My Future Energy Career by NEED Project

MY FUTURE ENERGY CAREER

Activities Inside:

• I Can Be a Welder

• I Can Be an Architect

• I Can Be an Electrician

Grade Levels:

Pri Ele Int

Primary

Sec

Subject Areas:

Careers

Literacy

Social Studies

Science

Math

Teacher Information

Background

Move beyond traditional community helpers and introduce students to a variety of careers that may be found in the energy industry. While learning about each career, students will practice specific job-related skills, practice soft skills needed to succeed in the workforce, as well as build and practice literacy skills.

Follow this Model to Introduce Other Careers

While this guide only covers three specific energy related careers, you can use this model to introduce other careers to your students.

1. Choose a career. Learn about it from the U.S. Department of Labor at careeronestop.org, or the U.S. Bureau of Labor Statistic’s Occupational Outlook Handbook, at bls.gov/ooh

2. Find appropriate videos and children’s books to introduce the career.

3. While previewing the websites, videos, and books, you’ll see specific job-related skills listed. Choose at least one workforce skill and one soft skill to practice. Brainstorm simple activities that practice these skills. Brainstorm a vocabulary word related to your career.

4. Gather materials and set up stations for reading career books, practicing specific job-related skills, practicing soft skills, developing vocabulary, writing about the career, etc.

5. Introduce students to the career by watching a video or reading a career book, then let students explore the stations. Finish with a class discussion tying the career’s importance to your community.

Practicing Soft Skills

Soft skills, or people skills, are the personality traits, behaviors, and abilities that make a good worker. They directly relate to how well you can work with and interact with others. Soft skills are important in all industries and professions. Developing your soft skills is a lifelong process, and it’s not too early to start practicing them! NEED’s soft skills checklist includes: good communication, strong handshake, good work ethic, motivated, good time manager, good listener, flexibility (adaptability), team worker (collaboration), problem solver, critical thinker, negotiator (conflict management), self-confident, patient, uses technology wisely, self-starter, solutions-oriented, leadership, and creativity.

Teacher Information

Building Literacy Skills

Before Reading

• Build Background Knowledge

• Look at the cover of the book. Read the title and discuss the picture. What do you think this book is about?

• Make a list of what students already know about this career.

• Take a book walk. Look at the table of contents, photographs, captions, and bold words. Make predictions about the text. What will you read in this book?

• Build Vocabulary

• Read vocabulary words. What comes to mind when you see each word? What do you think each word means?

During Reading

• Read for purpose, meaning, and understanding. Encourage students to think about the people doing this career and their role in the community. Think about the setting of the book, where do these people work?

• Look for details. What is happening?

• Analyze text features. Have students pay attention to headings, subheadings, photos, captions, textboxes, and diagrams found in the text. How do these features help the reader better understand the information?

• What is the main idea in each chapter or heading?

• Analyze the text. Are there any unknown words? Use context clues to determine their meanings.

• Discuss text to text, text to self, or text to world connections.

After Reading

• Encourage students to pick a partner and reread the book together.

• Name three things from the book that a person with this career does. Go back and find the pages that describe these things.

• Write or draw something they learned about working in this career.

Scaffolding and Differentiation

Students of all ages can benefit from learning about the people who work in your community, types of energy industry careers, and their future vocational opportunities. The children’s book titles and activity suggestions in this guide aren’t one size fits all and don’t aim to adequately cover all readers and learners. Use these ideas as a starting place and scaffold and differentiate as needed for your students.

Extensions

If you are using this guide with older students, be sure to check out NEED’s Energy Career Excursion guide, available for free download at NEED.org/shop. Students will explore a wide variety of careers within the energy industry, practice soft skills, and career-ready skills, too.

MATERIALS

ACTIVITY

I Can Be a Welder

I Can Be an Architect

I Can Be an Electrician

MATERIALS NEEDED

Several nonfiction books and picture books featuring welders at work

Box of crayons

Safety glasses

2 Wax crayons, paper wrappers removed

Votive candle

Matches

Sheet of wax paper

Fireproof surface

Chart paper

Several nonfiction books and picture books featuring architects at work; the construction process or green building, urban planning, or green cities; birds building nests; and architect biographies

Chart paper

Dictionary

Play-Doh®, salt dough, or clay

Drawing paper

Several nonfiction books and picture books featuring electricians at work

Energy Ball, Hands-On Lightning Rod, or Energy Stick

Metal object

Wood block

Chart paper

Dictionary

Drawing paper

Drawing and coloring supplies

Dictionary

Drawing and coloring supplies

A couple pairs of adult gardening gloves

Pieces to stack, such as dominoes, Jenga tiles, or decks of playing cards

Tangram puzzles

1 Toilet paper tube per student

Rulers

Scissors

Play-Doh®, salt dough, or clay

Lined writing paper with a picture box

Colored pencils or crayons

3 Apples

Knife

Plate

Adult-sized chair

Child-sized chair

Wood blocks, plastic cups, or LEGO® blocks

Clip boards (optional)

Play-Doh®, salt dough, or clay

Lacing beads and strings kit

Tweezers

Uncooked rice

Clothes pins

Cotton balls

Plates or letter tracing templates

Index cards

Twister game

File folders

I CAN BE A WELDER

A Career in Welding - Background Information

What do welders do? According to the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook, “Welders, cutters, solderers, and brazers use hand-held or remotely controlled equipment to join or cut metal parts. They also fill holes, indentations, or seams in metal products. They use welding torches and other equipment to apply heat to metal pieces, melting and fusing them to form a permanent bond.”

There are about 431,800 people employed as welders, cutters, solderers, and brazers in the U.S. Most work full time, with a median wage of $48,940 or $23.53 per hour (May 2023). To start a career in welding, most employers require a high school diploma or equivalent and some technical training. Technical training may be available through high school technical education classes, community colleges, private welding schools, the U.S. Armed Forces, or employer-based apprenticeships. Entry-level workers receive several months of on-the-job training, too.

Training to be a welder may lead to a wide variety of job possibilities. Indeed.com and The American Welding Society list several career paths for welders, including Sheet Metal Worker, MIG Welder, Master Jeweler, Tool and Die Maker, Welding Inspector, Master Plumber, Structural Iron and Steel Worker, Pipefitter, Industrial Boilermaker, Fabricator, Auto Body Welder, Oil Rig Welder, Construction Welder, Industrial Maintenance Welder, Manufacturing Welder, Shipyard Welder, Shipfitter, Underwater Welder, Pipeline Welder, Welding Engineer, Welding Educator, Robotic Welding Technician, Welding Supervisor, Welding Technician, Welding Research Scientist, and Technical Sales.

