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Hannah Ritchie, Max Roser


10th, 11th, 12th


Science, Social Studies, Economics, Civics, Geography, Mathematics

Resource Types

  • Interactive Media
  • Charts, Graphs, and Tables

Regional Focus



Microsoft Excel

Energy Data Explorer

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  • An interactive map that contains data on primary energy consumption. Students can: 
    • View the chart, map, or table at the bottom. 
    • Add or remove countries on the left side when viewing chart mode.
    • Click "Select a source" in the top left, and then select fossil fuels, coal, oil, gas, low-carbon, nuclear, renewables, hydropower, solar, or wind.
    • View primary energy or electricity only.
    • View annual consumption, per capita consumption, relative change from previous year, absolute change from previous year, or share of total.
    • View the world map or view any of the six major regions of the world.
    • Download the data as a PNG, SVG, or CSV.
  • It answers many questions regarding the use of energy, sources of energy, and how these all relate to the care of our home, the Earth.
Teaching Tips


  • It is a free online interactive map.
  • It is open-source software with codes available on github.

Additional Prerequisites

  • Educator would need time to get familiar with this interactive media and decide on how to implement it with the learners.


  • Can be used for a practical class of programming: downloading open-source software, examining the code, modifying, and re-installing.
  • Can be used to create awareness about the Sustainable Development Goals (especially goal 7).
  • Educator can encourage learners to make personal commitments of how each one can contribute towards clean and affordable energy.
Scientist Notes
The resource examines primary energy consumption of countries beginning in 1965. Suitable for students to understand primary sources of energy consumption and their relative and actual change within the variable time span. Recommended for teaching.
  • Mathematics
    • Statistical Reasoning: Statistics and Probability: Making Inferences and Justifying Conclusions (9-12)
      • HSS.IC.A.2 Decide if a specified model is consistent with results from a given data-generating process (e.g., using simulation).
  • Science and Engineering
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.
      • HS-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
      • HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
    • PS3: Energy
      • HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
  • English Language Arts
    • Reading (K-12)
      • R.9-12.4 Read various texts closely to determine what each text explicitly says and to make logical inferences; cite specific textual evidence to support conclusions drawn from the texts.
  • Social Studies
    • History
      • History 1 (D2): Students understand major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world by analyzing and critiquing major historical eras: major enduring themes, turning points, events, consequences, and people in the history of the world and the implications for the present and future.
    • Personal Finance & Economics
      • Global Connections (F2): Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by analyzing how resource distribution effects wealth, poverty, and other economic factors.
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