Karen Festa- Special Education Teacher
Lesson: Wind
Grade level: Kindergarten
Is it Windy Outside?
Introduction:
Read The Windy Day by G. Brian Karas.
Goals:
The science unit at the kindergarten level is an introduction to weather. The emphasis in kindergarten will be on observation and description of daily weather changes and patterns. How people are affected by the weather and the identification types of weather and the local weather patterns will be the main focus. The goal of this lesson is to identify local weather patterns during the different seasons and how wind affects weather patterns and temperature. The students will also identify how our daily activities are affected by wind.
Pre- Activities:

Invite children to reading time and read The Windy Day by G. Brian Karas. Discuss with the children some activities we may do on a windy day. Record some of their answers in the class Rebus Book.

Ask: So, can you see the wind? (No! But you can see it move branches, leaves,
trash, etc.)

Say: Sometimes wind is gentle, it is a breeze. Sometimes it blows hard, gusty,
and brings storms in. In spring, especially March, it is very windy.

Say: Tomorrow we are going to find out what direction the wind is coming from.
Lesson:
Help the students make a wind wand. Model what a wind want looks like and how you would use it.
Have the children color their craft sticks with makers. Tell them to choose three
strips of tissue and glue them to one end of their stick. Have them blow on their wand to see what direction they are blowing from, the tissue will blow away from the direction of the wind. Take the children outside and see what direction the wind is coming from. Have the children go back into the classroom and find two areas where there is a breeze blowing (vents, near windows, or near doors). Ask them: How will you know that there is a breeze? (The streams will flutter.) Ask the children to find at least two breezy spots in the classroom and to record their answers on the whiteboard.
Writing Extension:
Have each student illustrate a Rebus book page using the computer program “Kid Pix”. The preloaded page will have a blank space at the top for an illustration and students must “fill in the blank” for the sentence below. “When it was a windy day, and ___ went out to play.” After the students finish illustrating and completing the Rebus book page, have them save their page and import each page into a power point story. Record each student reading his/her page using voice recognition software. When the power point is complete, read the story to the class and post to your classroom blog.
Modifications:
For students who use assistive technology, using a plate switch hook up a fan into a “direct select” switch use. Have the student with special needs hit the switch in order to turn the fan on/off. Have students test their wind want near and far from the fan. Have the students observe what happens to the wind wand when the wind blows on and off.
Assessments:
Observe student behavior, verbal and written responses when using their wind wands.
· Can the students demonstrate which direction the wind is coming from by using their wind wands?
· Can the students identify and record where hidden breezes are by using wind wands?
· Can the students identify what wind looks like and what activities you can do on “windy days”?


Rhode Island Earth Science Grade Level Expectations:
ESS 1 (K-4) NOS –3
Explain how the use of scientific tools helps to extend senses and gather data about weather. (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).de Span Expectations (K-4)

Grade Span Expectations (K-4)
ESS 1(K-2)–3
Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by…

3a using scientific tools to extend senses and gather data about weather (e.g., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).

ESS 1(3-4) –3
Students demonstrate an understanding of how the use of scientific tools helps to extend senses and gather data by…

3a explaining how the use of scientific tools helps to extend senses and gather data about weather (i.e., weather/wind vane: direction; wind sock: wind intensity; anemometer: speed; thermometer: temperature; meter sticks/rulers: snow depth; rain gauges: rain amount in inches).

3b selecting appropriate tools for a given task and describing the information they will provide.
ESS1 - The earth and earth materials as we know them today have developed over long periods of time, through continual change processes.