NGSS Connections

PS1.A-P1: Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties.

PS1.B-P1: Heating or cooling a substance may cause changes that can be observed. Sometimes these changes are reversible, and sometimes they are not.

Objectives

Students will be able to describe welding as a skilled trade career.

Students will practice workforce development skills and soft skills used by welders, such as arm-hand steadiness, spatial awareness, attention to detail, patience, and problem solving.

Students will be able to describe properties of solids and liquids, and changes observed during heating and cooling.

Fire Safety

Model fire safety: Tie long hair back. Roll up long sleeves. Wear safety glasses. Work in an area with proper ventilation on a fireproof surface. Students should sit at least three feet away from the demonstration and wear safety glasses, too.

I Can Be A WELDER

Materials

Several nonfiction books and picture books featuring welders at work

Box of crayons

Safety glasses

2 Wax crayons, paper wrappers removed

Votive candle

Matches

Sheet of wax paper

Fireproof surface

Drawing and coloring supplies

Chart paper

Dictionary

Nonfiction Book Suggestions:

2 pairs of adult gardening gloves

Pieces to stack, such as dominoes, Jenga tiles, or decks of playing cards

Tangram puzzles

1 Toilet paper tube per student

Rulers

Scissors

Play-Doh®, salt dough,clay

Melting Crayons mini book, pages 13-14, one per student

Student worksheets as needed, pages 10-12, and 15-18

Birdoff, Ariel Factor. Welders (What Makes a Community?). Minneapolis: Bearport Publishing Company, 2022. Hopkins, Lee Bennett. Construction People. New York: WordSong, 2020.

Petrie, Sean. Welders on the Job. Mankato: The Child’s World, 2020.

Rathburn, Betsy. Welders (Community Helpers). Minneapolis: Bellwether Media, Inc., 2020.

Sprott, Gary. Welders (Skilled Trade Careers). Vero Beach: Rourke Educational Media, 2020.

Picture Book Suggestions:

Crozier, Jenny. Jenny - A Jill of All Trades: I Am A Welder. United States: Express Yourself Publishing, 2023. Gilliam, Kelli. Willow Discovers Welding. United States, 2020.

Wheeler, Lisa. Someone Builds the Dream. New York: Dial Books for Young Readers, 2021.

Preparation

Gather picture books and nonfiction books about welders.

Preview videos that introduce welding as a career. Two good sources are careeronestop.org, search “welder” and hirepaths.com/cool-careers-videos/welder

Choose which activities you will do. Some activities can be done as stations, in any order, allowing small groups to rotate and try all the activities while sharing supplies. Some activities may be more successful if led by teacher. Print pages 13-14 double-sided to create a Melting Crayons mini book for each student.

Gather and prepare materials and copies needed for each activity.

Procedure

1. Introduce students to many skilled trades and professional careers while reading Someone Builds the Dream, by Lisa Wheeler. This picture book shows a wide variety of workers who are needed to build the world we live in. It specifically shows architects, welders, and electricians at work, as well as engineers, scientists, artists, designers, construction workers, plumbers, steel workers, and more. Discuss what it means to work in a skilled trade. As you look at the pictures on each page, talk about the work being done and match it with the name of the skilled trade. Discuss work these skilled tradespeople might do in your community.

I Can Be A WELDER

2. An additional way to introduce welding as a skilled trade is using the book, Construction People, a collection of poems selected by Lee Bennett Hopkins. Each poem is about the different workers and tradespeople who help build a skyscraper. After reading the entire book, go back and reread the specific poem about welders, “Song of the Welders,” by Allan Wolf. In the poem, discover new construction themed vocabulary words such as I-beam, scaffold, and silhouette. Search for words that explain what welders do, such as climbers, bonders, and sculptors. Analyze the poem to find descriptions of safety gear worn by welders, such as harness, steel-toe boots, and tough leather gloves.

3. Introduce welding by watching a video that shows welders at work, and/or reading one of the suggested nonfiction books, such as Welders (Community Helpers) by Betsy Rathburn or Welders (What Makes a Community?) by Ariel Factor Birdoff. Suggestions for building literacy skills while using your book are included on pages 2-3 of this guide.

4. Station one is a teacher demonstration that lets students observe crayons melting as they heat and fusing together as they cool, like the way a welder uses heat to melt pieces of metal together. It includes a Melting Crayons mini book to record observations. This activity could also be done as a separate science lesson either before or after the other station activities.

5. If using stations, explain what to do at each location. Put students into groups and facilitate as they rotate through activities.

Station 1: Teacher Demonstration – Melting Crayons

MATERIALS: If you have a document camera this is a good investigation to do under the camera and project onscreen so all students can safely see. This station needs safety glasses, a box of crayons, two wax crayons with the paper wrappers removed, a votive candle, matches, a sheet of wax paper, a well-ventilated fireproof surface, and a Melting Crayons mini book for each student.

PURPOSE: To explore the science behind welding, you will demo using heat to weld two crayons together.

INSTRUCTIONS:

1. Give each student a Melting Crayons mini book and a crayon. Observe the crayons. Discuss, is a crayon a solid or liquid? How do you know? What happens if your crayon touches a partner’s crayon? Do they stick together? Draw a sketch in Box 1 and label what is happening.

2. Put on safety glasses. Place a votive candle on a large sheet of wax paper on a safe surface. Light the votive candle. Hold one crayon over the flame. As the wax melts, tap the crayon on the wax paper so students see the drops of liquid wax. Let students sketch and record observations in Box 2.

3. Ask, how can we join two solid crayons together, like a welder joins two pieces of metal? Hold one crayon in each hand with ends near the flame. As they melt, carefully lay the crayons flat on your wax paper and press the ends together. After a few seconds, carefully pick up the crayons. Hold one end to show students the crayons are fused together. Sketch and record final observations in Box 3.

CAUTION: Do not press the crayons together in the air over the flame. The crayons can slip and splatter hot wax on your hands and clothing.

Station 2: Building Vocabulary – Welding Words

MATERIALS: This station needs chart paper, dictionaries, and copies of the Welding Words worksheet on page 10.

INSTRUCTIONS: On chart paper, list words students know that mean the same thing as weld (fuse, join, attach, bond, etc.). Use a dictionary to find the definition of welding. Complete the Welding Words worksheet.

