THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEWFOUNDLAND – GRADES 6 AND 7
Wind at my back! Wind Turbines in Newfoundland
Lesson Overview
In this lesson, students will learn about the importance of wind as a renewable energy
source by exploring their surrounding area, and through this exploration gain an
appreciation for its distinctiveness.
Grade Level
This lesson is appropriate for students in Grades 6-7 but can be adapted to other grades.
Time Required
Teachers should be able to conduct the lesson in one or two classes.
Curriculum Connection (Province/Territory and course)
Atlantic Provinces Education Foundation Social Studies Curriculum grades 6-7
Newfoundland & Labrador Social Studies General Curriculum Outcomes (Can be adapted
for any province)
Environment affects people’s way of living and people in turn modify and change the
environment
The effect of geographic conditions on the way of living
Conservation and utilization of natural resources
Investigate the ways that economics empowers people
Link to the Canadian Atlas Online (CAOL)
http://www.canadiangeographic.ca/wind
Additional Resources, Materials and Equipment Required

Computer lab with printer

VCR/TV

Markers

Venn Diagram

Video clips: http://www.canwea.ca/media/video_clips_e.php

Group copies of fact sheets from:
http://www.canwea.ca/wind-energy/windfacts_e.php

What Do We Know About The Impact Of Wind Farms On Birds & Bats?
http://www.auswind.org/accreditation/windinfo/assets/8Bird&BatImpact.pdf?

Recording material for class (overhead, poster paper, board)

Poster paper

Copies of student organizers (1 for each group), assessment rubric (1 for each
group), self evaluation (1 for each student) (attached)

Section of photos from wind turbines site at Fermeuse NL (attached)
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEWFOUNDLAND – GRADES 6 AND 7
Main Objective
The primary goal of this lesson is to help students to understand the importance of wind and
wind turbines to communities as an alternate source of under-utilized energy.
Learning Outcomes
By the end of the lesson, students will be able to:

Understand the importance of wind as an renewable resource

Investigate the use of turbines and land use

Create charts and concept webs

Listen for information

Listen and read to develop conclusions and predict economic outcomes

Contribute to individual and group learning activities

Participate in a “walk around” brainstorming session
The Lesson:
Introduction
Teacher Activity
Student Activity
1. Show the video clips on energy in
action:
http://www.canwea.ca/media/video_cl
ips_e.php
to generate cause discussion among
the students
1. View the video clip and
discuss what they learned. Ask
students what they think and
what they can do about it.
2. Divide the class into four groups
named Wind, People, Wildlife and
Wind Turbines
2. The students do a discussion
around in their group.
and distribute fact sheets
(http://www.canwea.ca/windenergy/windfacts_e.php) to each
group identifying these 4 categories:
Impacts on wildlife / Turbines and land
use/ Environmental benefits /
consumer benefits
THE CANADIAN ATLAS ONLINE
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Lesson
Development
Conclusion
NEWFOUNDLAND – GRADES 6 AND 7
3. Instruct the students that they are
to work in their groups to identify
issues on their particular theme, as it
relates to wind change. Indicate that
they should examine the pictures and
photographs first.
3. Each group will read their
information sheet and discuss
the following:
-
Impacts on wildlife
-
Turbines and land use
-
Consumer benefits
-
Environmental benefits
4. Generate a list on a flip chart. Once
they are done listing the ideas,
organize them into categories or
themes.
4. Respond by applying critical
thinking through inquiry by
formulating questions and
hypotheses.
5. Assist students in organizing their
findings on a group poster. You may
include photographs.
5. Each poster report should
reflect their knowledge about
wind as a renewable source, as
well as an appreciation for its
distinctiveness.
1. Provide 20 minutes for presentation
of the posters.
1. Students will present their
poster and answer relevant
queries.
2. Pass out the “true or false”
worksheet to finish in class or for
homework.
2. Students complete the
worksheet as instructed.
Lesson Extension
Students are to research and find out where the wind turbines are located in Newfoundland
and Labrador. (One suggested site is: http://www.windatlas.ca/en/index.php)
Finally, each group is to plot the location on a map of NL displayed at the front of the class.
Use cut outs of wind turbines to attach to map. Make a collage using photos (Fermeuse:
attached) or similar.
Assessment of Student Learning
Include suggestions for assessing the intended learning outcomes.
1. Formative: Demonstrate a skill
Peer & self-evaluation and teacher observation can be used to evaluate skills/
process.
2. Communication: Read for detail
3. Inquiry: Identify cause & effect
4. Participation: Explain the visual representations
5. Products Created /Written Assignment
6. Flow charts
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEWFOUNDLAND – GRADES 6 AND 7
Further Reading
http://canmetenergy-canmetenergie.nrcan-rncan.gc.ca/eng/renewables/wind_energy.html
http://www.windatlas.ca/en/index.php
Link to the Canadian National Standards for Geography (6-8)
Essential Element #1:
The World in Spatial Terms

Latitude and longitude

Map types (topographic)
Essential Element #2:

