STEM Works! - nicurriculum.org.uk · STEM Works! Learning for Life and Work through Geography Clean and Green: Renewables Key Stage 3 ... Making the Pitch 1.8 Resources 1.9 Useful

Geography / Working with the Wind 1.1

STEM Works!

Learning for Life and Work through GeographyClean and Green: Renewables

Key Stage 3

Working with the Wind OverviewPupils learn that renewable sources of energy are becoming increasingly important, both in the environment and in the economy. The focus of this resource is wind energy. Pupils analyse the factors that need to be taken into account when deciding on a site for a wind farm. There are also opportunities for pupils to explore the social issues that relate to the location of renewable energy sites such as noise pollution.

Curriculum Links

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These activities allow pupils to:

• develop geographical skills to interpret spatial patterns including map work;

• develop enquiry and fieldwork skills through: - questioning; - planning; - recording; - analysing;

• interpreting information; and • drawing conclusions relating to a range of

secondary sources;• develop critical and creative thinking skills

to solve geographical problems and make informed decisions; and

• develop a sense of place through the study of: - a local context; and - an issue of topical significance.

In the context of the following key elements:

• research and debate ethical issues in geography, for example use of renewable/non-renewable resources (Ethical Awareness);

• investigate how the skills developed through geography will be useful to a range of careers, for example surveying or programming (Employability);

• investigate the impact of conflict between social, economic and environmental needs locally; and

• explore how we can practise environmental stewardship and help promote a better quality of life for present and future generations, for example examine the potential of Northern Ireland’s Green Economy by focusing on sustainable energy (Education for Sustainable Development and Economic Awareness).

Health and Safety Warning CCEA has assessed the health and safety risks associated with these activities. However, we strongly recommend that all teachers leading these activities carry out their own health and safety assessment, taking into account the ability of the students, the school’s resources and its quality of equipment, etc.

Working with the Wind / Geography1.2

ContentsOverview 1.1

Curriculum Links 1.1

Key Questions 1.2

Prior Learning 1.2

Learning Intentions and Success Criteria 1.3

Skills and Capabilities 1.3

Activity 1: Sources of Power 1.5

Activity 2: Is Wind Power Important to Northern Ireland? 1.5

Activity 3: Where Are Our Wind Farms and Why Are They There? 1.6

Activity 4: Site Location: Bessy Bell Wind Farm Case Study 1.6

Activity 5: To Proceed or Not to Proceed… (Communication Assessment Opportunity) 1.7

Activity 6: Developing and Programming a Solution (Using ICT Assessment Opportunity) 1.7

Activity 7: Testing the Solution 1.8

Activity 8: Making the Pitch 1.8

Resources 1.9

Useful Websites 1.22

Key Questions• What is renewable energy?• Why has Northern Ireland been chosen as a location for wind farms?• What is the significance of renewable energy in Northern Ireland? What

does it mean for me?

Prior Learning• know about sources of renewable and non-renewable energy• know about human and physical features, including some of the ways

people affect the environment• be aware that environmental change can be sustainable• be able to use maps to locate places and identify geographical patterns• be able to construct maps to convey geographical understanding• have developed their Using ICT and Communication skills (if Using ICT and

Communication tasks are being used as assessment opportunities)


Learning Intentions Success Criteria

Pupils are learning:

• that maps can be used to interpret information about places;

• about physical and human features of local places;• about sustainable development concepts; and• about some of the factors that influence decisions

about places.

Pupils will:

• use and sketch a range of maps and geographical information to locate places and features and identify patterns;

• assess geographical evidence to solve problems and make decisions;

• identify differences between places and make connections between some of the natural and human features of Northern Ireland;

• identify the factors that influence decisions about the location of wind farms; and

• know about Northern Ireland’s areas of: - outstanding natural beauty; and - special scientific interest.

Skill

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Thinking Skills and Personal Capabilities Cross-Curricular Skills

Managing Information

• Compare and contrast information from a range of sources;

• Record and present information logically using appropriate format.

Thinking, Problem-Solving and Decision- Making

• Compare and contrast characteristics of places;

• Use geographical evidence and information to justify a decision;

• Assess the relative merits of a range of viewpoints and come to own conclusions.

