Energy Careers Excursion
2024-2025
Hands-on experiments and background information that allow students to explore the different forms of energy and how they are transformed. Students master forms of energy and their transformations, and then teach others what they have learned and how it can be visualized in the world around them.
Grade Level:
Subject Areas:
Teacher Advisor y Board
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
NEED Mission Statement
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.
Permission to Copy
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
Teacher Advisory Board
In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing and promoting standardsbased energy curriculum and training.
Energy Data Used in NEED Materials
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
Energy Careers
Standards Correlation Information
www.need.org/educators/curriculum-correlations/
Next Generation Science Standards
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.
Common Core State Standards
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.
Individual State Science Standards
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.
Energy Career Excursion Materials
The table below contains a list of materials needed to complete the activities in this suite. Many of the materials can be found in a common lab setting, or easily procured from a grocery, craft, or home improvement store. Refer to the activity instructions for more specifics about each item. Contact NEED if you have any questions or difficulty locating a certain item.
ACTIVITY
Career Excursion
Soft Skills Soiree
Company Design Challenge
Personality Party
Energy Industry Guess Who?
Careers Round Up
Energy Careers in the Round
MATERIALS NEEDED
Computer with internet access
Art supplies (optional)
Timer or watch
Variable based on design challenge selected
Art supplies, scissors, and tape
Cups
Rubber bands
String
Cardstock
Scissors
Cardstock, 3 colors
Manilla folder (legal size if available)
Cardstock or posterboard or
Digital slide deck
Cardstock
Art Supplies (optional)
Posterboard (optional)
Teacher Guide
&Background
What do you want to be when you grow up? Some of us still don’t know! We start asking kids at a very young age and record their ideas each year as they start a new school year. Some kids have a strong calling, from early childhood, pulling them in a certain direction. Others change their minds rapidly and often as they experience new things; even adults do this. One thing is for certain, students often have a tough time understanding just how many different career opportunities and paths exist in the world around them. The list is much broader and more diverse than doctor, lawyer, teacher, the President, and firefighter.
The energy industry employs more than 8.1 million Americans, according to the U.S. Energy and Employment Report (DOE, 2023). The number of jobs and opportunities is only expected to grow and change as our energy needs change. No matter what affinities our students may have towards a subject area, they all possess the ability to be good co-workers and productive employees. The activities in this sampler aim to help students understand career opportunities in energy-related fields, while also identifying the soft skills and personality traits that make them stand out in workplace environments.
As students progress through the sampling of activities, they will first get a glimpse of a few of the various jobs in the energy industry, and how many of them might just have cross-over into other industries. Soft Skills Soiree has students begin to identify and practice their soft skills to develop an elevator pitch about themselves. In Company Design Challenge, students will form a start-up company to look at how they might staff and complete an engineering and design task from the top-down perspective, all the while looking closely at teamwork and continuing to refine their soft skills. Personality Party has students take turns role-playing different workplace personalities to identify how they could help or hinder in performing a task. Finally, three fun activities introduce students to a variety of careers available within the energy industry.
Check out NEED’s energy source guides for more specific and detailed profiles of energy industry careers, as well as career games and process activities. NEED looks forward to adding to this information as we edit each year. For a more detailed look at careers within NEED curriculum, check out the content map on page 8.
2Unit Preparation
Preview the activities in the unit and decide which activities you will use.
Gather materials needed for activities and prepare any copies.
Depending on the age/ability of your students or for topical relevancy, it may be helpful to pre-select career options for some of the activities. Consult the sample list of careers on page 7 or create your own.
Unit Extension
As a way to show off student work, host a career fair or expo. Invite energy industry experts, other community members, and/or parents to share about their careers as well.
Energy Industry Career List
Ever wonder what career opportunities exist for you? The list below relates to opportunities in energy related fields. In fact, the energy industry employed more than 8.35 million people in 2023, based on U.S. Department of Energy research. According to the U.S. Department of Labor’s Bureau of Labor Statistics, these jobs aren’t expected to decline much in the next decade or more, with many reports suggesting lots of growth in every energy sector. They also report that energy efficiency and “green energy jobs” like environmental scientist, environmental health specialist, solar photovoltaics installer, and wind turbine service technician are among the fastest growing fields with a greater median annual wage than other occupations.
The energy industry includes much more diversity in job types than engineer, technician, and electrician. These jobs can exist in public, private, or non-profit companies. Explore the list and links provided by your teacher. You might be surprised to find that many of these careers could be applicable in vastly different companies. This list is just a start, and the list could expand greatly based on the goals of the company, the energy sources involved, or the technologies used! The list is separated by careers that might keep you out of the traditional office setting, in a plant, in a lab, outdoors, or in the field; careers that will have you on most days in the office; and careers that might offer a mix of the two, hybrid. As always, it’s important to consider that with each career and employer, the scenario can change. Talk to the experts and do your research!
In the Field
Biologist/Microbiologist
Certified Energy Manager/Building Specialist
Chemist
Construction
Driller
Driver
Drone Pilot
Electrician
Equipment or Plant Operator/Technician
Geoscientist
Hazardous Materials Removal/Cleanup
Hydrologist
Installer
Lineworker
Machinist
Maintenance/Repair
Mechanic
Operating Engineer
Plumber/Pipefitter/Steamfitter
Radiation Scientist
Research Scientist
Safety Inspector
Service Technician
Service Unit Operator
Soil Scientist
Surveyor
Welder
In the Office
Account Manager
Accountant
Attorney
Business Development
Communications/Public Relations
Community Engagement
Computer System Analyst
Corporate Relations
Data Scientist/Analyst
Dispatcher/Distributor
Economist
Energy Trader
Estimator
Financial Analyst
Human Resources Specialist
Information Technology & Security
Manager
Marketing/Promotions
Meteorologist
Software Developer
Transmission System Operator
Hybrid Architect
Consultant
Emergency Medical Technician
Engineer
Building Automation Systems
Chemical
Civil
Computer/Software
Electrical
Environmental
Geophysical/Geological
Industrial
Lighting
Marine/Ocean
Materials Science
Mechanical
Mineral
Nuclear
Petroleum & Natural Gas
Geospatial Information Systems
Health Physicist
Nurse/Physician
Project Manager
Reliability Specialist/Engineer
Salesperson
Training Coordinator
NEED Energy Careers Content Map
Looking for more energy career-focused activities and content? Check out the list below and download any of the titles to begin incorporating career and workforce development-focused activities into your lessons. Download these and more at www.NEED.org/shop.
