Graphing Energy Source Data by NEED Project

Graphing Energy Source Data

Primary students practice data and graphing skills while learning about the sources of energy we use.

eGrade Level: Pri Ele Int Sec

Subject Areas: Primary

Science

Math

Social Studies

NEED Mission Statement

The mission of The NEED Project is to promote an energy conscious and educated society by creating e ective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Permission to Copy

NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Energy Data Used in NEED Materials

NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov

Teacher Advisory Board

Teacher Advisor y Board

Constance Beatty Kankakee, IL

La’Shree Branch Highland, IN

Jim M. Brown Saratoga Springs, NY

Mark Case Randleman, NC

Lisa Cephas Philadelphia, PA

Nina Corley Galveston, TX

Samantha Danielli Vienna, VA

Robert Lazar Albuquerque, NM

Melissa McDonald Gaithersburg, MD

Paula Miller Philadelphia, PA

Hallie Mills St. Peters, MO

Jennifer MitchellWinterbottom Pottstown, PA

Monette Mottenon Montgomery, AL

Mollie Mukhamedov Port St. Lucie, FL

In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing, improving, and promoting standards-based, e ective energy curriculum, training, and outreach. NEED thanks these individuals for their support and collaboration.

Adebisi Babayemi, M.Ed, NBCT Bowie, MD

La’Shree Branch Highland, IN

James M. Brown, NBCT, CEM, BOC Saratoga Springs, NY

Karely Carlos, M.S. Lodi, CA

Mark Case, M.S. Randleman, NC

Lisa Cephas, M.Ed Philadelphia, PA

Nina Corley Galveston, TX

Samantha Danielli, M.Ed Vienna, VA

NEED TAB Emeriti

Jennifer Davis, M.Ed Cincinnati, OH

Michelle Garlick, M.Ed Cary, IL

Nancy Gi ord, M.S. Harwich, MA

Erin Gockel, M.Ed Farmington, NM

Greg Holman Paradise, CA

Melissa King, MLIS Gaithersburg, MD

Paula Miller, M.Ed Philadelphia, PA

Hallie Mills, EdD Sammamish, WA

Shannon Donovan Greene, RI

Cori Nelson Win eld, IL

Michelle Garlick Long Grove, IL

Jennifer Mitchell-Winterbottom, M.Ed, WT Pottstown, PA

Mollie Mukhamedov Port St. Lucie, FL

Cori Nelson Hinckley, IL

Michelle Gay Daphne, AL

Judy Reeves Lake Charles, LA

Nancy Gi ord Harwich, MA

Matthew Reis, PhD Chía, Colombia

Erin Gockel Farmington, NM

Craig Richard, M.Ed Atkinson, NH

Libby Robertson Chicago, IL

Robert Griegoliet Naperville, IL

Greg Schanne Philadelphia, PA

Eric Havel Oakland, CA

DaNel Hogan Tucson, AZ

Amy Schott, M.Ed, NBCT Raleigh, NC

Don Pruett Jr. Puyallup, WA

Kristin Slota, M.Ed Yardley, PA

Brandon Staton Thomasville, NC

Judy Reeves Lake Charles, LA

Jennifer Trochez Maclean, M.Ed, NBCT Los Angeles, CA

Libby Robertson Chicago, IL

Scott Valenta Win eld, IL

Amy Schott Raleigh, NC

Tom Spencer Chesapeake, VA

Jennifer Trochez MacLean Los Angeles, CA

NEED Teachers eventually must retire from the classroom, but many remain engaged in their communities and with NEED curriculum, training, and outreach activities. NEED thanks these individuals for their continued support and collaboration.

Constance Beatty Kankakee, IL

Melinda Forist Well eet, MA

Barbara Lazar, M.Ed Albuquerque, NM

Greg Holman Paradise, CA

Robert Lazar Alburquerque, NM

Barbara Lazar Albuquerque, NM

Wayne Yonkelowitz Fayetteville, WV

Don Pruett, Jr., M.Ed Puyallup, WA

Wayne Yonkelowitz, M.Ed, NBCT, Milken Educator Fayetteville, WV

Standards Correlation Information

www.need.org/educators/curriculum-correlations

Next Generation Science Standards

This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards

This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards

This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

e Materials

ACTIVITY

Energy Source Introduction

100 Sidekicks

Using Patterns to Interpret Data

Practice Graphing Data

Collecting and Graphing Real-World Data

MATERIALS NEEDED

Energy Sidekicks Renewable/Nonrenewable Chart digital download

Document camera

Scissors

Glue sticks

Scissors

Base Ten Blocks (6 Tens and 40 Ones) per student, or multi-colored counting blocks or linking cube manipulatives

Chart paper (optional)

Crayons or colored pencils

Clipboards (optional)

Teacher Guide

Grade Level

Primary, grades K-2

 Time

5 or more class periods

 Additional Resources

The following guides can be used to enhance and extend students’ learning about sources of energy. Each are available as free PDF downloads from www.NEED.org/shop:

Primary Energy Infobook

Primary Energy Infobook Activities

Energy Stories and More

Energy Games and Icebreakers

 Web Resources

Energy Information Administration www.eia.gov

EIA Energy Kids www.eia.gov/kids

Background

Graphing Energy Source Data is a math skills-focused unit for primary students. Scientists must read and analyze data on charts and graphs, collect data, find patterns in data, and be able to organize data in various types of graphs. This unit uses hands-on manipulatives, practice worksheets, and NEED’s super cute “Energy Source Sidekicks” to introduce young learners to the ten sources of energy we use in the United States and data about their use. As they practice graphing, analyzing data, and math skills, students learn that we use some sources of energy more (and less) than others. The unit ends with a real-world data collection and graphing project.

