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Database Provider

Authors

Hannah Ritchie, Max Roser

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Earth and Space Sciences, Economics, Mathematics

Resource Types

  • Interactive Media
  • Charts, Graphs, and Tables

Regional Focus

Global

Production vs. Consumption-Based CO2 Emissions

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Synopsis
  • This interactive chart and table display data on production versus consumption-based CO2 emissions by country beginning in 1990.
  • If a country imports goods the CO₂ emissions needed to produce such goods are added to its domestic emissions; if it exports goods then this is subtracted.
Teaching Tips

Positives

  • This interactive provides two different ways for students to explore data (chart and table). Within these formats, students can focus on specific datasets of their choosing.
  • Students may choose to view datasets for the world or a country of choice.
  • The Sources section explains how the data was collected.

Additional Prerequisites

  • Teachers should familiarize themselves with the various capabilities of the interactive and notice the various ways to add and remove datasets to the table and chart. For instance, the chart can be viewed as world data or as individual country data. 
  • Because the interactive provides so many options for viewing the data, students may need to be provided with clear instructions as to which dataset to explore.

Differentiation

  • This interactive could be used in a geography class as students explore the data in conjunction with reviewing the locations of different countries.
  • As part of an economics lesson, this interactive could be used to explore the differences in emissions created through production and consumption.
  • This interactive also lends itself to exploring ratios and percentages, so it could be used during math lessons.

Scientist Notes

Annual CO2 emissions are compared with consumption-based CO2 emissions adjusted from trade. This resource is insightful for students to explore and understand the interactions. It is recommended for teaching.

Standards
  • Science and Engineering
    • ESS3: Earth and Human Activity
      • MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
  • Social Studies
    • 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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