Class #35: Wind Power / Letter to the Editor (Due 12/22 - end of the day)

LT: I can cite evidence from multiple sources.

LT: I can explain the positive and negative impacts of wind turbines.

Letter to the Editor

Directions: Read the following prompt and write a letter to the editor of the Bangor Daily News. Make sure to pay close attention to the requirements (below).

A company from Boston, First Wind, plans to build 16 wind turbines in a rural area near Bowers Mountain in Penobscot County, Maine. The turbines will be visible from nine interconnected lakes: West Grand, Junior, Scraggly, Shaw, Pleasant, Bottle, Keg, Sysladobsis and Pug. The project will cost $100 million. However, each turbine can supply 1,500 average households with electricity for a year. Should First Wind be permitted to build the wind turbines? Write a letter that expresses your opinion on the issue to the editor of the Bangor Daily News.

Requirements:

1) Read the following example of a letter to the editor. What do you notice?
2) Make sure to write a claim that states your opinion. This will be the topic sentence of your letter.
3) Throughout the letter, back up your claim with at least 3 pieces of evidence. Cite specific information from our sources (used in the Socratic Seminar - posted below). Use “direct quotes” when using language directly from your sources. Consider the benefits of wind turbines and impacts on the ecosystem, animals and people.

4) Include a heading - Name, Group, Date

5) Type your letter in Pages. Font = Arial 12, double-spaced

6) When you're done, save and print your letter --> Turn in to Mr. Shaddox's Assignment basket.

Links to Sources:
Socratic Seminar Readings:
https://docs.google.com/document/d/1Je50yDK6klRf4RWYCSLvH9QGn9h29J2LVg7mtvwxU_8/edit#heading=h.oghwe51xww45

Additional Readings:
Homes
https://www.bostonglobe.com/metro/2013/04/04/turbine-flicker-effect-draws-complaints/UKgf7nOwMHm8CWAtZ47V5L/story.html

Sound A
http://www.theguardian.com/environment/2015/jun/10/no-evidence-people-affected-by-sound-emitted-by-wind-turbines-inquiry-told

Sound B
http://standardspeaker.com/news/wind-turbines-have-noisy-drawbacks-1.1901201

Climate
http://www.smithsonianmag.com/science-nature/myth-debunked-wind-farms-dont-alter-climate-180949701/?no-ist

Birds
http://www.smithsonianmag.com/smart-news/how-many-birds-do-wind-turbines-really-kill-180948154/

Class #34b - Socratic Seminar II

A number of students have asked for a second chance or continuation of the Socratic Seminar on wind power. I say, "Fantastic idea!" Today, we will split into 5 groups and grapple with 5 new sources. Each source provides information about further impacts of windmills (positive and negative). Once teams have read the text, highlighted passages and written annotations, questions or connections, we will regroup for another seminar.

Windmill Socratic Seminar Sources:

Homes

https://www.bostonglobe.com/metro/2013/04/04/turbine-flicker-effect-draws-complaints/UKgf7nOwMHm8CWAtZ47V5L/story.html

Sound A

http://www.theguardian.com/environment/2015/jun/10/no-evidence-people-affected-by-sound-emitted-by-wind-turbines-inquiry-told

Sound B

http://standardspeaker.com/news/wind-turbines-have-noisy-drawbacks-1.1901201

Climate

http://www.smithsonianmag.com/science-nature/myth-debunked-wind-farms-dont-alter-climate-180949701/?no-ist

Birds

http://www.smithsonianmag.com/smart-news/how-many-birds-do-wind-turbines-really-kill-180948154/

Class #34 - Windmills Socratic Seminar

Qualitative Report Cover Options

A

B

C

D

E

F

G

H

I

J

Class #33 - Socratic Seminar Preparation

LT: I can identify how windmills impact communities in both positive and negative ways.

Today's Socratic Seminar will focus on the use of windmills (wind turbines) in communities to generate electricity. We'll read 4 articles and use evidence from these readings to inform our discussion. Our essential question is:
How do windmills impact communities in both positive and negative ways?

Students are encouraged to cite direct passages from the readings. It's very helpful to point out the source and paragraph that you are citing.

Directions: As you read the following 4 articles, please do the following:

1. ANNOTATE: Annotate the text (make notes in the columns).
2. KEY PASSAGES: Highlight, circle or underline passages that you will use in the conversation.
3. QUESTIONS: Write questions that the articles spark.
4. CONNECTIONS:Write connections you make between the articles and other topics.

