Provides clear and Provides relatively evidence to support the "How do you accurate empirical accurate empirical concept of using know?" part of the evidence to support evidence to support wind to fly a kite but question. concept of using the concept of using does not offer any wind to fly a kite. wind to fly a kite. examples.

3. What happens to Explanation Explanation Explanation does Explanation your kite when the indicates a clear indicates a relatively not illustrate much illustrates very little wind changes and accurate accurate under-standing of understanding of direction? How do understanding of understanding of the concept of wind the concept of wind you know? the concept of wind the concept of wind direction. Claims to direction. Does not direction. Provides direction. Provides have seen evidence respond to the "How clear and accurate relatively accurate to support concept do you know?" part empirical evidence empirical evidence of wind direction but of the question. to support concept to support the does not offer any of wind direction. concept of wind examples. direction.

4. How could we Response reflects Response reflects a Response reflects Response reflects measure the this student's best strong effort from some effort from very little effort on amount of wind efforts. Possible this student. this student. the part of this (how fast the wind is responses could student. moving) or wind include observing a speed? flag or smoke; flying a kite; using an anemometer.

5. How can we use Response reflects Response reflects a Response reflects Response reflects the power, force, or this student's best strong effort from some effort from very little effort on energy of the wind? efforts. Possible this student. this student. the part of this responses could student. include: the force of the wind on a sail could be used to power a boat (sailboat); the force of the wind on the paddles of a windmill could harness the energy of the wind to grind grain or pump water; or the force and direction of the wind on wind turbines could harness the energy of the wind to generate electricity to send to many homes and businesses in a community.

Pre-Activity Discussion Students should understand that cold air is denser than warm air, therefore it sinks to the ground and pushes the warm air up into the atmosphere, creating wind. This can be modeled with hot and cold water. Color the cold water blue and pour into the hot water (in a clear aquarium), observe that as the cold water settles on the bottom, it pushes the hot water up. The Scenario: Present this scenario to your students: You are assisting the Wright Brothers as they are in the beginning stages of engineering a flying machine. As you observe our atmosphere, you notice that wind speeds are constantly changing and wonder if they may play a role in our ability to someday fly. In order to test wind’s ability to create propulsion (moving of a mass or momentum), you suggest that attempting to fly a kite at various wind speeds may help as you design and develop a flying machine.

Assignment of Student Roles and Responsibilities Students will assume different roles

Member Role Name Brief Description

1 Manager Responsible for organizing team and keeping team on task to meet goals and deadlines. Will also serve as team spokesperson, if one is required.

2 Tester Responsible for performing experimental tests and manipulating equipment properly.

3 Safety Officer Responsible for making sure team observes all safety measures during experimentation.

4 Technical Writer Responsible for recording data during experimentation and overseeing the writing of results and conclusions.

Activity Teacher instructions 1. Administer pre-test. 2. Have students construct an anemometer (one per group) and Beaufort Scale. The Beaufort Scale can simply be cut out and used for observations at home or in the lab situation. When building an anemometer for classroom use, it is often difficult to make one that gives accurate readings, as the rotational ones are not easy to calibrate. This is a simple hand- held anemometer that should give readings accurate to about 5%. The design and table come from 'The Amateur Scientist' in an old issue of Scientific American magazine. One possible design is provided in Appendix C. For the anemometer, provide students with the materials and criteria and allow them the opportunity to design their own anemometer. Here are the criteria: a. The anemometer must be able to tell that it is level (horizontal) when measurements are being taken. This is what the plumb bob should be used for: if a string with a weight is hung from the center hole, it should line up with the zero degree mark due to gravity. b. The anemometer must be able to measure wind speed in angles using the ping pong ball to “catch the wind”. The idea here is to hang the ping pong ball from a light weight string, again from the center hole but not to get tangled up with the plumb bob, so when the wind blows the ball, it will move out at an angle that can be measured on the protractor. 2. Test anemometer outside if it is a windy day or inside using a variable speed fan. Students should record their measurements in their science notebooks/journals. 3. Have students form a hypothesis about how much wind it will take to fly their kite. They should use the wind speed on their anemometer. Students should record their hypothesis in their science notebooks/journals. 4. Measure wind speeds daily for five days using the student built anemometers. Record anemometer and Beaufort Scale wind speeds. 12

5. While outside measuring wind speed, test wind speed’s effectiveness to power/fly the kite. Record observations. This may need to go beyond five-day lesson plans depending on outdoor weather conditions. 6. Have students construct a double line graph to compare anemometer speed with Beaufort scale speeds. 7. Discuss the results of the five-day observations and compare with students’ hypotheses.

