sails in the wind - rochford district · 3 introduction in 2009, the rayleigh windmill celebrated...
TRANSCRIPT
Sails in the Wind
Rayleigh Windmill Education Resourcefor Primary School Teachers
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Contents
PAGE
2. Contents
3. Introduction Acknowledgements
4. Medium Term Plans
5. Short Term Plans Lesson Idea 1: Make a history quiz
6. Lesson Idea 2: Play history quiz
7. Lesson Idea 3: Write a poem
8. Lesson Idea 4: Write a story
9. Lesson Idea 5: Make a wind powered winch
10. Lesson Idea 6: Create a windmill inspired dance Sails in the Wind Song lyrics
11. Sails in the Wind Dance
12. Lesson Idea 7: Make a model of Rayleigh Windmill
13. Lesson Idea 8: Windmill maths Lesson Idea 9: William Kamkwamba – The Windmill Boy
14. Making Windmills
19. Further Lesson Ideas Further Resources for follow-up work
20. Websites
Resources
• Resource A: Windmill Science Worksheet 1
• Resource B: Windmill Science Worksheet 2
• Resource C: Rayleigh Windmill Model
• Resource D: Problems at the Windmill PUPIL Worksheet
• Resource E: Problems at the Windmill TEACHER Worksheet
• Resource F: Rayleigh Windmill publicity example
• Fascinating Fact Sheets
3
Introduction
In 2009, the Rayleigh Windmill celebrated its 200th anniversary with a year-long arts project called Sails in the Wind, funded by the Heritage Lottery Fund. The aim of the project was to use the arts to create different ways to present information about the Rayleigh Windmill so as to engage new people with its heritage and make returning visitors see it in a new light. The celebrations programme included a new dance and song about the Windmill (see Lesson Idea 6, Pages 10 and 11) a public art sculpture in the Rayleigh Sensory Garden, a new exhibition inside the Windmill Museum and this Education Resource.
The information and research gathered during the year of celebrations has been pulled together in this resource to enable Key Stage 2 school children to increase their understanding of their local area and support their learning in a range of cross-curricular subjects.
The Rayleigh Windmill has had an interesting if chequered history. It was built in about 1809 and thrived in the early 19th century, being the place to which corn from the surrounding areas was brought for grinding. Following the agricultural depression of the 1870s it went bankrupt in the late 1880s. Over the next few decades it frequently changed hands at the end of which time it had regained commercial viability.
In 1884 a man was crushed to death while struggling to throw the machine out of gear. Another setback came in 1906 when the miller became too ill to tend to the sails – which required attention 24 hours a day. The sails were taken down and the mill was converted to steam and a few years later to diesel power. In later years it was powered by electricity.
The windmill continued in use until just before World War II. In 1943 the owner of the mill, Archie Brown, was murdered by his son. In the 1970s restoration work allowed the mill to be opened to the public, with a major refurbishment programme taking place in 2006 with Quality Visitor Attraction status and Accredited Museum status following shortly afterwards.
School visits to the Windmill are welcome and run all year round. Please contact a member of the Leisure Team at Rochford District Council to book a visit on 01702 318191 or [email protected] or visit www.rochford.gov.uk
Acknowledgments
This Education Resource was commissioned by Rochford District Council and developed by the Heritage Education Unit at the Essex Records Office.
We would like to thank the following people for their input in to this Resource:
Sarah Girling (Heritage Education Unit at the Essex Records Office) Krystyna Jesty and Linda Rubio (Down Hall Primary School, Rayleigh) Paul Alcock Fay Laflin Design of Rayleigh Windmill model: Thomas Goodey and Nicola Burrell Education Resource Pack Design: Suzanne Gash (Rochford District Council)
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Medium Term Plans
This education resource has been written so that teachers can either follow a cross-curricular project based on Rayleigh Windmill or they can ‘dip in’ to the resource for particular subject-based sessions.
