Science · 6th Grade

Active learning ideas

Impact of Resource Extraction

Active learning works for this topic because students need to physically engage with forces like shaking and flooding to truly grasp how engineering solutions interact with natural hazards. Hands-on trials let them test, fail, and revise designs, which builds deeper understanding than reading alone.

• Common Core State Standards
• MS-ESS3-1

• 20–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 50 min · Small Groups

Simulation Game: Shake Table Challenge

Students build towers out of toothpicks and marshmallows. They test them on a 'shake table' (a tray on tennis balls) to see which designs survive a simulated earthquake and then discuss why certain shapes were stronger.

Explain how the extraction of minerals impacts local groundwater.

Facilitation Tip

During the Shake Table Challenge, ask students to predict how their building will move before testing, then have them record actual results to compare with predictions.

What to look for

Pose the question: 'Imagine a town needs lumber for new homes. What are two ways loggers can harvest trees while minimizing soil erosion and impact on animal habitats?' Facilitate a class discussion, guiding students to consider selective logging or buffer zones.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Flood Defense

Using a tray of soil, students must design a 'levee' or 'dam' using limited materials (clay, rocks, popsicle sticks). They test their design by pouring a 'flood' of water and measuring how much 'land' was protected.

Analyze the long-term ecological effects of deforestation.

Facilitation Tip

In the Flood Defense activity, set clear constraints such as limited materials and a fixed water flow rate to mimic real-world resource limits.

What to look for

Provide students with a short case study about a fictional town experiencing water pollution after nearby mining operations began. Ask them to identify: 1. The likely source of pollution. 2. One way the mining company could have prevented this. 3. One step the town could take to address the problem.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 20 min · Pairs

Think-Pair-Share: The Cost of Safety

The teacher presents a high-tech solution (like a massive sea wall) and a low-tech solution (like planting mangroves). Students discuss with a partner the pros and cons of each, focusing on cost and environmental impact.

Critique current practices in resource extraction and propose improvements.

Facilitation Tip

For The Cost of Safety discussion, provide a short, relatable scenario so students can focus on weighing trade-offs rather than debating vague ideas.

What to look for

Ask students to write on an index card: 'Name one resource extraction method and describe one specific environmental problem it can cause. Then, suggest one way to reduce that problem.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by balancing direct instruction about forces and materials with iterative design cycles. Avoid spending too long on theory before students have a chance to build and test. Research shows students learn engineering best when they experience repeated cycles of design, test, and redesign within a single class period.

Successful learning looks like students applying the engineering design process to real-world problems, explaining why certain materials or shapes reduce damage, and clearly distinguishing between prevention and mitigation in their discussions and designs.

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Watch Out for These Misconceptions

• During the Shake Table Challenge, watch for students who assume that using the heaviest or most rigid materials will always make their structure safer.

  Use this activity to show that flexibility often works better during shaking. Have students test one tall, flexible tower and one short, rigid one side by side to observe which survives better.

• During The Cost of Safety discussion, students may believe that natural hazards can be prevented entirely with enough money or technology.

  Use this discussion to clarify the difference between prevention and mitigation. Ask students to compare absolute prevention (stopping the hazard) with smart design choices that reduce damage, using their experiences from the other activities as evidence.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share