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Beyond the Blades

Analyze an original wind-energy article to identify the author's purpose, point of view, and use of explanations, word choice, and evidence.

Grade 6ELAInteractive · Printable

Aligned toRI.6.6

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What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 6
Subject
ELA
Question types
Multiple choice, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students identify an author's purpose and point of view in an informational article.
  • Students explain how technical details, word choice, and acknowledged concerns convey the author's perspective.

How to use

Have students read the article independently, then complete the paired analysis and evidence questions. Discuss how explaining a technology differs from recommending every use of it.

Curriculum

Common Core standard covered

RI.6.6

Identify an author's point of view or purpose and explain how the text conveys it.

Preview

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Name Date

Beyond the Blades

Analyze how an author explains wind power and guides readers’ thinking.

Read and Identify

Read the article. Distinguish what the author explains from what the author wants readers to consider.

Beyond the Blades

1From a distance, a wind farm can look almost motionless: pale towers, slowly turning blades, open sky. Yet those sweeping blades are part of a system that turns the movement of air into electricity. Understanding that system gives us a better starting point for discussing wind farms than judging their appearance alone.

2Wind pushes across blades shaped to capture energy from moving air, causing the rotor to turn. The rotor drives a generator, either directly or through a gearbox. Inside the generator, movement between magnets and coils of wire produces electric current. Equipment adjusts the electricity for delivery through power lines. A turbine does not store wind inside its tower; it converts energy while suitable winds are blowing.

3Several turbines connected together form a wind farm. Operators choose locations partly by studying wind conditions, since a windy afternoon does not prove that a place will produce dependable power over time. Turbines also need space between them because each one changes the airflow behind it. Planning involves more than finding an empty field.

4Wind offers an important advantage: turbines generate electricity without burning fuel. During operation, they do not release the air pollution that comes from burning coal or natural gas. However, manufacturing turbine parts, transporting them, and building foundations require materials and energy. Calling wind power useful does not require pretending that its equipment appears without any environmental cost.

5Wind also changes. When the air is too still, a turbine cannot produce electricity; in dangerously strong winds, turbines may shut down to protect their equipment. Electricity systems must balance these changes with other power sources, stored energy, or adjustments in demand. Wind is a contributor to that system, not a promise of identical output every hour.

6People near proposed wind farms may raise concerns about sound, views, and effects on birds and bats. These concerns deserve investigation, not a quick dismissal. Careful location choices and operating practices can reduce some effects, though no plan removes every trade-off. Listening to nearby residents belongs beside measuring wind speeds in a serious review.

7Before deciding whether a particular wind farm makes sense, ask what its location offers and what problems its plan addresses. How will its electricity fit into the larger system? What steps will protect nearby wildlife? A row of turning blades is worth understanding before it becomes either a symbol of progress or a reason for protest.

1.
Which statement best describes the author's overall purpose?
  • A. To compare turbine designs and recommend the most productive model
  • B. To describe wind-farm jobs and encourage readers to become operators
  • C. To explain wind power and encourage informed judgments about projects
  • D. To describe wind-farm concerns and argue for different power sources
2.
Which sentence most directly supports the purpose identified in question 1?
  • A. “Understanding that system gives us a better starting point for discussing wind farms than judging their appearance alone.”
  • B. “The rotor drives a generator, either directly or through a gearbox.”
  • C. “Several turbines connected together form a wind farm.”
  • D. “When the air is too still, a turbine cannot produce electricity; in dangerously strong winds, turbines may shut down to protect their equipment.”

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