Innovation Academy
Unit Plan Template
Unit 6: Fossil Fuels
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ELA: ___________
Early Industry and Inventions
The Spread of Slavery in the South
Nationalism and Sectionalism
Informative Text
Writing
Speaking/Listening
Impact of
STEM
Innovation
Forces
B in Nature
Matter
Grade Level
Unit
Overview
Math: ___________
Science: ________
Geometric Measurements
and Dimensions
Modeling with Geometry
Social Studies: ____
Unit Length
8th Grade
2 weeks
The transdisciplinary unit of Fossil Fuels will educate our students in the processes used and resources
available as the need for alternative energy sources continues to be a driving force for the United States.
Students will study the mechanisms of generating energy and the contemporary issue of Mountaintop
Removal Coal Mining along with the implications of mining for that natural resource as an energy source.
The mountains of Kentucky, West Virginia, and Southwest Virginia are home to some of the largest coal
production companies in the country. The news in this area will often have stories regarding the coal
mines and the coal miners. The majority of the students are already familiar with the resources of this
area; however, they are not informed of the controversial issues related to coal production.
The social studies curriculum lends its historical significance to this unit through the study of the
Westward Movement and Manifest Destiny. Students will continue to study through the Jackson era the
movement out West for resources and land to live. Coupled with the historical movement for energy
needs and land will also be a study of states rights vs. the rights of the federal government. Through the
science curriculum, students will be complimenting the theme of energy needs with studying the
mechanics of generating power and producing power from fossil fuels. Students will be given the
opportunity to build a simple generator. Students will apply their research skills to gather evidence on
coal mining, electrical generation, and gasses in the atmosphere to soundly debate the current issue of
mountaintop removal mining. The math curriculum will support the argument for or against the effects
of mountaintop removal mining by applying the concepts of density based on area and volume. Students
will apply geometric volume formulas and shapes, such as cylinders, pyramids, cones, and spheres, to
solve problems concerning mountaintop mining and to describe how the land will be changed after the
mining. The English/language arts curriculum supports the gathering of evidence from the informative
texts to prepare students to debate the issue of mountaintop removal coal mining. Students will apply
their skills to evaluate informative texts by determining the author’s purpose in writing and recognizing
irrelevant reasoning. This unit will culminate with a debate regarding mountaintop removal coal mining
and an argumentative essay. Both will serve as an assessment of the student’s understanding of the
topic and the accuracy and credibility of their sources for evidence. Students will be given an
opportunity to hone their speaking and listening skills with a debate forum presented to the teachers and
then to their peers.
Students will be given the opportunity to listen to a STEM professional from the leading industry in our
area that uses coal. The STEM professional is an MACT compliance officer responsible for assuring
environmental compliance of coal power plants. Students will be able to get firsthand information
regarding the need for coal in the area and the issues attributed to the mining of that coal.
Unit
Essential
Question(s)
How can I evaluate the pros and cons of techniques used to extract fossil fuels and determine their
impact on Westward Movement and Jacksonian Democracy?
How can I apply concepts of density based on area and volume to determine the effect of mountaintop
removal mining on the existing terrain?
How can I synthesize research on coal mining, electrical generation, and gasses in the atmosphere to
effectively debate the complex issue of mountaintop removal mining?
Culminating
Event
The culminating event for the interdisciplinary unit on Fossil Fuels will be in the form of a debate. The
eighth grade students are well versed in researching to find information for a paper; however, they have
not had to organize their thoughts and evidence for a quick debate format. This debate format will
loosely follow a Lincoln-Douglas debate in that there will be strict time allotments to adhere to and a
formal, organized style of presenting the pros and cons of the argument. Students will be scored on
opening statements, their three arguments and rebuttals, and closing statements. The students will be
grouped with five members for their team. Each team will also appoint a leader who will keep the team
on task and will assign different roles if need be. The one element that will add a degree of complexity to
this debate is that the students must be ready to debate either side of the subject Mountaintop Removal
Coal Mining. The groups will not know until the day of the debates whether they are debating the pros
of mountaintop removal or the cons of mountaintop removal. Built into the debate format, which will
last 46 minutes, are four work periods for the team to regroup with evidence and prepare the next
speaker. Each member of the team will be responsible for a segment of the debate.
