Day 8: Huff, Puff, Blow!
Objective:
Student will
Materials:
"My 5 Day Forecast" worksheets with interactive notebooks
"The Wind Blew" by Pat Hutchins
1 plastic drinking straw per student
5-6 small objects in varying weights and shapes per small group (about 3-4 students per group)
Instructions:
Have students conduct their daily weather check on the "My 5 Day Forecast" worksheet in interactive notebook.
When finished, brainstorm with the students to identify words relating wind (could make a concept map for a class visual). How powerful is the wind? Talk about gentle breezes versus hurricane force winds. Can we see the wind? How does it feel? Does it affect our daily activities or the ways in which we dress?
Read "The Wind Blew" by Pat Hutchins to the class. When the story is over ask the students again how much power does the wind hold? Tell the students that they are going to conduct their own wind experiment.
Divide students up into small groups (3 or 4 students per group). Give each group a small container filled with various items of differing weights and shapes (cotton ball, paper clip, toothpick, rubber eraser, nail, bolt, etc). Give each student their own plastic drinking straw. Have the students draw pictures of the various items on the right side of the next available page in their interactive notebooks. Have students take turns blowing through their straws at each object in an attempt to move the object with their "wind". Have them write down if they were able to move the object or not when only one person blows through the straw.
Next have the students work together in pairs (then in 3s or 4s), each blowing at the object with his or her straw. Does the added wind power create a stronger force? Were the students able to move even the toughest of objects when they worked together? Have students record all results in their interactive notebook.
Come back together as a whole class and discuss the results of the experiement. Tie the students' answers on added wind force to the idea of tornados, hurricanes, windchill/blizzards, and sandstorms.
Differentiation (if needed):
Students can use class/elbow buddies during group time if they need help with the experiment. Students wanting to take the lesson further can brainstorm ideas about how much force it would take to move heavier objects in the classroom; how many students would it take blowing on a desk to get it to move?
Resources:
"The Wind Blew" by Pat Hutchins
"My 5 Day Forecast" worksheet
References
www.weatherchannelkids.com
www.WeatherWhizKids.com
Student will
- observe and record daily weather conditions, such as sunny, cloudy, windy, rainy, or snowy
- describe weather in terms of temperature, wind, and precipitation
- identify common types of storms; examples include hurricanes, tornados, blizzards, and thunderstorms
Materials:
"My 5 Day Forecast" worksheets with interactive notebooks
"The Wind Blew" by Pat Hutchins
1 plastic drinking straw per student
5-6 small objects in varying weights and shapes per small group (about 3-4 students per group)
Instructions:
Have students conduct their daily weather check on the "My 5 Day Forecast" worksheet in interactive notebook.
When finished, brainstorm with the students to identify words relating wind (could make a concept map for a class visual). How powerful is the wind? Talk about gentle breezes versus hurricane force winds. Can we see the wind? How does it feel? Does it affect our daily activities or the ways in which we dress?
Read "The Wind Blew" by Pat Hutchins to the class. When the story is over ask the students again how much power does the wind hold? Tell the students that they are going to conduct their own wind experiment.
Divide students up into small groups (3 or 4 students per group). Give each group a small container filled with various items of differing weights and shapes (cotton ball, paper clip, toothpick, rubber eraser, nail, bolt, etc). Give each student their own plastic drinking straw. Have the students draw pictures of the various items on the right side of the next available page in their interactive notebooks. Have students take turns blowing through their straws at each object in an attempt to move the object with their "wind". Have them write down if they were able to move the object or not when only one person blows through the straw.
Next have the students work together in pairs (then in 3s or 4s), each blowing at the object with his or her straw. Does the added wind power create a stronger force? Were the students able to move even the toughest of objects when they worked together? Have students record all results in their interactive notebook.
Come back together as a whole class and discuss the results of the experiement. Tie the students' answers on added wind force to the idea of tornados, hurricanes, windchill/blizzards, and sandstorms.
Differentiation (if needed):
Students can use class/elbow buddies during group time if they need help with the experiment. Students wanting to take the lesson further can brainstorm ideas about how much force it would take to move heavier objects in the classroom; how many students would it take blowing on a desk to get it to move?
Resources:
"The Wind Blew" by Pat Hutchins
"My 5 Day Forecast" worksheet
References
www.weatherchannelkids.com
www.WeatherWhizKids.com