The following plan could be used:
Lesson idea Basic Outline Subject coverage
1 Pupils research the history of Rayleigh Windmill and, in small groups, create questions for a quiz focussing on specific research areas.
History
Literacy
2 Pupils use the questions they created in lesson idea 1 to make a quiz game, like Trivial Pursuits, as a class.
History
Literacy
3 Pupils look at the poem ‘Blow Wind, Blow’ focussing on crafting their own poem.
Literacy
4 Pupils write a story set in a windmill: The Miller’s Story or The Mouse’s Story.
Literacy
5 Pupils investigate how wind power can be used to lift objects and how variations of the design affect the mass lifted.
Science
Design Technology
Maths
6 Using the Sails in the Wind song, pupils create a dance.
Music
PE
7 Using a template put together a cardboard model of Rayleigh Windmill.
Art
Design Technology
8 Windmill problem solving Maths
9 William Kamkwamba – The Windmill Boy Cross-curricular
5
Short Term Lesson Plans
Lesson Idea 1: Make a history quiz
Objectives:
• To learn about the history of Rayleigh and Rayleigh Windmill through creating quiz questions.
• To be able to read information and turn it into questions and answers.
• To work as a group to create part of a board game.
Discuss and model different types of questions, e.g. multiple choice, one word answer, etc. Emphasise the use of closed questions for quizzes. Model for the pupils how to read a sentence from the Fascinating Fact Sheets and turn it into a question.
Example:
Fact:“Rayleigh Windmill is said to have been built for Thomas Higgs.”
Question:“Who was Rayleigh Windmill built for?”
Answer:“Thomas Higgs”
Using Fascinating Fact Sheets pupils use the information about Rayleigh Windmill to create up to 20 quiz questions in small groups of up to 6 pupils. Each group researches a topic e.g. The Millers, and writes questions on this subject.
Encourage the pupils to work together as a team to generate the questions and not allow just one person to dominate the group. Team up lower ability pupils with higher ability pupils to help with reading and writing. If time, then part of a game board can be created by each group, similar to part of a Trivial Pursuit game, so that each team has the task of reaching the middle of the board by answering a number of questions.
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Lesson Idea 2: Play history quiz
Objective:
• To learn about the history of Rayleigh and Rayleigh Windmill through answering quiz questions.
Put the class into teams of 5 or 6 pupils, made up of a mixture of the pupils from the previous lesson. There should be one specialist of each topic in each group to ensure fairness. The teacher takes turns to ask the teams a selection of questions from the previous session.
If the pupils created a board game then this can be used to show each team’s progress.
7
Lesson Idea 3: Write a poem
Objectives:
• To investigate rhyming words and their spelling families.
• To write a poem in a similar style to ‘Blow wind, blow’.
Introduce the poem ‘Blow wind, blow’.
Blow wind, blow! And go mill, go! That the miller may grind his corn,
That the baker may take it, And into bread make it,
And send us some hot in the morn.
Nursery Rhymes of England by James Orchard Halliwell
Identify words that the pupils might not know the meaning of: miller, morn, grind.
Identify rhyming words and look at the different spellings: Blow/goCorn/morn
List other words that rhyme with blow and go. Split these into spelling families, i.e. words that end in ow/o/oe/ew/ough, e.g. flow, slow, throw, grow, toe, sew, though.
Discuss other words that end in ow that do not rhyme e.g. cow, now.
Discuss that the poet is speaking to the weather. How could you write a similar poem?
Some ideas:Shine sun, shine Pour rain, pour Flow river, flow
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Lesson Idea 4: Write a story
Objective:
• To use descriptive words to write a story with a beginning, middle and end.
Brainstorm words to do with mills and catagorise them as a class, e.g.
Nouns: names of things Adjectives: describing words
Verbs: doing words
Grain Powdery Pour
Sails White Turn
Mouse Little Scampering
Wind Harsh Blow
Discuss how to write stories, ensuring that there is a beginning, middle and end.
Discuss using descriptive words in stories.
