STEM Through Wind Turbines

Created March 29, 2024 by JC HIDOE

Unit Title: Catching the Wind: Designing Windmills Date Developed/Last Revised: March 18, 2013 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip

Grade Level: Grade 4 Time Frame: 285 minutes (4-5 sessions) Primary Content Area: Scientific Inquiry and Electricity

UNIT DESCRIPTION: In this unit students will discover and discuss electricity, energy, and alternative sources of energy. Throughout this unit, students will focus on activities related to understanding how the wind can do work and how it can create electricity, as well as how to design mechanisms that utilize wind power.

Big Ideas (Student Insights that Will Be Developed Over the Course of the Unit): Students will explore, invent, and investigate the physical science concepts of energy and electricity through engagement in the scientific inquiry and engineering design processes and understand how wind can create energy. Essential Questions (Questions that Will Prompt Students to Connect to the Big Ideas):

What is energy?
What is electricity?
How can wind energy create electricity?

	BENCHMARKS/STANDARDS/LEARNING GOALS
Science	Note: The “L” codes at the end of each benchmark refer the Marzano’s Taxonomic Level of Understanding, which the benchmark was assigned. So for example, “L1” refers to Taxonomic Level 1: Knowledge Retrieval. · SC 4.1.1: Describe a testable hypothesis and an experimental procedure (L3) · SC 4.1.2: Differentiate between an observation and an inference (L2) · SC 4.2.1: Describe how the use of technology has influenced the economy, demography, and environment of Hawaii (L2) · SC 4.6.2: Explain what is needed for electricity to flow in a circuit to create light and sound (L2)
Technology	CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems · Electric generator · Vernier labquest 2 with anemometer · Multimeter
Engineering	· CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems
Mathematics	· MA 4.4.1: Explain the need to use standard units for measuring
GLOs	· Self-directed Learner: The ability to be responsible for one’s own learning. · Community Contributor: The understanding that it is essential for human beings to work together. · Complex Thinker: The ability to demonstrate critical thinking and problem solving. · Quality Producer: The ability to recognize and produce quality performance and quality products. · Effective Communicator: The ability to communicate effectively. · Effective and Ethical User of Technology: The ability to use a variety of technologies effectively and ethical.
English Language Arts and Literacy	· 4.RI.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. · 4.RI.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topics or subject area. · 4.RI.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. · 4.W.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o a. Introduce a topic clearly and group related information in paragraphs and sections. o b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. o c. Link ideas within categories of information using words and phrases. o d. Use precise language and domain-specific vocabulary to inform about or explain the topic. · 4.W.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. · 4.W.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. · 4.SL1: Engage effectively in a range of collaborative discussions (one-on-one. in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. o a. Come to discussions prepared, having read or studied required material. o b. Follow agreed-upon rules for discussions and carry out assigned roles. o c. Pose and respond to specific questions to clarify or follow up on information. o d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. · 4.SL.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LESSON SEQUENCE

	Lesson Title/Description	Learning Goals (What Students Will Know and Be Able to Do)	Assessments	Time Frame
1	Engage	- Students will explore electricity by forming a class circuit. - Students working in groups will brainstorm and create circle maps of electricity and energy. - Students will share their ideas from their circle maps.	- Students’ prior knowledge - Student completion of activity and reflection - Student-generated circle map	35 min
2	Circuits	- Students will use a battery or solar panel to create circuits powering a light bulb, a buzzer, and a motor.	- Observe student contributions to creation of their group’s circuits. - Student diagram of circuit.	30 min
3	Story- “Leif Catches the Wind”	- Students will read the story “Leif Catches the Wind.” - Students will discuss the work of mechanical engineers. - Students will identify objects that catch the wind. - Students will check their predictions and drawn out plans.	- Student completion of activity and reflection	45 min
4	Scientific Inquiry (Template provided below)	- Students will complete a scientific investigation using wind turbines. - Students will determine if a windmill with 3 or 4 blades will create more energy. Students will independently generate their own ideas of different ways they can generate energy. An alternative inquiry activity is also included focusing on 2 different size blades and students calculating area of the blades	- Windmill investigation - Examine student work - Student presentations - Student results and supporting their findings	60 min
5	Designing a Windmill (Can do lesson 5 &/or 6 for Engineering)	- Students will “ask” questions about the problem, “imagine” different solutions, “plan” and “create” their blade designs, test their blades and “improve” their original designs. - Students will design and construct windmill blades. - Students will test and improve their blade designs.	- Examine student work - Student completion of activity and reflection - Charted results of their inquiry investigation	90 min
6	Designing a Water Wheel	- Students will go through engineering design process to create a miniature water wheel.	- Examine student work - Student completion of activity and reflection - Charted results of their inquiry investigation	90 min

