Four Winds Nature Institute
4 Casey Rd. Chittenden, VT 05737
802-353-9440 www.fourwindsinstitute.org
Earth – WIND AND CLOUDS ALOFT – Activities
FOCUS: Winds, or flowing air currents, are caused by warm air rising and cool air flowing in to
take its place. Winds pick up moisture from bodies of water, and clouds form when the moisture
in them condenses into tiny water droplets. Depending on the conditions of wind, moisture, and
temperature aloft, different kinds of clouds take form. Together clouds and wind interact to bring
us all kinds of weather.
Introduction: What do you notice about the weather today?
PUPPET SHOW “Head in the Clouds”
Objective: To learn about wind direction and the different cloud forms, and consider their
connection to weather.
Perform the puppet show, or have a group of children perform it for the class. Afterward, ask
questions to review the key details and vocabulary in the story. How are winds named, and what
can wind direction tell us about the weather? Review the four main kinds of clouds introduced in
the puppet show and how they differ. With what kind of weather is each connected?
Materials: puppets, script, stage.
CLASS CLOUD SORT
Objective: To look for patterns of similarities and differences in photographs of clouds, grouping
them into some basic cloud categories.
Ahead of time, place three puppets (cumulus, stratus, cirrus) at different locations in the room.
Hand out a card to each child. At “go” children should move to the appropriate sign. Some
clouds may be hard to assign to one group. Children can decide to stand between two groups if a
cloud has characteristics of both, or, if the photo contains two different clouds, they may pick
just one of them to identify. Have each group look at and compare their photos to see if they
agree, or if there are questions. Next, have each group come up with a cheer for their cloud type,
that tells something about its characteristics (e.g., “I’m puffy, I’m tall, I look like a bus; that’s
because I’m a cumulus!”)
Materials: cumulus, stratus and cirrus puppets; photos of different clouds, one per student or
pair of students.
CLOUD SLIDE SHOW
Objective: To view examples of different cloud types, review how they form and consider their
connection to different weather patterns.
Show slides of cumulus, stratus, cirrus, cumulonimbus, etc. to review clouds types, how they are
formed or changed by winds aloft, and the connections to different kinds of weather.
Materials: slides of different cloud types, projector, screen.
MY CLOUD CHART (grades K-2)
Objective: To make a graphic display of cloud types and height in the sky.
Explain that stratus and cumulus are low clouds while cirrus are high clouds. Give each child or
pair of children a sheet of blue craft paper and three cotton balls. Begin by having the children
use crayons to draw in the ground at the bottom of their paper. Now have them form the cotton
balls into the three types of clouds. Unroll one cotton ball to make a stratus cloud and use some
fine strands of cotton for the cirrus clouds. Make a puffy heap with the others for the cumulus
cloud. Glue the stratus and cumulus clouds near the ground, and the cirrus clouds at the top of
the page. They may want to write the cloud names on their cloud charts.
Materials: for each child or pair of children: blue craft paper, crayons, three cotton balls, white
school glue.
CHARTING THE CLOUDS (grades 3-6)
Objective: To use a graphical display to understand the naming system for the ten main cloud
types.
Provide each pair of students with a set of five Cloud Name Cards. Explain that clouds are
named using five Latin words: cumulus = heap; stratus = layer; cirrus = high, curl; alto = midlevel; nimbus = rain. Display the Naming Clouds Poster to help with remembering these
meanings.
Use a white board to represent the sky, marking off ground-level and three cloud regions above
the ground: low (below 6500ft), middle (between 6500ft and 20,000ft), and high (above
20,000ft). Begin by putting cirrus, cumulus and stratus clouds on the board at the appropriate
heights, reviewing their characteristics.
Explain that all other clouds have combination names. Describe each of the other clouds from the
chart below, without using its Latin name. Ask the students to suggest the cloud’s name from
their cards. For example, if you ask what you’d call a high cloud that is made of little puffs,
they’d suggest “cirrus” and “cumulus”. To make a compound name, change the ending of the
first word to ‘o,’ as in cirrocumulus. After they have named a cloud correctly, attach the cloud
cut-out to the white board at the appropriate altitude.
1
2
3
Low cloud with big puffs
Low cloud like a blanket or layer
High cloud like wispy curls
Cumulus
Stratus
Cirrus
4
5
6
7
8
9
10
High cloud with tiny puffs
High cloud, like a thin layer or veil over the sky
Mid-level cloud with medium-sized puffs
Mid-level cloud layer
Low cloud, both layered and puffy
Low, flat cloud that is raining or snowing
Towering, dark, puffy cloud that produces rain;
builds from low to very high, up to 14 miles
Cirrocumulus
Cirrostratus
Altocumulus
Altostratus
Stratocumulus
Nimbostratus
Cumulonimbus
Materials: White board or large poster board, dry marker, Cloud Cutouts, tape, Naming Clouds
Poster; for each pair of students: set of Cloud Name Cards.
ALL IN VANE
Objective: To use a model to investigate how wind vanes show wind direction.
Ahead of time, prepare a wind vane base for each child or pair of children. Unfold one side of a
paperclip and push it through the middle of a plastic straw (make a hole first with a needle or
awl), and then push it vertically into the eraser on an unsharpened pencil. The straw should be
able to spin freely on the paperclip. Make a half-inch slit, vertically, in each end of the straw.
Provide each team with an index card to cut into squares or triangles to fit onto the ends of the
straw.
