Students put on their detective hats and research clues to uncover career facts. This cooperative learning activity accesses language arts and critical thinking skills as students try to conceal their own career while guessing the opposing teams’ careers.
Constance Beatty Kankakee, IL
La’Shree Branch Highland, IN
Jim M. Brown Saratoga Springs, NY
Mark Case Randleman, NC
Lisa Cephas Philadelphia, PA
Nina Corley Galveston, TX
Samantha Danielli Vienna, VA
Shannon Donovan Greene, RI
Michelle Garlick Long Grove, IL
Michelle Gay Daphne, AL
Nancy Gi ord Harwich, MA
Erin Gockel Farmington, NM
Robert Griegoliet Naperville, IL
DaNel Hogan Tucson, AZ
Greg Holman Paradise, CA
Barbara Lazar Albuquerque, NM
Robert Lazar Albuquerque, NM
Melissa McDonald Gaithersburg, MD
Paula Miller Philadelphia, PA
Hallie Mills St. Peters, MO
Jennifer MitchellWinterbottom Pottstown, PA
Monette Mottenon Montgomery, AL
Mollie Mukhamedov Port St. Lucie, FL
Cori Nelson Win eld, IL
Don Pruett Jr. Puyallup, WA
Judy Reeves Lake Charles, LA
Libby Robertson Chicago, IL
Amy Schott Raleigh, NC
Tom Spencer Chesapeake, VA
Jennifer Trochez MacLean Los Angeles, CA
Wayne Yonkelowitz Fayetteville, WV
The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multisided energy education programs.
NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org
In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.
NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials. To further research energy data, visit the EIA website at www.eia.gov.
www.need.org/educators/curriculum-correlations/
This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.
This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.
This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.
In Energy Career Enigma, student teams are each assigned a different energy-related career. Working cooperatively, students use their reading, brainstorming, and organizational skills to conceal the identity of their team’s career while trying to guess which careers the others represent.
NOTE: If you teach younger students, NEED’s curriculum sampler, Energy Careers Excursion, has some simple team-building and role-playing activities to help students understand how different people work together toward one goal. Older students thinking seriously about their career plans may be interested in the CTE-focused curriculum guides. You can download Your Future in Hydropower, Your Future in Wind Energy, and Your Future in Marine Hydrokinetics by clicking need.org/shop.
Students will be able to identify some careers that require a college degree, and some that do not.
Students will be able to explain how different energy efficiency careers overlap.
Energy efficiency is an industry that employs a wide variety of people.
Many valuable, well-paying careers do not require a college degree.
There are several jobs that combine desk work with field work.
Energy Career Enigma Infosheet (one copy per student), page 9
Energy Career Enigma Data Sheet (each group needs 10 Data Sheets, separated into stacks), page 11
Energy Career Enigma Clue Card (each group needs 10 Clue Cards), page 12
Energy Career Enigma Score Card (one per group), page 13
Energy Career Enigma Clue Order Envelope (one per group), page 14
Energy Career Enigma Career Clues (one paper copy of each), pages 15-24
Divide the students into seven groups with three to five students per group.*
Make copies of the Energy Career Enigma materials listed on the previous page.
Cut the Energy Career Enigma Clue Cards and clip together seven stacks of ten.
Cut the Energy Career Enigma Data Sheets and staple nine together in a stack. Staple together seven stacks of nine.
Set aside the remaining data sheets as they will be passed out individually.
Fold the Energy Career Enigma Clue Order Envelopes in half and tape the sides closed.
Download the pre-prepared Energy Career Enigma computer file from NEED.org/shop. Or, prepare the Energy Career Enigma Clues sheets to project for the class.
Choose seven out of the ten careers to assign to the groups. Next, place the Energy Career Enigma Clues for the seven careers you chose in separate clue order envelopes. Write the team number and name of the career in the space provided. You will need to determine the clue order for the three careers not represented by student groups.*
Intermediate, grades 6-8
Secondary, grades 9-12
2-3 45 minute class periods
NEED has more workforce development resources available to help students learn more about energy while exploring additional careers. Navigate to NEED.org/shop to download them.