Communication

• Present geographic information in a range of ways, such as talking and listening and visual maps.

Using ICT

• Investigate and solve a problem by creating a complex program using Scratch software.

Asse

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ties Cross Curricular Skills Assessment Tasks available

Using ICT: Working with the Wind (Exploring Programming)

Communication: Working with the Wind (Talking and Listening)

1.4


Activity 1

Sources of Power

NOTE: The Northern Ireland Executive has set itself the target of ensuring that 40 percent of Northern Ireland’s electricity will come from renewable sources by the year 2020. This will have a positive effect on the Green Economy (the companies whose aim is to reduce carbon emissions). This could impact directly on pupils’ careers opportunities as they enter the working world.

Share the copy of Resource 1 ‘How Electricity is Generated’ with the class and discuss the information in it on how electricity is generated in Northern Ireland. Ask the class to summarise the information by selecting and reporting the main features represented in the pie chart. You could guide this in the following way:• Initially focus on the visual and ignore the figures.

Encourage pupils to describe what they see. Model the thinking process, for example:

- there are five segments in total; - yellow is the biggest proportion; and - brown is the smallest proportion.

• Next, guide the class by modelling the selecting and reporting of the main features of the data, for example:

- over two-thirds of electricity in Northern Ireland is generated by gas;

- almost one-fifth of electricity in Northern Ireland is generated by coal;

- currently only one-tenth of electricity in Northern Ireland is generated using renewable energy sources; and

- less than 3 percent of the overall electricity in Northern Ireland is generated by sources other than gas, coal and renewables.

• Invite each group to work together to report the main features represented by using the following statements in their responses:

- ‘more than’; - ‘less than’; and - ‘in contrast’.

Explain to the class that the Northern Ireland Executive has set itself the target of 40 percent of Northern Ireland’s electricity coming from renewable

sources by 2020. Ask them to think about what this means in relation to the current percentage of our electricity coming from renewable sources and to the economy over the next number of years (for example job opportunities).

Present the scenario (Resource 2) to the class. Explain that they will be working as part of an energy collaborative team. Ask the following questions to stimulate discussion: • What do we know about the renewable industry in

Northern Ireland?• Why are renewables important? (answers could

include the environment, economy, jobs)• Who are the local renewables firms? (examples

include Harland and Wolff, the Global Wind Alliance and B9 Energy)

• What questions do we have about renewables? How can we find the answers?

Activity 2

Is Wind Power Important to Northern Ireland?Show the class the ‘Belfast-Generation Innovation’ video available at: www.youtube.com/watch?v=Aicxr8LV3ok to illustrate the future economy of Northern Ireland (including clean energy) and the important place they will take within it.

Introduce the scenario (Resource 2) to the class. Ask each group to research wind energy in order to create a spider diagram (available in Resource 3) that highlights and explains why wind power is important in Northern Ireland. Invite each group to find answers to some of their own questions posed in the previous activity. Encourage each group to allocate group roles as they work together to carry out their research and to use their spider diagram as a means of note taking.

There are topical articles about renewable energy in Northern Ireland available online (see the ‘Useful Websites’ section available in the online version of this resource at www.nicurriculum.org.uk/stem). Give each group a range of these and ask them to research wind power in Northern Ireland. You could ask the pupils to find other links that offer reliable information, depending on their skills levels.

Challenge each group to speak for 30 seconds, without hesitation or repetition, on why wind power is important for Northern Ireland.


Activity 3

Where are our Wind Farms and Why are they there?Renewable UK is the renewable energy trade association in the UK. On their website they have a ‘Dynamic Map’ of wind farms in the UK. Navigate the map using the whiteboard and encourage the pupils to discuss:• patterns relating to wind farm locations; and• what can be inferred about the future of wind farms

in Northern Ireland.

You can access the Dynamic Map at: www.renewableuk.com/en/renewable-energy/wind-energy/uk-wind-energy-database/index.cfm/maplarge/1

Next, invite the pupils to create a map at www.scribblemaps.com or sketch a map of Northern Ireland and mark the following features on it:• upland areas;• operational wind farms (no need to be too exact);• county boundaries;• the school; and• cities and county towns.