I Can Be A WELDER

Station 3: Researching Informative Text – Welders at Work

MATERIALS: This station needs several picture books or nonfiction books about welding for students to read and copies of the Welders at Work worksheet on page 11.

INSTRUCTIONS: Use the books to research the prompts and complete the Welders at Work worksheet.

Station 4: Researching Informative Text – Welders Work Safely

MATERIALS: This station needs several picture books or nonfiction books about welding available for students to read, drawing supplies, and copies of the Welders Work Safely worksheet on page 12.

INSTRUCTIONS: Use the books to research personal protective equipment - safety gear - worn by welders. Complete the Welders Work Safely worksheet.

Station 5: Workforce Skills Development – Arm-Hand Steadiness

MATERIALS: This station needs two pairs of adult gardening gloves, items to stack such as dominoes, Jenga tiles, or playing cards, and some space.

PURPOSE: Welders must have a steady hand to hold a torch in place as they work. This special ability is called Arm-Hand Steadiness. At this station, students will practice their Arm-Hand Steadiness while building towers.

INSTRUCTIONS: Designate a spot for students to practice their Arm-Hand Steadiness while stacking a tower of dominoes, Jenga tiles, or house of cards. Students should also try stacking a tower while wearing safety gear (a pair of gloves).

Station 6: Workforce Skills Development – Spatial Awareness

MATERIALS: This station needs one copy of the Welder Says cards on page 15, cut apart and set in a pile.

PURPOSE: Welders need to have excellent spatial awareness to hold a torch and control their body as they work. Students will practice spatial awareness as they play Welder Says, a game like Simon Says.

INSTRUCTIONS: Students take turns drawing a card and reading the Welder Says command aloud. All players complete the action before reading the next card. There are some blank cards for students to add more commands.

I Can Be A WELDER

Station 7: Workforce Skills Development – Attention to Detail

MATERIALS: This station needs several rulers, pencils, scissors, a toilet paper tube for each student, some Play-Doh®, salt dough, or clay, and copies of the Attention to Detail worksheet on page 16.

PURPOSE: Welders must be skilled at reading and understanding the details on welding blueprints. Please note that real welding blueprints are not pictures or icons, they are complex technical drawings made by engineers that show the welder precisely how to do a job. The blueprint’s welding symbols and codes tell what type of joint to make, how deep to weld, properties of the metal, etc. Welders must pay attention to details to read and follow the blueprints precisely. At this station, students will practice paying attention to details as they measure, cut, and “weld” a pipeline.

INSTRUCTIONS: Follow the instructions on the Attention to Detail worksheet. Older students can exchange pipelines with a partner and conduct a Quality Control Check, measuring the weld width and pipe lengths to make sure everything is done correctly. Younger students can cover the end of the tube with one hand and look through the other end to see if any light shines through.

Station 8: Soft Skills Practice – Patience and Problem Solving

MATERIALS: This station needs scissors, crayons, and copies of the Tangram worksheet on page 17, or you may use any kind of Tangram or pattern puzzles of your own.

PURPOSE: Two soft skills employers are looking for in their workers are patience and the ability to problem solve. Welders need to be able to do both in their daily work. At this station, students will build their patience and problem-solving skills as they solve Tangram or similar pattern puzzles.

INSTRUCTIONS: If using the Tangram worksheet, have students color and cut apart the shapes. Challenge students to create something a welder might make, such as an airplane, automobile, bridge, or ship.

Station 9: Career Assessment – Would You Like to Be a Welder?

MATERIALS: This station needs copies of the Would You Like to Be a Welder worksheet on page 18, and coloring supplies.

INSTRUCTIONS: Read the worksheet statements and color in the emojis. Remind students there are no right or wrong answers. Knowing what you like to do and which skills you have will help you choose a meaningful career one day.

Extension

For more activities that teach about heat, melting, or states of matter, download the What is Energy? Teacher Guide from NEED.org/shop.

Welding Words

FRAYER MODEL

My Definition

Synonym (Similar Words)

Antonym (Opposite Words)

Picture

Welders at Work

What is welding?

How many people work as welders?

Where do welders work?

What are some things made by welders?

As a welder, what would you like to build?

A question you have:

Welders Work Safely

Draw things welders wear to stay safe as they work.

A welder wears

CRAYONS

We use _____________ to ______________ crayons. Welders use ____________ to _____________ metal. Now the two crayons are ________________.

Spatial Awareness

WELDER SAYS CARDS

Welder says sit underneath a desk.

Welder says tap your left shoulder.

Welder says go low to the ground.

Welder says reach high in the sky.

Welder says snap once with your right hand.

Welders says stand beside a classmate.

Welder says put both arms around a book.

Welder says stand between two chairs.

Welder says hold a pencil vertically.

Welder says touch the outside of your nose.

Welder says clap three times below your chin.

Welder says take two hops backwards.

Welder says make bunny ears behind your head.

Welder says lay a pencil horizontally on a desk.

Welder says stand next to a wall.

Welder says put your hands on top of your head.

Welder says take two hops forward.

Welder says walk through a doorway.

Welders says Welders says Welders says

Attention to Detail

Follow the welding blueprint to do your welding job.

Step 1

Step 2

Measure 4 cm with a ruler.

Draw a dashed line.

Cut the line.

Move uncut ends together. Weld with dough. Weld should be 2 cm wide.

Check your weld. Cover the end of the pipeline with your hand and peek inside. Do you see any light?

QUALITY CONTROL CHECK

Measure the short end of the pipeline. Is it 4 cm? Yes No

Measure the long end of the pipeline. Is it 6 cm? Yes No

Measure the weld. Is it 2 cm? Yes No

Tangram

DIRECTIONS:

1. Color the shapes.

2. Cut them apart.

3. Use all the shapes to build an airplane, rocket ship, car, boat, or bridge.

Would You Like to Be a Welder?

Name: __________________________

Instructions: Read each statement. Color the emoji that shows how you feel.

I like to build things.

I practice being safe.

I like to work by myself.

I like heights.

I am patient.

I follow directions.

I have a very steady hand.

I like being underwater.

