Objectives (5 - 7 minutes)

1. Understanding nuclear energy and its importance for the modern world: The student should be able to understand the definition of nuclear energy, how it is produced, and its everyday applications. In addition, students should be able to discuss the importance of nuclear energy for modern society, considering aspects such as the reduction of carbon emissions and the diversification of the energy matrix.

2. Analyzing the main accidents and risks of nuclear energy: Students should be able to identify the main nuclear accidents in history, such as Chernobyl and Fukushima, and discuss the risks associated with nuclear energy, including the possibility of radioactive leaks and the proliferation of nuclear weapons.

3. Understanding the geography of nuclear energy in the world: Students should be able to locate the main nuclear energy-producing countries on the world map, as well as identify the countries that have nuclear power plants. They should also be able to discuss the reasons for the geographical concentration of nuclear energy.

Secondary Objectives:

• Fostering critical thinking: During the discussion of the risks and benefits of nuclear energy, students should be encouraged to develop critical thinking, considering different perspectives and sources of information.

• Promoting environmental awareness: By discussing nuclear energy as a clean energy source, students should be encouraged to reflect on the importance of sustainability and environmental protection.

• Developing research and presentation skills: Students should be encouraged to seek additional information about nuclear energy and prepare brief presentations to share their findings with the class.

Introduction (10 - 15 minutes)

1. Review of fundamental concepts: The teacher should start the lesson by reviewing basic energy concepts, including different forms of energy (kinetic, potential, thermal, etc.) and the law of conservation of energy. This is crucial for students to understand what nuclear energy is and how it is produced. Additionally, the teacher can ask students if they remember any nuclear accidents that have occurred throughout history as a way to introduce the topic in an engaging manner.

2. Problem-solving situations: To spark students' interest, the teacher can propose two problem-solving situations related to nuclear energy:

   • Situation 1: 'Imagine you are living in a world where nuclear energy has not been discovered. What would be the consequences for society? How would life be different?'

   • Situation 2: 'Suppose you are in charge of deciding whether your country should build a nuclear power plant. What would be the main factors you would consider? What would be the risks and benefits involved?'

3. Contextualization: The teacher should then contextualize the importance of nuclear energy, explaining how it is used in different aspects of daily life, such as electricity production, medicine (e.g., in cancer radiotherapy), and industry (e.g., in food sterilization).

4. Capturing students' attention: To capture students' attention, the teacher can share two facts about nuclear energy:

   • Fact 1: 'Did you know that nuclear energy is the densest energy source we know? One gram of uranium-235 can produce the same amount of energy as 3 tons of coal!'

   • Fact 2: 'Did you know that there are countries, like France, that rely almost exclusively on nuclear energy for electricity production? This is possible due to the high efficiency and reliability of nuclear power plants.'

This Introduction should help spark students' curiosity and prepare them for the content that will be covered in the lesson.

Development (20 - 25 minutes)

1. Theory and fundamental concepts (10 - 12 minutes):

   • What is nuclear energy: The teacher should start by explaining that nuclear energy is the energy contained in the atom's nucleus. It is released when nuclear reactions occur, which can be of two types: nuclear fission (when an atom's nucleus is split into two smaller nuclei) and nuclear fusion (when two atomic nuclei join to form a larger nucleus). The teacher should emphasize that nuclear energy is the densest energy source we know.

   • How nuclear energy is produced: The teacher should explain that nuclear energy is produced in nuclear power plants, where nuclear fission occurs. They should describe the process of nuclear fission, explaining how the neutrons released in the fission of a uranium-235 nucleus can cause the fission of other nuclei, generating a chain reaction. The teacher should also mention the energy released in nuclear fission, which is converted into heat and then into electricity.

   • Advantages of nuclear energy: The teacher should discuss the main advantages of nuclear energy, such as high efficiency in electricity production, low emission of greenhouse gases (compared to fossil energy sources), and energy independence (since uranium is a widely available resource worldwide).