Discuss ideas for storylines set in a windmill.
Use a story starter for lower ability groups.
For example:
A long time ago, in a tall windmill overlooking golden fields of corn, there lived a miller. His name was Mr Jones and he had worked in the windmill for many years. He got up early every morning, climbing the dusty staircase, checking the cold metal cogs and looking for tears in the white sails.
One morning as Mr Jones climbed the dusty stairs, he reached the very last stair when “creak, crack” went the wooden stair and “ouch!” said the miller as he fell down onto the hard stone floor. Poor Mr Jones had hurt his ankle and his wrist and now there was no-one to help him with the windmill.
“How will I get all my jobs done now?” said Mr Jones.
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Lesson Idea 5. Make a wind powered winch
Objective:
• To investigate wind as a power source.
• To experiment with different windmill sizes and different materials used to make windmills.
Using the website Teachers’ Domain, carry out a science experiment to explore how wind can be used as a power source.
www.teachersdomain.org/resource/phy03.sci.engin.design.lp_windmill
This website can be used for free for up to 7 times.
Write up the science experiment and use Windmill Science Worksheets 1 and 2 (Resources A + B) to record results.
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Lesson Idea 6. Create a windmill inspired dance
Objective:
• To create a dance based on the Sails in the Wind music and lyrics
Use the Sails in the Wind lyrics, the music on the accompanying CD and the Dance Synopsis below to create a dance inspired the movements of a windmill.
Additional ideas for dance movements can be found on the Cambridge University English Country Dance Club website: www.srcf.ucam.org/round
Click on Dance Resources and Elements for an explanation of many English country dancing movements.
Sails in the WindThe winds of change are passing us by, as we look from the top of the hill.
Here stands the mighty beacon of brick, known to all as The Mill. Milling has come and memories are worn. Fields are of houses and no longer corn.
Sails in the wind are static yet move, as the dances time carry on.
Milling has come and memories are worn. Fields are of houses and no longer corn.
Sails in the wind are static yet move, as the dances of time carry on.
And all through the autumn the miller has toiled. His body has ached for a rest.
But winds must be harnessed through day and through night. His skills are put to the test.
Winds of change are passing us by, as we look from the top of the hill. Here stands the mighty beacon of brick, known to all as The Mill.
Milling has come and memories are worn. Fields are of houses and no longer corn.
Sails in the wind are static yet move, as dances of time carry on.
Fantails have turned these four sails to the wind. It veers from the South to the East.
And brake wheels and governors are doing their work. This mill’s a mighty strong beast.
The winds of change are passing us by, as we look from the top of the hill. Here stands the mighty beacon of brick, known to all as The Mill.
© Music & lyrics Chris Jones 2009
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Sails in the Wind Dance
In creating a piece of dance to celebrate 200 years of the Rayleigh Windmill, I wanted to try and incorporate the various eras that the Windmill has been in existence. The central character the ‘Miller’, works and toils throughout the dance, and is visited by all the various characters that represent the time line of the Mill. Some go to trade, others just to chat, this shows that the Windmill has developed from a working Mill to a more social place to meet and spend time. The Miller represents the Windmill itself and how it means different things to different people and at different times in its history.
The four sails create a backdrop for the dance piece. The Miller appears from behind them showing that without the sails the mill isn’t fit for its original purpose. They move through out the dance to provide different and ever changing backdrops for the dance.
The movements within the dance have a very ‘country dancing’ feel: circle’s representing the movements of the sails, the shape of the building and also the life cycle of the crops: wheat eventually becomes bread which eventually goes back into the earth to support more crop growth. Many of the country dance movements were developed by people to represent their lives and the work they did: ‘threading the needle’ has its origins in weaving and essentially the Windmill is a countryside phenomenon.
The movements, costumes and props all come together to tell the story of the Windmills 200 years existence in just 2.5 minutes!
