HOW STRONG IS THE WIND?
Students will take measurements and make observations to understand how wind strength varies
depending on location and altitude.
OBJECTIVES
The student will be able to
 Practice using tools to collect wind strength data.
 Understand that wind strength can vary depending on altitude and location.
MATERIALS/EQUIPMENT
 Wind Meters/Anemometers
 Copies of the Beaufort scale (See Appendix A for several different versions.)
 Data sheet and pencils/pens
 Kite Materials (see Appendix B for directions) or ready-made kites
TIME NEEDED: 60-90 minutes
DEGREE OF PHYSICAL ACTIVITY: moderate to high
RUNNING THE ACTIVITY
Explain to students that for a wind turbine to work at its best, it needs a consistent source of wind. Ask
students how we would figure out good locations for wind turbines.
Ask the students how we know there is a wind. Have the students come up with words to describe
moving air and write them on a board. Such descriptive words may include: gentle, light breeze, breezy,
waft, blustery, gusty, windy, whipping, gale, hurricane, etc. Ask the students what is the difference
between it being breezy and windy (or pick two similar words from the student-generated list.) Talk with
the students about how hard it is to be precise when describing differences in the wind.
In 1805, Sir Francis Beaufort, a British naval officer, created a way to measure the intensity of the wind
aboard a ship. He assigned a value to wind strength and speed based on things he could see, like flags
flapping or the height of waves. Over 200 years later, the Beaufort Scale is still used, but not just at sea.
Today, the modified Beaufort Scale assesses wind conditions based on how things on land are affected
by the wind. Show students a copy of the Beaufort Scale and read some of the visual cues from it. Point
out how the scale uses some of the students’ descriptive words of wind. (Four versions of the Beaufort
Scale are included in Appendix A. Choose the one that will work best for the age and ability of the
students you will be working with.)
Explain that another tool that used to measure wind strength is an anemometer or
wind meter. Demonstrate how to use a wind meter. Show students how to hold the wind
meter at the top and face the wind so it will blow into the two holes on the back side of
the wind meter. Explain that there are two number scales, but to only use the 0-10 scale
on the left side unless the day is extremely windy. Then you put your finger over the
red tube on top at the top of the wind meter and read the numbers on the right side
of the scale.
Ask students if we could use the wind meters to measure the wind speed at the
top of the wind turbine. Ask what we might be able to use to assess wind conditions
higher up while we stay here at ground level. Steer students to the idea of how we
could use kites. Pass out the materials and direct students in making a simple kite.
(Directions for two different kinds - the 20-minute kite or the paper bag kite - are included in Appendix C.)
Explain to students that they will be measuring and comparing wind at several places on the property,
including where the wind turbine is located. Show students the data sheet (Appendix B) where they will
record their location and wind strength measured with the wind meters and with the Beaufort Scale.
Before leaving the classroom, have the students write the predictions about where they think the wind
will be the strongest and how strong the wind will blow at that location.
Head outside. Visit several locations around the site, including the area by the wind turbine. You may
need to show students how to get the kites off the ground. Before flying the kites, look for electrical wires
and other things the kite might get caught on, and to watch out for each other as they are running with
the kites. As the students fly their kites, they may get so involved that they forget why they are flying the
kites. Remind them to make observations about the wind strength’s where the kite is compared to the
wind they feel on the ground.
Wrap-Up
After collecting data from several locations, discuss with the students the wind speed measurements
they recorded. Were they surprised by the results? Why do they think there was variation in wind speed
around the ground? Was it as windy on the ground as it was where the kites flew? Why do they think the
wind turbine was sited where it was? Where else on the property could a wind turbine be located?
Ask the students if they think it would work to install a wind turbine at their school. Discuss what the
challenges would be.
OPTIONS
Attach flags/pennants/thick ribbon to the tower of the site’s wind turbine. This is another way for students
to see differences in air flow at ground level and higher up.
WAYS TO USE/INTEGRATE THIS ACTIVITY
Combine with Best Blade Design and/or Swept Away.
STEM CONNECTIONS
Science: Students will need to predict, test, and explain.
Engineering: Students will construct.
Math: Students will need to measure and record.
Students will also need to use teamwork.
SOURCE(S)
Adapted from lessons in the Wind Wisdom for School Power Naturally curriculum
www.powernaturally.org/programs/SchoolPowerNaturally/Wind%20Wisdom%20for%20SPN%205-6.pdf
APPENDIX A: The Beaufort Scale
APPENDIX B: Data Sheet
How Strong Is the Wind?
Predictions: The strongest wind will measure _______________ miles per wind.