Guide/Unit Title Description
Building Science
Students get an inside look at how building managers and energy experts monitor energy consumption and inform energy solutions in homes and commercial spaces.
Coal Curriculum This K-12 unit covers everything students might want to know about using coal for electricity generation and industry.
Energy Efficiency
Career Enigma
This trivia game helps introduce students to careers in energy efficiency.
Exploring Hydroelectricity Part of a K-12 unit on hydropower, the high school-focused curriculum helps expose students to careers in the hydropower industry.
Fossil Fuels to Products This curriculum helps students to understand the “downstream” portion of the petroleum industry, and how it creates products and fuels our daily activities.
My Future Energy Career Explore skilled trades and professional careers using science trade books and hands-on station activities.
Nuclear Curriculum Energy from Uranium and Exploring Nuclear help students to understand how we harness energy from nuclear fission.
Oil and Natural Gas
Curriculum
School Energy
Curriculum
This curriculum covers everything hydrocarbons – from formation to consumption of oil and natural gas. The unit covers K-12 in three different guides.
Students use their school building as a learning laboratory to audit energy consumption in a building.
Grade Level/Focus Career-Focused Activities to Try
Intermediate
Building Performance Diagnostics
High Performance Energy House Design Challenge
Elementary, Intermediate, Secondary
Intermediate, Secondary
Secondary
Baseload Balance
Coal Careers Trading Cards
Careers in the Coal Industry
Coal Resume and LinkedIn™ Templates
Try the game!
Careers in the Hydropower Industry
Hydropower Career Guess Who
Baseload Balance
Hot Topics in Hydropower
Intermediate, Secondary
Careers in the Oil and Natural Gas Industry
Industry Professional Q&A
Oil and Natural Gas Industry in the Round
Oil and Natural Gas Careers Game
Primary
Intermediate, Secondary
Elementary, Intermediate, Secondary
Elementary, Intermediate, Secondary
Welder, Architect, Electrician
Careers in the Nuclear Industry
Nuclear Energy Expo
Nuclear Power Plant Hearing
Careers in the Oil and Natural Gas Industry
Oil and Natural Gas Industry in the Round
Oil and Natural Gas Careers Game
The Natural Gas Chain
Student Energy Audit
Guide/Unit Title Description
Solar Careers Pathways or Introduction to Solar Photovoltaics
Wind and Offshore Wind Curriculum
Wind for Schools
Your Future in Hydropower
Your Future in Marine Hydrokinetics
These units are geared for students and those undertaking a career change. Students will learn all of the basics necessary for becoming a solar installer.
This curriculum covers everything wind – from the formation of wind, to wind turbines, to offshore. The unit covers K-12 in several different guides
This unit is geared for classrooms studying wind turbines in their local area, but is great for any students interested in wind energy.
Designed for the CTE classroom, this unit aims to prepare students for possible careers in the hydropower industry.
Designed for the CTE classroom, this unit aims to prepare students for possible careers in the emerging field of marine energy.
Grade Level/Focus Career-Focused Activities to Try
Secondary, CTE, Workforce
Primary, Elementary, Intermediate, Secondary
Elementary, Intermediate, Secondary
Secondary, CTE
Try them all!
Secondary, CTE
Siting and Permitting activities
Wind Careers Profile Page
Offshore Wind Developer
Siting & Mapping
Wind Turbine Point of View
Landing Your Dream Job in Hydropower
Careers in the Hydropower Industry
Personality Party
Marine Hydrokinetics Career Profiles
Model Wave Generator
Activity: Career Excursion
&Background
This activity aims to help students become acquainted with careers that might exist in the energy industry, and even beyond. A baseline list of careers is provided. Students can be assigned a career or select a career from the list on page 7, and research and prepare one of the suggested formats to display information about the career chosen. Ultimately, students should share their findings with each other as a museum walk, in classroom presentations, through a class website, or even through game play, so that students can become acquainted with types of careers available in the energy industry, similarities to other industries/crossover, skills sets required, and even how quickly they can expect to make their first million (wishful thinking).
Objective
Students will be able to describe possible careers available within the energy industry.
Time
1-3 class periods, depending on the activities selected
Materials
Computer with internet access
Copies of handouts, as needed
Art supplies (optional)
2Preparation
Preview the list of careers on page 7 and the procedure below. Decide if you will pre-assign or allow students to select their own careers.
Look over the activity suggestions and prepare copies or digital access for the selected item(s). The trading card is the least robust item, while the résumé and the LinkedIn™ template are more detailed. Decide if you will adapt or add to the requirements. If you prefer students to complete the activity digitally, set up the templates for them to be able to complete and submit their work online.
Prepare a list/add to the list of sites students can access for their research.
Gather examples of trading cards, résumés, and LinkedIn™ profiles that might help students to complete their work.
Prepare copies of the blank templates on pages 12-14, if desired.
Procedure
1. As an introduction to careers in energy and science, ask students what they think of when they hear “scientist.” Have students do a quick drawing/scene or write a descriptive paragraph to showcase what a scientist might look like, might act like, might do each day, and where they might work. Have students show their drawings to each other or read their passages. Are there any similarities or differences? Are there any stereotypes that might have crept in? Make it a point to address these stereotypes or areas where gaps in gender, age, and race might exist. Ask students how adding more diversity to a workplace could improve it. Provide examples where you might be able to. Ask students what characteristics of a job or workplace might be desirable or undesirable.
2. Show students the Energy Industry Career List. Explain that, as a part of your energy unit, students will each explore a different career in the energy industry, a very important STEM field, to show students what options might be possible for their future in this constantly changing industry. Read the top section of the list together.
3. Depending on the age and abilities of your students, you may opt to cut students loose to peruse the list and pick a career they have an interest in. You may also choose to discuss the list and how it is broken down. For younger students, it may be helpful to help them select their career or pre-select careers ahead of time.
4. Explain to the students that they will be researching their career and creating some form of career-oriented handout or digital design to show off their research and explain their career to the class.
5. Show the class the templates and give instructions for using research to fill in the template of your choosing, be it the networking template, résumé, or trading card. You may opt to allow students to complete their choice of template. They may need to be creative and make a character who might work in that field, or they may use their own name and personality. Explain how students will showcase their work when complete, and when their work must be submitted.
6. As necessary, explain to students that résumés are used to market yourself to employers and let them know, without meeting you, what you might be able to accomplish. Explain that LinkedIn™ is an example of a web-based networking tool that allows workers to show off work they have completed, connect with others in their industries and beyond, share resources, and that it can often help place them into new or advanced positions.
