Connecticut Energy Education
Activity takes one class period.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Activity supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 3 Cross Cutting Concepts, 2 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 2 Cross Cutting Concepts, 4 Science and Engineering Practices
About Teaching Climate Literacy
6.2 Conserving energy.
6.8 Calculating and monitoring energy use.
Notes From Our Reviewers
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Teaching Tips | Science | Pedagogy |
- Low-income students may feel uncomfortable with costly suggestions for improving home energy loss - adjust accordingly.
About the Science
- The resource includes follow-up information about energy-saving activities to reduce the cost of heating and cooling, supporting the student examination of energy use, energy efficiency and conservation.
- This energy quiz originates from http://www.energystar.gov/.
About the Pedagogy
- Educators can use this activity as an introduction to a unit on energy, sustainability, or climate.
- Educators can use this activity when discussing mitigation techniques and to encourage students to think about energy efficiency.
Technical Details/Ease of Use
- Educator must register and log in to website to access the lesson plan and associated links. This is free and should not hinder the access or use of the activity.
- The energy quiz is available in the lesson as a pdf-document.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN
- This lesson is part of the Connecticut Energy Education program. There are other activities on the program's website that can be used in conjunction with the Home Energy Quiz: http://www.ctenergyeducation.com/lessons.htm?cat=qwv6u0ax.
Next Generation Science Standards See how this Activity supports:
Disciplinary Core Ideas: 1
MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Cross Cutting Concepts: 3
MS-C5.3:Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
MS-C7.2: Small changes in one part of a system might cause large changes in another part.
MS-C2.2:Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Science and Engineering Practices: 2
MS-P6.8:Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and re- testing.
MS-P1.4:Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.
Disciplinary Core Ideas: 1
HS-ESS3.C2:Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.
Cross Cutting Concepts: 2
HS-C1.3:Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system.
HS-C5.3:Energy cannot be created or destroyed—only moves between one place and another place, between objects and/or fields, or between systems.
Science and Engineering Practices: 4
HS-P1.4:ask questions to clarify and refine a model, an explanation, or an engineering problem
HS-P4.1:Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
HS-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.
HS-P7.1:Compare and evaluate competing arguments or design solutions in light of currently accepted explanations, new evidence, limitations (e.g., trade-offs), constraints, and ethical issues