Lesson for Renewable Source of Energy

(Wind Energy)

Dr. Fatima K. Hosein

April 20, 2017
 Renewable Source of Energy (Wind Energy)

Energy it is a very interesting, extended and complex subject that it is capable to generate
ideas, debates about the significance, importance, use, implications about the different
type of Energy, it is why in this opportunity the subject are directed to Renewable Source
of Energy, specifically the Wind Energy. Some of the aspects the the Teachers/Students
will learn in this lesson will be:

What it is Wind Energy?

Why it is important Wind Energy?
How can be used the Wind Energy?
How the Wind Energy can be used in schools?
Which benefits the Wind Energy can produce to the School?
Use materials to design, build models of Wind Energy.
Know different type of materials that can and can't be used in the design and
constructions of the models.

Group: Different Education Date: 04/20/2017 Number of sessions: 1

Levels Session: 1/1
Grades: Different Grades

Topic: Renewable Source of Objectives: Time: 20 Academic Hours

Energy (Wind Energy) Create strategies to save (Complete de lesson from
Energy in Schools using Step 1 to Step 6)
Wind Energy. Step 1: 4 Academics Hours
Create models that help Step 2: 2 Academics
saving Energy in Schools Hours
using Wind Energy. Step 3: (5 min) A
Share ideas on how and Academic Hours
why the Wind Energy can Step 4: 6 Academics
be used in schools benefit Hours
Step 5: 4 Academics Hours
Step 6: 2 Academics
Hours
Step 1: Warm Up

Competencies to develop:
In the Step 1 “Warm UP” the students/participants will develop many competencies as
creativity, engineering design, environment, obtention of knowledge about the importance of
Renewable Source of Energy (Wind Energy), also the students will obtain and increase their
capacity of research, share information.

Teacher’s Activities Student’s Activities

Prepare the lesson(information, materials Read, study the information shared by the
that can be used, space to work, tools) before Professor/Teacher.
Prepare the rubric that will be used to Participate in 3 rounds of
evaluate the lesson. questions/Answers about Wind Energy.
Evaluate the knowledge that the
students/participants work (group and/or
individually) have about the subject that their
will work in the lesson through rounds of
questions/answers.

Time: Resources:
4 Academics Hours Information shared by the Teacher
(Guides, brouchers, booklet, videos)

Step 2: Context / Presentation

Competencies to develop:
In the Step 2 “Context/Presentation” the Students/Participants will develop the
competencies of research, activities participation through questions/answers between
companions and/or teacher.

Teacher’s Activities Student’s Activities

Present the Lesson to the Research for the information necessary to

Students/Participants. complete the lesson.
Give to the students/participants the help, Get familiarized with the information
orientation that they need to complete the shared by the Teacher.
lesson. Make the questions that the
Share whit the Students/Participants the students/participants consider necessary.
information that they will need to complete Take the notes that the
the lesson (according to the subject or project Students/Participants consider important.
selected).

Time: Resources:
2 Academics Hours Information shared by the Teacher
(Guides, brouchers, booklet, videos)
Rubric

Step 3: Guided Practice

Competencies to develop:
In this Step 3 “Guided Practice” the Students/Participants will develop competencies
Research, Critical Thinking, Design.

Teacher’s Activities Student’s Activities

Support of Experts in Classroom and/or Make the question that they consider
Online. necessary.
Present to the Students/Participants a list of Work in group or individually to complete
materials that can use in the Lesson. de goals.
Reinforce the rules of Socratic Seminar. Design a Wind Energy Model that can be
Accompany the Students/Participants during used in Schools.
the Activity. Analyze with the Teacher the possibilities

Give the Students/Participants the help, of conduct the Service Learning Activity.
orientation that they need to complete the
activity.

Time: Resources:
2 Academisc Hours List of Materials to work in their Model
and/or Project.
Information shared by the Teacher
(Guides, brouchers, booklet, videos)
 Rubric
Information shared by experts.
Information obtained the
Students/participants research.

