Wind at Work

Overview

Lesson 12 of 30 in Little Scientists, Big Discoveries. Students investigate how moving air can make objects move by designing and testing a simple sail, spinner, or wind-powered device.

Learning intentions

Students will:

• Observe and describe how moving air affects objects.
• Design and build a simple device that uses wind.
• Test how changing a shape can change movement.
• Record observations and communicate findings using scientific language.

Success criteria

• I can explain that moving air is wind.
• I can design and build a device that wind can move.
• I can make a fair comparison by changing one feature at a time.
• I can record what happened and describe what I would change next.

Curriculum links

• Understanding matter and energy through observing air and its effects.
• Investigating how forces, including pushes from moving air, can cause objects to move.
• Applying the steps of the inquiry process: asking questions, planning, testing, observing, and communicating.
• Developing safe and responsible practices when using classroom materials.

Lesson structure (40 minutes)

1. 0–5 minutes – Hook and prediction Open with the wind hook and prediction slide. Demonstrate moving a strip of paper, tissue, or a lightweight paper cup using a handheld fan. Ask: “What is making the object move?” Students turn and talk, then share predictions. Establish that moving air is called wind.

2. 5–10 minutes – Mini-lesson and challenge Use the air movement and design challenge slides to introduce the challenge: “How can we design something that moves when air pushes against it?” Explain that a larger or differently shaped surface may respond differently to wind, but students must test rather than assume. Model safe fan use: keep fingers away from the fan and use only lightweight materials.

3. 10–15 minutes – Plan the device Distribute the wind-powered design worksheet to pairs. Students choose a sail, spinner, or another teacher-approved wind-powered device and sketch a labelled design. They identify one feature they will change, such as shape, size, number of folds, or angle, while keeping other conditions similar.

4. 15–27 minutes – Build and test In groups of three, students use paper, straws, craft sticks, tape, and string to build their devices. Test each design in front of a fan or at a consistent distance from a fan. Students complete at least two trials and record observations on the wind-powered design worksheet. Encourage groups to use precise language such as “moved farther,” “spun faster,” “tilted,” or “stayed still.”

5. 27–34 minutes – Improve the design Refer to the testing and improving slide. Students identify one result and make one purposeful modification. They test again, keeping the same fan setting and starting position. Remind students that an unsuccessful test is useful evidence because it helps designers decide what to change.

6. 34–38 minutes – Share findings Invite several groups to demonstrate their devices. Each group briefly explains what they changed, what happened, and whether the change improved movement. Ask: “Which shape caught the most air?” and “How do you know?”

7. 38–40 minutes – Exit reflection Use the reflection and exit prompt slide. Students complete the final section of the wind-powered design worksheet: “Moving air made my device…,” “The change that helped most was…,” and “Next time I would….” Collect worksheets as students leave.

Resources

• One slide deck covering the hook, explanation, challenge, testing instructions, discussion prompts, and reflection
• One design-and-results worksheet per student or pair
• Lightweight paper, tissue paper, or cardstock
• Straws, craft sticks, string, paper clips, and masking tape
• Child-safe scissors
• One or two handheld electric fans
• Measuring tape or floor markers
• Open floor or table space for testing
• Safety goggles if materials may become airborne

Assessment

• Observe planning and construction: Can students explain how their device is intended to use moving air?
• Review worksheets for a labelled design, a controlled comparison, recorded observations, and a reasonable conclusion.
• Listen to group explanations for evidence-based statements about shape, air movement, and motion.

Differentiation

• Provide pre-cut paper shapes, partially assembled frames, visual step cards, and sentence starters such as “When we changed ___, the device ___.”
• Pair students strategically and assign roles such as designer, builder, tester, and recorder; rotate roles during the activity.
• For English language learners, demonstrate each action, use gestures and labelled visuals for air, wind, push, shape, and move, and accept oral explanations or labelled drawings.
• Extend students by asking them to make two designs, predict which will move most, or calculate and compare the distance travelled in repeated trials.