Name: Michael A. Crowell
School and District: Mainland Regional HS/Mainland
E-mail: macrowell1@aol.com
Title of Lesson: "Nuclear Energy - Good Idea/Bad Idea?"
Category: 9 to 12

Goals and Objectives:

1. Describe in detail the process of nuclear fission.

2. Create uses for the energy released during nuclear fission.

3. Explain the development of the "Nuclear Reactor".

4. Relate how the products of fission are turned into electricity.

5. Identify the advantages and disadvantages of nuclear energy.

6. Speculate on the future of nuclear energy around the world.

NJCCS - Science

Standard 5.1; #’s 7,8, and 10.

Standard 5.2; #’s 13, and 14.

Standard 5.3; # 6.

Standard 5.4; #’s 10, and 11.

Standard 5.8; #’s 9, 10, and 12.

Standard 5.9; #’s 21 and 22.

Standard 5.12; #’s 9 and 10

-Listed are only the Science Standards. I am sure this unit can be cross referenced with the Technology, Social Studies, and Cross-content Workplace Readiness standards for use within those subjects or if a multidisciplinary approach is useful.

Summary of the Lesson
These lessons have been designed for a unit of study on nuclear energy within the curriculum of our Environmental Literacy and AP Environmental Science courses. The time span is one week but this can be modified easily to accommodate a more in-depth study or shortened to be used as a survey of nuclear energy topics.

It addresses the four learning styles by isolating specific questions and tasks that compliment each style. The four styles are the: ST - Sensing/Thinker, SF - Sensing/Feeler, NT - Intuitive/Thinker, and the NS - Intuitive/Feeler. Any or all of the questions and tasks can be used during the specific lesson for which they were written. This choice is up to the teacher as per his/her needs and the needs of the students within the class.

Equipment, materials and other technology needed

Environmental Science,Enger and Smith 5th ed. Wm.C Brown publishers.
R"Chernobyl - The Final Warning", VHS, Turner Multimedia.
R"The Doomsday Plan ", VHS, Turner Original Productions.
*"Chernobyl-The Legacy Continues" CD-Rom simulation, Gatekeeper Technology Group.
*PC with 4x CD-Rom drive - networkable is a plus.
Overhead transparencies - Environmental Science, Enger and Smith 5th ed. Wm.C. Brown. (Appendix A)
PC or Mac with access to the internet. (Appendix B)

R - Can be replaced with any comparable video.
* - Optional extension.

Detail of Activities

Day One

Anticipatory Set - Show first ten minutes of "The Doomsday Plan", atomic disaster readiness video. This video segment captures the attention of all learners. The segment presents a handful of facts that will keep the ST interested; clearly raises issues and potential problems for the NT to analyze; elicits strong emotional response for the SF; and is fertile ground for the NF learners imagination.

Discussion - Teacher led question and answer concerning the video and its implications.

Questions:ST - How much force was released during the explosion of the atomic bomb? NT - Why do you think it was necessary to test the bomb the way they did? SF - Would you want to live near Los Alamos? Why or why not? NF - If you were to design the test, how would you do it? Tasks - Designed to achieve the first two objectives. select one of the following for guided practice. Style Task Setting Grouping Time

ST	In chronological order, list the process of nuclear fission from the reading on page 200.	Seated at desk.	Solo	15 minutes
NT	In a short paragraph explain how breaking chemical bonds applies to nuclear fission. Is it possible to harness this energy? How?	Seated at desk	2 person teams	15 minutes
SF	Describe how it must have felt to have been working on the discovery of fission. What do you think the scientists saw as possible uses?	Circle of desks	3-4 person groups	20 minutes
NF	Diagram the process of nuclear fission. Design a system that captures and uses this energy.	Working at lab tables	Solo	25 minutes

Closure
Select a volunteer to present their work. Discuss this response and have the students try to relate it back to elements seen in the video segment.

Homework
Assign any of the other tasks that were not used in class. As an alternate homework assignment for the NT task that was used in class, the students could interpret and respond to Table 10.2, page 207 which lists the effects of differing levels of radiation.