Day Four - ½ project day with a STEM professional speaker
Day Five - full project day to build a generator and write up the directional process analysis
Day Six - full project day for research on their subject with a STEM professional speaker
Day Nine - full project day for the presentation of the debates in the classrooms
Day Ten - ½ project day for the best debates to be presented to the grade level and visitors
Students will have a plethora of evidence that they have gathered for the debate. After the debate is
over, students will have the opportunity to write a position paper where they can support their opinion
on the topic with pertinent evidence.
Common
Assessments
STEM Project
Rubric
Advanced
Project Title: The Cost of Creating Energy:
Building a Generator
Student Name:
Date:
Proficient
Needs Improvement
Math
Component
Science Component
Students calculate the
ratio of volume of
copper wire to
electrical output
measured in watts for
each of the three
experimental designs
and determine which
design is most efficient.
Students calculate the
ratio of volume of
copper wire to
electrical output
measured in watts for
each of the three
experimental designs.
Students Design and
Construct a generator
that can generate 2
Watts of power.
Students Design and
Students Design and
Construct a generator
Construct a generator that
that can generate power. does not produce power
but is theoretically
Students plan and
correct.
conduct an experiment
that changes the power
Students plan but do not
output from the
conduct an experiment
that would alter the
generator
power output of the
generator.
Students plan and
conduct an experiment
to successfully increase
the amount of power
output from the
generator.
Social Studies
Component
Students create (2)
newspaper
advertisements, one for
Joseph Henry’s
electromagnet and one
for Samuel Morse’s and
Alfred Vail’s
electromagnetic
telegraph.
Student includes a
drawing of each device,
an explanation of how
each device works, and
the overall contribution
that each device has
had on American
history.
ELA Component
A brief overview
introduces the subject
to be covered. The
overview contains what
the subject is and how
Students create (1)
newspaper
advertisement, using
either Joseph Henry’s
electromagnet or Samuel
Morse’s and Alfred Vail’s
electromagnetic
telegraph.
Students include a
drawing of the device,
explanation of how the
device works, and the
overall contribution that
the device has had on
American history.
A brief overview
introduces the subject to
be covered. The
overview does not
contain what the subject
is or how the subject is
Students DO NOT
calculate the ratio of
volume of copper wire to
electrical output
measured in watts for
each of the three
experimental designs
and determine which
design is most efficient.
Students create (0)
newspaper
advertisements.
Students do not include a
drawing, an explanation of
how the device works, or
a summary of the
contribution that the
device has had on
American history.
A brief overview is missing
that would introduce the
subject to be covered.
There is no materials list.
The operation is not
the subject is used.
used.
An exhaustive, detailed
materials list follows the
overview.
A scant materials list
follows the overview.
Whole operation is
divided into stages with
steps that are precise.
Operation contains
simple language,
accurate verbs, distinct
transitions, and a clear
chronological sequence.
The whole operation is
divided into stages with
steps that are not
precise.
Operation does not
contain one of the four
requirements: simple
language, accurate
verbs, distinct
transitions, and a clear
chronological sequence.
STEM Project
Rubric
Advanced
Math
Component
Science Component
divided into stages or
steps.
Operation does not
contain three of the four
requirements: simple
language, accurate verbs,
distinct transitions, and a
clear chronological
sequence.
Project Title: The Cost of Creating Energy:
Debating Mountaintop Removal Mining
Student Name:
Date:
Proficient
Needs Improvement
Student mention
geometric shapes, their
measures, and/or their
properties TWICE during
the debate to describe
land before and after
mountaintop mining.
Student mention
geometric shapes, their
measures, and/or their
properties ONCE during
the debate to describe
land before and after
mountaintop mining.
