WPSU (Penn State University broadcast station), Teachers' Domain
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Animation supports the Next Generation Science Standards»
Middle School: 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts
High School: 6 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
7.1 Economic security.
7.2 National security.
7.3 Environmental quality.
4.1 Humans transfer and transform energy.
4.5 Electricity generation.
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Teaching Tips | Science | Pedagogy |
- Do an oral review of the parts of the wind generator with students after they view the animation.
- Educator may want to turn sound off (which is loud and somewhat annoying) and narrate the video themselves.
About the Science
- This animation presents the characteristics of wind power as a source of clean energy.
- Claims about the growth of wind power as an energy source since 1990 may or may not be accurate.
- The pro-wind perspective in this video presents only the positives of the wind industry.
- Comments from expert scientist: The "Background Essay" and "Discussion Questions" are particularly interesting and useful. The interactive section does a fine job of describing all the essential parts of commercial wind turbines.
Next Generation Science Standards See how this Animation supports:
Disciplinary Core Ideas: 4
MS-PS3.A1:Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
MS-PS3.A2:A system of objects may also contain stored (potential) energy, depending on their relative positions.
MS-PS3.B1:When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
MS-ESS3.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
Cross Cutting Concepts: 3
MS-C5.1:Matter is conserved because atoms are conserved in physical and chemical processes.
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.
Disciplinary Core Ideas: 6
HS-PS3.A2:At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
HS-PS3.B3:Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior.
HS-PS3.B4:The availability of energy limits what can occur in any system.
HS-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
Cross Cutting Concepts: 2
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.