Common Core State Standards–English Language Arts
STRAND
SAMPLE STUDENT ENGAGEMENT, GRADES 6–8
Writing History/Social
Research and write a brief essay accompanied by an illustration
that explains how energy is harnessed from moving water and
converted to electricity.
Studies, Science, and
Technical Subjects
WHST.6-8.9. Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Work in teams to investigate various power sources, including
solar energy, hydroelectric energy, and energy from fossil fuels.
Form discussion circles with representatives from each team
and articulate the pros and cons of each power source.
Speaking and Listening
SL.6.1, SL.7.1, SL.8.1. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade-level topics, texts, and issues, building on others’
ideas and expressing their own clearly.
History – Social Science Content Standards for California Public Schools
HISTORICAL AND SOCIAL
SCIENCE ANALYSIS SKILLS
SAMPLE STUDENT ENGAGEMENT, GRADES 6–8
Chronological and
Examine maps showing the water sources of the Bay Area.
How large an area do they encompass? How well protected are
the sources? Choose one Bay Area city and learn more about
the relationship between that city’s growth and its water source.
For reference, see “Where Does My Water Come From?” on the
Water Education Foundation’s website at www.watereducation.org/
where-does-my-water-come.
Spatial Thinking
6-8.3. Students use a variety of maps and documents to identify
physical and cultural features of neighborhoods, cities, states, and
countries and to explain the historical migration of people, expansion
and disintegration of empires, and the growth of economic systems.
BIG IDEAS
|
Grades 6–8
|
SAN FRANCISCO PUBLIC UTILITIES COMMISSION
55