This unit uses energy source consumption data compiled yearly by the U.S. Energy Information Administration (EIA). At the time of publication, this data is for 2024. Accurate, real-world data from the EIA will always include the notation, “Data: EIA” beneath the students’ data or graphic. This unit also includes some worksheets with data that is just for fun and isn’t meant to represent actual energy consumption. You’ll find these specific worksheet titles listed in the Activity 4: Practice Graphing Data Teacher Guide.

Throughout the unit there are multiple opportunities for students to practice counting data, comparing data, analyzing data, labeling data, collecting real-world data, and drawing graphs. Students will use tally charts, picture graphs, circle graphs, and bar graphs to practice these various data collection and graphing math skills. The worksheets range from beginner to more advanced skill levels, with each graph on a separate worksheet so you can choose the ones that are the best fit for your learners.

U.S. Energy Consumption by Source, 2024

transportation, manufacturing - includes propane

Uses: heating, manufacturing, electricity - includes propane

For more information about real-world data for U.S. energy source consumption, visit the U.S. Energy Information Administration’s website at https://www.eia.gov/energyexplained/us-energy-facts/

Concepts

We use ten sources of energy in the United States.

We use some energy sources a lot. We use some energy sources only a little.

There are five nonrenewable sources of energy: coal, natural gas, petroleum, propane, and uranium.

There are five renewable sources of energy: biomass, geothermal, hydropower, solar, and wind.

A nonrenewable resource takes millions to hundreds of millions of years to form. When it is used, we cannot get more quickly. A renewable resource replenishes itself in a short time, so when it is used, we can get more.

Sources of energy are made from natural resources.

Charts and graphs contain useful information called data.

Looking at information on a chart helps us organize data, find patterns, and draw conclusions about the information.

A tally chart is used to count objects and display information.

Picture, circle, and bar graphs are visual representations of mathematical relationships and data.

A circle graph is used to show the relationships of parts to a whole.

Data can be compared to determine when it is fewer, more, or equal.

A descending pattern arranges data in decreasing order. An ascending pattern arranges data in increasing order.

A survey is one way to collect real-world data from a group of people.

2 Preparation

Review the Teacher Guide and the student worksheets for each activity. Note that activities and worksheets offer a range of math-skill difficulty and cover various types of graphing including picture graphs, circle graphs, and bar graphs.

Choose which activities and worksheets you want to use and make copies as needed.

Gather materials needed for each activity.

Review the answer keys for each of the student worksheets. Answer keys can be found on pages 16-17.

Unit Outline

ACTIVITY

Activity 1: Energy Source Introduction

Meet the 10 NEED Energy Source Sidekick characters and learn about renewable and nonrenewable energy resources.

Activity 2: 100 Sidekicks Use 100 Energy Source Sidekick manipulatives to count how much we use each source of energy.

Activity 3: Using Patterns to Interpret Data

We use some energy sources a lot and some only a little. Use Base Ten Blocks to represent how much we use each source of energy then list them in decreasing order.

1 class period

Hands-on

Construct a data chart

Find information and analyze data on a data chart

1-2 class periods

1 class period

Activity 4: Practice Graphing Data

Energy Source Sidekicks present a series of worksheets ranging in math-skill difficulty. Practice data and graphing math skills using real-world and just-for-fun data.

Activity 5: Collecting and Graphing Real-World Data In this culminating project, students survey classmates about their favorite Energy Source Sidekicks and present the realworld data on graphs.

1-3 or more class periods

Hands-on

Tallying

Sort and count

Construct a data chart

Hands-on

Count with Base Ten Blocks

Analyze data

Find patterns

Draw conclusions about information

Tally and count

Compare data to determine fewer, more, or equal

Construct picture, circle, and bar graphs

Analyze data

Find patterns

1-2 class periods

Conduct a survey

Record data on a tally chart

Construct a picture graph and bar graph

Analyze data

Compare data to determine fewer, more, or equal

Find patterns

Activity 1: Energy Source Introduction

 Objectives

Students will be able to construct a data chart or table.

Students will be able to find information and analyze data on a data chart.

 Materials

Document camera

Scissors

Glue sticks

2 Preparation

Energy Sidekicks Renewable/Nonrenewable Chart (digital download)

Energy Source Sidekicks, page 18

Sources of Energy Chart worksheet, page 19

Gather materials, make copies, and cut apart manipulatives as needed.

Download the Energy Sidekicks Renewable/Nonrenewable Chart from www.need.org/product/energy-sidekicks-renewable-nonrenewable-chart/.

Procedure

1. Introduce the Energy Source Sidekicks. Show students the Energy Sidekicks Renewable/Nonrenewable Chart. Review the ten sources of energy we use in the United States. Point out the pictures of the Sidekicks that represent each energy source. Give each student an Energy Source Sidekicks worksheet. Have students cut out the pictures of the ten Sidekicks if you have not pre-cut them.

2. Construct a data chart. Give each student a Sources of Energy Chart worksheet. As you review the Energy Sidekicks Renewable/ Nonrenewable Chart again, have students glue the corresponding Sidekick’s picture onto their Sources of Energy Chart

3. Find information and analyze data on a data chart. Have students look at the Sources of Energy Chart they created. Review the information they can learn from this chart, for example:

What is the title of the chart? (The 10 Sources of Energy)

What data are we comparing? (renewable and nonrenewable sources of energy)

How many renewable sources of energy are on the chart? (five)

How many nonrenewable sources of energy are on the chart? (five)

How many different sources of energy are on the chart? (ten)

4. Discuss energy resources.

What do we use these energy sources for? (transportation, generating electricity, heating homes, making products)

Which source of energy comes from the natural resource air? (wind)

Which source of energy comes from the natural resource water? (hydropower)

Which source of energy comes from the natural resource the sun? (solar energy)

Which source of energy comes from the natural resource trees? (wood, biomass)

Which sources of energy come from the natural resource the earth? (coal, petroleum, natural gas, propane, uranium, geothermal)

What does it mean to be a nonrenewable resource? (it takes millions of years or more to make, so we can’t make more quickly once it is used)

What does it mean to be a renewable resource? (it replenishes itself in a short amount of time, so we can get more when it is used)

Which sources of energy are nonrenewable? (coal, natural gas, petroleum, propane, uranium)

Which sources of energy are renewable? (biomass, geothermal, hydropower, solar, wind)

 Extensions

Learn and recite the Primary Renewable and Nonrenewable Energy Chants, found in NEED’s Energy Games and Icebreakers guide.