I Can Be an Architect

A Career in Green Building - Background Information

Buildings can consume a lot of energy. The U.S. Green Building Council’s Leadership in Energy and Environmental Design (LEED®) program covers the design, construction, and operation of all types of buildings. The voluntary program uses a rating system to reward and certify green construction projects for their energy efficiency, water efficiency, materials and resource use, indoor environmental quality, emissions, and building operations and maintenance. LEED®-certified buildings consume less energy, emit less carbon dioxide emissions, use less water, use sustainable materials, are healthier for building occupants, and are environmentally friendly. According to the U.S. Green Building Council, there are many important careers in the green building industry, including architects and landscape architects.

What do architects do? Architects plan and design structures, like homes, office buildings, libraries, schools, and fire stations. Architects are responsible for the overall look of a building, and must make sure it is functional, safe, economical, and meets the needs of the people who will use the building. In the U.S., there are about 123,700 people employed as architects. Architects earn a median annual wage of $93,310 or $44.86/hour (May 2023). According to the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook, becoming a licensed architect requires completing a five-year bachelor’s degree in architecture, gaining relevant experience through a paid internship, and passing the Architect Registration Examination®. Many architects also complete a master’s degree in architecture. Landscape architects plan and design outdoor spaces for parks, schools, residential, and commercial sites. They create sustainable spaces through designs that improve energy efficiency, conserve water, use sustainable materials, and increase biodiversity. About 20,370 people work as landscape architects, earning a mean annual wage of $83,990 or $40.38/hour (May 2023). Becoming a licensed landscape architect requires completing an undergraduate Landscape Architecture degree, internship experience, and passing the Landscape Architect Registration Examination.

Architects that specialize in green design, or sustainable design, think about the environment as they design structures. They find ways to conserve energy and water, reduce pollution, and use materials that won’t harm the environment.

Exploring careers in architecture gives students an opportunity to practice creative problem solving and design thinking.

NGSS Connections

K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

SPQ-P1: Relative scales allow objects and events to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower).

SF-P1: The shape and stability of structures of natural and designed objects are related to their function(s).

PS1.A-P3: A great variety of objects can be built up from a small set of pieces.

ESS3.C-P1: Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Grade Level

Primary, K-2 Time 1-5 class periods

I Can Be an Architect

ETS1.B-P1: Designs can be conveyed through sketches, drawings, or physical models. These representations are useful in communicating ideas for a problem’s solutions to other people.

HE-P2: Men and women of diverse backgrounds are scientists and engineers.

Objectives

Students will be able to describe an architect as a skilled trade career.

Students will be able to describe an architect as a professional career.

Students will practice workforce development skills and soft skills used by architects, such as design thinking, problem solving, drawing, scale and proportion, written communication, verbal communication, active listening, and creativity.

Materials

Several nonfiction books and picture books featuring architects at work; the construction process or green building, urban planning, or green cities; birds building nests; and architect biographies

Chart paper

Dictionary

Play-Doh®, salt dough, or clay

Drawing paper

Lined writing paper with a picture box

Nonfiction Book Suggestions:

Colored pencils or crayons

3 Apples

Knife (to cut the apple)

Plate

Adult-sized chair

Child-sized chair

Wood blocks, plastic cups, or LEGO® bricks

Clip boards (optional)

Drummond, Allan. Green City: How One Community Survived a Tornado and Rebuilt for a Sustainable Future. New York: Farrar Straus Giroux Books for Young Readers, 2016.

Greve, Meg. From Empty Lot to Building. North Mankato: Rourke Educational Media, 2015. Hale, Christy. Dreaming Up, A Celebration of Building. New York: Lee & Low Books Inc., 2012. Hopkins, Lee Bennett. Construction People. New York: WordSong, 2020. Moening, Kate. Architect. Minneapolis: Bellwether Media, 2023.

Sánchez Vegara, Mª Isabel. Zaha Hadid. Minneapolis: Frances Lincoln Childrens Books, 2019. Slegers, Liesbet. Construction Workers and What They Do. New York: Clavis Publishing Inc., 2022.

Walker Harvey, Jeanne. Maya Lin, Artist-Architect of Light and Lines, Designer of the Vietnam Veterans Memorial. New York: Henry Holt and Company, 2017.

Winter, Jeanette. The World is Not a Rectangle, a Portrait of Architect Zaha Hadid. New York: Beach Lane Books, 2017.

Picture Book Suggestions:

Beatty, Andrea. Iggy Peck, Architect. New York: Abrams Books for Young Readers, 2007.

Coote, Maree. Robyn Boid: Architect. South Melbourne, Victoria: Melbournestyle Books, 2017. Kyi, Tanya Lloyd. Our Green City. Toronto: Kids Can Press, Ltd., 2022.

Wheeler, Lisa. Someone Builds the Dream. New York: Dial Books for Young Readers, 2021.

I Can Be an Architect

Preparation

1. Gather picture books and nonfiction books about architects, green building or green cities, and architect biographies.

2. Preview videos that introduce designing buildings and landscapes as a career. Two good sources are www.careeronestop.org, and pbslearningmedia.org. Search for videos using the words “architect” and “landscape architect.”

3. Choose which activities you will do. Some activities can be done as stations, in any order, allowing small groups to rotate and try all the activities while sharing supplies. Some activities may be more successful as teacher led.

4. Gather and prepare materials and copies needed for each activity.

Procedure

2. An additional way to introduce skilled trades and an architect’s role in construction, is using the book, Construction People, a collection of poems selected by Lee Bennett Hopkins. Each poem is about the different workers and tradespeople who help build a skyscraper. After reading the entire book, go back and reread the poem, “Architect,” by Denver Butson. Discuss the architect’s role in the construction process.

3. Introduce architect as a professional career by watching a video that shows architects at work, and/or reading one of the suggested books, such as Architect by Kate Moening. Suggestions for building literacy skills while using your book are included in this guide on pages 2-3.

4. Learn about real-life architects by reading a biography, such as Maya Lin, Artist-Architect of Light and Lines, Designer of the Vietnam Veterans Memorial, by Jeanne Walker Harvey, or The World is Not a Rectangle, a Portrait of Architect Zaha Hadid, by Jeanette Winter.

5. Introduce students to the concepts of city planning, green building, and sustainable living by reading Green City: How One Community Survived a Tornado and Rebuilt for a Sustainable Future by Allan Drummond or Our Green City by Tanya Lloyd Kyi.

6. If using stations, explain what to do at each location. Put students into groups and facilitate as they rotate through activities.

Station 1: Building Vocabulary – Architect Words

MATERIALS: This station needs chart paper, dictionaries, books about green cities, and copies of the Architect Words worksheet on page 24.