Encourage the pupils to share their maps with their peers and encourage them to use the Think, Pair and Share strategy to answer the following questions:

1. What do you notice about the distribution of wind farms in Northern Ireland?

Responses may include:• Wind farms are mostly found in the north and west

of Northern Ireland and in upland areas. • There are few wind farms near Belfast and in the

south and east.

2. How might this distribution pattern be explained?

Responses may include:• Wind farms need large open spaces away from large

population centres. • Upland areas are more likely to have reliable wind

speeds. • Upland areas are often of low value to farmers and

usually only used for sheep grazing.

• Wind farms offer an alternative income for farmers in these areas as they lease the site to the power company.

Encourage each group to agree on five statements which summarise the distribution pattern of Northern Ireland’s wind farms. Allow time for a reporter from each group to present their statements.

Possible Extension ActivityVisit a local wind farm. Gather images and information to create a fact file on the farm in the style of a TV advert. This could be created using software such as Moviemaker.

Activity 4

Site Location: Bessy Bell Wind Farm Case Study Explain to the pupils that they are going to examine the location of Bessy Bell, one of the first wind farms to be built in Northern Ireland.

Invite each group to log onto NI Maps and search for ‘Locating Wind Farms’. Note: change ‘Places’ to ‘Playlists’ in the drop-down menu beside the search box. The playlist contains a number of map views of Bessy Bell. There is also an information sheet about Bessy Bell in Resource 4.

Encourage pupils to use the map views to suggest at least five reasons why this area was chosen as a site for a wind farm. It may be useful to give pupils access to a key of ordnance survey map symbols.

Give each group the set of cards in Resource 5. Ask them to compare these cards with their suggestions regarding the reasons why Bessy Bell was chosen as a location.

Next, ask each group to sort the cards using the Diamond Rank strategy. This means that they rank the cards with the factors that they think were most important when Bessy Bell was being considered as a site for a wind farm at the top, with those less important at the bottom (template available in Resource 5).

Give each group time to report their results and to compare with others, so that they can discuss and justify their choices and decisions. Allow groups to rearrange the cards if they change their mind.

Ask the class to group the cards under the headings ‘Physical Factors’ and ‘Human Factors’ on a flip chart or whiteboard.


Activity 5

To Proceed or not to Proceed… Share images of the following locations with the class:• Glenshane Pass• Cavehill Mountain• Ards Penninsula• Giant’s Causeway.

Explain that although these are potential suitable locations for wind farming, there are no current plans to use them. Ask pupils to suggest reasons as to why this may be.

The Northern Ireland Environment Agency (NIEA) within the Department of Environment is responsible for protecting the environment and heritage within Northern Ireland. As such they have identified designated special areas for protection, including:• areas of Outstanding Natural Beauty (AONB), such

as the Mournes and the Glens of Antrim; and• areas of Special Scientific Interest (ASSI), such as

Peatlands Park and Slieve Gullion.

This next activity provides you with the opportunity to assess pupils’ skills in Communication. Ask them to hold a group debate/discussion on the following.

ScenarioA local site is being proposed to develop a wind farm. A public meeting has been called to discuss whether the proposal should proceed. Give each pupil within each group the identity of someone with an interest in the area such as:• a landowner of the proposed site;• an NIEA officer who is responsible for advising on

any potential impact on the local countryside; • a local resident who fears that the proposal will have

an overbearing impact on the community;• a local business that relies on tourism at the nearby

AONB; or• a representative from ‘Clean as a Whistle’, the

renewables company that will develop, construct and manage the proposed wind farm and who are a member of Renewable UK.

Pupil stimulus material is available in Resource 6.

NOTE: A Pre-approved (Exemplar) Assessment Task for Communication is available online at www.nicurriculum.org.uk

Give the pupils time to research information and to use a mind map to generate and connect ideas as they prepare for their group debate/discussion. Before they begin, discuss and agree success criteria with them. The Communication Checklists for Talking and Listening may be useful for this.

