Fascination with wind – a project week at the daycare center

Wind is more than just air that blows! Discover the fascinating world of wind with your daycare group. Build kites, listen to the sounds of the wind and explore its power. This project week will inspire the children and deepen their understanding of nature.

Since the beginning of time, wind has been a phenomenon that has shaped the course of human history and our relationship with the environment. It has criss-crossed oceans and guided sailors to unknown shores. It has shaped landscapes, shifted sand dunes and brought life to regions that would otherwise be silent and lifeless. Wind is a powerful testament to the dynamic nature of our planet and the delicate balance that the Earth and its inhabitants share.

The environmental importance of wind is vast. Not only is it a vehicle for weather phenomena and a key to dispersal of seeds and pollen for the plant world, but it is also a major factor in the ecological balance of our planet. Wind plays a role in regulating temperatures by moving masses of warm and cold air, and contributes to the circulation of ocean currents that influence climate worldwide. In this constant dance of air currents, the Earth shows itself in its most vibrant form, always changing and yet in a state of balance. For human civilization, wind also has a prominent place. It has been worshipped as a divinity, immortalized in myths and legends, and depicted in art. As a driving force for shipping, it was essential for trade, discovery, and the spread of cultures. Today, we are harnessing the wind again, but this time as a source of renewable energy. With wind turbines, we are transforming its invisible power into electricity to meet our ever-increasing energy needs in a sustainable way.

But why is it so important to teach children about the phenomenon of wind? Science offers us a lens through which we can understand the world. Children are naturally curious creatures. They ask why the sky is blue, why leaves rustle and why clouds drift across the sky. There is immense potential for learning and understanding in this questioning mind. By teaching them the secrets of wind, we open a door to a deeper understanding of the world around them. It is not just about imparting knowledge, but also about fostering a sense of wonder and respect for nature.

The goals of our project week are many and far-reaching. First and foremost, of course, is the promotion of curiosity. Every child has a natural urge to discover and explore. Through targeted activities and discussions about the wind, we want to keep this inner fire burning. Understanding the fundamentals of science is another key point. Through hands-on experience and experimentation, children not only gain theoretical knowledge but also a tangible understanding of the concepts they are learning. But just as important is the promotion of social interaction and teamwork. As children experiment, discuss and discover together, they also learn how to work as a team, exchange opinions and find solutions together. These social skills are invaluable for their overall development.

Overall, this project week represents a journey of discovery and understanding, both of the external world of wind and the internal world of curiosity and cooperation that lies within each child. It is an invitation to everyone to rediscover wind, to feel it, hear it and, above all, experience it.

Overview and preparation

The project week “Discovering Wind” aims to give children a holistic approach to the topic of wind. Through a variety of activities and offers, they will have the chance to gain both theoretical knowledge and practical experience. The week is structured in such a way that it not only touches on the natural sciences, but also promotes social interaction, teamwork and creativity.

Project plan

• Day 1: What is wind? The children learn the basics of wind and explore its origin and effects through playful experiments.
• Day 2: Wind sounds. This day is dedicated to the sounds of wind and a creative approach to its acoustic effects.
• Day 3: Wind in motion. The children experience how wind can move things and explore the principles of aerodynamics by making kites.
• Day 4: Wind Power. This day focuses on the importance of wind as a renewable energy source. The children will make simple windmills and discuss the importance of wind for our energy future.
• Day 5: Wind Stories and Cultures. On this final day of the project, we want to explore wind from a different, culturally rich perspective through a wind-related storytelling session.

A successful project week requires careful and comprehensive preparation to ensure that all activities run smoothly and provide the children with an enriching experience. The “Discovering Wind” week is no exception. First of all, the room in which the activities take place must be designed accordingly. A “wind corner” is set up in the classroom, equipped with books, pictures and various materials related to wind. This serves as a central point for all wind-related activities and encourages the children’s curiosity. To carry out the various activities, different materials are needed, such as straws, cotton balls, paper and kits for wind chimes or kites. Sourcing these materials well in advance ensures that everything is ready when the project week begins.

Preparation of the educational staff is equally important. It may be necessary to provide training or refresher courses, especially if the topic of wind is new or unfamiliar to some educators. Planning sessions are necessary to fine-tune the activities and ensure that they are age-appropriate and meet the needs of the children. This ensures a coherent flow to the week and promotes a consistent learning experience for all involved. Another important step in the preparation phase is communicating with parents. They should be informed in advance about the project week so that they understand what it is about and how they can support if necessary. Information letters or emails are helpful here. A pinboard or digital dashboard could also be set up to share daily photos or updates on the activities, creating a connection between home and daycare.

As the safety of the children is of the utmost importance, all planned activities must be checked for possible risks. This includes checking craft materials for toxicity and ensuring that all materials are childproof. An emergency plan should also be in place to act quickly in the event of an unforeseen incident.

