Unit Title: Fossil Fuels
Week: 2 weeks
Engineering
Lesson Plan
Teacher: Related Arts Engineering
Grade: 6-8
Lesson Title: Fossil Fuels From The Earth’s Center Provide Energy For Engineering Technology
STRANDS
Standards for Technological Literacy
LESSON OVERVIEW
Summary of the task, challenge, investigation, career-related scenario, problem, or community link.
Fossil fuels, including oil, coal, and natural gas, are non-renewable resources that formed when plants and animals died and were gradually buried by layers of rock. Over
millions of years, different types of fossil fuels formed depending on what combination of organic matter was present, how long it was buried and what temperature and
pressure conditions existed as time passed. Today, fossil fuel industries drill or mine for these energy sources, burn them to produce electricity, or refine them for use as
fuel.
Drilling for fossil fuel energy sources, like automation and robotics require gear assemblies.




Students will further their knowledge with the purpose of automation and robotics and its effects on technology.
Students will investigate mechanical gears and robot structures.
Students will recognize energy input or the drive gear and energy output or the driven gear.
Students will create gear assemblies and observe mechanism movement.

Students will evaluate gear assemblies for required functions and record relationship to speed, torque, and reversal of power.
Hook for the week unit or supplemental resources used throughout the week. (PBL scenarios, video clips, websites, literature)
MOTIVATOR
Would You Enjoy Creating A Floating Robot Capable Of Drilling Through The Ocean And Earth’s Crust To Drill For Fossil Fuel?
DAY
Objectives
(I can….)
1
I can explain how
structure can
either make a
robot robust and
durable or weak
and unreliable.
Materials &
Resources
Instructional Procedures
Differentiated
Instruction
Assessment
You Tube Video
Clip: “Fossil
Fuels With Bill
Nye” Appendix
A
Essential? Explain how structure can make a robot robust and durable or weak
and unreliable.
PowerPoint “
Automation and
Robotics”
Appendix B
Hook:
DI: Students will
be in groups of
four or five
working
collaboratively to
create a robot
vehicle frame
with an arm
extension. One
on one
conferencing and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
portion of
Performance
Assessment
Application:
Completion of
building a frame by
creating a vehicle
with an arm
extension that will
be robust and
durable.
How Can A Floating Robot Above the Ocean Drill For Fossil Fuel Ten Thousand
Feet Below and Beneath The Earth’s Crust?
YouTube Video Clip: “Fossil Fuels with Bill Nye”

Vocabulary- automation = the use of technology to ease human labor
or to extend the mental or physical capabilities of humans.
Teaching Strategy



The teacher will present “Automation and Robotics” showing robots of
the past, present, and the future.
Students will be introduced to “Robotic Structure Subsystems” that
form the base of every robot using the VEX Inventor’s Guide Manual
that may be purchased online.
Students will work in groups of four or five.
Formative
Assessment: One
on one
conferencing and
daily journal entry.

Students will practice building a frame by creating a vehicle with an
arm extension that is robust and durable.
Summarizing Strategy


2
I can explain how
gear assemblies
are used to
increase or
decrease power.
Students will write a journal entry or reflection citing evidence of
learning about how the structure of a robot can determine its
durability.
Exit Ticket – Students will explain what is needed to build a robot
frame that will not collapse.
YouTube Video
Essential? Explain how each of the different gear assemblies built during class
Clip “NETL and
is used to increase or decrease power.
Simulated
Projects with
How Can A Supercomputer Simulate An Energy Project
Supercomputer”
Appendix C
Hook:
PowerPoint
“Mechanisms”
Appendix D
YouTube Video Clip: “National Energy Technology Laboratory and Simulated
Projects with Supercomputer”

Mechanical
Gears Questions
Appendix E
Vocabulary – robot = a robot is a machine that performs complicated
tasks and is guided by automatic controls.
Teaching Strategy




activity, then
another portion
until whole is
completed.
The teacher will introduce mechanical gears.
What do a guitar, a bicycle, an eggbeater, and a sewing machine have
in common? They all use gears to increase, decrease, or redirect
power. Gears come in all sizes. A mechanical wind-up watch has very
small gears, while the gears used to lift a bridge to allow ships to pass
underneath are huge. Different gear configurations are used for
different purposes.
The teacher will present “Mechanisms” and explain various gear
assemblies.
Students will work in groups of four or five.
Students will build and get checked by the instructor for each of the
listed 12 gear assemblies. Students may go to
DI: Students will
be in small
groups working
collaboratively to
build each of 12
gear assemblies
and answer
questions. One
on one
conferencing and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
portion of
activity, then
another portion
until whole is
completed.
Performance
Assessment
Application:
Completion of
building each of 12
mechanical gear
assemblies by end
of unit.
Formative
Assessment: One
on one
conferencing and
daily journal entry.