Class #31 & 32 - Comparing William Kamkwamba's Engineering Design Process to Windsor 7's

William Kamkwamba building his windmill

LT: I can identify, compare and contrast how two groups utilized the engineering design process to address a community issue.

http://www.cc.com/video-clips/wv1nbv/the-daily-show-with-jon-stewart-william-kamkwamba

World Cafe

• 

  Windsor 7 students building their ROV

  5 tables > Ask, Imagine, Plan, Create, Revise
• Students rotate to each table and discuss the steps of the Engineering Design Process used by Windsor 7 throughout our expedition
• Scribe writes down notes
• Tack posters with notes to front board/walls
• Students complete a graphic organizer that compares William’s process to Windsor 7’s > Due end of class

Next Steps 
Begin reading the following three articles about William Kamkwamba's impact on life in his village. We'll be using these sources in a Socratic Seminar next class. The essential question: "How did engineering address issues in William's community?" Look deep into the text for information that answers this question.

Article 1: http://www.thestar.com/news/world/2009/12/13/boys_dream_to_build_windmill_transforms_lives_in_malawi.html

Article 2: http://www.wired.com/2009/10/kamwamba-windmill/

Article 3: http://williamkamkwamba.typepad.com/

Class #30 - Peer Critique!

Class #29 - R.E.D. Rovers Qualitative Report / Peer Critique Practice

Class #28 - Finalizing Our Paragraphs

Today, when you've finished your writing, make sure to follow these steps:
1) Find a classmate to read over your work. Look for simple mistakes and spelling errors.
2) Make any final revisions.
3) Make sure you have a heading on your work - Name, Class, Date (aligned top-right)
4) Your work should be titled: William Kamkwamba's Engineering Design Process
5) Print your piece.
6) Turn in directly to Mr. Shaddox.

Portfolio Fill

Class #25-27 - The Engineering Design Process: William Kamkwamba's Windmill

Class #24 - The EDP

1. DO NOW
1. Read the terms on the cards.
2. What order should they go in? Why?
3. What process could this explain?

2. Video (https://www.youtube.com/watch?v=wE-z_TJyziI&list=PL-2CXCHr1_JwcLMcQ_hiLo6jq82_-C7vL)
3. Graphic Organizer
1. Take Notes
4. Wright Brothers Case Study: https://www.youtube.com/watch?v=W6GQ6rGcXn4
1. Notecatcher: https://docs.google.com/document/d/1gq0yoVcuqZMlrNtTEPdxnsgKlfsshHyPVQD2DPMvg3s/edit

2. 

   Wilbur & Orville Wright

   Wilbur and Orville Wright were American inventors and pioneers of aviation. In 1903 the Wright brothers achieved the first powered, sustained and controlled airplane flight; they surpassed their own milestone two years later when they built and flew the first fully practical airplane.

Exit Ticket: What are the steps of the EDP?

ROV Qualitative Report: Team Pages Template Links

Click on the following links to download Pages templates for the sections of your Team pages. Make sure to select the "download" option and open in Pages on your iPad.

01-Construction
02-Pool and Tank Tests
03-Highland Lake and Sebago Pages
04-Successes
05-Limitations
06-Recommendations

Class #23 - Malawian Famine Quiz

After Mr. Shaddox gives the instructions, click on the link below to begin today's quiz:
https://docs.google.com/forms/d/1cc00Zhd3vpVXd_rIKYUkivUcgq_n3XE-4WnAG0GPua8/viewform?usp=send_form

Class #22 - Jigsaw Discussion Conclusion + Portfolio Fill

1. Finalize Group Statements > Each group presents
2. Compare to Mr. Shaddox's presentation.
3. Malawian Famine QUIZ on Friday! Study your notes from the discussion.
4. Portfolio Fill

Class #21 - Malawian Famine Jigsaw Discussion

Class #20 - Jigsaw Discussion Preparation

Circle Check In: Highs & Lows
“Empty your cup so that it may be filled." - Bruce Lee

Do Now → Where are you at in your Malawian Famine Research? Write your name on a post-it note and stick it on the board.

1. I’m still reading the sources and taking notes in my note catcher.
2. I’m working on my Keynote presentation for the jigsaw discussion.
3. My Keynote is complete. I’m ready for the jigsaw discussion.

LT: I can identify and explain the major factors (political, economic, geographic and social/health) that contributed to the Malawian famine of the early 2000s.

LT: I can draw evidence from informational text.

LT: Support claims with evidence.

