E X P E R I E N C E
O V E R V I E W
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Duration:
Name of Project:
Energy City
Subject/Course:
6th Grade Science
Other Subject Areas:
Social Studies
Teacher(s): 6th grade science Rina Almarez
4-5 weeks
Grade Level: 6
Unit Goal for Student:
Summary of the issue,
challenge, investigation,
scenario, or problem:
Students will choose a city on Earth that is located near a volcano or on a fault line and conduct research on
plate tectonics, energy sources, engineering, and conservation, to design a new city plan/layout for the city in
the event of a catastrophic geologic event. Students will present their findings and proposed solution by
constructing a model of the new city layout and by housing information on a Weebly website.
Enduring Understanding(s) Geographical location and land features impact how communities utilize natural resources for power and
electricity.
Essential Question(s)
If you were a City Planner, how would you rebuild a city that is located on a fault line or near a volcano, after
a natural disaster?
Curriculum Standards Bundle (Stage 1)
Content and Process
Standards (TEKS) to be
taught and assessed:
Highlight those targeted for
depth.
7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual
basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are
essentially nonrenewable. The student is expected to:
(A) research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass,
wind, hydropower, geothermal, and solar resources; and
(B) design a logical plan to manage energy resources in the home, school, or community.
(10) Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is
expected to:
(C) identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and
South American; and
(D) describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic
eruptions, and mountain building.
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Other Required Standards
to be taught and assessed:
HPISD Learner of the Future
(i.e. CCRS, Graduate
http://www.hpisd.org/About/LearnerfortheFuture.aspx
Expectations, Local
Objectives, etc.)
-application of rigorous and content-rich curriculum
-competence with technologies
-is creative and productive
-identifies, frames & solves complex & multidimensional problems
-uses reason, analysis & synthesis to make informed decisions & to draw conclusions
-writes & speaks clearly & articulately for varied purposes & audiences
-listens actively and respectfully to the opinions and perspective of others
-offers and accepts constructive criticism and feedback
- works effectively within teams
- self-evaluation
- disciplined management of self, learning, resources, and time
- has a diverse and knowledgeable world view
- interprets global issues
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Authentic Learning
Elements to be integrated:
Check all that are targeted in
this unit.
Provide authentic context that reflects
the way the knowledge will be used in
real-life - yes
Provide authentic activities - yes
Provide multiple roles and
perspectives - yes
Promote articulation - yes
Support collaborative construction of
knowledge- yes
Provide coaching and scaffolding - yes
Provide access to expert
performances and the modeling of
processes - yes
Promote reflection- yes
Provide for authentic assessment of
learning within the tasks - yes
21st Century Skills/NETS to Creativity and Innovation (NETS 1) - iPad use, digital device
be taught and assessed:
use, website creation
Communication and Collaboration (NETS 2) - group tasks
Life and Career Skills - presentation and
collaboration
Critical Thinking/Problem Solving (NETS 4) - strategy for city
layout and building design; plan work day; analyze research for
design of city components
Digital Citizenship, Technology Operations and
Concepts (NETS 5and 6) - digital safety, website
publishing, email correspondance
A S S E S S M E N T
Entry Event to
launch inquiry,
engage students:
Assessments
Information, Media, or ICT Literacy (NETS 3) editing skills
(STAGE 2)
page 2
Hook introducing the event
Discussion: Who plays Minecraft or Eden? (game that allows building and design)
Summative
Assessments:
Major Products
and/or
Performances
Final product or performance tasks required. A general description of expectations.
Weebly website for information gained from research about the chosen city, its most recent geological
event (earthquake/volcano), plate tectonics, building design, and energy sources.
Model of “new” city layout to show engineering ideas for safe structures, use of more renewable energy
sources, and conservation efforts.
Formative
Embedded in learning experiences to gauge student progress toward a deep understanding of the Enduring
Assessments
Understanding
(During Learning) Discovery Education Quizzes, sharing future science classroom design, email correspondence with City Planner or
Engineer, daily Group Task Chart, Energy Unit “Teacher Check”, Class notes,
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Resources Needed Materials:
Resources:
Reflection Methods
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Project Memo
Project Packet
Group Task Chart
Project checklist
Email handout
Computers with internet access to Weebly.com
Graph paper
Digital devices for Minecraft/Eden
Crafts supplies for 2D posters and 3D models
DiscoveryEducation.com for scientific research
Weebly.com for website creation
Nystrom Atlas
Dynamic Earth Website - http://www.learner.org/interactives/dynamicearth/index.html
SMU School of Engineering - Dr. Nathan Huntoon and students
California City Planner - Rob Seeds
(Individual, Group, Collaboration rubric - from BIE.org
and/or Whole Class) Making a collage rubric - created on Rubistar - http://rubistar.4teachers.org
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L E A R N I N G
E X P E R I E N C E S ( S T A G E 3 )
Discussion about Minecraft game
Group Formation - 1) Techie 2) Content 3) Creative 4) Organized
City Choices by Lottery
Set up Weebly website - class accounts
Write and sign Group Work Contract
Group Task Chart - daily plan
Research
- City location
- history of geological events
- earthquake/volcano research
- plate tectonics research
- energy sources research
- creation of pros/cons energy sources chart
- research about building structure and design/engineering
Design
- future science classroom on graph paper
- city layout
- model - 2D poster, 3D model, digital model, Prezi, project board, Keynote/Power Point, other approved idea
Presentation
- Model - Gallery Walk and collage rubric
- Website - Email City Engineer/City Planner
- Website - Class Presentation
Binder - submit to teacher
Reflection
-Collaboration rubric
Region 10 ESC
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