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__Welcome to the Wind Energy Working Group Wiki__  In collaboration with New York State Archives, this group integrated local government/public records into lessons about wind energy. These lessons address NYS Learning Standards in Living Environment and/or Physical Science, and are designed for 5th through 9th grade. The lessons develop students as life-long learners who understand the importance of using science knowledge in making community decisions. These lessons were developed by eight teachers working at two different school districts during the winter and spring of 2009. The lessons will be taught and modified through this wiki during the 2009-2010 school year.

__Project Essential Questions__
 * 1) How do communities use science to make decisions? How do they judge "good" science?
 * 2) How do decision-makers find and assess relevant and reliable references?
 * 3) How does wind power work?
 * 4) What are the positive and negative aspects of wind-generated electricity?
 * 5) How does wind power impact the environment?

__ Individual Grade Learning Goals __ Grade 5: Students will gain a factual understanding of various sources of energy, and be able to describe the impact of these energy sources on the environment. Wind power will be emphasized and students will be introduced to several local wind energy facilties.

Grade 6: Based on their knowledge of how wind energy works, students will look deeper into the public issues surrounding the siting of wind facilities. They will compare differing public opinions about two local wind turbine installations, and assess them using known facts.

Grade 7: During their study of life science, students will delve into the science behind reported bird/bat kills at wind farms. They will prepare a persuasive essay and hold a debate following the model of a community hearing.

Grade 8: During their study of physical science, students will continue the "green power vs. green landscape" debate, by looking at energy production data from various sources. Their product will model the decision that a resident/business might make whether to install a wind turbine for energy production.

Grade 9: Given a specific location, students will use federal, state, and local archives to collect, organize and present data to support the siting of a hypothetical wind energy system. Students will work collaboratively and address all aspects of effective community decision-making.