Explore the different types of energy behind hydroelectric energy, a primary source of renewable energy. Build a spinning water turbine with a vertical axle to model how this mechanism turns as water swirls by.

You are viewing the American-English version of this resource. [Click here to view in British-English.](/course/gb-city-building-course/gb-intro-lesson-hydroelectricity)

🇬🇧 Teacher Notes

### Lesson Structure

When students go through this lesson in each section, the objectives they will learn are:

* **Imagine** – Discover how moving water generates electricity in a turbine.
* **Build** – Create a spinning turbine with 5 blades powered by running water.

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) blueprint based on global needs to create a more sustainable world by 2030 before starting the lesson. (5 minutes)
* Set up an environment for running and reusing water. (15 minutes)

#### Water Source

The water wheel moves with continuously flowing water. To conserve water, place the project in a plastic bin and fill a pitcher with water to pour with. Then refill the pitcher with water poured from the plastic bin and retry the process.

#### Vocabulary (5 minutes)

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

Preparation

### The Power of Water

* **Hydroelectric energy** is a type of renewable energy derived from moving water.
* **Hydroelectric energy** uses the **kinetic energy** of moving water to turn a turbine.
* It also uses the **potential energy** of water falling from a higher elevation to a lower elevation.

  * **Kinetic** and **potential** **energy** are both types of mechanical energy.
  * As the turbine rotates, it turns an axle.
  * The axle connects to a generator, which spins and generates electrical energy inside it.
  * This electricity is transferred to a power station, where it can be sent out to homes and businesses.
* **Hydroelectric energy** depends on the water cycle to create a consistent supply of precipitation.

  * The water cycle involves water being recycled in its forms.
  * It falls as precipitation, evaporates into the air, then condenses in clouds to fall back to the ground.
* While **hydroelectricity** is considered a **renewable energy**, it is still controversial, especially in regard to the land flooded to create reservoirs.

The water cycle causes water levels to be renewed as water evaporates and then rains back down.

SDGs

Imagine

Make the bottom half of the turbine

Make the top half of the turbine then combine

Make the turbine shaft

Create a structure to prop up the turbine

Slide the turbine along then add a connector to shaft

Test your turbine with water

NGSS

Florida - NGSSS

Build

References and Extra Resources

STEAM Classroom

United States

Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

3-5-ETS1-1

Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

3-5-ETS1-2

Plan 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.

3-5-ETS1-3

Define 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.

MS-ETS1-1

Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

MS-ETS1-2

Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.1

Observe and describe some basic forms of energy, including light, heat, sound, electrical, and the energy of motion.

SC.4.P.10.1

Investigate and describe that energy has the ability to cause motion or create change.

SC.4.P.10.2

Describe how moving water and air are sources of energy and can be used to move things.

SC.4.P.10.4

Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

SC.4.E.6.3

Identify resources available in Florida (water, phosphate, oil, limestone, silicon, wind, and solar energy).

SC.4.E.6.6

Investigate and describe some basic forms of energy, including light, heat, sound, electrical, chemical, and mechanical.

SC.5.P.10.1

Investigate and explain that energy has the ability to cause motion or create change.

SC.5.P.10.2

Explore 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.

SC.6.P.11.1

Describe how models and simulations can be used to solve real-world issues in science and engineering.

SC.35.CS-CS.1.2

Identify ways that technology can foster teamwork, and collaboration can support problem solving and innovation.

SC.35.CS-CC.1.3

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.

TEKS Science

3.1A

3.1B

3.1G

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.

3.2D

The student develops evidence-based explanations and communicates findings, conclusions, and proposed solutions.

3.3B

3.3C

The student knows the contributions of scientists and recognizes the importance of scientific research and innovation for society.

3.4A

3.4B

The student understands that recurring themes and concepts provide a framework for making connections across disciplines.

3.5A

3.5D

3.5F

The student knows the nature of forces and the patterns of their interactions.

3.7A

3.7B

The student knows that energy is everywhere and can be observed in cycles, patterns, and systems.

3.8A

3.8B

The student understands how natural resources are important and can be managed.

3.11A

3.11B

The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms.

TEKS Technology Applications

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.

3.3A

4.1A

4.1B

4.1G

4.2D

4.3B

4.3C

4.4A

4.4B

4.5A

4.5D

4.5F

4.8A

4.11A

4.11B

4.3A

5.1A

5.1B

5.1G

5.2D

5.3B

5.3C

5.4A

5.4B

5.5A

5.5D

5.5F

5.7A

5.8A

The student understands how natural resources are important and can be managed. The student is expected to design and explain solutions such as conservation, recycling, or proper disposal to minimize environmental impact of the use of natural resources.

5.11 5.3A

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.

6.1A

6.1B

6.1G

6.2D

6.3B

6.5A

6.5C

6.5D

6.5F

The student knows the nature of forces and their role in systems that experience stability or change.

6.7A

6.7B

6.7C

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.

6.3A

7.1A

7.1B

7.1G

7.2D

7.3B

7.5A

7.5C

7.5D

7.5F

The student describes the cause-and-effect relationship between force and motion.

Intro: Hydroelectricity

Overview and Objectives

Lesson Structure

Overview