CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
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.
4.3.3 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.
4.6.6 Evaluate the environmental effects of technology in the Atlantic region.
Link to the Canadian Atlas Online (CAOL)
Canadian Atlas Online www.canadiangeographic.ca/wind
Canadian Wind Energy Association:
http://www.canwea.ca/farms/wind-farms_e.php
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.
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
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
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’
Lesson
Development
Student Activity
1. Discuss and generate
answers.
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’:
http://www.biofuels.coop/windblog/?p
=147
http://www.trc.upei.ca/files/Wind_Ene
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.’
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
rgy_Report.pdf
http://www.gov.pe.ca/envengfor/index
.php3?number=1012553&lang=E
http://www.ventusenergy.ca/PEIarticle
.pdf
http://en.wikipedia.org/wiki/List_of_wi
nd_farms_in_Canada
Conclusion
4. Instruct students to go online to:
http://www.canwea.ca/farms/windfarms_e.php
4. Go online to this
website, locate PEI and
click on it to locate the
wind farms of PEI.
5. Distribute blank maps of PEI and
ask students to construct map locating
and labelling the location of wind
farms on 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. Instruct students to go the
Canadian Atlas Online: “Riding on
Air”:
http://www.canadiangeographic.ca/atl
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.
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
http://www.canwea.ca/farms/wind-farms_e.php
http://www.canadiangeographic.ca/atlas/themes.aspx?id=weather&sub=weather_po
wer_windpower&lang=En
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
http://www.canren.gc.ca/tech_appl/index.asp?CaId=6
http://www1.eere.energy.gov/windandhydro/wind_how.html
http://peacecorps.mtu.edu/resources/studentprojects/marge/Wind.htm
http://www.biofuels.coop/windblog/?p=147
http://www.trc.upei.ca/files/Wind_Energy_Report.pdf
http://www.gov.pe.ca/envengfor/index.php3?number=1012553&lang=E
http://www.ventusenergy.ca/PEIarticle.pdf
http://en.wikipedia.org/wiki/List_of_wind_farms_in_Canada
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.
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
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 17 700 megawatts (MW); two
years later, capacity exceeded 31 000 MW. In Canada, wind-power capacity
increased by about 20 percent in 2002 to about 250 MW, and is expected to surpass
3 000 MW in 2005. 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 30 000 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, 2004. p.15
www.canadiangeographic.ca/atlas
on Air.
See Extremes of Weather - Wind Power - Riding
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.”
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
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.
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
PRINCE EDWARD ISLAND - GRADES 6 TO 8
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
Total positive points:
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 negative points: