Art, Engineering and Wind: Creating Wind Gauges

By Allison Smith
1st Grade, Auke Bay School 

Andrew Wyeth, "Wind from the Sea" (1947)

Artful Teaching has transformed the way I teach.  One example is when we studied weather this year.  In the past, when we studied about wind, students made wind flags measure the wind on a scale of 0-2.  The flags are made from fabric and cardboard cut for them ahead of time.  The emphasis in this lesson had been on the measurement of wind, not so much on the creation of the wind flag.

This year I decided to use Artful Teaching to introduce the concept of wind and measuring wind by showing my first grade students different paintings showing wind and wind gauges. That got me thinking...if students are looking at pictures of different wind gauges, why not have them design and create their own wind gauges and test them?  What started with me looking for images to introduce a lesson turned into a great STEM project for my students.

First  I asked students to See, Think, and Wonder looking at 4 paintings showing wind at the same time.  Then I asked them to think about what was the same about all of the paintings.  “It’s windy!”  Was the common answer.  Students then talked in small groups about how they knew it was windy.  
“The curtains are blowing.”  
"The horses’ manes and tails are blowing.”  
“The person is flying a kite.”
Are a few of the things they shared.

Our next step was to work in small groups to look at pictures of different tools designed to measure the wind.  I explained to students that we would be looking at these wind gauges and asked them to discuss how they thought they worked. The conversation was lively with lots of pointing at parts of the pictures to explain how they worked.  

​After students had a chance to look at and discuss how the wind gauges worked, I gave them the challenge of creating their own wind gauge by making a plan, building their wind gauge, testing their wind gauge using a fan, and revamping their wind gauge as necessary.  It was an amazing process to watch and be a part of.  Students were engaged in all parts of the project, taking time to create their designs as well as testing, revamping, and testing their gauges again.

After our wind gauges had been tested and redesigned, students took them outside to measure the wind speed on a scale of 0-2.  The student created wind gauges worked just as well as the flags we used to make!  At the end of the project, I asked students to share what they learned.  Here’s what stuck with me:  
​
“If your wind gauge doesn’t work at first, change it and try again.”  

In the end, this lesson was just as much about the design and creation process as it was weather.  Thank you Artful Teaching for expanding my horizons!