## Reflection: Standards Alignment Designing A Wind Turbine (Part 4) - Section 1: Preface

In the four-part lesson I have used the NGSS Science Practices as a way to create lesson plans based upon engineering design. Throughout the lessons, the students have been studying science concepts as a way to defend design ideas. The third part of the three-dimensional lesson plan is Cross Cutting Concepts. In my room I have Crosscutting Concepts Posters from CrossCutSymbols.weebly.com.

The posters have symbols of the Cross Cutting Concepts. Iprint the posters and display them around my room.  During the lesson and at the end of the lesson I ask students to reflect on the Cross Cutting Concepts as they relate to designing wind turbine blades. I give students Post-Its and they write how their learning relates to the cross cutting concept. Students respond to the posters all year long so by the end of the year, they are familiar with the concepts and they can easily relate the lesson to the concept. In addition, I’ve given extra credit for design defenses that can incorporate the Cross Cutting Concepts.

Standards Alignment: Cross Cutting Concepts

# Designing A Wind Turbine (Part 4)

Unit 7: Designing for the Future: Wind Turbine Design
Lesson 4 of 7

## Big Idea: Using scientific inquiry and mathematics students test their designs to determine how much power their design produces.

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108 minutes

### Sydney Schuler

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