Context

Energy is present in all human activities and throughout history, different forms of energy have been used to meet our needs. Energy sources are classified into two categories: renewable and non-renewable. Renewable sources replenish naturally in short periods of time. Non-renewable energy sources, on the other hand, do not replenish as quickly as they are consumed and are depleting.

Non-renewable energy is the type of energy obtained from sources that do not regenerate at a sustainable rate. This means that their reserves are finite and will eventually be depleted. The main non-renewable energy sources currently used are coal, oil, and natural gas, collectively known as fossil fuels. More than 80% of the energy consumed in the world comes from non-renewable sources, mainly from fossil fuels.

However, this dependence on non-renewable energy has serious implications for the environment and society. The burning of fossil fuels to obtain energy releases large amounts of carbon dioxide (CO2), a gas that significantly contributes to global warming. Furthermore, the exploration and production of non-renewable energy sources often result in significant environmental damage and socio-economic disputes.

Therefore, it is crucial for students to understand the implications of using non-renewable energy sources. This project aims to provide a deep understanding of the subject, allowing students to analyze the impact of using these energy sources, as well as to evaluate more sustainable alternatives.

Practical Activity

Activity Title: Quest for Energy - Scrutinizing Non-Renewable Energies

Project Objective:

To understand the implications of using non-renewable energies and develop critical thinking about the socio-environmental impact resulting from their exploration and use. Evaluate more sustainable alternatives and create a viable scheme for transitioning from non-renewable energies to alternative sources available in the region.

Detailed Project Description:

Student groups (3 to 5 students in each group) will have to investigate different forms of non-renewable energy (coal, oil, and natural gas), analyzing three main aspects: production, consumption, and environmental and social impact. Each group must choose a specific geographical region to focus the analysis on.

Required Materials:

• Internet access for research.
• Materials for presentation in PPT, posters, or video.
• Regional Geography and Environmental Atlas.

Step-by-Step for Activity Execution:

1. Choice of geographical region: Each group must choose a geographical region to deepen the research. The region can be a country, a state, or even a municipality.

2. Historical Research: Groups should research the evolution of the use of non-renewable energy sources in the chosen region. How did the process of exploring these energy sources occur, what were the main milestones, and what were the impacts of these actions on local populations?

3. Current Analysis: Students should analyze the current situation of the use of non-renewable energy sources in the chosen region. What are the main uses? Which industries depend on them? What is the current environmental and social impact?

4. Migration Proposal: Based on the collected data, the group should develop a proposal on how the region could transition to the use of more sustainable energy sources. This proposal should take into account the challenges, costs, and benefits of this transition.

Project Deliverables:

The group must create a presentation or explanatory video describing their findings and migration proposal. The work must be accompanied by a written report containing:

• Introduction: Contextualization of the theme and justification for choosing the region.
• Development: Discussion of the collected data, understanding the evolution of the use of non-renewable energy sources, the current situation, and the socio-environmental impact.
• Migration Proposal: Presentation of the proposal for transitioning to more sustainable energy sources.
• Conclusion: Reflections on the feasibility of the proposal, the challenges encountered, and lessons learned.
• Bibliography: References of the materials used for the project.

Students should use cartographic, graphic, and iconographic languages to present their findings. In addition, they must exercise time management, communication, problem-solving, creative thinking, proactivity in project development skills.