Where Young Problem Solvers Take Shape
A hands-on Grade 6 renewable energy project helps students grow as engineers, innovators, and thoughtful problem solvers.
In Grade 6 science at La Jolla Country Day School, students move beyond studying energy in theory and begin applying it in real, hands-on ways. After learning about forms of energy and exploring renewable energy potential across the United States, students researched cities and determined which energy source would be the strongest investment for that location.
This research served as the foundation for a hands-on engineering challenge where students brainstormed, sketched, and blueprinted functional prototypes—ranging from wind turbines and solar ovens to gear-turning buoy systems. Built with at least 50% recycled materials, each design had to do more than just look the part; it had to demonstrate a tangible transfer of energy to perform real work.
Learning Through Design
For Grade 6 Science Educator Matthew Bessler, the power of the project is in the experience itself. “To me, the only way to learn science is hands-on,” he said. “When they physically interact with these concepts, the science starts to make a whole lot more sense.”
This kind of active learning challenges students to think critically, solve problems, and persevere through setbacks. As students test, adjust, and refine their prototypes, they build confidence and independence alongside scientific understanding.
Growth With Real-World Impact
Bessler sees the project as a reflection of what science education at LJCDS is designed to be. “This project reflects exactly what LJCDS believes science should look like: students tasked with solving real-world problems,” he said.
By working independently, students are stretched in new ways as they learn to rely entirely on their own thinking, persistence, and creativity throughout the process. “This format pushes them to use skills they might normally rely on a teammate for, helping them discover capabilities they didn’t realize they had,” Bessler said.
At LJCDS, projects like this help students develop the skills, mindset, and sense of impact needed to grow into creative, capable problem solvers. As Bessler put it, “These students aren’t just building models; they are discovering things about themselves and learning to think like engineers.”
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This research served as the foundation for a hands-on engineering challenge where students brainstormed, sketched, and blueprinted functional prototypes—ranging from wind turbines and solar ovens to gear-turning buoy systems. Built with at least 50% recycled materials, each design had to do more than just look the part; it had to demonstrate a tangible transfer of energy to perform real work.
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Learning Through Design
For Grade 6 Science Educator Matthew Bessler, the power of the project is in the experience itself. “To me, the only way to learn science is hands-on,” he said. “When they physically interact with these concepts, the science starts to make a whole lot more sense.”
This kind of active learning challenges students to think critically, solve problems, and persevere through setbacks. As students test, adjust, and refine their prototypes, they build confidence and independence alongside scientific understanding.
 |  |
Growth With Real-World Impact
Bessler sees the project as a reflection of what science education at LJCDS is designed to be. “This project reflects exactly what LJCDS believes science should look like: students tasked with solving real-world problems,” he said.
By working independently, students are stretched in new ways as they learn to rely entirely on their own thinking, persistence, and creativity throughout the process. “This format pushes them to use skills they might normally rely on a teammate for, helping them discover capabilities they didn’t realize they had,” Bessler said.
At LJCDS, projects like this help students develop the skills, mindset, and sense of impact needed to grow into creative, capable problem solvers. As Bessler put it, “These students aren’t just building models; they are discovering things about themselves and learning to think like engineers.”
