Title: How do wind turbines turn wind into energy?
STEM Content
Science (Next
Generation
Science
Standard)
Technology
(International
Standards for
Technology in
Educ.)
Engineering
(Next Generation
Science
Standard)
Mathematics
(Common Core
State Standard)
Grade: 6
Standards
5-ESS3-1. Obtain and combine information about ways individual communities use science
ideas to protect the Earth’s resources and environment.
Strand Eight: Science, Technology, & Human Activity
2. Historical and cultural perspectives of scientific explanations help to improve
understanding of the nature of science and how science knowledge and technology evolve
over time
A. People of different gender and ethnicity have contributed to scientific discoveries and the
invention of technological innovations
a. Research biographical information about various scientists and inventors from different
gender and ethnic backgrounds, and describe how their work contributed to science and
technology
Strand Seven: Scientific Inquiry
1. Science understanding is developed through the use of science process skills, scientific
knowledge, scientific investigation, reasoning, and critical thinking
B. Scientific inquiry relies upon gathering evidence from qualitative and quantitative
observations
a. Make qualitative observations using the five senses
b. Determine the appropriate tools and techniques to collect data
c. Use a variety of tools and equipment to gather data (e.g., hand lenses, magnets,
thermometers, metric rulers, balances, graduated cylinders, spring scales)
d. Measure length to the nearest centimeter, mass to the nearest gram, volume to the nearest
milliliter, temperature to the nearest degree Celsius, force/weight to the nearest Newton
e. Compare amounts/measurements
f. Judge whether measurements and computation of quantities are reasonable
C. Scientific inquiry includes evaluation of explanations (laws/principles, theories/models) in
light of evidence (data) and scientific principles (understandings)
a. Use quantitative and qualitative data as support for reasonable explanations
b. Use data as support for observed patterns and relationships, and to make predictions to be
tested
CCSS.MATH.CONTENT.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm
for each operation.
Assessed
in the
Lesson
X
X
Essential Learning Objectives:
Understand that:
• Through the use of gears, the wind blowing over a turbine’s blades can create energy for an electric generator.
Know:
Do:
1
•
Explore the mechanics of windmills and wind
turbines and how they are used to produce usable
energy.
•
Design blades for a wind turbine by choosing
size, shape, and weight to lift a basket of coins.
Acceptable Evidence:
What would you have to observe to believe that the students have mastered the objective? What product or activity would
provide proof that the students can use this knowledge and these skills to show that they understand?
Acceptable Evidence (Rubrics to be written?):
Students will be able to:
• Explain where the gears and generator need to be attached to make a windmill Ginto a wind turbine
• Design a windmill to lift coins
• Construct a simple machine using mathematical and critical thinking skills
The Lesson/Unit Focus:
The Challenge:
What is the sentence or question that sums up the specific learning challenge students will undertake?
Given minimal supplies, design and build a wind turbine that can spin the blades and lift a basket of pennies. Find out which
group can construct the best prototype to lift the most weight.
Summative Assessment Criteria and Scoring Guide: (Criteria match the “acceptable evidence” listed above.): What is the
language that best describes the expected evidence that meets the learning expectation (3-Meeting)? What language describes
evidence that surpasses the expectations (4)? What language describes evidence that has not met the expectations (1-Basic, 2Approaching)?
Criteria
Construction and
demonstration of
model
1-Basic
A model of a wind
turbine is constructed
and is lacking blades.
2-Approaching
3-Meeting
4-Surpassing
A model of a wind
turbine is constructed
with all of the parts to
make it work. The
model cannot
successfully
demonstrate a
spinning wind turbine.
A model of a wind
turbine is constructed
with all of the parts
and successfully
demonstrates a
spinning turbine when
wind is applied.
A model of a wind
turbine is constructed
with all parts and
successfully
demonstrates the
action of a wind
turbine spinning about
able being able to lift a
basket of pennies.
2
Design process
The group was not
able to share notes
illustrating the use of
the design process.
Group notes illustrate
the design process was
followed: state, ask,
brainstorm, plan, and
create. Notes also
suggest there was no
testing of the model.
Group notes illustrate
the design process was
followed, state, ask,
brainstorm, plan,
create, and test.
Group notes illustrate
the design process was
followed: state, ask,
brainstorm, plan,
create, and test.
Additionally, notes
indicate that
improvements were
made to the model
following tests.
Planning for Implementation:
Pre-Assessment:
What pre-assessment questions and/or probes will offer insight into what students already know about the unit content and
what background knowledge will be needed? Describe pre-assessment.
In groups of 3, students will draw what parts are necessary to create a working wind turbine.
What is a model? (Shows a sketch of a wind turbine and wind working together.
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Lesson Plan
What instructional strategies will be used? What best practices will be integrated? How will essential learning objectives be
met and acceptable evidence be generated? Describe the sequence of events.
LEARNING TARGET
Through the use of gears the wind blowing over a turbine’s blades can create energy for an electric generator.