Penni Bubb Director of Mushroom Theatre Company - September 2009
Mushroom Theatre Company perform Sails in the Wind dance at the Rayleigh Windmill on the 200th Anniversary Celebrations Day (13 September 2009)
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Lesson Idea 7. Make a model of Rayleigh Windmill
Objective:
• Explore cutting and sticking techniques.
Print out the Rayleigh Windmill Model template (Resource C) onto A3 card.
Discuss with pupils what kind of tools could be used to cut out the template and what kind of adhesive could be used to stick it together. Discuss how the template is put together and demonstrate, pointing out the symbols for how to fold the card. Discuss how the model could be finished – what could be used to colour the model? How could a landscape be created? How could it be made to look more realistic?
Put the children into pairs and get them to carefully cut out the model (Do not throw away the diagram).
Put together the windmill model using the diagram on the card.
The windmill model can then be labelled, coloured/painted or a landscape created for it.
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Lesson Idea 8: Windmill maths
Objective:
• To solve various mathematical problems with a windmill theme, using computation skills, assumption and decision making.
Using the Problems at the Windmill Pupil Worksheet (Resource D) cut up and divide questions amongst pupils and get them to work individually or in small groups to work out the answers.
Lesson Idea 9: William Kamkwamba – The Windmill Boy
Objective:
• To learn about an inspirational person who has used a windmill to change the community he lives in.
Pupils research on the internet (especially Wikipedia and BBC news websites) the story of William Kamkwamba.
Using an atlas or the internet pupils locate Malawi on a map and find the town of Masitala.
After reading the BBC report ‘Malawi windmill boy with big fans’, use role play to explore the story, e.g. the people’s response to William rummaging through rubbish dumps, the people’s response to a windmill.
Pupils could write a diary from William Kamkwamba’s point of view as he builds the first windmill.
DescriptionWilliam Kamkwamba at TED in 2007 6 June 2007, 01:26
SourceWilliam Kamkwamba
AuthorErik (HASH) Hersman from Orlando
DescriptionWilliam Kamkwambas old windmill.jpg
One of William's first windmills. Shot by Tom Rielly after TEDGlobal in Tanzania.
2 March 2005(2005-03-02), 06:00
SourceWilliam Kamkwamba's old windmill
Uploaded by Church of emacs
Author Erik (HASH) Hersman from Orlando
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Making Windmills
Photo 1
Cut the timber to length.
Photo 2
Sand the ends
and any rough
edges.
Photo 3
Drill a 3mm hole
towards one end.
Preparing the timber
Materials and equipment
• A4 160g weight paper in arange of strong colours
• A4 80g weight paper in arange of strong colours
• Double sided tape
• Pencils
• Coloured Pens
• Scissors
• Lengths of pine soft wood,planed all round approx size– 2cm x 2 cm x 40cm
• Bamboo skewers
• Plasticine
• Glue stick
• Saw
• File or sand paper
• Drill and drill bit, usually3mm(thickness depends on thethickness of the bambooskewers)
• Single hole punch
• Bradawl
• Electric fan
1
2
3
15
Photo 8
Draw diagonal lines using a pencil from
corner to corner on one side of the square
using the length of timber.
Making the windmill
Photo 4
Choose the background colour you
would like and then mark and cut a
square out of thick 160g A4 paper.
Photos 5, 6 and 7
Decorate both sides of the square. This can be done by either drawing with marker
pens on both sides which very young children tend to like or preferably cut out
shapes of thinner 80g coloured paper and stick them on using glue stick.
Encourage strong bold designs and encourage students to experiment with different
arrangements of shape, colour and tonal combinations before they stick their
designs down on both sides of the paper.
4
765
8
16
Making the windmill continued
Photos 14 and 15
Bring the opposite
corner alongside and
stick underneath the
square of tape.
Photos 9 and 10
Draw four marks using a pencil, the
thickness of the timber from the
centre of the diagonal.
Photo 11
Cut along the four lines up
to the marks (take care not
to go any further as this
will weaken the windmill).
