Sustainable Energy

Created March 29, 2024 by Steve Himes

Sustainable Energy

Time Frame: 6-8 days

Stage 1 - Desired Results

Big Idea(s)
  1.  Through research, collaboration, and integration, students will use the Engineering Design Process to create a wind turbine that will generate a maximum amount of electricity through modification of the shape, angle, and number of blades.


PA Core Standards / Next Generation Science Standards
T & E EducationScience EducationMathematics EducationComputer ScienceCEW
  • 3.4.5.D1- Identify ways to improve a design.
  • 3.4.5.E4- Describe how the use of symbols, measurements, and drawings promotes clear communication by providing a common language to express ideas.
  • 6.1.5.A- Explain how limited resources and unlimited wants cause scarcity
  • 6.1.5.D.- Demonstrate how availability of resources affects choices.
  • 6.1.5.C. Explain how people’s choices have different economic consequences.
  • cc.2.4.5.A.2- Represent and interpret data using appropriate scale.
  • cc.2.4.3.A.4- Represent and interpret data using tally charts, tables, pictographs, line plots, and bar graphs.
N/A
  • 13.2.5.A- Apply Appropriate speaking and listening techniques used in conversation.
  • 13.2.5.E- Apply to daily activities, the essential workplace skills.
  • 13.3.5.C- Identify effective group interaction strategies, such as, but not limited to:
-Building consensus-Communicating effectively-Establishing ground rules-Listening to others


Essential Questions
  • What is the most efficient number of blades, and what blade design would generate the most electricity?
  • How does our ability to harness energy impact humans and our planet?


Students Will KnowStudents Will Be Doing
  • Content specific vocab
Vocabularyrenewableenergyefficientconversionkinetic energypotential energyvariablesMath VocabularylengthwidthheightelevationSteps of the Design Process
  1. Define the Problem
  2. Research
  3. Design Possible Solutions
  4. Develop Designs
  5. Test and Evaluate the Item
  6. Determine Final Product
  7. Share Findings and Conclusions with Others
  • Define the task
  • Research of various global wind turbine designs and specifications
  • Evaluate plausible classroom materials
  • Design and develop turbine blades using the available classroom materials
  •  Carry out the investigation by testing the initial design
  • Analyzing and interpret data
  • Modify design and retest
  • Evaluate and communicate final data and results
  • Use technology to portray and convey results

Stage 2 - Evidence of Understanding

Assessments (Formative and Summative):Performance Task(s)
  • Informal Formative Assessments throughout unit (i.e. classroom observations, questioning)
  • Observation
  • Peer/Group Work
  • Class Participation
  • Collaboration of Thoughts and Ideas
  • Design, Testing, and Modifying of various models
  • Formal assessments on:
  • Use of the Engineering Design Process
  • Amount of Electricity Generated
  • Learning through Modification
  • Individual Course Summative Assessments
  • Turbine Created in Accordance with Research Collected.
  • Group’s Ability to Modify Design to Show Growth
  • Use academic vocabulary to discuss needs for energy and turbine designs.
  • Modify the design to increase maximum efficiency of energy output.
  • Write a personal letter including information I have learned about turbines and the energy they produce.  


  • Convert U.S. customary units of measurement
  • Notes: This unit is designed as an integrated unit that will be taught in all disciplines. With this approach in mind, students will have a deeper understanding of sustainable energy.
  • Specials:
  • Library-  History of wind turbines
  • Art- Study of artist Alexander Calder: Create Color Theory wind mobile        PA Art Standards 9.1, 9.2
  • Music- Incorporate a visual of how to use your air support to create sounds with woodwinds
  • Phys Ed.- Stadiums with Solar Energy
  • Computer- Careers in construction and operation of wind turbines
  • Math-Mini-lessons-
  • Converting Customary Units of Length
  • Charting and Graphing Data
  • ELA/Witing-
  • Persuasive letter for/against wind turbines in your community
  • Non- Fiction Articles
  • Informational Writing
  • Social Studies
  • Maps of turbine fields
  • Turbines on a global platform
  • Supply, demand, and cost of our energy needs as a society.

Stage 3 - Lesson Learning Targets

Learning Activities: Learning targets are written from the students perspective. I can…
  • Identify
  • List/Tell
  • Describe
  • Solve
  • Convert
These should lead up to answering the Essential Question(s).
  • Research various turbine designs and their size
  • Assess provided materials in regards to research
  • Create a detailed design
  • Build the prototype
  • Test the prototype
  • Record and analyze observations and data
  • Modify based on analysis
  • Repeat process for multiple designs
  • Organize and display data using technology
  • Draw conclusions through evaluation of data

RESOURCES / LINKS

ActivitiesPresentationsAssessments
  • Wind Turbine Designs
  • Wind Turbine Present   ation
  1. Blueprint
  2. Student Data Recording
  3. Group Analysis
  4. Group Conclusions


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