Step 4: Independent Practice

Competencies to develop:
In the Step that correspond to the Step 4 “Independent Practice” the Students/Participants
will develop competencies in Environment, Engineering Design, Research, Team work,
individually work.

Teacher’s Activities Student’s Activities

Accompany the students/participants during Made the Modifications that are necessary
all the activity to the Model and/or Project in which
Evaluate the students/participants work every group or student individually are
(group and/or individually). working.
Check with the Students/Participants the Review the Information that they have
rubric. and complete the information if it is

Give the additional information that the need necessary.

to complete the lesson successfully. Made the questions that the

Give the orientation necessary about Students/Participants consider necessary

to resolve the problem in the Model
alternative materials (in case that it is
and/or Project.
necessary the use of alternative materials).

Time: Resources:
6 Academics Hours List of Materials to work in their Model
and/or Project.
Information shared by the Teacher
(Guides, brouchers, booklet, videos)
Rubric
Information shared by experts.
Information obtained the
Students/participants research.
 Material, tools selected to work in their
Model and/or project.

Step 5: Assessment

Competencies to develop:
For the Step 5 corresponding to the “Assessment” the Students/Participants will obtain
competencies of discussions, debates, critical thinking, Project based learning, Service
Learning.

Teacher’s Activities Student’s Activities

Check the rubric and verify that the activities Check with the teacher and between the
that they need to complete are covered.
group members the rubric and verify that
the activities that they need to complete
are covered.
Exchange between the group members or
student individually the information of the
Project and/or model that they consider
need modification.
Organize and prepare the document that
it will be shared with their Companions
and Teacher.

Time: Resources:
4 Academics Hours Rubric
Students/Participants Checklist.
Students/Participants Model Review
checklist.

Step 6: Wrap Up

Competencies to develop:
In the last Step that correspond to the Step 6 “Wrap Up” the Students/Participants will
develop the competencies necessaries to imagines, design, create models and/or projects that
can help the environment using Wind Energy in Schools.
Teacher’s Activities Student’s Activities

Evaluate the work of the students in they Share with the other companions their
work in team and/or individually.
research, model, Project.
Share why they select that model, project.
Share which material, tools they selected,
use and which one was necessary to
change and the reason off they decision.
What was the results expected and what
was the results obtained
Share their experience about the lesson,
the work team and/or individually work.

Time:
2 Academics Hours

Notes:
In this work it is presented some of the Teacher’s and/or Student’s Activities, those activities
can suffer modifications according to the lesson and type of work that will be doing the
Students/Participants.
The Academic Hours can be modified according to the necessities.
The number of sessions can varied according to the group needs.
Lesson for Renewable Source of Energy
Guide Nº 1
Energy

Dr. Fatima K. Hosein

June, 2017
Table of Content

Content Pg.
Table of Content 2
Introduction 3
Definition 4
General Definitions 4
Dictionary Definitions
4
Energy according Thomas Young, Sir Isaac Newton, Georg Simon Ohm 6
Types of Energy 7
Created or No Natural Energy 7
Natural Source of Energy
8
Importance of Energy 10
Questions 12
Conclusion 13
Reference 14

2
Introduction

Energy constitute one of the most important sour of live for all the living been, it is
present in different aspects and in all the activities that it is made daily. The aspect of
energy studied in this guide only constitute a brief reference of this very complex, amply
subject.

The purpose of this guide it is to present you a few information of knowledge some
general aspect of energy that will help you to understand and work the Wind Energy that
will be studied in the Guide Nº 2.

The use and reference can varied according to the area of study that is focus, but no
matter to which area is refer always have relation to force, cause -effect, action - reaction.
In this guide it will possible to know briefly the contributions that some important
scientist made to the world with their studies about energy.

3
Definition
General Definition

During the investigation of energy it will appear a numerous amount of definitions of

what it is energy. The definitions of energy can vary according the use of area of study, for
example exists definitions for energy related to health, emotions, science, mechanical,
alimentation.