Students DO NOT mention
geometric shapes, their
measures, and/or their
properties during the
debate to describe land
before and after
mountaintop mining.
Students use concepts
of density, based on
area and volume, and
apply them in making an
argument for or against
the affects of
mountaintop mining.
Students use concepts
of density and apply
them in making an
argument for or against
the affects of
mountaintop mining.
Students DO NOT use
concepts of density, based
on area and volume, and
apply them in making an
argument for or against
the affects of
mountaintop mining.
Student addresses
climate change as it
relates to greenhouse
gasses and the
Student addresses
climate at least once
during the debate but
does not relate to
Student addresses
environmental impact but
not specifically climate
Social Studies
Component
ELA Component
Unit
Objectives
atmosphere at least
once during the debate.
greenhouse gasses or
the atmosphere.
Student uses climate
change and greenhouse
gases in making an
argument for or against
mountaintop mining.
Student uses climate
change or greenhouse
gases in making an
argument for or against
mountaintop mining.
Student mentions at
least two historical
implications that coal
and coal mining has had
on America’s social and
economic growth during
the 19th and 20th
centuries.
Student mentions one
historical implication
that coal and coal mining
has had on America’s
social and economic
growth during the 19th
and 20th centuries.
Student DOES NOT
mention any historical
implications that coal and
coal mining has had on
America’s social and
economic growth during
the 19th and 20th
centuries.
Has a score of 18-20 on
the debate rubric
Has a score of 15-17 on
the debate rubric.
Has a score of 12-14 on
the debate rubric.
change during the debate.
Student addresses
environmental impact but
not specifically
greenhouse gasses or
climate change in making
an argument for or
against mountaintop
mining.
I can evaluate the pros and cons of techniques used to extract fossil fuels and determine their impact on
Westward Movement and Jacksonian Democracy.
I can apply concepts of density based on area and volume to determine the effect of mountaintop
removal mining on the existing terrain.
I can synthesize research on coal mining, electrical generation, and gasses in the atmosphere to
effectively debate the complex issue of mountaintop removal mining.
Strands (main ideas taught in unit)
ELA
Reading Informative Text
Writing
Speaking and Listening
Math
Modeling with Geometry
Geometric Measurement and Dimension
Science
Forces in Nature
Matter
Social
Jacksonian Democracy and States’ Rights
Studies
Indian Removal Policy
Birth of the Whig Party
Vocabulary
ELA
1. Cross-reference: a notation or direction at one place (as in a book or filing system) to pertinent
information at another place
2. Debate: a contention by words or arguments as the formal discussion of a motion before a
3.
Math
Science
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Social
Studies
1.
2.
3.
4.
5.
deliberative body according to the rules of parliamentary procedure
Derivation: a sequence of statements (as in logic or mathematics) showing that a result is a
necessary consequence of previously accepted statements
Jargon: the technical terminology or characteristic idiom of a special activity or group
Preface: the introductory remarks of a speaker or author
Volume: the amount of space occupied by a three-dimensional object as measured in cubic units
Cross Section: a view or drawing that shows what the inside of something looks like after a cut has
been made across it
Fill: to put into as much as can be held or conveniently contained
Slope: upward or downward slant or inclination or degree of slant
Property: a special characteristic of a geometric object.
Atmosphere - The mixture of gases surrounding the Earth, held in place by gravity. It forms distinct
layers at different heights.
Electricity - energy made available by the flow of electric charge through a conductor.
Generator - any device for converting mechanical energy into electrical energy by electromagnetic
induction.
Magnetic Field - the lines of force surrounding a permanent magnet or a moving charged particle.
Electromagnet - a temporary magnet made by coiling wire around an iron core; when current flows
in the coil the iron becomes a magnet
Assimilate: to absorb into a culture
Charter: a written grant
Spoils System: the practice of giving government jobs to political backers
Depression: a severe economic slump
Inflation: an increase in prices and a decrease in the value of money
Key Questions
ELA
How can I determine
an author’s point of
view or purpose in a
text and analyze how
the author
acknowledges and
responds to
conflicting evidence
or viewpoints?
