"Use an Anemometer," said the Meteorologist
- The student will:
- read and learn the meanings of unfamiliar words using knowledge of root words and prefixes
- work with a small group of classmates to make a meteorological tool
- use effective communication skills in group activities
- present a brief oral report
Estimated Time for Completing Activity:
Type of Activity:
National Science Standards:
- Standard A Item 3
Standard E Item 4 and Item 5
Standard G Item 1
- English 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 5.4
- Science 4.6
- Math 4.8, 4.9
- meteorologist, anemometer, formula, calculate, convert, conversions, rotate, rotation,
diameter, inches, centimeters, miles per hour, kilometers
- Students will be divided into groups of four. Each group will need:
Instructions clearly displayed for the group's use (make four copies of the anemometer instruction sheet)
4 small paper cups
2 seven inch cardboard strips
a ruler (inches and centimeters)
two pencils with erasers
two ounces of clay
a red crayon or marker
clock with a second hand
Strategies and Procedures:
- Read the poem, "Who Has Seen the Wind?" or any favorite poem about the wind.
- Today we are going to work in groups and make an instrument that Meteorologists use to measure the speed of the wind!
- Review Definitions:
Meteor comes from a word that means "something happening in the sky."
A meteorologist studies the atmosphere, weather, and climate of our Earth.
The root word "meter" means a way to measure. An anemometer is a
weather instrument that measures wind speed.
The prefix "fore" means before.
A meteorologist who uses tools and instruments to collect data and study
the weather is able to forecast the weather before the weather happens.
Discuss the importance of this through class interaction and discussion.
Before students are grouped explain that each group will have 30 minutes to
assemble an anemometer
record four anemometer readings (each child has a turn)
use the formula provided to calculate each wind speed.
Formula: To calculate wind speed in miles per hour, multiply the number of complete rotations the colored cups makes in 30 seconds by the diameter (in inches) of the anemometer. Then divide this number by 168.
See Editor's Note
To calculate wind speed in kilometers per hour, multiply the number of complete
rotations the colored cup makes in 30 second by the diameter (in centimeters)
of the anemometer. Then divide this number by 265.
10 points: the group will work quietly and cooperatively
- 80 points = A
- 70 points = B
- 60 points = C
- 50 points = D
10 points: all calculations are accurate
10 points: anemometer assembled correctly following all directions
10 points: calculations done on paper
10 points: calculations checked using calculator
10 points: calculations computed in miles
10 points: calculations computed in kilometers
10 points: oral report to class with group findings
- Make bar graphs, line graphs, or pie charts. Write a "how to" paragraph
describing how to make an anemometer.
||Lesson Plan submitted by Carol Mitchell, Poquoson Elementary School, Poquoson, Virginia, USA, for the NASA's S'COOL Project.