Health: Energy refers to energy that the human, animal body needs to live or complete an
activity.

Emotions: In emotions the energy is related to the feelings, for example; when a person
said I don't fill with energy to do something.

Science: Energy refer to all the different aspect, source that exist in the world and have
direct and not direct intervention in the life.

Mechanical: Refer to the function of mechanical parts, constructions, transportations

vehicles (air, terrestrial, aquatic).

Alimentation: Talk about energy in the alimentation is made reference to the energy that
seeds, vegetable, liquids, different type of meat, fruit can produce.

Dictionary Definitions

"Power to work or act force"1

"Energy noun (POWER) the power from something such as electricity or oil that can do
work, such as providing light and heat:
The energy generated by the windmill drives all the drainage pumps.
energy conservation/efficiency nuclear energy" 2

1 Thorndike Century Junior Dictionary

2 http://dictionary.cambridge.org/dictionary/english/energy

4
" Measure of the ability of a body or system to do work or produce a change, expressed
usually in joules or kilowatt hours (kWh). No activity is possible without energy and its
total amount in the universe is fixed. In other words, it cannot be created or destroyed but
can only be changed from one type to another. The two basic types of energy are (1)
Potential: energy associated with the nature, position, or state (such as chemical energy,
electrical energy, nuclear energy). (2) Kinetic: energy associated with motion (such as a
moving car or a spinning wheel)." 3

NOUN

mass noun
1The strength and vitality required for sustained physical or mental activity.
‘changes in the levels of vitamins can affect energy and well-being’

1.1 energies A person's physical and mental powers.

‘an alternative is to devote your energies to voluntary work’

2 Power derived from the utilization of physical or chemical resources, especially to

provide light and heat or to work machines. ‘nuclear energy’

3 Physics
The property of matter and radiation which is manifest as a capacity to perform work (such
as causing motion or the interaction of molecules) ‘a collision in which no energy is
transferred’

3.1count noun A degree or level of energy possessed by something or required by a process.

‘gamma rays at different energies’ 4

Energy is the power from sources such as electricity and coal that makes machines work or
provides heat. 5

3 http://www.businessdictionary.com/definition/energy.html

4 https://en.oxforddictionaries.com/definition/energy
5 https://www.collinsdictionary.com/dictionary/english/energy

5
 Energy according Thomas Young, Sir Isaac Newton, Georg Simon Ohm.

Are many important scientist that through the history has studied, investigate the energy,
evolution, transformation, uses, importance of the energy. A continuation will be
presented some scientist that has made important contributions in relation to Energy:

Thomas Young, born in Milverton England, June 13 of 1773, was known as physician,
physicist, linguist, mathematics in every one of his areas of work made important
contributions to the society and the world, also was the first scientist in use the term
energy as is know today. In 1807, in "On Confined Motion" Thomas Young said:

“Since the height, to which a body will rise perpendicularly, is as the square of its
velocity, it will preserve a tendency to rise to a height which is as the square of its
velocity, whatever may be the path into which it is directed, provided that it meets which
no abrupt angle. The same idea is somewhat more concisely expressed by the term
energy, which indicates the tendency of a body to ascend or to penetrate to a certain
distance, in opposition to a retarding force.”

“The term energy may be applied, with great propriety, to the product of mass or weight
of a body, into the square of the number expressing its velocity. Thus, if the weight of one
ounce moves with a velocity of a foot in a second, we call its energy 1; if a second body of
two ounces has a velocity of three feet in a second, its energy will be twice the square of
three, or 18.”6

Isaac Newton, Sir Isaac Newton born in England in 1643, was an English
mathematician, physicist and scientist, some of the important contributions that Sir Isaac
Newton leave was the three Law's of Newton that are:

 First Law: Inertia

 Second Law: Force
 Third Law: Force in an object

6 http://www.eoht.info/page/Energy

6
 Georg Simon Ohm, important German Scientist that born in 1787, his contributions
was related to the work made on Galvanic Electricity. In the Ohm's papers it is possible to
observe how his investigations, deductions, analysis and the study of others scientist work
contribute to his exploration and explanation of galvanic electricity.