INSTRUCTIONS: On chart paper, list words students know that mean the same thing as design (make plans, drawings, sketches, etc.). You could discuss the word design as both a noun (a design) and a verb (to design). Use a book about green cities to summarize a description of green design/sustainable design. Complete the Architect Words worksheet.

Station 2: Researching Informative Text – Architects at Work

MATERIALS: Have several picture books or nonfiction books about architects available for students to read and copies of the Architects at Work worksheet on page 25.

INSTRUCTIONS: Use the books to research the prompts and complete the Architects at Work worksheet.

I Can Be an Architect

Station 3: Workforce Skills Development – Design Thinking

MATERIALS: This station needs Play-Doh®, salt dough, or clay, an (optional) book about birds building nests, such as Robyn Boid: Architect by Maree Coote, and copies of the Designer Bird Nest worksheet on page 26.

PURPOSE: Architects must be good at design thinking, a process for creative problem solving. An architect sees a problem as an opportunity to solve it. There is no right or wrong answer, just experimenting and critical thinking. Design thinking involves asking the right questions, creating innovative solutions, testing, experimenting, and prototyping. During this activity, students will practice design thinking, sketch designs, and build a model bird nest.

INSTRUCTIONS: If possible, read Robyn Boid: Architect by Maree Coote. Student architects have a client - a bird - who needs a safe nest to hold an egg. Can you design a nest that is safe for an egg but also comfortable, fun, and looks nice, too? Design and sketch the ultimate bird nest on the Designer Bird Nest worksheet. Then use dough to build a model of your design. As an extension, discuss scale and proportion. Could a robin use this nest? A hummingbird or eagle? The size of the nest depends on the size of the bird, just like the purpose and scale of a structure depends on the clients’ needs.

Station 4: Workforce Skills Development – Draw Like an Architect

MATERIALS: This station needs drawing paper, coloring supplies, three pieces of fruit, such as apples that can stand upright on a plate, a knife and plate, or copies of the Draw Like an Architect worksheet on page 27.

PREPARATION: Keep one apple whole, label it “elevation.” Cut one piece of fruit in half horizontally. Label it “floor plan.” Cut one piece of fruit in half vertically. Label it “cross section.”

PURPOSE: Architects need to be skilled in drawing by hand and on the computer in order to communicate their vision to clients and contractors. At this station, students will practice three types of drawings used by architects.

INSTRUCTIONS: Fold a sheet of drawing paper into thirds. Draw and label the elevation, plan, and cross section of pieces of fruit. Or, complete the Draw Like an Architect worksheet, making drawings of your school and classroom.

Station 5: Workforce Skills Development – Scale and Proportion

MATERIALS: This station needs copies of the Scale and Proportion worksheet on page 28, an adult’s chair, and a student’s chair.

PREPARATION: Set up the chairs side by side.

PURPOSE: Architecture is designed and made for people to u/’se. Understanding proportions and human scale are essential to designing objects, furniture, houses, and buildings. Architects use math to solve problems. Multiplication and division, area and perimeter, and using the imperial and metric systems, are math concepts that architects use every day. At this station, students will use the Scale and Proportion worksheet to practice the math skills of scale and proportion by measuring objects and distances with parts of their bodies, and comparing chairs built for adults and children.

INSTRUCTIONS: Complete the Scale and Proportion worksheet.

Station 6: Workforce Skills Development – Written Communication

MATERIALS: This station needs lined writing paper with a picture box, colored pencils or crayons, and books about green building, urban planning, or green cities available for students to read.

PURPOSE: Architects need to have good written communication skills, as they prepare presentations, share their ideas with clients, other architects, and workers who help prepare drawings. At this station, students will practice their written communication skills.

INSTRUCTIONS: Student architects will design an environmentally friendly home or green building for their community. Draw a picture of the home in the box. Then describe your home’s design, explaining ideas with as much detail as possible. Some design ideas to suggest: a roof garden, a way to catch rainwater and reuse it, using a renewable source of energy to power the house, a tiny home, or a home built underground.

I Can Be an Architect

Station 7: Soft Skills Development – Verbal Communication and Active Listening

MATERIALS: This station needs drawing paper, pencils, and clip boards (optional).

PURPOSE: Architects need to have good oral communication skills to clearly describe and explain their ideas to clients, other architects, and workers who help prepare drawings. Architects also need good listening skills, which means not interrupting someone who is speaking, and asking clarifying questions when needed. At this station, students will practice using verbal communication to convey an idea to a partner, and practice active listening as a partner speaks.

INSTRUCTIONS: On a piece of paper, draw a new piece of playground equipment for your school. Keep your drawing secret. Find a partner and take turns talking and listening. Describe your piece of playground equipment in great detail to your partner, while they listen and draw what you describe. Then your partner will describe their drawing as you listen and try to draw it. Finally, show each other your drawings to see how well you did communicating your designs to each other.

Station 8: Soft Skills Development – Creativity

MATERIALS: This station needs something for students to build with such as wood blocks, plastic cups, or LEGO® bricks, as well as floor or table space.

PURPOSE: Creativity is an important skill for architects, who design the overall look of houses, buildings, and other structures. They must ensure that the final product is both attractive and functional. During this activity, students will practice their creativity as they come up with ideas, build structures, make construction mistakes, and start over.

INSTRUCTIONS: Have students design and build structures. If necessary, provide prompts near the supplies, such as build a bridge, skyscraper, castle, fort, etc.

Station 9: Career Assessment – Would You Like to Be an Architect?

MATERIALS: This station needs copies of the Would You Like to Be an Architect? worksheet on page 29, coloring supplies, and architect biographies. Some architects to research include Antoni Gaudi, Frank Gehry, Frank Lloyd Wright, Maya Lin, Minoru Yamasaki, Paul R. Williams, Philip Freelon, Rafael Guastavino, Thomas Jefferson, Zaha Hadid, and landscape architect Fredrick Law Olmsted.

PURPOSE: Knowing what you like to do and which skills you have will help you choose a meaningful career one day. Men and women from diverse backgrounds and cultures have worked as architects. Some have had to overcome racial and cultural barriers to create their famous structures all over the world.

INSTRUCTIONS: Read an architect’s biography. Complete the Would You Like to Be an Architect worksheet. Remind students there are no right or wrong answers.

Extensions

Get Building!

