Wind Project - Theory & Science
So what IS it that makes wind inherently interesting? Does it hold the same basic intrigue as shadows? Because wind is invisible -- does that make it more enticing to a child's imagination?
One question that arose for me is: ----- just because something isn't tangible or seen, does that make it a less worthy or meaty "topic" (I use the word 'topic' loosely and not in the traditional mindset) in our work with children?
The broad context of "wind" -- through the eyes of children -- holds within it a bit of mystery as well as enough "evidence" to allow them to have a toe-hold in reality. Via the "I wonder" provocations -- the children are able to slip back and forth between the two realms of fantasy and reality. For my part, I often wonder if children's fantasies are really intuitive hypotheses that are playing around within their minds. Then -- as the children mull about and play with fantasy - those mental images come closer and closer to a theory that they then test out in the real world -- which then drives their work and their thinking.
Is this the first step in the development of a scientific mindset?
What we are discovering in our research is that when a child "creates" a mental image of a "wind" -- we (adults) need to work within that framework by considering the child's thinking as being factual. Having the children draw their theories of the wind -- sharing how their wind behaves or works -- provides us with greater detail relative to each child's thoughts (based on observations coupled with imagination). In making their thinking visible (through drawings and other media) it causes children to revise their line of thinking - put their line of thinking on the back burner for further exploration at a later time -- or abandon their existing thought patterns altogether.
During our initial group meeting last fall -- the children gave us 18 different names for a wind that they had observed. As we began having the children take a risk - stand up before the others in the group - and present their "theories" about their wind via words and drawings - some of the children began to revise the "name" and/or the framework of their winds. This happened with less than half of the initial winds that the children told us about. (In my humble opinion, those who made a shift in their thinking moved closer to the describing the reality of the winds they had observed.)
As we continue to unpack and revisit our children's wind theories, some new thoughts have been raised - others have been confirmed.
One of the important AHA's -- or confirmations -- throughout the project process relates to the astuteness of children as observers in their world. Some of the winds that we initially thought were solely fabrications of the children's minds -- or fantasies - actually exist. Locations where we felt there weren't any proved to places where the winds were indeed found.
Working with the children -- and Margaret -- has confirmed and sealed forever (in my mind) the brilliance of children as observers. Children are such astute observers of nuances that are often overlooked by adults.
For example when N. described his "storm wind" - the way he described the cloud formation and movement was not "right" in my thinking. But I let him go with it. Later, in talking with Margaret, she shared that the way winds and storms behave here on our island is different from winds on the mainland. As it turns out -- where N lives on the island there IS a shift in the wind current - and, indeed. his theory was exactly right!!
So in our working with the children we will continue our going with the imaginative while keeping a foot in the reality...
On a slightly different front -- wind catchers and wind machines. One of the first "discoveries" about "wind" ---- it has the power to move things --- from a blade of grass - to a leaf on a tree - to a kite at the end of a string - and to the clouds in the sky. Following this "discovery" came the observations that "wind" has both strength and directionality ----- and can be quite "mischievous" as one sets out to document any observations.
The next step in our journey regarding the wind project was to move forward with the children's concept of "wind catchers" (while still slowly moving along a parallel path with
machines!).
We felt that the construction of wind catchers would be a good transition into their wind machines. We wanted to let them "mess" about with experimenting with their theories regarding materials/medium and design. The children framed a list of materials they felt would catch the wind.
At one team meeting (which included -- Margaret our wind expert), our Atelierista and our 4/5's team (the 3 teachers which included myself) began to frame the "what's next" with the wind catchers - at that time the children had one design made with plastic bottles. Jordan (Atelierista) shared the discussions the children had when they went out to observe this first wind catcher.
The children noted that the bottles had shifted around, and that water had gotten into the bottle. We discussed the concept that each wind catcher use only one particular medium or material vs. having multiple media on the wind catcher. By keeping it to one media it would cause the children to focus on that particular medium and the design of the wind catcher in the use of the medium.
Jordan also shared some of the discussions she was having with various groups around the designs for two-three different wind catchers. As we unpacked the children's thought processes -- and revisited the theories regarding their individual winds -- we realized that if we helped frame the children's thoughts around the "design" of the catchers, we would also help support and scaffold their critical thinking relative to their knowledge and theories about wind.
By just shifting the children's thinking slightly, the children would be able to observe some wind concepts or scientific principles (which the children have already raised through their theories). These observations of what actually happens with the various designs of the wind catchers -- as they are tested in the real world -- are critical to a child gaining "ownership" of his/her theory.
Although each wind catcher is unique and "beautiful" -- each was intuitively framed around some aspect of "wind science." Some of the wind catchers that the children are designing support the following concepts from the area of wind science:
Turbulence and laminar flow (streamline flow): Using strands of strings along a straight
base -- ( i.e. a dowel rod) for i.e. the House Wind, Windy Wind, and McDonalds' Wind are all rooted in these wind principles.
Wind speed, wind strength wind angle: Designed for the Sea Wind, Windy Wind, Monster Wind, Ghost Wind, Summer Wind, Flower and Rose Winds --- the bottle catcher, juice packet catcher and stick catcher all have these three basic principles at their root.
Wind direction: Our feather wind-catcher -- with a feather at various points around the sphere -- will pick up on the direction the wind is flowing (which will cause the children to think about the movement and direction of wind).
Wind shadows: This is the effect that one feels when walking along the side of a building and then comes to an opening between buildings. At that point you might feel the wind hit you. Again -- using only feathers on opposite sides of a sphere will produce the "wind-shadow" effect - and the children can observe and wonder why the wind only moves the feathers on one side and not the other.
Boundary layers: CD catcher and juice packet-catcher -- the design of these catchers is based on the principle is that wind just above the grass level is one speed - however, as you
gradually move upward -- the wind becomes more intense. Children will then observe little movement at the base and increased and varying movement higher on the catcher. The Flower and Rose Winds are examples of this effect.
Tunnel effects: Using a funnel with a feather at the mouth and base can (in theory) produce a tunnel effect where wind increases as it moves through the tunnel. The Leaf Wind and Fire Winds are examples of this effect.
We explored the possibility of time-lapse videography to help children see what is happening when they aren't directly observing the wind catchers.
To see some of the wind catchers as the children constructed them -- and then positioned them in our "experimentation and observation area" -- just browse our gallery by clicking
Interestingly -- the entire school is now intrigued by the preschoolers' wind catchers!
The broad context of "wind" -- through the eyes of children -- holds within it a bit of mystery as well as enough "evidence" to allow them to have a toe-hold in reality. Via the "I wonder" provocations -- the children are able to slip back and forth between the two realms of fantasy and reality. For my part, I often wonder if children's fantasies are really intuitive hypotheses that are playing around within their minds. Then -- as the children mull about and play with fantasy - those mental images come closer and closer to a theory that they then test out in the real world -- which then drives their work and their thinking.
machines!).
base -- ( i.e. a dowel rod) for i.e. the House Wind, Windy Wind, and McDonalds' Wind are all rooted in these wind principles.
Wind direction: Our feather wind-catcher -- with a feather at various points around the sphere -- will pick up on the direction the wind is flowing (which will cause the children to think about the movement and direction of wind).
gradually move upward -- the wind becomes more intense. Children will then observe little movement at the base and increased and varying movement higher on the catcher. The Flower and Rose Winds are examples of this effect.
