STEM Unit of Learning Overview

Title:

Wind Energy Design

Challenge

Est. Start Date:

Teacher:

Jessica Branstetter
Katie Chock

Grade Level:
8th Grade

Duration:
6 Days

Content
Focus:

Forces
Energy

Other subject areas to be included:

- science, engineering, mathematics

Project Idea:

To create wind energy turbine blades out of everyday products

How can we use wind to

make energy?

Summary of the
issue,
challenge,
investigation,
scenario, or
problem

Essential
Question:

Content and
Skills
Standards to
be addressed:
(CCCSS,
NGSS, Calif.,
CTE)

Driving
Question

How can you design

and build a working
CD wind turbine
blades?

CCCSS-California Common Core Science Standards

Reading: Informational Text
RI.7 Integrate and evaluate multiple sources of information presented in
different media or formats (e.g., visually, quantitatively) as well as in words in
order to address a question or solve a problem.
Listening and Speaking
LS.4 Present claims and findings emphasizing salient points in a focused,
coherent manner with relevant evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
NGSS-Next Generation Science Standards - Performance Expectation(s)

MS-ETS1-1 Define the criteria and constraints of 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.
NGSS Dimension 1 Component Developing and Using Models:
Asking Questions and Defining Problems

Define a design problem that can be solved through the development of

an object, tool, process or system includes multiple criteria and
constraints, including scientific knowledge that may limit possible
solutions.
NGSS Dimension 2 Component Cross Cutting Concepts:
ETS1.A: Defining and Delimiting Engineering Problems

The more precisely a design tasks criteria and constraints can be

defined, the more likely it is that the designed solution will be
successful. Specification of constraints includes consideration of
scientific principles and other relevant knowledge that are likely to limit
possible solutions.
NGSS Dimension 3 Component Disciplinary Core Ideas:
Influence of Science, Engineering, and Technology on Society and the
Natural World
All human activity draws on natural resources and has both short and
long-term consequences, positive as well as negative, for the health of
people and the natural environment.

The uses of technologies and limitations on their use are driven by

individual or societal needs, desires, and values; by the findings of
scientific research; and by differences in such factors as climate,
natural resources, and economic conditions.

CTE-Career Technical Education

Engineering and Architecture
4.0 Technology
4.1 Use electronic reference materials to gather information and produce
products and services.
4.5 Research past, present, and projected technological advances as they
impact a particular pathway.
5.0 Problem solving and critical thinking
5.2 Solve predictable and unpredictable work-related problems using various
types of reasoning (inductive, deductive) as appropriate.
6.0 Health and Safety
6.3 Use health and safety practices for storing, cleaning, and maintaining
tools, equipment, and supplies.
D. Environmental Engineering Pathway
D2.0 Understand the design process and how to solve analysis and design
problems.

T+A

Problem Solving

NGSS Science Practice:

Analyzing and Interpreting
Data

Critical Thinking

Technology: Create graphs

using online software

Creativity and
Innovation

NGSS Science Practice:

Obtaining, Evaluating, and
Communicating Information.

st

21 Century
Skills,
Habits of
Mind to be
explicitly taught
and assessed
(T+A) or that will
be encouraged
(E) by Project
work but not
taught or
assessed:

T+A

Communication
Presentation

x
x

Presentation Audience
Group:

Presentation of wind turbine

Culminating
Products
and
Performanc
es

Class

School

Community
Individual:

Design model and notes

- including modifications
and improvements to
model

Experts

Web

Other:

Project Overview

Entry event
to launch
inquiry, engage
students:

Outline or

Entry Event:
-Video Moving windmills: The William Kamkwamba Story (NGSS MS-

ETS1-1; NGSS Dimension 1, 3)

Outline:
1. Frontload: Engineering Process (NGSS MS-ETS1-1; NGSS ETS1.A,

Conceptual
Flow
Include
assessment
points:

2.

3.

4.

5.

Assessment
s

CTE D2.0)
a. Research: Wind turbine design (CTE 4.1, 4.5; CCSS RI.7)
b. Sketch possible designs (CTE D2.0)
Frontload: Safety (CTE 6.3)
a. Continue Research (CTE 4.1, 4.5; CCSS RI.7)
b. Begin building prototypes. (NGSS MS-ETS1-1; NGSS
Dimension 2; CTE 5.2, 6.3)
Revise and edit prototypes. (NGSS MS-ETS1-1; NGSS Dimension
2; CTE 5.2, 6.3)
a. Continue research as needed. (CTE 4.1, 4.5; CCSS RI.7)
b. Class discussion: Progress, success, failure.
Continue with emphasis on finishing a final prototype. (NGSS MSETS1-1; NGSS Dimension 2; CTE 5.2, 6.3)
a. Class discussion: Progress.
Presentations (CCCSS LS.4)

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines
X

Rough Drafts

Online Tests/Exams

Summative
Assessments
(End of Project)

Written Product(s), with rubric

Oral Presentation, with rubric

Other Products

Peer Evaluation

Multiple Choice/Short Answer

Test

Self-Evaluation

Essay Test

Other

Resources
Needed

On-site people,
facilities

DC 5.9 V CD Player, CD Tray Holder, Mini DVD, Spindle, Motor

mounted on a sturdy stand, Digital Amp Ohm Volt Meter AC DC, Tin
snips

Equipment

Video, Paper, Tape, Glue, Scissors, Popsicle Sticks, Plastic Utensils,

Straws, Foam Board, and Old CDs
Internet access and Library resources as needed for research