The Energy Career Enigma computer file is a computerized method for revealing and displaying clues during game play. An Excel-based file can be downloaded for your use. Download either file and the instructions for use by visiting NEED.org/shop.
Place on each table one Energy Career Enigma Data Sheet, four Energy Career Enigma Infosheets Energy Career Enigma Clue Order Envelope face down.
*NOTE: Energy Career Enigma can be easily played with up to ten groups or fewer than seven groups. If playing with a different number of groups than specified in the instructions, you must adjust the number of copies and stacks of each sheet to reflect the number of groups playing.
Explain to the students that they will be working in small groups and how they must work together. Give students the following introduction:
The name of this activity is Energy Career Enigma. Everyone knows what the word energy means, and what a career is but the word enigma may be a mystery to you. Actually, a mystery is a good way to define enigma. So, if we put together the words ENERGY, CAREER, and ENIGMA, we get an activity in which teams look for clues about jobs in the energy industry. You will need to communicate with others, solve problems, and use your academic and critical thinking skills.
Read the following instructions to the students:
Each team has been assigned an energy career. To find out which energy career your team is, pick up your Energy Career Enigma Clue Order Envelope. Your team’s goal is to be the best at eliminating energy career enigmas. You will do this by identifying which energy career the other teams represent, using as few clues as possible. Naturally, it’s best if the other team(s) can’t guess which energy career you represent, or take a lot of clues guessing who you are, because this will give them a lower score.
The first thing you must do to become the best team of Energy Career Enigma eliminators is to learn something about your energy-related career. To accomplish this objective, each team has been given four Energy Career Enigma Infosheets. Each team also has an Energy Career Enigma Data Sheet. Someone from the team should write the name of your energy career in the space at the top of the data sheet. When the data sheet is completed, it will be for your eyes only; no other team should see it.
To successfully complete the data sheet, you’ll need to run an efficient team. This means each team will need a facilitator and a recorder. A facilitator keeps the session orderly and your team moving smoothly. The facilitator calls on people with their hands raised to prevent everyone from yelling out their facts all at once. They will point to members of the group, keeping pace with the writing speed of the recorder. The recorder writes down the information on the data sheet for the team. You have one minute to select your team’s facilitator and recorder. Now let’s look at the questions on the Data Sheet. The answers on them will be obtained from the Energy Career Enigma Infosheet.
The first question is easy to determine – either your career requires a college degree, or it does not. Check the appropriate box. Question two will require you to make a judgment about how much training is a short training period, or a moderate training period, and so on.
Read carefully for question three. The words “in the field” may not be explicitly stated in the career description, but you should be able to determine whether this career is done entirely in an office or if it some of it is not in an office – which is what “in the field” means.
Check any boxes in question four that apply to your career. It may be one, more than one, or none at all.
Question five provides a space to write down anything important that applies to your given career. This is a good place to note working conditions, special skills or aptitudes, or other considerations necessary for people employed in this career.
Read the following instructions to the students:
Now, each team should take out the six clues from their Energy Career Enigma Clue Order Envelope and arrange them in one column, A through F. Place your completed Energy Career Enigma Data Sheet next to this column. Your opponents will be constructing data sheets on your energy career using the same resources you did—keep this in mind as you complete the next task.
Starting with clue A, the facilitator should call upon members of the group to comment on the clue, e.g., this clue gives away too much information and why. You have two minutes to discuss the strengths and weaknesses of each of the clues.
You will need to decide which clues you will be giving to the opposing teams. The facilitator should lead a discussion on the pros and cons of keeping or eliminating each of the clues. You will need to select the four least revealing clues. These clues will be given to the opposing teams. Try to come up with these four clues as a group. When you’ve completed this task, take the two eliminated clues and put them back in the envelope because you no longer need them.
Now, you must arrange the remaining four clues so the first clue is the least revealing of the four, the second clue should be a little more revealing, and so on. You may decide as a team to arrange the clues so that they confuse your opposing teams. Put the least revealing clue on the top of the stack and the most revealing clue on the bottom. Once the clues are in order, write the order on the front of the envelope. Place all the cards back inside the envelope.