Activity 6

Developing and Programming a Solution

NOTE: Activities 6 and 7 are linked to the CCEA Using ICT Pre-approved (Exemplar) Assessment Task titled ‘Site Location - Decision Making Simulation’ available online at www.nicurriculum.org.uk

Explain to the pupils that the process of making complex decisions about where to locate a wind farm is similar to more simple decision-making exercises. You can illustrate this with the display in the form of flow diagrams (see Resource 7, diagram 1). Describe how decisions are more complex when there is not always a straight ‘yes’ or ‘no’ answer (see Resource 7, diagram 2).

This activity provides you with the opportunity to assess pupils’ skills in Using ICT. Ask the pupils to create a decision-making computer program using ‘Scratch’ software (see Resource 8, which provides an introduction to Scratch). Recap the scenario with the pupils, reminding them that they will take on the role of a computer scientist within a team promoting renewable and environmental opportunities in the economy.

Invite pupils to create a decision flow diagram to use for choosing a wind farm site. Ask them to aim for at least five decision boxes (diamond-shaped ‘yes’ or ‘no’ boxes). Recap on the diamond ranking activity to help pupils decide on what factors to include in their diagram.

Pupils could include key factors such as:• wind speed;• elevation;• distance from housing;• distance to the road network;• distance to existing power lines;• site accessibility;


• impact on habitat and wildlife; and• visual impact on the landscape.

When they have finished ask each pupil to share their diagram with a peer, listen to feedback, and adjust the diagram if necessary. Explain that they are now going to program their decision-making diagram within Scratch, which will enable wind energy companies to determine the suitability of potential sites for wind turbines in Northern Ireland.

Activity 7

Testing the SolutionAsk the pupils to regroup and to select a site for a new wind farm within a 10 mile radius of the school. Invite them to use NI Maps to get an OS map of Northern Ireland and search for their selected site.

Give the pupils Resource 9, which has a framework for them to collate their site selection information. Encourage them to:• use the tools in NI maps to measure distance on the

map to houses, pylons and major roads;• find the grid reference of their chosen site at

www.irish.gridreferencefinder.com/; and• record the mean wind speed at their selected

site (wind speeds for any grid reference in NI are available at www.decc.gov.uk/en/windspeed/default.aspx)

Finally, ask them to test their selected site using their own or a peer’s Scratch program.

Extension ActivityAsk the pupils to create a custom map of their chosen site in NI Maps or Scribble Maps and add relevant images and information.

NOTE: NI Maps allows pupils to add Word documents and presentations to their custom maps.

Activity 8

Making the PitchBy this stage, all pupils should have:• created a decision-making program using Scratch

software; and• tested their program.

Remind the pupils that they must present their simulation at a conference to an audience of highly skilled experts in the wind industry as part of the scenario. Their challenge will be to inform them of how the development offers an innovative new concept in identifying optimal wind farm sites in Northern Ireland, and potentially across the world.

Give them time to create their presentation materials, which might include a:• poster;• brochure; or• presentation.

Afterwards, ask each group to present their design solutions, preferably to a real and relevant audience. You could request a link with a relevant STEM ambassador through the STEMNET initiative which is co-ordinated by W5. STEM ambassadors can act as role models and help inspire and engage young people about the value of STEM in their daily lives. For further information, please contact Mary Carson at W5 ([email protected]) or visit their website at www.w5online.co.uk/stemnet

The pupils could make their pitch to their STEM Ambassador via videoconferencing using the Elluminate software available through C2K. For advice and support to get started, please contact the C2K service desk.

You may want to watch an episode of Dragon’s Den with the class to provide them with an example of how to conduct a pitch. If possible, you could also work in collaboration with the English Department to develop the pupils’ presentation pitch.

Give pupils time to research STEM career opportunities, including in ICT. Resources are available within the ‘Futures − Skills & Employability/CEIAG’ section of the STEMWorks website at www.nicurriculum.org.uk/stem


Resource 1

How Electricity is Generated in Northern Ireland

Adapted from: http://www.decc.gov.uk/assets/decc/statistics/publications/trends/articles_issue/1095-electricity-generation-supply-trends-art.pdf

10%

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GasCoalRenewableOther

70.7%


Resource 2

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Resource 3

Spider Diagram

Why Wind Power?

