Nuclear Energy: What is it good for?
Sean O'Leary, Ryan Searle, Annie Fitzgerald
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5E Lesson Plan # 1
AUTHORS’ NAMES: Sean O’Leary
TITLE OF THE LESSON: Theory of Nuclear Power
TECHNOLOGY LESSON (circle one): Yes No
DATE OF LESSON: Day 2
LENGTH OF LESSON: 50 minutes
NAME OF COURSE: World History Studies
SOURCE OF THE LESSON:
TEKS ADDRESSED: (23) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. (24) Science, technology, and society. The student understands connections between major developments in science and technology and the growth of industrial economies and societies in the 18th, 19th, and 20th centuries.
CONCEPT STATEMENT: This lesson plan will require students to understand and develop ideas on, nuclear power and energy, more so, how it works and how it was developed.
PERFORMANCE OBJECTIVES: Students will be able to list three reasons nuclear power was developed, explain briefly, through informal discussion, the significance of Albert Einstein in this creation, and also, create a graphic organizer containing his theory.
RESOURCES:
SAFETY CONSIDERATIONS:
SUPLEMENTARY MATERIALS, HANDOUTS: Letter from Einstein to Roosevelt on Atomic Power via Digitalvaults.org
Engagement |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Hand out a letter from Einstein to Roosevelt on Atomic Power and have students read it aloud. |
From prior instruction, Who was Albert Einstein, Roosevelt? Where these individuals important to U.S History? Where they significant at the time? |
Students should enjoy reading a real life document, and it should strike some interest in the event as a whole. Some of the content of the letter will have to be explained to clear misconceptions. |
Discuss the significance of the letter. |
What is Einstein trying to say to Roosevelt? Why would he appeal to him? What does he say about the significance of atomic power? |
Students may not feel comfortable discussing in full and should need a little pushing to speak in class. |
Exploration |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Briefly explore a timeline concerning the events that led up to the creation of atomic energy. |
Why do you think scientists were rushing to find out a good way to utilize atomic energy? What does the time period tell us about this information? |
A timeline will be a good way to set up the time period and how it relates to the subject. |
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Explanation |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Give a lecture assignment with power point presentation over theory of atomic power. |
How would the theory of relativity lead into the development of nuclear power? Who first experimented with splitting nuclear molecules? |
I think some of the information would be over the students heads, given this is a history class and not a chemistry class. I will be sure to let the students know that this is important for setting up the project. |
Show brief biographical video of Einstein and his career and then discuss it. |
Was Einstein a chemist or a physicist? What are some important theories that Einstein developed? |
It may be difficult to get a video short enough to fit in this timeframe but if I could get one it will be incredibly informative and helpful. |
Elaboration |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
List five reasons nuclear power was developed. |
What potential benefits could nuclear power give? Who would benefit from the power it generates? |
Some of this stuff may be over their heads as well, but a little elaboration on each reason will help. |
Give a graph charting and explaining the theory of relativity. |
What does E stand for in this equation? |
Students may be very upset that they have to study an equation so I would have some explaining to do. |
Evaluation |
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Time: ________ |
What the Teacher Will Do |
Probing Questions |
Student Responses |
Have the students turn in a graphic organizer chart and explaining the theory of relativity. |
What is the theory of relativity? How will you creatively depict this on your organizer? |
Students may have a rough time creating a graphic organizer that is not just the theory and a definition. I will have to push them to create something original. |
Informally discuss Einstein and the reasons for creating nuclear power. |
Why does Enstein play an important role in all of this? Do you think the creators of the atomic bomb thought about creating nuclear energy to power cities? |
Discussing informally about student subjects can be a difficult route of assessment unless students are excited about the material. This is a good way to find this out. |