At the end of this unit, your group will explain to the class why you kept or eliminated each clue. What were your reasons for choosing the four clues that you kept? Why were the others eliminated? How did you decide on the order of the clues? You have ten minutes to select your clues, to write down your reasons for choosing or eliminating them, and to organize the clues from least revealing to most revealing. I will pick up your Energy Career Enigma Clue Order Envelopes when you are finished and check your rationale for clue selection.
Step
Pick up the Energy Enigma Clue Order Envelopes and give each team a stack of nine stapled Energy Enigma Data Sheets. Read the following instructions to the students:
Using the Energy Career Enigma Infosheets, develop Energy Career Enigma Data Sheets for the other nine careers. Be sure to indicate which energy career you are working on in the space provided at the top of each sheet. As a team, fill in all of the data sheets using the infosheets. Divide the nine sheets equally among the team members. During the activity, I will take away your infosheets — you can only use your Energy Career Enigma Data Sheets.
Option: You may use the Energy Career Enigma Computer File to reveal clues. You can download this file for free at NEED.org/shop
Give each team an Energy Enigma Score Card and a stack of ten Energy Career Enigma Clue Cards. Read the following instructions to the students:
I have placed ten Energy Career Enigma Clue Cards and an Energy Career Enigma Score Card on your table. Number the Energy Career Enigma Clue Cards one through ten. Write your team number and the name of your team’s energy career on the Energy Career Enigma Score Card.
Now, it is time for solving mysteries! Each team has given me the clue order for their energy careers, and I have chosen the clue order for the remaining careers*. Shortly, I will project the first clue for each of the ten careers on the screen. The first column of five clues will be for one through five, and the second column of clues for six through ten.
*If playing with less than ten groups.
Members of your team should write the information for each clue in the top box (marked Round 1) of the appropriate clue card. You must work together to complete all of the clue cards.
Your team will then have six minutes to decide if you wish to guess which energy career is represented by an opposing team. This is done by writing the number of the team on the line next to the career you think they represent on your Energy Career Enigma Score Card for Round One. For example, and this is not an answer, if you think Team One represents a truck driver, you would write a “1” on the line next to “Truck Driver” (if it were on the score card) for Round One.
Your team receives 30 points for guessing correctly during the first round, 25 points for the second round, 15 points for the third round, and 10 points for the fourth round. If you guess correctly, I’ll circle your choice and put the number of points you won on the line at the top of the score card. If your guess is wrong, I’ll put an X through your choice. At the end of the activity, I’ll deduct 10 points for every X or incorrect guess the team has made.
Before I reveal the clues, I will give the teams 90 seconds to devise a plan on how they will monitor the Energy Career Enigma Clue Cards. Here are the first clues for round one; write them in the top box (marked Round 1) on your Energy Career Enigma Clue Cards. You will have six minutes to make a guess for any or all of the ten careers. Remember, incorrect guesses will cost your team ten points. At the end of the six minutes no score cards will be accepted.
Allow students time to complete Round One, then read the following aloud to the students:
The first round is over. We will follow the same procedure as before, and you will have six minutes again to fill in any lines on your Energy Career Enigma Score Cards for Round Two. If you have already made a correct choice, there is no need to mark your choice in subsequent rounds.
Continue giving the same instructions and following the same scoring procedures for the remaining rounds. For rounds three and four allow only four minutes. After the fourth round, have teams add their scores and check their math.
Discuss with the students the following questions about the ten energy careers:
What type of questions might you ask about an unknown energy career?
1. Does the career require a college degree?
2. How much training does the career require?
3. What special certifications are required for this job?
4. Does this person work solely in an office, solely in the field, or a combination of the two?
5. What special skills or considerations must a person have to consider this career?
What things were similar about the different careers?
1. Which careers involve apprenticeships?
2. Which careers require a college degree?
3. Do any careers require a specific certification outside of a college degree?
4. Which careers involve working at heights or climbing or crawling around in small spaces?
5. Which careers are more dangerous? Which are less dangerous?
Read the following instructions to the students:
As a team, create one slide that has the four clues you kept on the top, and the two clues you eliminated on the bottom.
Provide a place for students to submit their team’s slides, and explain the procedure for doing so.
