Session Outline • Talk about how we can tell if it is windy or not, (see and hear the trees swaying, leaves blowing.) • How can we measure the wind? Tell the children that wind is measured in two ways: the direction from which it blows and also its speed. • Explain that we are going to make simple anemometers to measure wind speed by watching how fast it spins. • Show the children how to make their own anemometer using the guide provided. (Scroll down) • Allow the children to explore their outdoor area with their anemometers to find the windiest/ least windiest place in their outdoor environment. Differentiation: HA- Show good skills when creating their design. Give reasons for their findings. LA- Help with the creation. Extension: Where were the most windy/ least windy places? Why do they think this was? Was the wind speed in each area constant or did it change? Explain that wind is not always constant and can gust. Lesson Objectives Children will create a simple anemometer from recycled materials to test the wind speed in their outdoor environment. Resources paper/ polystyrene plate, sellotape, cotton reel, stick, plastic cups, dry- wipe/permanent pens. Activity Guide (scroll down) Key Vocabulary Wind speed, wind direction, up-wind, down-wind, fast, slow, high, low. Risk Assessments Generic Site RA; Stick Activities RA. Curriculum Links Geography: (KS1) Develop knowledge about their locality; Develop basic geographical vocabulary related to physical and human features of their environment; Use compass directions and locational and directional language to describe the location of features and routes on a map; Use simple field work and observational skills to study their local geography and the key physical and human surroundings of their environment. Design & Technology: (KS1) Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]; Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products. Learning Outcomes LA - Children will create a simple anemometer with help. MA - Children will create a simple anemometer and use it to test the wind speed in their outdoor area. HA - Children will create a simple anemometer and use it to test the wind speed in their outdoor area. They can suggest reasons for the windiest/ least windiest areas. www.outdoorlearningmadeeasy.co.uk © Anemometer KS1 TOPICS KS1 GEOGRAPHY DESIGN & TECHNOLOGY THE WEATHER MOVEABLE STRUCTURES
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Session Outline
• Talk about how we can tell if it is windy or not, (see and hear the trees swaying, leaves blowing.)
• How can we measure the wind? Tell the children that wind is measured in two ways: the direction from which it blows and also its speed.
• Explain that we are going to make simple anemometers to measure wind speed by watching how fast it spins.
• Show the children how to make their own anemometer using the guide provided. (Scroll down)
• Allow the children to explore their outdoor area with their anemometers to find the windiest/ least windiest place in their outdoor environment.
Differentiation:
HA- Show good skills when creating their design. Give reasons for their findings.
LA- Help with the creation.
Extension:
Where were the most windy/ least windy places? Why do they think this was? Was the wind speed in each area constant or did it change? Explain that wind is not always constant and can gust.
Lesson Objectives
Children will create a simple anemometer from recycled materials to test the wind speed in their outdoor environment.
Resources
paper/ polystyrene plate, sellotape, cotton reel, stick, plastic cups, dry-wipe/permanent pens.
Activity Guide (scroll down)
Key Vocabulary
Wind speed, wind direction, up-wind, down-wind, fast, slow, high, low.
Risk Assessments Generic Site RA; Stick Activities RA.
Curriculum Links
Geography: (KS1) Develop knowledge about their locality; Develop basic geographical vocabulary related to physical and human features of their environment; Use compass directions and locational and directional language to describe the location of features and routes on a map; Use simple field work and observational skills to study their local geography and the key physical and human surroundings of their environment.
Design & Technology: (KS1) Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing]; Explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products.
Learning Outcomes
LA - Children will create a simple anemometer with help.
MA - Children will create a simple anemometer and use it to test the wind speed in their
outdoor area.
HA - Children will create a simple anemometer and use it to test the wind speed in their outdoor area. They can suggest reasons for the windiest/ least
windiest areas.
www.outdoorlearningmadeeasy.co.uk ©
Anemometer
KS1
TOPICS
KS1GEOGRAPHY DESIGN &
TECHNOLOGYTHE WEATHER
MOVEABLE
STRUCTURES
http://www.outdoorlearningmadeeasy.co.ukhttp://www.outdoorlearningmadeeasy.co.uk
-
www.outdoorlearningmadeeasy.co.uk ©
Activity Guide
AnemometerKS1
TOPICS
KS1GEOGRAPHY DESIGN &
TECHNOLOGYTHE WEATHER
MOVEABLE
STRUCTURES
You will need…
paper/ polystyrene plate
sellotape/ super glue
cotton reel
thin stick
plastic cups
dry-wipe/permanent pens
Instructions
1. Glue/ Sellotape your cotton reel securely onto
the centre of your plate.
2. Decorate your 3 plastic cups with coloured dry-
wipe/ permanent pens. (Optional but creates pretty patterns when they spin.)
3. Turn the plate upside down and glue/ sellotape the 3 cups securely to the edge of the plate, ensuring they face the same way in a rotation and the open ends of the cup are not covered/ obscured.
4. Turn back the other way and place a thin stick into the centre of the cotton reel so that your anemometer spins freely.
5. Explore your outdoor area, testing the wind speed with your anemometer.
What do you notice about the wind speed in different areas?
http://www.outdoorlearningmadeeasy.co.ukhttp://www.outdoorlearningmadeeasy.co.uk
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