The NEED Project’s Energy House curriculum gives students an opportunity to design and build an energy-efficient cardboard box house, with an investigation to determine the energy-efficiency of the building. Download Energy House from need.org/shop

Reading Poetry

Dreaming Up, A Celebration of Building by Christy Hale uses various poetry styles to introduce famous architectural structures in various styles, tying them together with common children’s activities. For example, a child’s pillow fort resembles the Guggenheim Museum Bilbao. Information about the architects and their famous structures is included.

Architect Words

FRAYER MODEL

My Definition Picture

Synonym (Similar Words)

Design

Antonym (Opposite Words)

Architects at Work

How to become an architect: Where do architects work?

Things architects design:

Tools architects use:

My question for an architect: Architects are good at:

Designer Bird Nest

The problem:

A bird needs a safe nest to hold an egg.

My bird nest designs:

Draw like an Architect

Architects draw by hand or on the computer. They communicate their ideas to clients and contractors using different types of drawings.

ELEVATION

An elevation is a drawing that shows what a building looks like on the outside. Draw the elevation of your school.

PLAN

A floor plan is a drawing that shows the layout of a room from an aerial view. Imagine your back is stuck to your classroom ceiling and you are looking straight down at the floor of your classroom. Draw the floor plan of your classroom.

CROSS SECTION

A cross section is a drawing that shows how tall and wide a building is, and what the rooms look like inside. Imagine a dollhouse, which has no front on it so you can reach in to arrange the furniture. Looking into the dollhouse is the cross section of the house. Draw a cross section of your classroom.

Scale and Proportion

Instructions: Use your body parts to measure things in the classroom.

Use your hand to measure the width of a table. The table is __________________ hands across.

Use your arm to measure the length of a wall. The wall is ____________________ arms long.

Use your finger to measure the height of a book. The book is _____________________ fingers tall.

Use your foot to measure the length of a hallway. The hallway is _____________________feet long.

Draw the two chairs next to each other.

Use your body to measure the width of the floor. The floor is ____________________ bodies wide.

Use your hand to measure the height of the desk. The desk is _______________________ hands tall.

Use your foot to measure the perimeter of the room. The perimeter of the room is _________ feet around.

The teacher’s chair is a different size because _________________________________________________

Would You Like to Be an Architect?

Name: __________________________

Instructions: Read each statement. Color the emoji that shows how you feel.

I like to draw.

I have neat handwriting.

I like challenges.

I am good at math.

I pay attention to details.

I’m good at solving problems.

I am good at explaining my ideas.

I like to design things.

I Can Be an Electrician

Grade Level

Primary, K-2

Time

1-5 class periods

If you are using this guide with older students, The NEED Project has many activities you can use to teach electrical concepts. These teacher guides are available for free download from need.org/shop

Science of Energy Station 6

Electroworks

The Science of Electricity Model

Sidekick Circuits

A Career as an Electrician - Background Information

What does an electrician do? According to the U.S. Bureau of Labor Statistics’ Occupational Outlook Handbook, “electricians install, maintain, and repair electrical power, communications, lighting, and control systems in homes, businesses, and factories.”

There are about 762,600 people employed as electricians in the U.S. Electricians work full time, with a median wage of $61,590 or $29.61 per hour (May 2023). To start this career, employers require a high school diploma or equivalent. No work experience is necessary. While some electricians start out by attending a technical school, most electricians learn on the job through a four- or five-year apprenticeship program. Apprenticeships combine paid, hands-on work with classroom instruction. Most states require electricians to pass a test and be licensed.

Training to be an electrician may lead to a wide variety of job possibilities. Indeed.com lists several career paths for electricians, including Avionics Electrician, Commercial Electrician, Maintenance Electrician, Wind Turbine Electrician, Installation Electrician, Marine Electrician, Electrical Assembler, Lineperson, Industrial Electrician, Solar Panel Electrician, Automotive Electrician, and Electrical Designer.

NGSS Connections

2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.

SYS-P2: Systems in the natural and designed world have parts that work together.

INFLU-P3: People depend on various technologies in their lives; human life would be very different without technology.

Objectives

Students will be able to describe an electrician as a skilled trade career.

Students will be able to describe how parts of a circuit work together.

Students will be able to summarize properties of objects that conduct electricity.

Students will practice workforce development skills and soft skills used by electricians, such as finger dexterity, visual color discrimination, extent flexibility, trunk strength, active listening, and speaking.

Materials

Several nonfiction books and picture books featuring electricians at work

Energy Ball, Hands-On Lightning Rod, or Energy Stick

Metal object

Wood block

Chart paper

Dictionary

Drawing paper

Drawing and coloring supplies

Play-Doh®, salt dough, or clay

Lacing beads and strings kit

Tweezers

Uncooked rice

Clothes pins

Cotton balls

Plates or letter tracing templates

Index cards

Twister game

File folders

Circuit mini book, pages 35-36, one copy per student

I Can Be an Electrician

Nonfiction Book Suggestions

Honders, Christine. What’s It Really Like to Be an Electrician? New York: PowerKids Press, 2020. Hopkins, Lee Bennett. Construction People. New York: WordSong, 2020. Hord, Colleen. From Power Plant to House. North Mankato: Rourke Educational Media, 2015.

Labrecque, Ellen. Electrician (Cool Vocational Careers). Ann Arbor: Cherry Lake Publishing, 2017. Lower, Jan. The Brilliant Calculator, How Mathematician Edith Clarke Helped Electrify America. New York: Astra Books for Young Readers, 2023. Sabelko, Rebecca. Electricians (Community Helpers). Minneapolis: Bellwether Media, Inc., 2020. Sprott, Gary. Electricians (Skilled Trade Careers). Vero Beach: Rourke Educational Media, 2021.

Picture Book Suggestions

Wheeler, Lisa. Someone Builds the Dream. New York: Dial Books for Young Readers, 2021.

Preparation

Gather picture books and nonfiction books about electricians.

Preview videos that introduce working as an electrician as a career. Two good sources are careeronestop.org and pbslearningmedia.org. Search for videos using the word, “electrician.”

Gather and prepare materials and copies needed for each activity. Print pages 33-34 double-sided to make the Circuit mini book.

Procedure

2. An additional way to introduce electrical work as a skilled trade is using the book, Construction People, a collection of poems selected by Lee Bennett Hopkins. Each poem is about the different workers and tradespeople who help build a skyscraper. After reading the entire book, go back and reread the specific poem, “Electricians,” by J. Patrick Lewis. In the poem, discover electrician-related vocabulary words like apprentice, technician, hot-wire, watt, and switch. Analyze the illustration to find examples of tools used by electricians, such as rulers, measuring tools, wire, and wire cutters. Analyze the illustration to find examples of safety gear worn by electricians, such as a hard hat, safety glasses, boots, and tough leather gloves.

