CurriculumHub - WindAndPower

Wind and Power
Focus:	Science
Subject:	Physical Science
Grades:	Freshman Sophomore Junior Senior
Class:	Regular

User Info
Name:	John Zavalney
School:	San Pedro Math Science & Technology Center
Phone:	310-519-1150
Email:	john.zavalney@lausd.net
Address:	2201 Barrywood Ave San Pedro, CA 90731

Standards
National	Region: California
Day 1: Science as Inquiry: Grades 9-12 pg 175 & 176 All Items, Ability to do scientific inquiry. Earth and Space Science: Grades 9 to 12, pg. 189, Item #3: "Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Day 2: Science as Inquiry: Grades 9-12 pg 175 & 176, All Items: Ability to do scientific inquiry. Earth and Space Science: Grades 9 to 12, pg. 179, Item #3: Structures and properties of matter; Solids liquids and gasses differ Science as Inquiry: Grades 9-12 pg 175 & 176, All Items: Ability to do scientific inquiry. Earth and Space Science: Grades 9 to 12, pg. 189, Item #3: "Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents. Day 4: NSES: Science and Technology - Content Standard E	Day 1: Physics 3a, c, d Earth Science: 4 a, b 5 a, b. d, e, f, g Investigation & Experimentation 1 a, b, c, d, g Day 2: Chemistry: 3a Earth Science: 4a, 6a, 6b Investigation and Experimentation: 1a,d, g, l, Earth Science: 4a, 5b Investigation and Experimentation: 1a,d, g, l, Day 4: Investigation and Experimentation: 1a,d, g, l,

Standards

National

Region: California

Day 1:
Science as Inquiry: Grades 9-12 pg 175 & 176 All Items, Ability to do scientific inquiry.
Earth and Space Science: Grades 9 to 12, pg. 189, Item #3: "Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

Day 2:
Science as Inquiry: Grades 9-12 pg 175 & 176, All Items: Ability to do scientific inquiry.
Earth and Space Science: Grades 9 to 12, pg. 179,
Item #3: Structures and properties of matter; Solids liquids and gasses differ

Science as Inquiry: Grades 9-12 pg 175 & 176,
All Items: Ability to do scientific inquiry.
Earth and Space Science: Grades 9 to 12, pg. 189,
Item #3: "Heating of earth's surface and atmosphere by the sun drives convection within the atmosphere and oceans, producing winds and ocean currents.

Day 4:
NSES: Science and Technology - Content Standard E

Day 1:
Physics 3a, c, d
Earth Science: 4 a, b 5 a, b. d, e, f, g
Investigation & Experimentation 1 a, b, c, d, g

Day 2:
Chemistry: 3a
Earth Science: 4a, 6a, 6b
Investigation and Experimentation: 1a,d, g, l,
Earth Science: 4a, 5b
Investigation and Experimentation: 1a,d, g, l,

Day 4:
Investigation and Experimentation: 1a,d, g, l,

Lesson Plan Duration:

1 Week

Lesson Plan - Day 1
Major Concepts
Access prior knowledge, convection cells; currents in water
What does the lesson enable the students to do?
Students will understand how and where wind is formed Students will understand that the energy of moving wind can be captured and transformed into mechanical energy which in turn can used to do work directly or transformed into electrical energy.
Materials and Equipment:
Projector, Speakers, Computer Lab, Internet, Other


