F O S T E R I N G G E O G R A P H I C E N G A G E M E N TV A L O R I S E R L ’ A P P R E N T I S S A G E D E L A G É O G R A P H I E

EnErgy usE lEsson plans

energy use | lesson plans | sustainable energy for the north

Overview:this lesson investigates the energy options being explored by the government of nunavut to decrease its dependence on heating oil and diesel fuel (used primarily for the production of electricity). students will be challenged to explore ways to conserve energy within their communities and personal lives.

Grade: grade 9

Curriculum requirements:nunavut grade 9 social studies: Canada: opportunities and Challengesgrade 9 science

Links to Canadian National Standards for Geography:Essential Element 5: environment and society• use and sustainability of resources

Essential Element 6: the uses of geography• local, regional and world policies and

problems with special dimensions

Time required: two 45-minute classes

Supplies required:• everyday Dependence on oil activity

(attached)• overhead/data projector• “energy use in Canada” map

Learning outcomes:By the end of this lesson students will be able to:• calculate their own carbon footprint;• explain the need for efficient energy con-

versions to protect our environment and to make judicious use of natural resources (i.e. advancement in energy efficiency, aboriginal perspectives on taking care of natural resources).

Introduction:People living in northern communities consume large amounts of petroleum products in order to heat their buildings, produce the majority of their electricity and to travel to and from these remote locations. The governments of all three northern territories are committed to reducing their reliance on oil and to investigating alternative energy sources.

In 2007, The Hon. Edward Picco MLA, Minister of Energy for Nunavut, stated, “This energy strategy will enable Nunavut to reduce its dependency on fossil fuels,

a dependency that holds Nunavut hostage to volatile, world oil prices and makes us one of the largest per-person greenhouse gas producers in Canada. To reduce this dependency we must harness different forms of energy, such as hydro-electricity, wind power and solar power, and eventually other exciting and new energy sources. In addition to exploring and using new sources of energy, we must deal with the challenges we currently face by using our energy more prudently and by streamlining and strengthening the management of our energy system.” (IKUMMATIIT, the Government of Nunavut Energy Strategy, p. 4).

This will ensure a sustainable energy future for the North. But is this plan feasible? What role will average residents play in making this a reality? This lesson plan will investigate these and other questions.

Development:Everyday Dependence on Oil Activity (organizer attached): Ask students to think of examples of how we are dependent on oil-based products and services in our modern culture. Students should list ten things from their everyday lives that use petroleum either in its creation or in how it is used. (i.e. snowmobiles burn gasoline, plastic bottles are made from oil, etc.). Direct them to develop their list independently for five minutes and then share their list with a partner. Recording ideas on a master list at the front of the classroom. Discuss the pervasiveness of oil within our society. Note that this is a relatively recent phenomena within the last few generations.

Introduce the concept of a “carbon footprint” (http://timeforchange.org/what-is-a-carbon-footprint-definition). Instruct students to calculate their individual carbon footprint using an online source devoted to this idea. Report findings back to the class. Discuss why some might be relatively high and others low.References:

• Canadian Geographic Carbon Footprint • Greening Sacred Spaces • The Footprint Network

Sustainable Energy for the North

F O S T E R I N G G E O G R A P H I C E N G A G E M E N TV A L O R I S E R L ’ A P P R E N T I S S A G E D E L A G É O G R A P H I E

EnErgy usE lEsson plans

Ask students to work in small groups. Refer to the Energy Use in Canada map and explain why Nunavut’s relative size is smaller than most of the other areas of Canada (map includes both industry and individual consumption of oil — since there is little industry in the eastern Arctic then Nunavut’s relative area is small). Direct students to explain what the map might look like if only individual oil consumptions were included (Nunavut would appear larger than any other province/ territory).

Refer to “A Northern Vision” (http://www.anorthernvision.ca/inventory/) and read the goals for energy consumption for the North. It may be advisable to summarize the main points of the first three sections of this document with the class so they fully understand the vision of the government.

Ask students to work independently and/or with a partner and choose one of the energy options in the sidebar (hydroelectricity, solar electricity, solar heating). They should summarize the section and report back to the rest of the class. Record the main points for each section and have students record these notes.

Conclusion: Ask each student to write a letter to the Minister of Energy (http://www.gov.nu.ca/en/Cabinet.aspx) to express their ideas and opinions about the new initiatives being undertaken by the government of Nunavut. Working together as a class create a cover letter to accompany these individual letters requesting a reply from the Minister about the progress towards this “vision”.

Lesson extension:Compare the energy production and consumption of all three northern territories.

Assessment/evaluation: Student’s letters will be evaluated based on their understanding of the concepts covered in this lesson.

Additional resources: • Canadian Geographic: June 2012 – Energy Smarts• Canadian Atlas Online (www.canadiangeographic.ca/atlas)

energy use | lesson plans | sustainable energy for the north

F O S T E R I N G G E O G R A P H I C E N G A G E M E N TV A L O R I S E R L ’ A P P R E N T I S S A G E D E L A G É O G R A P H I E

EnErgy usE lEsson plans

Everyday Dependence on Oil ActivityList ten things in your everyday life that are either made from oil or use petroleum products and indicate how important each item is on a scale of 1 to 5.

ItemMade from Oil

Y / N

Uses a petroleum productY / N

Importance in everyday life:5 = very important / vital0 = can live without it

energy use | lesson plans | sustainable energy for the north