Students put on their detective hats and research clues to uncover career facts. This cooperative learning activity accesses Language Arts and critical thinking skills, as students attempt to conceal their own career while guessing the opposing teams’ careers.
www.need.org/educators/curriculum-correlations
This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.
This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.
This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.
In Energy Career Enigma students learn about energy-related careers. Student teams are each assigned a different energy career. Students must work cooperatively to analyze non-fiction text, organize information, and use critical thinking skills in order to identify of other teams’ careers while concealing their own team’s career.
There are two options for game play. The game may be played using the pre-selected list of ten careers showcased in this curriculum guide. The other option allows for customization of the list of careers, by selecting your own set of ten careers from a master list of 46 careers contained within the Energy Career Enigma spreadsheet. Both options are outlined within this Teacher Guide.
NOTE: If working with younger students, NEED’s Energy Careers Excursion curriculum contains several simple, team building, or role-playing and career exploration activities to understand basic career information and workplace skills.
Students will be able to identify careers based on basic skills and characteristics.
Students will be able to explain how different energy careers overlap.
The energy industry employs a wide variety of people.
Many valuable, well-paying careers do not require a college degree.
There are several jobs that combine desk work with field work.
Energy Career Enigma
This spreadsheet is a useful, Excel-based computer file built to aid in the revealing and displaying of clues for game play. It is necessary if opting to create a custom set of careers for game play. The spreadsheet contains separate tabs to input student clue choices for projecting, an answer key, and is pre-formatted to hide and unhide information as needed. Download the spreadsheet at https:// www.need.org/wp-content/uploads/2025/04/Energy-Career-Enigma-Spreadsheet-1.xlsx
IMPORTANT NOTE: Do not overwrite any information in the cells of the spreadsheet Doing so may risk loss of format and function, or the display of incorrect information.
You may opt to use the game as written with the ten, pre-selected careers showcased in this curriculum guide. This option is great for quick introductions to a wide variety of careers in the industry that might be available in any region. Follow the preparation found on page 6 for “Option One: Pre-set Career List.” You will only need to use the “Teacher Input” and “Round 1” through “Round 4” tabs found in the spreadsheet. Use the answer key on page 10 for scoring. The procedure for game play begins on page 8.
This version of the game was created to enable participants to explore a wide variety of careers. Classrooms might use this version in order to specialize and highlight certain part of the energy sector they are studying. Classrooms may also choose this version to more accurately represent jobs in the region where students are located. This option works well for a student-directed approach, as students may also select careers based on their interests. NEED has assembled a list of 46 energy industry careers from which you may choose for this option. Preview the list of career possibilities on page 6, and select the careers desired from the spreadsheet “X” tab. Follow the preparation on page 7 for “Option Two: Custom Career List.” Procedure for game play begins on page 8.
Grade Levels
Intermediate, grades 6-8
Secondary, grades 9-12
Time
Two to three 45-minute class periods
The Energy Careers Enigma Excel file is a computerized method for revealing and displaying clues for game play. Download the file and instructions for use by visiting www.need.org/shop
Check out Energy Careers Excursion for games and exercises that promote workforce readiness skills and activities that promote a more in-depth look at energy careers. Download this guide for free in PDF format at www.need.org/shop.
Students thinking seriously about their career plans may be interested in NEED’s career and technology education (CTE) units such as Your Future in Hydropower, Your Future in Wind Energy, and Your Future in Marine Hydrokinetics. Download these guides for in PDF format for free at www.need.org/shop
Did your students enjoy this career enigma? NEED has an energy sources version, too! Check out the original favorite, Energy Enigma and its spreadsheet at www.need.org/shop.
The following are the careers available in Custom Career List mode.
