STEM Unit of Learning Overview

Title:

Wind Energy Design

Challenge

Est. Start Date:

Duration:
6 Days

Teacher:

Lana Best
Jessica Branstetter
Katie Chock
Dany Dara

Grade Level:
8th Grade

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

Essential
Question:

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

How can we use wind to make

energy?

Driving
How can you design and build
Question effectively 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 longterm 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

T+A

21st 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:

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.

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 1.
Conceptual
a.
Flow
b.
Include
assessment 2.
a.
points:

Entry Event:
-Video Moving windmills: The William Kamkwamba Story (NGSS MS-ETS1-

1; NGSS Dimension 1, 3)
Outline:
Frontload: Engineering Process (NGSS MS-ETS1-1; NGSS ETS1.A, CTE
D2.0)
Research: Wind turbine design (CTE 4.1, 4.5; CCSS RI.7)
Sketch possible designs (CTE D2.0)
Frontload: Safety (CTE 6.3)
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)
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.
4. Continue with emphasis on finishing a final prototype. (NGSS MS-ETS1-1;
NGSS Dimension 2; CTE 5.2, 6.3)
a. Class discussion: Progress.
5. Presentations (CCCSS LS.4)

Assessment
s

Formative
Assessments
(During Project)

Quizzes/Tests

Journaling/Learning Log

Preliminary Plans/Outlines
X

Rough Drafts

Online Tests/Exams

Summative
Assessments
(End of Project)

Resources
Needed

On-site people,
facilities

Equipment

Written Product(s), with rubric

Oral Presentation, with rubric

Other Products

Peer Evaluation

Multiple Choice/Short Answer

Test

Self-Evaluation

Essay Test

Other

Classroom, Teacher supervision,

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

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

(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?

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.

What are your variables?

What is your testable question?
What is the process of the engineering design?

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=arD374MFk4
w
*Stop video
intermittently
and have
students
discuss and
define possible
problems.
*Class
discussion:
windmills,
electricity, wind
farms.

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
EL Strategies:

Partner Work
*Continue
researching
and sketching
possible
designs.
*Begin to create
first prototype.

- Strategically
group students.
Have an equal
EL Strategies:
proportion of EL
speaking
Utilize charts,
students to
graphs, and

Thursday
Partner Work
*Continue
creation of
prototypes.
*Edit, revise,
and continue
research as
necessary.
Class
Discussion
*Whats
working?
*Whats not
working?
*Any similarities
or differences?
*Next steps?

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

EL Strategies:
- Revisit
appropriate
academic
vocabulary
- Draw pictures

EL Strategies:
- Speak slowly

non- EL
speaking
students

figures when
explaining the
concept.

-Think/Pair/
share original
ideas to get
students started

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

Teacher will
provide one on
one support for
struggling
students.

Partner Work
Place final
touches on final
prototype if
necessary.
Present
*Partners come
up one at a
time to present
their final

Strategic
partnering.
Teacher provides
extra support
with questioning
strategies.

Provide a list of
websites (1-3)
where
student(s) could
find background
information

Provide a list of
websites (1-3)
where
student(s) could
find background
information

Daily PBL Plans

Monday

Intervention
Lesson focus:

EL Strategies:
-Encourage EL
participation
-Utilize
sentence
starters to make
participation
easier for EL
students
Intervention
Lesson focus:
Review key
concepts/ mini
lesson (in small
group) on force
and energy or the
review the
engineering
process. Allow
extra time to
complete task, if
needed.

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

Week #2 (one day only)

Dates ___________________________
Tuesday

Wednesday

Thursday

Friday

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