Of course, the project week activities also need to be integrated into the daycare center’s daily routine. Here, it may be necessary to slightly adjust the regular schedule to ensure that there is enough time for each activity. Nevertheless, one should not forget to plan for breaks and free play, as these help children process and reflect on what they have learned. To conclude the preparation phase, it would be wise to prepare feedback mechanisms. Feedback forms or discussion guides can be used at the end of the week to collect feedback from children, educators and perhaps parents.

All these preparations will ensure that the “Discovering Wind” project week is an educational and unforgettable experience for everyone involved.

Educational offers

Day 1: Introduction to wind

The children’s first encounter with the concept of wind should be both informative and fun. On the first day, we focus on laying a solid foundation on which to build in the coming days.

Scientific background for educators

Wind is moving air. It is caused by differences in air pressure. When air moves from an area of high pressure to an area of low pressure, wind results. These differences in pressure are caused by differences in temperature. Warm air rises because it is lighter, and cold air sinks because it is heavier. This constant exchange of warm and cold air is the main reason for wind.

The sun plays a central role in wind formation. It warms the earth unevenly; this means that some parts warm up faster than others. For example, land surfaces warm up faster than sea surfaces. This uneven warming leads to the temperature and pressure differences described above.

Instructions for the blowing games

Preparation:

• Make sure there is enough space for the children to move around freely.
• Have light objects such as feathers, cotton wool balls or soap bubbles ready.

Games:

1. Feather flight: Each child receives a feather. On a signal, the children try to keep the feather in the air just by blowing on it.
2. Cotton ball race: Two children compete against each other, trying to move a cotton ball over a set distance by blowing on it.
3. Soap bubble chase: An adult blows soap bubbles in the air and the children try to catch them without popping them.

Safety instructions:

• Make sure that children do not blow too hard or hyperventilate to avoid dizziness.
• Soap bubble solution should not be swallowed; it is advisable to remind the children of this.

Inclusion of all children:

• For children who have difficulty blowing, light fans or paper strips can be used to move the objects.
• Make sure that the groups and pairings are fair and that every child has a chance to actively participate.

Impulses for the educational program

After the blowing games, everyone sits in a circle and shares their experiences. Here are some questions that can be asked:

1. How did you feel about the wind you created?
2. What was easy and what was difficult about blowing?
3. How do you think wind is created in nature?
4. What things have you seen moved by the wind outside?
5. How does the wind feel on a stormy day compared to a gentle breeze day?

Book selection and discussion points

1. “Where the Wind Blows” by Charlotte Zolotow: This book describes wind from a child’s perspective. It is a sensitive and lyrical book that encourages children to reflect on the intangible nature of wind.
   • Discussion points: How does the wind feel to you? What are some things that wind can do, as described in the book?
2. “Feel the Wind” by Arthur Dorros: This book offers a simple and clear explanation of what wind is and why it blows. It also includes some simple experiments that children can try at home or at school.
   • Discussion points: Which experiment would you like to try? Why is wind important for us and for nature?

Reading aloud and following up with a discussion helps children deepen and internalize the concepts they learned during the day. It also provides a quiet and reflective break after more active games and activities.

Day 2: The sounds of wind

After experiencing a physical interaction with wind on the first day, the second day is used to explore the acoustic aspects of wind. This day focuses on how wind can create sounds and how we perceive and interpret these sounds.

Background on the acoustic effect of wind

Wind creates sounds by brushing or passing through objects. The vibrations created by this movement create waves in the air that we perceive as sound. The specific sounds or tones we hear depend on the size, shape and material of the object the wind is blowing over or through. For example, wind blowing through trees creates a rustling sound, while wind blowing through a gorge or between buildings can whistle or howl.

Step-by-step instructions for making wind chimes

Materials:

• Long strings or threads
• Various objects such as small bells, shells, pieces of wood, metal rings, beads and more
• Sticks or rings for hanging

Procedure:

1. Preparation: Spread out all the materials on a large table and make sure that each child has enough space to work.
2. Base selection: Children select a stick or ring to use as the base for their wind chime.
3. Item selection: Children select various items to hang on their wind chime. Encourage them to choose a variety of materials for different sounds.
4. Attaching: Using the string or thread, the children attach the selected objects to the stick or ring. The objects should be hung at different heights and distances to create an appealing sound pattern.
5. Testing: When the wind chime is finished, the children can hold it in the wind or shake it lightly to hear the sounds.

Safety instructions:

• Make sure that small objects are not swallowed.
• Monitor the use of scissors or other sharp tools.
• Make sure that the objects are securely attached to avoid injury from falling parts.

