US Department of Energy
Video length: 2.75 min.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 1 Disciplinary Core Idea, 1 Cross Cutting Concept
High School: 6 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
Other materials addressing 1a
4.1 Humans transfer and transform energy.
5.4 Economic factors.
6.5 Social and technological innovation.
Notes From Our Reviewers
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About the Science
- Examines a small but important use of solar energy in buildings for energy efficiency.
- The introductory video is not a comprehensive instructional tool.
- Passed initial science review - expert science review pending.
Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEANhttp://www.energy.gov/eere/videos
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 1
MS-PS4.B1:When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.
Disciplinary Core Ideas: 6
HS-ESS3.A1:Resource availability has guided the development of human society.
HS-ESS3.A2:All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors.
HS-ETS1.A1:Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them.
HS-ETS1.A2:Humanity faces major global challenges today, such as the need for supplies of clean water and food or for energy sources that minimize pollution, which can be addressed through engineering. These global challenges also may have manifestations in local communities
HS-ETS1.B1:When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts.
HS-PS3.D1:Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment.
Cross Cutting Concepts: 2
HS-C5.2:Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that 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.