7. Give the class time to present or explore each other’s work and learn about the various careers in the energy industry. Conduct a class discussion about the similarities and differences between jobs in the field, in the office, and in both settings, and how these jobs might compare to similar jobs in other industries. Ask students to write about the career they might be most interested in based on what they’ve learned from their classmates.
Additional Resources
Career One Stop - https://www.careeronestop.org/
Center for Energy Workforce Development, Get into Energy - https://www.getintoenergy.com
NOVA LABS, Career Resources - https://www.pbs.org/wgbh/nova/labs/opportunities/resources/
Science Buddies - https://www.sciencebuddies.org/science-engineering-careers
U.S. Department of Labor, Bureau of Labor Statistics Student Page - https://www.bls.gov/k12/
USA.Gov - https://www.usa.gov/jobs-careers
Workforce Solutions - http://www.wrksolutions.com/for-individuals/career-exploration
Workforce Solutions, When I Grow Up Lessons - http://www.wrksolutions.com/for-individuals/career-exploration/when-i-grow-up
Extensions
Create a classroom “LinkedIn™” website for students to network with each other. Post a discussion board and require that students ask each other questions about their careers, share articles or news stories about their jobs, or engage in other discussion.
Where possible, seek out energy industry professionals, or folks in similar careers as those assigned to your students. Ask students to interview the professionals and share their interviews with the class.
Hold a career day in the classroom. Invite professionals to come speak with and network with the class. Ask students to share their findings with the professionals and ask them questions.
Résumé Template
Employment Objective
First and Last Name
Address, City, State, Zip Phone number and E-mail address
Brief one- or two-sentence statement describing the ideal or desired employment position for this applicant.
Experience
Most recent relevant job related to desired position
Company Name, City, State Responsibilities
Skills Acquired
Next most recent relevant job related to desired position
Company Name, City, State Responsibilities
Skills Acquired
Third employment position, may or may not be relevant
Company Name, City, State Responsibilities
Skills Acquired
Education
Month/year range in this position
Month/year range in this position
Month/year range in this position
Graduate School (if applicable) Years Attended City, State
Degree attained and date
Major
Anything else relevant, such as awards, honors, distinctions, or research area(s)
College or Trade School Years Attended City, State
Degree attained and date
Major/minor
Anything else relevant, such as awards, honors, or distinctions
High School Years Attended City, State
Year Graduated
Relevant classwork or focus
Career Networking Template
NAME:
Trading Card Template
My education and certification requirements are:
I am good at:
Fun facts about my job:
JOB TITLE:
JOB DESCRIPTION:
Activity: Soft Skills Soiree
&Background
We’ve all had that one co-worker – the one who doesn’t listen, or the one that has terrible communication skills, or the one who never pitches in on team projects. Well, maybe we’ve got a few of THOSE co-workers. This activity hopes to introduce students to the skills and traits that make a good worker – no matter what industry or job type a student may enter. In fact, these skills, often called soft skills, are important skills for everyone – garbage collectors, CEOs, food servers, accountants, radio hosts, and even e-sports! Folks with little job experience can win over a future employer by having the right attitude and strong soft skills. Students will be grouped in small groups to try and solve a challenge. They will identify skills and traits that were helpful in solving the challenge, and brainstorm things about themselves that might be helpful in working with a team. They will then use these skills and ideas to create a 30 second elevator pitch about themselves.
Objective
Students will be able to describe the traits and skills that are essential to being a good worker and team player.
Time
1 class period
Materials
Timer
2Preparation
Prepare a copy of the Soft Skills Checklist on page 17 for display, or prepare copies for the class.
Search and preview example videos of student–friendly elevator pitches, and how-to clips.
Prepare an open space for completing the human knot activity, or determine a similar icebreaker to utilize in place of the knot activity.
Procedure
1. Ask students to brainstorm a list of qualities they might want in a partner for a group project. Go over the list as a class. Ask them how they might adjust their answers if they were thinking about a principal and teachers in a school. What might make them good coworkers; a good boss?
2. Put students into small groups of 5 to 10 students. You may opt to do this as an entire class if you wish. Have the groups stand in a circle facing each other. Explain that they will reach out to shake hands with other players, and each hand should hold the hand of a different person in the group. They are making a human knot!
NOTE: Alternative examples of team building–style challenges could be used in place of the human knot if students are not able to appropriately complete the human knot.
3. Explain to the groups that they now have to figure out how to untangle their bodies without letting go of each other’s hands. Give a time limit but avoid giving prizes or excessive praise for groups who finish first. The point is to work together; for some groups, success will be measured differently than others.
4. After the time has expired, ask students to return to their seats and jot a list of observations. Have them try to make a list of two helpful things that their group or group members did to solve the challenge. Have them make a list of two unhelpful things that their group or group members engaged in that made the task more challenging or frustrating. Ask the class to share examples if you feel comfortable doing so without alienating students.
5. Display and discuss the Soft Skills Checklist. Discuss the list items and give examples where necessary. Ask students to identify some of the items on the list that might have been involved in untying their knots. Have students make a list of their top 3 soft skills.
6. Explain to the class that we often find new opportunities based on chance or brief interactions with others. In most situations, a person may not have a ton of time to talk with you, and they may often suffer from a short attention span. For this reason, showing good soft skills and being able to engage in a quick discussion, share short stories, or describe personal attributes can be as important as having background knowledge and expertise or set you apart from others with similar expertise. A future employer will more than likely wish to see evidence of a few of these skills. Showing command of these can translate into future opportunity that might not have existed before.
7. Show the class examples of an elevator pitch. Explain that students are each in the running for a student of the year award at school! Each student will need to create a 30 second (maximum) pitch or speech that they could give if they saw the voting committee in the hallway, at recess, in the elevator, or in the lunch line.
8. Give students time to work on their pitches and practice for each other. Ask for volunteers to share theirs with the class. Discuss as a class how this might come in handy for snagging a future job, scholarship, position on the team, etc.
Extensions
Assign a pair of students to each soft skill on the list. Ask the pair to act out the soft skill the wrong way and a better way, as if they are in a working environment.
Invite other adults to the classroom to hear student pitches and give feedback.
Have students video their elevator pitch to practice and self-edit. Have students load their pitches to a social media platform and have classmates “like” or vote for their favorites.