Unit Title: Windmills Lesson Title: Hook: Intro (or review) to Energy and Electricity Date Developed/Last Revised: 5.21.13 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip

Lesson #: 1 Grade Level: 4 Primary Content Area: Science Time Frame: 35 mins

PLANNING (Steps 1, 2, & 3)

1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

SC 4.6.2: Explain what is needed for electricity to flow in a circuit to create light and sound (L2)

2A. Criteria- What Students Should Know and Be Able to Do:

Students will be able to brainstorm and share concepts related to energy and begin forming working definitions.
Students will know that electricity is a form of energy.

Students will be able to form a circuit that powers an energy ball.

2B. Assessment Tools/Evidence: Formative:

Student participation during brainstorming and sharing of their group’s ideas.
Circle Maps
Reflection (Science Journaling in Science Notebook)

Summative: · NA

Science Notebook Rubric (for Science Journaling)
Category	Wow! (4)	Good. (3)	Almost (2)	Poor (1)	SCORE
Content Accuracy	Written responses demonstrate an understanding of science concepts and proper vocabulary use.	Written responses demonstrate an understanding of some science concepts and proper vocabulary use.	Written responses demonstrate a limited understanding of science concepts and proper vocabulary use.	Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use.
Circle Thinking Map	Illustrations and diagrams are clear, accurate and labeled.	Illustrations and diagrams are usually clear, accurate and labeled.	Some illustrations and diagrams are clear, accurate, and labeled, with some missing.	Illustrations and diagrams are sloppy/unclear or missing.
Comments: Total: ___________/

3. Learning Experiences (Lesson Plan)

Materials:

Chart paper
Markers
Energy Ball (http://www.scientificsonline.com/energy-ball.html ~$6)

Hook:

Use an energy ball to make the entire class a circuit. They must form a big circle and touch each other. The energy ball will light up and make sounds when they complete the circuit. You can also demonstrate how a switch works by having one group of students open the circuit by letting go.

Procedure:

Students Create Circle Maps with the words Electricity and Energy in the middle.
They will use 1 color marker for the initial circle map and a different color when they add to their maps after their learning experiences.
Assign students to groups consisting of 3-4 students.
Assign half the groups Energy as their concept.
Assign the other half of the groups to Electricity.
Go over norms of brainstorming:

Give them their time limit (keeping short ~5-10 minutes is better)
Show them the Circle Thinking Map
Explain that there are no bad ideas during brainstorming and that there are absolutely no put downs tolerated.

Explain that this is a pre-test and that they do not have to worry about being right yet.
They will add to their circle maps after they learn more about the topics.
Randomly call on different groups to share some of their ideas. Ask other groups with the same topic if they have anything to add.
Share the other topic in the same way.
Students will recreate the 2 circle maps in their science notebooks and write a reflection to the prompt:

“What is energy? “
“What is electricity?”

Unit Title: Windmills_KKP Lesson Title: Creating Circuits Date Developed/Last Revised: 5.8.13 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip

Lesson #: 2 Grade Level: 4 Primary Content Area: Science Time Frame: 60 min.

PLANNING (Steps 1, 2, & 3)

1. Standards/Benchmarks and Process Skills Assessed in this Lesson:

SC 4.6.2: Explain what is needed for electricity to flow in a circuit to create light and sound
SC.4.1.2: Differentiate between an observation and an inference

2A. Criteria- What Students Should Know and Be Able to Do:

Students will be able to create separate circuits that power a light bulb, a buzzer and an electric motor.