Practice matching energy sources to their definitions, found in NEED’s Primary Energy Infobook Activities guide.

Determine whether the Energy Sidekicks represent renewable or nonrenewable sources of energy in these online games. If chosen correctly, the Sidekick changes to color.

Available on the NEED website: www.need.org/Files/curriculum/infobookactivities/Primary/Renewable.html www.need.org/Files/curriculum/infobookactivities/Primary/Nonrenewable.html

Activity 2: 100 Sidekicks

& Background

This activity includes 100 manipulatives that accurately represent our nation’s energy use. For example, there are 38 Petroleum Sidekick manipulatives but only 2 Wind Sidekick manipulatives. These represent petroleum accounting for 38% of our total energy consumption while wind accounts for only 2%. Please note, in 2024, our use of geothermal energy was 0.12%, which rounds to zero, or less than one. So even though we do use geothermal energy in the U.S., the Geothermal Sidekick is not included in the 100 manipulatives. Also note that propane is produced during petroleum and natural gas refining. Its use is embedded into petroleum and natural gas consumption totals, and consequently, EIA does not report any data for propane consumption. A standalone Propane Sidekick is not included in the 100 manipulatives. Instead, you’ll notice a mini–Propane Sidekick is included on every petroleum and natural gas manipulative. If you are working with older students who understand percentages, they can add the percent symbol to their data as they construct and label charts and graphs on the student worksheets.

 Objectives

Students will be able to use a tally chart to count and display information.

Students will be able to sort pictures into groups and count objects.

Students will be able to construct a data chart.

 Materials

Scissors

100 Sidekicks worksheet, pages 20-24

Sidekicks Tally worksheet, page 25

Sidekicks Sort and Count worksheet, page 26

2 Preparation

Choose which worksheet you will use.

NOTE: For this activity, students will construct a data chart showing how much we use each source of energy. There are two worksheet options - the first uses tallying to count the Sidekicks, and the second has students sort and count the manipulatives. Use the one that best meets your learners’ needs, or try them both.

Gather materials, make copies, and cut apart manipulatives as needed.

Procedure

1. Construct a data chart. Follow the directions for the worksheet you are using: SIDEKICKS TALLY

1. Give each student or small group a precut set of 100 Sidekicks manipulatives, or a copy of the 100 Sidekicks and scissors so they can cut apart the 100 squares.

2. Give each student a Sidekicks Tally worksheet. Review how to use a tally chart to display information. As needed, guide students in identifying each source of energy by its Sidekick picture.

3. Have students record data on the chart using five-bar gate tally marks. Tally one paper square at a time and then set it aside.

4. Find the frequency, or total, of each category by counting the tally marks.

NOTE: Students will use the data chart they created in Activity 3.

SIDEKICKS SORT AND COUNT

1. Give each student or small group a precut set of 100 Sidekicks manipulatives, or a copy of the 100 Sidekicks and scissors so they can cut apart the 100 squares.

2. Give each student a Sidekicks Sort and Count worksheet. Have students trace the name of each source of energy. Review how students should add data to their chart, by sorting the paper squares into groups and then counting how many in each group.

3. Have students sort the 100 manipulatives into like groups. Note, there are only eight groups, as geothermal consumption is less than one percent, rounding to zero, and propane consumption is included within petroleum and natural gas consumption.

4. Then, count how many pictures there are for each energy Sidekick and write the number on the data chart. NOTE: Students will use the data chart they created in Activity 3.

Activity 3: Using Patterns to Interpret Data

 Objectives

Students will be able to represent data using Base Ten Blocks.

Students will be able to use a descending pattern to arrange data from largest to smallest.

 Materials

Sidekicks Tally worksheet or Sidekicks Sort and Count worksheet created by students during the previous activity

Base Ten Blocks (6 Tens and 40 Ones) per student, or multi-colored counting blocks or linking cube manipulatives

Chart paper (optional)

2 Preparation

Gather materials and make copies as needed.

Procedure

1. Instruct students to get out their Sidekicks Tally worksheet or Sidekicks Sort and Count worksheet they created during the previous activity.

2. Explain that a data chart is filled with information. Looking at information on a chart helps us organize data, find patterns, and draw conclusions about the information. Discuss:

What information do you see on the chart? (title of the chart, a picture or word identifying each source of energy, a number that represents how much we use each source of energy, a citation where the data comes from)

What generalizations or conclusions can you make from the data? (We use some energy sources a lot. We use some energy sources less than others. We use ten sources of energy. This information is from the year 2024.)

3. Ask students to visually represent the numbers on the data chart using blocks to help us compare them.

Find biomass on the chart. Ask students how many Biomass Sidekicks they counted? (5)

How can we represent the number five using blocks/cubes? If you’re using Base Ten Blocks, count out five ones. If you’re using cubes, choose any color to represent biomass and count out five cubes. Together, count aloud the five blocks that represent biomass.

Have students place the stack of five blocks over the tally marks, or over the word “biomass” in the center column of the data chart, depending on which worksheet you are using.

Repeat for each energy source.

