Science Activity Two: Air Around Us

Objectives: The “Air Around Us” activity was designed to teach students methods of finding wind direction and measuring wind speed.  The inverse relationship between air speed and pressure was also introduced during this session.

Explanation: During this session, students were given materials and instruction to create their own Wind Vane Anemometer.  Materials required for this activity are sheets of cardboard, plastic straws and recycled cycle spokes.  Each student cuts two different sized arrows from the cardboard and attaches them to the ends of the straw.   The straw bearing the arrows is balanced on the end of a cycle spoke and allowed to rotate freely.  The smaller arrow will point out the direction from which the wind blows, rather than aligning with the wind’s direction.

Observation Aug 2009 Sessions: Students were already familiar with some properties of wind and air and were able to answer simple questions when asked.  The children had read about wind vanes but didn’t have a proper understanding of how they worked.  Building their own wind vanes allowed the children to gain a practical understanding of a concept they had studied in a textbook.  The children were surprised to note that the small arrow actually pointed to the origin of the wind, rather than aligning with its direction.

Math Activity Two: Geometrical Structures (Straw Models)

Objectives: The Geometrical Structures section was designed as an introduction to various two-dimensional and three-dimensional shapes including triangles, squares, rectangles and cubes.  The students were instructed in the identification of vertices, angles and edges.  Finally, they were asked to explore the question, “Why are only triangular structures used in bridges and towers instead of other shapes?”.

Explanation: This session consisted of two activities, one in which two-dimensional shapes were constructed and examined.  The other was a challenge, a chance for students to apply their knowledge to solve a problem.  In the first, students made various two-dimensional shapes and noted the number of vertices and edges of each.  They were asked to construct different shapes from straws and then apply force to each with their fingertips.  They were asked to compare each shape’s reaction to pressure, hopefully observing that a triangle is a more stable structure.  Next, the students were divided into groups and asked to use the straws to construct freestanding structures, with the goal of supporting five books on their towers.

Observation Aug 2009 Sessions: Students were more attentive and disciplined than in the first sessions.  They enjoyed making the straw models and explored construction of many different shapes.  The students saw that the triangular shape was most stable and utilized this knowledge in constructing their towers.