Learning Objectives

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.

Teaching Process

- 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.
- 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.
- Have students present their research findings.

Teachers Notes

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 communities and 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.