4. Explain that we can use patterns to help us understand information on a data chart. Remind students that earlier, we looked at the data on the chart and made some conclusions. We said that we use some energy sources a lot and we use some energy sources only a little. Next, tell students they will organize the Sidekick data in descending order, so the energy sources are in order from the one we use the most to the one we use the least. Decide whether to make the list together as a class on chart paper, or, for older students, have them work in small groups or independently to write the list in their science notebook.

Compare the block stacks and the numbers written on the data chart. Decide which Sidekick has the most blocks (petroleum) and write “petroleum” as the first energy source on your list.

Ask students, “How many Petroleum Sidekicks did you count?” (38) Write 38 next to “petroleum” on the list.

Have students remove the 38 blocks from the petroleum row to show that the data has been recorded.

Next, decide which of the remaining Sidekicks has the most blocks. Add its name and number to the list, remove its blocks, and continue the process until all the Sidekicks are listed in descending order.

5. Review the written list together and discuss as appropriate:

Describe the pattern used to organize the data. (This is a descending pattern – the data is in decreasing order, largest number to smallest number)

Summarize the information you have on your list. (This list shows which source of energy we use the most, which we use the next most and so on, down to the energy source we use the least.)

Brainstorm a title for the list. (Energy Sources In Descending Order, How Many Sidekicks?, How Much Energy Do We Use?, etc.)

Brainstorm other patterns we could use to organize our original Sidekick data. (Alphabetical order, ascending order)

Activity 4: Practice Graphing Data

& Background

All worksheets in this activity include data students will use to practice constructing graphs and to analyze while answering math questions. However, some worksheets include accurate, real-world data for U.S. energy use and some do not. Worksheets with accurate real-world data always include the notation “Data: EIA” under the graphic. These include:

Electricity Generation Picture Graph

Renewable and Nonrenewable Circle Graph

Nonrenewable Energy Circle Graph

Renewable Energy Circle Graph

Energy Source Use Circle Graph

Nonrenewable Energy Bar Graph

Renewable Energy Bar Graph

Other worksheets do not include accurate data, but random numbers. These worksheets are specifically titled “Sidekicks,” and have no source of data. These include:

Tally the Sidekicks

Comparing Sidekicks Picture Graphs

Sidekicks Eat Cookies Picture Graph

Sidekicks Eat Pizza Picture Graph

Seasonal Sidekicks Circle Graph

Smiley Sidekicks Bar Graph

Sidekicks Go to School Bar Graph

Dog Walking Sidekicks Bar Graph CONTINUED ON NEXT PAGE

So far, we have been working with energy source consumption data for all ten sources of energy. The practice worksheets in this activity include a wider variety of data, including graphs of only renewable or nonrenewable sources. Please note, this data will look different, since we’re comparing the sources in relation to their subsets. For example, biomass accounts for 5% of ALL the energy sources we use, but when we graph ONLY renewables, biomass accounts for 60% of the renewable energy we use. The total amount of biomass energy we use hasn’t changed. Remind students that reading the title of a chart or graph is important as it will help you understand the context of the data you are analyzing.

Finally, since primary students do not have the math skills to understand percentages, the percent symbol is omitted from data charts and graphs in this unit. Data is also rounded to whole numbers and typically ranges from 1-9. For example, although a circle graph represents 100%, it is simplified by separating the circle into 10 slices and presenting data that adds to 10. As students color in two slices, they can count 2 of 10 slices and visually see the relationship that is 2 parts of a whole. Even though the data is written as “2,” it does represent 20% of the whole.

Students will be able to graph the data correctly, compare fewer or more, find patterns, and answer questions about data without understanding percentages. If you are working with older students who understand percentages, they can add the percent symbol to their data as they construct and label charts and graphs on the student worksheets.

 Objectives

Students will be able to count objects using a tally chart.

Students will be able to compare data and determine when it is fewer, more, or equal.

Students will be able to construct picture, circle, and bar graphs.

Students will be able to analyze data found on picture, circle, and bar graphs.

Students will be able to find patterns in data on picture, circle, and bar graphs.

 Materials

Crayons or colored pencils

Student worksheets, pages 26-40

2 Preparation

Review the worksheets on pages 27-41, which offer a range of math-skill difficulty and cover various types of graphing including picture graphs, circle graphs, and bar graphs.

Choose which worksheets you want to use and make copies as needed.

Procedure

1. Hand out the worksheet(s) and review instructions. Assist students as needed with graphing and interpreting data and answering the questions.

2. Review the data, graph, and any questions on the worksheet(s) together.

3. Discuss as a class:

What type of graph did you draw? A picture graph, circle graph, or bar graph?

What is the title of the chart/graph?

What data are we comparing?

How many different kinds/categories are on the data chart?

What do we learn from this graph?

Activity 5: Collecting and Graphing Real-World Data



Objectives

Students will be able to survey classmates and collect data on a tally chart.

Students will be able to construct a picture graph or bar graph.

Students will be able to analyze data on a picture graph or bar graph.

Students will be able to use a descending pattern to arrange data from largest to smallest.

 Materials

Favorite Nonrenewable Sidekick Picture Graph worksheets, pages 42-43

Favorite Renewable Sidekick Bar Graph worksheets, pages 44-45

Clipboards, optional

2 Preparation

Decide which worksheets you will use and make copies for each student.

Procedure

1. Explain to students that one way to collect data is to ask, or survey, a group of people. Today, you will survey your classmates about their favorite Energy Sidekicks and collect this data on a data table. Then, you will draw a graph of the data you collect. You will look for patterns and analyze the data. Finally, you will share your research with a partner.

2. Hand out the Favorite Nonrenewable Sidekick Picture Graph worksheets and review the instructions.

3. Hand out clipboards for students to use as they survey their classmates, if available. Encourage students to collect at least ten data points.

4. Alternatively, if students are unable to collect the survey data independently, have each student choose their favorite Sidekick and write it on a scrap of paper. Collect the votes and read them out loud, giving students time to tally each vote on their data table.

