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Home Energy Quiz
http://www.ctenergyeducation.com//lesson.htm?id=n5hhdyyq

Connecticut Energy Education

Students take a Home Energy Quiz from the Energy Star Program to identify home improvements that could make their homes more energy efficient. 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.

Activity takes one class period.

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee 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

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

  • Teacher might have to research more up-to-date answers for the quiz. Questions still good.
  • Developer reports that resource will be updated fall 2015.
  • Low-income students may feel uncomfortable with costly suggestions for improving home energy loss - adjust accordingly.

About the Science

  • Activity provides ample information that explains why certain actions lead to energy efficiency and contains suggestions for improving the energy efficiency of a home.
  • This is an energy audit 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, but the Energy Star link is expired.

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

Next Generation Science Standards See how this Activity supports:

Middle School

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

Energy and Matter, Stability and Change, Cause and effect

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

Constructing Explanations and Designing Solutions, Asking Questions and Defining Problems

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.

High School

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

Patterns, Energy and Matter

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

Asking Questions and Defining Problems, Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence

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


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