Unit 7 — Wind Energy and Sustainable Design
Description
Students investigate wind as a renewable energy source and design solutions powered by wind. The unit opens with creation of windsocks to observe wind patterns. Students identify problems caused by wind and engineer solutions. They build and test windmills to generate motion from wind, exploring how design features like blade angle and size affect performance. The unit connects to energy concepts and environmental sustainability.
Essential Questions
- How can wind be used as an energy source?
- What design features make a windmill effective?
- How do we solve problems caused by weather?
Learning Objectives
- Observe and measure wind using simple tools
- Understand how wind power can be converted to useful energy
- Design and build a windmill that spins in response to wind
- Test windmill designs and collect data on performance
- Identify and solve real-world wind-related problems
- Communicate understanding of renewable energy
Supplemental Resources
- Construction paper and streamers for creating windsocks
- Markers and colored pencils for decorating wind designs
- Rulers for measuring windmill blade size and distance
- Sticky notes for labeling effective and ineffective design features
Algorithms and Programming
Data and Analysis
Engineering Design
Interaction of Technology and Humans
Nature of Technology
Engineering, Technology, and Applications of Science
Earth and Space Sciences
Formative Assessments
- Windsock design and wind observation notes
- Problem identification and brainstorming for wind challenges
- Windmill design sketch with labeled parts
- Testing data showing rotation speed or distance traveled
Summative Assessment
Functional windmill design that spins effectively in wind or sailboat design that uses wind for propulsion
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through hands-on manipulation of windmill models with teacher observation and questioning, or by sorting pictures of wind-powered objects and non-wind-powered objects. Visual supports such as labeled diagrams of windmill parts may be provided during independent work.
IEP (Individualized Education Program)
During hands-on building and testing activities, provide physical and verbal step-by-step guidance broken into small chunks, using picture-supported direction cards that show each stage of construction. Allow students to demonstrate understanding of wind energy concepts through oral explanation, pointing, or physical demonstration rather than drawn or written responses. When recording observations about windmill performance, offer a simple picture-based recording sheet with sentence frames or choices to reduce the writing demand while keeping the focus on science thinking. Scaffolded sentence starters and repeated vocabulary practice with visual anchors will support students in communicating what they notice about their designs.
Section 504
Ensure students have access to a low-distraction workspace during design and building tasks, as the manipulative-heavy nature of this unit can be overstimulating. Provide additional time during testing and observation activities so students can process what they are seeing before responding. Preferential seating near the demonstration area during whole-group instruction will support focus when wind concepts and engineering steps are introduced.
ELL / MLL
Introduce key unit vocabulary — such as wind, energy, blade, spin, and design — using real objects, demonstrations, and picture-word cards before each phase of the unit begins. Use visual diagrams and physical models to explain how windmills and windsocks work, minimizing reliance on verbal-only explanations. Pair students strategically during building and testing activities so they can observe and participate alongside a partner, and allow students to explain their design thinking in their home language or through gesture and demonstration when needed.
At Risk (RTI)
Begin the unit by activating students' everyday experiences with wind — such as feeling a breeze or seeing flags move — to build a concrete foundation before introducing energy concepts. Offer simplified building tasks with pre-cut or pre-shaped materials so that fine motor challenges do not become a barrier to engagement with the engineering thinking. Use frequent check-ins during design and testing phases to celebrate partial successes and redirect misunderstandings early, helping students stay connected to the core idea that design choices affect how well their windmill works.
Gifted & Talented
Encourage students to investigate how changing a specific design variable — such as blade angle, number of blades, or blade shape — affects their windmill's performance, guiding them toward early thinking about cause-and-effect relationships in engineering. Students can be challenged to consider real-world applications by exploring how wind energy is used in their community or around the world, connecting the unit's concepts to broader environmental sustainability questions. Invite these students to document their design iterations with simple comparison drawings or oral reflections that articulate what they changed and why, building habits of an engineering design mindset.