Students will be able to create one circuit that powers a light bulb, a buzzer and an electric motor at the same time.
Students will be able to identify the energy source powering their circuit.
Students will be able to draw and label a diagram of their circuit.
Students will be able to explain what is needed for electricity to flow in a circuit to create light and sound

2B. Assessment Tools/Evidence: Formative:

Student participation during circuit creation.
Completion of circuit.

Summative: · Labeled circuit diagram in Science Notebook Explanation of what is needed for electricity to flow in a circuit to create light and sound. Lab Process – Scoring Rubric 4^th Grade SC.4.1.2: Differentiate between an observation and an inference

	MP	AP	WB
Observation/Inference	I can explain the difference between an observation and an inference. I can give examples and identify observations and inferences	I can define an observation and an inference. I can sometimes give examples and identify observations and inferences correctly	I can define an observation and an inference

Science Notebook Rubric (for Science Journaling)
Category	Wow! (4)	Good. (3)	Almost (2)	Poor (1)	SCORE
Content Accuracy	Written responses demonstrate an understanding of science concepts and proper vocabulary use.	Written responses demonstrate an understanding of some science concepts and proper vocabulary use.	Written responses demonstrate a limited understanding of science concepts and proper vocabulary use.	Written responses demonstrate an inaccurate understanding of science concepts and proper vocabulary use.
Circle Thinking Map	Illustrations and diagrams are clear, accurate and labeled.	Illustrations and diagrams are usually clear, accurate and labeled.	Some illustrations and diagrams are clear, accurate, and labeled, with some missing.	Illustrations and diagrams are sloppy/unclear or missing.
Comments: Total: ___________/

3. Learning Experiences (Lesson Plan)

Materials (per group):

2 AA batteries or a 3-6V photovoltaic panel (Kidwind.org)
8- alligator clip wires (Kidwind.org)
Electric motor (Kidwind.org)
Buzzer ( http://www.jameco.com, Part no. 76065)
LED light bulb (can get from Christmas lights, Radio Shack or many other online vendors)

Procedure:

Form learning groups of 3-4 students.
Write on board, read to students and have students write their 3 performance expectations in their science notebooks.

1. Make 3 separate circuits to light the bulb, power the buzzer and power the motor.

2. Make 1 circuit that powers all the elements at the same time.

3. Draw and label the circuit with all three elements in their science notebooks.

4. Ask students to identify the power source for their circuit.

5. To help students differentiate between an observation and an inference:

a. In their science notebooks have students write observations (what they notice) when they power the buzzer (or light bulb) with one battery vs. 2 batteries. Then have students write an inference or explain why they saw or heard what they did.

6. Have students go back to their original circle maps on Electricity and Energy to add any new knowledge or ideas

Extension/Enrichments:

· Students create their circuit in parallel and in series and to make labeled diagrams of each. Ask them what happens to the brightness of the bulb in each of the circuits.

· Students can add more batteries to observe the effects of adding more power to their circuits.

Unit Title: Catching the Wind: Designing Windmills Lesson Title: Leif Catches the Wind Date Developed/Last Revised: 5.29.13 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip

Lesson #: 3 Grade Level: 4 Primary Content Area: ELA Time Frame: 1 hour+

PLANNING (Steps 1, 2, & 3)

1. Standards/Benchmarks and Process Skills Assessed in this Lesson: · 4.RL.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. · 4.RL.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. · 4.RL.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, actions)

2A. Criteria- What Students Should Know and Be Able to Do: · Draw inferences based on details and examples from the text · Determine the theme of the text · Summarize the text and include the basic story plot elements

