Lesson Plan Template – ED 3501 (Version C)

Lesson
Building Wind Vanes Date November 26, 2019
Title/Focus
Subject/Grade Time
Science/Grade 5 105 min.
Level Duration

Unit Weather Teacher Mr. Wiebe

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General & Understanding - Topic D: Weather Watch 
Specific  5-8 Observe, describe and interpret weather phenomena; and relate weather to the
Learning heating and cooling of Earth's surface. 
Outcomes:  Describe and demonstrate methods for measuring wind speed and for finding wind
direction. 
Skills: 
 Focus 
 ask questions that lead to exploration and investigation 
 identify one or more possible answers to questions by stating a prediction or a hypothesis 
 Explore and Investigate 
 identify one or more ways of finding answers to given questions 
 plan, with guidance, and carry out procedures that comprise a fair test 
 work individually or cooperatively in planning and carrying out procedures 
Attitudes 
 5-4 Demonstrate positive attitudes for the study of science and for the application of
science in responsible ways. 
 Students will show growth in acquiring and applying the following traits: 
 curiosity 
 confidence in personal ability to learn and develop problem-solving skills 
 inventiveness and open-mindedness 
 perseverance in the search for understandings and for solutions to problems 
 flexibility in considering new ideas 
 critical-mindedness in examining evidence and determining what the evidence means 
 a willingness to use evidence as the basis for their conclusions and actions 
 a willingness to work with others in shared activities and in sharing of experiences 
 appreciation of the benefits gained from shared effort and cooperation
LEARNING OBJECTIVES
Students will:
1. Develop their skill in building and following written and oral instruction
2. Understand the concept of wind direction
3. Identify wind direction based on the evidence of their weathervanes
ASSESSMENTS
Observations: 
Key Questions: 
Products/Performances 
:
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
 101 Great Science Experiments – Neil Ardley  26 pins
 26 styrofoam drinking cups
 Hot Glue/Glue Gun
 26 pieces of cardstock
 26 drinking straws
 26 styrofoam plates
 26 large lumps of modeling clay
 26 handouts with wind vane instructions
 Pencils for drawing (student supplied)
 Pencils with good eraser (student supplied)
Adapted from a template created by Dr. K. Roscoe 1
 Lesson Plan Template – ED 3501 (Version C)
 Electric fan
 Large box
 Phone with compass app/Compasses?
 Marker (to write their names on them)
 Projector for showing instructions
PROCEDURE
Prior to lesson  I will cut cardstock sheets in half, then fold them in half
 I will put tacks, straws, cups, plates, cardstock, and clay in stacks on the counter
 I will bring an electric fan and set it up near an outlet
Introduction Time
Calming Activity  I will let the students in from recess
 Students will come in from recess amped up 15 min.
 Students will meditate (suggestion?)
Attention Grabber  “I wonder what the weather is like outside. Can anyone tell me
which direction the wind is coming from?”
Assessment of Prior  The class discussed wind and cardinal directions in the previous
Knowledge class
Expectations for  “Today we are going to learn how to tell which direction the wind
Learning and is coming from. We will be making something to take home, so
Behaviour it’s important that we work hard and focus so that we can be
proud of what we bring home to our families.”
Body Time
Learning Activity #1  “How can we tell which way the wind is blowing? Can anyone
give me some ideas?”
Demonstration of  Students might bring up ways that one could test wind direction
Building Weathervane while being outside or looking at trees. If they need help, I can
suggest things like tossing grass into the air to see which way it
flies. If they bring up weathervanes or windsocks, I will add that
to the list, and they can refer to it when I ask the following:
 “What if I don’t want to go outside to feel the wind or pick up
grass? What if there are no trees outside? Or what if it’s not
windy enough to see the trees move?” 10 min.
 “Today we are going to build our very own wind vanes that you
can take home! If you work hard and stay on task, maybe we will
have time to take them outside today. If we run out of time, that’s
ok; we will take them outside next week.”
 “Before we begin building, I will show you how to build one.”
 I will get the paper passers to hand out the instructions while I
put the instructions on the projector.
 I will then go through the instructions, step by step, answering
questions along the way.
Teacher Notes: Assessments/  Instead of pre-tracing triangles, I will allow them to cut their own
Differentiation sizes. Some will likely be smaller, and some bigger, which should
provide a discussion point if the smaller triangles don’t move
with the wind.
Learning Activity #2  I will get them to collect their materials. I will call by name 45 min.
someone from each desk group to get the supplies from the
Building Weathervanes counter and distribute them to their classmates.
 “In order to make this wind vane, you will need to follow the
instructions on the handout very carefully! Remember what we
just did.”
 “What can we do if there’s something we don’t understand?”
After the students provide their ideas, I want to impress on them
that they should first use each other for support, and then ask me
questions if they are still at a loss.
 “Before we begin, I want you to look at the picture on the first
page of your handout. This is what we are building. Maybe yours
Adapted from a template created by Dr. K. Roscoe 2

