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What Turning Blades Can—and Cannot—Promise worksheet preview

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What Turning Blades Can—and Cannot—Promise

Analyze an original article about wind electricity, identifying the author's position and evaluating responses to competing claims.

Grade 8ELAInteractive · Printable

Aligned toRI.8.6

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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 8
Subject
ELA
Question types
Multiple choice, Circle the answer, Short answer

About this worksheet

What students practice

  • Students identify an author's purpose and point of view using specific textual evidence.
  • Students analyze how an author responds to conflicting claims about wind electricity.
  • Students distinguish evidence that answers an objection from evidence that leaves a concern unresolved.

How to use

Have students annotate the article's explanations, competing claims, and responses. Complete the questions independently, then discuss which concerns the author resolves and which remain open.

Curriculum

Common Core standard covered

RI.8.6

Identify an author's point of view or purpose and how the author answers conflicting evidence or viewpoints.

Preview

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Name Date

What Turning Blades Can—and Cannot—Promise

Analyze how a technical explanation shapes an author's response to competing views.

Read and Analyze

Read the article. Distinguish explanations of how turbines work from judgments about their use.

What Turning Blades Can—and Cannot—Promise

1From a distance, a wind farm can look like an answer already built: rows of blades turning above open ground. Supporters point to electricity made without burning fuel. Critics point to still afternoons, altered views, and risks to wildlife. Neither the turning blades nor a photograph of motionless ones can settle those disagreements. First, readers need to know what the machines actually do.

2Wind moves across specially shaped blades, creating forces that turn a rotor. The rotor drives a generator, which converts mechanical energy into electrical energy through interactions between magnets and coils of wire. Some turbines use gears between the rotor and generator; others do not. Equipment adjusts the electricity for delivery to the power grid. A wind farm connects multiple turbines, but it cannot command the wind that supplies their energy.

3Calling this electricity “clean” makes sense only if the comparison is clear. While generating electricity, turbines burn no fuel and release no exhaust from combustion. Manufacturing their steel and concrete, transporting parts, and building foundations nevertheless require energy and materials. Across their lifetimes, wind turbines generally cause much lower greenhouse gas emissions per unit of electricity than fossil-fuel power plants, so construction impacts complicate the advantage without erasing it.

4What about the objection that wind electricity is useless because wind sometimes stops? The interruption is real; the conclusion does not follow. Electrical grids combine sources rather than expect every generator to supply every moment. Forecasts help operators prepare, while transmission connections, other generators, storage, and adjustments in demand can help balance changing output. These measures require equipment, coordination, and money. Explaining them is not the same as claiming that a turbine provides steady power by itself.

5Wildlife concerns require a different answer. Birds and bats can be killed by turbines, and placing machines away from some sensitive habitats can reduce risks. Operators can also pause turbines during periods when vulnerable animals are especially active. Such steps may reduce electricity production, and their effectiveness depends on local conditions. Lower greenhouse gas emissions do not, by themselves, show that a particular site is acceptable; surveys and monitoring must address that separate question.

6The sensible comparison is therefore not between an imaginary impact-free wind farm and a visibly imperfect one. It is between actual ways of supplying electricity, including their emissions, reliability needs, costs, and local effects. A project deserves neither approval because its blades turn nor rejection because they sometimes stop. Ask instead what it supplies, what supporting arrangements it needs, and which harms its planners can demonstrate they have reduced.

1.
Which statement best describes the author's position on the construction impacts of wind turbines?
  • A. They show that operating emissions should determine a project's approval.
  • B. They qualify wind power's advantage but do not cancel its lower lifetime emissions.
  • C. They make comparisons with fossil-fuel plants too uncertain to be useful.
  • D. They deserve more attention than the emissions produced during operation.
2.
Underline the sentence from paragraph 3 that directly compares greenhouse gas emissions over the full lifetimes of different electricity sources.

Calling this electricity “clean” makes sense only if the comparison is clear.While generating electricity, turbines burn no fuel and release no exhaust from combustion.Manufacturing their steel and concrete, transporting parts, and building foundations nevertheless require energy and materials.Across their lifetimes, wind turbines generally cause much lower greenhouse gas emissions per unit of electricity than fossil-fuel power plants, so construction impacts complicate the advantage without erasing it.

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