LESSON PLAN TEMPLATE

Your Name: Lauren

Title of Lesson: Energy and Wind Turbines
Grade: 6

STANDARDS
NOTE: Please list at least two complete standards your lesson plan covers. [Common Core State Standards (math and
language arts), Next Generation Science Standards (science), Arizona State Social Studies Standards (social studies)].
Strand 1: Inquiry process
Concept 2: Scientific Testing (Investigating and Modeling)
PO1. Demonstrate safe behavior and appropriate procedures
PO2. Design and investiagtion to test
PO3. Conduct a contolled investigation using scientific process
PO4. Perfrom measuremens using appropriate scientific tools
PO5. Keep a record of observations, notes, sketches, questions, and ideas
Strand 5: Physical Science
Concept 3: Transfer of Energy
PO1. Identify various ways in which electrical energy is generated using renewable and nonrenewable resources


LESSON SUMMARY/OVERVIEW
Provide an overview/synopsis of the lesson and the topics that it will cover. Mention the sustainability connection/lens
associated with this lesson plan you are creating.
Students will learn about the background of wind turbines and producing energy. By creating a wind
turbine they will see the way the renewable energy source works. Students will build their own wind
turbines in small groups with materials and instructions provided. They will follow directions and pay
attention to detail. They will see if adding more weight to their wind turbine makes it spin faster or
slower by adding different amounts of weight to their wind turbine. They will be able to answer what
affects how quickly the turbine spins? They will see how the turbine works and produces energy and
understand the importance of using renewable energy.

OBJECTIVES
Describe what you want students to know/be able to do as a result of the lesson.
For example, Students will be able to
Students will be able to give a definition of work and energy and explain the two
Students will understand how wind turbines work
Students will understand how a wind turbine creates renewable energy

ASSESSMENT/EVALUATION
What measures will you use to know if you students met the objectives?
After assembling a wind turbine with a small group, students will individually write in their lab booklet
a paragraph explaining whether they believe more weight or less weight makes the wind turbine spin
faster. They will also write about what other factors have an effect on how quickly the turbine spins.

PREREQUISITE KNOWLEDGE
What will students need to know prior to completing this lesson and how will you access their prior knowledge?
How common items we use are powered
Why it is important to use renewable energy
What a good form of renewable energy in Arizona would be
Effects of not using renewable energy resources


MATERIALS
List of required materials.
1. Plastic bottle
2. Large straw
3. Thin straw
4. Brass paper fastener
5. Large paper clip
6. String
7. Metal nuts
VOCABULARY/KEY WORDS
List of key vocabulary terms.
1. Wind turbine- a turbine having a large vaned wheel rotated by the wind to generate electricity.
2. Force- strength or energy as an attribute of physical action or movement.
3. Renewable energy- Energy that comes from sources that are naturally replenished.

TEACHING PROCEDURES
Procedural Steps (Step by step instructions for teaching the lesson):
Introduce the topic to the class- what is renewable energy?
Ask question what are fossil fuels?
Present the inquiry question how does weight affect the speed of a wind turbine?
Watch a short video about renewable energy, specifically wind turbines.
http://www.youtube.com/watch?v=grI3BDSGEC4
Ask question: Does more weight or less weight make a wind turbine spin faster? Weight represents
the amount of force and energy produced.
They will make a prediction as to what will happen when they add weight, does the turbine move
faster, or slower?
Give students directions for assemblng wind turbine and allow students to give their wind turbines
trials
Students will observe what happens when they add weight to the wind turbine
They will measure how long the wind turbine they have created spins based on the weight attached
Walk around and assess group conversations and work
Listen to what groups have discovered and what they are discovering
After students have recorded data we will discuss that the more weight on the wind turbine, the
faster that it will move
The faster the wind turbine moves, the more energy is produced.
From the new information we learned about wind turbines, are wind turbines a good energy source
for Arizona?
Students should think about the amount of wind here in Arizona
Where might wind turbines be a really good source of renewable energy
Have students finish up recording their results in their lab booklets
Students will have responded that more weight makes the turbine spin faster
Have students share their conclusion and data in front of the class
Pass out final questions that students will respond to and turn in

RESOURCES
List any references you used to create this lesson. If you borrowed ideas from any lesson plans please note them here. Use APA
format.
Creating wind turbine directions from Powering our Future Grade 6 Physical Science Teacher Guide.

WAYS OF THINKING CONNECTION
Provide a complete explanation of how your lesson plan connects to futures, system, strategic, or values thinking. Define the
way of thinking you selected and used in this lesson plan. Remember, this should be included meaningfully in the lesson plan.

This lesson connects to systems thinking because wind turbines require a system to produce energy. The wind turbine requires wind to
produce energy. Each part of the system relys on another to work properly.