2nd Grade

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Alternative Energy

ESSENTIAL QUESTION: Why is it important for us not to waste energy and consider alternative energy sources?

Wind Energy

Wind-generated electricity is the fastest growing renewable energy source in some sections of our country, but there are virtually no onshore wind resources in South Carolina. Until off-shore resources can be effectively developed, there is no reliable source of wind-generated electricity in the state. Clemson University has been working on an offshore wind turbine.

Learn more:

Energy Efficiency

Other ideas:

Make energy efficiency behavior charts where the children can put a checkmark every time they do something to save energy. For instance, put a line on the chart for a family bike ride instead of a car ride, or for remembering to turn off a light switch when leaving a room. Other ideas include asking parents to turn down the thermostat a few degrees in the winter or up a few degrees in summer, and taking short showers instead of baths.

Create energy-saving posters to display at home or at school illustrating ways people can save energy in their homes or at school, such as turning out the lights or using energy-efficient light bulbs.

This turbine harnesses the power of the wind.


What is wind energy?
How is energy from many different sources transformed into electricity?
Why should wind energy be considered an alternative to fossil fuels?
Your Electric Cooperatives


In second grade, students are introduced to the concept that, when air interacts with objects, the objects move, and to the methods used to measure wind direction and speed. Here, we expand into the concept of wind energy—capturing the wind to do work for us.



Standard 2.P.1:
The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content.

2.P.1A. Conceptual Understanding:
The practices of science and engineering support the development of science concepts, develop the habits of mind that are necessary for scientific thinking, and allow students to engage in science in ways that are similar to those used by scientists and engineers.

2.P.1B. Conceptual Understanding:
Technology is any modification to the natural world created to fulfill the wants and needs of humans. The engineering design process involves a series of iterative steps used to solve a problem and often leads to the development of a new or improved technology.


Standard 2.E.2:
The student will demonstrate an understanding of the daily and seasonal weather patterns.

2.E.2A. Conceptual Understanding:
Weather is the combination of sunlight, wind, precipitation (rain, sleet, snow, and hail), and temperature in a particular region at a particular time. Scientists measure and record these conditions to describe the weather and to identify patterns over time. Weather scientists (meteorologists) forecast severe weather so that communities can prepare for and respond to these events.

Performance Indicators: Students who demonstrate this understanding can:

Develop and use models to describe and compare the effects of wind (moving air) on objects.