Soft Skills Checklist
Activity: Company Design Challenge
&Background
This activity helps students hone their soft skills and also look closely at other skills that might be beneficial when running a company or in a working environment. Much like a real-world job, students will be assigned to small working groups who must design and engineer a device based on one of NEED’s Excellent Energy Engineering prompts or an activity of your choice. As a group, they must create a model that meets the prompt and is competitive amongst others in the “industry.” They must also identify the jobs and skills that are essential to running their new business while successfully completing the design challenge. By the end of the challenge students can hopefully identify that companies are made up of many different types of jobs. On many occasions, some essential occupations may be less obvious than others. Our ideal job or career might be working for a company or solving a task that you may not have expected. Additionally, running a company allows you to see things from a different perspective than just working for a company. Students may begin to develop a deeper, more multifaceted understanding of what makes an employee most beneficial to an organization.
Download NEED’s Excellent Energy Engineering sampler to review some sample engineering and design prompts centered around energy. These activities are NEED teacher and workshop favorites with simple prompts and less instruction, allowing students to think outside the box and problem solve, often creating models that can be better at showcasing a principle than the original activity instructions. There are many activities within NEED’s curriculum that can be well suited for this activity. However, Excellent Energy Engineering can help get you started. Check it out at www.NEED.org/shop
Objectives
Students will be able to work through the steps in the engineering and design process–designing, testing, and redesigning a model for optimal results.
Students will work together as a team to create a business centered around their design and identify the skills, jobs, and tasks required to structure a company.
Time
1-3 class periods
Materials
Variable based on design challenge selected
Scissors, tape, and art supplies are always helpful
2Preparation
Gather a set of materials that will work for your challenge. It may also be helpful to ask students to contribute materials from their own recycling/trash at home. Alternatively, you could make this a “found” materials challenge rather than providing each group with the same number of items.
Preview the procedure and suggestions for your selected engineering challenge. Assemble your own prototype as inspiration.
Designate an area of the room as the “official testing zone” where groups test out their designs.
Make copies of the Design Challenge Worksheet on pages 20-21, as needed.
Assemble a panel of “judges” to observe models and review submissions. These can be former students, other teachers, parent volunteers, etc.
Procedure
1. Split students into groups of 3-5.
2. Explain the challenge to students: Your team is competing for a bid to become the next big designer. Your team must form a start-up company and design the best model that compete with other companies vying for the bid. In order for your company to get the bid, you must not only build the best model, you must also create materials to advertise or market your company and its design. Each company’s model must be made from the same materials (if applicable), and each group will be given the same set amount of seed materials. Share any design parameters your challenge requires. Be sure to be specific in your prompts as necessary.
3. Show students a prototype, if you desire. You may also provide some initial strategies for good design with the provided materials.
4. Assign the companies the tasks below. Tasks can be completed on the challenge worksheet or submitted in alternative formats.
Create an operations plan.
○ Identify the critical positions and roles within your company. Assign or interview for each job within your group. Create a job description for each role.
○ Identify any rules or guiding principles by which your company will abide.
○ Create a plan for how you will complete each step in the process, and how much time and person power to allot to each – from designing, to staffing, etc.
Determine your company’s marketing/advertising strategy.
○ Create a company name
○ Create a company slogan
○ Create a commercial and/or flyer
○ Decide your strategy for sharing about your design.
Create your design.
○ Brainstorm how you can make the best model that will get the attention of the judges or experts panel.
○ List the materials you will use, and how much of each.
○ Draw designs and work as a team to select the design you will use.
• Create. Test. Adapt. Retest. Arrive upon a final model to show to the panel.
Submit your final design.
○ Present your company and plans, collateral, and design to the panel.
○ Undergo testing at the “official testing zone.”
5. Encourage students throughout the design and planning phases. Check the groups’ planning sheets, and check in on their design challenges, encouraging them to consider alterations to their models as needed.
6. Welcome students and the panel together for a final submission session, where groups showcase their designs and strategies. Help groups test their models or showcase results if testing must be done prior. Encourage other groups to give positive feedback to those testing.
7. Ask each student to write about their experience starting a company and evaluate their successes and challenges. Ask students to explain and provide reasoning for what they would change about the structure of their company, their coworkers, their plans, and their designs, to become more successful or maintain a level of success. What soft skills were essential? What roles were essential?
8. As a class, debrief some of the successes and challenges experienced by the various companies. Did the company with the winning design always have the best company? How can each employee contribute to the success or the failure of the organization?
Extensions
For older students, or larger groups, you may incorporate costs into the challenge. Have students determine the cost at which they might sell their model.
Have students prepare as if they are presenting on the show Shark Tank. Groups should prepare elevator pitches for their company. The panel will now be the “sharks” and students can enter into deals based on their pitches and designs. Incorporate business valuations for advanced students.
Design Challenge Worksheet
Company Name ___________________________________________________
Company Employees
Name__________________________________________, Title:_________________________________
Job description:
Name__________________________________________, Title:_________________________________
Job description:
Name__________________________________________, Title:_________________________________
Job description:
Name__________________________________________, Title:_________________________________
Job description:
Name__________________________________________, Title:_________________________________
Job description:
Operations Plan & Schedule:
Marketing & Advertising:
Strategies:
Design Notes & Plans:
Activity: Personality Party
&Background
This fun activity incorporates team building and role play to help students reflect on what it might be like to work with one another. In this activity, students will be assigned to small groups. Each group member will pick a personality party card, for which they must assume the personality trait. They will work together to complete a team building task but may only act in a manner that represents their selected personality trait. By the end, students will hopefully understand that in every group, folks assume different roles. Sometimes, those roles and their associated personalities can make things tricky. By exploring these types of traits in a safe way, students may see how they might be the best team member for school group work, and eventually in their future careers.
Objectives
Students will be able to identify how various personality traits can help or hinder the completion of a collegial task.
Students will be able to work through a challenge, designing a procedure and solving problems as they work.
Time
1 class period
Materials
Cardstock
6 Cups per group (paper or plastic, all the same size)
Rubber bands
String
Scissors
2Preparation
Print the Personality Party Cards on pages 24-25 on cardstock. Make enough copies so each group has a set. If you wish to expand the group size to six, we have included a blank card to incorporate an extra personality. Choose to discard or incorporate this as needed.
Fold the cards on the dotted line so that one side reads “Personality Party” and the other lists the personality and its description.
Cut the cards apart and clip sets together or place each set into an envelope or bag.
Preview the procedure below. Test out the cup stacking challenge or watch a video by searching “cup stacking rubber band.” If you prefer, substitute this challenge with an energy-focused activity or different icebreaker your students may enjoy.
Assemble the string tools students will use in the cup stacking team building activity. Cut one 18” string per student. Tie strings onto the rubber band so that they are equally spaced and are still as close to 18” as possible, while tightly knotted. You will need the same number of strings per rubber band as there are students in your group. If a group has four people, tie four strings. (You could also have students assemble the strings for you.)
