The Wind Power resource is an exciting hands-on STEM challenge for students. The main goal of this lesson is to enable students to look at a problem faced by communities that don't have access to electricity, and to then make their own model of a simple wind turbine as a solution. Students learn how small scale wind turbines have changed people’s lives, as with a supply of electricity people are able to light their homes, their school and run small businesses.
Through engaging with the Wind power challenge, students will:
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | This lesson clearly states their philosophy on sustainable energy. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | Multiple applications of wind power solutions are introduced. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | Students are exploring a possible solution instead of a problem. Complexity within the solution are presented for learner consideration. |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Very Good |
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Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
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Values Education | Satisfactory | The questions asked of the students provide some opportunity for personal reflection. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Good | There is some empathy when talking about how some people don’t have access to electricity. |
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
Personal Affinity with Earth | Satisfactory | In order to test their wind turbine models they could go outdoors. |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Very Good | This is a concrete lesson in which students are creating and testing a model. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Good | The lesson uses a combination of structured and guided inquiry. Students draw and annotate initial and final designs before testing their designs. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Good | The Wind power challenge can be used to deliver parts of the science, social studies, technology and maths curriculum. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Good | The challenge encourages students to be curious and experiment as lifelong learners. Inquiry-based learning naturally fits with STEM since it promotes critical thinking and innovation. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Good | The activity will appeal to a range of learning styles, strengths and groups. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good |
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Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Good | Students work in groups to complete the questions and build the model. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Satisfactory | A feedback sheet is included at the end of the lesson |
Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
Peer Teaching | Good | Opportunity for shared learning occurs during the experiment and discussion time. Prior to testing their designs, students present their model to the rest of the class reflecting on how well they worked together, problems they solved, etc. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Good | A case study is present when looking at the situation in Peru. |
Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
Locus of Control | Satisfactory | Extension ideas and links that are provided encourage looking at the solution from a broader perspective. |
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. |