Accountant
Attorney
Boiler Operator
Certified Building Operator
Certified Energy Manager
Computer System Analyst
Construction Manager
Customer Service Representative
Driller
Drone Pilot
Electric Service Provider
Electric Vehicle Technician
Electrician
Energy Auditor
Energy Trader
Geologist
Geospatial Information Systems
Green Architect
Health Physicist
HVAC Technician
Hydrologist
Lineworker
Load Forecaster
Mechanical Engineer
Meteorologist
Nuclear Engineer
Nuclear Physicist
Nuclear Reactor Operator
Petroleum Engineer
Pipeline Operator
Plumber / Pipefitter
Power Plant Operator
Energy Career Enigma Infosheet (one copy per student), page 11
Project Manager
Real Estate Broker
Refinery Operator
Renewable Energy Engineer
Roughneck
Safety Inspector
Smart Grid Technician
Solar Installer
Solar Marketing Specialist
Surveyor
Transmission System Operator
Turbine Technician
Weatherization Technician
Welder
Energy Career Enigma Data Sheet (each group needs 10 Data Sheets, separated into stacks), page 13
Energy Career Enigma Clue Card (each group needs 10 Clue Cards), page 14
Energy Career Enigma Score Card (one per group), page 15
Energy Career Enigma Clue Order Envelope (one per group), page 16
Energy Career Enigma Career Clues (one paper copy of each), pages 17-26
Divide students into groups with 3-5 students per group, with a maximum of ten groups. If you have a smaller class, you may conduct the game with fewer than ten groups. You will select the clues for any careers not represented by a student group.
Make copies of materials as listed above.
Cut the Energy Career Enigma Clue Cards apart. Clip into stacks of ten cards per stack.
Cut the Energy Career Enigma Data Sheets apart. Clip into stacks of nine cards per stack. Set aside the remaining data sheets, as they will be passed out individually.
Fold the Energy Career Enigma Clue Order Envelopes in half and tape the sides closed.
Place the Energy Career Enigma Clues inside separate clue order envelopes.
Write the team number and name of the career in the space provided on the envelope.
Download the spreadsheet for gameplay. You will need to determine the clue order for any careers not represented by student groups.
On the day of game play, distribute Energy Career Enigma Data Sheets, Energy Career Enigma Clue Order Envelopes, and Energy Career Enigma Infosheets to each group.
Custom Infosheet, generated from “Student Infosheet” tab of spreadsheet (one copy per student)
Energy Career Enigma Data Sheet (each group needs 10 Data Sheets, separated into stacks), page 13
Energy Career Enigma Clue Card (each group needs 10 Clue Cards), page 14
Energy Career Enigma Score Card generated from the “Score Card” tab of the spreadsheet (one per group)
Energy Career Enigma Clue Order Envelope (one per group), page 16
Energy Career Enigma Career Clues from the “Team Clues” tab of the spreadsheet (printing one copy of the spreadsheet will yield one page of clues for each student team)
Divide students into groups with 3-5 students per group, with a maximum of ten groups. If you have a smaller class, you may conduct the game with fewer than ten groups. You will select any clues for any careers not represented by a student group.
Make copies of materials as listed above.
Cut the Energy Career Enigma Clue Cards apart. Clip into stacks of ten cards per stack.
Cut the Energy Career Enigma Data Sheets apart. Clip into stacks of nine cards per stack. Set aside the remaining data sheets as they will be passed out individually.
Fold the Energy Career Enigma Clue Order Envelopes in half and tape the sides closed.
Open the Energy Career Enigma spreadsheet.
Click on the “X” tab.
In column B, row 2, use the drop-down menu to select the first career you want to use. See Figure 1: Choosing Careers. NOTE: Do not select the careers in alphabetical order here!
Move to the next column and select another career, again, making sure you do not select them in alphabetical order.
The rest of the spreadsheet tabs should automatically populate according to the careers you select.
Click on the “Student Infosheet” tab. The careers you selected on the “X” tab will have populated along with a one-paragraph description of each.
NOTE: Careers will appear in a different order than on the “X” tab. This prevents the Infosheet order from being in the same order as the answer key. Print this spreadsheet (3 pages) and make one copy per student.
Click on the “Career Clues” tab. Clues for each career you selected on the “X” tab will have been populated such that one page of clues prints for each career. Print this spreadsheet; you should have ten pages, one for each career. NOTE: Use a scrap piece of paper to put your list of ten careers in alphabetical order.
