# ALEX Lesson Plan

## Harnessing The Wind (Part One)

You may save this lesson plan to your hard drive as an html file by selecting "File", then "Save As" from your browser's pull down menu. The file name extension must be .html.

This lesson provided by:
 Author: Ginger Boyd System: Geneva County School: Samson Middle School The event this resource created for: ASTA
General Lesson Information
 Lesson Plan ID: 34509 Title: Harnessing The Wind (Part One) Overview/Annotation: In this lesson, students will investigate materials to determine which materials would be best to harness the power of the wind. Students will design, construct, and race a puff mobile.  Students will create a class chart to record data from the puff mobile race. Students will compare features from the puff mobiles with the best race times.This lesson results from a collaboration between the Alabama State Department of Education and ASTA.
Associated Standards and Objectives
Content Standard(s):
 Science SC2015 (2015) Grade: 4 4 ) Design, construct, and test a device that changes energy from one form to another (e.g., electric circuits converting electrical energy into motion, light, or sound energy; a passive solar heater converting light energy into heat energy).* NAEP Framework NAEP Statement:: P4.11: Electricity flowing through an electrical circuit produces magnetic effects in the wires. In an electrical circuit containing a battery, a bulb, and a bell, energy from the battery is transferred to the bulb and the bell, which in turn transfer the energy to their surroundings as light, sound, and heat (thermal energy). NAEP Statement:: P4.7: Heat (thermal energy), electricity, light, and sound are forms of energy.§ NAEP Statement:: P4.8: Heat (thermal energy) results when substances burn, when certain kinds of materials rub against each other, and when electricity flows though wires. Metals are good conductors of heat (thermal energy) and electricity. Increasing the temperature of any substance requires the addition of energy. Unpacked Content Scientific And Engineering Practices:Constructing Explanations and Designing SolutionsCrosscutting Concepts: Energy and MatterDisciplinary Core Idea: EnergyEvidence Of Student Attainment:Students: Given a problem to solve, students collaboratively design a device that converts energy from one form to another. In the design, students: Teacher Vocabulary:criteria constraint energy device convert design construct kinetic potential transform evidence engineering design process ask imagine plan create improveKnowledge:Students know: Energy can be transferred from place to place by electric currents.Skills:Students are able to: Use scientific knowledge to generate design solutions that convert energy from one form to another. Describe the given criteria and constraints of the design, which include the following: The initial and final forms of energy. Describe how the solution functions to transfer energy from one form to another. Evaluate potential solutions in terms of the desired features. Modify the design solutions to make them more effective.Understanding:Students understand that: Energy can be transferred in various ways and between objects. Engineers improve existing technologies or develop new ones but are limited by available resources. Alabama Alternate Achievement Standards AAS Standard: SCI.AAS.4.4- Identify common sources of energy used every day (e.g., electricity, gas, sun).

Local/National Standards:

Primary Learning Objective(s):

After completing this activity, students should be able to do the following:

1) describe materials which are best to "harness" the power of the wind

2) design, construct, and test a device that converts wind energy to kinetic energy.

3) create a class flow chart to illustrate data

4) make a facts chart to compare design features