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What Are The Pros and Cons of Nuclear Energy

Secondary, Middle

Description

In this STEM exercise, students consider the pros and cons of using nuclear power.  Tools provided to support their inquiry include a detailed article with embedded videos, current data, case studies and links to additional information that support both sides of the argument.  Guiding questions and graphic organizers help students analyze and consolidate what they have learned and take a position on the use of nuclear energy.

Teachers are provided with substantial background on the issue, suggestions on how to organize the lesson and  a number of ideas for extending the learning.

General Assessment

What skills does this resource explicitly teach?

The resource includes an activity designed to teach questioning skills as well as a number of graphic organizers to encourage and support critical thinking.

Strengths

  • the resource is interesting
  • information is provided in a number of engaging formats
  • information is up to date
  • there is an abundance of supplemental and background information
  • the lesson is designed for use both in the classroom & at home

Recommendation of how and where to use it

This lesson will be of particular interest to science teachers looking to have students examine the science/physics of nuclear energy through a sustainability lens. 

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 11
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      • Science
        • Step 4Relevant matches
        • Science 24:Understanding Common Energy Conversion Systems
    • Grade 12
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      • Physics
        • Step 4Relevant matches
        • Physics 30: Atomic Physics
      • Science
        • Step 4Relevant matches
        • Science 30: : Energy and the Environment
  • British Columbia
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment
    • Grade 11
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      • Science
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        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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      • Environmental Science
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        • Environmental Science 12: Human activities cause changes in the global climate system
  • Manitoba
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      • Science
        • Step 4Relevant matches
        • Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
  • New Brunswick
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    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
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      • Science
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        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
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      • Environmental Science
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
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        • Electricity
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        • Physics 2204: Work and Energy
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        • Science 2200: Weather Dynamics
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      • Environmental Science
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        • Environmental Science 3205: The Atmosphere and the Environment
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      • Science
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        • Science 10: Energy Flow in Global Systems
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      • Science
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        • Science 24: Understanding Common Energy Conversion Systems
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      • Physics
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        • Physics 30: Atomic Physics
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Nova Scotia
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    • Grade 8
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      • Science
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        • Science 8: Climate Change
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      • Science
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        • Science 10: Sustainability of Ecosystems
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        • AP Environmental Science: Energy Consumption and Resources
      • Physics
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        • Physics 12: Radioactivity
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    • Grade 10
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      • Science
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        • Science 10: Energy Flow in Global Systems
    • Grade 11
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      • Science
        • Step 4Relevant matches
        • Science24:Understanding Common Energy Conversion Systems
    • Grade 12
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      • Physics
        • Step 4Relevant matches
        • Physics 30: Atomic Physics
      • Science
        • Step 4Relevant matches
        • Science 30: Energy and the Environment
  • Ontario
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    • Grade 9
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      • Science
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        • Physics Principles and Applications of Electricity
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        • Science (Academic):Earth and Space Science: Climate Change
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Human Health and the Environment
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Physics
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        • Energy and Society
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    • Grade 12
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        • Environmental Science 621A: Environmental Challenges and Successes
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    • Grade 10
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      • Science & Technology
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        • Environmental Science & Technology: The Material World
        • Science & Technology: The Material World
        • Science and the Environment: The Material World
  • Saskatchewan
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    • Grade 12
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      • Physics
        • Step 4Relevant matches
        • Physics 30: Modern Physics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment
    • Grade 11
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Energy (1)

  • Energy Generation

Science and Technology (1)

  • Appropriate Technology

Waste Management (1)

  • Hazardous Waste

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

As the title suggests, students consider both sides of this argument. One of the suggested activities requires students to consider the perspectives on nuclear power from different stakeholders. 

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 Very Good

The interplay of the economy, society and environment and how it influences both sides of the argument is an underlying theme of the lesson.

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

While the video tools alone offer an effective introduction to nuclear energy, the total package of core and supplementary information will provide students with a solid understanding of the technology and its impacts.

Respects Complexity:

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

Acting on Learning Poor/Not considered

Acting on learning is not required in this lesson.

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 Very Good

The guiding questions provided in the teaching suggestions will  require students to identify and express their own values.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

This criterion is not addressed in the lesson.

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

Both sides of the nuclear energy argument presented in the information for students address 'impacts on the natural world'.

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 Satisfactory

Nuclear energy in Canada is highlighted in the lesson and students are asked to consider its impacts in the context of their own communities.  Also, the attention given to how the nuclear industry has been portrayed in the media will resonate with most students.

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

Nuclear energy's past, present and future are reflected in the learning tools provided to students.

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 Very Good

The information provided to students is current, factual and balanced.  Students are not steered towards one side of the nuclear energy debate or the other.

Open-Ended Instruction :

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

Integrated Learning Satisfactory

While the content of the lesson will address outcomes in science, the questioning and critical thinking skills it promotes are certainly transferable to other subject areas.

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

Using the tools and suggestions provided, students investigate the pros and cons of nuclear energy and form their own positions.

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 Satisfactory

Students gather information by watching, reading/researching, responding to questions, discussing, and expressing their views.  

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 Poor/Not considered

Experiential learning opportunities have not been included.

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

Some group work is suggested. Cooperative learning strategies are not explicitly taught.

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 Poor/Not considered

The resource encourages using 'exit slips' for self evaluation and provides a link to suggestions for their use.

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 Poor/Not considered

Peer teaching is not promoted in this design.

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 Good

Several case studies are highlighted in the information provided to students.

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 Satisfactory

There are few opportunities for students to control content or medium.

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.