Learn about what causes the wind in this introduction to wind energy. Discover ways to describe and measure wind speed, and build a model of a wind turbine.

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🇬🇧 Teacher Notes

### Lesson Structure

When students go through this lesson in each section, the objectives they will learn 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) blueprint based on global needs to create a more sustainable world by 2030 before starting the lesson. (5 minutes)
* Prepare an environment for wind. (15 minutes)

#### Wind Source

Use a continuous source of wind power such as a fan to ensure motion. If a windy day, it's possible to place this project near an open window or test outside. This project's turbines are lightweight enough to spin blowing with lung power, too!

#### 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)

Preparation

### The Power of the Wind

* Wind is a component of weather and also a source of energy on earth.
    * 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, while others receive very little wind.
* Windy locations along the coast, or in the ocean, are ideal spots to build wind **turbine** farms to harness the power of the wind.
    * 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.

SDGs

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!

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

Students develop, test and refine prototypes as part of a cyclical design process.

ISTE Students

1.4.c Innovative Designer

Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

1.6.c Creative Communicator

SS.4.G.1.3

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

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

SC.4.E.6.6

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 how air temperature, barometric pressure, humidity, wind speed and direction, and precipitation determine the weather in a particular place and time.

SC.5.E.7.3

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

Describe 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.

SC.6.E.7.3

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.

Intro: Wind Energy

Overview and Objectives

Lesson Structure

Overview