2B. Assessment Tools/Evidence: Note: Leif Catches the Wind is a storybook from the Engineering is Elementary (EiE) series that includes 20 different units. This book is from the unit, Catching the Wind: Designing Windmills. Formative: · Student handout, Leif Catches the Wind: Story Elements + Summary + Theme, Partner/Class · Discussion Summative: N/A Note: For EiE assessment for their entire unit, Catching the Wind go to http://www.eie.org/content/student-assessment-designing-windmills · Engineering is Elementary - Student Assessment for Designing Windmills “These assessments can be used to assess learning objectives targeted in the Catching the Wind: Designing Windmills unit. Each page is designated as Advanced (A), Basic (B), or Advanced or Basic (AB). Advanced assessments are designed for use with older elementary students, while Basic assessments are designed for use with younger students. Assessments marked “Post Only” serve as summative assessments for students’ learning and are administered after completion of the unit. Assessments marked as “Pre/Post” can be used prior to implementation of the EiE unit in order to get a baseline reading on your students’ knowledge and/or as a summative assessment. Further opportunities for assessment are embedded throughout the Catching the Wind: Designing Windmills teacher guide; see the Overview section of your guide for more information.”

Examples: What is a mechanical engineer? Here are the four worksheets that EiE offers. http://www.eie.org/sites/default/files/WM_A-6a_What_is_a_Mechanical_Engineer.pdf http://www.eie.org/sites/default/files/WM_A-7b_What_is_a_Mechanical_Engineer.pdf http://www.eie.org/sites/default/files/WM_A-8a_What_is_a_Mechanical_Engineer.pdf http://www.eie.org/sites/default/files/WM_A-9b_What_is_a_Mechanical_Engineer.pdf 3. Learning Experiences (Lesson Plan) The storybook Leif Catches the Wind reinforces the science concept of air as wind and introduces students to the field of mechanical engineering. Note: Each of the Engineering is Elementary units begins with a storybook that tells the tale of a child somewhere around the world who solves a problem through engineering. The books integrate literacy and social studies into the unit and illustrate for students the relevance of STEM subjects. Handouts/Other Resources: (please attach copies) · Student Handout: Leif Catches the Wind – Story Elements + Summary + Theme · Leif Catches the Wind: A Mechanical Engineering Story, illustrated by Jeannette Martin o Written by the Engineering is Elementary Team o http://www.eiestore.com/lecawi.html Story Plot: Leif and his cousin Dana are best friends and keep in touch via email after Dana moves away. Dana’s favorite hobby is weather forecasting and her new house has a fishpond outside. Inspired by the wind turbines of Denmark, Leif and Dana realize they might be able to use wind energy to help solve a problem: the fish in Dana’s pond seem to be sick. Leif's mother is a mechanical engineer and helps them to design a windmill to save the fish. Procedures: BEFORE READING THE BOOK Preview the book with the students. · Based on the title and the cover’s illustration, what do you think this story will be about? · Share your prediction with a partner. WHILE READING THE BOOK Read the story to the class. Include the following in your class discussion. A) Discuss story elements. · Stories have a plot or series of events that center on a problem/conflict · Conflict: can be a problem between two people or groups, between a person and nature, or within a character · Rising action – what happened that builds up to the climax? · Climax- the place where the action builds, and the conflict must be faced · Resolution – the conflict is solved B) Make inferences based on what just happened in the story. Use evidence and details from the text to support your inference. Examples: 1. Chapter One: Lonely Day Based on the information in chapter one, who do you think is feeling lonely? · Leif · Dana · Leif and Dana Support your answer with evidence from chapter one. 2. Based on the illustration on page 11, do you think you and Leif have anything in common and would be able to be friends? Support your answer with details from the illustration. AFTER READING THE BOOK After reading the entire story, students summarize the story with a partner. They should include the main characters, the setting, and the problem and solution of the story. Explain the Student Handout: Leif Catches the Wind: Story Elements + Summary + Theme · Review each part as needed Other Resources Story Plot Map http://www.educatorworksheets.com/Graphic Organizers/English Language Arts/Story Plot Map.pdf · Graphic Organizer includes problem, rising action, climax, resolution http://worksheetplace.com/index.php?function=DisplayCategory&links=3&id=358&link1=43&link2=261&link3=358 · Free graphic organizers for Elements of a Story http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature · Finding THE MEssage: Grasping Themes in Literature o Theme options, lesson ideas, graphic organizers and more http://www.williamkamkwamba.typepad.com/ · The Boy Who Harnessed the Wind by William Kamkwamba and Bryan Mealer “Readers are introduced to the culture of Malawi and see what it is like to live in a country very different than their own. The main character is a boy full of curiosity and can-do spirit who persevered even when people said he was crazy. Children see that hard work pays off and learn the importance in believing in their dreams. The illustrations are worthy of this empowering and hopeful tale, rich and warm and accented with cut-paper collage details. It's an inspiring story of courage in the face of hardship, and ingenuity with limited resources.” -- Sarai Brinker, Special to the Star-Telegram http://www.ted.com/talks/william_kamkwamba_how_i_harnessed_the_wind.html http://www.ted.com/speakers/william_kamkwamba.html · Ted Talks William Kamkwamba: How I Built a Windmill

