What are the functions and possible dangers of nuclear power plants?

Three Mile Island

Overview: What happened at Three Mile Island in 1979? Could it happen again? Use the article and lesson plan to give students the opportunity to identify the functions and possible dangers of nuclear power plants in the United States. Challenge students to formulate opinions in support or opposition to the existence of nuclear power plants.

Curriculum connections: Health, U.S. History, Science, Current Issues

Objectives

• Explain the use of potassium iodide.
• Describe the functions and possible dangers of nuclear power plants.
• Identify benefits and harmful effects of radiation.

Standards
Putnam Valley Educational Standards for Health
Standard 4, grades nine-12
High school students should be able to analyze the influence of culture, media, technology and other factors on health.

National Science Education Standards
Science in personal and social perspectives
Content standard F, grades nine-12
High school students should know that natural and human-induced hazards present the need to assess potential danger and risk. Many changes in the environment designed by humans bring benefits to society as well as cause risks. Students should understand the costs and trade-offs of various hazards -- ranging from those with minor risk to a few people to major catastrophes with major risk to many. The scale of events and the accuracy with which scientists and engineers can (and cannot) predict events are important considerations.

Benchmarks On-Line
The human organism, Physical health, grades nine-12
New medical techniques, efficient health care delivery systems, improved sanitation, and a fuller understanding of the nature of disease give human beings a better chance of staying healthy than their forebears had.

Materials
CNNfyi.com article "Residents near nuclear plants may get cancer prevention pills"
Internet access
Holt, Rinehart and Winston worksheet, Meltdown!

Suggested time
Article and questions only: 30 minutes
Full lesson plan: Two to three classroom periods

Procedure
1. Survey students about their knowledge about the Three Mile Island Accident in 1979. Have them conduct research, if necessary, to learn what happened and how it affected life and property in nearby communities. Then ask: Would living near a nuclear power plant concern you? Why or why not?

2. Have students read the CNNfyi.com article "Residents near nuclear plants may get cancer prevention pills," and ask the following:

• What is potassium iodide (KI)? Why is the Nuclear Regulatory Commission (NRC) supplying potassium iodide pills?When should potassium iodide pills be used? Why did people at Three Mile Island get the pills "too late to do any good"? Are the pills expensive? What are some states already doing to protect residents living near nuclear power plants?

• Where does Mark Jacobs live? What precautions is he taking to protect his family? Do you think having the pills would provide a "false sense of security," as NRC chairman Richard Meserve suggests? Why or why not?

3. Refer students to the first Web site below to identify nuclear power plants in the United States. Have each student select one and create a presentation about the power plant, identifying the functions of the plant, its benefits to consumers, and the possible dangers for those living nearby. Inform students that former President Jimmy Carter argued that the nation needed nuclear energy and share the following quote."We cannot simply shut down our nuclear power plants." Then ask: Based on your research, do you think nuclear power plants perform a valuable function? How would you respond to Mr. Carter's statement?
4. Group students. Have students use online and print resources to research both the positive uses of radiation and the harmful effects. Direct students to create a "T-Chart" to illustrate their information. Then ask: Do you think the benefits of radiation outweigh the risks ? Discuss.

Assessment
Have each student write a letter to the governor of one state in which nuclear power plants exist, advocating the closing of the plants or requesting that they remain open. Direct students to give specific examples and scientific evidence supporting their positions. In their letters, students might also include their views on the distribution of potassium iodide to residents who live near the power plants.

Challenge
Have each student select one of the projects from the Holt, Rinehart and Winston worksheet, Meltdown!Invite students to share the information they have collected with the class.