Gather the materials and set up stations for each group.
Procedure
1. Split students into groups of 4-6.
2. Give each group a set of cards, cups, and a string tool (strings tied to a rubber band).
3. Ask each student to draw a card from the stack, read it, but keep it secret. Explain that in their group, this card now describes their personality. As a group, they will solve a challenge, but with each individual role playing their personality card.
4. Explain the challenge. Tell students they must work together as a team to take all of their cups out of the stack and restack them into a pyramid of 3 - 2 - 1 using ONLY the tool provided. They may NOT use their hands to pick up, shift, or move the cups.
NOTE: For younger or less adroit students, it may be helpful to conduct the activity on the floor rather than the table. Additionally, frustration can also be reduced by starting with the cups placed out, but not in a stack.
5. Give students one minute to consider how their new role might approach this group challenge.
6. Ask the groups to begin role playing, but first, they should strategize as a group. Tell the class you will give them the signal to begin.
7. Give students a few minutes to tackle the challenge while assuming the roles on their cards. Remind students they should be acting out the personality on their cards.
8. As students complete the challenge, ask them as a group to see if they can identify their fellow group members’ personalities.
9. Have a class discussion and itemize the possible negative and positive aspects of each personality in a group work setting. Ask students how you might combat the negatives to make the group more in sync. Discuss how in some working environments or groups, individuals might alter their personalities. What might be some reasons for this alteration? Why might it be a struggle to have a group of 5 strong leaders? Why might it be a struggle to have 5 cheerleaders or 5 procrastinators?
Extensions
Adapt the string stacking challenge to make different stacking shapes, adding more cups, or incorporating a timer.
Ask groups to redistribute their personality cards to attempt a different personality.
Ask students to create their own appropriate personality cards based on observations working with groups in school, sports, or otherwise.
Personality Party Cards
Personality Party
KNOW IT ALL:
Someone who has all the answers and knows how to solve every problem. This person often doesn’t receive suggestions from others well and does not respond to feedback of any kind. Sometimes this person is easily annoyed with those that have different ideas and also those that have NO ideas.
CHEERLEADER:
Personality Party
Personality Party
Someone who is always positive and supportive of others. This person likes to achieve the desired outcome and will provide encouragement to stay focused. Although this person wants everyone to feel great about their work, sometimes this person clashes with others because their positivity is not well-received.
GROUCH:
Someone who is annoyed about most things and brings their bad mood to every task. This person is annoyed by people and by tasks, and often finds something negative to say about any task, project, or even success. This person is not necessarily pushy or loud, and perhaps will contribute to group work, but they will let you know they are unhappy about it.
Personality Party Cards
Personality Party
LEADER:
Someone who is comfortable tackling any task, even if they are not the most familiar with it. This person enjoys directing others and figuring out where each team member could be helpful. This person likes to pitch in, check in on others, and occasionally is challenged by others with leadership behaviors. Sometimes leaders may butt heads with others if they feel their ideas are being challenged.
Personality Party
PROCRASTINATOR:
Someone who understands exactly what to do but works better pushing the task off until later. This person often works better under pressure or time constrictions but will also pass their work or tasks off to others until they feel the pressure to take part. This person is not lazy or incapable, but may exhibit a lot of stress when they are feeling pressure to get involved.
Personality Party
Activity: Energy Industry Guess Who?
&Background
This fun, low-tech activity helps students to become acquainted with a few interesting jobs in the energy industry. Students will play against each other, like they do in the classic Hasbro game, with the goal to identify their opponent’s energy career before their opponent can identify theirs. For an added, more personalized challenge, have the students make their own job cards and at-a-glance sheets to play the game.
Objective
Students will be able to describe possible careers available within the energy industry.
Time
1- 2 class periods
Materials
Cardstock, 3 colors
Manilla folder (legal size if available)
2Preparation
Prepare copies of the cards on page 29 so that each set of partners would have three sets of cards. Copy the sets in three different colors (for example, white, yellow, and green.) Cut the cards and assemble into decks of nine cards by color.
Gather folders to serve as partitions between the game players. Stand the folders up with the binding in the center. If you prefer, you may also make your own customized partitions.
Prepare a copy of the at-a-glance sheet on pages 27-28 for each student.
Procedure
1. Pass out the at-a-glance sheets and ask students to read up on the nine energy jobs provided. This can also be assigned as homework. You can opt to allow them to use it during game play or remove it.
2. Split students up. The game can be played one-on-one, or team of two versus another pair. Larger groupings may complicate game play.
3. Provide each opponent pair with their three decks of cards, each a different color, and their partition. Instruct the pair to stand up their partition so that when they lay out their cards, their opponent can not see what they do.
4. Instruct the pair to have one colored stack (the white stack, for example), shuffled and off to the side, face down. This will be their community pile.
5. They should each select their color deck. They should then lay out all nine cards face up, in three rows of three, making sure they can not see their opponent’s cards around the partition.
6. Each player should draw a card from the community pile and keep it a secret. This will be their assigned career identity. They should lay this card closest to them, so they don’t forget their identity.
7. Explain that each player must try and guess their opponent’s career identity by asking yes or no questions. If the question and the answer eliminate a career option for the opponent, they should flip the card over on their side. Players will take turns asking questions and answering their opponent’s questions truthfully in a yes or no fashion. If you think you know your opponent’s identity, you must still ask in a yes or no format. Let players know if they may consult their at-a-glance sheets during the game.
8. Ask the teams to keep score and play the best of three games.
Extensions
Have students create their own cards and at-a-glance sheets for their favorite career or their assigned selected careers in the Career Excursion activity. Create a much larger game from this class set.
Ask students to brainstorm how they might digitize this game or make it more interesting.
For more fun takes on popular games with an energy focus, check out the following guides from www.NEED.org/shop: Energy Games and Icebreakers, Energy Carnival, Primary Energy Carnival, Exploring Hydropower, and Energy Jeopardy.
Energy Industry Guess Who? At-A-Glance
Solar Installer
Assembles and mounts solar arrays and associated electrical equipment, maintains and repairs equipment as needed
Works:
In homes and businesses
Outdoors and sometimes high off the ground
Musts:
HS diploma, drivers license, able to climb a ladder, experience with power tools
Certifications:
None, but some technology or electrical background is helpful
Power Plant Operator Runs, maintains, monitors, and adjusts equipment and controls needed to generate electricity or stop generating electricity (boilers, turbines, pumps, controls, etc.)