One team at a time will come to the front of the room and explain your team’s reasoning for keeping or eliminating the clues.
You can use the grading outline below, or come up with your own grading scheme.
Working together as a team while completing Energy Career Enigma Data Sheets—15 points
Working together as a team during the activity—10 points
The number of points a team receives based on the team’s Energy Career Enigma Score Card—60 points
Explanation to class—15 points
Large buildings like factories or schools require many people to keep them clean and running well. The person in charge of a building or group of buildings is a facilities manager, and some have earned the Certified Building Operator designation (BOC). A BOC has learned how to keep energy consumption down in the building or campus. Energy efficiency, water efficiency, HVAC controls, and other efficiency-related topics are part of the BOC certification coursework. BOC training has three tiers and can be completed by people who have at least two years’ experience in building operation and maintenance. A BOC may also need to be certified in other systems or areas, depending on their specific job requirements. A person who pursues BOC certification is often already an HVAC technician or electrician. A building operator may have an office they use to monitor equipment or complete paperwork, but they also are often out and about in the building or campus completing work.
Energy managers are in charge of managing the energy used in a building or group of buildings like a college campus. From their office, they work with facilities managers to make sure equipment is working properly and scheduled correctly to keep energy consumption down. Energy management might be this person’s only responsibility, or it might one part of a job with more responsibility. A Certified Energy Manager is a special certificate earned by professionals with a bachelor’s degree and experience in the energy industry, and who have completed a course and passed a test. Only those who have passed the test can use the CEM designation after their name. Some energy managers will have associate’s degrees and be working toward their bachelor’s degree; all CEMs have at least a bachelor’s degree or higher. Energy managers need to understand energy costs, financing, payback periods, and budgets and know how their utilities charge for electricity or natural gas.
Like any other vehicle, EVs require regular maintenance and sometimes repair of failed systems. An EV technician is someone trained to understand electric vehicles – their battery systems, motors, and other parts that move the vehicle. EV technicians have a good understanding of electrical systems and electricity in general as well as typical vehicle systems like transmissions and brakes. Many EV manufacturers offer certification programs for the EVs they make, and some trade schools offer associate’s degrees in EV maintenance and repair. EV technicians need to be able to stand for long periods of time, know how to use tools properly, and be able to troubleshoot and repair electric vehicles.
Because electricity can be deadly, proper knowledge of how electrical systems are wired and installed is needed to stay safe. Electricians are people who know how to be safe and how to correctly install or repair high voltage (transmission and distribution) or low-voltage (inside a building) systems. Most electrician programs are apprenticeships, and many are paid positions meaning the apprentice earns a paycheck while learning. Electricians may specialize in areas like utilities, controls, construction, or renewable energy by earning additional certifications beyond their apprenticeship and license. Electrician apprenticeships require a high school diploma and other qualifications like physical capability or prohibited substance testing. They have to haul heavy materials and tools to their worksite and need to be in good physical condition. Electricians have to strictly follow safety standards, and are therefore trained to work safely with electricity and in high places. Depending on the job, electricians may work indoors on a construction site or outdoors on electrical lines.
Energy auditors check buildings for energy use. They inspect things like temperature, humidity, light levels, air flow, and indoor quality while checking equipment, doors, windows, plumbing, and attic spaces for proper functioning and insulation. They collect data about how a building is using energy and report their findings along with recommendations to save energy. Some auditor jobs are entrylevel and trained on-the-job by utility companies to work with their customers at home. A Certified Energy Auditor must have at least a bachelor’s degree and three years’ work experience. Auditors have to be physically able to climb stairs and ladders and potentially able to fit into tight spaces, such as crawl spaces or mechanical rooms.
Architects provide the designs and construction drawings for new and renovated buildings. A green architect is one who has completed additional course work in sustainable building materials and methods and meets specific criteria set out by groups like LEED and EnergyStar. To work in an architectural firm, a person needs to earn a bachelor’s degree. To become a licensed architect with the ability to approve construction drawings, a person needs to pass a set of exams from the National Council of Architecture Registration Board and work a minimum number of hours with licensed architects overseeing their work. Green architects go one step further and earn endorsements from organizations identifying and recognizing builders, architects, and the buildings they create as being high performing, low impact structures.
