Lesson Overview:
In this lesson, characteristics of the wind are explored through observation and discussion of several of Vincent van Gogh’s paintings, and through poetry, pantomime, and painting. Students also learn about the different ratings of the Beaufort scale.
Length of Lesson:
Three 45-minute class periods
Notes:
This lesson is particularly suitable for students in grades 3-4.
Instructional Objectives:
Students will:
- discuss paintings by Vincent van Gogh.
- create “wind” paintings.
- demonstrate their understanding of the Beaufort scale.
- utilize pantomime to show Beaufort Scale ratings.
Instructional Plan:
Introduction
Ask students to draw upon prior knowledge to generate a list of adjectives describing the wind. Explain that there are “degrees” of wind. For example, describe the difference between a gentle breeze and a gale force wind. Explain to students that it might be hard to describe the wind because we can’t actually see it. Since we cannot see it, we must look at its effects in order to describe it.
Wind in Poetry
Share poems that address the topic of wind. Distribute copies of "Who Has Seen the Wind" by Christina Rosetti and "The Wind" by Robert Louis Stevenson. (Access "Who Has Seen the Wind" on NASA's Learning Technologies Project site and “The Wind” on The Poetry Lovers' Page). How do these poems represent the idea that one needs to feel the wind or observe its' effects in order to know it is there? For additional literary resources that explore the topic of the wind, go to Carol Hurst's Children's Literature Site.
Van Gogh: Representing the Wind
Have students view landscape paintings by Vincent van Gogh, that include representations of the wind. Some good examples are:
Ask students if they can "see" the wind in these paintings. How did the painter achieve the feeling of wind in each painting?
Pantomiming the Beaufort Scale
Explain to students that since you can’t see the wind itself, scientists have developed a way to describe it by measuring wind speed and observing its effects. The scale ranges from "less than 1 mph" to "above 75 mph." When the wind speed is less than 1 mph, it is described as calm. Scientists say that at less than 1 mph, smoke will rise vertically. (You may need to explain this concept to the students.) A rating above 75 mph is described as "extreme destruction." Look at the Beaufort Scale Handout and discuss each of the ratings. A student-friendly version of the Beaufort scale can be accessed on Clouds R Us.com.
Windy Scenes
Have students stand in an open area. A gymnasium or large, outdoor area would probably work best. Divide students into small groups. Give each group a rating and description from the Beaufort Scale. (These should be written on index cards prior to the start of the lesson.)
Explain to students that they will pretend to be trees and act out what they would look like if the wind were moving at the given Beaufort rating. Allow students to work together to plan their pantomime. As each group performs their pantomime, have the other students identify the rating that is being representing.
Demonstrate how "wind" can be used to create an abstract painting. Place two "blobs" of paint in the center of the paper. Explain to students that they will blow through the straw to move the paint on the paper. The air from their breath is what is actually making the paint move. Demonstrate how students can manipulate the paint until they are satisfied with the final results. Explain to the students that manipulating the paint with different intensities will change the type of painting they can create. Choice of color can also add to the "type" of wind they create.
Distribute the supplies that the students will need: paper, straw, water-based or tempera paint that has been mixed with water. Allow time for students to create their abstract paintings.
When they have completed their paintings, students can “title” them. Encourage students to use titles that will help explain the type of wind they have represented. For example, does the painting show a gentle breeze or a tornado? In their journals, students should record their titles and explain how they achieved the desired result.
Discuss with students how well they felt they could control the way the painting turned out. Is it more difficult to paint using their breath or with a brush? Explain that, as it was difficult for them to control the paint just using your breath, it is difficult to control the wind.
Guide students in taking their paintings and creating some type of picture around the lines, turning the abstract painting into some type of scene, landscape, forest, wheat field, and/or urbanscape.
Discuss what would happen in the landscape or scene depending on how fast or powerfully the wind is blowing. Discuss what effect the wind's direction would have on the scene. For example, on the beach, the sand would be blowing and there might be white caps in the ocean. If students painted a tall field of grass, they should consider how far the grass would bend and in what direction, etc. Students should also consider how animals would be affected by the strength of the wind.
Assessment:
When students have completed these activities, have them record in their journals what they have learned about the wind.
Use the Assessment Rubric to evaluate your students' work.
Sources:
Print
- Andrew, Moira. Language in Colour. England: Belair Publications Limited, 1989.
Authors:
-
Karen Smith, Teacher
Saint John Regional Catholic School
Frederick, Maryland US
