1. Nuclear Class Discussion: Constructing a Ranking System
Nuclear PBL Day 5

2. Formal assessment – analyzing the students posters and ranking system
Objectives
Today I will be able to:
Explain the radioactivity principles of a famous radioactivity accident
Construct a ranking system to evaluate the devastation of the radioactive incidents
Informal Assessment – monitoring student interactions as they participate in the discussion
Formal assessment – analyzing the students posters and ranking system
Common Core Connection
Build Strong Content Knowledge
Value Evidence
Construct viable arguments and critique the reasoning of others

3. Lesson Sequence Evaluate: Warm-Up
Elaborate: Finish Posters (10 minutes)
Explore/Explain: Class Discussion
Evaluate: Exit Ticket

4. Warm Up
There are 4.5 grams of thorium-233 in a sample. If the original sample had a mass of g, how old is the sample of thorium Thorium-233 has a half-life of 22 minutes.

5. Warm Up
Which type of radioactive decay (alpha, beta or gamma) can cause the most damage to humans?
Which types of radiation emit particles?
Which types or radiation emit rays?
Take a set of 3 stickers on your way in!
Do not lose them! 

6. Objective Today I will be able to:
Explain the radioactivity principles of a famous radioactivity accident
Construct a ranking system to evaluate the devastation of the radioactive incidents

7. Homework Study for radioactivity quiz Thursday, October 16
What is Radioactivity?
What is Half-Life?
Solve ½ life problems
Types of particles/emissions
Write Radioactive Decay Equations
Fission vs. Fusion

8. Agenda
Warm-Up
Finish Posters
Class Discussion
Exit Ticket

9. Take 10 minutes to finish posters and hang up in room

10. Class Discussion

11. Read the General Information Section of Each Poster
Part 1 (25 Minutes)
Place the red sticker on the incident you believe is most devastating based on Radioactivity Principles alone

12. Read the Human Impact Section of Each Poster
Part 1 (25 Minutes)
Place the blue sticker on the incident you believe is most devastating based on human impact alone

13. Read the Environmental Impact Section of Each Poster
Part 1 (25 Minutes)
Place the green sticker on the incident you believe is most devastating based on environmental impact alone

14. Small Group Discussion
10 minutes
Get into the new groups that Ms. Ose assigns to discuss the following questions

15. Small Group Discussion
Construct a ranking system for the radioactive incidents
(Least Devastating to most Devastating)
Weigh out the impact of the human vs. environmental effects
Write the criteria for your ranking system on a sheet of paper
Ex. Come up with a scale
On the bottom of the paper, rank all 7 incidents from the least devastating to the most

16. Class Discussion of Ranking System
Group one will share out their ranking system and explain. Posters will be arranged. Other groups will talk about theirs is different and shift posters until we agree.

17. Class Discussion Questions
What similarities and differences were there between each ranking system?
Were there any radioactive incident posters that did not move. Why do you think they stayed in those positions?
What factors seemed to play the most important role in constructing the ranking system?

18. Exit Ticket Further Questions Discussion:
What other questions do you have about the impact (human, environmental, community, economic etc.) of radioactive incidents?
The essential question that started this project was: "Nuclear power is a viable source of energy. How can we assess the impact of the potential
environmental and human hazards associated with nuclear power use?" Do you think we came up with a method to assess the human and environmental hazards associated with nuclear power use?
What factors do we need to be aware of if nuclear power is used in communities?