Lesson Plan Template by alicejenny


									THE CANADIAN ATLAS ONLINE                              NEWFOUNDLAND – GRADES 6 AND 7

       Wind at my back! Wind Turbines in Newfoundland

Lesson Overview
In this lesson, students will learn about the importance of wind as a renewable energy
source by exploring their surrounding area, and through this exploration gain an
appreciation for its distinctiveness.

Grade Level
This lesson is appropriate for students in Grades 6-7 but can be adapted to other grades.
Time Required
Teachers should be able to conduct the lesson in one or two classes.

Curriculum Connection (Province/Territory and course)
Atlantic Provinces Education Foundation Social Studies Curriculum grades 6-7
Newfoundland & Labrador Social Studies General Curriculum Outcomes (Can be adapted
for any province)
       Environment affects people’s way of living and people in turn modify and change the
       The effect of geographic conditions on the way of living
       Conservation and utilization of natural resources
       Investigate the ways that economics empowers people

Link to the Canadian Atlas Online (CAOL)

Additional Resources, Materials and Equipment Required
          Computer lab with printer
          VCR/TV
          Markers
          Venn Diagram
          Video clips: http://www.canwea.ca/media/video_clips_e.php
          Group copies of fact sheets from:
          What Do We Know About The Impact Of Wind Farms On Birds & Bats?
          Recording material for class (overhead, poster paper, board)
          Poster paper
          Copies of student organizers (1 for each group), assessment rubric (1 for each
           group), self evaluation (1 for each student) (attached)
          Section of photos from wind turbines site at Fermeuse NL (attached)

Main Objective
The primary goal of this lesson is to help students to understand the importance of wind and
wind turbines to communities as an alternate source of under-utilized energy.

Learning Outcomes
By the end of the lesson, students will be able to:
      Understand the importance of wind as an renewable resource
      Investigate the use of turbines and land use
      Create charts and concept webs
      Listen for information
      Listen and read to develop conclusions and predict economic outcomes
      Contribute to individual and group learning activities
      Participate in a “walk around” brainstorming session

The Lesson:
                 Teacher Activity                          Student Activity
Introduction     1. Show the video clips on energy in      1. View the video clip and
                 action:                                   discuss what they learned. Ask
                 http://www.canwea.ca/media/video_cl       students what they think and
                 ips_e.php                                 what they can do about it.
                 to generate cause discussion among
                 the students

                 2. Divide the class into four groups      2. The students do a discussion
                 named Wind, People, Wildlife and          around in their group.
                 Wind Turbines
                 and distribute fact sheets
                 energy/windfacts_e.php) to each
                 group identifying these 4 categories:
                 Impacts on wildlife / Turbines and land
                 use/ Environmental benefits /
                 consumer benefits
THE CANADIAN ATLAS ONLINE                                  NEWFOUNDLAND – GRADES 6 AND 7

Lesson           3. Instruct the students that they are      3. Each group will read their
Development      to work in their groups to identify         information sheet and discuss
                 issues on their particular theme, as it     the following:
                 relates to wind change. Indicate that
                                                             -   Impacts on wildlife
                 they should examine the pictures and
                 photographs first.                          -   Turbines and land use
                                                             -   Consumer benefits
                                                             -   Environmental benefits
                 4. Generate a list on a flip chart. Once    4. Respond by applying critical
                 they are done listing the ideas,            thinking through inquiry by
                 organize them into categories or            formulating questions and
                 themes.                                     hypotheses.

                 5. Assist students in organizing their      5. Each poster report should
                 findings on a group poster. You may         reflect their knowledge about
                 include photographs.                        wind as a renewable source, as
                                                             well as an appreciation for its

Conclusion       1. Provide 20 minutes for presentation      1. Students will present their
                 of the posters.                             poster and answer relevant
                 2. Pass out the “true or false”             2. Students complete the
                 worksheet to finish in class or for         worksheet as instructed.

Lesson Extension
Students are to research and find out where the wind turbines are located in Newfoundland
and Labrador. (One suggested site is: http://www.windatlas.ca/en/index.php)
Finally, each group is to plot the location on a map of NL displayed at the front of the class.
Use cut outs of wind turbines to attach to map. Make a collage using photos (Fermeuse:
attached) or similar.
Assessment of Student Learning
Include suggestions for assessing the intended learning outcomes.
   1. Formative: Demonstrate a skill
      Peer & self-evaluation and teacher observation can be used to evaluate skills/
   2. Communication: Read for detail
   3. Inquiry: Identify cause & effect
   4. Participation: Explain the visual representations
   5. Products Created /Written Assignment
   6. Flow charts