Heating, ventilation, and air conditioning systems are called HVAC systems. An HVAC technician is a person who installs, maintains, and repairs equipment that heats, cools, and provides fresh air to spaces. They also may work on large-scale refrigeration equipment like walk-in coolers in commercial kitchens. HVAC technicians may specialize in residential or commercial systems, or they may work for a manufacturer, installing only their equipment. A high school diploma is needed to start working with a licensed HVAC technician as an assistant; to be fully HVAC licensed and certified in specific equipment types, additional classroom training is required. That training may be inhouse training with a certain company or manufacturer, or a trade school may provide certification or associate’s degrees in HVAC maintenance and repair. HVAC technicians need to be able to withstand extreme weather conditions while installing or repairing equipment, and need to be able to crawl into tight spaces or squeeze around other machinery in mechanical rooms.
Plumbers work with the pipes and devices that deliver clean water to your home and carry the wastewater away. They might work for a water utility or municipality, or they might work for a private company doing plumbing work in a home or commercial building. Because every building occupied by people for any length of time needs to have fresh, running water and rest room facilities, plumbers work in all kinds of buildings and circumstances all over the country. To become a plumber, a person needs to have a high school diploma and have been accepted to an apprenticeship program. Union apprenticeship programs are rigorous but also paid programs. These apprentices work fulltime hours with their training partners, then attend classes and complete homework assignments outside of work. Plumbers need to be physically capable of carrying heavy equipment and materials, climbing ladders, and crouching down to work for long periods of time. While most plumbers work regular Monday-Friday 9-5 jobs, plumbing emergencies happen and they may be called late at night or on a weekend to make a repair.
Any solar system with solar panels and related equipment, whether large or small, needs to be installed properly; this is the job of a solar installer. Photovoltaic, or solar panel, systems are designed specifically for the location where they are being installed. Residential systems are sized to meet the needs of the family living in the home; commercial systems, such as for a school or shopping center, will provide most of the electricity for the business; utility systems will function much like a power plant, in that they provide electricity for the community around them. Utility systems are quite large and are often installed in an empty field or someplace similar. The racking, wiring, and special equipment like inverters and charge controllers that go along with the solar panels themselves are all things a solar installer needs to know. They spend time in an office designing the system, and then go to the location where the system will be installed and do the work. Solar installers are often licensed electricians with additional certifications in solar systems. Some solar system companies will train high school graduates in-house to be assistants; someone who designs, sites, and installs a solar system will have several years’ post-secondary education. That education can be from an apprenticeship or provided at a community or technical college.
Weatherization technicians (WTs) focus primarily on heating and cooling equipment in homes. They might do routine inspections and maintenance on this equipment, but they won’t do repairs of any problems they find. They will also inspect attics and basements for proper insulation and install insulation, weatherstripping, and caulking as needed to reduce air infiltration. Some weatherization technicians also check water heaters and the flow rates of bathroom and kitchen faucets. Some weatherization tech jobs are entry-level positions, but about one-fourth of WTs have an associate’s degree or higher. WTs need to be able to climb stairs and ladders, and work outdoors in all weather.
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License Safety training
5. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License Safety training
5. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License Safety training
5. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License Safety training
5. Facts particular to career
Team
____Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician
Career:
Weatherization Technician Points Won (game leader’s use only)
Energy Auditor
Green Architect
HVAC Technician
Plumber
Solar Installer
NOTES: Subtract 10 points for every incorrect answer. If you have already made a correct choice, do not mark your choice again in subsequent rounds.
Round One 30 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber __Solar Installer __Weatherization Technician
Round Three 15 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber __Solar Installer __Weatherization Technician
Round Two 25 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber __Solar Installer __Weatherization Technician
Round Four 10 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber __Solar Installer __Weatherization Technician
This can be an entry-level position.
Certification requires a bachelor’s degree, plus experience.
1C
This person collects energy use data and makes energy saving recommendations. 1D
This person works in many types of buildings, all over the building.
1E
This person must be able to climb stairs and ladders. 1F
This person must know how to safely move about in mechanical rooms and spaces.