5. Assist students as needed while they complete their survey, graph their data, and answer the conclusion questions.

6. If the class used the same survey data, review the graph together and discuss the questions. Also have students turn to a partner, share their graph, and explain their data. If students did independent surveys, have them share their graphs with a partner and review which Sidekick received the most votes, fewest votes, and how many votes in total.

7. Complete the Favorite Renewable Sidekick Bar Graph worksheets by repeating steps 2-6.

Answer Keys

Sidekicks Tally AND Sidekicks Sort and Count, pages 25-26

Biomass = 5

Coal = 8

Geothermal = 0

Hydropower = 1

Natural gas/Propane = 36

Petroleum/Propane = 38

Solar = 1

Uranium = 9

Wind = 2

Tally The Sidekicks, page 27

Wind = 6

Solar = 9

Comparing Sidekicks Picture Graphs, page 28

Which is more? Wind

Which is fewer? Coal

Which is more? Hydropower

Which is fewer? Solar

Wind is equal to Petroleum.

Biomass is more than Coal.

Uranium is fewer than Natural Gas.

Sidekicks Eat Cookies Picture Graph, page 29

1. How many cookies were eaten? 18

2. Who ate 4 cookies? Propane

3. Who ate the most cookies? Geothermal

4. Who ate the fewest cookies? Coal

5. How many cookies did the Wind Sidekick eat? 5

Electricity Generation Picture Graph, page 30

Coal = 2

Wind = 1

Natural gas = 4

Uranium = 2

Hydropower and Solar = 1

1. Which source of energy makes the most electricity? Natural Gas

2. How many plugs do Uranium, Coal, and Natural Gas have all together? 8

3. How many plugs do Wind, Hydropower, and Solar have all together? 2

4. Which makes more electricity, nonrenewable or renewable sources of energy? Nonrenewable

Sidekicks Eat Pizza Picture Graph, page 31

1. How many pizza slices did Natural Gas eat? 7

2. Who ate 6 pizza slices? Solar

3. Who ate the most pizza slices? Hydropower

4. Who ate the fewest pizza slices? Biomass

5. How many more pizza slices did Solar eat than Petroleum? 2

6. How many pizza slices did Natural Gas and Biomass eat together? 9

7. List the Sidekicks in ascending order based on the number of pizza slices they ate, from fewest to most: Biomass, Petroleum, Solar, Natural Gas, Hydropower

Renewable & Nonrenewable Circle Graph,

page 32

1. There are fewer renewable slices.

2. There are more nonrenewable slices.

3. We use more nonrenewable sources of energy.

Nonrenewable Energy Circle Graph, page 33

1. How many Coal? 1

2. How many Natural Gas? 4

3. How many Petroleum? 4

4. How many Uranium? 1

5. Which has more, Coal or Natural Gas? Natural Gas

6. Which has fewer, Uranium or Petroleum? Uranium

Renewable Energy Circle Graph,

page 34

1. How many red? 2

2. Blue is equal to yellow.

3. Which renewable source do we use the most? biomass

4. Do we use more wind or more hydropower? wind

5. Do we use less wind or less solar? solar

Seasonal Sidekicks Circle Graph, page 35

1. How many Sidekicks like fall? 2

2. How many Sidekicks like summer more than spring? 3

3. How many Sidekicks voted in total? 10

4. List the seasons in descending order, from most favorite to least favorite: summer, winter, fall, spring

Energy Source Use Circle Graph, page 36

1. Which source of energy do we use the most? petroleum

2. Which do we use more of, coal or renewables? renewables

3. How many more petroleum than natural gas? 2

4. How much renewable energy do we use? 9

5. Which do we use less of, coal or uranium? coal

Sidekicks Bar Graph, page 37

Dog Walking Sidekicks Bar Graph, page 39

1. How many Propane Sidekicks are there? 3

2. Which Sidekick has eight? Coal

3. Which Sidekick has fewer than Propane? Petroleum

4. How many Geothermal Sidekicks are there? 5

5. List the Sidekicks in ascending order, from fewest to most: Petroleum, Propane, Geothermal, Hydropower, Coal

Sidekicks Go to School Bar Graph, page 38

1. What is the most popular way to get to school? School bus

2. How many Sidekicks travel that way? 9

3. Do fewer Sidekicks travel by bicycle or car? car

4. How many more Sidekicks travel by school bus than walk? 3

5. Which two ways are used by the fewest Sidekicks? Car and hot air balloon

6. How many Sidekicks were surveyed in total? 24

7. Which Sidekick do you think travels by hot air balloon? Wind, but answers will vary

1. How many dogs did the Wind Sidekick walk? 6

2. Who walked four dogs? Biomass Sidekick

3. Who walked the most dogs? Solar Sidekick

4. Who walked the fewest dogs? Uranium Sidekick

5. How many more dogs did the Solar Sidekick walk than the Natural Gas Sidekick? 2

6. How many dogs were walked on Saturday? 29

7. List the Sidekicks in descending order based on the number of dogs they walked, from most to fewest: Solar, Natural Gas, Wind, Biomass, Uranium

Nonrenewable Energy Bar Graph, page 40

1. Which nonrenewable source of energy do we use the most? petroleum

2. Which nonrenewable source of energy do we use the least? coal

3. How much uranium do we use? 10

4. Which energy source is equal to 40? natural gas

Renewable Energy Bar Graph, page 41

1. Which renewable source of energy do we use the most? biomass

2. Which renewable source of energy do we use the least? geothermal

3. Which energy source is equal to 13? solar

4. Which energy source is equal to 18? wind

5. How much do we use hydropower? 10

Energy Source Sidekicks

Sources of Energy Chart

THE 10 SOURCES OF ENERGY

100 Sidekicks

Sidekicks

USING ENERGY SOURCES

Sidekicks Sort and Count

USING ENERGY SOURCES

Tally the Sidekicks

Cross out the Sidekicks, adding tally marks to the table. Write the total number of each Sidekick.

