THE GREAT WIND ENERGY DEBATE
*In collaboration with NYS Archives, this lesson plan will integrate government/public records about wind
energy. These lessons will address NYS Learning Standards for middle school Life Science. The lessons
will develop students as life-long learners who understand the importance of using science knowledge in
making community decisions.
This lesson plan will have students researching the pros and cons of wind energy.
They will be researching the benefits of the windmills versus keeping the aesthetic value
of the scenery. It is a green power versus natural landscape debate. The debate will focus
around the Jordanville wind farm proposal. Students will gather data regarding visual
impact, migratory birds, noise pollution and power generation of the Jordanville wind
farm and write a persuasive essay for and against the wind farm. After they have
researched both sides they will have to pick one they agree with and the class will have a
debate to attempt to solve the issue in class. This lesson plan can be implemented as one
whole unit or as individualized daily units. This lesson plan is also adaptable to both the
life and physical sciences taught at the intermediate level.
Key Learning Standards:
Life Science Standard 4, Performance Indicator 7.2b: The environment may be altered through the
activities of organisms.
Life Science Standard 4, Performance Indicator 7.2c: Human activities can bring about
environmental degradation through resource acquisition, urban growth, land-use decisions, waste
disposal, etc.
Physical Science Standard 4, Performance Indicator 4.1d: Different forms of energy include heat,
light, electrical, mechanical, sound, nuclear, and chemical. Energy is transformed in many ways.
Physical Science Standard 4, Performance Indicator 4.4d: Electrical energy can be produced from
a variety of energy sources and can be transformed into almost any other form of energy.
ELA Standard 3, Performance Indicator 1a: analyze, interpret, and evaluate information, ideas,
organization, and language from academic and nonacademic texts, such as textbooks, public
documents, etc.
ELA Standard 3, Performance Indicator 1c: understand that within any group there are many
different points of view depending on the particular interests and values of the individual, and
recognize those differences in perspective in texts and presentations.
Lesson 1: The Pros and Cons
Essential Questions: 1. How do communities use science to make decisions?
2. How do decision-makers find and assess relevant and reliable
references?
3. What are the pros and cons of wind farms?
Grade(s): 7 – 8
Time: Three 40-minute classes
Materials: Internet Access
Research Worksheet (attached)
Students will pick one of the following topics to research about local wind energy,
some specifically concerning the Jordanville wind farm. Topics are divided into life
science and physical science topics. Some of these topics have NYS archives attached to
them which students are required read. These articles can be found in the bibliography.
Topics include but are not limited to;
Life Science
Visual impact
The effect on migratory birds
The effect on the local bat population
Physical Science
Noise analysis
Comparing power generation
Windmill construction
As students research their topic, they will fill out the research worksheet. This
worksheet allows students to organize their thoughts and helps them to attempt to
distinguish between scientific facts and personal opinions. Worksheets may be collected
and read over to ensure proper understanding of the topic as this will aid them later in the
lesson when writing the essays and debating.
Lesson 2: Two Sides to Every Argument
Essential Questions: 1. What are the pros and cons of wind farms?
2. How is wind power transformed to electricity? (physical science)
3. What are the ecological impacts of windmill farms? (life science)
4. What is the scientific research behind both sides of the subject?
Grade(s): 7 – 8
Time: Two 40-minute classes
Materials: Students completed research worksheet
Computer / word processor (if requiring typed essay)
Students will use their research completed from the NYS archives, including
articles, evidence, other research, etc. to write two persuasive essays. The first essay is in
favor of wind farms and will include their benefits and solutions to some of the other
side’s arguments. The second will be the opposite, an essay against wind farms, which
will include factual scientific information to oppose them. Students should again
emphasize the scientific facts and separate them from the public opinion, although noting
public opinion is acceptable. All persuasive essays should follow ELA standards and the
use of graphic organizers, like follows or one similar, is encouraged.
Lesson 3: The Great Wind Energy Debate
Essential Questions: 1. What are the pros and cons of wind farms?
2. How do decision makers find and assess reliable and relevant
information?
Grade(s): 7 – 8
Time: One 40-minute classes
Materials: None
Each student will choose whether they are for or against wind farms and
participate in a class debate. The debate will be moderated by the classroom teacher and
each student will be required to participate. Information gathered during research and
used in the writing of their persuasive essays should be used. Students should also note
research they have gathered using the NYS Archives. As a moderator, the teacher should
continue to emphasize the important difference between fact and opinion and encourage
students to back up their arguments. An example of a debate rubric is attached for
student evaluation but can easily be modified to specific teacher requirements.