Click on the “Score Card” tab. Starting in column E row 9, use the drop-down menu to select the career that is first alphabetically. Continue down column E for the next four careers, then move to column G row 9 to input the remaining careers in similar fashion. The rest of the score card will change over to your careers in alphabetical order. Print the score card and make one copy for each student group.
Click on the “Answers” tab. Print or copy this answer key to use for scoring the game.
Explain to the students that they will be working in small groups and how they must work together. Give students the following introduction:
The name of this activity is Energy Career Enigma. Everyone knows what the word energy means and what a career is but the word enigma may be a mystery to you. Actually, a mystery is a good way to define enigma. So, if we put the words ENERGY, CAREER, and ENIGMA together, we get an activity in which teams look for clues about jobs in the energy industry. You will need to communicate with others, solve problems, and use your academic and critical thinking skills.
Read the following instructions to the students:
Each team has been assigned an energy career. To find out which energy career your team represents, pick up your Energy Career Enigma Clue Order Envelope. Your team’s goal is to be the best at eliminating energy career enigmas. You will do this by identifying which energy career the other teams represent, using as few clues as possible. Naturally, it’s best if the other team(s) can’t guess which energy career you represent, or require a lot of clues to guess who you are, because this will give them a lower score.
The first thing you must do to become the best team of Energy Career Enigma eliminators is to learn something about your energy-related career. To accomplish this objective, each team has been given four Energy Career Enigma Infosheets. Each team also has an Energy Career Enigma Data Sheet. Someone from the team should write the name of your energy career in the space at the top of the data sheet. When the data sheet is completed, it will be for your eyes only; no other team should see it.
To successfully complete the data sheet, you’ll need to run an efficient team. This means each team will need a facilitator and a recorder. A facilitator keeps the session orderly and your team moving smoothly. The facilitator calls on people with their hands raised to prevent everyone from yelling out their facts all at once. They will point to members of the group, keeping pace with the writing speed of the recorder. The recorder writes down the information on the data sheet for the team. You have one minute to select your team’s facilitator and recorder. Now let’s look at the questions on the data sheet. The answers on them will be obtained from the Energy Career Enigma Infosheet
The first question is easy to determine – either your career requires a college degree, or it does not. Check the appropriate box.
Question two will require you to make a judgment about how much training is a short training period, or a moderate training period, and so on.
Read carefully for question three. The words “in the field” may not be explicitly stated in the career description, but you should be able to determine whether this career is done entirely in an office or if it some of it is outside of an office setting – which is what “in the field” means. Check any boxes in question four that apply to your career. It may be one, more than one, or none at all.
Make a judgement on question five and check the box based on your reading. For example, an electrician considers safety all the time, whereas an attorney may or may not be thinking about safety based on their work.
Question five provides a space to write down anything important that applies to your given career. This is a good place to note working conditions, special skills or aptitudes, or other considerations necessary for people employed in this career.
Read the following instructions to the students:
Now, each team should take out the six clues from their Energy Career Enigma Clue Order Envelope and arrange them in one column, A through F. Place your completed Energy Career Enigma Data Sheet next to this column. Your opponents will be constructing data sheets on your energy career using the same resources you did—keep this in mind as you complete the next task.
Starting with clue A, the team facilitator should call upon members of the group to comment on the clue, e.g., this clue gives away too much information and why. You have two minutes to discuss the strengths and weaknesses of each of the clues.
You will need to decide which clues you will be revealing to the opposing teams. The facilitator should lead a discussion on the pros and cons of keeping or eliminating each of the clues. You will need to select the four least revealing or obvious clues. These clues will be given to the opposing teams. Try to come up with these four clues as a group. When you’ve completed this task, take the two eliminated clues and put them back in the envelope because you no longer need them.
Now, you must arrange the remaining four clues so the first clue is the least revealing of the four, the second clue should be a little more revealing, and so on. You may decide as a team to arrange the clues so that they confuse your opposing teams. Put the least revealing clue on the top of the stack and the most revealing clue on the bottom. Once the clues are in order, write the order on the front of the envelope. Place all the cards back inside the envelope.
