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What this lesson includes
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Real-World Example
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Coding Tutorial
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Assessment
Overview Accordion
Learning Goals
- Explain how wind turbines generate electricity
- Analyze the challenges of balancing energy supply and demand when it comes to wind energy
- Design and build a wind turbine model that:
- simulates the generation of electricity
- demonstrates the storage of excess energy in a battery
- illustrates how stored energy can power a house even when the wind isn’t blowing
Preparation Accordion
Materials
- Climate Action Kit or Sample Kit
- micro:bit V2
- Computer with access to Microsoft MakeCode
Get to Know the Content
- Make sure you've completed our 'Getting Started with the Climate Action Kit' course
- If it has been awhile, review the Climate Action Kit components used in this lesson:
- Review the lesson
- Explore thinking routines like “Think, Pair, Share” from Project Zero to encourage observations and reflections
Activity Accordion
Big Idea (20 minutes)
Students will explore how wind turbines generate electricity, analyze the benefits and limitations of wind energy, and understand how battery systems help store energy to address these challenges.
Take Action (60 minutes)
Students will use the Climate Action Kit to design, build, and code their own wind turbine model.
We've provided 3 ways students may build the project to support scaffolding and differentiation in your classroom: 'Use', 'Modify', and 'Create'.*
| Activity | Description |
|---|---|
| Use |
Students follow a step-by-step tutorial to build and test a wind turbine model that simulates electricity generation and battery storage. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Modify |
Students follow a tutorial to add new features to their model, such as battery drainage and alert systems. Success CriteriaI can:
ResourcesTutorialFinal Code |
| Create |
Students work in small groups to design, build, and code their own wind turbine model. Success CriteriaI can build a wind turbine model that simulates*:
*Remember, this is a model! Students will not actually generate or store energy from the wind. Their model will simulate and demonstrate understanding of these core concepts. ResourcesBlank Project |
*Irene Lee, Fred Martin, Jill Denner, Bob Coulter, Walter Allan, Jeri Erickson, Joyce Malyn-Smith, and Linda Werner. 2011. Computational thinking for youth in practice. Acm Inroads 2, 1 (2011), 32–37.
Assessment Accordion
Use the following criteria to assess student learning. Students can:
Conversations
- Can students explain how wind turbines generate electricity?
- Are students able to discuss the challenges between electricity demand and supply, as it pertains to wind energy?
- Can students explain how the different elements of their finished model? (Use, Modify, Create)
Observations
- Do students methodically test and debug their models? (Modify, Create)
Products
- Students annotate their code to explain how it works (Use, Modify, Create)
- Students modify the code to include sound alerts when the battery is full or empty (Modify, Create)
- Students write conditional statements to power the house using stored battery energy (Modify, Create)
- Students adjust the battery's charging and draining rates to simulate realistic energy storage scenarios (Modify, Create)
- Student-created models meet the design criteria outlined in the lesson (Create)
Standards Accordion
Next Generation Science Standards
Grade 6-8
MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per capita consumption of natural resources impact Earth's systems.
MS-ETS1-1 Define the criteria and constraints of a 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.
MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Computer Science Teachers Association Standards
Grade 6-8
2-CS-03 Systematically identify and fix problems with computing devices and their components.
2-AP-11 Create clearly named variables that represent different data types and perform operations on their values.
2-AP-12 Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
2-AP-15 Seek and incorporate feedback from team members and users to refine a solution that meets user needs.
2-AP-17 Systematically test and refine programs using a range of test cases.
2-AP-19 Document programs in order to make them easier to follow, test, and debug.
Common Core State Standards for Mathematics
Grade 6-8
6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship.
6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.B.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
6.SP.B.5 Summarize numerical data sets in relation to their context.
7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
7.SP.B.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.
Common Career Technical Core Standards
STEM Cluster: Engineering & Technology Career Pathway
ST-ET 1.3 Use computer applications to solve problems by creating and using algorithms, and through simulation and modeling techniques.
ST-ET 2.1 Select and use information technology tools to collect, analyze, synthesize and display data to solve problems.
ST-ET 3.1 Use knowledge, techniques, skills and modern tools necessary for engineering practice.
ST-ET 3.2 Describe the elements of good engineering practice (e.g., understanding customer needs, planning requirements analysis, using appropriate engineering tools, prototyping, testing, evaluating and verifying).
ST-ET 3.4 Illustrate the ability to characterize a plan and identify the necessary engineering tools that will produce a technical solution when given a problem statement.
ST-ET 4.1 Explain why and how the contributions of great innovators are important to society.
ST-ET 4.2 Explain the elements and steps of the design process and tools or techniques that can be used for each step.
ST-ET 4.3 Describe design constraints, criteria, and trade-offs in regard to variety of conditions (e.g., technology, cost, safety, society, environment, time, human resources, manufacturability).
ST-ET 5.1 Apply the design process using appropriate modeling and prototyping, testing, verification and implementation techniques.
ST-ET 5.2 Demonstrate the ability to evaluate a design or product and improve the design using testing, modeling and research.
ST-ET 5.3 Demonstrate the ability to record and organize information and test data during design evaluation.
ST-ET 6.1 Apply the use of algebraic, geometric, and trigonometric relationships, characteristics and properties to solve problems.
STEM Cluster: Science and Math Career Pathway
ST-SM 1.1 Apply science and mathematics concepts and principles to resolve plans, projects, processes, issues or problems through methods of inquiry.
ST-SM 1.2 Use the skills and abilities in science and mathematics to access, share, and use data to develop plans, processes, projects and solutions.
ST-SM 1.3 Use the skills and abilities in science and mathematics to integrate solutions related to technical or engineering activities using the content and concepts related to the situations.
ST-SM 1.4 Explain the role of modeling in science and engineering.
ST-SM 1.6 Communicate with others on inquiry or resolution of issues/problems in the global community.
ST-SM 2.1 Demonstrate the ability to recognize cause and effect when faced with assigned projects or issues.
ST-SM 2.8 Draw a conclusion when confronted with data or observations that focus on the observed plans, processes, or projects at hand.
ST-SM 2.10 Research a topic, collect data, analyze the data and draw conclusions from the results.
ST-SM 3.1 Evaluate the impact of science on society based on products and processes used in the real world.
ST-SM 3.2 Evaluate the impact of mathematics on society based on products and processes used in the real world.
ST-SM 3.3 Research how science and mathematics influence the professions and occupations supported by the STEM Career Cluster.
Information Technology Cluster: Programming & Software Development Career Pathway
IT-PRG 4.1 Employ tools in developing software applications.
IT-PRG 6.1 Explain programming language concepts.
IT-PRG 6.3 Demonstrate proficiency in developing an application using an appropriate programming language.
IT-PRG 6.4 Explain basic software systems implementation.
IT-PRG 7.1 Develop a software test plan.
IT-PRG 7.2 Perform testing and validation.