Fossil, or non-renewable, energies are forcing consumers and investors to change their current practices. Let's see how it is now possible to use better energies for our planet.

“Energy has occupied a preponderant place in the life of human beings since the advent of the industrial era in the 19th century. To such an extent that, since that time, the unbridled development of fossil fuels, which largely contribute to an increase in GHG emissions and global warming, has considerably modified the lives of billions of people while undermining the 'existence of their planet and its species'.

Source: The duty

The next activities will allow us to discover more about the different types of fuels and the different kinds of energies available on our planet Earth.


At the end of the activities, the student will be able to:

- Explain what fossil fuels are;
- Identify different types of polluting fuels for the planet;
- Differentiate between renewable energies and non-renewable energies;
- Name the characteristics of the types of energy (hydraulic, tidal, etc.);
- Understand the role of coal, oil and gas in our lifestyles.

Suggested Activities

ACTIVITY 1: What are fossil fuels?

Approach this activity by asking students about renewable and non-renewable energies. How do we distinguish them and where do they come from?

Record students' responses on the board and then continue your:

- What are fossil fuels?
- Why are they important?
- What is their origin?
- Where are fossil fuels found in Canada?
- How are fossil fuels produced and transported?

Possible answers are detailed in this folder produced by Earth Sciences for All.

Conclude this activity by presenting this short animation of the CEA demonstrating what renewable and non-renewable energies are.

ACTIVITY 2: Renewable and non-renewable energies

Present this video explanatory note on renewable energies and distribute a copy of this log to the students so that they can record their latest discoveries.

Continue by presenting this video explanatory note on non-renewable energies and distribute to students another logging grid in connection with fossil fuels.

ACTIVITY 3: Raise awareness among the population

Distribute this brochure to pupils so that they can be made aware of the phenomenon of fossil fuels and the urgency of finding alternative solutions.

Ask the students to carry out an awareness campaign with their friends and family to make them aware of the importance of doing small things in everyday life.
Suggest that they use the siteAnimoto or from Powtoon in order to capture the attention of the public who will view their awareness campaigns.

ACTIVITY 4: The fuel flow chart

Begin this activity by presenting this article from Wikipedia listing conventional fuels as well as unconventional ones.

Here is the list of fuels students can choose from:



Source: Wikipedia

Ask students to make a concept map of the different pieces of information they will discover as they research a type of fuel.

Invite them to use digital collaborative tools like Padlet or Google Drawing. Check out this tutorial if needed.

More about the magazine

300 years of fossil fuels in 300 seconds
Youtube, June 17, 2011

BNP Paribas, friend of fossil fuels and sponsor of COP21
Liberation, November 5, 2015

Fossil energies: a bill of 60 billion for the State
Le Devoir, October 14, 2015

Warming up and companies: “There is awareness, but is it up to the task? "
Le Monde, November 8, 2015

French banks finance fossil fuels 7 times more than renewables
Novethic, November 5, 2015


  1. Frankly, I will integrate it into my teaching sequence in February with my project
    The energy challenges of my city, I make it my mission! on the site of My climate and me

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