   • Disadvantages and risks of nuclear energy: The teacher should then address the main disadvantages and risks of nuclear energy. This includes the possibility of nuclear accidents (like Chernobyl and Fukushima), problems with radioactive waste management, and the risk of nuclear proliferation.

2. Group discussion (5 - 7 minutes): After the theory presentation, the teacher should divide the class into small groups and give each group a question to discuss. Questions may include: 'Do you think nuclear energy is safe? Why?' and 'Do you believe nuclear energy is a viable solution to the issue of climate change? Why?'. The teacher should circulate around the room, listening to the discussions and providing guidance as needed.

3. Practical activity (5 - 6 minutes): To conclude the lesson's Development, the teacher should propose a practical activity. Students should research the geography of nuclear energy in the world, identifying the main nuclear energy-producing countries and the countries with nuclear power plants. They should also discuss the reasons for the geographical concentration of nuclear energy. Students should prepare brief presentations to share their findings with the class. The teacher should guide students in the research and preparation of the presentations.

Return (8 - 10 minutes)

1. Review of key concepts (3 - 4 minutes): The teacher should start this stage by asking groups to share the answers or conclusions they reached during the group discussion. They should encourage students to explain their ideas and justify their opinions based on the concepts discussed during the lesson. The teacher should ask follow-up questions to deepen the discussion and ensure that all key concepts were understood.

2. Connection to practice (2 - 3 minutes): The teacher should then relate the students' conclusions to the presented theory. They should highlight how understanding nuclear energy, its benefits and risks, and its geography in the world are essential for making informed decisions about energy, the environment, and politics. For example, the teacher can discuss how the location of nuclear power plants can affect global geopolitics, or how public opinion on nuclear energy can influence energy policies and investments.

3. Individual reflection (2 - 3 minutes): Next, the teacher should propose that students reflect individually on what they learned during the lesson. They can ask questions like:

   1. 'What was the most important concept you learned today?'

   2. 'What questions have not been answered yet?'

   3. 'How can you apply what you learned today in your daily life or in other subjects?'

   Students should have a minute to think about their answers. The teacher can ask some students to share their reflections with the class if they are comfortable doing so.

4. Feedback and closure (1 minute): To conclude the lesson, the teacher should thank the students for their participation and effort. They can also ask for feedback on the lesson, inquiring about what students liked and what could be improved. The teacher should remind students of the next lesson's topic and any homework assignments, if applicable. They should then dismiss the students and prepare for the next lesson.

Conclusion (5 - 7 minutes)

1. Recapitulation (2 - 3 minutes): The teacher should start the Conclusion by recapping the main points covered during the lesson. The definition of nuclear energy, how it is produced, its advantages and disadvantages, the main nuclear accidents in history, and the geography of nuclear energy in the world should be reviewed. This is crucial to consolidate the acquired knowledge and prepare students for the next topic.

2. Connection to the real world (1 - 2 minutes): Next, the teacher should establish the connection between the presented theory and the real world. They should highlight how nuclear energy plays a fundamental role in our society, from electricity production to medical and industrial applications. Additionally, the teacher can discuss how decisions related to nuclear energy have significant implications for the environment, the economy, and global politics.

3. Extra materials (1 minute): The teacher should then suggest some extra materials for students who wish to deepen their understanding of nuclear energy. These materials may include documentaries, news articles, scientific reports, and textbooks. The teacher can also recommend reliable websites and institutions that provide updated and unbiased information on nuclear energy.

4. Importance of the topic (1 minute): Finally, the teacher should emphasize the importance of the topic presented for students' daily lives. They should stress how nuclear energy affects their lives, from the electricity they use at home to the political decisions shaping the planet's future. The teacher can also encourage students to continue exploring the subject and engaging in the debate on energy and the environment.

5. Closure (1 minute): The teacher should end the lesson by reinforcing the key concepts and thanking the students for their participation. They should remind students of the next lesson's topic and any homework assignments. The teacher should then dismiss the students and be available to clarify any remaining doubts.