Teacher’s Notes

Ontario Science and Technology Curriculum 1999Strand: Energy and ControlTopic: Energy From Wind and Moving WaterGrade 2

© Goggled Science, 2001All rights reservedDeveloped by T. TaskerMay be photocopied for classroom use. Further replication or commercial use is strictlyprohibited.

Overall Expectations- demonstrate an understanding of the movement of air and water as sources of energy- design and construct devices that are propelled by moving air or moving water- identify wind and moving water as renewable sources of energy and determine the advantagesand disadvantages of using them

Specific Expectations* All specific expectations are covered by this unit and are mentioned at the end of each activity. The following are specific expectations that are met throughout the unit but are not specificallymentioned:EC7:plan investigation to answer some of these questions or solve some of these problems, anddescribe the steps involvedEC8:use appropriate vocabulary in describing their investigations, explorations, and observations(eg. use terms such as renewable and movement when describing energy)

Material Box

water wheel toy strawspinwheel long balloonspencil with new erasers on top sticky tapepush pins clothes pinconstruction paper two bowlsstring plastic tubewater papertape shish-ka-bob skewerscardboard rectangles (cut out from old cereal boxes is ideal)gravity can (a can with 3 or 4 holes punched into it with a hammer and nail)

Dear Parent or Guardian,

We are beginning our next Science and Technology Unit, Energyand Control, Energy From Wind and Moving Water. By the end ofthis unit, your child will:- demonstrate an understanding of the movement of air and of water as sources ofenergy- design and construct devices that are propelled by moving air or moving water- identify wind and moving water as renewable sources of energy and determinethe advantages and disadvantages of using themAs outlined in the Science and Technology Curriculum, Ministry ofEducation , 1999.

Home Links:To help your child further their understanding of this science unit,here are some fun activities for you and yourfamily:

- visit Niagara Falls, Ontario.- visit an Ontario Power GenerationNuclear Power Plant.- create a household plan to reduce theamount of energy used in your household.

Happy Adventures,

© Goggled Science, 2001

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Energy From Wind and Moving WaterWind and Water Activities

**Talk about a variety of fun activities that involve wind and water. Perhaps make a list on the blackboard or show some pictures ofwind and water activities, or a book describing these activities usingboth words and pictures. After the discussion have the studentscomplete these pages.** 1) Fill in the following charts:Write down all theactivities you like to dowith water.

Draw a picture of your favourite wateractivity.

________________________________________________________________________________________________________________________________________________________

Write down all theactivities you like to dowith wind.

Draw a picture of your favourite windactivity.

________________________________________________________________________________________________________________________________________________________

2) Look at each of the pictures. Does this activity involve water orwind?

Activity Water or Wind?

wind

water

wind and water

water

wind

Grade 2 ECactivity001 covers:EC12:list activities that are affected by moving water and wind (eg. fishing, sailing, flying a plane)© Goggled Science, 2001

Energy From Wind and Moving WaterLet’s use Moving Wind and Water!

** Use the toy water wheel as an example.**How does a water wheel work?Water falls over the wheel, pushing thepaddles. When the paddles are pushed thewater wheel turns.

What happens when the water stops?The water wheel stops when the water stops.

**Use a toy pinwheel as an example.**How does a wind mill work?Wind hits the blades and pushes them. Whenthe blades are pushed the wind mill turns.

What happens when the wind stops?The wind mill stops when the wind stops.

Materials1) a pencil with an eraser2) a push pin3) pattern4) construction paper

1 Glue your pattern to the construction paper.

3 Cut along the dotted lines.

4 Glue the four corner together.

5 Place the pin through the centre and through the pencil eraser.

2 Cut out your pattern.

Let’s Make a Pinwheel!

Purpose: To find out how to make and work a pinwheel.

Method:1) Cut out the method sentence strips.2) Put them in the proper order.3) Glue them below:

My Method:

Using your best science wordswrite what you have learned:_______________________________________________________________________________________________________________________________________

Draw what your have learned:

Grade 2 ECactivity002 covers:EC4:design and construct a device propelled by air (eg. a kite, a pinwheel, a balloon rocket)EC11:identify devices that use moving air and moving water as energy sources (eg. wind mills, water wheels), and describe what happens to thesedevices when air or water is still© Goggled Science, 2001

Glue your pattern on to the construction paper.

Cut along the dotted lines.

Place the pin through the centre and through the pencil eraser.

Cut out your pattern.

Glue the four corners together.

Materials1) a long piece of thread2) a straw3) a long balloon4) sticky tape5) a clothes pin

Energy From Wind and Moving WaterLet’s Blast off!