At the end of this unit, your group will explain to the class why you kept or eliminated each clue. What were your reasons for choosing the four clues that you kept? Why were the others eliminated? How did you decide on the order of the clues? You have ten minutes to select your clues, to write down your reasons for choosing or eliminating them, and to organize the clues from least revealing to most revealing. I will pick up your Energy Career Enigma Clue Order Envelopes when you are finished and check your rationale for clue selection.
Pick up the Energy Enigma Clue Order Envelopes and give each team a stack of nine stapled Energy Enigma Data Sheets. Read the following instructions to the students:
Using the Energy Career Enigma Infosheets, develop Energy Career Enigma Data Sheets for the other nine careers. Be sure to indicate which energy career you are working on in the space provided at the top of each sheet. As a team, fill in all of the data sheets using the infosheets. Divide the nine sheets equally among the team members. During the activity, I will take away your infosheets — you can only use your Energy Career Enigma Data Sheets
IMPORTANT: Make sure you are not projecting when you use the “Teacher Input” tab!
Open the Energy Career Enigma spreadsheet.
Click on the “Teacher Input” tab.
Beneath each career are spaces for the clues, one for each round. Starting in Column B, row 4, use the drop-down menu to select the first clue the first team chose for round 1. Move to row 5 and select the second clue, and so on. See Figure 2: Teacher Input Tab
Move to column C and repeat, selecting clues for each round as the student teams have indicated on their Energy Enigma Clue Order Envelopes.
Repeat for each remaining career, including those for which you have needed to select clues.
When it is time for the first round of gameplay, before you project, click on the Round 1 tab. Make sure cell B1 is set to “Hide”. Repeat for the Round 2, Round 3, and Round 4 tabs. Return to Round 1. See Figure 3: Hide/Reveal.
Enable the projector.
Give each team an Energy Enigma Score Card and a stack of ten Energy Career Enigma Clue Cards. Read the following instructions to the students:
I have placed ten Energy Career Enigma Clue Cards and an Energy Career Enigma Score Card on your table. Number the Energy Career Enigma Clue Cards one through ten. Write your team number and the name of your team’s energy career on the Energy Career Enigma Score Card.
Now, it is time for solving mysteries! Each team has given me the clue order for their energy careers, and I have chosen the clue order for the remaining careers*. Shortly, I will project the first clue for each of the ten careers on the screen. The first column of five clues will be for one through five, and the second column of clues for six through ten.
Members of your team should write the information for each clue in the top box (marked Round 1) of the appropriate clue card. You must work together to complete all of the clue cards.
*If playing with less than ten groups.
Your team will then have six minutes to decide if you wish to guess which energy career is represented by an opposing team. This is done by writing the number of the team on the line next to the career you think they represent on your Energy Career Enigma Score Card for Round One. For example, and this is not an answer, if you think Team One represents a truck driver, you would write a “1” on the line next to “Truck Driver” (if it were on the score card) for Round One.
Your team receives 30 points for guessing correctly during the first round, 25 points for the second round, 15 points for the third round, and 10 points for the fourth round. If you guess correctly, I’ll circle your choice and put the number of points you won on the line at the top of the score card. If your guess is wrong, I’ll put an X through your choice. At the end of the activity, I’ll deduct 10 points for every X or incorrect guess the team has made.
Before I reveal the clues, I will give the teams 90 seconds to devise a plan on how they will monitor the Energy Career Enigma Clue Cards. Here are the first clues for round one; write them in the top box (marked Round 1) on your Energy Career Enigma Clue Cards. You will have six minutes to make a guess for any or all of the ten careers. Remember, incorrect guesses will cost your team ten points. At the end of the six minutes no score cards will be accepted.
Allow students time to complete Round One. Then choose “Hide” in cell B1 and read the following aloud to students:
The first round is over. We will follow the same procedure as before, and you will have six minutes again to fill in any lines on your Energy Career Enigma Score Cards for Round Two. If you have already made a correct choice, there is no need to mark your choice in subsequent rounds.
