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Can wind energy ensure sustainable energy development in Canada?

Lesson OverviewStudents must answer the question: "Can wind energy ensure sustainable energy development in

Canada?"

Grade Level Secondary I and II (junior high school)Time RequiredApproximately four 75-minute periods. The first period is used to develop a hypothesis and make the map. In the second period, students are asked to define wind energy and sustainable development. During the third period, students must explore the wind energy issue in Canada. In the last Period, students answer the question: Can wind energy ensure sustainable energy development in Canada?Curriculum Connection (Province and course)

Energy territory, C2, ensuring sustainable energy development Skeleton mapping techniques Research process Main concepts: Energy dependence, self-sufficiency, greenhouse effect, warming, energy

sourceMain Resources Used:

The Canadian Atlas Online: http:// www.canadiangeographic.ca/atlas/ Energy: http://atlas.nrcan.gc.ca/site/francais/maps/economic/#energy ,

http://atlas.nrcan.gc.ca/site/francais/maps/economic/energy/1 Climate change: http://atlas.nrcan.gc.ca/site/francais/maps/climatechange Renewable energy:

http://atlas.nrcan.gc.ca/site/francais/maps/economic/renewableenergy/casestudyAdditional Internet Resources

L'annuaire collaboratif de Projet-civ.com : http://projet-civ.c om/annuaire

Main Objective Develop Skill 2: Interpret a territorial issue

Learning Outcomes: Develop an energy profile of Canada Define wind energy Identify the advantages and disadvantages of wind energy Define renewable energy and sustainable development Explore the complexity of territory distribution

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Make connections between the concepts of consumption, territory and cohabitationThe Lesson

LESSONTEACHER ACTIVITY STUDENT ACTIVITY

Introduction Guide students in their research

Provide the necessary reference documents

Make a skeleton map of Canada's energy resources

Define the meaning of wind energy

Identify the advantages and disadvantages of this energy source

Define the meaning of sustainable development

Locate world production sites

Development Recommend source documents to students illustrating different points of view (newspaper articles, personal accounts, etc.)

Define the issue Identify the groups

involved and their positions on wind energy

Identify solutions to territorial division

Conclusion Inform students that they must use concepts from the word bank.

Answer the question: Can wind energy ensure sustainable energy development in Canada?

Lesson Extension None

AssessmentAssessment charts are at the end of the student's manual.

Links to Canadian National Standards for Geography

Essential Elements1. The World in Spatial Terms (geographic location)

The major countries of the world

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Major cities in the province, Canada and the world Map projections (for example, size, shape, distance and orientation)

2. Places and Regions Physical and human characteristics of places and regions in Canada and the world Political regions of the world

3. Physical Systems Prevailing winds Hydrographic networks in Canada and the world

4. Human Systems Regional development in Canada and the world Economic activity - types and trends (primary, secondary, tertiary, quaternary) Global economic inter-dependence (trade and communications) Territorial disputes and conflicts

5. Environment and Society Consequences of human changes made to the physical environment (for example,

global warming, deforestation, desertification and urbanization) Physical environmental factors favourable and unfavourable to human activity Use and distribution of sustainable resources Changes in the importance of energy resources Environmental issues (for example, air and water pollution, solid waste, toxic and

hazardous substances)6. Uses of Geography

Role of multiple viewpoints in geographic policy and problemsGeographic Skills

1. Asking Geographic Questions Identify geographic issues, define geographic problems and pose geographic questions. Plan how to answer geographic questions.

2. Acquiring Geographic Information Use a variety of research skills to locate and collect geographic data. Use maps to collect and/or compile geographic information. Systematically observe the physical and human characteristics of places on the basis of

fieldwork.3. Organizing Geographic Information

Prepare various forms of maps as a means of organizing geographic information. Prepare various forms of graphs to organize geographic information. Prepare various forms of diagrams, tables and charts to organize geographic

information. Integrate various types of materials to organize geographic information.

4. Analyzing Geographic Information Interpret information obtained from maps, aerial photographs, satellite-produced

images and geographic information systems. Use statistics and other quantitative techniques to evaluate geographic information. Interpret and synthesize information obtained from a variety of sources--graphs, charts,

tables, diagrams, texts, photographs, documents and interviews.5. Answering Geographic questions

Develop and present combinations of geographic information to answer geographic questions.