Materials

Adult volunteers are always helpful

Community
resources

Reflection
Methods

Classroom, Teacher supervision,

(Individual,
Group, and/or
Whole Class)

Journal/Learning Log

Focus Group

Whole-class Discussion

Fishbowl Discussion

Survey

Other

Project Teaching and Learning Guide

Knowledge and Skills Needed by Students

(to successfully complete culminating projects and to do well on summative assessments)

Student needs to be able to:

Understand the engineering design process

Student needs to be able to:

Understand how wind turbines are used as an
alternative energy source

Student needs to be able to:

Persevere through challenging aspects of the
design process. Demonstrate signs of rigor when
things might not go as planned

Student needs to be able to:

Understand the purpose of propellers, and know what
makes them turn/spin.

Student needs to be able to:

Effectively research and create the most efficient
wind turbine by using certain materials that will
conduct the most electricity

Student needs to be able to:

Master presentation skills

Questions to be Provided by the Project Teacher

(to successfully complete culminating products and to do well on summative assessments)
Dany
Teacher asks questions to recall facts, make
observations, or demonstrate understanding:

Teacher asks questions to summarize, analyze, organize, or

evaluate:

What is energy?
What are the two forms of energy?
What is force?
What are your variables?
What is your testable question?
What is the process of the engineering design?

How does the mass of an object influence the force?

How does friction affect a moving object?
Explain the difference between kinetic and potential energy.
How did you know that ____is your
dependent/independent/control variables?

Teacher asks questions to apply or relate:

Teacher asks questions to predict, design, or create:

How do force affects objects?

How did you design your model and why did you choose
this design?
How does a wind turbine work?
How would you calculate the surface area of each
blade?
How would you find the average speed/energy?

Does the surface area of the blade affect the speed of the
turbine?
Does the number of blades affect the speed/energy of the
turbine?
Does the shape of the blade affect the speed/energy of the
turbine?

Teacher Reflection:
How did the unit flow? What worked well? What needs to be changed for next time? What did the students learn?
What evidence do you have to support students learning?

Daily PBL Plans

Week # 1
Dates ___________________________

Monday

Tuesday

Wednesday

Entry Event:
Video: Moving
Windmills.
https://www.you
tube.com/watch
?v=arD374MFk
4w
*Stop video
intermittently
and have
students
discuss and

Frontload:
Mini lesson on
the engineering
process

Frontload:
Mini lesson on
safety and
proper usage of
materials.

Partner Work
*Research wind
turbine design
*Begin
designing
sketches

Partner Work
*Continue
researching
and sketching
possible
designs.

Thursday
Partner Work
*Continue
creation of
prototypes.
*Edit, revise,
and continue
research as
necessary.
Class
Discussion
*Whats

Friday
Partner Work
*Continue
creating. Focus
on getting
finished with the
final prototype.
Class Debrief
*Ready for
presentation?

define possible
problems.
*Class
discussion:
windmills,
electricity, wind
farms.

EL Strategies:
- Speak slowly
- Write down
key ideas and
concepts on the
front board
Intervention
Lesson focus:
Teacher to
circulate to
support
struggling
students/groups.

EL Strategies:

*Begin to create working?

first prototype.
*Whats not
- Strategically
working?
group students.
*Any similarities
Have an equal
EL Strategies: or differences?
proportion of EL
*Next steps?
speaking
Utilize charts,
students to
graphs, and
non- EL
figures when
speaking
explaining the
EL Strategies:
students
concept.
-Encourage EL
-Think/Pair/
Intervention
participation
share original
Lesson focus:
Strategic
ideas to get
-Utilize
students started partnering.
sentence
Teacher provides starters to make
extra support
Intervention
participation
with questioning
Lesson focus
easier for EL
strategies.
Strategic
students
Provide a list of
partnering.
websites (1-3)
Teacher will
Intervention
where
provide one on
Lesson focus:
student(s) could
one support for
Review key
find background
struggling
concepts/ mini
students.
information
lesson (in small
Provide a list of
group) on force
websites (1-3)
and energy or the
where
review the
student(s) could
engineering
process. Allow
find background
extra time to
information

EL Strategies:
- Revisit
appropriate
academic
vocabulary
- Draw pictures
next to
presentation
rubric
Intervention
Lesson focus:
- Teacher to
circulate, provide
one on one
support for
struggling
students.
- Provide
students with
brief written and
oral instructions
for presentation

complete task, if
needed.

Daily PBL Plans

Monday
Partner Work
Place final
touches on final

Week #2 (one day only)

Dates ___________________________
Tuesday

Wednesday

Thursday

Friday

prototype if
necessary.
Present
*Partners come
up one at a
time to present
their final
project.
Debrief
*Which was the
most
successful?
Why?

EL Strategies:
- Have student
draw and write
captions to their
explanation
Intervention
Lesson focus:
Partner share
and sentence
stem.
Students are able
to draw concept
maps that include
important
aspects of the
project