Score students’ first round guesses using the appropriate answer key. Continue giving the same instructions and following the same scoring procedures for the remaining rounds. For rounds three and four allow only four minutes. After the fourth round, have teams add their scores and check their math.
Discuss with the students the following questions about the ten energy careers:
What type of questions might you ask about an unknown energy career?
1. Does the career require a college degree?
2. How much training does the career require?
3. What special certifications are required for this job?
4. Does this person work solely in an office, solely in the field, or a combination of the two? What does “in the field” look like?
5. What special skills or considerations must a person have to consider this career? What things were similar about the different careers?
1. Which careers involve apprenticeships?
2. Which careers require a college degree?
3. Do any careers require a specific certification outside of a college degree?
4. Which careers involve working at heights or climbing or crawling around in small spaces?
5. Which careers are more dangerous? Which are less dangerous?
Read the following instructions to the students:
As a team, create one slide that has the four clues you kept on the top, and the two clues you eliminated on the bottom.
Provide a place for students to submit their team’s slides, and explain the procedure for doing so.
One at a time, each team will come to the front of the room and explain your team’s reasoning for keeping or eliminating the clues.
You can use the grading outline below, or come up with your own grading scheme.
Working together as a team while completing Energy Career Enigma Data Sheets—15 points
Working together as a team during the activity—10 points
The number of points a team receives based on the team’s Energy Career Enigma Score Card—60 points
Explanation to class—15 points
Large buildings like factories or schools require many people to keep them clean and running well. The person in charge of a building or group of buildings is a facilities manager, and some have earned the Certified Building Operator designation (BOC). A BOC has learned how to keep energy consumption down in a building or campus. Energy efficiency, water efficiency, HVAC controls, and other efficiency-related topics are part of the BOC certification coursework. BOC training has three tiers and can be completed by people who have at least two years’ experience in building operation and maintenance. A BOC may also need to be certified in other systems or areas, depending on their specific job requirements. A person who pursues BOC certification is often already an HVAC technician or electrician, or often has an associate’s degree. A building operator may have an office they use to monitor equipment or complete paperwork, but they also are often out and about in the building or campus completing work.
Energy managers are in charge of managing the energy used in a building or group of buildings such as a college campus. From their office, they work with facilities managers to make sure equipment is working properly and scheduled correctly to keep energy consumption down. Energy management might be this person’s only responsibility, or it might be one part of a job with more responsibility. A Certified Energy Manager (CEM) is a special certificate earned by professionals with a bachelor’s degree and experience in the energy industry, and who have completed coursework and passed an exam. Only those who have passed the test can use the CEM designation after their name. Some energy managers will have associate’s degrees and be working toward their bachelor’s degree, but all CEMs have at least a bachelor’s degree or higher. Energy managers need to understand energy costs, financing, payback periods, and budgets and know how their utilities charge for electricity or natural gas.
Like any other vehicle, EVs require regular maintenance and sometimes repair of failed systems. An EV technician is someone trained to understand electric vehicles, their battery systems, motors, and any other parts that move the vehicle. EV technicians have a good understanding of electrical systems and electricity in general as well as typical vehicle systems like transmissions and brakes. Many EV manufacturers offer certification programs for the EVs they make, and some trade schools offer associate’s degrees in EV maintenance and repair. EV technicians need to be able to stand for long periods of time, know how to use tools properly, and be able to troubleshoot and repair electric vehicles.
Because electricity can be deadly, proper knowledge of how electrical systems are wired and installed is needed to stay safe. Electricians are people who know how to be safe and how to correctly install or repair high voltage (transmission and distribution) or low-voltage (inside a building) systems. Most electrician programs are apprenticeships, and many are paid positions meaning the apprentice earns a paycheck while learning. Electricians may specialize in areas like utilities, controls, construction, or renewable energy by earning additional certifications beyond their apprenticeship and license. Electrician apprenticeships require a high school diploma and other qualifications like physical capability or prohibited substance testing. They have to haul heavy materials and tools to their worksite and need to be in good physical condition. Electricians have to strictly follow safety standards, and are therefore trained to work safely with electricity and in high places. Depending on the job, electricians may work indoors, on a construction site, or outdoors on electrical lines. Electricians may work regular 9-5 jobs, but may be called for emergencies.
