• Assess the general knowledge of the class by observing students as they respond to questions during the windmill and water wheel investigation to assess student understanding.

• Monitor student responses as they connect the idea of energy (potential and kinetic) to wind and water.

• Observe whether students practice safety procedures during an investigation.

• Monitor student responses on worksheets and in group discussions for accuracy and understanding of energy and natural resources.

Activity 1

Show students a pinwheel. Ask the following questions: “Is this pinwheel moving? What will make it move? Can it be made to move at different speeds? How can you change the speed?” Allow students the opportunity to answer the questions and then call on various students to demonstrate how the pinwheel can move. Ask, “When the pinwheel is not moving what type of energy is that an example of? When the pinwheel is moving what is that an example of? (Students should respond that when the pinwheel is not moving that is an example of potential energy and when it is moving that is an example of kinetic energy.) “Where did the energy come from that caused the pinwheel to move?” (Students should be able to answer that the student blowing on the pinwheel caused it to move –wind energy.) Ask students, “How can I make the pinwheel move faster?” Place the pinwheel in front of a fan, and have students observe the pinwheel. “What happened to the pinwheel? How did it move? What caused the pinwheel to move faster? (Students should reach the conclusion that an increase of wind energy will cause the pinwheel to move faster.)

Tell students that the air or wind was the energy force that caused the pinwheel to move. Ask students if they can give examples of wind energy moving an object. Students may give examples such as a sailboat, a windmill, and a flag. “Energy such as wind or air is a resource that is found in nature. It is what is called a natural resource. Because air is all around we can say that it’s a resource that we can use again and again. We can say it is a renewable resource. Renewable energy sources such as solar and wind can be replenished naturally in a short period of time.” Write on the board the term Renewable Resource and add it to the word wall. Have students write the word and definition in their science journal.

Pinwheel Energy

Note: Prior to this activity, you will need to create a pinwheel for class demonstration. Begin by cutting out a 15 cm square of thin tag board. In the center of the square, draw a circle about the size of a quarter. Laminate, if possible, to reuse. Then, with a ruler, draw lines from each corner of the square toward the center circle, as seen in the diagrams below. Cut inward from the corners along these lines, stopping at the small circle. Bring every other point into the center and stick a pin through all four points. The head of the pin forms the hub of the pinwheel. Poke the large paper clip through the pinwheel and tape the bent part of the paperclip securely to the pinwheel. Turn your pinwheel over and make sure the pin pokes through in the exact center. (Roll the pin around in little circles to enlarge the hole a little. This guarantees your pinwheel will spin freely). Stick the pin into a thin dowel. (Separate your pinwheel from the dowel with two or three beads. Stick the pin through the beads first, then into the dowel)

Begin the lesson by showing students the pinwheel you constructed and tell them they will be making a pinwheel that can produce energy to move an object.

Procedure:

1. Place students into groups of 4–6 students.
2. Give each student group one constructed pinwheel and milk carton.
3. Tell one person from each group to slide the long, straight end of the jumbo paper clip through the holes in the carton.
4. Have a member of the group securely tape one end of the string to the end of the paper clip poking out from the far side of the carton.
5. Attach a small paper clip to the other end of the string.
6. Have the members of the group place their goggles on and, one at a time, blow hard on the blades of the pinwheel. What happens?
7. Now place a small tube under the pinwheel. (Note:make sure the tub allows the pinwheel to move freely.)
8. Have one person pour water over the pinwheel and observe the string and paper clip.

When students have completed the investigation, begin the discussion questions. Ask, “What made the pinwheel move? What type of resources are water and wind? How do you know?” Students should see that wind and water energy moved the pinwheel. Both wind and water are a type of renewable energy.

Activity 2

Review with students the definition of renewable resources. Tell students that more than half of the renewable resources go to producing electricity. Say, “I want you to think about the pinwheel we made before. Describe how the pinwheel moved.” Students should describe the pinwheel movement. “Which made the pinwheel move faster, blowing on the pinwheel or the water?” Allow time for student answers. “I want to show you some pictures of things and I wonder if any of you have seen these before.” Show students pictures of various wind farms in Pennsylvania (S-3-1-2_Pennsylvania Wind Farms.doc) as well as http://www.pawindenergynow.org/pa/farms.html. Tell students to look at the pictures and ask them, “What do the objects in this picture look like? (pinwheels) “What makes the blades on this pole move?” (wind) “What type of energy is used by this object?” (This is an example of wind energy and kinetic energy.)

Discuss with students that these are called Wind Farms. “Why do you think they are called wind farms? What do you think these farms produce?” Students may not understand that these wind farms produce electricity, so be sure that students understand that the wind turns the windmills which are attached to turbines which create electricity.

Now show students pictures of various hydroelectric dams found in Pennsylvania (S-3-1-2_Pennsylvania Hydroelectric Dams.doc) or refer to http://www.industcards.com/hydro-usa-pa.htm. Ask students, “What is the renewable resource seen in this picture? (water) “What type of energy is it producing?” (kinetic energy and electricity) Remind students that wind and water are renewable resources and are used to produce electricity. Tell students these are pictures of hydroelectric dams. They make electricity for many cities in Pennsylvania.

Extension:

• Students who are going beyond the standards can investigate whether there are wind farms near them. Students can use the following Web site to research where wind farms can be found in Pennsylvania: http://www.actionpa.org/cleanenergy/wind.html

• Students who might need opportunities for additional learning can be given pinwheels and asked to demonstrate wind energy. They will then be asked to tell what this is an example of.