Explanation of the differences in sound:

Depending on the material and shape of the object, different sounds are produced. For example, metal sounds brighter and clearer than wood. Larger objects often produce lower tones, while smaller objects produce higher tones.

Music lesson

Song selection: “The wind is blowing so beautifully today”

1. Introducing the lyrics: Start by reading the lyrics of the song to the children as if it were a story.
2. Introducing the melody: Sing the song to the children several times and invite them to sing along as soon as they feel ready.
3. Accompaniment: If you have access to simple instruments such as drums, rattles or even homemade wind chimes, these can be used to accompany the song. Alternatively, clapping games can be introduced to support the rhythm.
4. Repetition: Sing the song several times to familiarize the children with the lyrics and melody.

Reflection

After the musical activities, it is important to gather again in a circle and reflect on the experiences of the day.

Discussion prompts could include:

1. What sounds did you hear today? Which was your favorite sound?
2. How does the sound of the wind feel compared to other sounds you know?
3. Why do you think the wind makes sounds when it blows through things like trees or our wind chimes?
4. How would you describe the sound of the wind if you had to explain it to someone who had never heard it?

Through such reflection, children are encouraged to think more deeply about their experiences and make connections between what they hear and what they know about the wind.

Offer Day 3: Wind in Motion

The third day of the project focuses on how wind can set things in motion. The concept of aerodynamics, though complex, is presented in a simplified way that is easy for children to understand. Practical applications of this knowledge are made possible by building kites and playing balloon games.

Explanations of aerodynamics for educators

Aerodynamics is the study of the movement of air and how it interacts with objects. When air flows over or around an object, it creates forces on that object that can move it. Two of the most important concepts in aerodynamics are lift and drag:

1. Lift occurs when air flows over a surface (e.g. a kite surface) faster than the air below it. This creates a pressure difference that can lift the object.
2. Drag is the force that acts against the direction of motion of the object. It is influenced by the shape of the object and the “viscosity” of the air.

This can be explained to children in a simplified way: “The wind can lift and push things. Sometimes it helps them fly, sometimes it holds them back!”

Building kites

Materials:

• Light sticks or rods
• Paper or light fabric
• String
• Scissors
• glue or tape
• decorative materials such as paints, pens, stickers

Instructions:

1. Preparation: Lay out all materials and provide enough space for each child.
2. Frame building: Children can arrange two sticks in the shape of a “T” or a cross and fasten them with string or tape.
3. Covering: paper or cloth is stretched over the frame and glued or taped in place. Any excess material can be cut off.
4. Attaching the line: attach a long line to the center point of the kite frame.
5. Decoration: children can decorate their kites however they like.

Safety tips:

• Supervise the use of scissors to avoid injury.
• Make sure that the glue does not get into the mouth or eyes.
• Make sure that the kites are stable before flying them.

Games: Balloon games

1. Balloon relay race: Divide the children into teams. Each team receives an inflated balloon. The task is to move the balloon a predetermined distance using only the breath (blowing). The next child in the team then takes the balloon and so on until each child has had a turn.
2. Balloon dance: Each child gets a balloon and holds it between their knees. While the music is playing, the children dance without dropping the balloon. If the balloon falls, the child drops out. The last one standing wins.

Reflection

After the day’s activities, the children should come together again to talk about their experiences.

Some prompts could be:

1. What did you observe when flying your kites? How did the wind affect them?
2. Why do you think it was more difficult to move the balloon in some games than in others?
3. Which shapes are easier for the wind to move? Why?
4. Did you observe the wind moving other things, not only today but also at other times?

This discussion helps children to see and understand the concepts of aerodynamics they have learned during the day in practical applications. It also fosters critical thinking and observation skills.

Offer Day 4: Wind Power

On day 4 of the project, we focus on a particularly fascinating application of wind – energy generation. Wind is a renewable energy source, which means that it will not run out like fossil fuels. In times of environmental awareness and the need to protect our planet, wind energy plays a crucial role.

Basic information about renewable energy and the role of wind

Renewable energy is energy that is replenished constantly or is non-depletable, in contrast to fossil fuels, which are limited. The most common renewable energy sources include solar energy, hydropower, geothermal energy and, of course, wind energy. Wind energy uses the kinetic energy of the wind to generate electricity. Large windmills capture the movement of the wind and convert it into energy that can then be used by homes and businesses.

For children, it can be explained like this: “Imagine that the wind is like invisible hands turning a large wheel. When that wheel turns, we can turn on lights and operate machines!”