James Prescott Joule, born in England in 1818, one the contributions that he leave for
the world related to energy was the Joule's Law:

 First Law: Heat

 Second Law: Internal Energy

Types of Energy

Study the Energy will take you to know that exists many type of Energy as kinetic,
potential, mechanical, electric, magnetic, gravitational, chemical, ionization, nuclear,
chromodyhnamic, elastic, mechanical wave, sound wave, radiant, rest, thermal, each one
of them with very particulars, important characteristics and uses for life, but in this
opportunity you will not study each one of those types of energy. In this guide you will get
to know and understand two type of energy that will guide you during this lesson. The
types of energy to know are: created or no natural energy and natural energy.

Created or No Natural Energy:

Talk about created or no natural energy is made reference to the energy obtained with the
participation, work of the people (scientist, engineers, investigators) that through the
studies, knowledge create instruments, mechanisms to carry energy into different aspects
of life. Some examples of created or no natural energy are: batteries, bulbs, electricity
towers, electricity installations, generator.

7
 Source: Author, 2017

Natural Source of Energy:

During the advanced studies of the natural sources of energy it will find renewable and
no renewable source of energy, but in this opportunity only will review some aspects of
renewable source of energy.

The Natural Energy it is the energy provided by the natural resources that exist in the
world by water, thunderstorms, wind, solar and others elements capable of produce energy
without the intervention of the human been.

Every element, source that it is find in the world it is capable to produce energy for life,
the energy that every element or source produced are different and due those
particularities they are used in different areas that goes from the more simplest to the
more complex.

8
 The very particular characteristic of the natural energy made the very special and
important for all life, and sometime it is difficult to obtain their energy to help in the
obtention of the goals, it is that way in many occasions to obtain the energy from the
natural sources it need the intervention of mechanical parts or human participation with
knowledge, tools, experience to create, develop mechanism, system that can work with the
natural sources of energy and provide the energy necessary according their necessity
and/or utility.

Source: Author, 2017

A continuation it will know some basic information of the natural sources of energy. In
the Guide Nº 2 it is going to go deeper in the study of Wind Energy, while the other
sources will be study in other materials.

9
 Wind Energy:

A simple way to understand the Wind Energy it is to made reference to the air in his
natural motion, been the force of the air the sour of the energy that through a process is
used to generate mechanical power or electricity.

Water Energy (Hydropower):

The water is a natural source of energy that comes from the energy of running or falling
water. It has been used for thousands of years in water clocks and waterwheels, but more
recently the water power has used for hydroelectricity.

Solar Energy:

Solar energy is the energy that become from the sun through the sun light and heat,
according to the solar studies,
measurements of the amount of energy emitted from sun has demonstrate to be such
important that allow to use his energy after completing the adequate process and
technology to convert that force in energy.

Thunderstorm Energy:

The thunderstorm is also known as electrical storm, lighting storm. The amount of
energy produced as consequences of a thunderstorm is very important a can vary
according the magnitude of the thunderstorm. It is know that in an average thunderstorm
the amount of energy can be approximately 10,000,000 kilowatts - hours and in a sever
storm can be between 10 to 100 times more energetic. Taking in consideration that
information it is important consider the capacity of energy that can be produced and used
always taking the previsions, considerations, studies necessary for it.

10
Importance of Energy

Energy is present in every aspect of the life, in every activity that people realize day after
day from a single activity to the most complex work. Energy is present in every action or
activity that carry to a country, community, city, province to start, continue their
development, evolution and provide to all the living been.

Every step, activity that human realize is supported by the energy, not only the created or
no natural energy and natural energy by separated or combined to be able to fulfill with the
obligations, priorities, necessities of all the world living been.