Day Two
Anticipatory Set - Ask the students to recall the video segment viewed on the previous day. Next, ask them to take out the homework assignment that was given. Begin a discussion that is directed towards those responses that highlight the use of nuclear energy to provide electricity for domestic and industrial use. This anticipatory set provides facts and details for the ST; raises issues and problems for the NT to analyze; lets the SF interact and relate personal experiences; and provides fodder for the NF learners imagination.

Discussion
Teacher led question and answer concerning the use of nuclear energy for electricity. Use of overhead transparencies (appendix A) that show the various systems of a nuclear reactor and the various types of reactors that are in use.

Questions:
ST - What does fission create that is harnessed in a nuclear reactor?
NT - Explain the relationship between the steam and a turbine.
SF - Have you ever seen a nuclear power plant? Where?
NF - Would you choose nuclear power over any other form? Task - These tasks are designed to be the first Formative

Assessment of this unit and to help achieve the 3^rd and 4^th learning objectives.
Style Task Setting Grouping Time

ST	10 questions based on vocabulary from pages 200 -204, true or false quiz. Graded on participation. Switch papers with partner to go over.	Seated at desk.	Solo or in pairs.	20 minutes
NT	Short answer quiz on how the components of a nuclear reactor work together to create electricity.	Working in pairs at desks.	Pairs	20 minutes
SF	Role play activity, where each group of students has to come up with a response to the question, "where should we put it and how should we build it?", based on their assigned character. Extension activity* - Students play "Chernobyl - The Legacy Continues" simulation game. In this simulation the student controls the operations of the Chernobyl nuclear power plant.	Circle of desks. Computer Lab	4-5 person groups. Solo/ Teams	15 minutes 2 days
NF	Draw a picture that represents the main points of the discussion we just had.	Seated at desk.	Pairs	30 minutes

Closure
Read Box 10.1, "Three Mile Island" on page 211.

Questions
ST - List the pros and cons of nuclear energy based on your reading.
NT - Answer, "How did the series of errors lead to the disaster?"
SF - Interview your parents about their recollection of the disaster.
NF - Briefly describe how you could improve upon the backup systems of TMI. Day Three

Anticipatory Set
Show video, "Chernobyl - the Final Warning"(25 minutes). As with the "Doomsday Plan" video, this one will also interest the four types of learners. It chronicles the history of nuclear energy in the USSR and the events that led up to the melt down of Reactor #3 at Chernobyl. It also investigates the long term effects the accident is having on this region and the world.
*Character choices: Nuclear scientist, power company executive, environmental activist, concerned citizen, politician.

Discussion
Student led question and answer concerning the video and any unresolved issues or questions. At this time the students are prompted to ask any questions they might still have about anything that happened in the video. All are welcome to answer (If no one chooses to answer, I select students randomly to answer the questions). This provides time for the students to be most at ease in their learning style.

Task
Designed to achieve the 5^th learning objective. This will be a class-wide brainstorming session to list the pros and cons of nuclear energy. The desks will be placed in a semi-circle and I will stand at the board to write down the list.
Style Task Setting Grouping Time

ST	Provide factual information regarding the use of nuclear power.	Described above.	Solo/ Full class	15 minutes
NT	Students will be asked to defend their choices.	Described above.	Solo/ Full class	15 minutes
SF	Use personal experience to support choices.	Described above.	Solo/ Full class	15 minutes
NF	Students will be asked to provide alternatives to their choices.	Described above.	Solo/ Full class	15 minutes

Homework

The students will demonstrate their views on the use of nuclear energy by developing a position and defending it. At the top of a piece paper in the right hand corner they will write, "Pro" or "Con" based upon their views of the use of nuclear energy. This assignment is designed to be the second of the Formative Assessments for this unit of study. This assignment will be collected and distributed to students who have differing viewpoints. The students will then rebut their classmates views based on what they wrote in their original paper. The original and the rebuttal will then be handed back to the owner so that they can refine their position based on the rebuttal.
ST - State your opinion and provide a list of facts to help support it.
NT - State your opinion and defend it.
SF - State your opinion and describe how you are affected by the alternative.
NF - State your opinion and speculate on its consequences. Days Four/Five

Anticipatory Set
Begin a short discussion on the benefits and detriments of the use of nuclear energy. Present a balanced view by giving examples of arguments from both sides of the issue. Explain to the students how the process of debate works and how it is used to find compromise and resolve issues.

