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Wind Art

Standards: 4.3 Environmental Health

Duration: 30 – 40 minutes

Setting: Outdoor – General, Wetland, Farm

Vocabulary: energy, wind

Summary: Students will create artwork that represents the wind, and includes seeds and leaves that they collect.

Objectives: Students will become more familiar with what makes the wind, and how they can recognize its effects.

Materials: Paper, clip boards, crayons, glue, bags of collected material that blow in the wind

Background:

Ask students if they know where the wind comes from. The wind is “made” of air, and while we can’t necessarily ‘see’ the air in front of us, we can see it when it blows against a tree. We can also feel it when it blows against us.

Have students pretend to trap some air in their hands by clasping them together. If we were to heat up the air in our hands, by putting it over a fire or putting it in the sun, it would start to move. The change in temperature makes tiny particles in the air get excited and move all around. It would blow out of your hands and keep moving around until it cooled down. Then it would stop moving—but only until it was heated again!

Each morning the sun starts to heat up the air, which creates wind. Have you ever noticed that there is sometimes less wind at night? This is because the sun is not there to heat up the air. Sometimes, though, the air is heated up in different parts of the earth and will blow from far away all the way over to us. Sometimes it takes a long time for the small particles in that wind to calm down, and the wind blows all the way into the night.

Procedure:

Warm Up:

Ask students to imagine the wind in their heads. What are they picturing? Is it a vision, or a feeling, or a smell? What are some examples they can think of when they felt the wind? What happened to them?

Activity:

Have students attempt to draw the wind using crayons and collected materials. First, have students go out and collect things that were blown in the wind. These could be seeds collected during an earlier activity, or leaves, dead grass, feathers, etc., collected before making the drawing.

After collecting natural materials, have students draw a background that shows how the wind blows and what blows in the wind, like trees, a flag, hair, or a blown off hat. After the background is finished, have students glue on the objects they collected earlier.

Assessment:

Have students explain what makes the wind. What does it mean if wind is still blowing at night?

Enrichment:

Have students compare what the wind feels like over different seasons. How is it different?

Pictures/Handouts

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