Clara A. Smith, A.J. Simon, Rich Belles, Lawrence Livermore National Laboratories
Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Static Visualization supports the Next Generation Science Standards»
Middle School: 2 Disciplinary Core Ideas, 1 Cross Cutting Concept, 2 Science and Engineering Practices
High School: 2 Performance Expectations, 4 Disciplinary Core Ideas, 3 Cross Cutting Concepts
4.1 Humans transfer and transform energy.
6.8 Calculating and monitoring energy use.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Students can examine, compare, and evaluate the CO2 production in each state and identify renewable alternatives.
About the Science
- The carbon emissions are presented in a series of Sankey diagrams for the 50 states, the District of Columbia, and the nation.
- Well-vetted, authoritative data showing sources and uses of energy, which can help bring a regional context to energy discussions and investigations.
- Comment from expert scientist: This is not really an activity but an archive of state-by-state CO2 sources. The material is pretty clear labeled and presented in an easy to follow graphic. I think this material is accessible to most older high school and college students.
About the Pedagogy
- Viewers can identify how different states' CO2 emissions vary and identify the energy resources contributing to the CO2 production.
- Students may need some coaching in understanding the Sankey (sometimes called "spaghetti") diagrams.
Technical Details/Ease of Use
- PDF document can be printed off and distributed.
- Diagrams are well designed.
- Supporting documentation is clearly written.
- Sankey diagram information:http://www.sankey-diagrams.com
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANParent url provides energy charts:https://flowcharts.llnl.gov/
Next Generation Science Standards See how this Static Visualization supports:
Disciplinary Core Ideas: 2
MS-ESS3.C:Human Impacts on Earth Systems
MS-ESS3.D:Global Climate Change
Cross Cutting Concepts: 1
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Science and Engineering Practices: 2
MS-P2.1:Evaluate limitations of a model for a proposed object or tool.
MS-P4.2:Use graphical displays (e.g., maps, charts, graphs, and/or tables) of large data sets to identify temporal and spatial relationships.
Performance Expectations: 2
HS-ESS3-2: Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-4: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Disciplinary Core Ideas: 4
HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
HS-ESS2.D4:Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and biosphere.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ESS3.C:Human Impacts on Earth Systems
Cross Cutting Concepts: 3
HS-C5.1:The total amount of energy and matter in closed systems is conserved.
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.