How can I delineate
and evaluate the
argument and specific
claims in a text,
assessing whether the
reasoning is sound
and the evidence is
relevant and
sufficient; recognize
when irrelevant
evidence is
introduced?
Can I write arguments
to support claims with
clear reasons and
relevant evidence?
Math
How can I use volume
formulas for cylinders,
pyramids, cones, and
spheres to solve
problems concerning
mountaintop mining?
How can I use geometric
shapes, their measures,
and their properties to
describe how land will be
changed after
mountaintop mining?
Can I identify the shapes
of two-dimensional crosssections of threedimensional objects such
as terrain?
What concepts of
density, based on area
and volume, can be
applied in making an
argument for or against
the affects of
mountaintop mining?
Science
How can I synthesize
research on coal
mining, electrical
generation, and
gasses in the
atmosphere to
effectively debate the
complex issue of
mountaintop removal
mining?
Social Studies
How can I correlate the
arguments for and against
mountaintop removal
mining with Jacksonian
democracy?
How can electricity be
produced using a
magnet and a wire
coil?
How can I explain the
relationship to President
Jackson’s Native American
removal policy with the
grand American idea of
Manifest Destiny?
How can I compare and
contrast the arguments of
Westerners,
Northeasterners, and
Southerners with regards
How can I use an
to federal government vs.
understanding of
states’ rights issues during
electricity and
the time period of Andrew
magnetism to create a
Jackson’s presidency with
simple electrical
those Americans who are
generator and
for and against
compare and contrast
mountaintop removal
this generator to ones
mining today?
used at power plants?
How can I explain the
relationship between
How do I introduce
claim(s), acknowledge
and distinguish the
claim(s) from
alternate or opposing
claims, and organize
the reasons and
evidence logically?
How do I support
claim(s) with logical
reasoning and
relevant evidence,
using accurate,
credible sources and
demonstrating an
understanding of the
topic or text?
electricity and
magnetism?
How can I design and
conduct an
investigation to
determine what
affects the change of
the strength of an
electromagnet?
How can I explain the birth
of the Whig Party and the
ideas and beliefs for which
it stood for in the years
following the Jacksonian
era?
How can I describe
the chemical makeup
and the mixture of
gasses that make up
the Earth’s
atmosphere?
Can I present claims
and finding,
emphasizing salient
points in a focused,
coherent manner with
relevant evidence,
sound valid reasoning,
and well-chosen
details; use
appropriate eye
contact, adequate
volume, and clear
pronunciation?
Hook for
Unit
2 videos
One pro and one con Mountaintop Removal
The first video explains the positive impact of a corporation that works in the mining industry. The video
shows the need for the continuation of mining today in order to provide cheap sources of energy for
industrial and public consumption. The video describes both the social and economic impact that the
particular corporation is having on the areas in which it operates, specifically its creation of jobs and its
impact on the local education systems. Most importantly, the video describes all of the above with as
little environmental impact as possible with emphasis on its work involving reclamation of the land.
The second video provides the viewer with the negative aspects of mountaintop removal mining specific
to Appalachia. The video describes in detail the ecological effects of mountaintop removal coal mining
especially on the landscape, wildlife, and waterways. The video goes on to say that coal is the dirtiest of
all fossil fuels used today for energy consumption and encourages grassroots activism in order to halt the
destructive process known as mountaintop removal mining and keep the Appalachian way of life intact.
Informative
Text
Component
for future generations to experience.
In preparation for the culminating debate on the topic of mountaintop removal mining, students will
read the informative text of the transcript of the September 26, 1960, presidential debate between John
F. Kennedy and Richard Nixon. Through this debate, students will be able to recognize various positive
and negative techniques and strategies used by both sides. Not only will the students understand the
power of the written words, they will also understand how important the visual presence is during a
debate. The classes will also be watching the original debate presentation and comparing/contrasting
their impressions of the ‘winner’ while it was read and the ‘winner’ when it was broadcasted live.
