Lesson
Preview
Harnessing Wind Energy
ByStrawbees Team
Challenge students to learn about sustainable development in wind power, as they discover where strong winds blow on earth and the history and future of wind power. Students will also make wind turbine prototypes and further their learning with extension activities.
Topics
Earth and Human Activity
Energy
Engineering Design
Forces
Renewable Energy
- NGSSGrade: 4thObtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.Grade: 5thObtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.Grades: 6th, 7th, 8thApply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*Grades: 6th, 7th, 8thConstruct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.Grades: 6th, 7th, 8thAsk questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.Grades: 6th, 7th, 8thConstruct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.Grades: 3rd, 4th, 5thDefine a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.Grades: 3rd, 4th, 5thGenerate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.Grades: 3rd, 4th, 5thPlan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.Grades: 6th, 7th, 8thDefine the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.Grades: 6th, 7th, 8thEvaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- ISTE StudentsStudents build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.Students develop, test and refine prototypes as part of a cyclical design process.Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
- Florida - NGSSSGrade: 4thEarth and Space Science, Earth StructuresRecognize that humans need resources found on Earth and that these are either renewable or nonrenewable.Grade: 4thEarth and Space Science, Earth StructuresIdentify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).Grade: 4thPhysical Science, Forms of EnergyObserve and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.Grade: 4thPhysical Science, Forms of EnergyInvestigate and describe that energy has the ability to cause motion or create change.Grade: 4thPhysical Science, Forms of EnergyDescribe how moving water and air are sources of energy and can be used to move things.Grade: 5thPhysical Science, Forms of EnergyInvestigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.Grade: 5thPhysical Science, Forms of EnergyInvestigate and explain that energy has the ability to cause motion or create change.Grade: 6thEarth and Space Science, Earth Systems and PatternsDescribe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.Grade: 6thEarth and Space Science, Earth Systems and PatternsExplain how energy provided by the sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land.Grade: 6thPhysical Science, Energy Transfer and TransformationsExplore the Law of Conservation of Energy by differentiating between potential and kinetic energy. Identify situations where kinetic energy is transformed into potential energy and vice versa.Grade: 7thPhysical Science, Energy Transfer and TransformationsInvestigate and describe the transformation of energy from one form to another.Grade: 8thGeography, Understand the relationships between the Earth's ecosystems and the populations that dwell within them.Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in the United States and Florida over time.Grade: 8thGeography, Understand how human actions can impact the environment.Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.Grades: 3rd, 4th, 5thCommunication Systems and Computing, Modeling and simulationsDescribe how models and simulations can be used to solve real-world issues in science and engineering.Grades: 3rd, 4th, 5thCommunication and Collaboration, Communication and collaborationIdentify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.Grade: 4thReading, Reading Informational TextExplain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.Grade: 5thReading, Reading Informational TextExplain how text structures and/or features contribute to the overall meaning of texts.Grade: 6thReading, Reading Informational TextExplain how individual text sections and/or features convey meaning in texts.Grade: 7thReading, Reading Informational TextExplain how individual text sections and/or features convey a purpose in texts.Grade: 8thReading, Reading Informational TextAnalyze how individual text sections and/or features convey a purpose and/or meaning in texts.Grade: 8thReading, Reading Informational TextExplain how an author establishes and achieves purpose(s) through rhetorical appeals and/or figurative language.