Works:
In a power plant
With other individuals, organizations, and different sites to coordinate power in the region
Musts:
HS diploma, college degree or additional training is helpful, apprentice training (often provided by facility), problem solving skills, proficiency with charts/graphs/computers, and meters, ability to focus for long periods of time
Certifications:
Can be attained while employed, specific to the type of power plant
Energy Trader Purchases and sells electricity or other energy resources to make a profit based on current data, predict pricing of energy resources
Works:
In an office
Musts:
Strong math analysis skills, college degree in business, finance, an energy field, or meteorology
Problem solving skills, proficiency with charts/graphs/computers, negotiating skills
Certifications:
Special financial certificates or a master’s degree can be helpful
Lineworker Installs, maintains, and repairs electrical lines and systems
Works:
Above and underground, in homes, businesses, or outdoors (often high off the ground)
Musts:
HS diploma is preferred, on-the job training, comfortability with heights or underground settings, problem solving skills, independent and team work skills, knowledge of electrical and building codes, ability to handle power and hand tools, safety and caution in work place
Certifications:
One-year electrical repair may be helpful, apprenticeship hours, electrical license may be required
Petroleum Geologist
Studies rock and earth layer data to discover oil and natural gas, estimate amounts of resources, and prepare strategy for removal
Works:
In an office and in the field
Musts:
College degree, strong math and physics skills, ability to read and interpret charts/graphs/maps/ GPS data, ability to work as a team
Energy Industry Guess Who? At-A-Glance
Wind Turbine Technician
Certified Energy Manager
Installs, inspects, maintains, operates, and repairs wind turbines
Works:
Outdoors or in the field
Musts:
HS diploma, technical school or on-the-job training, comfortability with heights and confined spaces, physically able to climb, experience with power tools and measurement instruments, safety and caution in workplace
Certifications:
Technical schooling program
Manages an organization or building’s use of energy, promotes responsible use of resources, monitors utility consumption and determines reduction plans and installations based on data
Works:
In a building and occasionally outdoors
Musts:
College degree or experience in energy systems, knowledge of HVAC systems and electrical systems, strong math, observation, analysis, teamwork, writing, and presentation skills, ability to use hand-held tools
Certifications:
Certified Energy Manager (CEM) through AEE, LEED and Green Building Council certifications are helpful
Nuclear Engineer
Pipefitter
Researches, develops, and plans procedures for maximizing generation from nuclear fission, monitors instruments and systems, reports on productivity, schedules important plant events (repairs, construction, etc.), advises on safety and corrective actions
Works:
In a power plant or office
Musts:
College degree and co-op experience, strong analysis, communication, math, and problemsolving skills, continual on-site training, safety and caution in the workplace, knowledge of current laws and practices
Certifications:
Professional engineering certificate and operator licensing may be required over time
Constructs, maintains, assembles, and installs piping systems in HVAC systems, power plants, labs, or outdoors to transport liquid or gas materials
Works:
Indoors or outdoors in the field, depending on job assignment
Musts:
HS diploma, on-the-job training, ability to use welding and necessary tools, ability to interpret blueprints and maps, strong problem solving and analysis skills, strong focus, safety and caution in the workplace, knowledge of current regulations, dexterity in hands and knowledge of metals and their properties
Certifications:
Vocational training and licensing may be required
Activity: Energy Careers Roundup
&Background
Energy Careers Roundup is a good activity to introduce careers in the industry. This activity divides a large group into twelve or fewer small groups. Students will each be randomly assigned a career and must search the room for the poster that they think most closely describes their career’s description. For a quicker version, great for virtual environments, download the slide template instead of creating posters. Students can guess as you scroll through the slides.
This activity is based upon NEED’s Energy Roundup. Download the original in Energy Games and Icebreakers for teaching about energy sources. As an alternative to creating or printing the posters for this activity, you may also download a pre-created digital slide deck for quickly sharing the career facts. Download these resources for free by visiting www.NEED.org/shop.
Objective
Students will be able to describe possible careers available within the energy industry.
Time
1 class period
Materials
Cardstock or posterboard
Tape
Scissors
Timer
Energy Careers Roundup Slide Deck (optional)
2Preparation
Print the Energy Careers Cards on page 32 so that you have one slip per student and an equal number of each career. Cut out the cards and laminate, if necessary.
Print the posters from www.NEED.org/shop. Create a flap at the top of each poster to conceal the job title.
Mount the posters around the walls of the room. Space the posters equally apart and set up chairs for each station, if desired. Place a piece of paper and a pencil by each poster station. The players will use these toward the end of the game. Number the posters.
Procedure
1. Assign players to groups using the careers cards you cut out. Let the players draw these out of a hat or pass them out randomly. (You can assign players to fewer than twelve groups by eliminating one or more careers from the hat. Even if you have fewer groups, keep all of the posters on the walls.) Make sure each career you will use is represented by at least one student.
2. Instruct the players NOT to tell anyone which career they’ve picked.
3. Give the players these instructions for playing the game:
PART I
You have all been assigned to a career group. In a minute, you’ll be getting into these groups. You must follow these instructions.
You cannot speak or communicate with anyone during the first phase of the game.
When I say go, walk to the closest poster, and read the clues that describe the career. If you think these clues describe your career, remain beside that poster. If the clues don’t describe your career, move on to another poster. Repeat the process until you think you’ve found your career.
You’ll have three minutes to find your career. Remember, no talking or communicating is allowed. Does anyone have any questions? Ready? The first round lasts three minutes. Go!
Your three minutes are up and everyone must be at their poster. Remember, remain silent. Now, will the person closest to each poster lift the flap of the poster so that only the people in your group can see which career the clues describe. (Players lift flaps to reveal career titles.)
Please close the flap. If you’re in the correct group, remain at your poster. If you’re not, look for your career again. This time you have only one minute. No talking or communicating. Go! (Round two lasts one minute. You can continue rounds until everyone has found their career. Subsequent rounds last 30 seconds to one minute each.)
PART II
After all the rounds are finished, give the groups these instructions:
You will be allowed to talk during this part of the game. The members of your group must now decide which of the clues reveal the least about your career. Keep the least revealing clues and eliminate the two clues that reveal the most. I’ll give you two minutes to do this, and then I’ll ask three people in your group to each read a clue one at a time. After the second clue has been read, everyone in your group will say in unison, “What are we?”
Now, one person in your group should take the pencil and paper at your station and write the numbers one through twelve down the side of the paper. After a groups says “What are we?” the other groups will have 15 seconds to write down the name of the career. Since every career has a number, just write the group’s name by the corresponding number on your piece of paper.