Team 1 Energy Auditor
This person works on designs with residential and commercial customers.
This person has usually completed an apprenticeship with additional certification.
This person sometimes needs to work in high places. 2D
This person must adhere to safety standards for electricity and high places.
Some training for this job can be done in-house, but most must be done at a technical or community college. 2F
This person needs to be able to stand the heat.
This person’s work can be a sticky situation.
This person can find problems but cannot fix them.
This is often an entry-level position, but one-fourth have an associate’s degree or higher.
This person climbs stairs and ladders, crawls around in crawl spaces and attics, and does some work outdoors. 3E
This person will help you stay warm in winter and cool in summer.
This person may end up in hot water if not careful. Team 3 Weatherization Technician
This person works with other people to control energy consumption.
This person has an office for paperwork and monitoring controls.
To be certified, this job requires a bachelor’s degree plus several years work experience.
This person can be in charge of one building or a group of buildings.
Understanding finance is an important skill on this job.
Sometimes this is a person’s only job responsibility, and sometimes it is combined with other responsibilities.
Team 4 Certified Energy Manager
This person is always on the go.
This job requires knowledge of tools and their proper use. 5C The manufacturers of equipment often train this person to work on that equipment.
All people in this field have some certifications specific for it, and many have associate’s degrees from a trade school. 5E
This job requires a good understanding of electricity.
This person needs to be able to stand for long periods of time.
6A
Many people in this field are trained in-house by their employers or the manufacturers of the equipment they work with. 6B
Licensed individuals in this field have completed formal education as an apprentice or at a technical college.
6C This job could blow you away. 6D
This person works on homes or schools, but usually not both.
6E
This person climbs stairs and ladders, crawls around in crawl spaces and attics, and does some work outdoors.
6F
This person will help you stay warm in winter and cool in summer.
Team 6 HVAC Technician
7A
This person can be in charge of one building or a group of buildings.
This person has an office for paperwork and monitoring controls.
7C
This person may also be certified in other areas besides this specific title.
This person can be certified with a few years’ experience and after completing the required coursework. 7E
This person monitors energy use in a building or group of buildings.
This job usually requires several years’ experience, and many in this field have associate’s degrees.
8A
Licensed individuals in this field have completed formal education as an apprentice or at a technical college. 8B
This person climbs stairs and ladders, crouches down, and crawls around in crawl spaces and attics.
8C
This person usually works Monday-Friday 9-5 but can be called in for emergencies. 8D
This job may be involved in construction, but may also be called to solve problems or do renovations.
If not done correctly, this career goes down the drain. 8F
This job requires carrying heavy tools and supplies.
9A
This job requires at least a bachelor’s degree, plus additional certifications. 9B
This person works on designs with residential and commercial customers. 9C
To be licensed, this person must pass a set of exams and complete a minimum amount of time on the job. 9D
Most of this person’s work is done in an office, with a few trips to jobsites on occasion.
9E
This person develops the plans that others will use to complete the project. 9F
This career requires strict compliance to safety and engineering standards and codes.
Team 9 Green Architect
Licensed individuals in this field have completed formal education as an apprentice or at a technical college.
This job requires strict compliance with safety standards and codes.
This job may be involved in construction, but may also be called to solve problems or do renovations.
This person’s job is mostly Monday-Friday, with some extra work on weekends and evenings. 10E
This person climbs stairs and ladders, crawls around in crawl spaces and attics, or may exclusively work outdoors.
People who want a charge out of life may enjoy this job.
Team 10 Electrician
1. Did you conduct the entire activity?
2. Were the instructions clear and easy to follow?
3. Did the activity meet your academic objectives?
4. Was the activity age appropriate?
5. Was the allotted time sufficient to conduct the activity?
6. Was the activity easy to use?
Yes
Yes
No
No
No
7. Was the preparation required acceptable for the activity? Yes
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you teach this activity again?
Yes
Yes
Yes
No
No
No
No Please explain any ‘no’ statement below. How would you rate the activity
How would your students rate the activity
What would make the activity more useful to you?