Order	Type	Notes
1	Engagement	Tell students they are about to watch the 1 1/2 minute video about one renewable source of energy. Instruct students to watch closely and try to take mental notes on as many images and different details as possible. Ask students “ What was that all about?” Begin a bubble concept map with the word wind in the center. Elicit responses from students to expand the concepts. (~4 minutes). See sample map under teacher resources. Have each student do a quick write. Prompt: “What do you know about wind? Include a definition of wind. Put students into groups of 4. Give them a couple minutes to come to group consensus on the definition for wind. Give them another couple minutes each to tell about any personal experiences with wind they have had; bad like hurricanes & tornados or good like kite flying or sailing. Each group shares their definition and best story. Chart the definitions on the board.
2	Exploration	Materials for the class: Pitcher/container/source for cool temperature water each group uses ~8 oz 4 times Pitcher/container for ice water each group uses 8 oz three times Pitcher/container and a source of very hot water, such as a hot plate, microwave or coffee maker (hot tap water is usually not hot enough) each group uses 8 oz twice For each team of students: One clear plastic container with smooth bottom 8-10 inches diameter or a container 10” to 12” long x 4” wide x 2” to 4” tall. An aluminum pie pan will work but will not have a side view. (Smaller volumes of water will heat or cool quicker.) One small container for food coloring (a small paper cup would work fine) One medicine dropper or pipette. Three 8 oz hot/cold cups For each student: Science notebook Lab page Research guidelines Prepare to conduct activities that will model how wind is formed. IMPORTANT NOTE: Be very careful when placing the eyedropper of food coloring into the container AND while you are removing it. You want as little water disturbance as possible. Place 3 empty hot/cold cups down in a straight line. Your water container should balance on each cup evenly. (see picture on data page) Pour two inch (~8cm) of room temp water into container Make your trial one predictions as instructed on your lab page after reading and before doing the next steps. Carefully place a drop of food coloring on the bottom of the container over the center cup. Observe for 2 minutes then record your results on the lab table Trial 1 Empty your container and refill with cool water. Fill the center cup with hot water Make your trial two predictions as instructed on your lab page after reading and before doing the next steps. Carefully place a drop of food coloring on the bottom of the container over the center cup with hot water. Observe for 2 minutes then record your results on the lab table Trial 2 Empty your container and refill with cool water. Fill the center cup with ice water. Make your trial three predictions as instructed on your lab page after reading and before doing the next steps. Carefully place a drop of food coloring on the bottom of the container over the cup with ice. Observe for 2 minutes then record your results on the lab table Trial 3. Empty your container and refill with cool water. Fill both end cups with ice water and the center cup with hot water Make your trial four predictions as instructed on your lab page after reading and before doing the next steps. Carefully place a different colored drop of food coloring on the bottom of the container over each of the three cups. Observe for 2 minutes then record your results on the lab table Trial 4. Quick write prompt: Was this activity a good model of what happens in the ocean? Why or why not. After a couple minutes start a discussion of the purpose of models and their limitations. Introduce research project. Modifications: To save time the activity could be done as a demo. Another option is to skip trial one, demo trail two and allow the students to do trials 3 and 4. References: This activity is adopted from the University Corporation for Atmospheric Research: Learn Atmospheric Science Explorers: Atmospheric Processes: Activity Seven: - Convection: Link here

Order

Type

Notes

Engagement

Tell students they are about to watch the 1 1/2 minute video about one renewable source of energy. Instruct students to watch closely and try to take mental notes on as many images and different details as possible.
Ask students “ What was that all about?” Begin a bubble concept map with the word wind in the center. Elicit responses from students to expand the concepts. (~4 minutes). See sample map under teacher resources.
Have each student do a quick write. Prompt: “What do you know about wind? Include a definition of wind.
Put students into groups of 4. Give them a couple minutes to come to group consensus on the definition for wind. Give them another couple minutes each to tell about any personal experiences with wind they have had; bad like hurricanes & tornados or good like kite flying or sailing. Each group shares their definition and best story. Chart the definitions on the board.

Exploration

Materials for the class:

Pitcher/container/source for cool temperature water each group uses ~8 oz 4 times
Pitcher/container for ice water each group uses 8 oz three times
Pitcher/container and a source of very hot water, such as a hot plate, microwave or coffee maker (hot tap water is usually not hot enough) each group uses 8 oz twice

For each team of students:

One clear plastic container with smooth bottom 8-10 inches diameter or a container 10” to 12” long x 4” wide x 2” to 4” tall. An aluminum pie pan will work but will not have a side view. (Smaller volumes of water will heat or cool quicker.)
One small container for food coloring (a small paper cup would work fine)
One medicine dropper or pipette.
Three 8 oz hot/cold cups For each student: Science notebook Lab page Research guidelines Prepare to conduct activities that will model how wind is formed.