Writing
Closure
After the students do their research on mountaintop removal coal mining and after their debate is over,
they will be asked to write an argumentative/position paper taking either the pro or con side of the topic.
In this paper they will be citing pertinent evidence to either support or refute their position. This paper
will serve as a review for the upcoming TCAP Writing Assessment where the eighth grade will be writing
an argumentative paper with evidence from their informative readings. Their argumentative/position
paper will contain an introduction that will introduce the topic, provide background on the topic, and
assert their thesis. They will then recognize the counter argument with a summarization of the
counterclaims and the evidence supporting the counterclaims. The students will then assert three main
points for their position citing the appropriate evidence to corroborate their stand. Their conclusion will
restate their position and provide a plan of action. This essay will be scored with the TCAP
Argumentative Rubric that will also be used for their State assessment.
Materials
Needed for
Culminating
Event
Generator:
Enameled copper wire
Rare earth magnets
Thin walled PVC pipe
LEDs
Wooden Skewers
Cardboard
Technology for Debate:
iPads/Computers
Standards: Common Core Standards, Tennessee State Standards
ELA
RL 8.6 – Determine an author’s point of view or purpose in a text and analyze how the author
Common
acknowledges and responds to conflicting evidence or viewpoints.
Core
RL 8.8 – Delineate and evaluate the argument and specific claims in a text, assessing whether the
Standards.
reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is
introduced.
RL 8.9 – Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
W 8.1 – Write arguments to support claims with clear reasons and relevant evidence.
W 8.1a – Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims,
and organize the reasons and evidence logically.
W 8.1b – Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources
and demonstrating an understanding of the topic or text.
W 8.1c – Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
W 8.1d – Establish and maintain a formal style.
W 8.1e – Provide a concluding statement or section that follows from and supports the argument
presented.
SL 8.3 – Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning
and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
SL 8.4 – Present claims and finding, emphasizing salient points in a focused, coherent manner with
Math
Common
Core
Standards.
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate
volume, and clear pronunciation.
G.GMD.A.3 Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
G.GMD.B.4 Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and
identify three-dimensional objects generated by rotations of two-dimensional objects.
G.MG.A.1 Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling
a tree trunk or a human torso as a cylinder).
Science
Tennessee
State
Standards.
G.MG.A.2 Apply concepts of density based on area and volume in modeling situations (e.g., persons per
square mile, BTUs per cubic foot)
GLE 0807.12.1 Investigate the relationship between magnetism and electricity.
GLE 0807.12.2 Design an investigation to change the strength of an electromagnet.
GLE 0807.9.5 Apply the chemical properties of the atmosphere to illustrate a mixture of gases.
SPI 0807.12.1 Recognize that electricity can be produced using a magnet and wire coil.
SPI 0807.12.2 Describe the basic principles of an electromagnet.
SPI 0807.9.5 Describe the chemical makeup of the atmosphere.
Social
Studies
Tennessee
State
Standards.
GLE 8.2.04 Understand the interactions of individuals, businesses, and the government in a market
economy.
GLE 8.3.04 Understand the geographic factors that determined the locations and patterns of settlements
in the United States and Tennessee.
GLE 8.4.01 Appreciate the development of people's need to organize themselves into a system of
governance.
GLE 8.4.04 Discuss how cooperation and conflict among people influence the division and control of
resources, rights, and privileges.
GLE 8.4.05 Understand the rights, responsibilities, and privileges of citizens living in a democratic society.
GLE 8.4.06 Understand the role the Constitution of the United States plays in the lives of Americans.
GLE 8.4.07 Understand the role that Tennessee's government plays in Tennessean’s lives.
GLE 8.5.15 Discuss sectional differences brought on by the Western movement, expansion of slavery, and
emerging industrialization.
GLE 8.5.17 Identify Tennessee's role within expansion of the nation.
SPI 8.2.5. Identify various forms of taxation (i.e., tariffs, sales tax, excise tax).
SPI 8.2.6. Interpret a variety of economic graphs and charts with topics (i.e. the Columbian exchange,
numbers of slaves, population of colonies, population diversity).
