• Identify and discuss the reasons nuclear power has become an important
  source of energy despite its risks.
• Identify the causes and effects of the nuclear accident at Chernobyl, as well as
  the safety lessons learned from that incident.
• Determine the types of effects that radiation exposure has on animal life (brine
  shrimp)
• Construct an informed, well-supported argument as to why or why not a
  hypothetical nuclear power plant should be constructed.

Per class

• computer with Internet access

• VCR and monitor

• Video, CNN Presents, Legacy of a Meltdown
• world map or globe
• chart paper

Per student team/group of 3-4

• Normal brine shrimp eggs, about 50, available from most supply companies
  such as Carolina Biological, online order form at https://www3.carolina.com/
  or order via telephone at 800-334-5551.
• Irradiated brine shrimp eggs, about 50
• Two glass jars of same approximate size
• Salt water, as directed on shrimp egg package
• artificial light source

Per Student

• Effects of Irradiation Labsheet  (View)
• What Would You Say?  (View)
• Why Use Nuclear Energy WebQuest  (View)

Not Specified

• Chesapeake Bay Assessment Rubric  (View)
• Nuclear Power Worldwide  (View)
• Scoring Rubric  (View)

• Acute Dose - a large dose of radiation over a short period of time
• Alphas - two protons and two neutrons emitted by an atom's nucleus
• Betas - high-speed electrons emitted by an atom's nucleus
• Chronic Dose - small doses of radiation over a long period of time
• Curie - (unit of measure of decay rate) equal to thirty-seven billion transformations (decay events) per second
• Erg - (unit of measure of work and energy) A unit in the metric system that represents one dyne acting through one centimeter
• Gamma Rays - electromagnetic waves or particles released from the nucleus of an atom
• Genetic Effect - symptoms of exposure to something that are expressed by the offspring of the exposed individual. (Note: genetic effects are seen only when exposure occurs before conception - see "tetrogenic effects" below.)
• Neutron - neutral particles with a mass of one a.m.u. (atomic mass unit). Neutrons are normally contained in the nucleus of an atom.
• Radiation - transitional energy in the form of high-speed particles or electromagnetic waves
• Rad - (unit of measure) a measure of the dose of radiation absorbed by a person or thing equaling one hundred ergs (see above) per gram of material exposed.
• Radioactivity - the transformation of unstable atoms to their more stable form, often resulting in the release of energy or particles.
• Rem - abbreviation for "roentgen equivalent man." A measure of the biological effects of radiation.
• Somatic Effects - symptoms from exposure to something that are experienced by the exposed individual him- or herself.
• Tetrogenic Effects - symptoms of exposure to a harmful substance or energy that are seen in the offspring of the exposed individual. (Tetrogenic effects are seen when the exposure occurs during the gestation period of the offspring - see "genetic effect" above.)
• X-Ray - an electromagnetic wave or photon emitted by electrical charges in electrons

Set-up Directions:
For this lesson, the teacher will need to set up a computer with Internet access and a
video projection device at the front of the class. Before class begins, set the web browser
to the site http://www.brainpop.com/science/energy/fossilfuels/index.weml. Click on
Play and then on Skip Ahead until you see the picture of the car with the gas tank
outlined and Tim says "They're also pretty convenient...".  Allow the video to play from
this scene, and click on pause when the car drives away and Tim says "Unfortunately..."
This will set the video at the correct starting point for Activity 1.
Ideally, this class would take place in a computer lab where each student would have
access to a computer for Activity 2. If this is not possible or if limited numbers of
computers are available, you can set up work stations where students can work in groups
of 2 or 3 to complete the Why Use Nuclear Energy? activity sheet (teacher will need to
make 1 copy per student).

Teacher Presentation & Motivation:

To prepare students to understand why we use nuclear energy, they will need to
understand the disadvantages of the most commonly used form of energy - fossil fuels.
Explain that fossil fuels are produced when organic matter (dead plants and animals) are
compressed and heated in the ground for long periods of time.  Fossil fuels work because
they burn, producing heat energy that we can use.