Other aspect a consider in the importance of energy it is how to preserve and conserve
the source of energy that help to develop and continue the daily activities, not only it is
important receive energy from the different sources studied, also it is important the
prevention, and preservation of the energy sources through the implementation of
adequate tools, strategies, mechanism.

11
Questions

1.- After reading the definitions of Energy. Can you define in simply words what it is
Energy?

2.- Where you can find energy?

3.- Energy it is important?

4.- Can you mention some actions where you required the use of energy?

12
Conclusion

During the review of the Guide Nº 1 "Energy" it was possible to know a variety of
definitions of Energy, know why it is important the energy, where and when you use
energy. Also it was possible to know that exists different type of energy that according to
their origin of source can be applied to multiples uses.

It was possible to know why in energy the scientist always said that every action have a
effect and know important laws that it has mark the present and future of energy, but it
also important that energy, knowledge are in constant transformation, evolution with the
society and living been necessities.

13
References

Thorndike Century Junior Dictionary

http://dictionary.cambridge.org/dictionary/english/energy
http://www.businessdictionary.com/definition/energy.html
https://en.oxforddictionaries.com/definition/energy
https://www.collinsdictionary.com/dictionary/english/energy
http://www.eoht.info/page/Energy

14
Lesson for Renewable Source of Energy
Guide Nº 2
Wind Energy

Dr. Fatima K. Hosein

June, 2017
Table of Content

Content Pg.
Table of Content 2
Introduction 3
Wind Definition 4
Wind Energy 5
Wind Energy Uses 6
Wind Energy in Schools 7
Benefits of Wind Energy in Schools 8
Wind Energy Instruments 8
Questions 10
Conclusion 11
References 12

2
Introduction

Wind is one important renewable natural source of energy present in the world that is
has been used for many years and it uses has been increasing making necessary to increase
the studies, research about the use of wind energy.

During the review, study of this guide the student and/or participant will find interesting,
important information about the wind energy, their uses in the past, present and possible
uses in the future, also will learn about some aspects that made differences in the wind
and/or air getting to know that even when it looks that wind and air it is the same they
have some differences.

In the Guide Nº 2 "Wind Energy" will learn about the use of this type of energy in
schools, possibilities and benefits in many areas of life, but specially for schools in every
country of the world.

3
Wind
Definition

Define wind can results in some cases difficult and in others can be easy. During the
research it will find definitions like:

"a : a natural movement of air of any velocity; especially : the earth's air or
the gas surrounding a planet in natural motion horizontally
b : an artificially produced movement of air"... 1

"air in natural motion, as that moving horizontally at any

velocity along the earth's surface:..." 2

" A wind is a current of air that is moving across the earth's

surface..."3

After finish reading and comparing the definitions

presented it is possible to observe that the wind it is the air
that it is constantly movement in the world, it is a important renewable source of
energy and life for all the living been.

One aspect that it is important to have present, is that even when wind is defined as
air it is possible to find that air is used in others areas or situation of life, making
important not confuse the meaning or term of air. For example: air is used in medicine
or health area to refer to when a person is missing air, in mechanical area to make
reference to a part or pneumatic it is missing air

1 https://www.merriam-webster.com/dictionary/wind
2 http://www.dictionary.com/browse/wind
3 https://www.collinsdictionary.com/dictionary/english/wind

4
Wind Energy

Through the time the use of the wind energy has suffer important evolutions in their
consideration as an important source of energy capable of help in the development of goals
pursuit by the governments, communities, society exigencies and necessities.

The wind energy have very particular and special

characteristics showing his importance in many areas of
life as mechanical areas, agricultural (farm) areas,
electricity or energy for houses, schools, industries,
fabrics, increasing the use of the wind energy in those
and others areas.