We have learned that wind and water can be used to move windmills,pinwheels and water wheels. What was special about the wind andwater?The wind or water was MOVING.

For example, when you blow on your pinwheel it moves, BUT when youstop blowing what happens to your pinwheel?My pinwheel stops.

Building a Balloon Rocket** Before starting the experiment with the students set up the twochairs with a grid underneath. A simple way to make a grid is toplace pieces of tape on the floor at even increments (perhaps try10cm).**

Purpose: To find out how to propel a rocket with air.

Method:1) Cut out the method sentence strips.2) Put them in the proper order.3) Glue them below.4) Make a prediction.

Make a prediction!Write about what you think willhappen:_______________________________________________________________________________________________________________________________________

Draw what you think will happen:

1 Blow the balloon up and clothes pin the end.

6 Take the clothes pin off.

5 Move the straw to the end of the string.

4 Tie the string between two chairs.

3 Thread the string through the straw.

2 Tape the straw to the balloon.

My Method:

My Balloon Rocket travelled______ grids on the carpet and it took_______ seconds. I graphed it below:Grids 1 2 3 4 5 6 7 8 9 10

What did you learn today?Write about it:_____________________________________________________________________________________________________________________________________________________________________________________________

Draw it:

Grade 2 ECactivity003 covers:EC2:recognize that it is the movement of air and water that produces energy and that air and water are not by themselves sources of energyEC4:design and construct a device propelled by air (eg. a kite, a pinwheel, a balloon rocket)EC9:record relevant observations, findings, and measurements, using written language, pictures, and charts (eg. draw a diagram of their device;prepare a chart to present data on the distance travelled by their device over time)© Goggled Science, 2001

Take the clothes pin off.

Thread the string through the straw.

Move the straw to the end of the string.

Tape the straw to the balloon.

Blow the balloon up and clothes pin the end.

Tie the string between two chairs.

Take the clothes pin off.

Thread the string through the straw.

Move the straw to the end of the string.

Tape the straw to the balloon.

Blow the balloon up and clothes pin the end.

Tie the string between two chairs.

** Photocopy for students.**

C.......

Energy From Wind and Moving WaterSources of Energy

** Discuss what is happening in the pictures. Ask the students if they have ever see a waterfall or have ever seen wind.**

Describe what is happening in thepicture . . .Water is falling over a cliff._________________________________________________________________________________

Describe what is happening in thepicture . . .Wind is blowing. You can see thewind when you see clouds moving._________________________________________________________________________________

Through science and technology, people have learned to use both windand moving water as sources of energy.

Are air and water sources of energy? NO OR is it the MOVEMENTof air (wind) and water that is the source of energy? YES.

We get the energy of wind and moving water by building dams andwindmills.** Ask students if they have ever seen Niagara Falls or a windmillfield.**

Holland is traditionally known forwindmills. They build fields andfields of wind mills that take windenergy and turn it into electricity.

Niagara Falls is one of the largestnatural water falls in the world. Canadians built a dam to controlthe flow of water. This movingwater will push a turbine, amodern water wheel, and produceelectricity. We call this__________________________

Will moving water and wind ever disappear? NO

What happens when the wind or moving water stops? The turbines stop or the windmills stop.

Does this energy cause pollution? NO

We call this kind of energy a special name. We call it Renewable Energy SourcesGrade 2 ECactivity004 covers:EC2: recognize that it is the movement of air and water that produces energy and that air and water are not by themselves sources of energyEC3:indentify various ways in which moving water is used as a form of energy (eg. hydroelectricity, tidal energy)EC6:ask questions about and identify needs and problems related to the use of wind and moving water as energy sources, and explore possibleanswers and solutions (eg. describe how moving water is used to produce electricity; describe how windmills were used to grind grain into flour)EC13:recognize that moving air and moving water can be sources of energy for electrical power© Goggled Science, 2001

Energy From Wind and Moving WaterEnergy Sources

Object What it does Energy Source

moves food

creates light batteries

creates light**FYI: Liquid crystals have properties ofboth liquid and solid crystals, thereforemaking them easy to rearrange. A smallelectrical impulse darkens the crystal sothat it is clearly visible against the lighterbackground of neutral crystals.**

solar power

moves gasoline

creates light electricity

creates heat electricity

Grade 2 ECactivity005 covers:EC1:identify movement as an outcome of energy input (eg. fuel enables cars, trucks, and buses to move; electricity enables the fan in the kitchento move; food enables humans to move)© Goggled Science, 2001

Materials1) a can with three holes2) water

Energy From Wind and Moving WaterThe Gravity Can

Gravity is an invisible force that pulls us towards the earth. Gravity isthe force that causes objects to fall when they are dropped and it alsocauses objects to come back to earth when they are thrown upwards.