Student instructions 1. Using the materials provided, build an anemometer that meets the following criteria: a. The anemometer must be able to tell that it is level (horizontal) when measurements are being taken. This is what the plumb bob should be used for: if a string with a weight is hung from the center hole, it should line up with the zero degree mark due to gravity. b. The anemometer must be able to measure wind speed in angles using the ping pong ball to “catch the wind”. The idea here is to hang the ping pong ball from a light weight string, again from the center hole but not to get tangled up with the plumb bob, so when the wind blows the ball, it will move out at an angle that can be measured on the protractor. 2. Test your anemometer. Record your measurements in your science notebook/journal. 3. Form a hypothesis about how much wind you believe it will take to fly your kite. Use your anemometer and your Beaufort Scale to help you make this hypothesis. Record your hypothesis in your science notebook/journal. 4. Measure wind speed daily for five days. Record anemometer and Beaufort Scale wind speeds in your science notebook/journal. 5. While measuring wind speed, test wind speed’s effectiveness to power/fly the kite. Record your observations in your science notebook/journal. 6. Construct a double line graph to compare anemometer speed with Beaufort scale speeds. 7. Compare the results of the five-day observations with your hypothesis. Reflect on this in your science notebook/journal.

Instructional tips Provide students with the conversion sheet in Appendix A. This converts the angle they read on the protractor of their anemometer into a wind speed in miles per hour. You can use a copy of a protractor and have students attach it to a piece of cardboard/index cards (use brads to hold the string on the cardboard) or you can use real protractors. You may want to write the conversions on the protractors so students can read the speed directly instead of using the conversion sheet. 12-inch rulers with the holes in them work well to attach the paper protractors to with the brad holding the strings for the ball and the washer. The plumb bob should be shorter than the ball to prevent it from pushing against the ball. The plumb bob should be behind the protractor and the ball should be in front of the protractor to avoid the strings becoming entangled.

Selecting fluorescent fishing line will make it easier for students to read the measurements. A Student Results sheet is provided in Appendix B for you to use, if you choose.

Formative Assessments Rubric for Collaborative Work Skills Use any combination of categories on any day. (You do NOT have to use all categories every day.)

Category 4 3 2 1

Contributions Routinely provides Usually provides Sometimes provides Rarely provides useful ideas when useful ideas when useful ideas when useful ideas when participating in the participating in the participating in the participating in the group and in group and in group and in group and classroom classroom classroom in classroom discussion. A discussion. A strong discussion. A discussion. definite leader who group member who satisfactory group May refuse to contributes a lot of tries hard! member who does participate. effort. what is required.

Time-management Routinely uses time Usually uses time Tends to Rarely gets things well throughout the well throughout the procrastinate, but done by the project to ensure project, but may always gets things deadlines AND things get done on have procrastinated done by the group has to adjust time. Group does on one thing. Group deadlines. Group deadlines or work not have to adjust does not have to does not have to responsibilities deadlines or work adjust deadlines or adjust deadlines or because of this responsibilities work responsibilities work responsibilities person's inadequate because of this because of this because of this time management. person's person's person's procrastination. procrastination. procrastination.

Problem-solving Actively looks for Refines solutions Does not suggest or Does not try to and suggests suggested by refine solutions, but solve problems or solutions to others. is willing to try out help others solve problems. solutions suggested problems. Lets by others. others do the work.

Attitude Never is publicly Rarely is publicly Occasionally is Often is publicly critical of the project critical of the project publicly critical of critical of the project or the work of or the work of the project or the or the work of other others. Always has others. Often has a work of other members of the a positive attitude positive attitude members of the group. Often has a about the task(s). about the task(s). group. Usually has negative attitude a positive attitude about the task(s). about the task(s).