The wind is an important aspect to study and

considerate as high, direction, velocity, duration. The differences between the winds can be
observed, studied between the sea wind or sea breezes and the land wind or land breezes,
high, lows due and directions, at this point it is important to note that of those aspects can
produce changes in the amount of energy received but those variations are only temporary.

Land Breeze Sea Breeze

Land breeze is known as the breeze or wind Sea breeze occur during the day when the
that come during the night from the lands temperature is more high than during the
areas as mountains, fields. night it comes from the sea to land.
Source: Author, 2017

The highs and lows of the wind also have effect in the energy as can be in the a
continuation information:

High Pressure (Highs): The highs is when the pressure at the surface is greater than the
surroundings environments. In the highs the systems circulate clockwise.

Low Pressures (Lows): A simple explanation to understand the meaning of lows is related
to the location of the wind, in other words, lows it when the atmospheric pressure is lower

5
than the surrounding locations. In the lows the system circulate in direction counter -
clockwise.

Another aspect to consider in the wind energy is the velocity of the wind, the velocity,
strong of the wind can vary according to the conditions of the weather, atmosphere. To
obtain good results in the use of the wind energy it is necessary to know the velocity,
strong, direction of the wind, for that it will be necessary the use of instruments, tools,
techniques that can help in the obtention and manage of that information. Some of those
instruments are technological tools and others not use technology.

Every day increase the numbers of countries that get incorporated in the use of wind
energy as an important source of energy and can carry energy to all the communities,
towns, that don't have energy or the source of energy are poor and/or unable to comply
whit their purpose.

Some countries that are using wind energy are:

 India
 United States
 Canada
 China
 Spain
 Italy
 Germany
 Denmark
 France
 United Kingdom

Wind Energy uses

Humans has been using the wind energy for a long time through windmills to complete
daily activities of life, but with the time those activities has become more complex and
demanding. The wind energy is used through turbines that carry the win energy to the
area of use required.

6
 Through the time the use energy has been evolving from the traditional windmills that
don't use any type of technological instruments to the new windmills that incorporate
technological tools or instruments that help the obtention of energy.

Some common uses for the wind energy known are: generation of electricity, batteries
charge, pumping water, grinding grain, mechanical or electrical power, but as the
exigencies are increasing also increase the use of the wind energy.

Wind Energy in Schools

One of the multiples discussions, debates about the use of wind energy is if the wind
energy can be used in schools, in some occasions is
possible to find agreements the said that it is possible
and in other is more the number of professionals that
think is not possible use wind energy in schools due the
characteristics of this type of energy. Nerveless the wind
energy has prove that it is possible the use of this type of
energy in schools and how important results.

The wind energy has shown that not only is capable to

be used in school that are located outside the cities in towns, province, community where
the access to energy can be difficult, also can be used by schools that are located in the
cities increasing the number of benefits, contributions to the environment protections and
evolutions of the renewable sources of energy.

Schools can use the wind energy not only to their function or stabilities also can use the
wind energy in different types of projects. Those project where the school can use the wind
energy can be educational projects, research projects, projects to help the community
where the school is located, but for their proper function and maintaining it is necessary
the collaboration of all the parts (schools, society or community, government) to guarantee
the continuing and obtention of the expected results.

Today doesn't result hard or estrange to find in different part of the world school that
recurs to the use of wind energy, the use of the wind energy in schools depends of the
7
location, size and school necessity, also is important to remember that according to the size
and particularities of each school that will know the amount of windmill required.

Benefits of Wind Energy in Schools

There are many benefits the wind energy provides to the schools, and every day the
numbers of benefit are increasing. Some benefits that can be mentioned are:

 Increasing of the number of schools that can comply with the education principles.
 Increasing of the number of students and/or participants that get incorporated to
education.
 Reduction in the economics expenses.
 Contribution to the environment protection.
 Participation in research programs.
 Participation in the evolution of uses of renewable source of energy.
 Increasing the interest of students and/or participants in the use, manage,
importance of renewable source of energy.