The group that correctly identifies the most career fields wins.
Extension
Have your students research their job titles and provide the facts to create posters.
Energy Careers Roundup Cards
GEOLOGIST
MARKETING SPECIALIST
METEOROLOGIST FORESTER
LINEWORKER
SAFETY ENGINEER
CUSTOMER SERVICE
REPRESENTATIVE
ELECTRIC SERVICE PLANNER
ENERGY EFFICIENCY SPECIALIST CHEMIST
POWER PLANT OPERATOR
PHOTOVOLTAIC INSTALLER (SOLAR INSTALLER)
Activity: Energy Careers in the Round
&Background
Energy Careers in the Round is a quick, entertaining game to introduce students to various careers that may be available in the energy industry.
Time
10-15 minutes, plus additional time for extension activities.
Material
Cardstock
Art supplies (optional)
Posterboard (optional)
2Preparation
Copy one set of Energy Careers in the Round cards on to page 35-39 on to card stock and cut into individual cards.
Copy the Energy Career Research worksheet on page 40 for each student and gather art supplies and posterboard.
Procedure
1. Keep the START CARD for yourself. Mix and distribute one card to each student. If you have cards left over, give some students two cards so that all the cards are distributed.
2. Have the students look at their bolded words at the top of the cards, paying attention to the first letter.
3. Pass out the cards to the class. Keep the START CARD for yourself.
4. Ask students to complete the Energy Career Research worksheet for their energy career. Have the students create a “Help Wanted” poster, digital slide, or visual you can showcase around the room that advertises each career. Allow time for students to review or share their posters.
5. Play “In the Round” by following the procedure:
6. If you have cards leftover, pass them out to students who may be able to handle an extra card.
7. To start playing, read the START CARD’s clue, “Who has an energy career that starts with the letter W?”
8. Everyone who has an energy career that starts with the letter W should stand up. There are five career cards for each letter, so five students should stand up if you’re using all the cards.
9. The speaking player continues, reading the next clue, “This person…” One of the standing students should recognize some clue words and be able to say, “I have CAREER NAME.”
10. An answer key is provided below. If the career is correct, everyone else sits down. The standing student reads the clues on their card.
11. The game continues in a round until every card has been read. It ends with “I have SCIENCE TEACHER” on the START CARD.
Alternative Procedure
1. Give each student or pair a set of cards.
2. Students will put the cards in order, taping or arranging each card so that the answer is directly under the question.
3. Have students connect the cards to fit in a circle or arrange them in a column.
Extension
Have students complete the Energy Career Research worksheet for their energy career. Then, students can create a physical or digital Help Wanted poster to advertise their career. Allow time for students to share their posters.
“In the Rounds” are available on several different topics. Check out these resources for more fun “In the Round” examples! All are available for free download at www.NEED.org/shop.
Energy in the Round— Energy Games and Icebreakers
Forms of Energy in the Round— Science of Energy guides
Coal in the Round—Exploring Coal
Conservation in the Round— School Energy Experts and School Energy Managers
Hydrogen in the Round— H2 Educate
Oil and Natural Gas Industry in the Round— Fossil Fuels to Products, Exploring Oil and Natural Gas
Uranium in the Round— Nuclear guides
Solar Energy in the Round— Energy from the Sun
Answer Key
Welder
Robotics Technician
Petroleum Geologist
Electrician
Civil Engineer
Air Quality Control Specialist
Surveyor
Wastewater Treatment Plant Operator
Rigger
Project Manager
Energy Engineer
Customer Service Representative
Automotive Engineering Technician
Solar Photovoltaic Installer
Wellhead Pumper
Recycling And Reclamation Worker
Power Plant Operator
Electrical Power-Line Installer
Chemist
Architect
Safety Engineer
Wind Turbine Technician
Roustabout
Pipefitter
Energy Trader
Climate Change Analyst
Aerospace Engineer
Sustainability Specialist
Weatherization Technician
Rotary Drill Operator
Petroleum Refinery Operator
Environmental Engineer
Certified Energy Manager
Apprentice
Science Teacher
Energy Careers in the Round Cards
(START CARD)
I HAVE SCIENCE TEACHER.
Who has an energy career that starts with the letter W?
This person uses hand-welding equipment to weld or join metal components of fabricated metal products.
I HAVE ROBOTICS TECHNICIAN.
Who has an energy career that starts with the letter P?
This person studies rock and earth layer data to look for oil and natural gas, to estimate amounts of resources, and to prepare strategy for removal.
I HAVE ELECTRICIAN.
Who has an energy career that starts with the letter C?
This person performs engineering duties in planning, designing, and supervising construction or maintenance of structures and facilities, such as roads, bridges, dams, irrigation projects, pipelines, power plants, and water and sewage systems.
I HAVE AIR QUALITY CONTROL SPECIALIST.
Who has an energy career that starts with the letter S?
This person makes exact measurements and determines property boundaries. They provide data relevant to the shape, contour, location, or elevation of land features on Earth’s surface for engineering, mapmaking, mining, land evaluation, and construction.
I HAVE WELDER.
Who has an energy career that starts with the letter R?
This person builds, installs, tests, and maintains robotic equipment or automated production systems.
I HAVE PETROLEUM GEOLOGIST.
Who has an energy career that starts with the letter E?
This person installs, maintains, and repairs electrical wiring, equipment, and fixtures, and ensures that work is done according to building codes.
I HAVE CIVIL ENGINEER.
Who has an energy career that starts with the letter A?
This person performs a wide range of air quality testing duties including equipment and facility permitting, compliance auditing, emissions control research, recordkeeping and reporting, and participation in the planning processes.
I HAVE SURVEYOR.
Who has an energy career that starts with the letter W?
This person operates or controls a system of machines to transfer or treat water or wastewater.
Energy Careers in the Round Cards
I HAVE WASTEWATER TREATMENT PLANT OPERATOR.
Who has an energy career that starts with the letter R?
This person sets up or repairs rigging for construction projects, manufacturing plants, logging yards, ships and shipyards, or for the entertainment industry.
I HAVE PROJECT MANAGER.
Who has an energy career that starts with the letter E?
This person designs, develops, or evaluates energyrelated projects or programs to reduce energy costs or improve energy efficiency during the designing; building, or remodeling stages of construction. They may specialize in electrical systems, HVAC systems, green buildings, lighting, air quality, or energy purchase.
I HAVE CUSTOMER SERVICE REPRESENTATIVE.
Who has an energy career that starts with the letter A?
This person assists engineers in product design change proposals. They plan and carry out tests on automotive devices and equipment for performance, durability, and efficiency.