3. Introduce a career as an electrician by watching a video that shows electricians at work, and/or reading one of the suggested nonfiction books, such as Electricians (Community Helpers) by Rebecca Sabelko, or What’s It Really Like to Be an Electrician? by Christine Honders. Suggestions for building literacy skills while using your book are included on pages 2-3 of this guide.

4. Introduce electricity concepts, such as how it is generated and used, and different careers related to generating electricity, by reading a book, such as From Power Plant to House by Colleen Hord. Point out that the lineman in the story is an electrician.

I Can Be an Electrician

5. Station one is a teacher-led activity that lets students explore open and closed circuits. It includes a Circuit mini book to record observations. This activity could also be done as a separate science lesson.

6. If using stations, explain what to do at each location. Put students into groups and facilitate as they rotate through activities.

Station 1: Teacher Demonstration – Open and Closed Circuits

MATERIALS: A science toy that lights up and makes noise when the circuit is closed, such as an Energy Ball, Hands-On Lightning Rod, or Energy Stick; a Circuit mini book for each student; a metal object; and a wood block.

PURPOSE: During this activity, students will experience open and closed circuits.

INSTRUCTIONS:

1. Read and follow the instructions for the specific toy you have available. Handle materials with care. If they drop on the ground, they may not work anymore.

2. Begin with everyone standing in a circle. Touch palms with the person on either side.

3. Choose two students to separate their touching hands and hold the toy between them instead. Each student touches only the metal end in their hand. What happens when the circuit is complete? This is a closed circuit.

4. Have any two students separate their hands. What happens when the circuit is broken? This is called an open circuit.

5. Touch hands again to close the circuit. Repeat opening the circuit with different students. As appropriate, have students close the circuit in other ways, such as linking elbows or touching one fingertip.

6. What happens if two students separate hands but hold a metal object (a conductor) between them? What happens if they hold a wood block (an insulator)? Try other items from around the room. Create a list of the objects that you try, and have students decide if they are conductors or insulators. Then, analyze the data obtained from testing the different objects to determine which materials are best suited for conducting electricity. A chart is available on page three of the Circuit mini book.

7. Complete the Circuit mini book. Draw and label a model of the toy on the cover. Discuss what students observed when the circuit was closed, and open, on page two. Complete the chart of conductors and insulators tested on page three and summarize properties of objects that conduct electricity. Finally, on page four, draw things in the classroom or home that use electricity, helping students realize they depend on electricity for many things in their lives.

Station 2: Building Vocabulary – Electrician Words

MATERIALS: This station needs chart paper, dictionaries, and copies of the Electrician Words worksheet on page 37.

INSTRUCTIONS: Write the word CIRCUIT on chart paper and analyze it. Also, write the word CIRCLE and notice how they both start with the same letters. List words students know that mean the same thing as circle (round, sphere, loop, ring, etc.). Explain that an electric circuit is a closed loop electricity follows to give power to something. It is an electrician’s job to place wires in the walls of your home, creating the paths that carry electricity to outlets. What things in your home or classroom plug into an outlet to get electricity? Complete the Electrician Words worksheet.

Station 3: Researching Informative Text – Electricians at Work

MATERIALS: This station needs several nonfiction books about electricians for students to read and copies of the Electricians at Work worksheet on page 38.

INSTRUCTIONS: Use the books to research the prompts and complete the Electricians at Work worksheet.

I Can Be an Electrician

Station 4: Researching Informative Text – Electricians Work Safely

MATERIALS: This station needs several nonfiction books about electricians available for students to read, drawing supplies, and copies of the Electricians Work Safely worksheet on page 39.

INSTRUCTIONS: Use the books to research special clothing and safety equipment worn by electricians. Complete the Electricians Work Safely worksheet.

Station 5: Workforce Skills Development – Finger Dexterity

MATERIALS: This station needs Play-Doh®, salt dough or clay, a lacing beads and strings kit, tweezers, uncooked rice, clothes pins, cotton balls, plates, or letter tracing templates.

PURPOSE: Electricians must be able to grasp, manipulate, and put together small parts with their fingers. This special ability is called Finger Dexterity. At this station, students will practice fine motor skills and build their finger dexterity.

INSTRUCTIONS: Set up a couple things for students to do based on the materials you have. Suggestions include squeezing and playing with clay or dough; lacing and stringing wood beads; or using tweezers to pick up rice kernels or clothes pins to pick up cotton balls and placing them in a straight line on a plate or on a letter tracing template.

Station 6: Workforce Skills Development – Visual Color Discrimination

MATERIALS: This station needs index cards.

PURPOSE: Electricians must identify electrical wires by color. They must notice the difference between colors, including shades and brightness. This special ability is called Visual Color Discrimination. At this station, students will play Rainbow Hunt to build their color vision and practice their visual color discrimination.

PREPARATION: Write a basic rainbow color name on each index card. For older students, include some additional colors like pink, magenta, lime green, aqua, navy, etc.

INSTRUCTIONS: To play Rainbow Hunt, each student draws a card from the pile, and collects an object from the room that matches the color written on their card. Players take turns showing their object and revealing their color card. If matched correctly, the item is added to the group’s rainbow. On a large table or floor, students should place their items in rainbow order. Return all the cards to the pile and mix them. Everyone draws another card and collects another object. Continue building the group’s rainbow of objects as the game continues. Students can also sort all the objects of the same color from darker to lighter. Finally, return the items to where they belong.

Alternatively, older students can use a computer to take a free color vision hue test. Two sites to preview are www.xrite.com/hue-test and www.lenstore.co.uk/vc/colour-is-in-the-eye-of-the-beholder/#/game.

I Can Be an Electrician

Station 7: Workforce Skills Development – Extent Flexibility and Trunk Strength

MATERIALS: This station needs a Twister game.

PURPOSE: Electricians have an active, physical job. They often need to move around while running wire and connecting fixtures to the wire. They need to be good at bending, stretching, twisting, and reaching - a special ability called Extent Flexibility. Electricians need to be strong enough to move heavy components which may weigh up to 50 pounds. Having a strong lower back and stomach is an ability called Trunk Strength. Students will practice their extent flexibility and build trunk strength while playing Twister.

PREPARATION: Find a space to set up the Twister mat.