NUMBER OF SIDEKICKS

Comparing Sidekicks Picture Graphs

Which is more?

Which is fewer?

Which is more?

Which is fewer?

Use the picture graphs to complete the sentences. Wind is petroleum. Biomass is coal. Uranium is natural gas.

Sidekicks Eat Cookies Picture Graph

Solar Sidekick baked cookies in a solar oven and shared the cookies with four friends.

NUMBER OF COOKIES

Use the picture graph to answer the questions.

How many cookies were eaten?

Who ate 4

Who ate the most cookies?

Who ate the fewest cookies?

How many cookies did the Wind Sidekick eat?

cookies?

Electricity Generation Picture Graph

We use many sources of energy to make electricity.

NUMBER OF PLUGS

Data: EIA, Electricity Generation, 2024

Use the picture graph to answer the questions.

1. Which source of energy makes the most electricity?

2. How many plugs do Uranium, Coal, and Natural Gas have all together?

Write the number of plugs for each Sidekick inside the boxes.

3. How many plugs do Wind, Hydropower, and Solar have all together?

Which makes more electricity, nonrenewable or renewable sources of energy?

Sidekicks Eat Pizza Picture Graph

Natural Gas Sidekick made pizza and recorded how many slices each Sidekick ate using tally marks.

ENERGY SOURCE TALLY MARKS

Create a picture graph using the data. Draw one triangle for each slice of pizza.

NUMBER OF SLICES

5. How many more pizza slices did Solar eat than Petroleum?

6. How many pizza slices did Natural Gas and Biomass eat together?

Who

Who ate the fewest

7. List the Sidekicks in ascending order based on the number of pizza slices they ate, from fewest to most:

How many pizza slices did Natural Gas eat?

Who ate 6 pizza slices?

ate the most pizza slices?

pizza slices?

Renewable and Nonrenewable Circle Graph

Use the data chart to color the circle graph. Choose one color for Nonrenewable. Color the slices. Choose one color for Renewable. Color the slices.

SOURCES OF ENERGY

Data: EIA

Use the circle graph to complete the sentences.

Nonrenewable Energy Circle Graph

Choose a color for each Sidekick. Color the slices.

NONRENEWABLE SOURCES OF ENERGY

Use the circle graph to answer the questions.

Data:

Renewable Energy Circle Graph

Color the Sidekicks in each square using the color listed. Color one slice for each Sidekick picture using the correct color.

RENEWABLE SOURCES OF ENERGY

Use the circle graph to answer the questions.

Data: EIA 1. How many red? 2. Blue is yellow.

5. Do we use less wind or solar? fewer than, equal to, more than

3. Which renewable source do we use the most? 4. Do we use more wind or hydropower?

Blue Green Yellow Red

Seasonal Sidekicks Circle Graph

Each Sidekick voted for their favorite season. Color the Sidekicks in each square with the colors listed.

Color one slice for each Sidekick picture using the correct season color.

FAVORITE SEASONS

Use the circle graph to answer the questions.

1. How many Sidekicks like fall?

2. How many Sidekicks like summer more than spring?

3. How many Sidekicks voted in total?

4. Write the seasons in descending order, from most favorite to least favorite:

Blue Green Yellow Red

Energy Source Use Circle Graph

Use the KEY to label the circle graph with the correct data. Color the circle graph and KEY to match.

Data: EIA

Use the circle graph to answer the questions.

Smiley Sidekicks Bar Graph

Color and count each type of Sidekick. Make a bar graph by coloring one box for each Sidekick.

NUMBER OF SIDEKICKS

Use the bar graph to answer the questions.

1. How many Propane Sidekicks are there?

2. Which Sidekick has eight?

3. Which Sidekick has fewer than Propane?

4. How many Geothermal Sidekicks are there?

5. List the Sidekicks in ascending order, from fewest to most.

Sidekicks Go to School Bar Graph

Petroleum asked a group of Sidekicks how they get to school.

HOW SIDEKICKS GET TO SCHOOL

Use the bar graph to answer the questions below.

What is the most popular way to get to school?

5. Which two ways are used by the fewest Sidekicks?

How many Sidekicks travel that way?

Do fewer Sidekicks travel by bicycle or car?

How many more Sidekicks travel by school bus than walk?

6. How many Sidekicks were surveyed in total? 7. Which Sidekick do you think travels by hot air balloon?

Dog Walking Sidekicks Bar Graph

The Sidekicks have a dog walking business. They recorded how many dogs each Sidekick walked on Saturday using tally marks.

SIDEKICK TALLY MARKS

Create a bar graph using the data. Color one square for each dog walked.

DOGS WALKED ON SATURDAY

Use the bar graph to answer the questions.

Number of Dogs

5. How many more dogs did Solar Sidekick walk than Natural Gas Sidekick?

6. How many dogs were walked on Saturday?

7. List the Sidekicks in descending order based on the number of dogs they walked, from most to fewest:

1. How many dogs did the Wind Sidekick walk? 2. Who walked four dogs? 3. Who walked the most dogs? 4. Who walked the fewest dogs?

Nonrenewable Energy Bar Graph

SOURCES OF

Favorite Nonrenewable Sidekick Picture Graph

Ask your friends which nonrenewable Sidekick they like best.

eFavorite Nonrenewable Sidekick Picture Graph

NUMBER OF VOTES

Favorite Renewable Sidekick Bar Graph

Ask your friends which renewable Sidekick they like best. Record the data you collect.

Favorite Renewable Sidekick Bar Graph

Use the bar graph to answer the questions.