IMPORTANT NOTE: Be very careful when placing the eyedropper of food coloring into the container AND while you are removing it. You want as little water disturbance as possible.

Place 3 empty hot/cold cups down in a straight line. Your water container should balance on each cup evenly. (see picture on data page)
Pour two inch (~8cm) of room temp water into container Make your trial one predictions as instructed on your lab page after reading and before doing the next steps.
Carefully place a drop of food coloring on the bottom of the container over the center cup.
Observe for 2 minutes then record your results on the lab table Trial 1
Empty your container and refill with cool water.
Fill the center cup with hot water
Make your trial two predictions as instructed on your lab page after reading and before doing the next steps.
Carefully place a drop of food coloring on the bottom of the container over the center cup with hot water.
Observe for 2 minutes then record your results on the lab table Trial 2
Empty your container and refill with cool water.
Fill the center cup with ice water.
Make your trial three predictions as instructed on your lab page after reading and before doing the next steps.
Carefully place a drop of food coloring on the bottom of the container over the cup with ice.
Observe for 2 minutes then record your results on the lab table Trial 3.
Empty your container and refill with cool water.
Fill both end cups with ice water and the center cup with hot water
Make your trial four predictions as instructed on your lab page after reading and before doing the next steps.
Carefully place a different colored drop of food coloring on the bottom of the container over each of the three cups.
Observe for 2 minutes then record your results on the lab table Trial 4.
Quick write prompt: Was this activity a good model of what happens in the ocean? Why or why not. After a couple minutes start a discussion of the purpose of models and their limitations.
Introduce research project. Modifications: To save time the activity could be done as a demo. Another option is to skip trial one, demo trail two and allow the students to do trials 3 and 4.

References: This activity is adopted from the University Corporation for Atmospheric Research: Learn Atmospheric Science Explorers: Atmospheric Processes: Activity Seven: - Convection: Link here

Lesson Plan - Day 2
Major Concepts
Air and water share some of the same physical characteristics. Air that is denser will sink while less dense air will rise The equator experiences the greatest amount of solar energy which in turn creates uneven heating, causing very specific wind patterns. Large bodies of water have a direct effect in the coastal air patterns.
What does the lesson enable the students to do?
Students will understand how and where wind is formed Students will understand that the energy of moving wind can be captured and transformed into mechanical energy which in turn can used to do work directly or transformed into electrical energy.
Materials and Equipment:
Other
In-Class Assignments	Out-of-class Assignments
Air is Fluid Activity Ocean Shore Effect Activity	Research Project Time Provide students with suggested readings and links to research and assemble their FINAL presentation.
Modifications/Additional Notes
Starter Prompt: In your notebook, do a quick think, pair, share on the following prompt. Write your own thoughts and then share with a partner next adding new ideas to their notebooks. Share out to class, as each pair shares more information is added into the notebooks as it is charted on the board. What did yesterday’s convection activity have to do with wind? Chart student responses on the board.


Order	Type	Notes
1	Exploration	Materials for each group of 4: Baking soda Vinegar 500 ml beaker or glass jar of similar size Candle (a small votive candle is ideal) Matches 12 inch long trough/funnel. Folded old file folder works well OPTIONAL Ring stands with beaker clamp and one with test tube clamp, birthday candles For each student: Science notebook Ask students to give examples of fluids: list them on the board. You will probably not see any gasses listed. Ask what are some common properties of the listed fluids. List the student Ask students to carefully follow directions and remember to write the observations in their notebooks. Have your candle and funnel or ramp set up like the example on the data page. Put a tablespoon of baking soda in the beaker Pour about a 60ml of vinegar into the beaker. Immediate reaction Hold beaker to funnel/ramp as if to pour the contents. DO NOT POUR ANY LIQUID. The candle will be extinguished by the carbon dioxide, since it is heavier than air demonstrating the pouring property of a gas. Each group of 4 students will explain what happened using only 5 words and a picture. The drawings can be presented and/or displayed for a gallery walk and teacher debrief that includes the final details including showing the chemical balanced equation for reaction that occurred. Modifications: Encourage the students to repeat the experiment at home and make a short video that explains what happens. Ask students if they could design a demonstration to show how warm air rises. Ashes from a freshly burnt or burning tissue will rise when directly over a heat source such as a Bunsen burner
		References This activity is adopted from the University Corporation for Atmospheric Research: Learn Atmospheric Science Explorers: Atmospheric Processes: Activity Seven: - Convection: Link here Air is a Fluid: Activity

