| Title |
Wind Power? |
| Creator: |
Yonkelowitz, Wayne wyonkelo@access.k12.wv.us |
| Source: |
TLI 2008 Staff PBL Plans |
| Contributing Authors: |
Wayne Yonkelowitz |
| Project Idea: |
Students will be investigating the construction, function and feasibility of wind turbines, then determine the best location for a wind farm. |
| Entry Event: |
The town in which you live is facing rising energy prices and is interested in wind turbines to generate the electrical needs of the town. Being a member of the city council you have been appointed to a committee to investigate the feasibility of building a wind farm to provide electricity to the businesses and residences of the town. |
| Content Standards & Objectives: |
| Objectives Directly Taught or Learned Through Discovery | Identified Learning Target | Evidence of Success in Achieving Identified Learning Target | | SC.O.8.2.18 - examine the various sources of energy (e.g., fossil fuels, wind, solar, geothermal, nuclear, biomass). SC.O.8.3.02 – investigate, compare and design scientific and technological solutions to personal and societal problems. SC.O.8.3.04 – collaborate to present research on current environmental and technological issues to predict possible solutions. | Research how a wind turbine works, parts of a wind turbine, pros and cons of wind turbines.
Design blades that generate a minimum voltage and amperage. Create a possible solution to the problem presented. Develop a product to present their solution (PowerPoint, poster, flow chart, etc.). | Students will report their findings by groups. Students will test their blade designs and modify if needed to generate a minimum amount of voltage and amperage. Students will calculate the amount of power generated.
Students (groups) will report out their findings and how they plan to present their solution. Groups will present their solution. | |
| 21st Century Skills |
Learning Skills & Technology Tools |
Teaching Strategies Culminating Activity |
Evidence of Success |
| Information and Communication Skills: |
21C.O.5-8.1.LS3 - Student presents thoughts, ideas, and conceptual understanding efficiently, accurately and in a compelling manner and enhances the oral or written presentation through the use of technology.
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Students will be trained on using a word processor, PowerPoint, Intelliboard, etc. Proper language art skills will be stressed to improve oral and written presentations.
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Group will present accurate information in an engaging manner. All members of the group will take part in the development of the presentation.
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| Thinking and Reasoning Skills: |
21C.O.5-8.2.TT4 - Student formulates a plan and uses technology tools and multiple media sources to compare and analyze information in order to solve real-world problems.
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Instruct students on techniques of doing Internet research and how to analyze the information gathered for bias.
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Students will list all resources used, avoid plagiarism and discuss how they analyzed the information used for bias.
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| Personal and Workplace Skills: |
21C.O.5-8.3.LS2 - Student is flexible in approach to solving problems and completing tasks, considers alternative methods, solutions and perspectives, abandons strategies that do not work, and reallocates time and resources as priorities change.
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Students will be given twists or changes to the problem being investigated.
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Groups will discuss what changes they made and were new solutions needed.
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| Performance Objectives: |
Know: Parts of a wind turbine How electricity is generated by a wind turbine How to measure voltage, amperage and calculate power How to read a topographic map Do: Design, build and test blades Interpret a topographic map Use a variety of multimedia resources to make presentation Contribute to group presentation Make presentation |
| Driving Question: |
What questions will you need to ask in-order to solve the problem presented to you at the town council meeting? |
| Assessment Plan: |
| Major Group Products | Your role as a committee member is to collect the information needed to inform the city council about the feasibility of the town building a wind farm to generate the electricity it needs at an affordable price. The group will present their findings before a town meeting using a variety of techniques (multimedia) to make the presentation of the information clear. Evaluation of the presentation will be done using a rubric. | | Major Individual Projects | Design and test blades for a wind turbine to generate a specific voltage and amperage. To select a location for a wind farm by interpreting a topographic map and be able to defend your location selection. | |
| Assessment and Reflection: |
| Rubric(s) I Will Use: | Collaboration | x | Written Communication | | | Critical Thinking & Problem Solving | x | Content Knowledge | | | Oral Communication | x | Other (Lab Skills) | x | | Other Classroom Assessments For Learning: | Quizzes/Tests | | Practice Presentations | x | | Self-Evaluation | | Notes | | | Peer Evaluation | x | Checklists/Observations | x | | Online Tests and Exams | | Concept Maps | | | Reflections: | Survey | | Focus Group | | | Discussion | x | Task Management Chart | | | Journal Writing/Learning Log | | Other | | |
| Map The Product: |
| Knowledge and Skills Needed | Already Have Learned | Taught Before the Project | Taught During the Project | | 1. form hypothesis | x | | | | 2. control variables | x | | | | 3. use of a multimeter | | x | | | 4. calculate power | | x | | | 5. working with a partner | x | | | | 6. how to search the Internet for information | | | x | |
| Resources: |
Resources: http://www.kidwind.org/lessons/teachers.html
http://need.org/curriculum.php School-based Individuals: art teacher, media specialist
Technology: interactive whiteboard, computer lab, flip video, websites.
Community: wind turbine specialist, Materials: blade materials, wind turbine, multimeter, topographic maps, |
| Manage the Process: |
Students work with a partner when designing and testing their wind turbine blades. Students work in groups of 4 when doing the main research project. You may have to help students with brainstorming questions to be researched (especially if it is their first PBL). Have students assign each member tasks to be accomplished. Allow students to choose their presentation technique. Allow students to solve group problems. Intervene only if students can not solve problems (research and personal). |
| Project Evaluation: |
Small group debriefings will be done throughout the project. Students will complete a questionnaire. Community/expert members will debrief students after presentations. |
| Resource Files Uploaded |
Resource Files
- UP3253WS2.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3253WS2.doc)
- UP3253WS3.doc
(http://wveis.k12.wv.us/Teach21/CSO/Upload/UP3253WS3.doc)
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