The 2025 KidWind RECharge Academy

 

In the middle of July and summertime vacation, I joined a cohort of exceptional educators, to learn about wind turbines, solar energy and battery technology. The 2025 KidWind RECharge Academy provided the time and resources for teachers, from across the nation, to come together for one week of collaboration and share our love of science. Learning the mechanics of the KidWind program and its incredible learning opportunities for students is the primary goal for teachers attending this academy.

The beginning of the session dwelled into investigating designs of new green energy production systems and having discussions with several wind energy developers across the Midwest. Websites were presented that provide valuable information for delivering science curriculum that can be structured around conceptual understand, engineering practices and cross cutting concepts (Next Generation Science Standards Foundational Structure).

One of the field trips that I participated in, at a University of Minnesota research facility, was an exciting venture into the science of water flow research and the scientific process of unmasking quantitative analysis that leads to real-world applications. 

As part of this week-long session, several KidWind science kits and lesson plans were presented to teachers providing them with resources needed to implement green energy educational initiatives in school curriculums.

The opportunity to collaborate with other teachers is the hallmark of the 2025 KidWind ReCharge Academy. With such a wealth of experienced science educators at one location, this cohort provided an exceptional opportunity to share knowledge and understanding of teaching pedagogy and greater insight into the mechanics of the KidWind experiences in the classroom.  I have met with representatives from energy developers in the Midwest and discussed with them inquiries into potential sponsorship for KidWind projects into the future.

Wind turbine designs were constructed and tested in a wind tunnel as teachers hoped to optimize electric energy output and win a staged competition.  The stakes ran high as teachers turned their imagination into construction of wind turbine units delivering joules of electric energy from the mechanical motion of spinning blades and rotating generator. Wind energy was transformed into electric energy which can be used to run motors, produce light and charge batteries!  I now have access to wind turbine websites related to developed wind energy projects across the Midwest.  This information provides me with the means to solicit funds to support local KidWind projects in schools where I teach and for teachers that I mentor.

The solar energy presentations, at the KidWind ReCharge academy, dealt with establishing project-based learning environments that involve the use of solar cell technology and engineering designs. The goal is to transfer solar energy into the lighting of homes, making heat energy and running electric powered machines. Solar energy learning opportunities are designed to stimulate interest and inquiry thereby sustaining an openness by students to learn.

The development of solar lab experiments includes the physical aspects of conducting solar energy activities and dwelling into the physics of energy transformation.  Data analysis, by students involved in solar energy, results in the interpretation of graphical presentations which add to students’ skills and abilities in solving problems.  This can lead to students developing a “reason”, in their minds, to want to lean.

Fundamentally, the motivation of students helps provide the means to actively participate in project-based science experiences in the classroom, but the “wanting” comes from a more deeply embedded “reason” held by learners for participation in the first place.  

Understanding the benefit of knowledge gained from wind turbine research operations helps to model the physics needed to support engineering.  Maximizing power output, given the deluge of environmental and mechanical influences, is the primary challenge in wind turbine engineering.  Graphical presentations of output data provide crucial support to scientific analysis.  Students involved in KidWind come to appreciate these many factors impacting the production of electrical energy and they work, with the data, to draw out conclusions from experimentation and focus upon the need to maximize electrical energy output in joules!

The final day of the KidWind RECharge Academy was filled with presentations from wind turbine engineers, nuclear energy specialists and battery science curriculum experts.  The knowledge and understanding of energy producing systems was enhanced by this expert testimony. I believe that this opportunity of learning will produce tremendous educational dividends in the classroom. 

It has been a remarkable gathering of teachers bringing to the cohort a wealth of experience and commitment to real learning of science.  This program helped to both advocate and applaud teachers for their vocation as instructors and mentors to our youth.  The rarity of this type of professional development experience, for science teachers nationwide, is a testament to the need for more investment in science education along with greater commitment to preparing our youth for the challenges of a technological advanced future.

It’s been a truly rewarding time for everyone this week. I am very thankful to the leadership of KidWind for providing such an incredible event.  As teachers, we will utilize what we have learned and more effectively implement energy curriculum initiatives in the classroom. This process will lead to the development of problem-solving abilities in our youth with a lasting impact upon society into the future.