In this introduction to wind energy, you will learn what causes the wind. Discover ways to describe and measure wind speed and build a wind turbine model.

### Lesson Structure
In each section, the learning objectives are:
*   **Imagine** – Learn about what causes the wind.
*   **Build** – Build a mini wind turbine to harness the power of the wind.

Teacher Notes

Overview and Objectives

Materials

#### Teachers: Preparing Your Students (25 min)

When students begin the lesson, they start in [Overview and Objectives](#overview-and-objectives), then transition to this [Preparation](#preparation) section. Presented in their view is a vocabulary list of terms and infographics illustrating concepts across STEAM domains throughout this entire lesson.

* Read through the vocabulary list. (5 minutes)
* Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals). (5 minutes)
* Prepare an environment for wind. (15 minutes)

#### Wind Source
Use a continuous source of wind power, such as a fan, to ensure a constant flow. If it is a windy day, you can place this project near an open window or test it outside. This project's turbines are also light enough to spin around with lung power.

#### Vocabulary (5 minutes)

This is the list of vocabulary terms used throughout the lesson. They will be in **bold** and throughout the different sections. Students can always revisit the vocabulary definitions with media and questions in the lesson. (5 minutes)

#### Sustainable Development Goals (5 minutes)

Review the [Sustainable Development Goals (SDGs)](https://sdgs.un.org/goals) blueprint based on global needs to create a more **sustainable** world by 2030 before starting the lesson. (5 minutes)

Preparation

### The Power of the Wind
*   The wind is a component of weather and energy sources on Earth.
*   The wind is caused by air masses heated by the sun as they rise and collide with other cooler air masses.
*   The rotation of the Earth also affects how air masses move.
*   People can observe and measure wind speed with the Beaufort Wind Scale.
*   The Beaufort Wind scale ranges from 0-12, with categories such as light breeze, moderate breeze, gale, and hurricane.
*   It matches descriptions and observations with wind speeds.
*   Some locations on Earth are very windy, whilst others receive very little wind.
*   Windy locations along the coast or ocean are ideal for building wind turbine farms to harness wind power.
*   These places receive a steady source of wind, which can be converted into electricity.

Air over water heats more slowly than air over land. Along a coastline, differences in the air temperature over land and water cause the air masses to move, creating wind.

Imagine

Create paper rotors then attach to a connector for the turbine

Create the tower with a beam

Create legs then attach to the tower making it stand

Make a joint then fit on top of tower

Create the top unit of wind turbine

Click the rotor blades on the unit

Create other rotor blade designs and test with a gust of wind!

National Curriculum

Curriculum for Excellence

Build

References and Extra Resources

STEAM Classroom

UK - England

Year 3

Year 4

Year 5

Year 6

UK - Scotland

Ensure access to affordable, reliable, sustainable and modern energy for all.

SDGs

Goal 7

Build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation.

Goal 9

Make cities and human settlements inclusive, safe, resilient and sustainable.

Goal 11

Use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups.

KS2-1

Generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design.

KS2-2

Investigate and analyse a range of existing products.

Evaluate their ideas and products against their own design criteria and consider the views of others to improve their work.

Understand how key events and individuals in design and technology have helped shape the world.

KS2-3

Apply their understanding of how to strengthen, stiffen and reinforce more complex structures.

Understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages].

Understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors].

Apply their understanding of computing to program, monitor and control their products.

KS2-4

I can describe the major characteristic features of Scotland’s landscape and explain how these were formed.

SOC 2-07a

I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way.

SOC 2-08a

I can consider the advantages and disadvantages of a proposed land use development and discuss the impact this may have on the community.

SOC 2-08b

By considering examples where energy is conserved, I can identify the energy source, how it is transferred and ways of reducing wasted energy.

SCN 2-04a

I can investigate the use and development of renewable and sustainable energy to gain an awareness of their growing importance in Scotland or beyond.

TCH 2-02b

I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.

TCH 2-06a

I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment.

TCH 2-07a

I can extend and enhance my design skills to solve problems and can construct models.

TCH 2-09a

I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task.

TCH 2-10a

I can extend my knowledge and understanding of engineering disciplines to create solution.

🇬🇧 Intro: Wind Energy

Overview and Objectives

Lesson Structure

Overview