Elementary Wind Day Lesson Plan

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					                                            Elementary Wind Day Lesson Plan

                                           What is a Wind Turbine?
        Isaac Barnhart, Austin Breault, Logan Driscoll, Daniel Frost, Camden Garretson, Sara Nitsch, Tyler Peterson, Kaley Smith,

                                    Trenton Starmer, Justin Walker, Joe Wright, Devon Zimmerman,

Materials Needed:
             Wind Turbine Models

             Blade Set

             Box Fan

             Materials to build blades

             Water Pump Sets

             Music Boards

             Low Voltage Light Bulbs

             Laptop Computer

Detailed Description of Activity:
   1.     Explain Parts of a Wind Turbine:

             Blades: wind turns the blades

             Nacelle: the turning of the blades spins the shaft which spins turns the generator within the nacelle creating

             Tower: electrical energy is transmitted through the distribution lines in the tower

             This electrical energy can be used to power schools, homes and businesses.

   2.     Show pictures of wind turbine parts in order to show scale.

   3.     Show how a wind turbine can create usable energy:

             Model wind turbine lighting a bulb

             Model wind turbine playing music

   4.     Allow students the opportunity to build and test their own turbine blades.

                  Attach hub to model turbine and water pump

                  Add information to a bar graph showing which groups pumped water the highest
Science Concept(s) Introduced:
           Bar Graph

           Energy Conversion

           Generation of Electricity

Scientific Explanation:
Energy from the wind turns the blades, which turns the shaft of the generator.

The generator turns the energy into electricity.

This electricity is transmitted through distribution lines and can then be used by you.
                                        Elementary Wind Day Lesson Plan

                                            The Ventauri Effect
     Alayna Cates, Heather Cleveland, Samuel Cruz, James DeHerrera, Bryce Hanks, Corey Knight, Garrett Kuhn, Lance Maine,

                      Holly Mortimer, Michael Prater, Brittany Unruh, Taylor Woodall, Mason Zimmerman

Materials Needed:
           Matching candles

           Chairs

Detailed Description of Activity:
   1.   Have them try to blow out a candle with their mouths wide open

   2.   Have them try to blow out a candle with their lips puckered

   3.   Have them hold their hand in front of their face and blow with an open mouth and then puckered lips.

   4. Explain that Fluids Flow Faster when forced through narrow spaces.

               Say all together

               Say all together again louder

               Have selected student try to say it as fast as they can (as a tongue twister)

Science Concept(s) Introduced:
           Ventauri Effect

Scientific Explanation:
Fluids Flow Faster when Forced through narrow spaces
                                        Elementary Wind Day Lesson Plan

                                            Bernoulli’s Principle
   Michael Androes, JD Blochlinger, Brooke Christie, Eva Cofran, Stephen Hahn, Austin Howe, Samantha Hyman, Shylie Kieffer,

                           Angel Reinert, Morgan Schoen, Jessica Steenson, Tess Tanuis, Gunnar Wiles

Materials Needed:
           Chair

           Goggles

           Leaf Blower

           Rod

           Toilet Paper

           2 Pop Cans

           Straws

           Paper

Detailed Description of Activity:
   1.   Select a volunteer to sit in the chair and wear goggles.

   2.   Position rod and toilet paper in front of volunteer.

   3.   Bring out the leaf blower and blow it over the top of the toilet paper.

   4. Explain Bernoulli’s Principle.

   5. Show how cans come together when air is blown between.

   6. Have them blow air over the top of a piece of paper.

                 Where is the air moving the fastest?

                 Where is the lowest pressure?

                 What happens to the paper?
Science Concept(s) Introduced:
           Bernoulli’s Principle

Scientific Explanation:
The faster air moves the less pressure it exerts.

A different in pressure results in movement towards the lower pressure area.
                                        Elementary Wind Day Lesson Plan

  Kaitlyn Barten, Conner Gies, Crystal Hewitt, Michael Hitchcock, Alissa Houchin, Bryant Patry, Chelsie Smith, Dakkota
                               Trumbo, Devin Unrein, Haley VanAmburg, Tanner Werner

Materials Needed:
            Airzooka

            Pop Cans

            Candy

Detailed Description of Activity:
    1.   Demonstrate the Airzooka

    2.   Explain the energy conversions involved.

    3.   Allow students to use the Airzooka to blow down a pyramid of pop cans.

Science Concept(s) Introduced:
            Energy Transfer

Scientific Explanation:
You get energy from the food you eat.

This energy from food provides energy for your muscles.

Your muscles pull on the Airzooka handle.

When you let go of the handle the energy is transferred to the air.

The energy in the air knocks down the cans.
                                      Elementary Wind Day Lesson Plan

                                              Wind Serpents
Javier Almaguer, Taylor Brown, Austin Budreau, Paige Edwards, Kelsi Hays, Georgia Hines, Blake Johnson, Chance Morris,
                               Alisha Ptacek, Cody Smith, Jessica Sweeney, Zach Turner

Materials Needed:
           Serpents

           Music

           Candles

           Lighter

           Crayons, Markers, etc

           Scissors

           String

Detailed Description of Activity:
   1.   Allow student time to make their serpents.

   2. Hold the serpents over the flame.

   3.   Play music and watch the serpents dance.

Science Concept(s) Introduced:
           Creation of Wind

Scientific Explanation:
Warmer air is less dense and has lower pressure.

The candle warms the air causing an area of low pressure.

Air moves from higher to lower pressure.

The movement of air is wind.