Energy auditors check buildings for energy use. They inspect things like temperature, humidity, light levels, air flow, and indoor quality while checking equipment, doors, windows, plumbing, and attic spaces for proper functioning and insulation. Auditors work in all sorts of buildings. They collect data about how a building is using energy and report their findings along with recommendations to save energy. Some auditor jobs are entry-level and trained on-thejob by utility companies to work with their customers at home. A Certified Energy Auditor must have at least a bachelor’s degree and three years’ work experience. Auditors have to be physically able to climb stairs and ladders and potentially able to fit into tight spaces, such as crawl spaces or mechanical rooms.
Architects provide the designs and construction drawings for new and renovated buildings. A green architect is an architect who has completed additional course work in sustainable building materials and methods and meets specific criteria set out by groups like LEED and ENERGY STAR®. To work in an architectural firm, a person needs to earn a bachelor’s degree. To become a licensed architect with the ability to approve construction drawings, a person needs to pass a set of exams from the National Council of Architecture Registration Board and work a minimum number of hours with licensed architects overseeing their work. They must closely follow building safety and engineering codes. Green architects go one step further and earn endorsements from organizations identifying and recognizing builders, architects, and the buildings they create as being high performing, low impact structures. They are often in the office, but may complete site inspections.
Heating, ventilation, and air conditioning systems are called HVAC systems. An HVAC technician is a person who installs, maintains, and repairs equipment that heats, cools, and provides fresh air to spaces. They also may work on large-scale refrigeration equipment like walk-in coolers in commercial kitchens. HVAC technicians may specialize in residential or commercial systems, or they may work for a manufacturer, installing only their equipment. A high school diploma is needed to start working with a licensed HVAC technician as an assistant or apprentice; to be fully HVAC licensed and certified in specific equipment types, additional classroom training is required. That training may be in-house training with a specific company or manufacturer, or a trade school may provide certification or associate’s degrees in HVAC maintenance and repair. HVAC technicians need to be able to withstand extreme weather conditions outdoors while installing or repairing equipment, and need to be able to crawl into tight spaces, climb ladders or squeeze around other machinery in mechanical rooms.
Plumbers and pipefitters work with the pipes that deliver clean water, remove wastewater, and transport gases and chemicals in buildings and industrial facilities. Plumbers typically install and repair water supply and drainage systems in homes, businesses, and public buildings, while pipefitters focus on assembling and maintaining highpressure piping systems used in power plants, factories, and other industrial settings. Because every occupied building needs fresh water and plumbing, and many industries require specialized piping systems, these tradespeople work in a variety of environments across the country. To enter these fields, a person needs a high school diploma and must complete a paid apprenticeship program, often through a laborer’s union. Apprentices work full-time alongside experienced professionals while attending classes and completing course work outside of the workday. Both plumbers and pipefitters need physical strength and endurance to carry heavy tools, climb ladders, and work in tight spaces. While many work regular hours, emergencies can occur, requiring them to be on call for urgent repairs.
A solar installer is responsible for installing systems of solar panels and related equipment. Photovoltaic, or solar panel, systems are designed specifically for the location where they are being installed. Residential systems are sized to meet the needs of the family living in the home. Commercial systems, such as for a school or shopping center, are often set up to provide most of the electricity for the business. Utility systems will function much like a power plant, in that they provide electricity for the community around them. Utility systems are quite large and are often installed in an empty field or similar. The racking, wiring, and special equipment, such as inverters and charge controllers, that go along with the solar panels themselves are all technology a solar installer needs to know. They spend time in an office designing the system, and then go to the location where the system will be installed to do the installation work. Solar installers are often licensed electricians with additional certifications in solar systems. Some solar system companies will train high school graduates in-house to be assistants; someone who designs, sites, and installs a solar system will have several years’ post-secondary education. That education can be from an apprenticeship or provided at a community or technical college. Solar installers may work on roofs on buildings, and must be comfortable with heights and climbing ladders.