Wind Energy Instruments

Study, work with Wind Energy involve the use of a diverse types of instruments each type
of instrument contain different category and/or levels of instruments, every category and
level of the instruments can be simple, medium or complex but every one of the are very
important to the obtention of the results expected.

The types of instruments that are or can be used in Wind Energy are technological and no
technological instruments, those instruments will be used according the very specific and
particular characteristics of place, necessity, distance.

Even when in this point the guide refer to the use of two (2) types of wind instruments to
work with wind energy it is also necessary to consider that is not only one or other way to
study or work the wind energy, also it is possible to combine the two (2) types of
instruments (technological and no technological instruments) to the wind energy and the
obtention of the expected results.

8
 Technological Instruments: Refer to technological instruments is directed to those
wind energy that will use from medium to maximum amount of technological instruments
and where it will use the mayor amount of advantage the technology can offer.

Technological Instruments
1.- Wind Sensor.
2.- Wind Observer.
3.- Anemometer.
4.- Wind Profiler.
5.- Compass.
6.- Computers.
7.- Satellite Information.
8.- Wind Vane.

No Technological Instruments: Despite the technological developments in weather

instruments in the actuality exist many winds instruments or tools that can provide
important and with a very percentage of success in the data obtained. The no technological
instruments are those instruments that do not use any type of technology to realized their
studies, follow information, and know the possibilities of the wind.

No Technological Instruments
1.- Wind Sensor.
2.- Wind Sock.
3.- Wind Vane.
4.- Weather Balloon.
5.- Compass.

9
Questions

1.- After studied and review the information shared in the Guide Nº 2 "Wind Energy". Can
you define with simple words what it is Wind Energy?

2.- It is important the Wind Energy?

3.- The wind Energy is a renewable or no renewable source of energy?

4.- In today society exigencies and/or daily activities is possible the use of Wind Energy?

5.- Which others technological instruments or tools can be used to measure the velocity,
strong, direction of the wind?

6.- Which others no technological instruments or tools can be used to measure the velocity,
strong, direction of the wind?

10
Conclusion

During the study of the Guide Nº 2 "Wind Energy" it was possible to have access to
some basic information about the wind energy, it was possible to know how and where it
was used the wind energy in the past and present. It was possible to observe the different
aspect that it is necessary to consider before use wind energy, their very particular and
special characteristics of the wind energy.

An interesting aspect that it is present in this guide it is the related whit the
transformations, evolution of the windmill and multiples possibilities as the number of
countries that are getting incorporated in the use of this type of energy.

This Guide also allow to have a brief idea of the benefits of the use of wind energy in
schools, the possibilities of the use of the wind energy in schools in present and future,
what type of schools can use wind energy.

11
References

https://www.merriam-webster.com/dictionary/wind
http://www.dictionary.com/browse/wind
https://www.collinsdictionary.com/dictionary/english/wind

12
Lesson for Renewable Source of Energy
(Wind Energy)
Activity
Guide Nº 3

Dr. Fatima K. Hosein

June, 2017
Table of Content

Content Pg.
Table of Content 2
Introduction 3
Activity 4
Time 5
Materials 5
Materials for the Design of the Wind Model 5
Materials for the Construction of the Wind Model
6
Conclusion 7

2
Introduction

For the Guide Nº 3 "Lesson for Renewable

Source of Energy (Wind Energy) Activity" the
student(s) and/or participant(s) will work in the
creation of a wind energy model to help the schools
comply whit the goals expected.

In this guide it will be possible observe that the

teacher(s)/professor(s) will provide a list suggested
materials that they can use for the construction of the
model, but always living the option for the students(s) and/or participant(s) to use others
materials that can produce the result expected.

3
Activity:

Construction of Wind Energy Model that can be used in schools and for schools.

4
Time:

The time that the student(s) and/or participant(s) have to complete the activity are
established in the steps 3, 4 and 5 of the lesson, but can vary according the necessity or
exigencies of the course.

