Introduction
In this project, you’ll explore how energy shapes our daily lives, communities, and environment. Working with a team, you’ll investigate a real-world energy topic. Your team will research, analyze information, and create a trifold display that communicates your findings through clear explanations and visuals. Then, you’ll share your project in a gallery-style showcase, teaching others what you’ve learned about energy’s role in your community and beyond.
Choose Your Research Pathway
Work with your group to choose one of the following topic pathways to guide your research.
| Option 1: Local Energy Connections Explore how energy is produced, used, or debated in your region or community. Think about how local energy choices affect people, the environment, and the economy. Research Questions: Where does your community’s electricity come from? (Investigate your local utility or power plant energy mix.) What energy challenges exist here? (e.g., extreme weather, high prices, energy access, intermittency, etc.) What future energy projects or plans are being discussed or built? (Research your region’s future energy projects.) What steps should your region take to meet its future energy needs? (Share your team’s evidence-based opinion.) |
| Option 2: Key Groups Perspectives Examine a single local energy source (like solar, wind, natural gas, or coal) from the viewpoints of different members in your community. Research Questions: Utility Company: How reliable and affordable is this energy source? Environmental Groups: What are the environmental benefits and concerns? Consumers: How does this source affect energy bills and everyday life? Government/Policy: What laws, incentives, or debates influence this source? |
| Option 3: Energy Source Comparison Compare two energy sources and decide which is better for your community – both now and in the future. Research Questions Reliability: Which source provides power more consistently? Economics: Which is more affordable to build and maintain? Which creates more jobs? Environmental Impact: How does each affect land, water, air or wildlife? Future Potential: Which source can expand and meet long-term energy needs? |
Your Trifold Display
Your trifold board is your team’s way to teach others what you have discovered. It should be clear, visual, and informative.
Include:
- Title & Pathway (large and easy to read at the top)
- Headings & Subheadings (based on your research questions)
- Facts & Explanations (clear, concise writing in your own words)
- Visuals (charts, maps, photos, diagrams, 3D elements, etc.)
- Citations (list your sources neatly on the back or bottom corner)
Tip: Think of your trifold as a mini museum exhibit! Make it eye-catching, easy to understand, and informative. Use the space below to sketch out some designs.
Team Roles
Each group member should take on specific responsibilities to stay organized and balanced. List each team member, along with their roles and tasks in the box below.
Possible Roles:
- Researcher(s) – Gather information, find credible sources, and answer assigned questions.
- Writer(s) – Draft text for the trifold and edit for clarity and tone.
- Designer(s) – Plan layout, create visuals, and organize materials for the display.
- (You can also add roles like Editor or Project Manager as needed.)
Assessment Rubric
| Category | Exemplary | Proficient | Needs Improvement |
|---|---|---|---|
| Research Quality | Information is accurate, complete, and well-cited. Strong evidence of deep research and understanding of the topic. | Information is accurate and complete, with minor errors in content and/or citation. | Information is incomplete, inaccurate, or lacks reliable sources. |
| Trifold Display | Trifold is well-organized, clear, and visually engaging. Content and visuals communicate ideas effectively. | Trifold is mostly organized and clear, with some visuals or graphics. | Trifold is disorganized, unclear, or lacks visuals. |
| Collaboration | The student consistently contributed ideas, completed tasks on time, and supported group members. Demonstrated leadership or strong teamwork. | The student contributed ideas and completed most tasks; worked well with the team, with some uneven participation. | The student contributed little, missed tasks, or relied on others to do the work. |
| Peer Feedback | The student gave meaningful, specific, and constructive feedback to peers during the gallery walk. | The student gave some feedback, but some lacked detail or thoughtfulness. | The student gave little or no feedback to peers. |
Peer Feedback (Gallery Walk)
As you walk around and view other groups’ trifolds, leave a feedback slip for at least four displays. Be specific and thoughtful in your responses. Use full sentences.
Student Name:
Group Evaluated/Topic:
Identify three strengths of this presentation, including at least one important idea, fact, or perspective that made you think differently about energy.
What is at least one way this project could be improved? How would you rate this presentation on a scale of 1 to 5? Explain why.
Student Name:
Group Evaluated/Topic:
Identify three strengths of this presentation, including at least one important idea, fact, or perspective that made you think differently about energy.
What is at least one way this project could be improved? How would you rate this presentation on a scale of 1 to 5? Explain why.
Student Name:
Group Evaluated/Topic:
Identify three strengths of this presentation, including at least one important idea, fact, or perspective that made you think differently about energy.
What is at least one way this project could be improved? How would you rate this presentation on a scale of 1 to 5? Explain why.
Student Name:
Group Evaluated/Topic:
Identify three strengths of this presentation, including at least one important idea, fact, or perspective that made you think differently about energy.
What is at least one way this project could be improved? How would you rate this presentation on a scale of 1 to 5? Explain why.