Name: _______________________________________ Date: ____________________

Leif Catches the Wind – Story Elements + Summary + Theme

1. Make a prediction. Based on the title and the cover illustration, describe what you think this book will be about?

__________________________________________________________________________________

2. Story Elements

Stories have a plot or series of events that center on a problem or conflict. Fill in the following information.

a. Who are the main characters? _____________________________________________________

b. What is the main conflict in this story?

__________________________________________________________________________________

c. What type of conflict was in this story? Circle one.

1. A problem between two people or groups

2. A problem between a person and nature

3. A problem within a character

d. Rising Action: what happened that builds up to the climax?

__________________________________________________________________________________

e. Climax – the place in the story where the action builds and the conflict must be faced

__________________________________________________________________________________

f. Resolution – the conflict is solved

__________________________________________________________________________________

3. Write a summary of Leif Catches the Wind

Criteria:

· The first sentence must be the main idea. In one sentence write what the story is mainly about.

· In 2-3 sentences explain what happens in the beginning of the story or what leads to the conflict

· In 2-3 sentences explain the conflict (the problem) of the story.

· In 2-3 sentences explain how the conflict resolved or the resolution

__________________________________________________________________________________

*Tell a partner a summary of the summary! In one sentence, use somebody-wanted-but-so-then for a quick recap of Leif Catches the Wind: A Mechanical Engineering Story.

4. What lesson did Leif learn in this story?

__________________________________________________________________________________

5. What is THE MEssage that you can take from this story

__________________________________________________________________________________

Unit Title: Catching the Wind: Designing Windmills Lesson Title: Guided Inquiry: # of Blades vs. Energy Produced (With possible expansion to independent inquiry) Date Developed/Last Revised: 3.18.13 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip

Lesson #: 4 Grade Level: 4 Primary Content Area: Science Time Frame: 2 class periods (120’)

PLANNING (Steps 1, 2, & 3)

1. Standards/Benchmarks and Process Skills Assessed in this Lesson: SC.4.1.1: Describe a testable hypothesis and an experimental procedure SC.4.1.2: Differentiate between an observation and an inference

2A. Criteria- What Students Should Know and Be Able to Do: ·         Students will be able to create and test a hypothesis using evidence from a controlled experiment. ·         Students will be able to write a detailed procedure.

2B. Assessment Tools/Evidence: Formative:
Ongoing entries in Science Notebook
Observations of students during inquiry process
Summative:
Completed Lab Report (Rubric attached)

3. Learning Experiences (Lesson Plan) Materials: Wind turbines, blades, multi-meters, anemometers

Lab Report Rubric

SC.4.1.1   I can describe a testable hypothesis and experimental procedure

Meets Proficiency Approaches Proficiency Well Below Proficiency

Hypothesis My hypothesis included if, then, and because statements. It makes sense. My hypothesis may be missing a part (ex: has the if, then, but not the because) It makes sense. My hypothesis is missing a lot of parts. It does not make sense.

Experimental Procedure I listed detailed steps of the scientific procedure. Someone else reading the experimental procedure would know exactly what to do if they followed my instructions. I listed steps of the scientific procedure. Someone else reading the experimental procedure would know what to do, but might need to ask me questions. Some steps are unclear. I listed some steps of the scientific procedure, but my instructions are not clear Someone else would have difficulty reading my steps.

