Weather Vane Making

WALT (We Are Learning To)

• Understand how wind direction is observed and measured.
• Follow steps to design and make a simple, functional weather vane.
• Explain how weather vanes help us predict weather changes.

Curriculum for Excellence Links

** Experiences and Outcomes (Es & Os):**

• SOC 2-08a: I can describe and understand the physical features of the environment, for example, how weather features such as wind direction and speed affect local life.
• TCH 2-11a: I can explore and use a variety of tools and technologies to collect information, solve problems, and share ideas with my friends and family.
• SCN 2-12a: I have explored and can demonstrate an understanding of how localisation, measurement, and identification support prediction and decision making.

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Success Criteria

• I can explain what a weather vane shows and why it's useful.
• I can follow instructions to build a simple weather vane.
• I can test my weather vane’s ability to show wind direction.
• I can work cooperatively with my classmates.

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Resources

• Cardboard or thin wooden sticks
• Straws
• Drinking straws or paper straws
• Pins or push-pins
• Plasticine or blu-tack
• Paper and colouring pencils
• Scissors (safety scissors for children)
• Sticky tape
• Dyslexia-friendly step-by-step instruction sheet (printed with clear fonts, short sentences, and light coloured paper background)
• Large fan or access to outdoor space on a breezy day for testing

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Lesson Activities

1. Introduction (10 minutes)

• Engage: Ask pupils if they have ever noticed which way the wind blows and why that might be important.
• Show a picture or real example of a weather vane and explain:
  • Weather vanes show the direction from which the wind is blowing.
  • This helps people, especially farmers or sailors, know upcoming weather changes.
• Link to SOC 2-08a: emphasise understanding of weather and environment.

2. Explore & Design (10 minutes)

• Show pupils the materials. Briefly explain what each one is used for.
• Read dyslexia-friendly instructions aloud with the class, using visuals to reinforce steps.
• Pupils draw the design of their weather vane on paper, labelling parts (arrow, base, pivot point).
• For differentiation, provide some simple labelled templates for pupils who find drawing or labelling challenging.

3. Making the Weather Vane (15 minutes)

• Pupils follow step-by-step to build their own weather vane:
  • Attach the arrow shape to the straw.
  • Push the pin through the straw to the base, using plasticine as a pivot so it spins freely.
• Teacher and assistants circulate to support learners needing help.
• Beneficial for fine motor skills and applying technology knowledge (TCH 2-11a).
• For learners with motor difficulties, provide pre-cut parts or simplified assembly options.

4. Testing & Observation (5 minutes)

• Take pupils outside or use a fan indoors to test their weather vanes: watch which direction the arrow points when wind blows.
• Discuss what the vane is showing about wind direction and how this might affect daily life.
• Record observations briefly in pairs or small groups.

5. Plenary & Review (5 minutes)

• Quick verbal quiz or thumbs up/down:
  • What does a weather vane show?
  • Why is knowing wind direction helpful?
  • What was one step you found easy or hard when making your weather vane?
• Reflect on how making and testing the weather vane linked to our learning goals (SCN 2-12a).

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Differentiation Strategies

• Visual step-by-step guidance paired with verbal instructions to accommodate different learning needs.
• Use of physical models and manipulatives for kinaesthetic learners.
• Provide templates and sentence starters for pupils with writing difficulties.
• Support from teaching assistants for pupils needing extra help, especially with fine motor tasks.
• Encourage peer support in pairs or small groups.

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Extension Activities

• Advanced pupils can research how traditional weather vanes differ from modern digital weather instruments.
• Challenge to design a weather vane that can also estimate wind speed using simple materials (e.g., cups on a spinner).
• Introduce vocabulary like "anemometer," "compass points," and discuss their role in weather monitoring.

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Dyslexia-Friendly Reading Strategies

• Use Arial or Comic Sans font, size 14 or above.
• Present instructions in short, clear steps with one idea per sentence.
• Use soft pastel coloured backgrounds (e.g., cream or soft blue) instead of white paper.
• Include clear illustrations or icons beside each step for visual support.
• Provide oral explanations alongside written instructions.

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This lesson plan ties directly to Curriculum for Excellence by encouraging curiosity about the natural world, technology use, and practical investigation skills suited to Year 3 learners, while promoting inclusive learning experiences.