How can you combine renewable resources, natural disasters, world geography and informational text in one giant project? Sustainable Cities! During the first unit of 2021, we worked on combining two units into one giant PBL project that explored a LOT of topics, and the final presentation was outstanding!
Students started off by reviewing types of energy and how energy changes from one form to another. We shifted this into a discussion on renewable and nonrenewable energy sources, and how our own energy in Shenzhen could be more sustainable. Students investigated where their energy comes from, and what types of renewable energy might be possible in Shenzhen. After learning about tidal, solar, hydroelectric and wind power, they were tasked with selecting their own city from around the world to model.
And these models are HUGE! We have 1m x 1m wooden boards, and asked students to make a (not to scale) model of their cities with a new source of sustainable energy. Students worked in groups of 2 or 3, and they each got to choose their own city to research. One group drew a plan for hydroelectric energy on the Thames through London; another group made a model of Hokkaido that incorporates geothermal energy from underground. After planning their cities, they got to work!
The building process was going great, but we had one more component to throw on top: natural disasters. As part of the g6 curriculum, students get to learn about causes and effects of hurricanes, tornadoes, earthquakes, tsunamis, and volcanoes. We introduced the topics during guided reading time, and made sure students understood the basics of continental plates and the water cycle. Then, after groups finished their sustainable energy models, they moved on to the next step: research a natural disaster that could happen in their city and how to prevent it! The extra challenge brought some new life to their models, and they got to engage in a second round of the design cycle. This time, groups were adding seismic sensors, flood wall barriers, and tsunami shelters.
All of a sudden, this mega PBL project wasn't just about preventing climate change, but about how we can mitigate the damage already happening. It suddenly made the effect of greenhouse gasses more real to see how these cities are vulnerable to these disasters.
How best to wrap this up? We asked students to share what they learned in an exhibition for grade 5 students and teachers. Grade 6 needed to prepare a presentation that includes:
The type of energy their city currently uses and how it contributes to climate change
How the city can transition to more sustainable energy
What types of natural disasters the city might face
How to protect residents against those disasters
Overall, this project took almost THREE MONTHS, but it had a huge impact on how students see the effect of climate change on the world as a whole. By emphasizing the global impact of nonrenewable energy and fossil fuels, students explored the full cause and effect of climate change. This project was also super hands-on, student centered, and full of student choices. Sometimes it got a little messy (our PBL Building room might always have a tiny bit of resin stuck to the floor!), but it was a great way for students to investigate, create, collaborate and make an impact by sharing what they learned. A great way to wrap up the first quarter of the year!
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