- Common Core ELAGrade: 4thReading: Informational Text, Key Ideas and DetailsExplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Grade: 4thReading: Informational Text, Craft and StructureDetermine the meaning of general academic and domain-specific words or phrases in a text relevant to a .Grade: 4thReading: Informational Text, Integration of Knowledge and IdeasInterpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Grade: 5thReading: Informational Text, Key Ideas and DetailsExplain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.Grade: 5thReading: Informational Text, Craft and StructureDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a .Grade: 5thReading: Informational Text, Integration of Knowledge and IdeasDraw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Grade: 6thReading: Informational Text, Key Ideas and DetailsAnalyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).Grade: 6thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.Grade: 6thReading: Informational Text, Integration of Knowledge and IdeasIntegrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.Grade: 7thReading: Informational Text, Key Ideas and DetailsAnalyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).Grade: 7thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.Grade: 8thReading: Informational Text, Key Ideas and DetailsAnalyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).Grade: 8thReading: Informational Text, Craft and StructureDetermine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
- TEKS ScienceGrade: 3rdask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdconstruct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; andThe student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rddevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdevaluate a design or object using criteria.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 3rddevelop explanations and propose solutions supported by data and models;The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 3rdcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 3rdlisten actively to others' explanations to identify relevant evidence and engage respectfully in scientific discussion.The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 3rdexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 3rdresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 3rdidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 3rdidentify everyday examples of energy, including light, sound, thermal, and mechanical; andThe student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 3rdplan and conduct investigations that demonstrate how the speed of an object is related to its mechanical energy.The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 3rdcompare and describe day-to-day weather in different locations at the same time, including air temperature, wind direction, and precipitation;The student knows that there are recognizable processes that change Earth over time.Grade: 3rdexplore and explain how humans use natural resources such as in construction, in agriculture, in transportation, and to make products;The student understands how natural resources are important and can be managed.Grade: 3rdexplain why the conservation of natural resources is important; andThe student understands how natural resources are important and can be managed.Grade: 3rdexplain how temperature and precipitation affect animal growth and behavior through migration and hibernation and plant responses through dormancy;The student describes patterns, cycles, systems, and relationships within environments.Grade: 3rddescribe how natural changes to the environment such as floods and droughts cause some organisms to thrive and others to perish or move to new locations; andThe student describes patterns, cycles, systems, and relationships within environments.Grade: 4thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thuse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thuse tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thconstruct appropriate graphic organizers used to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; andThe student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thdevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 4thevaluate a design or object using criteria.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 4thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 4thexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 4thresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 4thidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thinvestigate how energy flows and matter cycles through systems and how matter is conserved;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 4thinvestigate and identify the transfer of energy by objects in motion, waves in water, and sound;The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 4thcollect and analyze data to identify sequences and predict patterns of change in seasons such as change in temperature and length of daylight; andThe student recognizes patterns among the Sun, Earth, and Moon system and their effects.Grade: 4thdifferentiate between weather and climate.The student knows that there are processes on Earth that create patterns of change.Grade: 4thidentify and explain advantages and disadvantages of using Earth's renewable and nonrenewable natural resources such as wind, water, sunlight, plants, animals, coal, oil, and natural gas;The student understands how natural resources are important and can be managed.Grade: 4thexplain the critical role of energy resources to modern life and how conservation, disposal, and recycling of natural resources impact the environment; andThe student understands how natural resources are important and can be managed.Grade: 3rdask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse scientific practices to plan and conduct descriptive investigations and use engineering practices to design solutions to problems;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rduse tools, including hand lenses; metric rulers; Celsius thermometers; wind vanes; rain gauges; graduated cylinders; beakers; digital scales; hot plates; meter sticks; magnets; notebooks; Sun, Earth, Moon system models; timing devices; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdcollect observations and measurements as evidence;The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rdconstruct appropriate graphic organizers to collect data, including tables, bar graphs, line graphs, tree maps, concept maps, Venn diagrams, flow charts or sequence maps, and input-output tables that show cause and effect; andThe student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 3rddevelop and use models to represent phenomena, objects, and processes or design a prototype for a solution to a problem.The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 5thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 5thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 5thexplain how scientific discoveries and innovative solutions to problems impact science and society; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 5thresearch and explore resources such as museums, libraries, professional organizations, private companies, online platforms, and mentors employed in a science, technology, engineering, and mathematics (STEM) field to investigate STEM careers.The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.Grade: 5thidentify and use patterns to explain scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thinvestigate how energy flows and matter cycles through systems and how matter is conserved;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexplain the relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thcompare and contrast