THE CANADIAN ATLAS ONLINEQUEBEC – SECONDARY 1 & 2 LEVELS

Analysis of Wind Energy Development Impact on the Physical Environment in Quebec: An Information Campaign Using Computer-Assisted Presentations

Lesson Overview

Raise students' awareness about the impact of wind energy development on the physical environment in Quebec and how this form of energy can influence the landscape and people. Lead students to understandthe various positions of different groups on wind energy development in Quebec.

Grade Level

Secondary I and II (junior secondary)

Time Required

Approximately three, 75-minute periods. The first periodis used to prepare and explain the activity, and the two others are for research, resource application and development of the computer-assisted presentation document.

Curriculum Connection

This lesson relates to theQuebec curriculum (educational renewal) for the junior secondary grades, with consideration for the national requirements of the Canadian Council for Geographic Education and the lesson plans.

Social studies domain, geography program

DGF: environment and consumption

Geographic skills

  • Skill 1: Interpret the geographic organization of land; land in Quebec of the student's choice or as suggested by the teacher (the Gaspé peninsula would be ideal)
  • Components of Skill 1:interpret landscapes in the area; understand the meaning of human activity in the area; apply geographic language
  • Skill 2:Interpret a territorial issue;
  • Components of Skill 2:Examine how the land issue is addressed; understand the complexity of the landissue
  • Geographic technique: develop an outline map

Link to the Canadian Atlas Online (CAOL)

Additional Resources

Atlas of Canada:

Canadian Atlas Online:

L’énergie éolienne au Québec (Hydro-Québec website)

Main Objectives:

Students will develop a geographic and cartographic representation of wind energy development in Quebec

Students will identify how development of a wind farm affects the land:footprint on the landscape and land left by infrastructure construction (for example, wind turbines)

Students will identify the major chronological benchmarks in the history of wind energy development in Quebec

Students will consider the positions of various groups on wind energy development in Quebec

Learning Outcomes:

By the end of the lesson, students will be able to:

  • Identify areas that offer wind energy development potential in Quebec
  • Draw an outline map of the impact of wind farm development on an area;
  • Explain the characteristics of wind energy development.
  • Create a timeline showing the historical stages of development for this type of energy;
  • Identify the positions of various groups on wind energy development from a geographic outlook;
  • Take a position on wind energy and devise answers.
  • Create a computer-assisted presentation.

Activity Instructions

The activity involves developing an information campaign showing the impact of and footprint left on the land by wind energy development, and reviewing the positions of various groups on this form of energy development.

The information campaign must include the following elements:

a)Images illustrating wind energy development

b)Maps and photos showing the footprint left by this type of development on the land

c)Description of the development of this form of energy, the reasons for its development and its historical chronology.

d)A description of the positions of various groups that oppose wind energy development.

This information campaign involves a computer-assisted project (slide show or PowerPoint presentation)

The campaign presentation must resemble an advertising campaign. The student will have to approach the activity as though it were an actual, real-life information campaign (on television or on billboards). During the computer-assisted presentation, the student must review wind energy development and discuss related issues, reporting on the respective positions of groups that oppose or support wind energy development in Quebec. To create this computer-assisted presentation, the student will first perform Internet research. Two sites are recommended: the on-line atlas site and the atlas of Canada site. Both atlases provide a list of communitiesand a selection of areas that students may choose. The Hydro-Québec site also shows the primary locations of wind energy development in Quebec.

The student must perform research to identify the main components of wind energy development and the characteristics of such development: these components will add detail to the information campaign.

The Lesson

Teacher Activity /

Student Activity

Preparation /
  • Present newspaper articles and videos on energy in Quebec.
  • Have students discuss energy.
  • Make a list of the types of energy.
  • Divide the list in two columns: renewable and non-renewable energy.
  • In the non-renewable category, differentiate between fossil fuel-based energy and nuclear energy.
  • Ask students about the role that energy plays in our society.
  • Note down the information generated on the blackboard.
/
  • Contribute to the discussion.
  • Some students may actively participate if they have personal photos related to energy development.
  • Name the types of energy.
  • Information written on the board can be copied into the student's personal journal.