Purpose: To find out how gravity affects the flow of water.

Method:1) Make a prediction. 2) Pour the water into the can.3) Record what happens.

** Gravity can: get an apple juice can. With a hammer and a nail, punch equidistant holes in the can vertically.**

PredictionWrite down what YOU THINKwill happen.__________________________________________________________________________________________________________________________________________________________________

Draw what YOU THINK willhappen.

Observation (what happened)Write down what DID happen.The water coming from the bottomhole went further because therewas more water pushing down. Gravity made the water eventuallyturn down toward the ground.

Draw what DID happen.

Look at the following pictures.

Questions

1) Does gravity affect how the water falls in each of these pictures? Yes

2) What direction does the water go with the tap? Straight down to the ground.

3) What direction does the water go with the fountain? Upwards then turns down.

4) What direction does the water go with the shower? In sprinkles towards theground.

5) Do you think the shape of the tap, fountain and shower change the flow ofwater? Yes. The flow is sprinkles in the shower but in the tap it is a regular flow.

6) Do you think that the shape of the tap, fountain and shower were made sothat the water would go that way and make them more useful? Yes

7) What is the most important thing you learned today?__________________________________________________________________________________________________________________________________________________________________________________________

Grade 2 ECactivity006 covers:EC14:describe how gravity and shape of different structures affect the behaviour and use of moving water (eg. water in waterfalls, taps, fountain)© Goggled Science, 2001

Materials:1) two bowls2) water3) a plastic tube

Energy From Wind and Moving WaterMoving Water

Purpose: To find out how to move liquid from one location to anotherwithout pouring.

Method:1) Fill one bowl with water and place it on a table.2) Tape one end of the plastic tube to the bowl with water.3) Place the empty bowl on the floor.4) Suck on the tube to get the water flowing.5) Place the other end of the plastic tube into the empty bowl.

What did you seeWrite it down:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Draw it:

Grade 2 ECactivity007 covers:EC5:design and construct a system that controls the flow of water and/or air using a variety of mechanisms (eg. a musical instrument, a fountain,valves, a dam)© Goggled Science, 2001

Materials:1) a piece of paper (8 ½” x 11")2) tape3) a shish-ka-bobskewer (bamboo)4) string5) party streamer

A

B

A

B

A

B

C

D

Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

fold

Energy From Wind and Moving WaterLet’s Go Fly a Kite, Up to its Highest Height!

Method:1) Fold the sheet in half, hamburger style.2) Fold again along the diagonal line like in figure 2. Fold it back and forth, making a firm crease.3) From figure 2, open the paper like a book, but usingthe diagonal line of the AB fold as the seam.4) Place a piece of tape firmly along the AB fold line.5) Place the shish-ka-bob skewer from point C to point Das in figure 4 and tape it down firmly.6) Cut 2½ metres of party streamer and tape it to thebottom of the kite at point B.7) Flip the kite over and punch a hole in the flap about afrom the top (or point A).8) Tie one end of the string to the hole.

Draw all of the things we have built that have been propelled by air:These should include the pinwheel, the balloon rocket and the kite.

Grade 2 ECactivity008 covers:EC4:design and construct a device propelled by air (eg. a kite, a pinwheel, a balloon rocket)EC10:communicate the procedures and results of investigations and explorations for specific purposes, using drawings, demonstrations, and oraland written descriptions (eg. prepare a showcase of different devices that are propelled by wind energy; explain the effect of wind direction andspeed on the displacement of wind propelled devices© Goggled Science, 2001

Wind and Water Certificate

This certificate hereby certifies

______________________

as a Grade 2 Wind and Water expert.

___________________ __________________Principal Teacher

Share your science booklet with at least one family member athome. After you have shared complete the following:

1) Cut out your Wind and Water Certificate.2) Get the person you shared your science booklet with tofill out the form below, detach it and bring it back toschool.

C.................................................................................................

_______________________ shared their science booklet withthe following family members:

___________________Parent’s Signature© Goggled Science, 2001

Energy From wind and Moving WaterHomework

Due:_____________Name:____________

With an adult look around your house and find things that need anenergy to work. Remember that energy sources can include food,batteries, gasoline, electricity and solar.

Object Energy Source

Grade 2 EChomework covers:EC1:identify movement as an outcome of energy input(eg. fuel enables cars, trucks, and buses to move; electricity enables the fan in the kitchento move; food enables humans to move)© Goggled Science, 2001

© Goggled Science, 2001