matter based on measurable, testable, or observable physical properties, including mass, magnetism, relative density (sinking and floating using water as a reference point), physical state (solid, liquid, gas), volume, solubility in water, and the ability to conduct or insulate thermal energy and electric energy;The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used.Grade: 5thinvestigate and explain how equal and unequal forces acting on an object cause patterns of motion and transfer of energy; andThe student knows the nature of forces and the patterns of their interactions.Grade: 5thdesign a simple experimental investigation that tests the effect of force on an object in a system such as a car on a ramp or a balloon rocket on a string.The student knows the nature of forces and the patterns of their interactions.Grade: 5thinvestigate and describe the transformation of energy in systems such as energy in a flashlight battery that changes from chemical energy to electrical energy to light energy;The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.Grade: 6thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 6thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 6thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 6threlate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 6thmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 6thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 6thcompare and contrast gravitational, elastic, and chemical potential energies with kinetic energy;The student knows that the total energy in systems is conserved through energy transfers and transformations.Grade: 6thdescribe how energy is conserved through transfers and transformations in systems such as electrical circuits, food webs, amusement park rides, or photosynthesis; andThe student knows that the total energy in systems is conserved through energy transfers and transformations.Grade: 7thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 7thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 7thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 7threlate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 7thmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 7thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thanalyze and explain the complementary relationship between structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 7thcalculate average speed using distance and time measurements from investigations;The student describes the cause-and-effect relationship between force and motion.Grade: 7thanalyze the effect of balanced and unbalanced forces on the state of motion of an object using Newton's First Law of Motion.The student describes the cause-and-effect relationship between force and motion.Grade: 8thask questions and define problems based on observations or information from text, phenomena, models, or investigations;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thuse scientific practices to plan and conduct descriptive, comparative, and experimental investigations and use engineering practices to design solutions to problems;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thuse appropriate tools such as graduated cylinders, metric rulers, periodic tables, balances, scales, thermometers, temperature probes, laboratory ware, timing devices, pH indicators, hot plates, models, microscopes, slides, life science models, petri dishes, dissecting kits, magnets, spring scales or force sensors, tools that model wave behavior, satellite images, weather maps, hand lenses, and lab notebooks or journals;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thcollect quantitative data using the International System of Units (SI) and qualitative data as evidence;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thconstruct appropriate tables, graphs, maps, and charts using repeated trials and means to organize data;The student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thdevelop and use models to represent phenomena, systems, processes, or solutions to engineering problems; andThe student, for at least 40% of instructional time, asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models.Grade: 8thevaluate experimental and engineering designs.The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs.Grade: 8thcommunicate explanations and solutions individually and collaboratively in a variety of settings and formats; andThe student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.Grade: 8threlate the impact of past and current research on scientific thought and society, including the process of science, cost-benefit analysis, and contributions of diverse scientists as related to the content;The student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 8thmake informed decisions by evaluating evidence from multiple appropriate sources to assess the credibility, accuracy, cost-effectiveness, and methods used; andThe student knows the contributions of scientists and recognizes the importance of scientific research and innovation on society.Grade: 8thuse scientific evidence to describe how human activities, including the release of greenhouse gases, deforestation, and urbanization, can influence climate; andThe student knows that natural events and human activity can impact global climate.Grade: 8thidentify and apply patterns to understand and connect scientific phenomena or to design solutions;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thexamine and model the parts of a system and their interdependence in the function of the system;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thanalyze and explain how energy flows and matter cycles through systems and how energy and matter are conserved through a variety of systems;The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thanalyze and explain the complementary relationship between the structure and function of objects, organisms, and systems; andThe student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 8thcalculate and analyze how the acceleration of an object is dependent upon the net force acting on the object and the mass of the object using Newton's Second Law of Motion; andThe student understands the relationship between force and motion within systems.Grade: 8thinvestigate and describe how Newton's three laws of motion act simultaneously within systems such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches.The student understands the relationship between force and motion within systems.Grade: 8thdescribe how energy from the Sun, hydrosphere, and atmosphere interact and influence weather and climate;The student knows that interactions between Earth, ocean, and weather systems impact climate.Grade: 8thidentify global patterns of atmospheric movement and how they influence local weather; andThe student knows that interactions between Earth, ocean, and weather systems impact climate.Grade: 4thexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thexplain how factors or conditions impact stability and change in objects, organisms, and systems.The student understands that recurring themes and concepts provide a framework for making connections across disciplines.Grade: 5thobserve and describe how a variety of organisms survive by interacting with biotic and abiotic factors in a healthy ecosystem;The student describes patterns, cycles, systems, and relationships within environments.Grade: 5thdescribe a healthy ecosystem and how human activities can be beneficial or harmful to an ecosystem.The student describes patterns, cycles, systems, and relationships within environments.Grade: 5thanalyze the structures and functions of different species to identify how organisms survive in the same environment; andThe student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environments.