Make generalizations and assess their validity.

THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlasName: ___________________________________ Group: _____

Can wind energy ensure sustainable energy development in Canada?

1. Formulate a hypothesis (temporary answer) concerning the above question.

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THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlas2. Develop a skeleton map of energy resources in Canada. Identify which of these resources are renewable, and which are not renewable.

Source: http://atlas.nrcan.gc.ca/site/francais/maps/reference/outlinecanada/canada02/referencemap_image_view

Key:

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3. Complete the web chart to define what wind energy is.

Wind energy

Energy source

Production Consumption

Environmental impact

Distribution

Cost

THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlas4. Identify the advantages and disadvantages of this energy source compared to other energy sources. Specify at least two items for each aspect.

Aspect Advantages Disadvantages

Economic

Ecological

Social

THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlas5. Use the following charge to define what sustainable development is.

(Ecological - Sustainable - Social - Economic)

Source: http://fr.wikipedia.org/wiki/Fichier:Sch%C3%A9ma_du_d%C3%A9veloppement_durable.svgLicence: Creative commons (by-nc-sa)

Sustainable development can be defined as: _______________________________________________

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THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlas6. Locate world wind energy production sites on the following map.

Source: Gilles Badufle, http://ooo.hg.free.fr/Licence: Creative commons (by-nc-sa)

7. Specify the issue involved in wind energy production.

1. Identify the issue.

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2. Identify the groups involved and their positions on wind energy.

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3. List solutions for territorial division among the groups present

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4. Give examples of places in the world that show that this issue is not limited to Canada

alone.

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8. Answer the question:

Can wind energy ensure sustainable energy development in Canada?

1. Confirm whether your initial hypothesis was correct or incorrect.

My initial hypothesis was correct incorrect uncertain

2. Explain why. Use concepts from the following word bank:

Production – Consumption – Distribution – Sustainable DevelopmentRenewable Resource – Non-renewable Resource – Dependence – Self-sufficiency

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THE CANADIAN ATLAS ONLINE QUEBEC – SECONDAIRE www.canadiangeographic.ca/atlas

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Skill 2 Assessment Chart: Interpreting a territorial issue

Ask how the territorial issue is handled Study the possible compromises Looks for collective interests Determines the costs of options

Define the issue (Page 7, a)

Assess the proposes of the groups involved Examine the proposals of each group Determines the impact of each proposal on the land,

according to the reference scale Gives an opinion on the proposals Explains the opinion

Identify the groups involved and their proposals (Page 7, b)

Understanding the complexity of a collective territorial issue Determines the locations, scales and players involved Acknowledges the motives of the groups involved Clarifies the role of certain natural and human factors, past

and present

Identify solutions (Page 7, c)

Comments: ___________________________________________________________________________

_________________________________________________________________________________________Overall rating:

Key:

ScoreA+ A B+ B C+ C D+ D E 05 4,5 4 3,5 3 2,5 2 1,5 1 0

Percentage 100 92 84 76 68 60 52 44 36 0Skill Outstanding Good Satisfactory Unsatisfactory Poor

Source: Http://www.projet-civ.com Licence: Creative commons (by-nc-sa)

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Skill 3 Assessment Chart: Developing a global citizenship conscience

Show the global nature of a geographic reality Observes how the same geographic reality is evident in

various territories Acknowledges the inequalities or complementarities of

territories Acknowledges the systems and movements existing between

territories

Identification if a similar reality elsewhere in the world (Question 7, d)

Answer to question (Question 8)

Examine human activity from a future perspective Associates human action with social organization methods Shows that action by people in one area affects people in

other areas Identifies the global impact of responsible and sustainable

development

Answer to question (Question 8)

Evaluate solutions to global issues Recognizes possible solutions Shows that community involvement contributes to resolving

global problems Takes a position that accounts for their effectiveness Explains a position

Answer to question (Question 8)

Comments: ___________________________________________________________________________

_________________________________________________________________________________________Overall rating:

Key:

ScoreA+ A B+ B C+ C D+ D E 05 4,5 4 3,5 3 2,5 2 1,5 1 0

Percentage 100 92 84 76 68 60 52 44 36 0Skill Outstanding Good Satisfactory Unsatisfactory Poor

Source: Http://www.projet-civ.com Licence: Creative commons (by-nc-sa)