Harnessing the Wind s Energy Potential: Wind Farms on Prince Edward Island

Transcription

1 Harnessing the Wind s Energy Potential: Wind Farms on Prince Edward Island Lesson Overview Renewable energy sources such as the wind are becoming more attractive to people and governments. In Canada over the last decade we have seen increased building of wind farms. The question that needs to be answered, Is wind energy the best way to promote cheap sustainable energy, keep the environment clean and improve PEI s economy? Students will do online research, complete two graphic organizers to answer the above question, and create a map of wind farms on PEI. Grade Level Grades 6-8 (The lesson could be modified for any high school physical geography class e.g. Canadian Geography.) Time Required Teachers should be able to conduct the lesson in one to three classes (60 minutes classes) Curriculum Connection (Province and course) Atlantic Provinces Education Foundation for Social Studies curriculum: Prince Edward Island 4.3 Demonstrate an understanding of how technology has influenced life in Atlantic Canada Assess the positive and negative impacts of technology on the lives of Atlantic Canadians 4.5 Examine and describe the effects of technology on manufacturing in Atlantic Canada Evaluate the environmental effects of technology in the Atlantic region. Link to the Canadian Atlas Online (CAOL) Canadian Atlas Online Canadian Wind Energy Association: Additional Resources, Materials and Equipment Required Computer and Internet access Copies of: Wind Handout #1: Riding on Air (attached) Prince Edward Island map blanks (attached) Graphic organizer: Concept Overview for Wind Energy from Wind Farms (attached) Graphic organizer: Seeing Both Sides (attached) Graphic organizer: Main Idea/Supporting Details for Lesson Extension (optional-attached) Main Objective The primary goal of the lesson is for students to evaluate winds farms as a renewable energy source and to assess the impacts of this technology upon the people and industries of Prince Edward Island.

2 Learning Outcomes By the end of the lesson, students will be able to: Conduct reseach online Answer questions regarding wind energy technologies. Create a map showing the locations of wind farms in Prince Edward Island. Evaluate both sides of a question/argument. Introduction Lesson Development The Lesson Teacher Activity 1. Ask (some or all of) the following questions: How do you heat your homes today? What sources of energy are used to create this type of heat? Does your family car run on gas, diesel, or another source of energy? Where do these sources of energy come from? Are they limited or unlimited? Which do you think are sustainable? In the use of fossil fuel energy what are some of the effects of its by-products on the environment? What is a wind farm? Are there any wind farms in Prince Edward Island? Are there any wind farms in Nova Scotia, New Brunswick and Newfoundland? 2. Distribute Wind Handout #1: Riding on Air 3. Instruct students to research the pros and cons of wind energy and the benefits to the people of PEI. Consult these sites using the graphic Concept Overview for Wind Energy from Wind Farms : =147 Student Activity 1. Discuss and generate answers. 2. Read Wind Handout #1: Riding on Air and begin the research part of the lesson. 3. Search the assigned websites and complete the graphic organizer Concept Overview for Wind Energy from Wind Farms.

3 rgy_report.pdf nd_farms_in_canada Conclusion 4. Instruct students to go online to: 5. Distribute blank maps of PEI and ask students to construct map locating and labelling the location of wind farms on PEI. 6. Instruct students to go the Canadian Atlas Online: Riding on Air : as/themes.aspx?id=weather&sub=wea ther_power_windpower&lang=en and complete the Seeing Both Sides graphic organizer. Have students share their summary statements. 4. Go online to this website, locate PEI and click on it to locate the wind farms of PEI. 5. With a blank map of PE l locate and label the name each farm, then scroll down to find the Total Installed Capacity (MW) for each farm and note this on their map. Include a title and note any sources on the map. 6. Explore and use Canadian Atlas Online. Complete: Concept Overview Map Seeing Both Sides Lesson Extension Students will write an essay on the pros and cons of wind energy and the benefits to the people of PEI. They will complete the graphic organizer (attached) called Main Idea/Supporting Details to help them organize their ideas. When this is done they will write a six-paragraph essay. The essay will contain an introduction with a clear thesis statement, four supporting paragraphs with supporting details, and a strong conclusion. Assessment of Student Learning Teacher will assess the graphic organizers Concept Overview for Wind Energy from Wind Farms, Seeing Both Sides and the Wind Farms of PEI map. Further Reading wer_windpower&lang=en

