201 S. Market St.
San Jose CA. 95113
1-408-294-8324 thetech.org
This activity is meant to extend your students’ knowledge of the topics covered in our Green by Design lab. Through this activity, your students will deepen their understanding of wind power and the engineering design process behind building wind farms.
Grade Levels: 3-5
Estimated time: 30 minutes building time; one week observation time (10 minutes per day)
Student Outcomes:
1.
Students will be able to create a working wind vane to determine which direction the wind is blowing from.
2.
Students will be able to create a table (T-chart) showing the wind direction at two different times for at least five days in a row.
Next Generation Science Standards
Earth Sciences Grade 3: 3-ESS2-1
Engineering Design Grades 3-5: 3-5-ETS1-1, 3
California State Science Standards
Investigation and Experimentation
Grade 3: 3.5.a-d; Grade 4: 4.6.a, d, e; Grade 5: 5.6.b, c, f-i
Common Core ELA Standards
Grades 4-5:
Grade 4:
Grade 5:
Writing W.7; W.8
Speaking and Listening
Speaking and Listening
Vocabulary:
Familiarity with these terms and concepts will enhance students’ experience in the activity
4.SL.1b-d
5.SL.1b-d
 Compass: an instrument containing a magnetized pointer that shows the direction of magnetic north and bearings from it.
 Natural Resource: Something from the natural environment (water, air, trees, fuels) that is used to meet one's needs and wants.
 Renewable: A resource that can be replaced in a relatively short time
 Wind turbine: A device that converts kinetic energy from the wind (wind energy) into mechanical energy
(electricity). A windmill for example.
Materials:


Compass
Cup with fitted lid with a straw slit
 Sharpened pencil
 Straight pin
 Drinking straw (straight, no bended straws)
 Cardstock or heavy weight paper
 Modeling clay or Playdough
 Scissors
 Marbles or other weighted object (sand or pebbles)
Procedure:
1.
Students will work as pairs for this activity. Each pair will receive one set of the above materials.
2.
Introductory discussion questions:
 What are the benefits of wind power?
 What are some things that wind farm engineers need to think about before building their wind turbines?
(Location, wind direction, wind speed, etc.) Why is it important to think of these things?

201 S. Market St.
San Jose CA. 95113
1-408-294-8324 thetech.org
 How can we find out some of that information? (Use tools-wind vane)
 If we were to build a wind turbine on the school campus, where would be the best spot? Why? How will we determine this?
Making the wind vane
1.
Take a small piece of clay or playdough and stick it to the bottom of the inside of the cup.
2.
Put the pencil inside the cup, sharpened end down/eraser end up so that it sticks into the clay. Adjust the clay to make sure the pencil is held up by the clay.
3.
Add weights to the cup surrounding the pencil.
4.
Put the lid on the cup with the pencil through the straw slit.
5.
Cut a 3”x3” square and a 3”x3”x3” triangle out of the card stock. Cut a small slit in the middle of the square.
6.
Poke one end of the straw through the slit in the square.
7.
Cut a small slit in the empty end of the straw. Place the triangle in the slit so that the straw looks like an arrow.
8.
Find the middle of the straw and push the straight pin through the middle of the straw. Push the pin with the straw on it into the eraser end of the pencil. The straw should be able to move freely.
Using the wind vane
1.
Take the wind vane and the compass outside to an area unobstructed by wind.
2.
Place the wind vane on the ground and let the wind move the arrow. The direction that the arrow is pointing is the direction the wind is coming from.
3.
Use the compass to determine which direction the wind is coming from.
Extended Learning
 Use the wind vane to determine the best spot on your school campus to build a wind turbine. Have student pairs pick different locations on campus to test the wind direction for at least five days and if time permits, at two different times per day. Students should record their results in a T-chart or other table. Using the results, students should be able to determine which location is best for a wind turbine and what direction the wind turbine should face.
 Combining the use of a wind sock with the wind vane will aid students in their decision as to where their wind turbine should go on campus. A simple wind sock (a plastic shopping bag tied to a stick) will help students determine how fast the wind is blowing, which with the wind vane will add an extra element of thought to where a wind turbine would be most beneficial on the school campus.