INSTRUCTIONS: Have one student work the spinner and call out the commands. When someone falls, that person takes over spinning and students start a new round.

As an alternative, find stretching and/or core strengthening videos for children on YouTube. Have students do the exercises along with the videos.

Station 8: Soft Skills Practice – Active Listening and Speaking

PURPOSE: Employers are looking for workers who are skilled at Active Listening and Speaking. Active listening involves listening to others, not interrupting, and asking good questions. Speaking is the way you talk to others. Electricians need to use both these soft skills as they work with customers and alongside teammates. At this station, students will practice their active listening and speaking skills as they play a game similar to I Spy and 20 Questions.

INSTRUCTIONS: Sit in a circle. Choose one person to be the spier. The spier looks around the room to find an object that everyone can see. The spier gives a descriptive clue, “I see something…” In turn, each student can ask the spier a descriptive yes or no question, then use the information to take a guess at the object. If they guess correctly, they become the next spier. If not, the next student asks their descriptive question and guesses. If no one guesses correctly, the spier shares another clue. The students continue asking questions and guessing until the object is discovered.

Station 9: Career Assessment – Would You Like to Be an Electrician?

MATERIALS: This station needs copies of the Would You Like to Be an Electrician? worksheet on page 40, and coloring supplies.

Extension

EDITH CLARKE BIOGRAPHY

Electricians must be good at math and know how to use tools to make measurements. Electricians use arithmetic, algebra, geometry, calculus, statistics, and their applications to solve problems. Edith Clarke was the first female electrical engineer in America and the inventor of the Clarke Calculator. Her mathematics work in the electrical industry laid the foundation for today’s smart grid technology. Read The Brilliant Calculator, How Mathematician Edith Clarke Helped Electrify America, by Jan Lower.

CIRCUIT

When the circuit was closed, I heard ______________________ ____________________________ ____________________________ and I saw ___________________ ___________________________. When the circuit was open I heard ______________________ and I saw___________________ ___________________________.

INSULATORS

CONDUCTORS

Electrician Words

FRAYER MODEL

My

Definition Picture

Synonym (Similar Words)

Circuit

Antonym (Opposite Words)

Electricians at Work

How do you become an electrician?

How many people work as electricians?

What does an electrician do?

Where do electricians work?

What do you want to ask an electrician?

Electricians Work Safely

Draw things electricians wear to stay safe while they work. Electricians

Would You Like to be an Electrician?

Name: __________________________

Instructions: Read each statement. Color the emoji that shows how you feel.

I am good at seeing the difference between colors.

I have steady hands.

I am good at solving problems.

I like small, cramped spaces.

I can use my fingers to put small parts together.

I follow directions.

I like math.

I like heights.

Glossary

apprenticeship a combination of classroom lessons and paid on-the-job training where one person learns a trade from an experienced professional by working alongside that person

architect highly trained designer who plans, designs, and oversees a building’s construction

blueprints detailed plans

builders group of trade workers who work in construction

circuit a complete path of electricity

construction the business of building permanent structures

contractors people responsible for the day-to-day activities on construction sites

cross section a drawing that shows how tall and wide a building is and what the rooms look like inside

design artistic plan or pattern

designers a group of creative workers who plan and design a building

electrical blueprints maps of buildings that tell electricians where wires are located

electrician tradesperson who installs, repairs or maintains wiring systems in machines or buildings

electricity energy that travels through wires and makes lights work

elevation a drawing that shows what a building looks like on the outside floor plans diagrams of the arrangement of rooms in a building

green design environmentally friendly design emphasizing the efficient use of resources

PPE personal protective equipment, such as gloves, worn to keep safe while welding

skilled trade occupation that requires a specific skill set, knowledge, or ability

sustainable able to go on into the future; sustainable construction uses renewable materials and does not damage the environment for future generations

trade school an educational program offering training for a specific skilled trade job, such as welding

users group of people who use the space inside a building to live or work

welder tradesperson who uses hand-held tools to apply heat to join or cut metal pieces

wires thin, bendable threads of metal; wires carry electricity

Bibliography

Architect. U.S. Green Building Council, Inc.

https://www.usgbc.org/professionals/green-careers/architect

Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, Architects. https://www.bls.gov/ooh/architecture-and-engineering/architects.htm

Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, Electricians. https://www.bls.gov/ooh/construction-and-extraction/electricians.htm

Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, Welders, Cutters, Solderers, and Brazers. https://www.bls.gov/ooh/production/welders-cutters-solderers-and-brazers.htm

Career Paths in Welding. American Welding Society. https://www.aws.org/Career-Resources/

Landscape Architect. U.S. Green Building Council, Inc. https://www.usgbc.org/professionals/green-careers/landscape-architect

Moiz, Abdul. April 18, 2024. 18 Types of Welding Jobs. Indeed Career Guide. https://www.indeed.com/career-advice/finding-a-job/types-of-welding-jobs

Paul, Eugene. April 18, 2024. Careers: What Are the Different Types of Electricians? Indeed Career Guide. https://www.indeed.com/career-advice/finding-a-job/types-of-electricians

Petit Architect Design for Kids Ltd. May 28, 2021. How to Introduce Architecture to Your Kids and Why It’s Important

U.S. Department of Labor, Employment and Training Administration. Architects, Except Landscape and Naval. CareerOneStop. https://www.careeronestop.org/Toolkit/Careers/Occupations/occupation-profile.aspx?keyword=Architects,%20Except%20 Landscape%20and%20Naval&location=United%20States&onetcode=17101100

U.S. Department of Labor, Employment and Training Administration. Electrician. CareerOneStop. https://www.careeronestop.org/Toolkit/Careers/Occupations/occupation-profileaspx?keyword=Electricians&onetcode=4721110 0&location=UNITED%20STATES

U.S. Department of Labor, Employment and Training Administration. Welders, Cutters, Solderers, and Brazers. CareerOneStop. https://www.careeronestop.org/Toolkit/Careers/Occupations/occupation-profile.aspx?keyword=Welders,%20Cutters,%20 Solderers,%20and%20Brazers&onetcode=51412100&location=UNITED%20STATES

My Future Energy Career Evaluation Form

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?

5. Were the allotted times sufficient to conduct the activities?

6. Were the activities easy to use?

7. Was the preparation required acceptable for the activities?

8. Were the students interested and motivated?

9. Was the energy knowledge content age appropriate?

10. Would you teach this unit again?

Yes

No Please explain any ‘no’ statement below

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 -

National Sponsors and Partners

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