- TEKS Technology ApplicationsGrade: 3rdidentify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdidentify complex patterns and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdanalyze a plan with adult assistance that outlines the steps needed to complete a task; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdcreate and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 3rdidentify and explore what a variable is in a sequence of code; andThe student, with guidance from an educator, applies the fundamentals of computer science.Grade: 3rduse a design process to create a sequence of code that includes loops to solve a simple problem with or without technology.The student, with guidance from an educator, applies the fundamentals of computer science.Grade: 3rddemonstrate personal skills and behaviors, including effective communication, following directions, and mental agility, needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 3rdapply a design process with components such as testing and reflecting to create new and useful solutions to identify and solve for authentic problems.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 3rdidentify and collect non-numerical data, such as weather patterns, preferred reading genres, and holidays; andThe student defines data and explains how data can be found and collected.Grade: 4thdecompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thidentify patterns in story problems and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thcommunicate design plans and solutions using a variety of options; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thdebug algorithms (set of procedures) by identifying and removing errors.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 4thuse variables within a program to modify data; andThe student applies the fundamentals of computer science.Grade: 4thuse a design process to create programs that include sequences, loops, and conditionals to express ideas or address a problem.The student applies the fundamentals of computer science.Grade: 4thexplain the importance of and demonstrate personal skills and behaviors, including problem solving and questioning, effective communication, following directions, mental agility, and metacognition, that are needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 4thapply an appropriate design process that includes components to improve processes and refine original products for authentic problems.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 4thclassify numerical and non-numerical data; andThe student uses digital strategies to collect and identify data.Grade: 5thdecompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thidentify patterns in real-world problems and make predictions based on the pattern;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thdesign and create an outline collaboratively that documents a problem, possible solutions, and an expected timeline for the development of a coded solution; andThe student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thcompare multiple algorithms for the same task and determine which algorithm is the most appropriate for that task.The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 5thuse variables within a program to store and modify data;The student applies the fundamentals of computer science.Grade: 5thuse a design process to create block-based programs that include sequences, loops, conditionals, and events to solve an everyday problem; andThe student applies the fundamentals of computer science.Grade: 5thexplain the importance of and demonstrate personal skills and behaviors, including persistence, effective communication, following directions, mental agility, metacognition, problem solving and questioning, that are needed to implement a design process successfully; andThe student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 5thapply an appropriate design process that includes components to generate multiple solutions for an authentic problem and develop original products.The student takes an active role in learning by using a design process to solve authentic problems for a local or global audience, using a variety of technologies.Grade: 5thidentify and collect quantitative and qualitative data with digital tools; andThe student uses digital strategies to collect and identify data.Grade: 6thdecompose real-world problems into structured parts by using visual representation;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thanalyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdefine abstraction and distinguish between generalized information and specific information in the context of solving a problem or completing a task;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdesign a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 6thdefine and label variables that relate to their programming or algorithm; andThe student applies the fundamentals of computer science.Grade: 6thuse a design process to create block-based and text-based programs that include sequences, loops, conditionals, and events to solve an everyday problem.The student applies the fundamentals of computer science.Grade: 6thresolve challenges in design processes independently using goal setting