Appendix Implementing District Standards
The standards discussed below are Virginia Standards of Learning. I focused on the science standards as this is a science unit. I will also briefly mention the main Virginia Studies standards that are addressed. Virginia Studies standard 2 (VS2) focuses on the geography of Virginia which relates to the natural resources and energy that is conducive to each region. VS9 relates to the second industrial revolution and the changes from an agrarian society to an industrial society in the twentieth century and beyond. VS10 relates to the geography and economics. It describes how improvements in communication, transportation, and technology led to Virginia’s role in the global economy. This standard directly relates to the way Jeremy Rifkin described the industrial revolutions.
The science standards that are addressed are 4.1 which speaks to scientific and engineering practices which are embedded in the sail car, Firefly wind turbines, and wind turbine activities.
4.1 The student will demonstrate an understanding of scientific and engineering practices by
e) developing and using models
- develop and/or use models to explain natural phenomena
- identify limitations of models
Standard 4.7 relates to the characteristics of the ocean floor, the location for off-shore wind turbines, the need for adding rocks and materials to the base of turbines to avoid erosion, and the impacts on ocean ecosystems.
4.7 The student will investigate and understand that the ocean environment has characteristics. Key characteristics include a) geology of the ocean floor; b) physical properties and movement of ocean water; and c) interaction of organisms in the ocean.
Standard 4.8 relates to the natural resources throughout Virginia. It connects to the history with coal as well as the favorable locations for various renewable energy sources.
4.8 The student will investigate and understand that Virginia has important natural resources. Key resources include a) watersheds and water; b) plants and animals; c) minerals, rocks, and ores; and d) forests, soil, and land.
The unit also addresses some fifth-grade standards. In Virginia, students are tested in fifth grade on science content from fourth and fifth grade science. By including these standards, the curriculum unit will be more useful throughout the district and the state. The unit shows how energy is transformed when it describes how turbines work in wind energy and hydroelectric pumped power. The curriculum unit addresses renewable and non-renewable energy as well as improvements in technologies.
5.2 The student will investigate and understand that energy can take many forms. Key ideas include a) energy is the ability to do work or to cause change; b) there are many different forms of energy; c) energy can be transformed; and d) energy is conserved.
5.9 The student will investigate and understand that the conservation of energy resources is important. Key ideas include a) some sources of energy are considered renewable, and others are not; b) individuals and communities have means of conserving both energy and matter; c) advances in technology improve the ability to transfer and transform energy.
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