Photo 12
Make a hole in the centre
of the sail using a bradawl.
Photo 13
Cut a square of double
sided tape approx 2cm x
2cm. Turn back one corner
of the sail and stick the
double sided square on,
along the diagonal.
9 10
12 1311
14 15
17
Making the windmill continued
Photo 16
Peel back the protection
on the double sided tape
square and bring in the
next corner halfway across
the tapes diagonal. Then
repeat with the remaining
corner.
Photos 17 and 18
Use the one hole punch to make a hole in the centre of
the sails.
17 1816
Photo 19
Cut some of the point off
the skewer and push into
the hole in the wood (It
needs to be a tight fit).
Photo 20
If the hole has been drilled
at a slight angle make sure
the bamboo skewer points
upwards.
Photo 21
Place the sail over the
bamboo skewer and score
the skewer to length
scissors.
20 2119
18
Making the windmill continued
Photos 22 and 23
Snap off the excess skewer and place
a blob of plasticine over the end to
keep the sails in place.
2322
Overcoming any problems
• Sometimes the sails may snag if any of the holes aren’t big enough in which case
open them up a bit by twiddling the point of a pencil in the hole.
• If the skewers points downwards the sails may snag on the handle in which case
take out the skewer and re-place it in on the other side of the hole.
• If the sails haven’t been cut or stuck together carefully enough it may also snag,
in which case you may need to re stick or make new sails.
Test the windmill with a fan or by moving it
gently through the air.
(It’s nice to have a camera handy at this point
to record the delighted faces!)
Photos and instructions by Paul Alcock
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Further Ideas
• Design a poster or leaflet about Rayleigh Windmill (Use Resource E – Sails in the Wind poster as example)
• Investigate how windmills were used to grind corn to make flour.
• Make bread. What additional ingredients could you add?
• Make sandwiches.
• Investigate how windmills can be used as a modern power source and explore the how sustainable it is.
• Explore people’s feelings about wind farms, using role play and discussion.
Further Resources for follow-up work
Stories about wind: The Wind Blew by Pat Hutchins The Windy Day by Anna Millbourne The Wind at Work: An Activity Guide to Windmills by Gretchen Woelfle Feel the Wind by Arthur Dorros Gilberto and the wind by Marie Hall Ets
Poems:The Windmill by Henry Wadsworth Longfellow O Wind, Why do you never rest? by Christina Rossetti Who has seen the wind? by Christina Rossetti The Wind by Robert Louis Stevenson
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Websites:
Rochford District Council’s information on Rayleigh Windmill: www.rochford.gov.uk/windmill
UK site covering different weather, including areas for teachers and children: www.metoffice.gov.uk/education
UK site with downloadable teachers packs on wind power: www.bwea.com/edu/teachers
UK database of mill archives: www.millarchive.com/4schools/portal.aspx
Information about mills in the UK and around the world: www.windmillworld.com
Learn about wind power through this interactive American website: www.alliantenergykids.com/EnergyandTheEnvironment/RenewableEnergy/022397
Another American based website that offers information about wind power and instructions to make a classroom wind turbine: www.kidwind.org
Cambridge University English Country Dance Club website: http://www.srcf.ucam.org/round
William Kamkwamba - The Windmill Boy http://en.wikipedia.org/wiki/William_Kamkwamba
G:\...Qu\Contracted Services\Arts\SITW Schools Education Pack
Resource A: Windmill Science Worksheet 1
What I am designing
What materials I will use What equipment I will use
My design will look like this
My Evaluation
Resource B: Windmill Science Worksheet 2
Windmill size Material Axle material String length cm Mass lifted g
18 x 18cm paper straw
13 x 13cm
18 x 18cm card
13 x 13cm
18 x 18cm acetate
13 x 13cm
18 x 18cm paper doweling
13 x 13cm
18 x 18cm card
13 x 13cm
18 x 18cm acetate
13 x 13cm
Conclusions and evaluation
When I changed the size of the windmill I found out that
…………………………………………………………..…………………………………………………
………………………………………………………………………………………………………………
…..…………………………………………………………………………………………………………
When I used a different type of material I found out that
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………..………………………………………………………………………………………………………………
When I used doweling instead of a straw I found out that
…………………………………………………………..…………………………………………………
……………………………………………………………………………………………………………….
