Lesson Title: Powered by the Wind

Grade Level:
2nd

Quarter:
2

Standards:
Science:
S2P2 Students will identify sources of energy and how the energy is used.
b. Describe how light, heat, and motion energy are used.
Math
MGSE2G.1 Recognize and draw shapes having specified attributes, such as a given number of angles or a given
number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes
Lesson Essential Question:

Vocabulary:
Motion energy, identify, draw, angels, faces, wind turbine

EQ: How can I design a wind turbine using

what I know about motion energy and shapes?
Lesson Materials
Lesson Assessment:
Student Journal
Cardboard
Teacher Observation
Cardstock
Student created wind turbines
Foam Board
Wooden Dowels
Straws
Tinker toy rods
Paper plates
Styrofoam plates
Pushpins
Tape
Fan/blow dryer
Timer
STEM Challenge Overview:
We have been learning about energy and the difference between renewable and non-renewable sources of energy.
Georgia Power is a company that generates electricity from fossil fuels, solar power, and hydropower. They want to
expand their company to include wind power as a source of energy in the state of Georgia. They know that the shape of
windmill blades can help a windmill turn faster and work more efficiently and they need your help to test various
shapes to determine which moves the fastest.
Teacher Background:
The students have been learning about all types of energy. This challenge should be used when students are learning
about motion energy.
INSTRUCTION
1. Ask/Engage (Day 1, 30 minutes)
Begin by showing this video about wind energy: https://www.youtube.com/watch?v=niZ_cvu9Fts
After watching have students create a graphic organizer (word splash) about what they learned about wind
energy.
Now introduce todays STEM challenge/background information.
Overview:
We have been learning about energy and the difference between renewable and non-renewable sources of energy.

Georgia Power is a company that generates electricity from fossil fuels, solar power, and hydropower. They want to
expand their company to include wind power as a source of energy in the state of Georgia. They know that the shape of
windmill blades can help a windmill turn faster and work more efficiently and they need your help to test various
shapes to determine which moves the fastest.
Challenge:
Design a wind turbine that turns fast and efficiently. You will test your pinwheel on a windy day (or with a fan) to
determine how well it works. You will count the number of rotations per minute to see how quickly it moves.
Have students think-pair-share what they have to do and have them complete the Ask portion of their journal.
2. Imagine/Brainstorm (Day 2, 30 minutes)
Introduce the constraints of the design plan. Define the criteria for success.
Criteria:
1. Your wind turbine should turn at least 2-3 rotations in the span of 15 seconds.
2. Your turbine should consist of one shape.
3. Your turbine should be able to catch the wind and move freely.
Constraints:
1. You may only use the materials provided.
2. You have 1 to 2 days during your STEM time to create and improve your design.

Ask each student to work independently to come up with 1-2 possible design solutions. Students should
draw/label their designs.
Be sure to have materials available so students can explore what they think will work best.
3.

Plan/Design (Day 2 continued)

Each student presents their ideas to their team. Teams of 3 at the most.
Student teams collaborate to come up with final design plan.
Students draw final design plan and make a list of needed supplies.

4.

Create / Test (Day 3-4, 30 minutes each day)

Student teams build their design according to their design plan.
Students test their design plan and record data.
Have multiple fans/blow dryers available during testing.

5. Evaluate/Improve and repeat Steps 1-5

Students evaluate their design for success. Did it meet the established criteria? Did their final design match
their planned design? How would students improve their design?
Create a walking museum where half the student groups are presenting in small groups. For example, 4 groups
would be at tables with a blow dryer showing to one group at a time their design and how well it works.
Students would rotate to each museum (table) then switch to the other groups when done.

Name__________________

Powered by the Wind

2nd Grade

Challenge: Design a wind turbine that turns fast and

efficiently. You will test your pinwheel on a windy day
(or with a fan) to determine how well it works. You will
count the number of rotations per minute to see how quickly it moves.
Criteria:
1. Your wind turbine should turn at least 2-3 rotations in the span of 15
seconds.
2. Your turbine should consist of one shape.
3. Your turbine should be able to catch the wind and move freely.
Constraints:
1. You may only use the materials provided.
2. You have 1 to 2 days during your STEM time to create and improve your
design.
Materials: cardboard, cardstock, foam board, wooden dowels, straws, tinker
toy rods, paper plates, Styrofoam plates, pushpins, tape, fan, timer
1. ASK / ENGAGE: What is the problem you are being asked to solve?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

2. IMAGINE/BRAINSTORM: What are some possible solutions to the problem that you are trying to solve? After you brainstorm,
draw and label your ideas below.
Idea #1

Idea #2

3. PLAN/DESIGN: Share your ideas with your group and collaborate to decide on a final design plan. Draw your teams design
below and make a list of the materials that you will need to complete your design.

Team Design Plan

Materials List

4. CREATE/TEST: Use your Final Design Plan to create and build your solution. Test your design. Did it work? Why or Why not?
____________________________________________________________________________________________________________________________

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5. EVAULATE/IMPROVE: How well did your design work? Did your solution solve the problem within the given constraints?
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________
How can you improve your design? How can you make it better? Draw and label your improved design below.

Improved Design Plan