- Review Process
- Take Action
- A project of
This resource was created to support teachers in using the Exploring Canada's Energy Future Interactive Tool with their students. Based on data from Energy Futures reports, this tool allows students to explore energy production and consumption trends and forecast them into the future.
This interactive tool allows users to explore how possible energy futures might unfold for Canadians over the long term. Exploring Canada’s Energy Future employs economic and energy models to make projections — based on a certain set of assumptions — given past and recent trends related to technology, energy and climate policies, human behaviour, and the structure of the economy.
Throughout four different activities, students will:
This resource can easily be used in courses of Science and Geography that touch on Canada's energy use.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
The activities in this guide have been designed to promote small-group and class-wide discussions on factors that affect energy consumption and production trends, which have been provided by the online tool. Students must research and take positions that are informed about the problems.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
This resource seeks to emphasize the erasure of geographic reflection, which is to go beyond memorizing facts and numbers. Instead, this resource requires students to analyze elements of time, place, and energy from different economic, political, technological, cultural, and environmental perspectives.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The resource allows students to tackle the problem in different ways, using different resources from different sources on the subject.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
In this activity, students must design a project idea to help with different problems on the subject. Although students are just imitating a presentation to investors, one could easily ask them to go further and present their ideas to real investors.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education||Very Good|
The purpose of this resource is to promote the discussion of students' point of view in small groups. Thus, each activity has several questions of reflection.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not considered in this resource
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
This resource demonstrates very well what Canadians use as a source of energy. However, this resource does not discuss the damage caused by the use of these sources to the environment.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This resource focuses on real Canadian data that is related to the lives of learners. In addition, throughout the lesson, students' prior knowledge is shared.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
In this resource, students must research energy history in Canada, analyze current trends in energy use, and propose a project for Canada's energy future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Students are encouraged to develop and share their opinions during class discussions or as reflection questions. Students also choose their own project at the end of the lesson.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
From this lesson plan, one is able to easily cover elements of science and geography curricula, while becoming familiar with technology.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are equipped with questions/problems to solve and tips for finding solutions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The variety of activities in this resource makes it a good fit for visual, auditory and kinesthetic learners. On the other hand, there are no strategies for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
In this lesson we find a simulation of a presentation to investors in relation to energy needs.
|Experiential Learning: |
Authentic learning experiences are provided
Students must work as a team and must design several presentations and ideas that would not be possible if they did not learn to work well as a team.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Several opportunities to evaluate student learning are available. Several presentations, reflections and discussions are proposed. There is also a rubric for the final presentation.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
At the end of the activity, students must present a problem as well as a solution in the form of a project. The other students play the role of investor and so must be teaching the problem they are doing. The students making the presentation must then play the role of teacher.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
All data used are actual data from Canada. Most of the information is presented using a Government of Canada site.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|