Production /
  • Present the draft document that students are to produce for their research and in developing their information campaign (see activity explanation attached to this lesson). Each item in the computer-assisted presentation is clarified and research is performed using the Internet. The purpose is to instruct students about the types of energy and the impact of energy on our society.
  • Outline the steps the students will follow in their work.
  • Allow student to work at their own pace and use their creativity.
  • Provide feedback and comments according to the difficulties that students encounter.
/
  • Carefully follow the instructions in the document.
  • Follow the teacher's instructions on the research steps to follow.
  • Enter the information gathered in a journal. Then, based on the information gathered for each of the questions, develop an information campaign.
  • Actively participate in research activity while developing the computer-assisted presentation.

Integration / Have students present their research findings. /
  • Give a formal presentation of each computer-assisted information campaign.

Link to Canadian National Geography Standards

Essential Element1 (grade 6 to 8):The World and Spatiality

• Distribution of major human and physical features at the national and global levels

• Types of maps (for example, topographic, marine, thematic)

• Major cities in the province, Canada and the world

• Use of mental maps

• Map projections

Essential Element2 (grade 6 to 8):Places and Regions

• Physical and human characteristics of places and regions in Canada and the world

• Factors affecting people's perception of places and regions

• Changes in places and regions over time

• How culture affects places and regions (for example, the cultural landscape)

• Concepts of formal, functional and perceptual regions

Essential Element3 (grade 6 to 8):Physical Systems

• Ecozones (the primary ecological communities such as boreal forest, polar regions, Prairies, wetlands and desert)

• Prevailing winds and ocean currents

• Hydrographic systems in Canada and the world

• The different types of precipitation (orographic, cyclonic and convection)

• Implications of the water cycle (hydrogeology, surface water, drought, flooding, and drainage basins)

• Causes and dynamics of extreme natural events (such as floods, forest fires, hurricanes, earthquakes and tornados)

Essential Element 4 (grade 6 to 8): Human Systems

Population density, distribution and growth rates

• Types of human settlement and related trends (from village to megalopolis)

• Internal structure of urban centres

• The city, supplier of goods and services

• Regional development in Canada and the world

• Transportation and communication networks in Canada and the world

• Economic activity - types and trends (primary, secondary, tertiary and quaternary)

• Global economic interdependence (trade and communication)

Essential Element 5 (grade 6 to 8):Environment and Society

Human modification of the physical environment (for example, dam construction, mines and wetland drainage)

• Human adaptation to the physical environment (for example, use of air conditioning systems, irrigation and agricultural activities)

• Impact of extreme natural phenomena (for example, earthquakes, tornados, floods, hurricanes, volcanic eruptions and landslides) on the human and physical environment

• Environmental problems (for example, drinking water supply, air quality, solid waste)

Essential Element 6 (grade 6 to 8):Uses of Geography

• Interaction between physical and human systems and their influence on present-day and future conditions

Geographic Skill 1 (grade 6 to 8):Asking Geographic Questions

  • Recognize geographic questions, define geographic problems and pose geographic questions.
  • Plan answers to geographic questions.

Geographic Skill 2 (grade 6 to 8):Acquiring geographic information

  • Use various skills to locate and gather geographic information.
  • Use maps to gather and/or collect geographic information.
  • Systematically observe the physical and human characteristics of places by means of field studies.

Geographic Skill 3 (grade 6 to 8):Organizing geographic information

  • Develop various kinds of maps to organize geographic information.
  • Prepare various types of graphs to organize geographic information.
  • Develop various forms of diagrams, tables and charts to organize geographic information.

