Wind Power-Learning-Scenario

LEARNING SCENARIO
Title
Energy From Wind
Author(s)
Zeynep Öztoprak
Abstract
This learning scenario is designed for children between the ages of 7 and 10. This
learning scenario has been designed within the scope of step by Step STEM eTwinning
project activities.
In the learning scenario, students learn the uses of environmentally friendly energies.
They will discover how they can use wind energy from environmentally friendly
energies.
They'll learn electrical circuit elements. Students will discover how to add wind energy
to the circuit they will prepare.
The learning scenario is designed according to the 5E model.
Keywords
Electrical circuit, wind energy, eco-friendly, recycling materials, Stem Solutions

Overview
Table of summary
Subject Life Science, Science, Mathematics, Visual Arts, STEM, ICT
Topic Electric circuit

Wind power
House design
Age of students 7- 10 years
Preparation time
Teaching time
Online teaching Padlet:

material https://padlet.com/myworlddiary2020/2yin469itb7bw3ri
Youtube:
https://www.youtube.com/watch?v=HfD9_GjzT3g
Learning Apps:
The Nature Based Solutions project is funded by the European Commission. The European Commission support to
this document does not constitute endorsement of the contents which reflect the views only of the authors, and the
European Commission cannot be held responsible for any use which may be made of the information contained
therein.
Table of summary
https://learningapps.org/view16139707
Offline teaching For drawing; Painting paper, dry paint, crayon,

material For circuits; Dynamo motor, impeller, bulb, bulb bearing, battery,
battery bearing, conductive wires, empty plastic bottle
Home design; Styrofoam, tongue sticks, silicon, toothpick,
License
Attribution ShareAlike CC BY-SA. This license lets others remix, tweak, and build upon your
work even for commercial purposes, as long as they credit you and license their new creations
under the identical terms. This is the license used by Wikipedia and is recommended for
materials that would benefit from incorporating content from Wikipedia and similarly licensed
projects.
Integration into the curriculum
Life science:
HB.3.6.5. Takes responsibility for protecting nature and the environment.
HB.3.6.6. It gives examples of the contribution of recycling to itself and the environment
in which it lives.
Science:
F.3.3.1.1. Observes moving entities and expresses motion properties.
F.3.6.2.6. Proposes solutions by doing research to protect the natural environment.
F.3.7.2.1. Classifies electrical equipment according to the electricity sources used.
Maths,
M.3.3.1.3. Draws a segment with a given length using a ruler.
Visual arts,
G.3.1.1. Uses the application steps while creating visual art work.
G.3.1.5. He uses the front, middle and background in his two-dimensional work.
G.3.1.6. Performs three-dimensional work by using different materials by adding,
removing, applying internal and external force.
technology
2
1. Organizes his own working group and environment to support the learning process.
2. Demonstrates the ability to select, use and troubleshoot available technologies.
3. Develops ideas and theories by actively exploring real world problems.
engineering
1. Explain the basic processes needed for a project.
2. Evaluates the benefits and risks of a design.
3. Uses various technologies to design components.
21st Century Skills

1. Uses a variety of idea generation techniques. (Brainstorm, six hats, argument, etc.)
2. Identifies important problems that clarify different perspectives and lead to better
solutions.
3. Express his thoughts by using verbal / non-verbal and written communication skills
effectively in various forms and contexts.
4. Takes on the shared responsibility for joint work.
5. Values the individual contribution of each team member.
Aim of the lesson
Describe in 1-2 sentences what you would like to achieve with your students by the end of the lesson.
Students will be able to think critically to find solutions to daily life problems. They will
understand how to respond to sustainability problems and how to design solutions.
The aim of this course is; to discover the electric energy with the children's wind
turbine. Students will generate electricity with a wind turbine. He will design a house
using this electricity.
With this course, students will be able to;
• Determine the characteristics of the electrical circuit.
• Determine how the energy of the wind turbine will be converted into electrical energy.
• How can this circuit be used at home? Make design drawings.
• Design and create your circuit
• Test what you designed and review your findings.
Outcome of the lesson
3
Describe in 1-2 sentences what kind of outcome the lesson will have. This can be a tangible end-product or any other
particular outcome.
Since the discussion at the events is based on Discovery, the knowledge and
understanding of the students will be evaluated by their designs. Teachers will be able to
assess whether children understand what energy means by looking at how they add a
wind turbine to an electrical circuit.
Since the learning scenario is project-based, students will design sustainable solutions
to the problem of everyday life. They test these designs.
Trends
List the relevant trends that the lesson incorporates: http://www.allourideas.org/trendiez/results
Project-Based Learning: students get fact-based tasks, problems to solve and they work
in groups. This kind of learning usually transcends traditional subjects.
Collaborative Learning: a strong focus on group work.
STEM Learning: Increased focus on Science, Technology, Engineering, Mathematics
subjects in the curriculum
Student Centered Learning: students and their needs are at the centre of the learning
process.
Game Based Learning & Gamification: learning is mixed with games or with game
mechanisms
Lifelong Learning: learning does not stop when leaving school.
21st century skills

