48
Wind Activity 1
Why Does the Wind
Blow?
Objectives and Standards
- To learn about the physical
properties that contribute to
the formation of the wind
NSTA Standards Addressed
Content Standards
A, B, D, F, G
4-H SET Abilities Addressed
Evaluate
Observe
Communicate
Smmarize/Relate
Background
Our weather and climate are part of a closed system. The Earth is en-
veloped by the atmosphere which protects it from the harshness of the rest of
the Solar System. As such, wind is created from things that already occur in our
atmosphere, like the heating up of air masses by the Sun and the rotation of the
Earth. When the Sun shines down on Earth, it heats the air unevenly. Air tends
to get warmer along the equator and cooler near the poles because of the angle
at which the Sun’s rays hit the Earth. In this activity we look at the different
pieces of the climate puzzle that, when put together, create our winds.
CoCoRaHS Extension Ideas
Print off a copy of the United States map with the associated precipita-
tion measurements from the day from the CoCoRaHS website. Using another
source, like the internet or a television weather forecaster, plot the path of the
Jet Stream on the map of the United States. What direction does the Jet Stream
flow? What physical systems are causing the Jet Stream to flow, and what im-
pact does the Jet Stream have on the weather and climate of the United States?
Supplies Needed
- Ball (to represent globe)
- water
- flashlight
- lazy susan
- piece of cardboard 15 in
square
- scissors
- ruler
- marker
-large, lightweight trash bag
-powerful hair dryer
-cool room with high ceiling
Activity
Part 1.
1. Ask youth if the ball were a globe, where would the North Pole, South Pole and equa-
tor be. Label these on the ball with a washable marker.
2. Turn the ball so that the equator is running parallel to your body and your fingers are
on the North and South poles.
3. Ask youth where water would fall if it was poured on top of the ball. Have them pour
some water on the ball to check their answer. A cupful should be sufficient.
4. Ask what would be different if the ball was rotating when the water was poured. Have
them pour more water on the ball while it is turning to check.
5. Explain that the ball represented the globe and the water represented the air sur-
rounding the globe. When the globe is turning, it deflects air away from the equator and
toward the poles, so when you poured water on the ball, it was deflected, from wherever
it was poured, toward the poles.
6. Rotate the ball so that the North and South Poles are directly vertical, and the equator
is where your hands are grasping the ball.
7. Have someone shine the flashlight directly onto the ball, aimed at the equator, and in
exactly the same plane as the equator.
8. Ask where the sun shines most brightly; turn the ball to explain day and night, sunrise
and sunset.
