Thirteen/WNET.org , Teachers' Domain
Video length: 3:58 minutes.Learn more about Teaching Climate Literacy and Energy Awareness»
See how this Video supports the Next Generation Science Standards»
Middle School: 3 Disciplinary Core Ideas, 2 Cross Cutting Concepts
High School: 10 Disciplinary Core Ideas, 2 Cross Cutting Concepts
About Teaching Climate Literacy
4.1 Humans transfer and transform energy.
6.2 Conserving energy.
6.8 Calculating and monitoring energy use.
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 |
- Additional 'What's Up in the Environment' resources can be found here: http://www.thirteen.org/edonline/wue/index.html
About the Science
- This video offers the vantage point of a 13-year-old as he and his family take actions to reduce energy consumption in their own home. It explains how a net-zeo home works and includes information about energy efficiency in the home.
- Comments from expert scientist: They mentioned their ability to reduce their energy use by 50%, which is important. In my experience, most homeowners can do this.
About the Pedagogy
- Background information, discussion questions, and a printed transcript accompany the video segment.
- Additional links to learn more about energy are provided in the background information.
- Students may relate to the age of the boy narrating the video and might be encouraged to discuss with their parents how they can make changes in their own homes.
Technical Details/Ease of Use
- When viewing online, the full-screen mode is pixilated. A high-resolution version can be downloaded.
Next Generation Science Standards See how this Video supports:
Disciplinary Core Ideas: 3
MS-ESS3.A1:Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.
MS-PS3.A4:The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects.
MS-PS3.A5:The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material.
Disciplinary Core Ideas: 10
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-PS3.A1:Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms.
HS-PS3.A2:At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy.
HS-PS3.A3:These relationships are better understood at the microscopic scale, at which all of the different manifestations of energy can be modeled as a combination of energy associated with the motion of particles and energy associated with the configuration (relative position of the particles). In some cases the relative position energy can be thought of as stored in fields (which mediate interactions between particles). This last concept includes radiation, a phenomenon in which energy stored in fields moves across space.
HS-PS3.B2:Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems
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-PS3.D3:Solar cells are human-made devices that likewise capture the sun’s energy and produce electrical energy.
HS-PS4.B1:Electromagnetic radiation (e.g., radio, microwaves, light) can be modeled as a wave of changing electric and magnetic fields or as particles called photons. The wave model is useful for explaining many features of electromagnetic radiation, and the particle model explains other features.
HS-PS4.B3:Photoelectric materials emit electrons when they absorb light of a high-enough frequency
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.