NaturalAdvantages

Environment

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Bessy Bell wind farm was one of the first wind farms in Northern Ireland. It was built in 1995 by the Renewable Energy Company (RES) on the Baronscourt Estate near Newtownstewart in County Tyrone. It consists of ten Danish-built Vesta wind turbines which have a capacity of 5 megawatts of electricity, enough power to run 6000 homes. This wind farm alone reduces the amount of carbon dioxide released into the atmosphere by 20 000 tonnes a year!

The wind turbines are owned by RES, who rent the site location from the Duke of Abercorn’s Baronscourt Estate. B9 Energy Services in Larne monitor and maintain the wind farm on a daily basis. Their engineers monitor the performance of the turbines remotely, so when a turbine develops a problem they shut it down and send site engineers to deal with the problem.

The wind farm itself sits within a working forestry. This contains a herd of wild Sika deer who seem to ignore the massive turbines. The site has views to the north, west and south. If you look east from the wind farm you can see its summit, which stands 100 metres above. The prevailing wind is from the south west, which means that the turbines are rarely static: they only need a wind speed of 5 miles per second to begin electricity production.

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Resource 4 (1 of 2)

Bessy Bell Wind Farm (Teacher’s Information Sheet)


Resource 4 (2 of 2)

A Sketch of Bessy Bell Wind Farm Looking South

A sketch of Bessy Bell wind farm looking south

Windmill Illustrations ©Thinkstockphoto/iStockphoto

The profile of the site was an important factor in the decision to grant planning permission. Bessy Bell is a prominent peak but the actual wind farm is situated on a long plateau 50 metres below. This means that the impact on the landscape is low as the line of turbines follows the line of the plateau. Every wind farm has a ‘Landscape and Visual Impact Assessment’ carried out before consent is granted.

Bessy Bell is a good example of how landowners can generate income from fairly poor land which is unsuitable for anything other than sheep grazing. Renewable energy could prove lucrative for the rural economy.


Resource 5 (1 of 2)

Bessy Bell Card Sort

Bessy Bell wind farm is situated just outside of the

Sperrin AONB.

Bessy Bell’s peak is 420 metres above sea level

but the wind farm is situated on a long plateau

on the south western flank of the mountain at an elevation of 320

metres.

The southern and western sides of the mountain are

gorse and heather. The northern side is forestry.

Roads crisscross the forest at Bessy Bell and a rough track allows 4 x 4 vehicles to reach the

communications mast at the top of the hill. These roads existed before the

wind farm was built.

The A5 road passes close to Bessy Bell. It is a very

busy road connecting Omagh, Strabane and Derry/Londonderry.

Electricity pylons run along the A5.

The site has an uninterrupted view to the south and west with the nearest upland areas in these directions being

more that 10 kilometres away.

Although close to the village of

Newtownstewart, the windmills are not visible from the village. There

are no houses within 500 metres of the wind farm.

Average wind speeds at this site are around 15 metres per second and the turbines are

generating electricity 95 percent of the time.

Bessy Bell is a prominent landmark which can be

seen from miles around. The windmills stretch

along a ridge 100 metres below the summit of the

hill.


Resource 5 (2 of 2)

The Factors Influencing the Location of Bessy Bell Wind FarmArrange the cards in a ‘Diamond 9’ with the factors you consider most important at the top, and the least important at the bottom.


Resource 6

To Proceed or not to Proceed (Pupil Stimulus Material)Wind farms have caused much controversy since they were first established in the United Kingdom in 1991. This is true for the proposed ‘Silent Signs’ wind farm located near to the Mourne Mountains AONB. To date the area has remained unspoiled by human impact. The people with a special interest in the public meeting that has been called regarding the proposal can be listed as follows:• landowner of the proposed site;• NI Environment agency officer;• local resident; • local business owner; and• ‘Clean as a Whistle’ renewable company

representative (proposer).

Landowner: I own the land which has been suitable only for sheep farming. I need to diversify and this proposal gives me the opportunity to make better use of the land I have.

NI Environment agency officer: We need to ensure that the prominent open skylines which are sensitive to change remain protected. New development would need careful visual analysis.