Other Comments:
AES
AES Clean Energy Development
American Electric Power Foundation
Appalachian Voices
Arizona Sustainability Alliance
Atlantic City Electric
Avangrid
Baltimore Gas & Electric
Berkshire Gas - Avangrid
BP America Inc.
Bob Moran Charitable Giving Fund
Cape Light Compact–Massachusetts
Celanese Foundation
Central Alabama Electric Cooperative
CITGO
The City of Cuyahoga Falls
Clean Virginia
CLEAResult
ComEd
Con uence
ConocoPhillips
Constellation
Delmarva Power
Department of Education and Early Childhood
Development - Government of New Brunswick, Canada
Dominion Energy, Inc.
Dominion Energy Charitable Foundation
DonorsChoose
East Baton Rouge Parish Schools
East Kentucky Power Cooperative
EcoCentricNow
EDP Renewables
EduCon Educational Consulting
Elmo Foundation
Enel Green Power North America
EnergizeCT
ENGIE
Entergy
Equinix
Eversource
Exelon
Exelon Foundation
Foundation for Environmental Education
FPL
Generac
Georgia Power
Gerald Harrington, Geologist
Government of Thailand–Energy Ministry
Greater New Orleans STEM
GREEN Charter Schools
Green Power EMC
Guilford County Schools–North Carolina
Honeywell
Iowa Governor’s STEM Advisory Council -
Scale Up
Iowa Lakes Community College
Iowa State University
Illinois Clean Energy Community Foundation
Illinois International Brotherhood of Electrical
Workers Renewable Energy Fund
Independent Petroleum Association of New Mexico
Intuit
Iron Mountain Data Centers
Kansas Corporation Energy Commission
Kansas Energy Program – K-State Engineering
Extension
Katy Independent School District
Kentucky Environmental Education Council
Kentucky O ce of Energy Policy
Kentucky Power–An AEP Company
Liberty Utilities
Llano Land and Exploration
Louisiana State Energy O ce
Louisiana State University – Agricultural Center
LUMA
Marshall University
Mass Save
Mercedes Benz USA
Minneapolis Public Schools
Mississippi Development Authority–Energy Division
Motus Experiential
National Fuel
National Grid
National Hydropower Association
National Ocean Industries Association
National Renewable Energy Laboratory
NC Green Power
Nebraskans for Solar
NextEra Energy Resources
Nicor Gas
NCi – Northeast Construction
North Shore Gas
O shore Technology Conference
Ohio Energy Project
Oklahoma Gas and Electric Energy Corporation
Omaha Public Power District
Ormat
Paci c Gas and Electric Company
PECO
Peoples Gas
Pepco
Performance Services, Inc.
Permian Basin Petroleum Museum
Phillips 66
PowerSouth Energy Cooperative
PPG
Prince George’s County O ce of Human Resource Management (MD)
Prince George’s County O ce of Sustainable Energy (MD)
Providence Public Schools
Public Service of Oklahoma - AEP
Quarto Publishing Group
The Rapha Foundation
Renewable Energy Alaska Project
Rhoades Energy
Rhode Island O ce of Energy Resources
Salal Foundation/Salal Credit Union
Salt River Project
Salt River Rural Electric Cooperative
Schneider Electric
C.T. Seaver Trust
Secure Solar Futures, LLC
Shell USA, Inc.
SMUD
Society of Petroleum Engineers
South Carolina Energy O ce
Southern Company Gas
Snohomish County PUD
SunTribe Solar
TXU Energy
United Way of Greater Philadelphia and Southern New Jersey
United Illuminating Unitil
University of Iowa
University of Louisville
University of North Carolina
University of Northern Iowa
University of Rhode Island
U.S. Department of Energy
U.S. Department of Energy–O ce of Energy
E ciency and Renewable Energy
U.S. Department of Energy - Solar Decathlon
U.S. Department of Energy - Water Power
Technologies O ce
U.S. Department of Energy–Wind for Schools
U.S. Energy Information Administration
United States Virgin Islands Energy O ce
Vineyard Wind
Virginia Cooperative Extension
Virginia Natural Gas
Vistra Energy
We Care Solar
West Virginia O ce of Energy
West Warwick Public Schools