Have the children attach their cut-outs to the two ends of their wind vanes, experimenting with
them in front of a window fan. What combination of shapes makes the straw spin around like a
pinwheel? What makes it stay in one place? How do we want a wind vane to behave? (stay still,
pointing into the wind) When the two sides are unequal, which side points into the wind – the
smaller or larger end? Why might this be true?
Most wind vanes have the compass points, north, south, east and west, fixed in place below the
arrow. Winds are named for the direction from which they come (i.e. a north wind blows from
the north). Show children the Reading Wind Vanes sheet. Have them look at each picture and try
to figure out wind direction in each.
Materials: For each child or pair of children: a wind vane base made from an unsharpened
pencil, plastic drinking straw and paperclip; Reading Wind Vanes sheet; scissors, tape, index card
or other stiff paper, electric fan.
Reading Wind Vanes answers: rooster – SW; train – W; horse – W; fish – N; moose – W,NW;
stagecoach - NW
HARNESSING WIND POWER
Objective: To use a pinwheel as a model to investigate how a simple turbine can harness wind
energy to lift a weight.
Use the Make a Pinwheel Turbine instructions to make a simple wind turbine, mounted on a milk
or juice carton, or construct it with the children’s help. Blow on the pinwheel or use the hair
dryer to make it spin. Ask for ideas about how the pinwheel could be used to lift a small weight.
Tie a 1’ to 2’ piece of dental floss to the bamboo skewer, where it comes out of the milk carton
on the other side (away from the pinwheel). Now hang a large paperclip or other small weight on
the end of the floss. Use the hair dryer to make the pinwheel spin, and watch what happens to the
weight. Compare high and low speeds. What might influence how much weight a turbine could
lift? (size of blades and shaft, strength of wind) How is this like a real wind turbine and how are
they different? (Wind turbines convert wind energy into electricity.)
Materials: stiff paper or store-bought pinwheel, Make a Pinwheel Turbine instructions, bamboo
skewer, half gallon milk or juice carton, awl or nail for poking holes, sand or rocks to act as
ballast, waxed dental floss or thread, small weights such as paperclips or washers; hair dryer.
WHAT’S ALOFT?
Objective: To make observations outside about wind speed, wind direction, and cloud type,
looking for evidence connected to the weather.
Have children work in small groups with an adult. Give each group a What’s Aloft Investigation
data sheet, Wind Force Scale, Cloud Key, compass and bubble solution. Have children bring
their wind vanes with them for this outdoor exploration. Have groups work in an open location
where they can easily see the clouds, the school flag if possible, and where the wind isn’t being
blocked by a tall building or other obstacle. Place a thermometer out of direct sunlight, near
where the children will be working. Have each group record data about wind, clouds and air
temperature. Afterward, have groups compare findings.
WHAT’S ALOFT INVESTIGATION
A. Wind Direction
Place the Compass Rose on the ground, using the compass to orient it so the ‘N’ is
pointing north. Stand facing north and hold your wind vane as high as you can.
Winds are named for the direction they blow from. What is the wind direction
today? ____________
Using soap bubbles to test wind direction:
First predict which way they will drift: ______
Now blow some bubbles. Was your prediction correct? ______
Where could you go to be sheltered from the wind today? ____________
Are their buildings, hills, mountains or other obstacles you can see that might
affect wind direction? __________________
B. Cloud Type
Lie on your back on a tarpaulin and look up at the clouds. Describe them:
Are they puffy, layered, wispy? ____________
What kinds of clouds could they be? ________________________
Are the clouds moving? ____________
Are the clouds moving in the same direction as the soap bubbles? ______
Grades 3-6: Use the Cloud Key to figure out cloud types:
Read each question aloud and answer it together, measuring with fist or thumb, and
looking for shadows and other clues, as instructed on the key.
From the key, what kind(s) of clouds are in the sky today? ____________
C. Wind Speed and Air Temperature
What is the air temperature today? (Be sure thermometer is not in direct sunlight)
____________
Use the Wind Force Scale to estimate wind speed in your location. Start with the
highest and read the description for each level until you reach the one that
matches today’s conditions: ____________
D. Weather Report
Look up an official weather report for today. How do your results compare?
Air temp: ____Wind direction: ______Wind speed: ______ Clouds: ______
Why might they be different? _____________
Did you find evidence that supports the official forecast for tomorrow?________
______________________________________________________________
Materials: large tarpaulin, thermometer; for each group: What's Aloft Investigation sheet,
compass, Compass Rose card, wind vane(s), bubble solution and wands, Cloud Key, Wind Force
Scale, Cloud Chart and Cloud Descriptions.
JOURNAL ACTIVITY
Objective: To think about different weather we’ve experienced.
Have children draw a picture or write a story about the most exciting weather they’ve ever
experienced. Afterward, in small groups, share their pictures and stories with others.
Materials: science journals or paper and clipboards, pencils, optional: colored pencils.
CLOSING THOUGHTS
Objective: to review the different types of clouds.
Have children complete this sentence: If I could be a cloud in the sky I’d like to be a
_____________(type of cloud) because ___________________.
A STEP BEYOND
For older children, bring in a large poster showing a weather map, or visit a weather site on the
internet. Have children research the meaning of different symbols used by meteorologists on
maps, and watch active radar displays to learn to read them.
Copyright © Four Winds Nature Institute –1/15