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Energy 101: Daylighting
http://www.energy.gov/eere/videos/energy-101-daylighting

US Department of Energy

This video introduces the concept of daylighting - the use of windows or skylights for natural lighting and temperature regulation - and how it is one building strategy that can save operating costs for homeowners and businesses.

Video length: 2.75 min.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee 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

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • An interesting example about reducing the energy demands of buildings.

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.

About the Pedagogy

  • A good video to use when talking about energy use in the building sector.

Technical Details/Ease of Use

  • Interesting visuals accompany narration.
  • Includes closed captioning.

Related URLs These related sites were noted by our reviewers but have not been reviewed by CLEAN

http://www.energy.gov/eere/videos

Next Generation Science Standards See how this Video supports:

Middle School

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.

Cross Cutting Concepts: 1

Energy and Matter

MS-C5.4:The transfer of energy can be tracked as energy flows through a designed or natural system.

High School

Disciplinary Core Ideas: 6

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.

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.

Cross Cutting Concepts: 2

Energy and Matter

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.


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