Further Reading

Link to the Canadian National Standards for Geography (6-8)
Essential Element #1:       The World in Spatial Terms
      Latitude and longitude
      Map types (topographic)
Essential Element #2:       Places & Regions
      Changes in places and regions over time
Essential Element #3:       Physical Systems
      Physical process shape patterns in the physical environment
Essential Element #4:       Human Systems
      Human land use
      Providers of goods and services
      Types and patterns of economic activity (primary, secondary, tertiary, quaternary)
Essential Element #5:       Environment & Society
      Human modification of the physical environment (e.g. construction of wind turbines)
      Human adaptation in the physical environment (e.g. use of wind)
      Renewable (wind) resources
      Environmental issues (noise, breeding grounds for wildlife)
      Effects of human modification of the physical environment (e.g.. deforestation)
      Changes in the importance of energy sources
Essential Element #6:        Uses of Geography
      Wind themes in literature, art, & music

Geographic Skills #1:       Asking Geographic questions
      Asking Geographic questions - “where is it located?”
Geographic Skills #2:       Acquiring Geographic Information
      Locate, gather and process information from a variety of primary & secondary
       resources including maps
      Make and record information about physical characteristics of place
Geographic Skills #3:       Organizing Geographic Information
      Prepare maps to display geographic information
      Construct graphs, tables and diagrams to display geographic information
Geographic Skills #4:        Analyzing Geographic Information
      Use tables and graphs to observe and interpret geographic trends and relationships
      Use texts to interpret geographic trends and relationships
      Use simple mathematics to analyze geographic data
Geographic Skills #5:        Answering Geographic Questions
      Present geographic information in the form of both oral and written reports

                                  ASSESSMENT RUBRIC

      Understanding Wind as a renewable source in your community Poster


Criterion              1 point           2 points             3 points            4 point

                  Poor quality,      Acceptable           Good quality,      Excellent quality,
Visual Quality    image does not     quality, image       image              image is
of Image          communicate        reflects concept     communicates       insightful and
                  information                             message            clearly illustrates
                                                          effectively        the concept
                  Cannot be read     Can be read,         Can be read,       Can be read
Readability       from across the    hard to see          good resolution    clearly from
                  room                                                       anywhere in the

                  Too small, lacks   Message is           Good attempt,      Excellent work,
Effective         clarity too        generally            message is         message is
Communication     difficult to get   understood, but      clearly            effectively
                  message            lacks clarity        communicated       communicated

                  Unstructured       Structured but a     Well structured    Very well
                                     number of            and most           structured and
Organization                         instructions not     instructions       instructions
                                     followed             followed           followed

                  Information        Information          Project captures   Project captures
                  presented not      presented not        audience           audience
Project Content   relevant           very relevant        attention and is   attention and is
                                                          informative        very informative

                                                         Score: ______________________

                               Student Organizer


      Think about the things you would like to include in your presentation and list them

      Title of our Presentation: _________________________________
      Overall Goal:   _________________________________________
      Topics and reference materials:
      Project Requirements:
             Minimum number of pictures ____
             Minimum number of Graphics _____ _________

      Presentation Planning:
             Complete a rough sketch of how you would like to lay out your presentation:
THE CANADIAN ATLAS ONLINE                                 NEWFOUNDLAND – GRADES 6 AND 7

Group Performance Evaluation Form

Your name: ______________________________________________
Date:    ______________________________________________

Use this form to assess the performance of your group:

Members of your group: ________________ ___________ _______________________
_____________________ _______________________ ____________________________

Circle the appropriate number after each statement:

                                    Rating Scale
 0= Major Difficulty   1= Needs Improvement            2= Fair   3 =Good     4 =Excellent

1. All members participated in the group activities.        0    1     2     3     4
2. Members listened to others in the group.                 0    1     2     3     4
3. Members helped and encouraged others in the group. 0          1     2     3     4
4. Group members stayed on the task assigned.               0    1     2     3     4
5. Group members worked well together.                      0    1     2     3     4
6. No one dominated the group discussion.                   0    1     2     3     4

        Add circled numbers for a total score.              Score out of 24 = ________

Fill in A and B below:
 A. What I really liked about our group:

 B. Ideas for improvement:

                      True or False Wind Worksheet

   1. Wind power is safe, clean, and we’ll never run out of it.      ________________

   2. Wind is created by the phases of the moon.                     ________________

   3. Windmills have been used for many things, including grinding
      flour and pumping water.                                       ________________

   4. Wind is actually a form of solar energy.                       ________________

   5. Carbon dioxide is the primary “greenhouse gas” that
      contributes to global warming.                                 ________________

   6. A wind turbine uses the power of the wind to produce nuclear
      energy.                                                        ________________

   7. A wind farm is a place where pinwheels are planted and grow
      up to be wind turbines.                                        ________________

   8. For thousands of years, people have harnessed the power of
      the wind.                                                      ________________

   9. Wind turbines harm birds.                                      ________________

   10.Steady, consistent wind is necessary for a good wind farm site. ________________

Complete the following open-ended statements:

The best place I think a wind turbine should go in our community
I chose this site

The most interesting thing I learned about wind energy

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