Focus on the task Consistently stays Focuses on the task Focuses on the task Rarely focuses on focused on the task and what needs to and what needs to the task and what and what needs to be done most of the be done some of needs to be done. be done. Very self- time. Other group the time. Other Lets others do the directed. members can count group members work. on this person. must sometimes nag, prod, and remind to keep this person on-task.

Preparedness Brings needed Almost always Almost always Often forgets materials to class brings needed brings needed needed materials or and is always ready materials to class materials but is rarely ready to get to work. and is ready to sometimes needs to to work. work. settle down and get to work

Pride Work reflects this Work reflects a Work reflects some Work reflects very student's best strong effort from effort from this little effort on the efforts. this student. student. part of this student.

Working with Almost always Usually listens to, Often listens to, Rarely listens to, Others listens to, shares shares, with, and shares with, and shares with, and with, and supports supports the efforts supports the efforts supports the efforts the efforts of others. of others. Does not of others, but of others. Often is Tries to keep people cause "waves" in sometimes is not a not a good team working well the group. good team member. player. together.

Modification/ Clear evidence of Clear evidence of Some evidence of Little evidence of Testing troubleshooting, troubleshooting, troubleshooting, troubleshooting, testing, and testing and testing and testing or refinements based refinements. refinements. refinement. on data or scientific principles.

Scientific Explanations by all Explanations by all Explanations by Explanations by Knowledge group members group members most group several members of indicate a clear and indicate a relatively members indicate the group do not accurate accurate relatively accurate illustrate much understanding of understanding of understanding of understanding of scientific principles scientific principles scientific principles scientific principles underlying the underlying the underlying the underlying the construction and construction and construction and construction and modifications. modifications. modifications. modifications.

Information Accurate Accurate Accurate Information taken Gathering information taken information taken information taken from only one from several from a couple of from a couple of source and/or sources in a sources in a sources but not information not systematic manner. systematic manner. systematically. accurate.

Plan Plan is neat with Plan is neat with Plan provides clear Plan does not show clear measurements clear measurements measurements and measurements and labeling for all and labeling for labeling for most clearly or is components. most components. components. otherwise inadequately labeled.

Data Collection Data taken several Data taken twice in Data taken once in Data not taken times in a careful, a careful, reliable a careful, reliable carefully OR not reliable manner. manner. manner. taken in a reliable manner.

Construction - Appropriate Appropriate Appropriate Inappropriate Materials materials were materials were materials were materials were selected and selected and there selected. selected and creatively modified was an attempt at contributed to a in ways that made creative product that them even better. modification to performed poorly. make them even better.

Journal/Log - Journal provides a Journal provides a Journal provides Journal provides Content complete record of complete record of quite a bit of detail very little detail planning, planning, about planning, about several construction, construction, construction, aspects of the testing, testing, testing, planning, modifications, modifications, and modifications, and construction, and reasons for reasons for reasons for testing process. modifications, and modifications. modifications. some reflection about the strategies used and the results.

Post-Activity Discussion Be sure that students are able to determine wind speed through observation (Beaufort Scale) and to measure wind speed (anemometer). Students should also understand how the wind affects their ability to fly a kite. View “Transforming the Future of Flight” at www.teachersdomain.org . This video discusses how nature is still being used to develop future more effective flying machines.

Post-Test 1. Can the wind move objects? How do you know? Yes , the wind can move objects. We know this because we observe leaves, plastic grocery bags, kites, gliders, and other objects flying in the wind with no other means of propulsion. 2. Does the amount of wind (how fast the wind is moving) matter when attempting to fly a kite? How do you know? Yes , wind speed is a factor when attempting to fly a kite. We know this from experience : if you do not have enough wind, the kite will not take off from the ground; if you have too much wind, it will be difficult to hold on to the kite.