Name of Scientist: __________________________________                Date: ___________________
Directions: Answer the following questions. Use drawings and complete sentences.

What is Energy? What is Electricity?

What is Alternative Energy? What is Wind?

Windmill Investigation
Question:
Will a windmill with 3 blades or 4 blades produce more electrical energy?
Hypothesis:
IF the windmill has ______ blades, THEN it will create more electrical energy BECAUSE
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Procedure:
1.      Set up your windmill hub with 3 blades. Be sure it is balanced.

2.      Slide the hub onto the electric motor. Give it a spin and make sure it is still balanced.

3.      Set your windmill up in front of the fan with the fan off. Measure the distance from the fan to your windmill.

4.      Make sure all group members have goggles on and are clear of the spinning blades before you turn on the fan.

5.      Connect your multimeter to the wires of the probe.

6.      Turn on the fan.

7.      Record the voltage reading of your multimeter in your data table.

8.      Turn the fan off. Do steps 3-7 two more times.

9.      Repeat steps 1-8 using 4 blades.

Data (Results):
What should we put on the top of the 2 blank columns? Write it in when you figure it out.

Trial

1

2

3

Average

Observations: Record any observations you made while doing the experiment in the box below.

Graph: Make a bar graph to display the results of your experiment. Include a title, label the axes, and include the unit of measurement.

Write a conclusion.
-Restate your hypothesis
- Use your data to explain if your prediction was correct
-Explain the results

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Based on today’s investigation, what new wonderings or questions do you now have about windmills or electrical energy? Write a list of questions that you’d like to investigate and explore.

Windmill Investigation
Question:
Will the size (area) of the blades effect the energy produced by a windmill?
Background:
Explain energy, electricity and alternative energy.
Hypothesis:
IF the windmill blades have _________ area THEN it will create more electrical energy BECAUSE
________________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
Procedure:
10. Measure the length and width of the 2 different size blades you will use in the experiment. Calculate area of each blade and record in your data table.
11. Set up your windmill hub with the first 3 blades you will test. Be sure it is balanced.
12. Slide the hub onto the electric motor. Give it a spin and make sure it is still balanced.
13. Set your windmill up in front of the fan with the fan off. Measure the distance from the fan to your windmill.
14. Make sure all group members have goggles on and are clear of the spinning blades before you turn on the fan.
15. Connect your multimeter to the wires of the probe.
16. Turn on the fan. Record wind speed with your anemometers.
17. Record the voltage reading of your multimeter in your data table.
18. Turn the fan off. Do steps 7-8 two more times.
19. Repeat steps 2-9 using the other sized blades.

Suggestions for roles:
Materials Manager                  - Pick up and return materials.
Recorder (Data Keeper)          - Record data.
Timekeeper                              - Keep group on task. Ensure task is completed within the allotted time.
Group Facilitator                     - Make sure directions are followed and tasks are completed.

Data (Results):
What should we put on the top of the 2 blank columns? Write it in when you figure it out.

      Trial Energy Produced (mV) Energy Produced (mV)

1

2

3

Average

Observations: Record any observations you made while doing the experiment in the box below.

Graph: Make a bar graph to display the results of your experiment. Include a title, label the axes, and include the unit of measurement.

Write a conclusion.
-Restate your hypothesis
- Use your data to explain if your prediction was correct
-Explain the results

Based on today’s investigation, what new wonderings or questions do you now have about windmills or electrical energy? Write a list of questions that you’d like to investigate and explore.

Name of Scientist: __________________________________                Date: ___________________

Design Your Own Experiment

Question:

Hypothesis:
IF _________________________________________________________________________________,

THEN ______________________________________________________________________________

BECAUSE___________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Materials Needed:

Procedures:

Data (Results):

Conclusion:

What things did you try to keep the same in your experiments?

Can you think of others you should have kept the same?

These are called constants and controls by scientists and are very important to validate your experimental results.

Suggestions for roles:
Materials Manager                  – Pick up and return materials.
Recorder (Data Keeper)          – Record data.
Timekeeper                               – Keep group on task. Ensure task is completed within the allotted time.