Order

Type

Notes

Exploration

Materials for each group of 4:

Baking soda
Vinegar
500 ml beaker or glass jar of similar size
Candle (a small votive candle is ideal)
Matches
12 inch long trough/funnel. Folded old file folder works well

OPTIONAL Ring stands with beaker clamp and one with test tube clamp, birthday candles For each student:

Science notebook

Ask students to give examples of fluids: list them on the board. You will probably not see any gasses listed. Ask what are some common properties of the listed fluids. List the student
Ask students to carefully follow directions and remember to write the observations in their notebooks.
Have your candle and funnel or ramp set up like the example on the data page.
Put a tablespoon of baking soda in the beaker
Pour about a 60ml of vinegar into the beaker. Immediate reaction
Hold beaker to funnel/ramp as if to pour the contents. DO NOT POUR ANY LIQUID.
The candle will be extinguished by the carbon dioxide, since it is heavier than air demonstrating the pouring property of a gas.
Each group of 4 students will explain what happened using only 5 words and a picture. The drawings can be presented and/or displayed for a gallery walk and teacher debrief that includes the final details including showing the chemical balanced equation for reaction that occurred. Modifications: Encourage the students to repeat the experiment at home and make a short video that explains what happens. Ask students if they could design a demonstration to show how warm air rises. Ashes from a freshly burnt or burning tissue will rise when directly over a heat source such as a Bunsen burner

References

This activity is adopted from the University Corporation for Atmospheric Research: Learn Atmospheric Science Explorers: Atmospheric Processes: Activity Seven: - Convection: Link here Air is a Fluid: Activity

Lesson Plan - Day 3
Major Concepts
Air and water share some of the same physical characteristics. Air that is denser will sink while less dense air will rise The equator experiences the greatest amount of solar energy which in turn creates uneven heating, causing very specific wind patterns. Large bodies of water have a direct effect in the coastal air patterns.
Materials and Equipment:
Projector Computer Lab
In-Class Assignments
Quick Write Have you ever seen wind do work? Describe what and where you saw it?

Order	Type

1	PowerPoint (Attached)

Lesson Plan - Day 4
Major Concepts
There are many factors that effect the operation of wind turbines. Blade design is a critical element of wind turbine efficiency.
Materials and Equipment:
Other
In-Class Assignments
Starter Prompt: In your notebook list as many factors that you can think of that would have an effect on the efficiency of wind turbines. Blade Design and Wind Farm Siting and Research Project
Modifications/Additional Notes
Today the lesson will provide an opportunity for students to see a PowerPoint that shows some of the variables that go into designing wind turbines & blades. The rest of the time is used to finish the research project and prepare for the presentation tomorrow.


Order	Type	Notes
1	Elaboration: Wind Turbine Blade Design	Materials: For the other teacher Wind Turbine Blade Design PowerPoint Computer and LCD projector For Students: Notebooks Procedures: Instruct students to write in their notebooks as many different variables there are that affect the way wind turbines work. Show PowerPoint on Blade design If time permits allow students a couple s days to experiment with the wind turbine and blade design.

Order

Type

Notes

Elaboration: Wind Turbine Blade Design

Materials: For the other teacher

Wind Turbine Blade Design PowerPoint
Computer and LCD projector

For Students:
Notebooks Procedures:

Instruct students to write in their notebooks as many different variables there are that affect the way wind turbines work. Show PowerPoint on Blade design
If time permits allow students a couple s days to experiment with the wind turbine and blade design.