Making windmills

List of materials:

• Paper or light cardboard
• Pens, paints or crayons
• Small wooden or plastic stick
• Pins or small nails
• Scissors
• Ruler and pencil

Instructions:

1. Preparation: Draw a square with a side length of 20 cm on the paper or cardboard.
2. Forming: Cut from each corner of the square diagonally to the center, but stop about 2 cm from the center.
3. Folding: Fold every other point towards the center of the square and attach them to the wooden or plastic stick with a pushpin or small nail.
4. Decoration: Before or after the pinwheel is put together, children can decorate it as they like.

Safety tips:

• Make sure children are safe when handling sharp objects such as scissors and pushpins.
• Monitor the way the pinwheel is attached to the stick to make sure it is stable and spins safely.

Observation Guide

After the pinwheels are completed, it is time for observation. Guide the children to hold their pinwheels outside in the wind and observe them closely.

Impulses could be:

1. Which direction does your windmill take when it is exposed to the wind?
2. What happens when you turn in a different direction?
3. How fast or slow does your windmill turn? Why?

Reflection

At the end of the day, the children come together again to talk about their observations and what they have learned.

Topics could include:

1. The power of wind: How can wind move things as strong as windmills?
2. The importance of wind power: Why is it important to use wind as a source of energy?
3. The role of renewable energy: Why is it good to get energy from sources like wind instead of taking it out of the earth?

This dialogue will help children understand the bigger picture of wind power and its importance in today’s world. It emphasizes the role of wind not only as a natural phenomenon but also as a vital resource.

Proposal Day 5: Wind Stories and Cultures

On the last day of the project, we would like to explore wind from a different, culturally rich perspective. Wind has played an important role in many cultures and civilizations, whether in stories, legends or rituals. This day gives children the opportunity to discover how different cultures have experienced and interpreted wind.

Wind in Mythology and Culture

Wind has spiritual or symbolic meaning in many cultures. In some cultures, it is seen as a messenger of the gods, in others as a sign of change or freedom.

• In Greek mythology, for example, there are the Anemoi, the wind deities, each of whom represents a different wind direction.
• In some indigenous cultures in the Americas, the wind is seen as the voice of the ancestors or as a carrier of messages.
• In Asian culture, wind is often associated with change, freedom and impermanence.

A starting point for children could be: “In many stories from around the world, wind is a special sign or a magical being. Let’s discover some of these stories together!”

Story time

Choose one or two child-friendly stories from different cultures that feature wind as a theme. You could select traditional stories or modern children’s books that address the wind. Read the stories aloud and then discuss them with the children.

Creative activity: create your own wind stories

Encourage children to create their own wind story. You could provide drawing materials or even props to create small theater plays or puppet shows.

Instructions:

1. Give the children time to collect ideas: What does the wind feel like? Where does it come from? What adventures can the wind experience?
2. Let the children work individually or in groups, depending on what they prefer.
3. When they are ready, they can present their stories to the group – whether in written form, as a drawing or as a small play.

Reflection

Conclude the day by reflecting on the different ideas and stories the children have heard and created about the wind.

Discussion points could include:

1. What do the different wind stories have in common? What are the differences?
2. How do you imagine the wind in your own fantasy world?
3. What have you learned from the stories about the wind and cultures?

In conclusion, it is important to emphasize that although wind is invisible, it has left visible and meaningful traces in many cultures. Through stories, legends and traditions, wind remains a fascinating element of our shared human history. Understanding and appreciating this diversity promotes empathy, respect and curiosity – important qualities in our globally connected world.

Summary and outlook

Our exciting project week on the subject of “wind” in the daycare center offered the children an in-depth exploration of this fascinating natural phenomenon. Starting with the basics of wind, the children experienced a first approach to the topic through blowing games, discussions and child-friendly literature. The following day, dedicated to the sounds of the wind, opened their ears to the music of nature by making wind chimes and building a closer bond with the wind through songs.

On the third day, the focus was on movement. Kites flying in the sky and balloon games illustrated the direct power and direction of the wind. On the fourth day, the children approached the practical uses of wind and recognized its crucial role in energy generation, which became particularly tangible through the crafting of windmills. Finally, on the fifth day, we took a cultural journey and discovered together how wind is immortalized in stories and legends from different cultures.

The intensive study of wind during this week now provides a solid foundation for exploring further topics. For example, the children could next explore other weather phenomena such as rain, clouds or snow and understand how they are formed and how they affect the environment. With their already acquired knowledge about wind energy, they could also delve into the world of renewable energy sources and learn more about solar or geothermal energy. Another exciting approach would be to look at the flight behavior of birds: how they use the wind and how they have adapted to it. Wind has also inspired many artists, so an investigation of wind in art could be a creative extension. Not to be forgotten is the history of seafaring and how ancient civilizations used the wind to explore new territories.

The knowledge and experiences gained during this project week are just the beginning of an ongoing journey of learning and discovery. There is still so much more to learn about the world, wind and nature, and with each new discovery, the children’s curiosity and wonder grows.