The Great Energy Debate
Project Guidelines
Name ___________________________
Unit G: Uncovering Earth’s Natural Resources
Learning targets:
1. Evaluate positive and negative impacts on the geosphere, atmosphere, hydrosphere, and biosphere in regards
to resource use (DOK 2-3)
2. Analyze and interpret data about the effect of resource consumption and development on resource reserves
to draw conclusions about sustainable use (DOK 1-3)
Essential Question: How should we* meet our energy needs for the future in a sustainable way?
(*global/local us, state, city Colorado Springs)
Background information:
How does the U.S. use both renewable and non-renewable resources to fuel our world? In The
Great Energy Debate you will participate as part of a team to identify, compare and contrast these
sources in order to make a scientific judgment about our current and recommended resource use.
Your skills as researchers will help inform you about the costs and benefits of different energy
sources by investigating how they are located, extracted and used. Together as a class you will
evaluate the sustainability of our current energy plan and advocate for change to those in positions
to make them.
Investigating
 As a team, critically read the different sources found in your packet.
o Underline relevant factual information.
o Highlight key benefits of using this source.
o Highlight key costs of using this source.
 Complete the Debate Sheet found in your packet that helps to consolidate the most
important information about your resource.
Planning
 Develop an effective presentation about your chosen energy source to teach others in your
class. This presentation must include the following elements:
o Organized notes to guide the informational presentation.
 Clearly identify who contributes what to the presentation.
 Clearly identify what information is most relevant for others to know.
o Design a “rough draft” sketch of the collaborative poster you will use to help others
learn about your assigned resource. (See below for details)
Creating
 The collaborative poster becomes the most effective tool you will use to teach others about
your resource, so pre-planning how you will use your space, what you will include, and how
you will use it as a teaching tool will all be seen in the final product. You will need to
synthesize the information from your research in ways that engage and inform others.
 Clearly identify the resource, how we locate and extract it, and how it is used in the
U.S. and beyond.
 Clearly explain whether this resource is a renewable or non-renewable energy source.
 Identify, label and discuss the 3 most important benefits of this source of energy.
 Identify, label and discuss the 3 most important disadvantages (costs) for using this
energy source.
 Include a more complete analysis of the overall pros and cons of using this energy
source. Do the pros outweigh the cons, or vice versa?
 Is this a primary energy source in the U.S.? If so, why? If not, what is keeping it from
becoming one?
Assessment
The following rubric will be used to assess your performance throughout The Great Energy Debate:
Criterion A: Knowing and Understanding
Year 3 Rubric
Maximum: 8
At the end of Year 3, students should be able to:

describe scientific knowledge

apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

analyze information to make scientifically supported judgments
Achievement
Level
0
1-2
3-4
5-6
7-8
Level Descriptor
The student does not reach a standard indicated by any of the standards
below.
The student is able to:
I. recall scientific knowledge
II. apply scientific knowledge and understanding to suggest solutions
to problems set in familiar situations
III. apply information to make judgments
The student is able to:
I. state scientific knowledge
II. apply scientific knowledge and understanding to solve problems set
in familiar situations
III. apply information to make scientifically supported judgments
The student is able to:
I. outline scientific knowledge
II. apply scientific knowledge and understanding to solve problems set
in familiar situations and suggest solutions to problems set in
unfamiliar situations
III. interpret information to make scientifically supported judgments
The student is able to:
I. describe scientific knowledge
II. apply scientific knowledge and understanding to solve problems set
in familiar and unfamiliar situations
III. analyze information to make scientifically supported judgments
Task Specific Description