3. What happens to your kite when the wind changes direction? How do you know? Your kite changes direction with the wind when the wind changes direction. We know this from experience : we could use a kite to determine wind direction. 4. How could we measure the amount of wind (how fast the wind is moving) or wind speed? Accept reasonable student-generated ideas. Possible responses could include using a flag or wind sock. The Beaufort Scale and anemometer will be introduced in this lab, but students may know about them already. 5. How can we use the power, force, or energy of the wind? The force of the wind on a sail could be used to power a boat (sailboat); the force of the wind on the paddles of a windmill could harness the energy of the wind to grind grain or pump water; or the force and direction of the wind on wind turbines could harness the energy of the wind to generate electricity to send to many homes and businesses in a community.

Post-Test Rubric

Question 4 3 2 1

1. Can the wind Explanation Explanation Explanation does Explanation move objects? indicates a clear indicates a relatively not illustrate much illustrates very little How do and accurate accurate understanding of under-standing of you know? understanding of understanding of the concept of wind the concept of wind the concept of wind the concept of wind moving objects with moving objects with moving objects with moving objects with mass. Claims to mass. Does not mass. Provides mass. Provides one have seen evidence respond to the "How more than one example of to support concept do you know?" part example of empirical evidence of wind moving of the question. empirical evidence to support concept objects with mass to support concept of wind moving but does not offer of wind moving objects with mass any examples. objects with mass (i.e. leaves, kites, (i.e. leaves, kites, sailboats, windmills, sailboats, windmills, etc.). etc.).

3. What happens to Explanation Explanation Explanation does Explanation your kite when the indicates a clear indicates a relatively not illustrate much illustrates very little wind changes and accurate accurate understanding of understanding of direction? How do understanding of understanding of the concept of wind the concept of wind you know? the concept of wind the concept of wind direction. Claims to direction. Does not direction. Provides direction. Provides have seen evidence respond to the "How clear and accurate relatively accurate to support concept do you know?" part empirical evidence empirical evidence of wind direction but of the question. to support concept to support the does not offer any of wind direction. concept of wind examples. direction.

• Extend student thinking by discussing how they could use their results and other observations in nature to design an effective flying machine. • Discuss careers in which wind is an important factor. • Can wind be used as an alternative source of power and/or energy?

Career Connection Relate this activity/unit to wind farms and the engineers who work on the wind turbines that are used on these farms. Here is a link to a short (less than 6 minutes) movie about a wind farm: http://www.thefutureschannel.com/dockets/science_technology/wind_farming/

Additional Resources Purpose and Application http://www.thefutureschannel.com/dockets/ A short (less than 2 minutes) movie about algebra/windsails/index.php designing a windsail for a surfboard that can skim the surface of the sea at 20 miles per hour and still respond instantly to the touch of the sailor. http://www.thefutureschannel.com/dockets/ The Futures Channel – The Wind Business science_technology/wind_farming/ http://www.greenenergyohio.org/page.cfm? Six Wind Turbines at the Dull Homestead in pageId=102 Brookville Ohio http://www.greenenergyohio.org/page.cfm? Ohio's First Commercial Wind Farm pageID=104 http://www.treehugger.com/files/2006/07/ge General Electric opens wind turbine plant in China _china_wind.php

Credits Jeanette McNally – Main Author

Teacher Reflections Were students focused and on task throughout the lesson? If not, what improvements could be made the next time this lesson is used?

Were the students led too much in the lesson or did they need more guidance?

Did the students learn what they were supposed to learn? How do you know?

How did students demonstrate that they were actively learning?

Did you find it necessary to make any adjustments during the lesson? What were they?

Did the materials that the students were using affect classroom behavior or management?

What were some of the problems students encountered when using the…?

Are there better items that can be used next time?

Which ones worked particularly well?

Additional Comments

Appendix A

Wind Speed Conversion Chart Anemometer

Angular Degrees Wind Speed (mi/h)

0 0

5 9

10 13

15 16

20 19

25 21

30 24

35 26

40 29

45 31

50 34

55 37

60 41

65 46

70 53

Appendix B

How Much Wind Do We Need to Fly a Kite? Results – Possible Data Table

Anemometer Anemometer Beaufort Wind Direction Did the Date & angular mi/h (miles Scale (Compass wind fly Notes Time degrees per hour) mi/h Reading) the kite?

Appendix C

Possible Anemometer Design