.………………………………………………………………………………………………………………
When I changed the length of the string I found out that
………………………………………………………….……………………………………………………
……………………………………………………………………………………………………………….
.………………………………………………………………………………………………………………
Resource C: Lesson 7 – (Print on A3 card)
Resource D
1
Problems at the Windmill – Pupil’s Worksheet
Question 1
If Mr Miller could fill, seal and stack a sack of flour every 5 minutes, how many could he fill in an hour?
If he started work at 6am and worked until 4pm, with a break of half an hour for lunch and a break of fifteen minutes in the morning and afternoon, how many sacks would he fill in a day?
Extension:
What if Mr Miller’s assistant helped but could only fill, seal and stack a sack every 6 minutes, how many could he fill in an hour?
With the same lunch and tea breaks how many could he fill in a day?
Question 2
On a windy day the sails on Mr Miller’s windmill turned once every 1 ½ minutes.
How long did it take for them to turn twenty times?
How many times did they turn in an hour?
Extension:
How many times will the sails turn in a day?
How many times will the sails turn in a week?
How many times will the sails turn in a year?
Discuss whether these are a realistic number of times.
Resource D continued
2
Question 3
It cost Mr Miller £15 to produce a sack of flour weighing 50kg. If he sold the flour for 50p per kg, how much profit does he make?
Extension:
Work out the profit as a percentage of the cost price.
Question 4
Mr Miller wanted to build a wall at the back of his windmill. He wanted the wall to be 10 metres long and one metre high. How many bricks did he need?
Tip: Think about what you might need to know or find out first in order to work out this problem.
Extension:
How many bricks would he have needed to build a wall that measures 2 metres high?
How many to build 4 walls all around the windmill?
Question 5
Look at the recipe for bread. If that is enough to feed 3 children, write down the amounts of ingredients you would need to make bread for your class.
Ingredients for bread:
500g strong white flour, plus extra for dusting
2 tsp salt
7g sachet fast-action yeast
3 tbsp olive oil
300ml water
Resource D continued
3
Question 6
Mr Miller had 2 sons, Arthur and William. There were 3 jobs to do in the windmill and they could each do them all. However, each person did not just do one job. They liked to change around so that they did not get bored. There were 3 floors in the windmill and one job to do on each floor.
How many different ways could they have organised themselves to do the jobs? The first way has been done for you.
First way
Ground floor – Mr Miller
First floor – Arthur
Second floor – William
Extension:
If the windmill had 4 floors and 4 jobs and Mr Miller’s other son, Joseph, joined them, how many different ways could they have organised themselves?
Resource D continued
4
Windmill-based questions:
Q: How many skipping ropes would be needed to go round the outside of the windmill?
Q: How many windows does this windmill have?
How many doors? How many sails?
How many might 2 windmills have?
What about 3 Windmills?
Q: How many staircases does this windmill have?
How many steps on the staircases?
What is the height of one step on the first staircase?
Assuming all steps are the same height, how high is the first staircase?
Resource E
Problems at the Windmill – Teachers
Classroom based questions
Q1: If Mr Miller could fill, seal and stack a sack of flour every 5 minutes, how many could he fill in an hour?
If he started work at 6am and worked until 4pm, with a break of half an hour for lunch and a break of fifteen minutes in the morning and afternoon, how many sacks would he fill in a day?
Extension: What if Mr Miller’s assistant helped but could only fill, seal and stack a sack every 6 minutes, how many could he fill in an hour? With the same lunch and tea breaks how many could he fill in a day?
Q2: On a windy day the sails on Mr Miller’s windmill turned once every 1 ½ minutes. How long did it take for them to turn twenty times? How many times did they turn in an hour?