Lesson Plan - Day 5
Major Concepts
Air and water share some of the same physical characteristics. Air that is denser will sink while less dense air will rise The equator experiences the greatest amount of solar energy which in turn creates uneven heating, causing very specific wind patterns. Large bodies of water have a direct effect in the coastal air patterns.
Materials and Equipment:
Other
In-Class Assignments
Presentation and Evaluation


Order	Type	Notes
1	Evaluation	Each student should receive rubrics to evaluate his team mates Each students should receive one rubric for every other team The teacher should have rubrics to evaluate every team Each team gives their PowerPoint presentation After each presentation allow a short time for questions and comments. Comments should be confined to praise specific points of information and/or slides suggest specific areas that could be improved.

Order

Type

Notes

Evaluation

Each student should receive rubrics to evaluate his team mates
Each students should receive one rubric for every other team
The teacher should have rubrics to evaluate every team
Each team gives their PowerPoint presentation
After each presentation allow a short time for questions and comments.
Comments should be confined to

praise specific points of information and/or slides
suggest specific areas that could be improved.

Attachments

Topic attachments
I	Attachment	Action	Size	Date	Who	Comment
doc	Air_is_Fluid_Lab_Page.doc	manage	1072.5 K	2009-09-21 - 17:34	CurriculumTeacher	Lab Description
xls	Classmate_evaluation_rubric.xls	manage	10.0 K	2009-09-21 - 17:44	CurriculumTeacher	Classmate Eval
doc	Convection_LAB_page.doc	manage	1013.5 K	2009-09-21 - 17:29	CurriculumTeacher	Convection Lab Report
doc	Global__Seashore_Wind_Patterns_Readings.doc	manage	26.5 K	2009-09-21 - 17:35	CurriculumTeacher	Teacher's Notes
doc	Global_wind_map.doc	manage	45.5 K	2009-09-21 - 17:36	CurriculumTeacher
pdf	Pinwheel_template.pdf	manage	40.1 K	2009-09-21 - 17:40	CurriculumTeacher	Lab Template
doc	Research_Guidelines.doc	manage	28.0 K	2009-09-21 - 17:45	CurriculumTeacher	Research Guidlines
doc	Seashore_Winds_illustration.doc	manage	41.5 K	2009-09-21 - 17:36	CurriculumTeacher	Wind Arrows Worksheet
xls	Teacher_Evaluation_rubric.xls	manage	11.5 K	2009-09-21 - 17:45	CurriculumTeacher	Teacher Eval Rubric
doc	Teacher_Notes.doc	manage	97.0 K	2009-09-21 - 17:30	CurriculumTeacher	Teacher's Notes
xls	Team_mate_evaluation_rubric.xls	manage	10.5 K	2009-09-21 - 17:46	CurriculumTeacher	Teammate Eval
ppt	Wind_Day_1.ppt	manage	1446.0 K	2009-09-21 - 17:32	CurriculumTeacher	Day 1 ppt
ppt	Wind_Day_2.ppt	manage	3115.0 K	2009-09-21 - 17:38	CurriculumTeacher	Day 2 ppt
ppt	Wind_Day_3.ppt	manage	2349.0 K	2009-09-21 - 17:41	CurriculumTeacher	Day 3 ppt
ppt	Wind_Day_Five.ppt	manage	522.5 K	2009-09-21 - 17:44	CurriculumTeacher	Day 5 ppt
ppt	Wind_Day_Four.ppt	manage	2276.5 K	2009-09-21 - 17:42	CurriculumTeacher	Day 4 ppt
doc	Wind_Time_line_reading.doc	manage	27.0 K	2009-09-21 - 17:41	CurriculumTeacher	Wind Time Line reading
pdf	world_continents.pdf	manage	649.3 K	2009-09-21 - 17:39	CurriculumTeacher	World Continents handout

Curriculum Hub>WindAndPower (2009-09-21, CurriculumTeacher)

Wind and Power

User Info

Standards

Lesson Plan - Day 1

Lesson Plan - Day 2

Lesson Plan - Day 3

Lesson Plan - Day 4

Lesson Plan - Day 5