Class: Grade 6 Tech/Science

Holt

Teacher: Sarah

Unit: Electricity & Technology

Lesson Topic: Electricity
Time: 50 minutes
Curriculum Expectations:
Science:
Identify and investigate various methods of generating electricity, and describe some ways in
which these methods affect the environment (303-28, 105-3 108-8)
MSTE:
1.4 Students will communicate information and ideas using a variety of multimedia.
2.3 Students will work in teams to solve problems.
2.6.03 demonstrate an understanding of the meaning of plagiarism and give credit to sources of
information.
5.6.01 enter text into a word processing document and use basic formatting.

Planning:
Materials
- Internet access
- Cardboard
- String
- Scissors
- Fan
- Tape
- Rulers
- Glue
- Paperclips, etc.

Learning Targets:
1. After the previous lesson on air pollution, getting the students to understand how
windmills can help reduce the amount of pollution in the air.
2. Get the students to create their own pinwheel using the materials provided.

PROCEDURE:
1. Doing research
Get the students to go on the internet and research the general history and
information about wind power electricity and about pinwheels. I want them to find
out what the first type of windmills used were.
This will allow students to learn how wind energy can generate electricity.
Students will find out that the first type of windmills used were horizontal-axis type.
They will also learn that they became more popular once oil prices got higher.
I would like them to find out where the closest windmills are around their area and
look up information about those specific ones.
2. Create your own Pinwheel!
Using the materials provided, the students will be creating their own pinwheel.
They can use the internet to try and find the best ideas and tips to have the
strongest wheel.
We are creating paper/cardboard pinwheels because they are easier to make than
small windmills and it will give the students the general idea on how they work.
Students will get into groups of 4 or 5 to have more ideas flowing.
They can come up to the fan and test their project at any point during this time in
class to see what they need to fix or what they need to add to make it sturdy.
There will be a competition at the beginning of the next class, as we will need to let
the glue dry on their wheels before testing them. The group will also come prepared
to explain their thought process during their creation.

Groupings:
X Individual
X Pairs
X Small Group (3-4)
X Whole class
Teaching
Strategies:
X Conferencing
Graffiti
Guided Reading
Guided Writing
X Investigation
Jigsaw
Lecture
Numbered Heads
Placemat
Read Along/ Aloud
Seminar
Socratic
Textbook
Video
X Think/Pair/Share
Other: Rapid
Writing
Other: Academic
Controversy
Assessment
Strategies:
Homework Check
Formative Check
(Handout)
X Observation
X Participation
Pres./
Dramatization
Post-Assessment
Quiz
Quiz/ Test
Self/Peer Edit
X Summative Check
X Written Product
Other: Exit slip

BLOG QUESTIONS:
In student blogs or websites, students should respond to the following questions.
1. In a few sentences, explain why you think windmills are being used more
often now?
2. Do you think windmills are worse or better for the environment?
3.
ASSESSMENT TOOLS:
Observing the students while they are researching their information about the
windmills to see if they are on the right track.
Then, observing their responses to the questions on their blog pages to assess their
opinions.
Reflection (Post-lesson):