Unit Title: Catching the Wind: Designing Windmills Lesson Title: Engineering a Mini Water Wheel Date Developed/Last Revised: 3.18.13 Unit Author(s): John Constantinou, Hope Espinda, Jane Wells, Kainoa Calip Lesson #: 6 Grade Level: 4-5 Primary Content Area: Science, Engineering Time Frame: 2 class periods (60 mins & 45 mins)

PLANNING (Steps 1, 2, & 3)

1. Standards/Benchmarks and Process Skills Assessed in this Lesson:
CTE Standard 1: TECHNOLOGICAL DESIGN: Design, modify, and apply technology to effectively and efficiently solve problems

2A. Criteria- What Students Should Know and Be Able to Do: ·         Students will be able to construct, test, and improve a mini-water wheel. ·         Students will be able to articulate how their system works.

2B. Assessment Tools/Evidence: Formative:
Drawings in Student Journal
Summative:
Constructed mini-water wheel
Reflection (Science Journaling in Science Notebook) See Lesson 1 for Science Notebook Rubric
3. Learning Experiences (Lesson Plan) Materials:
(1) Mini Water Wheel Engineering Kit per group of 2-4 students (materials may include, but are not limited to scissors, 1.25 or 2L soda bottle, 2 corks, cotton thread, paper plates, stapler, tape, spools, bamboo skewers, fishing weight)
This is just a sample of some of the materials that were included in the kit. The more materials that you are able to include, the more varying types of systems students will be able to create. Links to on line water wheel making sites with procedures:
http://www.solarschools.net/resources/pdf/Make%20Your%20Own%20Water%20Wheel.pdf
http://www.howcast.com/videos/428093-How-to-Make-a-Water-Wheel

Engineering Design Challenge: Windmills to Water Wheels
Use supplies on your table to create a small-scale model of a water wheel.
Start with a quick sketch of the model you will build that includes the criteria listed below.
Criteria: Your system should include:
–        Be able to lift the maximum weight
Constraints:
–        Water source for all tests will use the same water flow rate measured in L/min. Students should measure the volume collected in a 1 Liter graduated cylinder with a stopwatch to calculate the flow rate. Note: Let students discuss and come up with their own plans for how to calculate flow rate.
When you complete the model that runs you have completed the Create step of the engineering design process and you can consider your system a ‘prototype’. NASA engineers need to create at least 100 prototypes before they can build anything. Why?
For the Improve part of this assignment you need to design a ‘new’ model using common household materials. You may choose to scale up the model (make a larger model), or improve the current system (e.g., designing a new water paddle).

Math and other extensions
–        Can you convert the energy produced by your waterwheel to electrical energy?
–        Discuss with your team what measurements are needed to calculate voltage of electrical energy transformed from the water wheel. Take measurements and calculate voltage. Record value in table.
–        Discuss with your team what lab tool will allow you to precisely measure the voltage. Ask your teacher to borrow tool and measure the voltage. Record in table.
–        How did your calculated voltage differ from low water pressure to high water pressure? What could be some of the reasons of the differences between low water pressure and high water pressure?

Trial Low Water Pressure Voltage High Water Pressure Voltage

1

2

3

Average

	Meets Proficiency	Approaches Proficiency	Well Below Proficiency
Hypothesis	My hypothesis included if, then, and because statements. It makes sense.	My hypothesis may be missing a part (ex: has the if, then, but not the because) It makes sense.	My hypothesis is missing a lot of parts. It does not make sense.
Experimental Procedure	I listed detailed steps of the scientific procedure. Someone else reading the experimental procedure would know exactly what to do if they followed my instructions.	I listed steps of the scientific procedure. Someone else reading the experimental procedure would know what to do, but might need to ask me questions. Some steps are unclear.	I listed some steps of the scientific procedure, but my instructions are not clear Someone else would have difficulty reading my steps.

What is Energy?	What is Electricity?
What is Alternative Energy?	What is Wind?

Trial	Low Water Pressure Voltage	High Water Pressure Voltage
1
2
3
Average