Add here how the learning scenario corresponds to 21 st century skills. To find out more: http://www.p21.org/our-
work/p21-framework .
Their learning scenario corresponds to 21st century skills because students are going to
use ICT to produce some of the open source tools, they are going to deal with webpages
or apps. They will be working in teams, thus improving their collaborative skills.
Furthermore, they will develop their:
• environmental competence/conscience, climate change
• creativity • digital competences
• communication skills, transversal skills, and talents
Activities
4
Describe here in detail all the activities during the lesson and the time they require. Remember, that your learning
scenario needs to relate to nature-based solutions. If you are using any external documents, please scroll to the end
of the document and add them to the Annex. Add more rows to the table if needed.
Name of
Procedure Time
activity
Engage Discusses the story of daily life problems.

In a remote town with a lot of windy weather, Elifs who live often have 15 min
their electricity cut off. Alif and his colleagues want to design an energy
system that will be activated when the electricity goes out. Can you help
Alif?
https://www.youtube.com/watch?v=HfD9_GjzT3g the video is shown to
students.
Explore * By giving electrical circuit elements to groups. They're asked to light 30min
the light bulb. They say that's how it works on electricity in our homes.
• https://learningapps.org/view16139707
* Students are asked the following questions:
What renewable energy can be designed to power homes?
How can you add this energy to the electrical circuit?
Explain How students can use a DC motor and propeller as a power source is 30min
explained. They design propellers from waste materials.
Elaborat Students draw the design they will make. 30min
e They try to design the designs they draw with the materials they
choose.
Evaluate Students test their designs. 30min
They make presentations of their designs.
Images are uploaded to the padlete.
Padlet: https://padlet.com/myworlddiary2020/2yin469itb7bw3ri
Assessment
Describe here the assessment method of the lesson, if any. For example, if you plan on assessing your students with
a quiz, include here questions and answer options with color-coding the correct answers.
Since the activities are based on discussion and discovery, the knowledge and
understanding of the students will be evaluated by their designs. Teachers will be able to
assess whether children understand what energy means by looking at how they add a
wind turbine to an electrical circuit.
Student feedback
5
Add here the method with which your students will be able to give you feedback and discuss the lesson.
Please draw your electrical circuit
Padlet: https://padlet.com/myworlddiary2020/2yin469itb7bw3ri
Teacher’s remarks
Add here your comments and evaluation AFTER the implementation of this lesson if you have time to test it,
otherwise leave blank.
PROCESS CYCLE EVALUATION FORM

Devoloped Good Very good
Identify and analyze the problem
Finding possible solutions and

choosing the best
Making a sample and testing it
Share Your Product
Evaluating your product and thinking

better
6
Annex
Add here any annex (e.g. questions for quizzes). If you have more than one Annex, copy the title below and it will
move to a new page by itself.

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LEARNING SCENARIO

Electrical circuit, wind energy, eco-friendly, recycling materials, Stem Solutions

Subject Life Science, Science, Mathematics, Visual Arts, STEM, ICT

Topic Electric circuit

Online teaching Padlet:

Offline teaching For drawing; Painting paper, dry paint, crayon,

21st Century Skills

Outcome of the lesson

21st century skills

Engage Discusses the story of daily life problems.

Please draw your electrical circuit

PROCESS CYCLE EVALUATION FORM

Finding possible solutions and

Making a sample and testing it

Share Your Product

Evaluating your product and thinking

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