Step 1 - Reading & Notes	Step 2 - Keynote	Step 3 - Keynote Complete?
Read the sources posted in Class #18. As you find evidence that answers or relates to your questions, copy and paste it into your note catcher. Make sure to cite your source - Title of article.	Review your note catcher. Did you find information to answer your questions? Which information is the most relevant? Create a simple and tasteful Keynote that helps communicate the evidence that you’ve found in your research. Each piece of evidence should be one slide. You may include images to illustrate the information.	Exceed the target! Read or reread Ch. 5 (p. 69-98) of The Boy Who Harnessed The Wind. Draw evidence from the text that answers your research questions. Include this information in your note catcher. This will make the jigsaw discussion even more interesting!

Class #19 - Research & Preparation for Jigsaw Discussion

DO NOW - No DO NOW today!

Today, by the end of class, each student should have a simple Keynote presentation that communicates the major ideas in their research. Ideas are the most important aspect of this presentation. Design and photos are secondary. Example:

HOMEWORK: Is your note catcher incomplete? Is your Keynote Presentation incomplete? Get it finished by the next class for our jigsaw discussions. Your classmates are counting on you to present your piece of the puzzle :-)

Class #18 - Malawian Famine Research

DO NOW #10 > Match the categories with the examples. The examples are mixed up randomly.

Categories	Examples
Politics	Production and sale of crops Diseases and illnesses Changes in long-term weather (climate) Decisions made by government officials
Economy
Physical Geography
Social & Health Issues

Collaborative Research Mini-Project

This week our class will be exploring the Malawian Famine of the early 2000s. Our learning target is:

I can identify and explain the major factors (political, economic, geographic and social/health) that contributed to the Malawian famine of the early 2000s.

Today, we will be splitting into 4 research groups. Each group will be responsible for researching and sharing information about one topic that led to the famine. During class #20, students will split into mixed groups and compare their information in a discussion. Students will create a short Keynote presentation to present their information to the jigsaw group. We’ll all be putting on our teacher caps as we help our classmates learn about the factors that led to the famine.

1. Essential question: How did the politics, economy, physical geography/climate, and social and health issues of Malawi contribute to the famine of 2002?
2. Students split into groups of 4-5.
3. Students brainstorm research questions (poster paper in center of table) > Students should use format below

Research Question Brainstorm

What is your Topic? (Politics, Economy, Physical Geography or Social/Health Issues)

Research Question	Evidence
What questions can we formulate around this topic? How did ____________(your topic) influence the famine in Malawi?	Evidence from sources to support the question. What did I see or read that lead me to this question?

4. After brainstorming questions for 15-20 mins → Which questions are the most worthy of exploring? Pick three and circle them.
5. Students provided with sources (links posted below and on blog)
6. In partners, they read the sources aloud and begin taking notes (note catcher).
7. Conclusion (last 5 minutes): Debrief → Students form a standing circle in the class and respond to the questions: What’s working well? What are we struggling with?

Research Sources <Folder Link to Docs>

Every Group: http://news.bbc.co.uk/2/hi/africa/1985765.stm

Political Factors Group

• http://news.bbc.co.uk/2/hi/africa/2606183.stm
• http://www.theguardian.com/business/2002/oct/29/3

Economic Factors Group

• https://docs.google.com/document/d/1mCqH13IyFBVfnX15LNd6SE70K5dC5wgtWYNMshvlDGY/edit#
• https://drive.google.com/open?id=0B2TtCOTNGIRXRDhCc2l4QTRTTm8
• https://docs.google.com/a/portlandschools.org/document/d/1KLHBhIQSB2kCBhopwjV4eU8CEw5McBpS8DyKGHLKXHE/edit?usp=sharing
• https://docs.google.com/a/portlandschools.org/document/d/1mCqH13IyFBVfnX15LNd6SE70K5dC5wgtWYNMshvlDGY/edit?usp=sharing

Geographic (Physical and Climate) Factors Group

• https://drive.google.com/open?id=0B2TtCOTNGIRXSWs0RFEtT0Y3Rmc
• https://docs.google.com/a/portlandschools.org/document/d/1KLHBhIQSB2kCBhopwjV4eU8CEw5McBpS8DyKGHLKXHE/edit?usp=sharing
• https://docs.google.com/a/portlandschools.org/document/d/1mCqH13IyFBVfnX15LNd6SE70K5dC5wgtWYNMshvlDGY/edit?usp=sharing

Social/Health Factors Group

• https://docs.google.com/document/d/1mCqH13IyFBVfnX15LNd6SE70K5dC5wgtWYNMshvlDGY/edit#
• https://docs.google.com/a/portlandschools.org/document/d/1mCqH13IyFBVfnX15LNd6SE70K5dC5wgtWYNMshvlDGY/edit?usp=sharing