SPI 8.3.1. Recognize the causes and examples of migration and immigration in early America (i.e., land,
religion, money, pioneer spirit, indentured servitude, displacement, and slavery).
SPI 8.4.3. Recognize the purpose of government and how its powers are acquired, used, and justified
SPI 8.4.4. Recognize the rights and responsibilities of individuals throughout the development of the
United States.
SPI 8.4.5. Identify how conditions, actions, and motivations contributed to conflict and cooperation
between states, regions and nations.
SPI 8.4.7. Recognize the impact of major court decisions have had on American life, (i.e., Marbury v
Madison, McCulloch v. Maryland, Dred Scott v. Sandford).
SPI 8.4.9. Analyze the contributions of Tennessee political leaders on the national scene (e.g. Andrew
Jackson, Andrew Johnson, James K Polk, Sequoyah, Sam Houston).
SPI 8.5.13. Examine the demographic changes brought about by westward movement (i.e., slavery,
industrialization, and Native American relocation).
Notes: For more information or additional materials, please contact the following:
Appendix A
Group work rubric
Skills
Contributions/
participation
Attitude
4
Advanced
3
Competent/meets
expectations
Always willing to help
and do more,
routinely offered
useful ideas.
Always displays
positive attitude.
Did more than others
– highly productive
Works extremely well
with others, never
argues
Cooperative usually
offered useful ideas.
Generally displays
positive attitude.
Focus on task/
commitment
Tries to keep people
working together.
Almost always focused
on the task and what
needs to be done. Is
very self-directed.
Does not cause
problems in the group.
Focuses on the task and
what needs to be done
most of the time. Can
count on this person.
Team role
fulfillment
Participated in all
group meetings,
assumed leadership
role as necessary. Did
the work that was
assigned by the group.
Always listens to,
shares with, and
supports the efforts of
others. Provided
effective feedback to
other members.
Relays a great deal of
information – all
relates to the topic.
Participated in most
group meetings.
Provided leadership
when asked. Did most
of the work assigned by
the group
Usually listens to,
shares with, and
supports the efforts of
others. Sometimes
talks too much.
Provided some
effective feedback to
others. Relays some
basic information –
most relates to the
topic.
Work is generally
complete, meets the
requirements of the
task, and is mostly
done on time.
Working with
others/cooper
ation
Communicatio
n/listening
Information
sharing
Job
proficiency/co
rrectness
Work is complete,
well organized, no
errors and is done on
time or early.
Did their part of the
work – cooperative.
Works well with others,
rarely argues.
2
Progressing/does not
fully meet
expectations
Sometimes
cooperative,
sometimes offered
useful ideas. Rarely
displays positive
attitude.
Could have done more
of the work – has
difficulty, requires
structure, directions
and leadership,
sometimes argues.
Sometimes not a good
team member.
Sometimes focuses on
the task and what
needs to be done.
Must be prodded and
reminded to keep on
task.
Participated in some
group meetings.
Provided some
leadership. Did some
of the work assigned by
the group.
Often listens to, shares
with, and supports the
efforts of others.
Usually does most of
the talking – rarely
listens to others.
Provided little feedback
to others. Relays very
little information –
some relates to the
topic.
Work tends to be
disorderly, incomplete,
not accurate and is
usually late.
1
Beginning/does not
meet minimum
expectations
Seldom cooperative,
rarely offers useful
ideas. Is disruptive.
Did not do any work
– does not
contribute, does not
work well with
others, usually
argues with
teammates.
Often is not a good
team member. Does
not focus on the task
and what needs to be
done. Lets others do
the work.
Participate in few or
no group meetings.
Provided no
leadership. Did little
or no work assigned
by the group.
Rarely listens to,
shares with, or
supports the efforts
of others. Is always
talking and never
listens to others.
Provided no
feedback to others.
Does not relay any
information to
teammates.
Work is generally
sloppy and
incomplete,
excessive errors and
is mostly late or not
at all.
Score