1. How many votes for wind?

2. Which Sidekick has the most votes?

3. Which Sidekick has the fewest votes?

4. How many people voted in total?

5. List the Sidekicks in descending order, from most liked to least liked:

Our Awesome Extras page contains PowerPoints, energy graphics, and other great resources to compliment what you are teaching!

www.need.org/educators/ awesome-extras/

BIOMASS AT A GLANCE

WHAT IS BIOMASS? TYPES OF BIOMASS

Biomassisanyorganicmatter—wood,crops,seaweed,animalwastes—that canbeusedasanenergysource.Biomassisprobablyouroldestsourceof energyafterthesun.Forthousandsofyears,peoplehaveburnedwoodtoheat

Biomassgetsitsenergyfromthesun.Allorganicmattercontainsstoredenergy fromthesun.Duringaprocesscalledphotosynthesis,sunlightgivesplantsthe energytheyneedtoconvertwaterandcarbondioxideintooxygenandsugars. Thesesugars,calledcarbohydrates,supplyplantsandtheanimalsthateat plantswithenergy.Foodsrichincarbohydratesareagoodsourceofenergyfor thehumanbody. Biomassisarenewableenergysourcebecauseitssuppliesarenotlimited.We canalwaysgrowtreesandcrops,andwastewillalwaysexist.

PHOTOSYNTHESIS

Intheprocessofphotosynthesis,plantsconvertradiantenergyfromthe sunintochemicalenergyintheformofglucose(orsugar)

WOODANDAGRICULTURALPRODUCTS

Weusefourtypesofbiomasstoday—woodandagriculturalproducts,solidwaste,land

andalcoholfuels(likeEthanolorBiodiesel).

Mostbiomassusedtodayishomegrownenergy.Wood—logs,chips,bark,and sawdust—accountsforjustunderhalfofbiomassenergy.Butanyorganicmattercan producebiomassenergy.Otherbiomasssourcescanincludeagriculturalwasteproducts likefruitpitsandcorncobs. Woodandwoodwasteareusedtogenerateelectricity.Muchoftheelectricityisusedby theindustriesmakingthewaste;itisnotdistributedbyutilities,itisaprocesscalled cogeneration.Papermillsandsawmillsusemuchoftheirwasteproductstogenerate steamandelectricityfortheiruse.However,sincetheyusesomuchenergy,theyneedto buyadditionalelectricityfromutilities.

SOLIDWASTE

Burningtrashturnswasteintoausableformofenergy.Oneton(2,000pounds)of garbagecontainsaboutasmuchheatenergyas500poundsofcoal.Garbageisnotall biomass;perhapshalfofitsenergycontentcomesfromplastics,whicharemadefrom petroleumandnaturalgas.Powerplantsthatburngarbageforenergyarecalled waste-to-energyplants.Theseplantsgenerateelectricitymuchascoal- redplantsdo, exceptthatcombustiblegarbage—notcoal—isthefuelusedto retheirboilers.

LANDFILLGASANDBIOGAS

Bacteriaandfungiarenotpickyeaters.Theyeatdeadplantsandanimals,causingthem torotordecay.Afungusonarottinglogisconvertingcellulosetosugarstofeeditself. Althoughthisprocessisslowedinaland ll,asubstancecalledmethanegasisstillproducedasthewastedecays.Newregulationsrequireland llstocollectmethanegas forsafetyandenvironmentalreasons.Methanegasiscolorlessandodorless,butitisnot harmless.Thegascancause resorexplosionsifitseepsintonearbyhomesandis ignited.Land llscancollectthemethanegas,purifyit,anduseitasfuel.Methanecan alsobeproducedusingenergyfromagriculturalandhumanwastes.Biogasdigestersare airtightcontainersorpitslinedwithsteelorbricks.Wasteputintothecontainersis fermentedwithoutoxygentoproduceamethane-richgas.Thisgascanbeusedto produceelectricity,orforcookingandlighting.

Ethanolisanalcoholfuel(ethylalcohol)madebyfermentingthesugarsandstarchesfound inplantsandthendistillingthem.Anyorganicmaterialcontainingcellulose,starch,orsugar canbemadeintoethanol.ThemajorityoftheethanolproducedintheUnitedStatescomes fromcorn.Newtechnologiesareproducingethanolfromcelluloseinwoody

trees,grasses,andcropresidues. TodaynearlyallofthegasolinesoldintheU.S.containsaround10percentethanolandis knownasE10.In2011,theU.S.EnvironmentalProtectionAgency(EPA)approvedthe introductionofE15(15percentethanol,85percentgasoline)foruseinpassengervehicles frommodelyear2001andnewer.Fuelcontaining85percentethanoland15percent gasoline(E85)quali esasanalternativefuel.Thereareabout20million exiblefuel vehicles(FFV)ontheroadthatcanrune cientlyonE85orE10.However,asmall percentageofthesevehiclesuseE85regularly.

Biodieselisafuelmadebychemicallyreactingalcoholwithvegetableoils,animalfats,or greases,suchasrecycledrestaurantgrease.Mostbiodieseltodayismadefromsoybeanoil. Biodieselismostoftenblendedwithpetroleumdieselinratiosoftwopercent(B2), ve percent(B5),or20percent(B20).Itcanalsobeusedasneat(pure)biodiesel(B100). Biodieselfuelsarecompatiblewithandcanbeusedinunmodi eddieselengineswiththe existingfuelinginfrastructure.ItisoneofthefastestgrowingtransportationfuelsintheU.S. Biodieselcontainsvirtuallynosulfur,soitcanreducesulfurlevelsinthenation’sdieselfuel supply,evencomparedwithtoday’slowsulfurfuels.Whileremovingsulfurfrom petroleum-baseddieselresultsinpoorlubrication,biodieselisasuperiorlubricantandcan reducethefrictionofdieselfuelinblendsofonlyoneortwopercent.Thisisanimportant characteristicbecausetheEnvironmentalProtectionAgencynowrequiresthatsulfurlevels indieselfuelbe97percentlowerthantheywerepriorto2006.

llgasandbiogas,

ETHANOL

BIODIESEL

Youth AWards Program for Energy Achievement

NEED’s annual Youth Awards Program for Energy Achievement rewards students for their e orts in energy outreach and student leadership.

