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Nuclear Energy - What's Your Reaction?

Middle, Secondary

Description

Climate change, unsustainable use of natural resources and increased global energy demands mean that humans must reduce fossil fuel consumption in order to protect the health of our planet. Nuclear energy can provide reliable, low carbon electricity but is expensive to develop and produces radioactive waste.  This lesson introduces students to the science of nuclear power and involves them in an analysis of the benefits of risks associated with this alternative energy source. Learners evaluate various scientific information sources and participate in structured discussions to arrive at a consensus regarding the replacement of a coal burning power plant with a nuclear facility in the fictional town of Solutionville. The resource emphasizes critical thinking, evidence-based reasoning and media literacy as students  complete the following learning objectives
Practice evaluating evidence to support personal positions on a proposed school food-waste solution
Research and consolidate information about nuclear energy
Discuss and analyze the benefits and drawbacks of nuclear energy
Describe and defend their perspective regarding a proposed nuclear power plant in a fictitious community
Reflect and share ideas about nuclear power as an alternative to fossil fuel burning energy sources

Climate change, unsustainable use of natural resources and increased global energy demands mean that humans must reduce fossil fuel consumption in order to protect the health of our planet. Nuclear energy can provide reliable, low carbon electricity but is expensive to develop and produces radioactive waste. This lesson introduces students to the science of nuclear power and involves them in an analysis of the benefits and risks associated with this alternative energy source. Learners research and evaluate scientific information and participate in structured discussions to reach a consensus regarding the replacement of a coal burning power plant with a nuclear facility in the fictional town of "Solutionville". The resource emphasizes critical thinking, evidence-based reasoning and media literacy as students  complete the following learning objectives:

  • Practice evaluating evidence to support a personal position on a proposed school food-waste solution
  • Research and consolidate information about nuclear energy
  • Discuss and analyze the benefits and drawbacks of nuclear energy
  • Describe and defend their perspective regarding the proposed nuclear power plant
  • Reflect and share ideas about nuclear power as an alternative to fossil fuel burning energy sources

General Assessment

What skills does this resource explicitly teach?

  • Researching and synthesizing information from multiple sources
  • Assessing source credibility
  • Critical thinking
  • Analysis of benefits and risks to make environmental choices
  • Using evidence to support arguments
  • Consensus building

Strengths

  • Involves students in an authentic research and analysis approach to support knowledge-based conclusions
  • Presents a balanced view of the advantages and disadvantages of nuclear energy
  • Encourages critical thinking
  • Direct links to all support resources are included in the lesson plan

Weaknesses

  • Focuses on alternative energy sources to reduce emissions but does not include an action component
  • High amount of textual content may be diffcult for some students
  • Does not include any formal assessment tools

Recommendation of how and where to use it

This resource supports Grade 6-8 Science content related to greenhouse gas emissions, climate change, alternative energy sources  and natural resources. Nuclear energy concepts such as fission, fusion, radioactive waste and atomic theory are explored from the context of understanding nuclear reactions. Students also actively practice research and analysis skills as they examine the environmental, social and economic considerations associated with nuclear power.

This lesson could also introduce an action project focused on reducing energy consumption. Students might conduct a home or school energy audit and develop a community awareness campaign that provides power conservation tips and encourages environmental responsibility. Natural Resources Canada provides a great collection of tips for energy conservation here.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 6
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        • Matter and Energy: Understandings of the physical world are deepened by investigating matter and energy
        • Scientific Methods: Investigation of the physical world is enhanced through the use of scientific methods that attempt to remove human biases and increase objectivity
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        • Science 8: The behaviour of matter can be explained by the kinetic molecular theory and atomic theory.
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        • Science 7: Earth and its climate have changed over geological time
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        • Science 8: The behaviour of matter can be explained by the kinetic molecular theory and atomic theory.
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        • Physics Principles and Applications of Electricity
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        • Science 8: The behaviour of matter can be explained by the kinetic molecular theory and atomic theory.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Energy (1)

  • Alternative Energy

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Research, analysis and informed conclusions are central to all of the activities, providing a framework for the independent evaluation of the benefits and risks of nuclear energy. Students participate in an authentic civic decision-making process that uses reflection and a class vote to arrive at a consensus.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource addresses the environmental impacts of nuclear energy by comparing greenhouse gas emissions from nuclear power and traditional coal-burning energy plants alongside information about radioactive waste. Economic aspects are clearly outlined through content about increased employment, construction costs and maintenance and decommissioning expenses. Students also consider the potential social implications of  long-term radioactivity from the perspective of how technological advances such as nuclear fusion can improve safety. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

Learners will understand that although nuclear energy is reliable and can reduce emissions, there are  significant concerns about radioactivity and nuclear accidents. Pupils learn that local communities, Indigenous perspectives and valuable natural areas are important considerations in decisions regarding the construction and placement of new nuclear facilities. 

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Students are not directly involved in environmental action, but will develop an awareness of the connection between energy production and climate change.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Learners are able to explore the benefits and risks, reflect on evidence, and make a personal decision about nuclear energy. The final vote and discussion encourage students to articulate which factors matter most to them when evaluating environmental choices. 

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered

Although not specifically included in the lesson, students will recognize that the development of new energy infrastructure can negatively impact communities and their citizens.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Satisfactory

Discussions surrounding impacts such as emissions, resource and nuclear waste develop awareness of human impacts on the environment, but direct interactions with the natural world are not an essential element of this lesson.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Poor/Not considered

A teacher could add local context by including regional examples of power facilities and associated environmental concerns. 

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

The lesson focuses on the connection between current climate change issues and the burning of fossil fuels, while considering how alternative energy sources significantly reduce emissions and help prevent further global temperature increases.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

Students research, discuss, and evaluate evidence to form and defend their own positions, while also developing skills in assessing source credibility. 

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

Science content about energy systems is combined with Social Studies and English Language Arts skills such as evaluating evidence from various sources, considering economic and social impacts, and making informed civic decisions. 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

The lesson provides opportunities for discovery as students are able to explore information from multiple sources, describe their own ideas and develop conclusions through discussion and evidence rather than direct instruction. 

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Poor/Not considered

The lesson does not include any differentiation strategies for students who may struggle with the complex written and visual content.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Students are actively engaged in research, discussion and decision making as residents of the fictional town of "Solutionville". The lesson could be made more authentic with a regional example of a community that may be facing a similar proposed development. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups and participate in whole-class discussions.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Reflection questions, research notes, participation in the class chart, and the final vote are used as fomative assessment tools, but a summary task and rubric are not included.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Students share information between groups and participate in building a class consensus through active dialogue.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Satisfactory

Although the lesson centres around an imaginary community, the benefit/risk analysis and consensus building are all authentic to any type of proposed large-scale development project that may affect local citizens and the environment.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

Students are able to research and gather information from print and digital sources to argue and defend their point of view. This supports independent exploration and analysis of the topic.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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