Task 6.5 Independent Learning Opportunity Resources Centre for Alternative Technology offers a range of – resources; Top Trumps example can be used as a guide. Many other carbon cycle and sustainability-related resources available. Lessons Key idea 6.5a There is a Russia/Ukraine (4) Analysis of Starter 8/9 mismatch between maps showing Option 1: Class collaboration from the previous lesson 6.5 Reliance on Canadian Tar locations of conventional global energy could be used as the starter here. (2 hours) fossil fuels to drive Sands fossil fuel supply (oil, trade and Option 2: Identify and annotate environmentally sensitive economic USA/UK fracking gas, coal) and regions flows. areas and energy pathways on an A4 map outline using development is where demand is Brazilian maps displayed, e.g. of energy trade and flows. still the global highest, resulting from oil discussion. norm. physical geography. ANWR 6.5b Energy pathways Suggested Main (pipelines, transmission learning Students create a series of case study summaries. Perhaps lines, shipping routes, objectives provide students with a booklet of resources and tasks to road and rail) are a key To research and research suggested case studies/place exemplification. aspect of security but can identify key Students may choose to present one case study of their be prone to disruption, information. choice as a video (e.g. Adobe Spark Video, iMovie). This especially as can be shared with the class via a shared drive or area that conventional fossil fuels Read and all have access to, and used for revision purposes. deplete (Russian gas synthesise Students are contributing to a bank of resources. This to Europe). (4) information from a research can be undertaken in small groups when range of sources. The development of 6.5c researching and or presenting. When students are feeding unconventional fossil fuel back they could create a summary table/diagram/mind Skills objectives energy resources (tar map. sands, oil shale, shale Literacy skills – Potential headings that students could consider for gas, deep water oil) has development of research/mind map/table/summary purpose: social costs and research and Location consequences for the writing skills. resilience of fragile Extraction/Technology environments.
Task 6.5 Independent Learning Opportunity Resources – Centre for Alternative Technology offers a range of resources; Top Trumps example can be used as a guide. Many other carbon cycle and sustainability-related resources available. Lessons 8/9 (2 hours) Key idea 6.5 Reliance on fossil fuels to drive economic development is still the global norm. Suggested learning objectives To research and identify key information. Read and synthesise information from a range of sources. Skills objectives Literacy skills – development of research and writing skills. 6.5a There is a mismatch between locations of conventional fossil fuel supply (oil, gas, coal) and regions where demand is highest, resulting from physical geography. 6.5b Energy pathways (pipelines, transmission lines, shipping routes, road and rail) are a key aspect of security but can be prone to disruption, especially as conventional fossil fuels deplete (Russian gas to Europe). (4) 6.5c The development of unconventional fossil fuel energy resources (tar sands, oil shale, shale gas, deep water oil) has social costs and consequences for the resilience of fragile environments. Russia/Ukraine Canadian Tar Sands USA/UK fracking Brazilian oil ANWR (4) Analysis of maps showing global energy trade and flows. Starter Option 1: Class collaboration from the previous lesson could be used as the starter here. Option 2: Identify and annotate environmentally sensitive areas and energy pathways on an A4 map outline using maps displayed, e.g. of energy trade and flows. discussion. Main Students create a series of case study summaries. Perhaps provide students with a booklet of resources and tasks to research suggested case studies/place exemplification. Students may choose to present one case study of their choice as a video (e.g. Adobe Spark Video, iMovie). This can be shared with the class via a shared drive or area that all have access to, and used for revision purposes. Students are contributing to a bank of resources. This research can be undertaken in small groups when researching and or presenting. When students are feeding back they could create a summary table/diagram/mind map. Potential headings that students could consider for research/mind map/table/summary purpose: Location Extraction/Technology
Edexcel2016_ASandAlevelGeography_Topic6_CarbonCycleandEnergySecurity_SOW_DRAFT.docx