As a warm-up, ask students to list some fossil fuels. (Coal, oil, gasoline, and natural gas
are all forms of fossil fuels.)  Then ask them what they know about the advantages and
disadvantages of using fossil fuels.  Collect a list of facts/statements about fossil fuels on
the board, chart paper, or overhead projector.

Activity 1 - Why We Need Nuclear Energy: Fossil Fuel Video
Watch the video

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information
to identify during or after viewing of video segments, Web sites or other
multimedia elements. The focus for media interaction for the fossil fuel video is
for students to identify the reasons we need to find alternatives to fossil fuels.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Explain to students that the class will be viewing a segment of an Internet video
on fossil fuels. Beside the list of fossil fuels and advantages/disadvantages written
on the board, write the question: "What are 2 reasons we need to find sources
of energy besides fossil fuels?"  
Play the Brainpop.com video on fossil fuels, starting at the point where Tim
says, "Unfortunately, burning fossil fuels creates a lot of pollution."  (To reach
this section, skip ahead to the picture of the car with the gas tank outlined and
wait a moment.)
      Stop the video when Tim says, "Luckily, there are alternatives to fossil fuels."
Give students a moment to think about the question on the board and discuss the
answer with a partner. Then play the segment through again, suggesting to
students that they write down any numbers or statistics they might need for their
answers.
Ask students to work with their partners and write down 2 reasons we need
alternatives to fossil fuels. Choose pairs at random to share their answers to the
question with the class.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Explain that the problems posed by fossil fuels (many of which the class has just
identified) are the main reasons we need to look into using nuclear power as an
alternative to fossil fuels. Now, the class will explore the reasons that nuclear
power has some major advantages over fossil fuels.

Activity 2 - Why Use Nuclear Energy?

At their computer stations, have students access the Web site at
http://www.nei.org/scienceclub/nuclearworld.html. Explain that they should use the
navigation menu on the left side of the screen to learn about nuclear energy and complete
the Why Use Nuclear Energy? activity sheet.  As students work, circulate and ask:

Why do you think nuclear energy might be a good thing?
Why do you think so many people are worried about nuclear energy?
Do you think nuclear energy is a good alternative to fossil fuels?
What did you learn about nuclear energy that surprised you?

Wrap Up:
Explain that today, the class has explored the benefits of nuclear energy and the reasons it
has become so important to our energy needs. They have also learned how nuclear energy
works differently from fossil fuels, and why it might be a good alternative to them.
Tomorrow, the class will explore some of the problems presented by nuclear power.

Set-up Directions:
Before beginning the lesson, the teacher will need to acquire the CNN video (see
information under "Videos" section of "Technology Resources") and a TV/VCR setup to
show the video on.  Students will need to acquire (or be given) journal paper or books for
the lesson.  Make 1 copy per student of the CNN Presents: Legacy of a Meltdown Half-
Sheet.

Teacher Presentation & Motivation:

Ask students what they have heard or learned about nuclear power plant accidents.  If
students mention locations, note these on the board or chart paper.  Ask students what
they have heard about how a nuclear accident happens, and list possible causes beside the
locations.  Then ask students what they have heard about the effects of exposure to
radiation, and list possible effects.  Ask what students think the possibility is of a nuclear
accident occurring in the United States.

Explain that the class will be viewing the first 10 minutes of a video produced by CNN
documenting the nuclear accident that occurred at the nuclear power plant in Chernobyl.
Use the map to point out the location of Chernobyl and the Ukraine. Explain that the
United States and other countries learned a great deal from this accident, and that many
safety measures have been installed in other nuclear power plants since the accident.

