The Alternative Energy Resources and Global Warming Webquest

Course/Class: Science 10: Energy Flow in

Global Systems.

Name: Teacher

Date:

Topic: Climate Change and Energy

Unit: D

Grade:
10

This Webquest is designed for use in the Alberta Science 10 Curriculum, Unit D:
Energy Flow in Global Systems. However, it can be adjusted to fit into any science
curriculum, especially as an extracurricular project. For example, teachers can find
this lesson plan useful for Science 20, Unit C: The Changing Earth, Science 30, Unit
D: Energy and the Environment. This activity can also be used as an extracurricular
project in Science 24, Unit A: Applications of Matter and Chemical Change or
Chemistry 30, Unit C: Chemical Changes of Organic Compounds.

Science 10 Curricular Outcomes:

The focus questions being addressed from the Science 10, Unit D: Is human activity causing climate
change? How can we reduce our impact on the biosphere and on global climate, while still meeting
human needs?
Key Concepts addressed with this activity and lesson plan: "human activity and climate change" (p.30,
Alberta Program of Studies, Science 10).

Instructional Objectives:
- Students will read through the introduction information on the webquest page.
- Students will organize and research information relevant to the task using various
sources
- Students will creative, construct and develop an innovative view of current technology
- Students will summarize their information in a scientific report and a presentation

Knowledge and STS Outcomes:

1. Describe how the relationships among input solar energy, output terrestrial energy and energy flow
within the biosphere affect the lives of humans and other species
- explain how climate affects the lives of people and other species, and explain the need
to investigate climate change
2. Investigate and interpret the role of environmental factors on global energy transfer and climate
change
- investigate and identify human actions affecting biomes that have a potential to change
climate (e.g., emission of greenhouse gases, draining of wetlands, forest fires, deforestation)
and critically examine the evidence that these factors play a role in climate change (e.g., global
warming, rising sea level(s))
identify evidence to investigate past changes in Earths climate (e.g., ice core samples,

tree ring analysis)

- describe and evaluate the role of science in furthering the understanding of climate and
climate change through international programs (e.g., World Meteorological Organization, World
Weather Watch, Global Atmosphere Watch, Surface Heat Budget of the Arctic Ocean (SHEBA)
project, The Intergovernmental Panel on Climate Change (IPCC); the study of paleoclimates
and models of future climate scenarios)
- describe the role of technology in measuring, modelling and interpreting climate and
climate change (e.g., computer models, devices to take measurements of greenhouse gases,
satellite imaging technology)
- describe the limitations of scientific knowledge and technology in making predictions
related to climate and weather (e.g., predicting the direct and indirect impacts on Canadas
agriculture, forestry and oceans of climate change, or from changes in energy transfer systems,
such as ocean currents and global wind patterns)
- assess, from a variety of perspectives, the risks and benefits of human activity, and its
impact on the biosphere and the climate (e.g., compare the Gaia hypothesis with traditional
Aboriginal perspectives on the natural world; identify and analyze various perspectives on
reducing the impact of human activity on the global climate)

Skill Outcomes
Following this lesson plan, students will be able to:

identify questions to investigate that arise from practical problems and issues (e.g.,

develop questions related to climate change, such as How will global warming affect Canadas
northern biomes?; How will a species be affected by an increase or decrease in average
temperature?
use library and electronic research tools to collect information on a given topic (e.g.,
research sources of greenhouse gases; research protocols to control human sources of
greenhouse gases)
select and integrate information from various print and electronic sources or from
several parts of the same source (e.g., collect weather and climate data, both historic and
current, from the Internet)
propose alternative solutions to a given practical problem, identify the potential
strengths and weaknesses of each, and select one as the basis for a plan (e.g., design a home
for a specific climate; analyze traditional Aboriginal home designs for their suitability in
particular climates)
identify and apply criteria for evaluating evidence and sources of information, including
identifying bias (e.g., investigate the issue of global climate change)
identify limitations of data, evidence or measurement (e.g., list the limitations of data
and evidence of past climate changes, evaluate the validity of interpolations and extrapolations,
use significant digits appropriately)
synthesize information from multiple sources or from complex and lengthy texts, and
make inferences based on this information (e.g., use integrated software effectively and
efficiently to produce work that incorporates data, graphics and text)
identify multiple perspectives that influence a science-related decision or issue (e.g.,
consult a wide variety of electronic sources that reflect varied viewpoints and economic, social,

scientific and other perspectives on global warming and climate change)

develop, present and defend a position or course of action, based on findings (e.g., a
strategy to reduce greenhouse gas emissions caused by the transportation of people and
goods

Attitude Outcomes
Scientific Inquiry
- Students are be encouraged to: Seek and apply evidence when evaluating alternative
approaches to investigations, problems and issues (e.g., recognize that traditional Aboriginal
cultures employed the principles of scientific inquiry through observation and experimentation
to solve a variety of unique challenges)
Collaboration
- Students will be encouraged to: Work collaboratively in planning and carrying out
investigations, as well as in generating and evaluating ideas (e.g., assume responsibility for
their share of the work in preparing for investigations, gathering and recording data; consider
alternative approaches suggested by group members)

Academic Purpose
The academic purpose of this activity is to introduce students to an STSE topic (Climate Change and
Energy Resources), one that is currently relevant and can be approached from many different
perspectives. The task has students working collaboratively on a problem based task. This problem
requires research, analysis and evaluation of different sources of information and provide a report
summarizing what they found.

