Share of Electricity Production from Gas

Data, Graphs, and Maps

Grades6, 7, 8, 9, 10, 11, 12Science, Geography, Mathematics

Scientist Reviewed

Provided by Our World in Data

Open Resource

What it is

This data visualization from Our World in Data features a map, graph, and table to illustrate the percentage of energy that comes from gas for each country.
Additionally, students can see the change in data from 1985 to recent data, which is updated regularly.

Teaching tips

Positives

The graph and map are color-coded, which can help students visualize and understand the data.
The features of this resource help students isolate their data of interest without being overwhelmed with information.

Prerequisites

Students should understand what gas means. Students may confuse it with gasoline. Teachers should prepare to address this misconception.

Differentiation & Implementation

This data can support a discussion about the environmental impacts of gas, especially in terms of extraction and emissions. Students can also use the Youth Climate Story: Fracking in Pennsylvania to understand the human experience associated with extraction.
To reduce distractions, students can make the data fullscreen.
Students can select a country that gets a low percentage of energy from natural gas and use other data to determine what they use instead. The data resource Share of Electricity Production by Source is a helpful resource for this activity.

From the scientist review

Absolute electricity production from coal has been converted by share to total electricity production in each of the selected countries under study. This method is appropriate to explore the absolute percentage of electricity production from coal in the countries. The resource is recommended for students to examine these changes in electricity production from coal.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Science, Geography, Mathematics
Other types: Interactive Media
Format: Microsoft Excel
Language: English
Location: Earth
Provider: Our World in Data
Authors: Hannah Ritchie, Max Roser
Published: July 20, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-ESS3-5. + 28 more

Core

Core Standards legacy

MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
D2.Geo.4.6-8D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
D4.6.6-8D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
D2.Geo.1.9-12D2.Geo.1.9-12 Use geospatial and related technologies to create maps to display and explain the spatial patterns of cultural and environmental characteristics.
D2.Geo.9.9-12D2.Geo.9.9-12 Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales.
CCSS.MATH.CONTENT.HSS.IC.B.6CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

6.1.12.GeoHE.16.a:6.1.12.GeoHE.16.a: Explain why natural resources (i.e., fossil fuels, food, and water) continue to be a source of conflict and analyze how the United States and other nations have addressed issues concerning the distribution and sustainability of natural resources and climate change.
HSS.IC.B.6(+)HSS.IC.B.6(+) Evaluate reports based on data (e.g., interrogate study design, data sources, randomization, the way the data are analyzed and displayed, inferences drawn and methods used; identify and explain misleading uses of data; recognize when arguments based on data are flawed).

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

HS.DR.A.4HS.DR.A.4 Use mathematical and statistical reasoning to formulate questions about data to evaluate conclusions and assess risks.
HS.G.GR.1:HS.G.GR.1: Use geographic tools, various kinds of maps, and geospatial technologies to examine geographic components of past and current world events or to solve geographic problems.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

M.SP.IC.B.6M.SP.IC.B.6 Evaluate reports based on data.
SS.Geog1.a.hSS.Geog1.a.h Use printed and digital maps to ask and answer geographic questions (e.g., Where are there patterns? Why there? So what?) and evaluate the appropriateness of geographic data and representations to understand real-world problems. Explain how current geospatial technologies (e.g., Geographic Information Systems (GIS), Global Positioning Systems (GPS), satellite images, remote sensing) are used for personal, business, and government purposes.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

HSS.IC.B.6HSS.IC.B.6 Evaluate reports based on data.
GeographyGeography 1 (D2): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by using inquiry to predict and evaluate consequences of geographic influences.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

GR.8.3.GR.8.3. Identify and analyze how environments affect human activities and how human activities affect physical environments in the United States.
AII-S.IC.6aAII-S.IC.6a Use the tools of statistics to draw conclusions from numerical summaries.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.MATH.CONTENT.HSS.IC.B.6CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data.
6.Inq.4.e.6.Inq.4.e. Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes.
6.Geo.4.a.6.Geo.4.a. Explain how cultural patterns influence the environment and daily life within and among regions (e.g., pollution of the Ganges River, Croatian access to Adriatic Seacoast, Main-Danube waterway, Chinese New Year, Hajj).
MW.Geo.9.a.MW.Geo.9.a. Evaluate the influence of long-term climate variability on contemporary human migration, settlement patterns, resource use, and land use at local-to-global scales (e.g., heat waves, desertification, loss of biodiversity, fish migration, irrigation, wildfires).
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

CCSS.MATH.CONTENT.HSS.IC.B.6CCSS.MATH.CONTENT.HSS.IC.B.6 Evaluate reports based on data.
10.10.210.10.2 Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

S.IC.6.S.IC.6. Evaluate reports based on data.
66 – G5.1.4 Define natural resources and explain how people in different places use, define, and acquire resources in different ways.

Illinois Climate Education

Illinois Climate Education Standards legacy

S-IC.6.S-IC.6. Evaluate reports based on data.
SS.6-8.G.2.MC.SS.6-8.G.2.MC. Evaluate how cultural and economic decisions influence environments and the daily lives of people in both nearby and distant places.
SS.9-12.G.12.SS.9-12.G.12. Evaluate how short- and long-term climate variability affects human migration and settlement patterns, use of land and resources, and relationship with the land.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

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