and personal character traits such as demonstrating courage and confidence;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 6thdiscuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 6thdemonstrate how data can be represented in Boolean expression; andThe student uses advanced digital strategies to collect and represent data.Grade: 7thdecompose real-world problems into structured parts using flowcharts;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thanalyze the patterns and sequences found in flowcharts;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thidentify abstraction and analyze how an algorithm the student created can be generalized to solve additional problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thdesign a plan collaboratively using flowcharts to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 7thmanipulate and rename variables and describe different data types; andThe student applies the fundamentals of computer science.Grade: 7thuse a software design process to create text-based programs with nested loops that address different subproblems within a real-world context.The student applies the fundamentals of computer science.Grade: 7thresolve challenges in design processes independently using goal setting and personal character traits such as demonstrating responsibility and advocating for self appropriately;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 7thdiscuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 7thdemonstrate how data can be represented in a binary number systems; andThe student uses advanced digital strategies to collect and represent data.Grade: 8thdecompose real-world problems into structured parts using pseudocode;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thanalyze the patterns and sequences found in pseudocode and identify its variables;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thpractice abstraction by developing a generalized algorithm that can solve different types of problems;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thdesign a plan collaboratively using pseudocode to document a problem, possible solutions, and an expected timeline for the development of a coded solution;The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.Grade: 8thconstruct named variables with multiple data types and perform operations on their values;The student applies the fundamentals of computer science.Grade: 8thuse a software design process to create text-based programs with nested loops that address different subproblems within a real-world context; andThe student applies the fundamentals of computer science.Grade: 8thdemonstrate innovation in a design process using goal setting and personal character traits, including demonstrating calculated risk-taking and tolerance;The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 8thdiscuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; andThe student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives.Grade: 8thcompare and contrast data types, including binary, integers, real numbers, Boolean data, and text-based representations; andThe student uses advanced digital strategies to collect and represent data.
Age range
8-14+
Duration
3:15:00
Grades
Assets
Student Journal
Overview and Objectives
Lesson Structure
When students go through this lesson in each section, the objectives they will learn are:
- Warm-up – Explore what causes the wind and global wind patterns.
- Imagine – Discover the past, present, and future of wind power and its contribution to sustainable development.
- Create – Create a simple vertical wind turbine and tinker with catching the wind.
- Build – Build a larger wind turbine as a model for wind power.
- Reflect – Share your learning through written reflection on wind power and wind turbines.
- Challenges – Extend your turbine prototypes and further your learning through creative open-ended challenges.
After this lesson students will be able to:
- Recognize that fossil fuels are derived from the earth and that their use affects the environment.
- Make an argument for wind energy as a sustainable alternative to fossil fuels.
- Explain the process of energy transfer from the wind to another object through the use of windmills and/or wind turbines.
- Articulate ways that people have utilized wind energy throughout history.
- Compare and contrast various wind zones on earth.
- Describe how wind energy helps to address climate change.
- Create wind turbine prototypes that harness wind energy.
- Evaluate future uses and applications of wind energy.
- Differentiate between careers in wind energy.
Structure
In this lesson, I can:
- Recognize that fossil fuels come from the earth and that their use affects the environment and human health.
- Make an argument for wind energy as a sustainable alternative to fossil fuels.
- Explain the process of energy transfer from the wind to another object through the use of windmills and/or wind turbines.
- Share ways that people have used wind energy throughout history.
- Compare and contrast various wind zones on earth.
- Describe how wind energy helps to address climate change.
- Create a model for reducing human impact on the environment.
- Evaluate future uses and applications of wind energy.