Comments
This activity requires students to have access to technological devices such as laptops and computers.
Be prepared to book computers for the class when giving them to complete this activity during class. Its
suggested that students are provided plenty of time to prepare for their presentation for the Gala such
as having them practice their presentation in front of their peers.
Establish clear expectations with students prior to engaging in this activity. Attitudes and conduct are
key in long, complex activities such as this one.
Continuous support is required for students as well as continuous supervision during the gala. Be
prepared to help out students more than usual outside of class time.

Supplementary Teacher Resources

Teacher Guide to Climate Change:
http://ncse.com/climate
http://hdgc.epp.cmu.edu/teachersguide/teachersguide.htm
Video on Biofuel:
http://www.learnalberta.ca/content/coac/movieLauncher.html?movie=smil/biofuel.mp4
Guide to Teaching Renewable Energy in Junior and Senior High Classrooms - great PDF for more
background information on this topic.

Info Book on teaching energy in senior high classrooms:

http://issuu.com/theneedproject/docs/intermediateenergyinfobook
Info Book on energy analysis: http://issuu.com/theneedproject/docs/energy_analysis
The Great Energy Debate teacher info link:
http://issuu.com/theneedproject/docs/great_energy_debate_game
Energy Conservation Contract:
http://issuu.com/theneedproject/docs/energy_conservation_contract
Exploring Oil and Gas websites for teachers:
http://www.need.org/files/curriculum/guides/ExploringOilandGas.pdf OR
http://issuu.com/theneedproject/docs/fossilfuelstoproducts
http://issuu.com/theneedproject/docs/exploringoilandgas
The Energy Enigma - an awesome game to play with your students :
http://issuu.com/theneedproject/docs/energy_enigma
Instructions for the game: http://www.need.org/files/curriculum/webcontent/EnigmaInstructions2014.pdf
Energy Games and Icebreakers:
https://www.youtube.com/watch?v=8XUlaU8lKP8&feature=youtu.be
http://issuu.com/theneedproject/docs/energygamesicebreakers
http://www.need.org/files/curriculum/webcontent/EnergyRoundUp.pdf
Energy Jeopardy!!!
http://www.need.org/files/curriculum/guides/Energy%20Jeopardy.pdf
http://www.superteachertools.com/jeopardyx/jeopardy-review-game.php?gamefile=1297178249
http://www.clarkson.edu/highschool/k12/project/energyjeopardy.html
http://www.greeneducationfoundation.org/institute/lesson-clearinghouse/544-Energy-Jeopardy.html

C. Activities

B.
Displays/Resources

Teacher should budget 3 to 4 class periods for this webquest,

ensure time is booked in a computer lab or laptop carts are

Computer Lab
Or Laptop Cart

reserved for the class.

1. Introduction/Set/Advanced Organizers
This project is designed to take place at the end of the described
unit, so students should have an understanding of energy flow,
climate change and human impact.
Introduce the project at the beginning of the unit to build
anticipation for the project as well as the Gala.

Slideshow of past gala

nights, and examples
of a presentation from
previous years

Day 1:
Students should organize themselves into their respective groups,
or you could organize them (use professional judgment) and
decide which role they will take, which energy source they will
research. (Last 20 minutes of class)

Computer Lab
Or Laptop Cart

Day 2:
Computer Lab
With access to computer lab or laptop cart, students can begin
Or Laptop Cart
researching their energy source through the web quest.
Be sure to go through the mission and mission details with your
students, also make sure they understand how they will be graded.

Day 3:
Students should compile their research into their scientific report,
ensure that you are circulating between groups, answering any
questions and directing them appropriately. Clearly establish a
minimum requirement of pages for the scientific report. For
example, we suggest a four pages double spaced.

Computer Lab
Or Laptop Cart

Day 4:
Students should organize their information into a presentation for
the night of the gala, anything they do not complete will be for
homework.

Computer Lab
Or Laptop Cart

Day before the gala:

Teacher should ensure all groups are ready to present, if not, help
the student group to get their presentation ready.

Closure/Summary
Teacher should compile all the summary reports from each group
and send via email to National Energy Board of Canada and the
Alberta Minister of Energy.
The Gala will be a chance for the students to present their
research and work to the public.
Students will have the opportunity to leave their stations on the
night of the gala to view and discuss other students work. Get
them involved and active!

Gala in lobby foyer or

gymnasium.

D. Evaluation (of lesson)

Ideally, teacher will evaluate students report (which is to be handed in prior to the Gala) as well
as the organization and structure of their presentation. Rubrics are designated for the evaluation
of this lesson. See Whats being looked at page for complete list of these.