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Project Look Sharp, Laurie VanVleet & Sox Sperry


6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Economics, Civics, History, English Language Arts

Resource Types

  • Activity - Classroom, 15-30 minutes
  • Lesson Plans
  • Worksheets

Regional Focus

North America, United States



Wind Farm Site Selection: A Community Debates the Issues

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  • This is a 15-30 minute media literacy and critical thinking activity in which students analyze two opinion articles on wind farm sites in local communities. 
  • Students discuss the different messages from the different sources. 
  • This resource includes a PDF lesson plan, a student handout, and a guide with tips for teaching and adapting the lesson. 
Teaching Tips
  • The lesson plan offers many possible variations depending on your focus, including questions for Science, Social Studies, ELA, and Media Literacy.
Additional 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 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.
  • Another resource related to this topic is this interactive map with the locations of all wind power plants in the United States.
Scientist Notes

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.

  • Science
    • ESS3: Earth and Human Activity
      • 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. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
  • English Language Arts
    • Reading (K-12)
      • R.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.8.6 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)
  • Social Studies
    • Economics
      • SS.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).
  • Related Resources


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