Local resident: I am concerned about the health and wellbeing of the people in the area, who will suffer from a range of illnesses including sleep deprivation and distress due to the noise of these turbines. If they are erected, we believe these turbines will also devalue our property.

Local business owner: I observed my responsibility and made sure my restaurant was located and developed sympathetically within this area. I rely on the thousands of tourists who come every year to walk in the nearby area and climb the mountains. If this proposal goes ahead I will be out of business because tourists will stop coming to the area.

‘Clean as a Whistle’ representative: Wind energy began in the UK in 1991. It has since been demonstrated that it is a clean and productive source of energy. An investment of this scale will bring jobs to the area. The local landscape provides a real opportunity to meet the goals of energy security and low carbon goals, which are a government priority. ‘Silent Signs’ would add to the list of tourist attractions in the area. We believe in sustainability and would like to use profits from the farm to work with the community to fund a wildlife and habitat enhancement programme as well as contribute to the provision of infrastructure in this area.


Resource 7 (1 of 2)

Decision Making Flow Diagram 1

Should I buy this T-Shirt?

Do I have enough money

NO

YES

YES

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NO

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Is it the right size?

Do I like the colour?

Buy the T-Shirt

Don’t Buy


Resource 7 (2 of 2)

Decision Making Flow Diagram 2

Can I afford this T-Shirt?

Do I have enough money

to cover the costs?

NO NO

YES YES

Will my friend lend me what I

need?

Don’t Buy

Buy the T-Shirt


Resource 8

NOTE: If your pupils will be carrying out the exemplar Using ICT assessment task as part of this resource, it is important that they have already acquired and developed the skills of Exploring Programming using Scratch software. This information sheet may be useful as a refresher for the teacher.

About Scratch Scratch is a visual programming language which is designed to be intuitive. It aims to introduce young people to Computational Thinking (CT) without having to learn coding language such as Java.

Before You StartCheck your access to the Scratch website.Create a Scratch account here http://scratch.mit.edu/ You will need this to download work.

Key Concepts• All Scratch games and simulations begin when you

click the green flag in the top right-hand corner.• Each character on the screen is referred to as a

‘sprite’.• Sprites perform on a ‘stage’.• The sprites and the stage are controlled by ‘scripts’.• You can download, view, copy and edit the scripts for

any game on the scratch website. This means that pupils can learn how games are coded and how to use those techniques in their own games.

• A demo wind farm decision-making diagram has been programmed using Scratch and can be found here: http://scratch.mit.edu/projects/dmchugh675/2794426

• You can find further support to get started at: • http://scratched.media.mit.edu/sites/default/files/

GettingStartedGuidev14.pdf• ‘Learn Scratch’ videos: http://learnscratch.org/

NOTE: The use of Scratch software in this resource offers schools the opportunity to use the Exploring Programming Desirable Features. However, Scratch also provides opportunities for the Online Collaboration Desirable Features. C2k have provided additional advice on using Scratch online should you wish to have pupils engaged in online collaboration (this can be found at the end of this document). Alternatively you could save your project as a Scratch file on your school network rather than uploading pupils’ work to the Scratch website. Scratch can provide pupils with opportunities to develop or assess the Cross-Curricular Skill of Using ICT.

A Brief Introduction to Scratch (Teacher’s Information)


Resource 9

Proposed SiteCollate information about a potential site for a wind farm within a ten mile radius of your school.

FACTOR NOTES SCORE (1−5)1 = poor5 = excellent

Height

Average wind speed

Horizontal direction (aspect)

Accessibility

Distance to main road network

Distance to nearest house (metres)

Distance to electricity pylons (metres)

Proximity to protected areas

Current land use


Scratch Safety Guidance (Teacher’s Briefing Sheet)

NOTE: Includes some pointers that teachers may decide to share with pupils.

As part of the Scratch community, you are sharing projects and ideas with people:• from many different countries and cultures• from many different schools in Northern Ireland• of all ages (from young children to adults) • with all levels of experience with ICT

We need your help to make this community a safe, enjoyable and supportive place for every member. Here’s how you can help:• Be respectful. When sharing projects or posting

comments, remember that many people of different ages and backgrounds will see your contributions.

