We started out the unit by taking a field trip to our playground. We just stood and observed our surroundings quietly. Then I asked my students how they knew the wind was blowing. We had lots of answers like the tree branches are moving, the flag is blowing around, and Mrs. O'Bryant's hair looked completely crazy from blowing in her face. (Nice). Next, we read an informational passage about wind, harmful wind, helpful wind, and a tool called an anemometer that helps measure wind. Then we looked at different examples of real anemometers. Next, we discussed how we might be able to make an anemometer by substituting household items, like styrofoam cups, for parts on a real anemometer. The next day I had a pile of household items waiting for the students. In the pile were straws, paper cups, styrofoam cups, paper plates of different sizes, pencils, tape, aluminum foil, clay, push pins (I kept these and students could come to me if they needed one. I would put the push pin in the location the students desired.). We started off the science block by discussing the different parts of an anemometer and what an anemometer must be able to do to measure the wind effectively (the anemometer must spin). I told the students that they had some time to discuss in their groups how they could use only these items I had set out to make an anemometer. This allowed the students who were a little apprehensive about the project to get an idea they could use. When all discussions were done, I told the students they were going to develop their own anemometers and gave the students a sheet of paper. On this paper, they drew out the steps and materials they would need to build their anemometer.
The next day students were given time to use their step-by-step plans to actually construct their anemometers. Eventually, we did discuss how some experiments don't always work out for scientists, but they never give up, as frustration set in for some. However, we got back on our feet and continued our work. We came up with some pretty cool creations all by ourselves. My role on this day was to hand out and put in any push pins needed as well as moral support. I really tried to step back and let the students take the lead. They were even helping each other out with ideas.
One problem we ran into were the straws we had to use were bendy straws. We needed nice stiff straws (I looked all over the town of Rogers City and could not find any non-bendy straws. Yes, I could have asked a local restaurant to donate, but I thought this was an opportunity to put our problem solving skills to work. Unfortunately, I didn't think ahead the previous weekend when I was in a larger town that would have had non-bendy straws.) We problem solved and used tape to reinforce the bendy part of the straws. Some of us decided to forgo the straws altogether and use pencils.
After our creations were built, we had to take them outside and try them out. We waited for a nice weather day and went outside. Unfortunately, the wind was REALLY blowing this day and some of
our light weight anemometers were blown to pieces. However, some students were able to problem solve and try to make it work. We did have several anemometers spin in the wind. SUCCESS! However, we did have a few unhappy scientists who did not have as successful of an experiment. I asked the students if they thought the person who invented the anemometer made it perfectly the first time. This led us into the discussion and the lesson that scientists (and superheroes) never give up. Back in the classroom we wrote in our science journal discussing what worked, what didn't work, why do we think it didn't work, and knowing what we do now, what would we do next time if we were to make another anemometer. GREAT LESSONS AND A LOT OF FUN!
These were some of our successful creations!
(This also led into writing our How-To paper for Author's Creations)