Task In order to refine and strengthen their opinions the students will be given a list of web sites (appendix B) that provide links to other sites that give pro-nuclear and anti-nuclear information. The students are to research their position and add to their stance. They will also need to become familiar with the arguments presented by the other side to prepare for their rebuttals.
Setting: Computer Lab/Library

Grouping: Solo/Small teams determined by number of terminals.

Time: Two class periods.

Day Six

Anticipatory Set
Review the procedures of debate and outline teacher expectations for their rebuttal responses. Model a rebuttal statement orally so that the students have an example of excellence to follow. Grading of position and rebuttal will be based on a rubric (appendix C) provided to all students.
Task
The students will rebut the stated opinions of their peers. If an imbalance of positions are available, selected students can be asked to rebut their own position. This is clearly an NT learning style task, however, through the modeling I did at the beginning of class the other three learning styles will have the confidence to succeed.
Setting: Seated at their desks.

Grouping: Solo.
Time: 35 minute

Homework
This assignment is the third Formative Assessment for this unit of study. The students are to take their original work and the rebuttal home and refine their opinion. They must also include a statement that indicates their thoughts on the future of nuclear energy use. This part of the homework is designed to achieve the 6^th learning outcome. Once collected, I will provide the students with feedback and offer them the chance of refining their papers further.

Unit closure
Finish viewing the video, "Doomsday Plan" if time permits and discuss the future of nuclear energy with the whole class.
Student Feedback and Assessment: see Details of Activities.

Additional comments and suggestions:
It is my feeling that any text with information on nuclear energy can be adapted to fit this outline. Also, any videos about nuclear energy can be substituted for the ones I use with my classes.

The primary types of assessment I use in the Environmental Literacy class are a portfolio and journal. The final assignment of this unit of study goes into the portfolios which are used to determine the students overall course grade. I think this unit plan works very well for this type of assessment.

The extension activity and internet research make this an ideal unit plan for use within a block schedule. They provide a change of pace that is both fun and educational. The activity and research address all four learning styles thoroughly and reinforce the six learning objectives of the unit. Every student should feel comfortable and capable of achieving success.

Appendix B
http://www-formal.stanford.edu/jmc/progress/anti-nuke.html
http://www-formal.stanford.edu/jmc/progress/nuclear-faq.html
http://www.greenpeace.org/~nuclear/
http://www.crpc.rice.edu/CRPC/GT/mborrow/Lessons/nukelist.html
http://www2.pbs.org/wgbh/pages/frontline/shows/reaction/etc/links.html
http://www-personal.engin.umich.edu/~wrp/gateway/interyouth.html
This list is by no means exhaustive. There are so many sites and sources of information on nuclear energy. Have the students surf a little to see what they can find.

Also, type "nuclear energy lesson plans" into your favorite search engine and be amazed at all the great ideas for activities and lessons you get.

Appendix C
Position/Rebuttal
Scoring Rubric

Levels

Elements

Accuracy

Imagination

Effectiveness

Element #1: Accuracy

Level 4: Completely accurate: all information presented in the position/rebuttal is factual and current.

Level 3: Substantially accurate: all information presented in the position/rebuttal is factual yet some is not current (within 5 years).

Level 2: Partially accurate: only some of the information presented in the position/rebuttal is factual, yet the factual information is current.

Level 1: Inaccurate: none of the information presented is factual.

Element #2: Imagination

Level 4: Creative and unique: the information is presented in a clever and original way that demonstrates much planning and thought.

Level 3: Creative: the information is presented in a clever way that demonstrates much planning and thought.

Level 2: Adequate: the information is presented in a derivative manner that demonstrates little planning or thought.

Level 1: Inadequate: the information is presented in a derivative manner that demonstrates no planning or thought.

Element #3: Effectiveness

Level 4: Highly effective: the objective of the position/rebuttal is clearly stated and obvious; the information is presented in a professional and appropriate manner.

Level 3: Effective: the objective of the position/rebuttal is clearly stated and obvious; however, the information is not presented in a professional and appropriate manner.

Level 2: Moderately effective: the objective of the position/rebuttal is ambiguous; however, the information is presented in an appropriate manner.

Level 1: Ineffective: the objective of the position/rebuttal is not stated and the information is presented in an unprofessional, inappropriate manner.