Standards Connections
Next Generation Science Standards
SCIENCE AND
ENGINEERING PRACTICES
SAMPLE STUDENT ENGAGEMENT, GRADES 9–12
Constructing Explanations
Examine the structure and energy efficiency of the light bulb
through its 150-year history, from incandescent to compact
florescent to LED bulbs (for example, see “The History of the
Light Bulb,” U.S. Department of Energy at energy.gov/articles/
history-light-bulb). Choose another product or service that uses
energy, and—after analyzing its essential components—develop
a design for a more energy efficient version of it.
and Designing Solutions
Obtaining, Evaluating, and
Communicating Information
94
Create a brochure describing different methods (such as cisterns
and graywater and blackwater systems) that families can use
to collect, store, reuse, and recycle water locally. Discuss the
constraints that families residing in multiunit or public housing
buildings may have. Include information about how reducing water
use means that less water needs to be treated. Include both text
and graphics to convey the information.
CROSSCUTTING CONCEPTS
SAMPLE STUDENT ENGAGEMENT, GRADES 9–12
Cause and Effect
Explore the relationship between saving water and saving energy,
identifying specific actions individuals can take to save both.
Calculate the amount of water and energy that could be saved
by the entire city if everyone took one or more of these actions.
Structure and Function
Investigate the “whole house systems approach” to designing
an energy-efficient home. (For an overview, visit energy.gov/
energysaver/articles/whole-house-systems-approach.) Design
a home for your geographic region that optimizes energy use.
BIG IDEAS
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Grades 9–12
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SAN FRANCISCO PUBLIC UTILITIES COMMISSION