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/