EDUC 342/MAT 632 Science Methods

Inquiry-based Lesson Plan- Wind Measurement

A: Informational Components

Lesson Title:​ It’s a Windy World

Grade Level:​ 4th

State Standards Connection:

Standard 2:
Students will understand that the elements of weather can be observed, measured, and recorded
to make predictions and determine simple weather patterns.

Specific Lesson Objective:

Objective 1:
Observe, measure, and record the basic elements of weather.

Lesson Purpose:
Students will learn about wind and create an anemometer - an instrument that measures wind
speed.
Students will be able to define an anemometer as an instrument used to measure wind speed.
Students will be able to calculate wind speed using their own anemometers.

Essential Question/s:

How does an anemometer work?

Why would you want to measure wind?
Will high speed winds increase or decrease the number of turns of an anemometer?
How can the number of turns and length of time be used to calculate wind speed?

Vocabulary Focus:
atmosphere
anemometer
cup anemometer
average
rotational rate (RPM)
speed
turbine
wind energy
Materials:

● Pencils with full erasers

● Push pin
● 5 small paper drinking cups per student, ~ 3 oz.
● 2 straws per student
● Scissors
● Tape
● Permanent marker
● Hole punch
● Clock or stopwatch
● Fan with 3 speeds

Anticipated Time Frame: 45 minutes

B: Instructional Procedures

Engage and Launch (8 minutes):

What is wind? Begin the lesson by asking the class a few questions about wind and lead them in
an interactive discussion.

Questions for discussion:

1. What do you think wind is and how can we measure it?

2. Where have you seen wind before?

3. Why is wind important

4. Where is wind usually the strongest and weakest?

Show brief video on wind.

Teacher role:

● Pose problems
● Ask questions
● Assess prior knowledge
● Provide information needed for Explore phase

Student role:

● Has an interest
● Calls up prior knowledge
 ● Develops a need to know

Explore (25-30 minutes):

Preparation of the learning environment:

Before the lesson I will have hole punched the Dixie cups prior to the lesson. I will then ask the
students to “clear off their desks” to make sure there is space for all students

Part 1 (13 minutes):

I will then pass out the hand out with the directions on it. I will pull up a video that explains how
to make the anemometer. I will also show them the anemometer I plan to make ahead of time to
show them. We will then watch the video of how to make it. After watching the video, I will say
to them, “you will each be creating an anemometer like what we just saw in the video. After we
create the anemometer we will use to the fan to see if our anemometers work.

After the students have gotten their supplies, as a class we will be creating the anemometers.
Once they are back at their desk, I will put the video back on and we will go step by step to
create the anemometer.

https://youtu.be/Af0LB3abBsk

Part 2 (15 minutes):

Once Anemometer is created students will then test them.

Have students partner up to take turns timing one anothers revolutions..

(Set up a fan on one side of the room and mark a line with tape on the other side of the room
from the fan, about 6–8 steps away)

Turn the fan on low speed and stand on the line across the room. Hold up your anemometer and
count the number of turns it makes in a minute. This is its revolutions per minute (RPM). Get
someone to help you time the minute with a kitchen timer or clock so that you can do the
counting.

If you find that the anemometer is moving too fast for you to count then you will need to
increase your distance and try the experiment again. Remember, all of your data needs to be
collected from the same distance for each speed, as a ​control​.

(Make sure all students are finished with low fan speed before moving on to medium.)

Repeat the previous step for the other speeds of the fan (medium and high), each time taking at
least three different readings and averaging the results.
Calculate the average by adding the three readings together for a fan speed and dividing the
answer by three (we may review how to calculate average as a class).

You should keep your data organized in a data table 1.

Teacher role:

● Makes open suggestions

● Questions and probes
● Models when needed
● Provides feedback
● Assesses processes and understandings

Student role:

● Explores resources and materials

● Hypothesizes and predicts
● Designs and plans
● Records ideas
● Seeks possibilities by thinking creatively

Explain/Summarize (7 minutes):
Bring the class back together as a whole and ask:

How did your anemometer work?

What happens to the number of turns of the anemometer in revolutions per minute as the wind
speed increases?

Teacher role:

● Asks for evidence and clarification from students

● Enhances or clarifies student explanations
● Uses students’ experiences as a basis for explaining new concepts
 ● Evaluates student explanations

Student role:

● Clarifies understandings discovered

● Shares understandings for feedback
● Communicates understandings using recorded observations (writing, drawings,
graphs, data tables)

Elaborate/Extend (2 minutes) :

Discuss how anemometers are used in the real world and why wind speed is useful as energy.

If you live near a lake, do you think it will be windier near the water or inland?

If you live near the mountains or a tall hill, is it windier at the top or at the bottom?

Teacher role:

● Provides feedback
● Asks questions
● Enhances or clarifies explanations
● Poses new problems and issues

Student role:

● Applies new knowledge by performing related tasks

● Asks questions
● Plans and carries out new project
● Records explanations

Evaluate/Assess (2 minutes):
To assess this lesson students will turn in their data table and I will analyze their results.

I will check to see that their anemometer works.

I will be assessing students learning and vocabulary throughout lesson through observation.

Teacher role:

● Observe and assess students as they apply new concepts and skills
● Asks open-ended questions
● Allows students to assess their own learning and skills

Student role:
 ● Demonstrates an understanding of a skill or concept
● Evaluates his or her own progress and knowledge
● Answers open-ended questions by using observations, evidence, and previously
accepted explanations

Adaptations for Gifted/Talented, ELL and Special Education:

EL Students:
Provide frequent opportunities for interaction and discussion
Constantly use scaffolding strategies throughout lesson
Associate students’ background experiences throughout lesson
Engage students fully in the assignment and activities

Students with Special Needs:

If needed, prepare anemometer for student or help student with 1:1 help.

Student can be given visual step by step directions.

Extra time would be given to finish the assignment if needed.

Reduce the amount of work from the normal assignment if needed.