Search for Resources

Wind and Weather

Keepers of the Earth: Native American Stories and Environmental Activities for Children

Elementary, Middle

Description

Students take part in a series of lessons and activities designed to show the importance of wind and weather.  Students will explore Aboriginal and conventional science perspectives regrading the causes and benefits of the wind and weather.  Activities will examine local and regional influences on wind patterns including the relationship between wind and air pollution.

Students will:

  • listen to an Aboriginal legend about the wind
  • watch a demonstration of how wind forms when hot and cold air fronts meet
  • make a rocket ship and harness air pressure to make the rocket blast off
  • watch a demonstration of how wind cleans the air by dissipating pollution and how warm air rises and how clouds form.
  • sail a boat by wind power to see how wind cleans the surface of the waters.

This chapter is part of a larger compilation, "Keepers of the Earth", and is intended to be taught in conjunction with other lessons in the book.

General Assessment

Strengths

  • Lessons are well organized with clear goals and outcomes.
  • Background information provided is detailed and accurate.
  • Variety of hands on activities are designed to meet many learning needs.
  • Many activities take place out of doors, and encourage a personal affinity with the Earth.
  • Students work together in groups.
  • Effective use of an Aboriginal legend to introduce the topic of wind and weather to students.

Weaknesses

  • Students do not take part in action experiences.
  • Resource does not adequately represent the sustainability issues/ideas associated with wind/weather
  • No assessment suggestions are provided for students/or teachers.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
    • Grade 4
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
        • Weather Watch
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Aerodynamics
        • Flight
        • Sky Science
  • British Columbia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1:Observable patterns and cycles occur in the local sky and landscape
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
  • Manitoba
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
        • Position and Motion
        • Properties of solids. Liquids and Gases
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Forces That Attract or Repel
        • Materials and Structures
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Flight
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 3
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Invisible Forces
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Flight
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
    • Grade 2
      • Step 3Select a subject
    • Grade 3
      • Step 3Select a subject
    • Grade 4
      • Step 3Select a subject
    • Grade 5
      • Step 3Select a subject
    • Grade 6
      • Step 3Select a subject
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 2:Liquids, Solids and Mixtures
    • Grade 3
      • Step 3Select a subject
    • Grade 5
      • Step 3Select a subject
  • Nunavut
  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Structures and Mechanisms: Everyday Materials, Objects & Everyday Structures
    • Grade 2
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Air & Water in the Environment
        • Structures and Mechanisms: Simple Machines and Movement
    • Grade 3
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Matter and Energy: Forces and Motion
        • Structures and Mechanisms: Strong & Stable Structures
    • Grade 5
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Structures and Mechanisms: Forces Acting on Structures
    • Grade 6
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Structures and Mechanisms: Flight
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Flight
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Weather
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 6 : Physical Science: Principles of Flight
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1:Observable patterns and cycles occur in the local sky and landscape
    • Grade 3
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples: Indigenous knowledge is passed down through oral history, traditions, and collective memory.
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 4: The motion of Earth and the moon cause observable patterns that affect living and non - living things

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Air Pollution
  • Ecosystems (1)

    • Appreciating the Natural World
  • Indigenous Knowledge (1)

    • Rituals, Spirituality and Worldviews

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • Students explore the compatability of legend and science.
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory
  • This resource effectively explores a relationship between legend and science in examining  air pollution.  There is little attention given to the social and economic factors involved.
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory
  • The chapter is designed to inform students about the structure of wind, and how it influences weather.  The issue of air pollution is treated in general terms only.
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory
  •  Students  are not directed to take part in action projects as part of the core lessons.  Extension activities provide some suggestions for students to take part in action.
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Poor/Not considered
  • Students are given an excellent opportunity to reflect upon the relationship between legend and convention.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good
  • Chapter is designed to inform students about the scientific reasoning surrounding wind and weather.  All students are encouraged to participate equally, and the use of Aboriginal legends as an important part of culture are respected.
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
  • Some of the activities outlined within this chapter are designed to take place out of doors. 
  • The resource strongly implies that nature is important for the well-being of all.
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory
  • Students discuss a general overview of air pollution, but activities are not designed to specifically address local community issues.
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Satisfactory
  • Students take part in hands on activities through which  they discover answers on their own.  Many of the activities are designed to demonstrate specific learning skills.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory
  • Opportunities for interdisciplinary learning are present within the chapter, but are not explicitly addressed.
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
  • Students build knowledge through simulation exercises that are designed to teach very specific skills.
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good
  • Hands on learning activities will engage many different types of learners.
  • Lessons are laid out for a variety of different ages and abilities.
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
  • Simulation activities are used to demonstrate wind and weather, although some activities take place out of doors where students are able to conduct experiments/activities using natural wind.
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
  • Students work in groups, but are not explicitly taught cooperative learning skills.
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered
  • Assessment suggestions or tools are not provided for students or teachers.
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory
  • Incidental teaching is present within this chapter through the use of group work, and group activities.  Students are not explicitly given the opportunity to teach or learn from others.
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
  • There are no relevant case studies provided for teachers or students.
Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Poor/Not considered
  • Activities included within this chapter are mainly teacher directed.
  • Students have little opportunity to choose the elements of their programming.
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.