In this activity, students will develop a computational model of the energy flow of United States. Students will do this by working in pairs to use clue cards to input data into the visual energy flow diagram on their handouts. They will then use algebraic thinking to complete the missing information in the model.
After developing their model, students will write a scientific explanation or argument on one of three prompts. The writing is scaffolded using the Claims-Evidence-Reasoning-Rebuttal framework.
• Model the United States energy flow
• Analyze changes in US energy flow over the last decade or two
• Develop arguments on how energy flow affects natural resources, relations with other nations and is affected by technology.
Length of Lesson
• 2 class periods
• 100 minutes
• 9-12th Grade
• HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
• 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.
• HS-ESS3-3. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
• CCSS.ELA-Literacy.RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
• CCSS.ELA-Literacy.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
• CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.