Wind Farm Site Selection: A Community Debates the Issues

Lesson Plans

Grades6, 7, 8, 9, 10, 11, 12Science, Economics, English Language Arts

Scientist Reviewed

Provided by Project Look Sharp

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What it is

This is a 15-30 minute media literacy and critical thinking activity from Project Look Sharp in which students analyze two opinion articles on wind farm sites in local communities.
Students discuss the different messages from the different sources informing others about a potential wind farm in the town of Enfield, NY.
This resource includes a PDF lesson plan, a student handout, and a guide with tips for teaching and adapting the lesson.

Teaching tips

Positives

The lesson plan offers many possible variations depending on your focus, including questions for Science, Social Studies, ELA, and Media Literacy.

Prerequisites

Teachers must create a free account to access the materials.
The worksheet asks students about the reliability of the sources they are given, so you will need to provide instruction on how they can determine this.
Be sure you have researched the sources ahead of time so you are aware of their viewpoints and biases.
The link to Black Oak Wind Farm in the student handout is broken.

Differentiation & Implementation

The lesson plan refers to a "constructivist media decoding process," which teachers can read more about in the Tips for Media Decoding document.
Teachers may want to use some process or protocol where students are responding to questions individually and in small groups before discussing them as a whole class.
The reading for this activity may be dense for some students, so a structured reading process may provide the necessary support.

From the scientist review

This resource is recommended as it can guide students to select wind farms sites in a suitable location taking both the socio-economic and environmental impacts into consideration. It is also a good guide to help students make local energy decisions that are realistic, sustainable, reliable, and eco-friendly.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Science, Economics, English Language Arts
Other types: Articles/Websites, Activity - Classroom, Worksheets
Format: PDF
Language: English
Location: North America, North America > United States, North America > United States > New York
Provider: Project Look Sharp
Authors: Project Look Sharp, Laurie VanVleet, Sox Sperry
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-4. + 18 more

Core

Core Standards legacy

MS-ESS3-4.MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
D2.Eco.2.6-8D2.Eco.2.6-8 Evaluate alternative approaches or solutions to current economic issues in terms of benefits and costs for different groups and society as a whole.
D2.Eco.9.6-8D2.Eco.9.6-8 Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy.
CCSS.ELA-LITERACY.RI.6.1CCSS.ELA-LITERACY.RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.SL.6.1CCSS.ELA-LITERACY.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.4CCSS.ELA-LITERACY.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.RST.6-8.2CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.6CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
CCSS.ELA-LITERACY.RI.9-10.6CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
MS-ESS3-D.MS-ESS3-D. Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)
HS-ESS3-C.2.HS-ESS3-C.2. Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation. (HS-ESS3-4)

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

R.6.1R.6.1 Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences. (RI&RL)
SL.6.1SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
SL.7.4SL.7.4 Present claims and findings, emphasizing significant points in a focused, coherent manner using relevant evidence. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation. Explain purpose of language choices.
R.8.2R.8.2 Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL)
R.8.6R.8.6 In literary texts, analyze how the differences between the point of view, perspectives, and possible biases of the characters, the audience, or the reader create effects such as mood and tone. (RL) In informational texts, explain how an author’s geographic location, identity, and/or culture affect perspective. Analyze how the author addresses conflicting evidence or viewpoints. (RI)
R.9-10.6R.9-10.6 Analyze how authors employ point of view, perspective, and purpose to shape explicit and implicit messages (e.g., examine rhetorical strategies, literary elements, and devices). Explain how an author’s geographic location, identity, and culture affect perspective. (RI&RL)
SS.Econ4.b.mSS.Econ4.b.m Compare and contrast the role of different economic institutions such as banks, labor unions, non-profits, and businesses in an economy. Analyze rules and laws that protect and support both consumers (e.g., private property, zoning, contracts, agreements, and product safety) and workers (e.g., labor unions, regulations, minimum wage).

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