• Offer constructive comments. It is good to comment on Scratch projects you see. Always say positive things and offer suggestions on how to make it better.

• Give credit. Feel free to make modified versions of other people’s Scratch projects that you like - just make sure to give them credit. One place to give credit is in your Project Notes.

• Be honest. Don’t pretend to be someone else within the Scratch community.

• Keep personal information private. Don’t share your full name, home address, email address, phone number, or other personal contact information. Never upload a photograph of yourself.

• Help keep the site friendly. If you feel others would find a project or comment mean, insulting, too violent, or otherwise inappropriate, click the link that says “flag as inappropriate.”

In the Forums, you can do the same thing by clicking on the “Report” link below a post. The Scratch team will review, and may remove any project, comment or post.

All projects shared on the Scratch website, as well as the Scratch support materials, are shared under the Creative Commons licence with the conditions: Attribution - Share Alike. The Scratch software is completely free of charge and its source code is available under the Scratch Licence. The software behind the Scratch website is under the General Public Licence version 2.

To learn more about Scratch moderation policies, visit the Moderation on the Scratch website page.

Privacy PolicyYour privacy and safety online are very important. To

protect your privacy, Scratch limits what is collected and what is published on the website. Never upload a photograph or image of yourself or your family.

Using Scratch Software• When you first use Scratch software, you will have the

option of telling Scratch some things about yourself. You do not have to fill in any of this information if you don’t want to.

• The only required information is your username, password, gender, country and your month and year of birth.

• You will not be asked for your name, phone number, or home address. Do not put any personal details into Scratch. Follow these THINK guidelines:

• Tell your Teacher, Mum or Dad if you see something online that upsets you, or if someone makes you feel unhappy.

• Hide your password. Never share it with your friends. Someone else could go online pretending to be you and do something that could get you into trouble.

• Interesting websites can be fun. Check with your teacher if a site is okay to use before you visit. Sometimes they can set up a good list of sites just for you.

• Be Nice to people you talk to on the internet or phone. Name calling or being mean is not cool. Look out for yourself and for others.

• Keep your special personal information safe. Never give your real name, address or phone number to anyone online. Use a nickname in Scratch forums or when you play games on the computer and never put your photograph online..

Scratch does not make any of your profile information public on the website, except your username and country. Scratch does not sell or rent your information to anyone.

Changing Your Password or Deleting Your AccountYou can change your password or delete your account at any time. To change your password, enter your account name or email address on the password recovery page. If you want to delete your (or your child’s) account, please email [email protected] and let Scratch know 1) the username, 2) the email address used on the account, and 3) the date of birth used on the account.

ResearchSome of the information and data collected on the Scratch website may be used in research studies intended to understand and improve people’s experiences by Scratch. The results of this research are shared with educators and researchers through conferences, journals, and other publications.


Useful WebsitesThese links were active at the time of publishing.

CCEA accepts no responsibility or liability for any material supplied by or contained in any of the linked websites and does not necessarily endorse the views expressed within them. We cannot guarantee that these links will work all of the time and we have no control over availability of the linked pages.

www.investni.com/renewable.aspx (information on Northern Ireland’s renewables sector)www.renewableuk.com (trade association for a number of renewables industries in the UK, including wind, and information on careers in these sectors)www.doeni.gov.uk/niea// (Northern Ireland Environment Agency)www.windturbinesni.co.uk/ (useful website for finding out about wind farms in Northern Ireland)

Links to Articles for Use in Activity 2:www.bbc.co.uk/news/uk-northern-ireland-11416418www.simplepower.co/clean-energywww.belfasttelegraph.co.uk/news/local-national/northern-ireland/firm-signs-50m-wind-turbines-deal-16131055.htmlwww.belfast-harbour.co.uk/news/article40/belfast-harbour-aims-to-become-leading-uk-renewables-hub

Documents

STEM Works! - nicurriculum.org.uk · STEM Works! Learning for Life and Work through Geography Clean and Green: Renewables Key Stage 3 ... Making the Pitch 1.8 Resources 1.9 Useful