Activity 1 - Video and Discussion
View and discuss the video

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The focus for media interaction is a specific task to complete and/or information to
identify during or after viewing of video segments, Web sites or other multimedia
elements. The focus for media interaction in this activity is for students to understand the
risks associated with nuclear power.
Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?
Explain that students will be viewing the video twice. Ask them to review the questions
on the CNN Presents, Legacy of a Meltdown Half-Sheet before you start the video.
Emphasize that the first time they view the video, they should simply watch. They will be
recording their answers to the questions during the second viewing.
      Play the first 10 minutes of CNN Presents, Legacy of a Meltdown. 
Stop the video at the point where scientists are introduced and taken through the
sarcophagus.  Give students a moment to discuss the questions on the video half-
sheet in groups or with partners.  They should use the time to note what
facts/statistics they will need to record when the video is replayed.  Explain that
you will play the segment again, and they should answer the questions on the
half-sheet.
      Play the video segment again, stopping at the same point.
Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?
Give students a moment to discuss their answers to the questions on the half-sheet
in pairs or groups and come to a consensus. Then select pairs or groups at random
to share their answers with the class.
      Use Think-Pair-Share to have students answer the questions:
      What did you learn that surprised you?
How do you think the Chernobyl accident affected safety measures taken in
other power plants?
Do you think the Chernobyl accident shows that we should not use nuclear
power at all?

Wrap Up:
Lead a class discussion to answer the daily challenge question.  Use students' answers to
assess their understanding that the accident at Chernobyl teaches us that there are risks to
using nuclear energy.
Explain that in the next class, the class will be exploring the effects of radiation exposure
on animal life. These are some of the effects that can be caused by a nuclear accident.

Set-up Directions:

For Activity 1, the teacher will need to set up kits or stations with the following materials
for each group of 3-4 students:

* Normal brine shrimp eggs, about 50
* Irradiated brine shrimp eggs, about 50
* Two glass jars of approximately the same size
* Salt water, as directed on shrimp egg package
* Artificial light source 

Each student will need a copy of the Effects of Irradiation on Brine Shrimp Lab Sheet
.
For Activity 2, the teacher will need to provide each student with a copy of the A New
Nuclear Power Plant: What Would You Say? activity sheet. Ideally, students would each
have a computer station equipped with a word processing program on which to complete
the activity. If this is not possible, students may also write longhand. 

Teacher Presentation & Motivation:
Ask the class what they have heard about the effects of radiation exposure on different
forms of life.  Keep a list of the class's responses on chart paper, the board, or the
overhead projector. (If appropriate/necessary, remind students that many popular movies
and comic strips represent the effects of radiation on animal life in an exaggerated or
distorted way. We have no reason to believe, for instance, that being exposed to radiation
can give a person superpowers.) Explain that today's activity will demonstrate the real
effects of exposure to high doses of radiation on animal life.

Activity 1 - The Case of the Mutated Brine Shrimp

Each group of three or four students will set up two cultures of brine shrimp. The
directions that come with commercially available brine shrimp are to be followed with
both cultures. The first culture is filled with normal brine shrimp. The second culture has
been exposed to radiation.

Each group will set up their experiment today and make initial observations. Over the
next two weeks, groups will continue to make observations each day about the
development and growth of each group of brine shrimp. They will record their
observations on the Effects of Irradiation on Brine Shrimp Lab Sheet.

Once the eggs have hatched, have the students check the reaction of each culture to light
exposure by placing the culture in a darkened area, such as a prep room, and shine a
concentrated light, such as a flashlight, on the culture. Note the reaction of the shrimp to
the light. Do they avoid it, or are they drawn to it?  Are there differences between the
groups?

Activity 2 - What Would You Say?
Depending on the available facilities, students may use a word processing program to
complete the activity, or they may write longhand.  Students will work individually,
employing all of the knowledge they have gained thus far about the benefits and risks of
nuclear energy.  Explain that they will be using a hypothetical scenario: a new nuclear
power plant has been proposed in their hometown. They will develop a thesis and at least
3 supporting arguments to use in a speech that supports or argues against the new power
plant. At some point while students are working, circulate and ask unobtrusively:
How do those 3 reasons support your thesis? Are they the strongest reasons, or
might there be others that would be stronger?
How will you organize your speech to keep your audience's interest and persuade
them that your point of view is correct?

Wrap Up:
Explain that over the past few days, the class has been exploring both the risks and
benefits of nuclear power.  Since we need to reduce our dependence on fossil fuels,
nuclear power seems like an excellent alternative. It produces less air pollution, it's more
reliable, and it's not a limited source of power. At the same time, there are dangers to
using nuclear power.  The danger of nuclear accidents and the problems of disposing of
nuclear waste can be real hazards to people and the environment. It's important that we
understand all aspects of the situation, and make the best decisions that we can for the
environment, our future, and ourselves.