Summary Design a pivot for an anemometer, then add cups to measure wind speed. Best for upper Primaries and above. Science content Physics: Motion and Forces, Newton’s Laws, Gravity (K, 2, 6) Earth/Space: Weather, Seasons, Climate Change (K, 1, 4, 7) Science competencies (+ questioning + manipulation + others that are in every activity) Questioning/predicting: predicting (1 up), hypothesizing (7) Planning/conducting: planning investigations (3 up) Processing/analyzing: comparing observations with predictions (1 up) Materials skewers coffee stir sticks chopsticks straws (which fit over the skewers) blunt pins (mine are from a broken pinscreen) or clip the point off large sewing pins little tubes or old marker pen caps masking tape scissors from classroom tray to contain materials at a table group egg boxes cut up to make 4 cups per student Procedure This activity is similar to the wind spinner activity, but focused on measuring wind speed as students blow into little cups. Students engineer a device that measures wind speed, called an ‘anemometer’. The faster the wind hitting the anemometer, the faster it turns. It has two essential parts to its design: rotor - one part turns around another cups - catch the wind to make it turn Tell students they will first make the rotor - one part needs to spin around another easily. They do not need to build a stand for it - they will just hold it. Students can either design their own rotor, or be shown rotor ideas to choose from. See photos for ideas. Sit in a circle, to share the rotors made (and maybe show them more). Tell students they can either use the rotor they made, or make someone else's design. Engineers use each other's ideas all the time - they work together on a problem sharing ideas and experiments. Show students the cups they will add to their rotor (cut from an egg box). They need to attach them so that when they blow into a cup the rotor turns (the angle of the cups is important). It is best not to show students a real anemometer, as this will direct their design and limit their creativity. They could be shown an array of anemometer drawings, but include ones with cups on stems and cups close together on the rotor. Give students as many cups as they would like to add to their rotor, up to four. Assist students that need it to complete all the anemometers in class time. Optionally take the anemometers outside to try in the wind - although note that many of them will not work as well as blowing on them (as the breath can be directed into the cups). Measuring wind speed is important for predicting weather, both on the land and over the ocean. It is also important for: Wind turbines that make electricity from wind Wildfires and how they spread And how fast wind Weathers and Erodes the land to change the landforms. Grades taught Gr 1 Gr 2 Gr 3 Gr 4
