Oklahoma Science ES.ESS3.2

ScienceGrades 9–12Earth and Human Activities

The Standard

Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios on large and small scales.*

Oklahoma Academic Standards for Science (2026)

Teacher's field guide

What This Standard Means

What Students Need to Do: Students compare ways to supply energy or obtain minerals. They calculate benefits per dollar spent using the same measure for each option. They check whether the better choice changes for one building versus a region.
What Mastery Looks Like: A student can calculate annual savings per dollar spent for two energy plans and defend a choice for a school. They can compare mined and recycled copper by cost per kilogram, then explain how regional cleanup costs could change the choice.
Common Misconceptions: Students may pick the lowest upfront price without counting long-term costs. They may compare costs without checking how much energy or mineral each option provides. They may assume the best choice for one school is also best for a region.
How to Assess It: A school can spend $4,000 on lights that save $1,200 yearly or $12,000 on solar panels that save $3,000 yearly. Which gives more annual savings per dollar spent? Show both ratios and name one reason a city might choose differently.

Lesson moves

Ways to Teach It

Give pairs 20 counters and two cards: solar costs 12 and saves 3 yearly; insulation costs 8 and saves 3; compare returns.
Ask, 'Why might a school choose rooftop panels while a city chooses a solar farm?' Have students cite cost, land, and output.
Play a ratio race: cards show recycled copper at $6/kg and mined copper at $4/kg; add $3/kg mining cleanup and rank again.
Use a home electric bill to compare a $600 upgrade saving $120 yearly with a $1,000 upgrade saving $150 yearly.

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