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Working with Wind Energy

Middle, Secondary

Description

"Working with Wind Energy" is a STEM lesson plan designed to teach students about wind energy generation on both large and small scales.

In this activity, student teams are tasked with designing and building a functional wind turbine using everyday materials, with the objective of lifting a teabag within one minute. Through this hands-on project, students gain insights into wind energy, engineering design principles, and the role of engineering in addressing societal challenges, while also developing teamwork and problem-solving skills

General Assessment

What skills does this resource explicitly teach?

The Focus of this resource is building STEM competencies. 

Strengths

  • The instructions for teachers are extensive and easy to follow.
  • Student worksheets are ready to be printed and handed out to students.
  • The variety of activities addresses well the needs of visual, auditory and kinesthetic learners. 
  • Additional resources on the topic are provided. 

Weaknesses

  • Assessment opportunities are not readily available in this resource
  • Accommodations for learners with difficulties are not provided 

Recommendation of how and where to use it

Working with Wind Energy is an excellent STEM resource for the middle school classroom combining science and engineering concepts and skills. The resource addresses curriculum outcomes related to renewable energy and the environment. This lesson would also be a great addition to celebrating World Wind Day. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 7
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        • Structures and Forces
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        • Mechanical Systems
    • Grade 9
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      • Science
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        • Electrical Principles and Technologies
        • Knowledge and Employability Science: Electrical Principles and Technologies (Science and Technology Emphasis)
  • British Columbia
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        • Science 7:The electromagnetic force produces both electricity and magnetism
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        • Science 9: Electric current is the flow of electric charge.
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        • Senior 1 Science: Nature of Electricity
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        • Science 6 Wayfinding: Making sense of your world: Scientific Literacy
        • Wayfinding: Making sense of your world: Learning and Living Sustainably
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        • Science 7 Earth Surface Processes: Scientific Literacy
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        • Science 9 Ecosystem Dynamics: Scientific Literacy
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        • Electricity
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        • Science 7:The electromagnetic force produces both electricity and magnetism
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        • Mechanical Systems
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        • Science 9: Electric current is the flow of electric charge.
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        • Science 6: Electricity
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        • Science 9: Characteristics of Electricity
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        • Energy and Control: Electricity
        • Matter and Materials: Properties of Air and Characteristics of Flight
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        • Mechanical Systems
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        • Electrical Principles and Technologies
        • Knowledge and Employability Science: Electrical Principles and Technologies (Science and Technology Emphasis)
  • Ontario
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        • STEM Skills and Connections
        • Structures and Mechanisms: Flight
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        • STEM Skills and Connections
        • Structures and Mechanisms: Form, Function, and Design of Structures
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        • Physics Principles and Applications of Electricity
        • STEM Skills, Careers, and Connections
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        • Electricity
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        • Science 9: Content Knowledge
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        • Science 6 : Physical Science: Principles of Flight
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        • Science 9: Physical Science: Characteristics of Electricity
  • Yukon Territory
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    • Grade 9
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        • Science 9: Electric current is the flow of electric charge.

Themes Addressed

Energy (2)

  • Alternative Energy
  • Energy Generation

Science and Technology (1)

  • Alternative Ways of Doing Science

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

As this is a STEM lesson, the students are presented with the necessary background information needed to proceed to construct their own windmill using their own ideas. 

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Satisfactory

The focus of this lesson is really on the design process (of a windmill. In that respect, the economic and social dimensions of the issue are not addressed. Teachers could explore the economic and social dimensions of wind power during the introduction phase of the lesson plan.  Discussions about renewable energy, climate change, lower electricity rates, and low emissions of greenhouse gases, pollutants, and job creation could be addressed.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The students are introduced to the concepts behind the engineering design process. They are encouraged to design test and re-design if needed, just as engineers do when trying to solve design issues. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

The focus of this resource is really to build STEM skills and competencies. 

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Satisfactory

The students are given the opportunity to explore their own ideas and thoughts on the design of the windmill. They are encouraged to re-design if needed. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

This is not the focus of this resource.  However, the role of renewable energy sources in fighting climate change can & should be brought to light.

The resource offers students a few questions to establish links with the natural world. What are the disadvantages of wind turbines as a reliable source of energy, and what technologies exist that could compensate for these disadvantages? What are the advantages of wind turbines as a renewable energy source? 

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Satisfactory

In the reflection questions, students are asked about wind farms in their area. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Satisfactory

The focus of this lesson is really on the design process of a windmill. Some mention of past wind turbines is part of the lesson plan presentation. As well, students will learn how engineering can solve some of society's challenges.  

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The students are encouraged to think for themselves. They brainstorm, develop and test their ideas and then share them with the class. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

This resource is appropriate to use in addressing science, technology and engineering outcomes. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The students are provided with the design challenge and the materials. They then proceed to create their own design and find solutions to the problems they may encounter. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

This resource design addresses very well the needs of most learners; however, there are no suggestions for accommodations for those students who may experience difficulties with the content. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good

This resource involves students in a hands-on approach to an important and authentic issue. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups to complete the activity. 

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Poor/Not considered

There is a student worksheet provided with reflection questions that can be used as an assessment tool. It would be beneficial for the teacher to create a rubric based on the design constraints and other important criteria.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered

This is not a focus of this resource. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

A real-world application video is included as well as many examples of wind power technology being employed.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Very Good

The students are allowed autonomy in creating their design. There are links and resources provided should the class, teacher or individual student wish to explore the issue further. 

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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