across subjects? Draw on knowledge from Will the session(s) be co-taught? Taught separately What methods would this discipline use to investigate the question? How does this discipline interpret the question? Is this building on existing knowledge? 1 Building on Current Practice 5 minute lesson plan – bridging subject boundaries Before they investigate, what Can Nuclear Power save the Planet? r Learning Objectives: 1. The generation of electricity using nuclear fission and fusion. 2. An appreciation of the environmental demands and challenges of doing so. Do they already need to know? A basic knowledge of the nuclear fission and fusion processes to investigate the technological requirements for the process. Challenging misperceptions? Acting as extension? areas of the school curriculum? In addition to science, students will explore draw on geography, religion, economics, history, mathematics and politics whilst investigating broader matters of things like global cultures and international relations.* 2 Developing Epistemic *Note from the Research team - this section can be used to link to specific Insight: How can the students be supported to answer these three questions? curriculum objectives especially if the big question goes beyond the requirements of the curriculum ? How would (someone in) this discipline know they had a good answer? Helping Hands… What expertise/ methods/norms of thought can you draw on from other disciplines to support or contrast? 3 Building Permeable Classroom Walls: Forming links across the curriculum other subjects Ideally, yes. Specialist knowledge needs to be gathered from different disciplines and brought together provide a complete picture. the need to draw on wider disciplines to answers these aspects of the question could be noted "within" the science lesson or could be embedded through coordinated delivery on related topics in Geography, politics, religious studies etc. What is the misperception/ boundary/ epistemology you are trying to address? Highlighting that science answers whether we can create nuclear power, but not if/how we should implement it. What it requires and what the consequences might be. What are the (global) risks and benefits? Can this be checked in another classroom? Evaluation and judging costs. Statistics on nuclear power contribution to carbon neutral targets (% of the overall energy portfolio?). Where the fuel comes from, the materials and resources needed to build stations. Where they need (or are likely) to be built, the geopolitical ramifications, infrastructure demands and costs. The influences of historical events (Chernobyl, Fukushima etc)**. **Note from the Research Team - students' understanding of How does this map on to other Science: How is nuclear power produced and how efficient it is, particularly the level of greenhouse emissions in relation to other sources of energy. Stewardship: Considers the ethical consequences, encouraging a global perspective – sharing responsibility. Science: Observation and experiment, repeat tests, analysing data about efficiencies. It is quantifiable. Stewardship: Considers the value/impact of nuclear power and its implications for our planet globally and for individual societies. More qualitative. Science: Objective and quantifiable data which can be repeated and tested by multiple sources. Stewardship: Draws on the ethical and values driven argument, referred to and justified by religious belief or worldviews. Mathematics: calculation of efficiencies Mathematics: analysis and calculation of data Mathematics: reliance on quantifiable data