Geographic Skill 4 (grade 6 to 8):Analyzing geographic information

  • Interpret information gathered from maps, aerial photographs, satellite images and geographic information systems.
  • Use statistics and other quantitative techniques to assess geographic information.
  • Interpret and synthesize information gathered from various sources (graphs, tables, diagrams, texts, photographs, documents and interviews).

Geographic Skill 5 (grade 6 to 8):Answering geographic questions

  • Develop and present a range of geographic information to answer geographic questions.

Activity Explanation (distribute to students)

Information Campaign on Wind Energy Development

The activity is performed in teams of two or three students.

Context

Your team works for a press agency. You have to develop an information campaign on wind energy in Quebec and on the various groups and their positions on wind energy development in Quebec.

Important questions before beginning the project: Enter notes in text boxes as a team to reach general agreement.

a)What is an information campaign? What items must be included in an information campaign?

b)Who is the information intended for?

c)What will you talk about when you develop this information campaign?

d)What is the goal of your information campaign? Why are you developing this campaign?

e)How will you effectively inform people? What items will you include in your information campaign to make sure that people clearly understand your message?

f)If you were part of the audience for this information campaign, what exactly would you want to know about wind energy development?

Information Campaign Components

Computer-assisted Presentation

Prepare an information campaign on wind energy development in Quebec

This information campaign must include the following items:

a)Images on wind energy development

b)Maps and photos of the area where the wind energy development is located

c)Background information on wind energy development. A timeline is recommended

d)A description of the various groups and their positions on wind energy development

Project Development Steps

-Using the Internet, research the history of energy development in Quebec and its characteristics from a historical point of view.

-Using the Internet, research the diverging positions of different groups on energy development in Quebec. Approach energy development in general, rather than specifically in terms of wind energy.

-Find pictures and photos on the Internet: the choice of photo depends on energy development in Quebec from an historical perspective.

-Write a text on the history of energy development in Quebec.

-Develop a brief overview of wind energy development in Quebec and recent developments in certain regions of Quebec: especially the Gaspé Peninsula.

-Develop an outline chart on wind energy potential in Quebec.

-Identify the positionsof various groups on wind energy development in Quebec. Devise possible compromise positions.

-List the advantages and disadvantages of wind energy development in Quebec.

Formatting Your Computer-Assisted Presentation

The format of the presentation should resemble an information campaign or documentary.

a)Photos and maps are included in the information campaign;

b)The presentation is automated; each slide appears in a timed sequence;

c)Use muted, not bold colours for the background of the slides.

Requirements

The text must be written using word-processing software and then copied into the computer presentation. Ideally, correct the text using dictionaries.

Other Approaches or Alternatives

a) If using ICT and the computer lab is a problem, students can be asked to develop advertising posters.

b) This activity can also be combined into a multidisciplinary approach: in this case, seek resources from core-language, second-language and/or science teachers to create information campaigns with more detail and/or that meet requirements in these disciplines.

AssessmentChecklist (generic skills under the Quebec curriculum)
Assessment Criteria / Pass
The student is able to use information gathered from various sources. / 1 / 2 / 3 / 4 / 5
The student is able to follow effective work methods. / 1 / 2 / 3 / 4 / 5
The student is able to use information technologies while following instructions for the project. / 1 / 2 / 3 / 4 / 5
The student is able to propose solutions based on what he/she knows about changes in society. / 1 / 2 / 3 / 4 / 5
The student proposes explanations or solutions to scientific or technological issues. / 1 / 2 / 3 / 4 / 5
The student communicates appropriately. / 1 / 2 / 3 / 4 / 5

Assessment Checklist:

Information Campaign on Wind Energy Development in Quebec

Assessment Criteria / Excellent / Very Good / Good / Fair / Does not meet requirements
Information Campaign Text
Full sentences
Presentation quality
Campaign title
Name of author
Timeline
Analysis of group positions
Presentation formatting
Text quality
Photos on wind energy development
Photo selection
Outline chart on wind energy development by
Presentation quality
Content and information
Overall assessment

1