Time

Step 3 2 Academic Hours

Step 4 6 Academic Hours

Step 5 4 Academic Hours

Materials:

The materials are classified in two (2): the first it is he materials suggested by the
teacher/professor and the second correspond to others materials that the student
suggested or consider are going to work good in their models and will contribute in the
obtention of the model goals.

Materials for the Design of the Wind Model

Ruler
Pen
Paper
Ideas
Images
Photos
Source: Author, 2017

5
 Materials for the Construction of the Wind Model
Materials Suggested by the Materials Suggested by the
Teacher/Professor Student(s) and/or Participants
Wood Stick Materials that the student(s) and/or
Straws participants consider that can produce good
Glue results in their model.
Paper (light, medium, hard)
Cartoon
Plastic Slices
Batteries
Scissors
Yarn
Adhesives Tape
Others
Source: Author, 2017

6
Conclusion

At the end of the activity help the student(s) and/or participant obtained knowledge of
the importance, functionality, importance of the wind energy, also it would be acquired
knowledge of design, engineering and protection of the environment.

This activity offer would show to the student(s) and/or participant(s) de importance of
many aspects of live but also provide the motivation necessary to continue, increase their
interest in the obtention, increasing of knowledge.

7
Lesson for Renewable Source of Energy
(Wind Energy)
Rubric

Dr. Fatima K. Hosein

June, 2017
 The "Lesson for Renewable Source of Energy (Wind Energy)" it is a lesson that
contain some brief information, but important and interesting information about the
renewable resources of energy as the wind energy, those information are capable to a weak the
interest, curiosity of the student(s) and/or participants(s).

Due the very particular and special characteristics of this lesson that make necessary to have a
system of evaluation that be flexible, but also capable to evaluate ever one of the steps o this
subject. It because the mentioned that the system selected to carry the evaluation was a rubric,
in this case two (2) rubrics.

The two (2) rubrics that will be used to evaluate the "Lesson for Renewable Source of
energy (Wind Energy)" are: one that will evaluate the evolution of the student and/or
participant individually, and the other is the one that it will evaluate the students and/or
participants work progress, acquisition of knowledge, integration capacitate as a team.

This two (2) rubrics evaluate de development of the student(s) and/or participant(s) in a
scale that goes from 0 to 6, being the 6 the most high scale, but also open the possibilities to
make additional comments, observations, recommendations that will help to the student
and/or participant take the measurements necessaries to get better results in that specific step
or in the next step.

2
 Individual Rubric

School, College, University

Institute, Organization
Name:

Class Name:

Grade/Level:

Teacher(s) Name:

Student/Participant Name:

Aspects of Excellent Very Good Average Bellow Poor Don't Additional Recommendations
Individual
Good Average Work Comments,
Evaluation
6 5 4 3 2 1 0 Observations

Research,
Investigation
Capacity to
understand the
lesson
Participation in the
Questions/Answers
Rounds
Integration in the
Work Team
Brainstorm

Participation in the

3
Model Design
Participation in
Model Construction
Participation in the
Evaluation of Model
Find, discuss and
solve problems
Model Redesign

Use of Materials

Discussions,
debates with
experts, people
from de community,
teachers/professors
Information Shared
(Theoretical and
practice aspects)
Conclusions

Completion Time

Source: Author, 2017

4
 Group Rubric

School, College, University

Institute, Organization
Name:

Class Name:

Grade/Level:

Teacher(s) Name:

Group Name:

Names of Each Students/Participants members of

the Group:

Aspects of Excellent Very Good Average Bellow Poor No Team Additional Recomendations
Good Average Work Comments,
Evaluation for
Observations
the Team
6 5 4 3 2 1 0
Work

Research

Integration

Work Team

Brainstorm

Model Design

5
Model Build

Evaluation of
Model
Find, discuss
and solve
problems
Model
Redesign
Use of
Materials
Information
Shared,
obtained about
the model
Conclusions

Completion
Time

Source: Author, 2017