Essential Element #3:

Places & Regions
Changes in places and regions over time
Physical Systems
Physical process shape patterns in the physical environment
Essential Element #4:
Human Systems

Human land use

Providers of goods and services

Types and patterns of economic activity (primary, secondary, tertiary, quaternary)
Essential Element #5:
Environment & Society

Human modification of the physical environment (e.g. construction of wind turbines)

Human adaptation in the physical environment (e.g. use of wind)

Renewable (wind) resources

Environmental issues (noise, breeding grounds for wildlife)

Effects of human modification of the physical environment (e.g.. deforestation)

Changes in the importance of energy sources
Essential Element #6:

Wind themes in literature, art, & music
Geographic Skills #1:

Uses of Geography
Asking Geographic questions
Asking Geographic questions - “where is it located?”
Geographic Skills #2:
Acquiring Geographic Information

Locate, gather and process information from a variety of primary & secondary
resources including maps

Make and record information about physical characteristics of place
Geographic Skills #3:
Organizing Geographic Information

Prepare maps to display geographic information

Construct graphs, tables and diagrams to display geographic information
Geographic Skills #4:
Analyzing Geographic Information

Use tables and graphs to observe and interpret geographic trends and relationships

Use texts to interpret geographic trends and relationships

Use simple mathematics to analyze geographic data
Geographic Skills #5:

Answering Geographic Questions
Present geographic information in the form of both oral and written reports
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEWFOUNDLAND – GRADES 6 AND 7
ASSESSMENT RUBRIC
Understanding Wind as a renewable source in your community Poster
Presentation
Group:
__________________________________________________
_____________________
Criterion
1 point
2 points
Visual Quality
of Image
Poor quality,
image does not
communicate
information
Acceptable
quality, image
reflects concept
Readability
Cannot be read
from across the
room
Effective
Communication
4 point
Can be read,
hard to see
Good quality,
image
communicates
message
effectively
Can be read,
good resolution
Excellent quality,
image is
insightful and
clearly illustrates
the concept
Can be read
clearly from
anywhere in the
room
Too small, lacks
clarity too
difficult to get
message
Message is
generally
understood, but
lacks clarity
Good attempt,
message is
clearly
communicated
Excellent work,
message is
effectively
communicated
Unstructured
Structured but a
number of
instructions not
followed
Well structured
and most
instructions
followed
Very well
structured and
instructions
followed
Information
presented not
relevant
Information
presented not
very relevant
Project captures
audience
attention and is
informative
Project captures
audience
attention and is
very informative
Organization
Project Content
3 points
Score: ______________________
THE CANADIAN ATLAS ONLINE
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NEWFOUNDLAND – GRADES 6 AND 7
Student Organizer
Names:
____________________________________________________________
Think about the things you would like to include in your presentation and list them
below:
Title of our Presentation: _________________________________
Overall Goal:
_________________________________________
Topics and reference materials:
____________________________________________________
Project Requirements:
Minimum number of pictures ____
Minimum number of Graphics _____ _________
Presentation Planning:
Complete a rough sketch of how you would like to lay out your presentation:
THE CANADIAN ATLAS ONLINE
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NEWFOUNDLAND – GRADES 6 AND 7
Group Performance Evaluation Form
Your name: ______________________________________________
Date:
______________________________________________
Use this form to assess the performance of your group:
Members of your group: ________________ ___________ _______________________
_____________________ _______________________ ____________________________
Circle the appropriate number after each statement:
Rating Scale
0= Major Difficulty
1= Needs Improvement
2= Fair
3 =Good
4 =Excellent
1. All members participated in the group activities.
0
1
2
3
4
2. Members listened to others in the group.
0
1
2
3
4
3. Members helped and encouraged others in the group. 0
1
2
3
4
4. Group members stayed on the task assigned.
0
1
2
3
4
5. Group members worked well together.
0
1
2
3
4
6. No one dominated the group discussion.
0
1
2
3
4
Add circled numbers for a total score.
Fill in A and B below:
A. What I really liked about our group:
B. Ideas for improvement:
Score out of 24 = ________
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NEWFOUNDLAND – GRADES 6 AND 7
True or False Wind Worksheet
1. Wind power is safe, clean, and we’ll never run out of it.
________________
2. Wind is created by the phases of the moon.
________________
3. Windmills have been used for many things, including grinding
flour and pumping water.
________________
4. Wind is actually a form of solar energy.
________________
5. Carbon dioxide is the primary “greenhouse gas” that
contributes to global warming.
________________
6. A wind turbine uses the power of the wind to produce nuclear
energy.
________________
7. A wind farm is a place where pinwheels are planted and grow
up to be wind turbines.
________________
8. For thousands of years, people have harnessed the power of
the wind.
________________
9. Wind turbines harm birds.
________________
10.Steady, consistent wind is necessary for a good wind farm site. ________________
Complete the following open-ended statements:
The best place I think a wind turbine should go in our community
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
I chose this site
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
The most interesting thing I learned about wind energy
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________