www.howstuffworks.com and use the keyword (name of their
individual gear assembly) for help.
Gear Assemblies to Complete by End of Unit: 1. Simple gear train, 2.
Simple gear train with idler, 3. Bevel gear assembly, 4. Differential gear,
5. Worm and wheel, 6. Leadscrew, 7. Rack and pinion 8. Universal joint,
9. Chain drive, 10. Belt drive, 11. Crank and slider, and 12. Cam and
follower.
Students will answer Mechanical Gears Questions for each of the gears
they assemble.
Students will discuss questions and answers for all the gear assemblies
and their relationship to speed, torque, and reversal of power.
Summarizing Strategy

3
I can explain how
gear assemblies
are used to
increase or
decrease power.
Mechanical
Gears Questions
Appendix E
Students will write a journal entry or reflection citing evidence of
learning about how the different gear configurations they have built
have different purposes.
 Exit Ticket – Students will explain which mechanisms increase speed or
torque or allow reversal of power.
Essential? Explain how each of the different gear assemblies built during class
is used to increase or decrease power.
Which Gear Is Needed To Increase or Decrease Speed, Increase or Decrease
Torque, or Allow Reversal of Power?
Hook:

Vocabulary – Power supply = in robotics, provides power to the robot;
may supply electricity, hydraulic power, or pneumatic power.
Teaching Strategy



Students will continue building gear assemblies and observe how they
are used.
Students will answer Mechanical Gears Questions for each of the gears
they assemble.
Students will discuss results of questions and answers for all the gear
assemblies.
DI: Students will
be in small
groups working
collaboratively to
build each of 12
gear assemblies
and answer
questions. One
on one
conferencing and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
Performance
Assessment
Application:
Completion of
building each of 12
mechanical gear
assemblies by end
of unit.
Formative
Assessment: One
on one
conferencing and
daily journal entry.
4
I can explain how
gear assemblies
allow reversal of
power.
Mechanical
Gears Questions
Appendix E
Summarizing Strategy
 Students will write a journal entry or reflection citing evidence of
learning about how the different gear configurations they have built
have different purposes.
 Exit Ticket – Students will explain which mechanisms increase speed or
torque or allow reversal of power.
portion of
activity, then
another portion
until whole is
completed.
Essential? Explain how gear assemblies allow reversal of power.
DI: Students will
be in small
groups working
collaboratively to
build each of 12
gear assemblies
and answer
questions. One
on one
conferencing and
discussion
prompting to
show
understanding.
Chunking of
smaller parts of
activity so that
student(s)
completes
portion of
activity, then
another portion
until whole is
completed.
What Is Mechanical Advantage and How Do You Calculate A Gear’s MA?
Hook:
 Vocabulary – robotics = technology dealing with the design, construction,
and operation of robots in automation.
Teaching Strategy



Students will continue building gear assemblies and observe how they
are used.
Students will answer Mechanical Gears Questions for each of the gears
they assemble.
Students will discuss questions and answers for all the gear assemblies.
Summarizing Strategy


STANDARDS
Standards for Technological Literacy
Standard 1
Students will write a journal entry or reflection citing evidence of
learning about how the different gear configurations they have built
have different purposes.
Exit Ticket – Students will explain which mechanisms increase speed or
torque or allow reversal of power.
Identify what you want to teach. Reference State, Common Core, ACT
College Readiness Standards and/or State Competencies.
Performance
Assessment
Application:
Completion of
building each of 12
mechanical gear
assemblies.
Formative
Assessment: One
on one
conferencing and
daily journal entry.
Students will develop an understanding of the characteristics and scope of technology.
Standard 2
Students will develop an understanding of the core concepts of technology.
Standard 3
Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Standard 7
Students will develop an understanding of the influence of technology on history.
Standard 8
Students will develop an understanding of the attributes of design.
Standard 9
Students will develop an understanding of engineering design.
Standard 10
Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Standard 17
Students will develop an understanding of and be able to select and use information and communication technologies.
Standard 20
Students will develop an understanding of and be able to select and use construction technologies.