SUMMARY
Students explore the mechanics of windmills and wind turbines and how they are used to produce usable energy.
ENGAGE
Materials:
Star Pinwheel Pattern, Bucket Lift Drawing, cardboard boxes, dowel, Ball of string, 7 mini baskets, 3-inch Styrofoam ball, 28
popsicle sticks
I say: Energy Island contains pictures of wind turbines. What do you think happens inside to change the wind into electricity? 7
sheets of cardstock
Students discuss in small groups what they think and then share with the class.
EXPLORE
Ask the class: How do windmills work?
Activity: Pass out the Star Pinwheel Pattern and materials. Have each student make a windmill and explore blowing across the
blades
EXPLAIN
Ask the class: Where would the gears and generator need to be attached to make a windmill into a wind turbine? Have the
students draw their ideas in their science notebooks and share them with the class.
this slide: http://www.epa.gov/climatestudents/solu- tions/technologies/wind.html
ELABORATE
Activity: Tell the class: We are going to design windmill blades for a wind turbine to lift a small basket of coins. Here are the
constraints and directions:
1. Each group gets the same materials. 2. Place weights in the bottom of your cardboard box. 3. Put the dowel rod from corner
to corner and use tape to tape the top
4. Tape the string to one end of the rod. 5. Tie the other end of the string to the small bucket. 6. Firmly push the Styrofoam ball
4
onto the other end of the rod.
5. Tie the other end of the string to the small bucket. 6. Firmly push the Styrofoam ball onto the other end of the rod.
7. Now, it is time for you to design your blades. You can use 3 or 4 blades, whatever size and shape you want as long as they
fit on the one sheet of card stock. Discuss your design ideas as a group and try to think about which one will be best.
8. Cut out your blades and use tape to put one on each Popsicle stick.
9. Decide exactly how and where to place each Popsicle stick into the Styrofoam ball.
10.You are now ready to test your design.
The testing set-up will be the same for each group:
11. Every group will place their windmill the same distance from the fan. They can’t touch the windmill during testing — it has
to work on its own.
12.
The teacher will put the weights in your bucket (same weight for each team).
13.
The teacher will turn on the fan and begin timing your windmill. The timer will stop when the bucket reaches the top.
14.
The team should carefully observe their test and try to figure out ways to make their windmill better.
EVALUATE
Instruct the students: Using the drawings or the windmill that you made with the bucket lift, draw and explain how the energy
is transferred from the blades to the to raise the bucket in the drawing
Formative Assessment:
What is the learning that will need to be “checked” during the lesson to be sure students have a secure understanding of
important content. Describe assessment.
Wind Turbines: Have the group of 3 students submit a written diagram of a wind turbine while checking for accuracy regarding
placement of parts and labels.
Design Process: Assess each group using the design rubric.
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Student Engagement
What can be planned to help make this unit relevant to all students?
•
Discussion of participant experience using wind turbines.
What supports will be offered so all students will be successful?
•
•
•
Assisting students to thin about designs
Sharing information sources about wind turbines in the computer lab
Constructing student groups with attention paid to good group dynamics
What are ways to validate and recognize STEM capable learning?
•
•
•
Recognize team work, observational skills, translation of understanding to a model and creativity
Allow students to share their completed work or their partially completed work as they attempt completion
Recognize different ways of attaining results
STEM Careers
What career paths can be connected?
Construction, architect, illustrators, agricultural, engineers, artists, designers, graphic designs, physics, nuclear engineering,
education
What career resources can be shared?
http://www.lifeofanarchitect.com/do-you-want-to-be-an-architect/
http://www.huffingtonpost.com/marjorie-hansen-shaevitz/so-you-want-to-be-an-engi_b_5508385.html
http://www.learnhowtobecome.org/graphic-designer/
Time and Materials:
How much time is needed for quality engagement, deep learning, secure experience? What materials are required and will
enhance learning?
Star Pinwheel Pattern, in Appendix i
Bucket Lift Drawing, in Appendix ii
7 4x4x12” cardboard boxes
7 12” dowels
Ball of string
7 mini baskets
7 3-inch Styrofoam balls
28 popsicle sticks
7 sheets of cardstock
1 roll of duct tape
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Resources:
What resources are available? What resources are needed? What resources will enhance learning?
Coins
Rocks for weighting the bottom of the box
Electric fan
Scissors
Timer or stopwatch
Computer with Internet access
Possibilities for Further STEM Connections:
Energy Island, by Allan Drummond (6 copies)
Student Reflections (after implementation):
Student Self-Reflection (suggested questions)
1. I used the following practices (engineering, math) and crosscutting concepts…
2. I contributed in the following way(s)…
3. I learned the following new information….
4. Based on this experience, I would like to deepen my knowledge and/or improve my skills in the following areas…
Author(s) Erica Lewis
School/District Ferguson-Florissant
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