I HAVE SOLAR PHOTOVOLTAIC INSTALLER.
Who has an energy career that starts with the letter W?
This person operates power pumps and equipment to produce a flow of oil or natural gas from wells in the field.
I HAVE RIGGER.
Who has an energy career that starts with the letter P?
This person analyzes and coordinates the schedule, timeline, staffing, and budget of a product, or service. They lead and guide the work of technical staff and may serve as a point of contact for the client or customer.
I HAVE ENERGY ENGINEER.
Who has an energy career that starts with the letter C?
This person interacts with customers to provide basic or scripted information in response to routine inquiries about products and services. They help handle and resolve general complaints.
I HAVE AUTOMOTIVE ENGINEERING TECHNICIAN.
Who has an energy career that starts with the letter S?
This person assembles, installs, or maintains solar photovoltaic systems on roofs or other structures. Work includes measuring, cutting, assembling, and bolting structural framing and solar modules, and performing minor electrical work.
I HAVE WELLHEAD PUMPER.
Who has an energy career that starts with the letter R?
This person prepares and sorts materials or products for recycling. They identify and remove hazardous substances and take apart appliances.
Energy Careers in the Round Cards
I HAVE RECYCLING AND RECLAMATION WORKER.
Who has an energy career that starts with the letter P?
This person runs, maintains, monitors, and adjusts equipment needed to generate electricity or stop generating electricity such as boilers, turbines, or pumps.
I HAVE ELECTRICAL POWER-LINE INSTALLER.
Who has an energy career that starts with the letter C?
This person analyzes chemicals and conducts experiments in the laboratory for quality control or to develop new products or knowledge.
I HAVE ARCHITECT.
Who has an energy career that starts with the letter S?
This person promotes worksite or product safety by applying knowledge of industrial processes, mechanics, chemistry, psychology, and industrial health and safety laws.
I HAVE WIND TURBINE TECHNICIAN.
Who has an energy career that starts with the letter R?
This person assembles or repairs oil and natural gas equipment using hand and power tools.
I HAVE POWER PLANT OPERATOR.
Who has an energy career that starts with the letter E?
This person installs cables or wires used in electrical power or distribution systems. They may install poles or heavy-duty transmission towers and/or work underground.
I have CHEMIST.
Who has an energy career that starts with the letter A?
This person plans and designs structures, such as homes, office buildings, schools, factories, and other property.
I HAVE SAFETY ENGINEER.
Who has an energy career that starts with the letter W?
This person inspects, diagnoses, adjusts, or repairs wind turbines. They also perform maintenance on wind turbine equipment including fixing electrical, mechanical, and hydraulic malfunctions.
I HAVE ROUSTABOUT.
Who has an energy career that starts with the letter P?
This person constructs, maintains, assembles, and installs piping systems that transport liquid or gas materials in power plants, labs, HVAC systems, or outdoors.
Energy Careers in the Round Cards
I HAVE PIPEFITTER.
Who has an energy career that starts with the letter E?
This person purchases and sells electricity or other energy resources. In order to make a profit, they predict the pricing of energy resources based on current data.
I HAVE CLIMATE CHANGE ANALYST.
Who has an energy career that starts with the letter A?
This person designs, constructs, and tests aircraft, missiles, and spacecraft.
I HAVE ENERGY TRADER.
Who has an energy career that starts with the letter C?
This person researches and analyzes policy developments related to climate change. They make climate-related recommendations for actions such as legislation, awareness campaigns, or fundraising approaches.
I HAVE AEROSPACE ENGINEER.
Who has an energy career that starts with the letter S?
This person addresses sustainability concerns, such as waste stream management, green building practices, and green energy purchasing for companies or groups.
I HAVE SUSTAINABILITY SPECIALIST.
Who has an energy career that starts with the letter W?
This person weatherizes homes to make them more energy efficient. They repair windows, insulate ducts, and perform HVAC tests and upgrades. They may perform energy audits and advise clients on energy conservation measures.
I HAVE ROTARY DRILL OPERATOR.
Who has an energy career that starts with the letter P?
This person operates petroleum refining or processing equipment. They may specialize in controlling pumping systems, or gauges, testing oil in storage tanks, or regulating the flow of oil into pipelines.
I HAVE WEATHERIZATION TECHNICIAN.
Who has an energy career that starts with the letter R?
This person sets up or operates a variety of drills to remove underground oil and natural gas, or to remove core samples for testing during oil and natural gas exploration.
I HAVE PETROLEUM REFINERY OPERATOR.
Who has an energy career that starts with the letter E?
This person conducts research, designs, plans, or works to prevent, control, and remediate of environmental hazards. Work may include waste treatment, site remediation, or pollution control technology.
Energy Careers in the Round Cards
I HAVE ENVIRONMENTAL ENGINEER.
Who has an energy career that starts with the letter C?
This person manages a building or group of buildings use of energy, promotes responsible use of resources, mo¬nitors utility consumption, and determines reduction plans and installations based on data.
I HAVE APPRENTICE.
Who has an energy career that starts with the letter S?
This person teaches courses in earth and space science, biology, physical science, chemistry, physics, and environmental studies.
I HAVE CERTIFIED ENERGY MANAGER.
Who has an energy career that starts with the letter A?
This person earns a salary while getting hands-on work experience and taking classes.
Energy Career Research
Procedure
INSTRUCTIONS: Go to careeronestop.org or bls.gov/ooh and search for your energy career. Fill in the organizer:
Career title:
Career description:
How many people work in this career today?
What is the median annual wage for this career?
What education and experience do you need to start in this career?
Share three activities someone in this career might do in a typical day.
People working in this career often have special talents and abilities that help them do their jobs. Describe two of the abilities that you are good at, too.
Does this energy career interest you? Why or why not?
Energy Careers Excursion Evaluation Form
State: ___________ Grade Level: ___________
1. Did you conduct the entire unit?
2. Were the instructions clear and easy to follow?
3. Did the activities meet your academic objectives?
4. Were the activities age appropriate?
Number of Students: __________
Yes
Yes
Yes
Yes
5. Were the allotted times sufficient to conduct the activities?
6. Were the activities easy to use?
Yes
Yes
7. Was the preparation required acceptable for the activities? Yes
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you teach this unit again?
Please explain any ‘no’ statement below
How would you rate the unit overall?
How would your students rate the unit overall?
What would make the unit more useful to you?
Yes
Yes
Yes
Other Comments: Please fax or mail
No
No
No
No
No
No
No
No
No
No
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
National Sponsors and Partners
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