Where will we find the strongest wind? ___________________________________
First Location ________________________________________________
Wind Strength Using the Beaufort Scale _______________
Wind Strength Using a Wind Meter______________
Observations of what my kite did:
Second Location ________________________________________________
Wind Strength Using the Beaufort Scale _______________
Wind Strength Using a Wind Meter______________
Observations of what my kite did:
Third Location ________________________________________________
Wind Strength Using the Beaufort Scale _______________
Wind Strength Using a Wind Meter______________
Observations of what my kite did:
APPENDIX C: Kite Directions
20 Kites in 20 Minutes
For over 15 years the Big Wind Kite Factory has been giving kite making classes for the children on the island of Moloka'i in
Hawai'i. These are the complete time tested instructions to get 20 kids making their own kites and flying them in 20 minutes.
Editor's Note: I am very happy to provide these instructions for one-page paper kites. The kites are perfect for classroom
construction, for home school use, scouts and guides activities, or just as easy summer crafts for kids. Each kite is made from
one piece of ordinary printer paper. You can use plain paper, colored paper, or decorate white paper in art class prior to making
the kites for a group science project.
As a class volunteer, I helped a local teacher make these kites with his Grade 5 and 6 kids - and it was an absolute joy. The
students loved each part of the project...but the smiles that came when they tried out their new paper kites were awesome. We
had a beautiful breezy day, perfect for kite flying...and every one of the 33 paper kites made by our students was up and flying
like a dream!
Since we even had other students coming over, eager to learn how to make these kites, I asked the Big Wind Kite Factory for
permission to provide the instructions, and step-by-step photos featured here. They graciously gave permission, and I heartily
recommend a visit to their site, where you will find larger versions of the photos on this page, plus lots more information on kite
making. I hope you enjoy your kite making as much as I did!
~~Jane Lake
Material list:
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20 sheets of lightweight 8 1/2" x 11" paper (e.g. tracing paper) or Tyvek is also recommended
20 8" bamboo bar-b-que shish kebob sticks.
1 roll of florescent surveyor's flagging plastic tape (available at any hardware store).
A plastic bag cut in a 1" wide spiral all around will also make a great tail.
1 roll 1/2"wide masking tape or any type of plastic tape.
1 roll of string. (At least 200', 6 to 10 feet for each child.)
20 pieces of 1"x 3" cardboard on which to wind the string.
Scissors.
Hole punch. (optional)
Directions: Fold a sheet of 8 1/2" x 11" paper in half to 8 1/2" x 5 1/2".
2. Fold again along the diagonal line A in Fig.2
3. Fold back one side forming kite shape in Fig.3 and place tape firmly along fold line AB. (No stick is needed here because the
fold stiffens the paper and acts like a spine.)
Place bar-b-que stick from point C to D and tape it down firmly. Cut off 6 to 10 feet of plastic ribbon and tape it to the bottom of
the kite at B.
Flip kite over onto its back and fold the front flap back and forth until it stands straight up.(Otherwise it acts like a rudder and the
kite spins around in circles.) Punch a hole in the flap at E, about 1/3 down from the top point A.
Tie one end of the string to the hole and wind the other end onto the cardboard string winder.
A Lunch-Bag Kite
Materials
 Paper lunch bag
 Paper punch
 Tape
 Scissors
 Large ball of string
 Six pieces of fabric, each 1 X 4 inches
1. Cut out the bottom of the bag.
2. To make the front of the bag heavier than the rear, fold the top of the bag over about 2 inches.
3. Cut a piece of string about 40 inches long. Tie the six pieces of fabric to the string, about 5 “ apart.
This will be the tail of the kite.
4. To attach the tail to the bag, punch a hole in the middle of one of the wide sides at the bottom of the
bag. You may want to apply a piece of tape to the spot where you will punch the hole to reinforce the
area. Tie on the tail.
5. To attach the string for flying the kite, punch a hole in the middle of the opposite wide side at the top
of the bag. You may want to apply a piece of tape to the spot where you will punch the hole to
reinforce the area. Tie the end of the string from the ball to this hole.
6. Take your bag outside on a day when there is some wind blowing. Let the kite dangle from about
three feet of string. Run so air blows through the kite. As the kite rise, let out more string.
Although the kite is simple, its design allows air to lift it upward.
APPENDIX D: Standards
Subject
Science
K-12 (2010)
Grade
Level
Code
4
4.2.3.2.1
5
5.1.3.4.1
5
5.3.4.1.1
8
8.1.3.4.2
Standards
Energy can be transformed within a
system or transferred to other systems
or the environment.
Tools and mathematics help scientists
and engineers see more, measure
more accurately, and do things that
they could not otherwise accomplish.
In order to maintain and improve their
existence, humans interact with and
influence Earth systems.
Current and emerging technologies
have enabled humans to develop and
use models to understand and
communicate how natural and
designed systems work and interact.
Benchmark
Identify several ways to generate heat energy.
Use appropriate tools and techniques in gathering,
analyzing and interpreting data.
Identify renewable and non-renewable energy and
material resources that are found in Minnesota and
describe how they are used.
Determine and use appropriate safety procedures, tools,
measurements, graphs and mathematical analyses to
describe and investigate natural and designed systems in
Earth and physical science contexts.