The Youth Awards Program is great for all schools—new to energy education, or veteran. Projects and outreach completed for the program provide opportunity for enrichment and engagement, as well as an opportunity for your students, classroom, and school to shine. Youth Awards projects can be completed by afterschool/out-of-school time programs, community groups, and even families!

What’s involved?

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Check out:

For more information and project submission details, we invite you to visit https://youthawards.need.org. Be sure to explore the site to view past winning projects and garner inspiration!

Youth Energy Conference & Awards

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge. The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.

For More Info: www.need.org/youthenergyconference

Graphing Energy Source Data Evaluation Form

State: ___________ Grade Level: ___________

1. Did you conduct the entire unit?

2. Were the instructions clear and easy to follow?

3. Did the activities meet your academic objectives?

4. Were the activities age appropriate?

Number of Students: __________

Yes

5. Were the allotted times sufficient to conduct the activities?

6. Were the activities easy to use?

Yes

7. Was the preparation required acceptable for the activities?  Yes

8. Were the students interested and motivated?

9. Was the energy knowledge content age appropriate?

10. Would you teach this unit again?

Please explain any ‘no’ statement below

How would you rate the unit

How would your students rate the unit

What would make the unit more useful to you?

Yes

Other Comments:

AES

AES Clean Energy Development

American Electric Power Foundation

Appalachian Voices

Arizona Sustainability Alliance

Atlantic City Electric

Avangrid

Baltimore Gas & Electric

Berkshire Gas - Avangrid

BP America Inc

Bob Moran Charitable Giving Fund

Cape Light Compact–Massachusetts

Celanese Foundation

Central Alabama Electric Cooperative

CITGO

The City of Cuyahoga Falls

Clean Virginia

CLEAResult

ComEd

Con uence

ConocoPhillips

Constellation

Delmarva Power

Department of Education and Early Childhood

Development - Government of New Brunswick, Canada

Dominion Energy, Inc.

Dominion Energy Charitable Foundation

DonorsChoose

East Baton Rouge Parish Schools

East Kentucky Power Cooperative

EcoCentricNow

EDP Renewables

EduCon Educational Consulting

Elmo Foundation

Enel Green Power North America

EnergizeCT

ENGIE

Entergy

Equinix

Eversource

Exelon

Exelon Foundation

Foundation for Environmental Education

FPL

Generac

Georgia Power

Gerald Harrington, Geologist

Government of Thailand–Energy Ministry

Greater New Orleans STEM

GREEN Charter Schools

Green Power EMC

Guilford County Schools–North Carolina

Honeywell

National Sponsors and Partners

Illinois Clean Energy Community Foundation

Illinois International Brotherhood of Electrical

Workers Renewable Energy Fund

Independent Petroleum Association of New Mexico

Interstate Natural Gas Association of America Foundation

Intuit

Iowa Governor’s STEM Advisory Council -

Scale Up

Iowa Lakes Community College

Iowa State University

Iron Mountain Data Centers

Kansas Corporation Energy Commission

Kansas Energy Program – K-State Engineering

Extension

Katy Independent School District

Kentucky Environmental Education Council

Kentucky O ce of Energy Policy

Kentucky Power–An AEP Company

Liberty Utilities

Llano Land and Exploration

Louisiana State Energy O ce

Louisiana State University – Agricultural Center

LUMA

Marshall University

Mass Save

Mercedes Benz USA

Minneapolis Public Schools

Mississippi Development Authority–Energy Division

Motus Experiential

National Fuel

National Grid

National Hydropower Association

National Ocean Industries Association

National Renewable Energy Laboratory

NC Green Power

Nebraskans for Solar

NextEra Energy Resources

Nicor Gas

NCi – Northeast Construction

North Shore Gas

O shore Technology Conference

Ohio Energy Project

Oklahoma Gas and Electric Energy Corporation

Omaha Public Power District

Ormat

Paci c Gas and Electric Company

PECO

Peoples Gas

Pepco

Performance Services, Inc.

Permian Basin Petroleum Museum

Phillips 66

PowerSouth Energy Cooperative

PPG

Prince George’s County O ce of Human

Resource Management (MD)

Prince George’s County O ce of Sustainable Energy (MD)

Providence Public Schools

Public Service of Oklahoma - AEP

Quarto Publishing Group

The Rapha Foundation

Renewable Energy Alaska Project

Rhoades Energy

Rhode Island O ce of Energy Resources

Salal Foundation/Salal Credit Union

Salt River Project

Salt River Rural Electric Cooperative

Schneider Electric

C.T. Seaver Trust

Secure Solar Futures, LLC

Shell USA, Inc.

SMUD

Society of Petroleum Engineers

South Carolina Energy O ce

Southern Company Gas

Snohomish County PUD

SunTribe Solar

TXU Energy

United Way of Greater Philadelphia and Southern New Jersey

United Illuminating Unitil

University of Iowa

University of Louisville

University of North Carolina

University of Northern Iowa

University of Rhode Island

U.S. Department of Energy

U.S. Department of Energy–O ce of Energy

E ciency and Renewable Energy

U.S. Department of Energy - Solar Decathlon

U.S. Department of Energy - Water Power

Technologies O ce

U.S. Department of Energy–Wind for Schools

U.S. Energy Information Administration

United States Virgin Islands Energy O ce

Vineyard Wind

Virginia Cooperative Extension

Virginia Natural Gas

Vistra Energy

We Care Solar

West Virginia O ce of Energy

West Warwick Public Schools

Williams