Extension: Look at number of turns in a day, week or year. Change the length of time.
Q3: It cost Mr Miller £15 to produce a sack of flour weighing 50kg. If he sold the flour for 50p per kg, how much profit does he make?
Extension: Work out the profit as a percentage of the cost price.
Q4: Mr Miller wanted to build a wall at the back of his windmill. He wanted the wall to be 10 metres long and one metre high. How many bricks did he need?
Children will need to either assume the size of a brick or go outside and measure one.
Resources: a variety of measures of length.
Extension: How many bricks would he have needed to build a wall 2 metres high? How many to build 4 walls all around the windmill?
Q5: Look at the recipe for bread. If that is enough to feed 3 children, write down the amounts of ingredients you would need to make bread for your class.
Resources: bread recipe (www.bbcgoodfood.com/recipes/2060/easy-white-bread)
Q6: Mr Miller had 2 sons, Arthur and William. There were 3 jobs to do in the windmill and they could each do them all. However, each person did not just do one job. They liked to change around so that they did not get bored. There were 3 floors in the windmill and one job to do on each floor. How many different ways could they have organised themselves to do the jobs? The first way has been done for you.
Resource E continued
First wayGround floor – Mr Miller First floor – Arthur Second floor – William
Answer: 6 ways Mr Miller, Arthur, William Mr Miller, William, Arthur Arthur, Mr Miller, William Arthur, William, Mr Miller William, Mr Miller, Arthur William, Arthur, Mr Miller
Extension: If the windmill had 4 floors and 4 jobs and Mr Miller’s other son, Joseph, joined them, how many different ways could they have organised themselves? Answer: 24 different ways
Windmill based questions
Q: How many skipping ropes would be needed to go round the outside of the windmill?
Resources: 30cm rulers, metre rules, a box containing various odds and ends, including a ball of twine (sufficient to go around the outside of the windmill) and a ball of wool (again, sufficient to go around the windmill)
Note: The children will need to make assumptions about the length of the skipping rope and also decide how to measure the outside of the windmill. Rulers will not bend. Wool usually stretches.
Q: How many windows does this windmill have? How many doors? How many sails?
Note: Children will need to make a decision about whether to count only the outside windows and doors or whether to include the internal ones as well. How many might 2 windmills have? What about 3 Windmills?
Q: How many staircases does this windmill have? How many steps on the staircases?
Q: What is the height of one step on the first staircase? Assuming all steps are the same height, how high is the first staircase?
Official CelebrationsSunday 13 September
12 midday to 4pm
at Rayleigh Windmill
For more information contact Rochford’s Leisure Team on
01702 318171 and visit the website for a programme of activities
http://www.rochford.gov.uk/windmillcelebrationsProgramme is subject to change.
RochfordD i s t r i c t C o u n c i l
SailsWind
in the
200th Anniversary
Join us for an afternoon of free events
and activities, plus the unveiling of a new
public art sculpture, celebrating 200 years
of the Rayleigh Windmill.
The event will feature performances inspired
by the Windmill including a dance by
local company Mushroom Theatre and
song by composer Chris Jones.
Arts,
Cra
fts
and
Printin
g W
orks
hops
Falco
nry
on Ray
leig
h Mount
Morr
is D
ance
rsTo
wn C
rier
Wal
ks a
nd Tal
ksO
ral H
isto
ry S
essi
ons
Exh
ibiti
on
Resource F
Fascinating Fact Sheet 1
Fascinating Fact Sheet 2
Fascinating Fact Sheet 3
Fascinating Fact Sheet 4
Fascinating Fact Sheet 5
Fascinating Fact Sheet 6
Fascinating Fact Sheet 7
Fascinating Fact Sheet 8
Fascinating Fact Sheet 9
Fascinating Fact Sheet 10
Fascinating Fact Sheet 11
Fascinating Fact Sheet 12
(now known
the ground floor of