Total Duration: |
31 to 60 Minutes |
Materials and Resources: |
The Boy Who Harnessed the Wind, a picture book by William Kamkwamba and Bryan Mealer toy pinwheel timer for the puff mobile: (see attachment for instructions) straws wind testing materials: plastic grocery bags Attachments: Wind rating chart Puff Mobile Design & Evaluation Sheet Puff Mobile Rubric Puff Mobile Instructions |
Technology Resources Needed: |
|
Background/Preparation: |
For Teacher: When you blow, you create moving air, or wind. When the wind pushes against an object, it can make the object move. Adding wheels to the object or adding more wind can make the object move even faster. Lighter materials are easier to catch the wind. At the age of 14, William Kamkwamba used the power of wind to construct a windmill and bring electricity to his village. Teachers should always be alert to safety in the science classroom. Please review safety guidelines with students before daily instruction. Caution children about choking on candy, paper cuts, and the sharpness of the paper clips. Caution students with asthma. Goggles should be used any time small parts are used to protect the eyes. For the Student: This is an introductory lesson to wind power. No prior knowledge is needed. |
Engage: Introduce the lesson by gathering a deep breath and blowing it out. Then, ask the students to draw a picture of what they see in their science journals (expect some confused looks). Gather another deep breath, this time blowing it out onto a pinwheel and ask the students to draw a picture of what they see in their science journals. Give the students a few minutes to create their drawings. Ask the students, "What was the difference in the two drawings"? Facilitate a discussion about the power of wind (although it is invisible, it is very powerful), and then pose the question, "What could happen if someone could harness the wind?" Read the picture book The Boy Who Harnessed the Wind, by William Kamkwamba and Bryan Mealer, aloud to the students. After reading, talk about what it means to "harness the wind". Explore: Pass out the Wind Rating Chart (see attachment), and place the students in groups with 4 students in each group. Using the Wind Rating Charts, the students will test different materials to investigate their ability to "harness" the wind and use the Wind Rating Chart to rate their ability. After groups have had some time to explore the materials, ask the following: 1. Do you notice any similarities about the materials that easily harness the wind? (they were thinner, lighter, easily allowed air to travel) 2. Which material/materials worked best at harnessing the wind? (plastic grocery bags, clear plastic wrap, paper) Explain: Pass out the Puff Mobile Design & Evaluation Sheet (see attachments) and say, "Remember that puff of air that made the pinwheel spin? You are going to design a vehicle that is powered by a puff of air." Allow the groups time to design, build, and test their puff mobiles. Then section off a track and allow the groups to race their puff mobiles. Elaborate: Create a class chart on the wall or smartboard to record data from the race, including which puff mobile traveled the farthest in the shortest amount of time. Next to that chart, create a Wind Facts Chart to compare design features of each puff mobile. Lead a discussion about the similarities or differences in the vehicles that traveled the farthest distance in the shortest amount of time. What features do they have in common that may have helped to increase their time? |
Assessment Strategies |
This lesson will be assessed based on the Puff Mobile Rubric and the Puff Mobile Design and Evaluation Sheet (attached). |
Acceleration: |
Students can visit the American Wind Energy Association at http://www.awea.org/Resources/AWEAMapsList.aspx?navItemNumber=7373&navItemNumber=7373 and click on the U.S. maps to view wind turbines in each state to compile a list of the top 10 states in the United States with the most wind operational energy projects. Are there similarities within these states that make them better suited for wind energy? |
Intervention: |
Students who need extra support should be placed in groups with teammates sensitive to the needs of that student. The teacher may need to more closely supervise groups that contain students who are struggling with the concepts of this lesson. |
View the Special Education resources for
instructional guidance in providing modifications and adaptations
for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.
|