4 Link to Canadian National Standards for Geography Essential Element #1: The World in Spatial Terms Geography studies the spatial relationships among people, places and environments. Maps reveal the complex spatial interactions. Distribution of wind energy turbines at country and global scales. Map types; graded shaded map and thematic map Essential Element #3: Physical Systems Physical processes shape earth s surface and interact with plant and animal life to create, sustain and modify the cultural and natural environment. Physical systems include such things as wind. Global patterns of wind and water Essential Element #5: Environment and Society The physical environment has been modified by human activities. Effects of human modification of the physical environment by the creation of wind farms. Geographic Skill #1: Asking Geographic Questions Identify geographic issues, define geographic problems and pose geographic questions. Geographic Skill #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. Geographic Skill #3: Organizing Geographic Information Prepare various forms of maps as a means of organizing geographic information.

5 STUDENT ACTIVITY SHEET Wind Handout # 1: Riding On Air Wind power is the world s fastest growing power source. In 2000 the capacity of the world s wind-power facilities grew by 32 percent to megawatts (MW); two years later, capacity exceeded MW. In Canada, wind-power capacity increased by about 20 percent in 2002 to about 250 MW, and is expected to surpass MW in Canada lags in wine-power development because of the lack of subsidies and research grants given to other utilities such as oil and natural gas. Yet, experts estimate Canada s wine-power potential is about MW, sufficient for 15 percent of the country s electricity needs. Canada s winter winds are a plus factor. Winds are strongest in winter; in northern latitudes, they grow stronger, particularly during the day. So, Canada could expect wind power to meet demand at peak periods. Quebec, Alberta, and Saskatchewan are Canada s wind-power leaders; Ontario, Prince Edward Island, and the Yukon have entered the field with new plants. Canada s largest wind-power producer is the Le Nordais project in the Gaspé Peninsula. In 2003, a 95 metre-high direct-drive wind turbine went into operation at Toronto s waterfront Exhibition Place. Its owners are the Toronto Renewable Energy Co-operative (TREC), a group of about 650 individuals, businesses, and organizations that sells the wind-powered output to Toronto Hydro Energy. Calgary Transit s Ride the Wind program uses coaches run on power form winds at Pincher Creek, Alta. Source: The Canadian Atlas: Our Nation, Environment and People. Reader s Digest Canada, Montreal, p.15 See Extremes of Weather - Wind Power - Riding on Air. Lesson Focus: Renewable energy from sources such as the wind is becoming more attractive to people and governments. In Canada over the last decade we have see the building of wind farms. The question that needs to be answered; is wind energy the best way to promote cheap sustainable energy, keep the environment clean and improve PEI s economy? To answer this question you will do online research, complete the Seeing Both Sides graphic organizer, complete the Concept Overview for Wind Energy from Wind Farms graphic organizer, and create a map of Wind Farms of Prince Edward Island.

6 Concept Overview for Wind Energy from Wind Farms Instructions: From your research on the impacts of wind energy on Prince Edward Island complete the following Source(s) of Research: Key words or concepts: List facts: (at least five) Write a summary (or paraphrase of the concept) Create two questions about the concept. Draw a representation of an aspect of the concept.

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9 Seeing Both Sides Name: Instructions: Research and list points of view for both sides of the question (argument). After examining the points of view make a decision on where you stand with regard to the question. Support your decision with a written summary statement. Point of View # 1 (Yes) Evidence The Question (Argument): Is wind energy the best way to promote cheap sustainable energy, keep the environment clean and improve PEI s economy? My decision: Point of View # 2 (No) Evidence Total positive points: Total negative points: