How is the wind up there? The class builds a topography model using materials available in the classroom, then place wind flags in different locations on the landscape. Using a fan as a wind source, pupils collect data about how wind from two different locations affects the flags and their movement. Individuals apply what they observed in the model to a topographical map of the US to determine where to place wind farms. This is lesson five of a 19-part series.

Concepts

wind, topography, wind speed

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Additional Tags

science

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Instructional Ideas

• After collecting data twice, create another topography and collect data again

Classroom Considerations

• Maps should be copied in color if they are going to be handed out
• Creating the model and collecting data may take an entire class period

Pros

• The reading passage contains a career profile highlighting an occupation related to the lesson
• A graphic oragnizer is provided in order to help collect data on the wind flgs

Cons

• The first extension suggestion is the activity done in class
• Materials list references New York maps, but the maps provided are for the US