Teacher Notes: Assessments/
Differentiation
Learning Activity #3
Testing Wind Vanes
Indoors
Teacher Notes: Assessments/
Differentiation
Learning Activity #4
Adapted from a template created by Dr. K. Roscoe
Lesson Plan Template – ED 3501 (Version C)
won’t look exactly like this, but if you follow the instructions well,
it will look very close.”
 “If you understand what we’re doing, put your thumbs waaay up!
If you think you know but you have a few questions, show me
your thumbs sideways like this. If you are completely lost, put
your thumbs waaay down.” If there are many students who are
completely confused, I’ll address their questions in front of the
whole class. If there are only one or two, I’ll meet with them
personally and allow the rest of the class to continue.
 “It’s important that you follow these instructions step-by-step. If
you begin at step 1 and move down the list, your wind vane
should turn out very well. If you are finished early, look for a
classmate at your table that you can help. You may begin.”
 While the class is working, I will walk throughout the class. I will
try not to help those with problems too much, but rather include
their partners in the conversation to see if they can help.
 Once they get to the point of needing their direction triangles
glued to their cups, I will man the glue gun for as long as needed.
 I will have one lineup for people needing their triangles glued,
and another for anyone to come to me with other questions.
 Instead of working in groups, I will have the students help others
at their table when they have completed their own work. The
students who will most likely face difficulties are seated near
students who are capable of helping them.
 If everything else is going smoothly and I have time, I will also
guide struggling students through the activity.
 *Note: this stage can be skipped if time is running low. It would be
nice to test the vanes indoors to make sure they work, but it’s most
important for them to be tested outdoors.
 “Now that we’ve finished making our wind vanes, do you think
we should go outside with them right away? What if we go
outside and your wind vanes don’t work? I think it would be a
good idea to test them with this fan first.”
 I will use this as an opportunity to teach them which direction a
wind vane points
 “Before we begin the tests, let’s make some predictions. Raise
your hand if you think the vanes will point this direction? How
many people think it will point this direction? This direction?
This direction?”
 “Let’s try it and see.” I’ll call one table group over with their wind
10 min.
vanes and have the students hold them in front of the fan while I
turn it on. If the vanes are working correctly, they should point in
the direction of the fan. “Interesting! So the wind vanes point in
the direction that the wind is blowing FROM, not blowing TO. In
grade 6 you’ll learn why it happens that way when you study
aerodynamics.”
 If all of them work correctly, I’ll ask that group to sit down and
then I’ll call up the next table group. If not all of the vanes work
correctly, I’ll ask the class why they might not be working
properly and what could be done to fix it. I’ll ask the table group
to sit down and for the ones with successful vanes to help out
those whose vanes didn’t work.
 When all the vanes have been tested out and found to work
correctly, we will move on to testing the vanes outdoors.
 *Note: If the weather is uncooperative or if we’ve run out of time, I 20 min.
will instruct the students to bring their vanes to the counter,
3
 Lesson Plan Template – ED 3501 (Version C)
Testing Wind Vanes making sure they have their names on them. I will store them in a
Outdoors large box I will bring to class.
 “Let’s make another prediction. Hands up if you think the wind
outside is coming from the north? East? South? West? How can
we find out?”
 “When everyone is silently sitting at their desks, I will ask you all
to silently line up at the door WITH your wind vanes.”
 I will wait until they are lined up quietly.
 “Now quietly get your coats and your shoes. When you have them
on, line up by the door to go outside. Remember to show the 4th
graders how quietly you can go outside.”
 When the students are lined up quietly, I will lead them outside,
following me in a line while a butler to hold the door.
 I will gather the students around me. “Where do you think the
wind is coming from? Is it a strong wind or is it a gentle breeze?”
 “So how will we explain to someone inside which direction the
wind is coming from? Will we just say ‘that way’?”
 Let the students answer, but if no one answers, then explain that
we need to orientate our wind vanes so that north on the vanes
faces north in real life.
 “Which direction do you think is north? I think I know about
where it is, but just to be sure, let’s use the compass app on my
phone.”
 Once we’ve located which direction is north, I’ll instruct the
students to orientate their vanes accordingly.
 “Based on which way our arrows are pointing, which direction is
the wind coming FROM? Very good! Which direction is it blowing
TO?”
Closure Time
 “Now take your vanes and WALK to the door. Go inside, and
QUIETLY take off your shoes and your coats, then head into the 5 min.
classroom.”
Consolidation of  Once back in the class, I will close the lesson with “Group/Share”
Learning:  “Turn to each other in your desk groups, and I want you to come
up with 3 things you’ve learned today.” 5 min.
 After a minute or so of this, I will ask a representative from each
group to name 1 thing they discussed in their group.
Transition To Next
Lesson

Sponge
Activity/Activities

Reflections from the

lesson

Adapted from a template created by Dr. K. Roscoe 4