Weatherization technicians (WTs) focus primarily on heating and cooling equipment in homes. They might do routine inspections and maintenance on this equipment and suggest repairs or interventions, but they cannot do repairs of any problems they find. They will also inspect attics and basements for proper insulation and install insulation, adhesive weatherstripping, and caulking as needed to reduce air infiltration. Weatherization technicians also check water heaters and the flow rates of bathroom and kitchen faucets. Some WT jobs are entry-level positions, but about one-fourth of WTs have an associate’s degree or higher. WTs need to be able to climb stairs and ladders, and work outdoors in all weather.
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License
5. Safety impacts this job
Extremely Moderately Minimally
6. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License
5. Safety impacts this job
Extremely Moderately Minimally
6. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License
5. Safety impacts this job
Extremely Moderately Minimally
6. Facts particular to career
1. Requires College Does not require college
2. Amount of time needed to train for this career
Entry Level Short training period
Moderate training period
Extensive training period
3. Works in the field or in the office
Exclusively in the field
Exclusively in an office
Combination of field work and office work
4. Required credentials:
Certificate(s) License
5. Safety impacts this job
Extremely Moderately Minimally
6. Facts particular to career
Points Won (game leader’s use only)
____Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician
Energy Auditor
Career:
Green Architect
HVAC Technician
Plumber/Pipefitter
Solar Installer
Weatherization Technician
NOTES: Subtract 10 points for every incorrect answer. If you have already made a correct choice, do not mark your choice again in subsequent rounds.
Round One 30 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber/Pipefitter __Solar Installer __Weatherization Technician
Round Three 15 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber/Pipefitter __Solar Installer __Weatherization Technician
Round Two 25 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician
Energy Auditor Green Architect __HVAC Technician __Plumber/Pipefitter __Solar Installer __Weatherization Technician
Round Four 10 Points for each correct answer
Certified Building Operator
Certified Energy Manager
Electric Vehicle Technician
Electrician Energy Auditor Green Architect __HVAC Technician __Plumber/Pipefitter __Solar Installer __Weatherization Technician
This can be an entry-level position.
Certification requires a bachelor’s degree, plus experience.
1C
This person collects energy use data and makes energy saving recommendations. 1D
This person works in many types of buildings, all over the building.
1E
This person must be able to climb stairs and ladders. 1F
This person must know how to safely move about in mechanical rooms and spaces.
Team 1 Energy Auditor
This person works on designs with residential and commercial customers.
This person has usually completed an apprenticeship with additional certification.
This person needs to be comfortable with heights.
This job requires a good understanding of electricity.
Training for this job can be done in-house, but most often is completed at a technical or community college. 2F
This person needs to be able to stand the heat.
Team 2 Solar Installer
This person’s work can be a sticky situation.
This person can find problems but cannot fix them.
This is often an entry-level position, but one-fourth have an associate’s degree or higher.
This person climbs stairs and ladders, crawls around in crawl spaces and attics, and does some work outdoors. 3E
This person will help you stay warm in winter and cool in summer.
This person may end up in hot water if not careful. Team 3 Weatherization Technician
This person works with other people to control energy consumption.
This person has an office for paperwork and monitoring controls.
To be certified, this job requires a bachelor’s degree plus several years work experience.
Understanding finance is an important skill on this job. 4E
This person can be in charge of one building or a group of buildings.
Sometimes this is a person’s only job responsibility, and sometimes it is combined with other responsibilities.
Team 4 Certified Energy Manager
This person keeps others on the go.
This job requires knowledge of tools and their proper use.
5C The manufacturers of equipment often train this person to work on that equipment.
People in this field usually have a certification specific to the work they do, and many have an associate’s degree from a trade school. 5E
This job requires a good understanding of electricity.
This person needs to be able to stand for long periods of time.
6A
People in this field can be trained in-house by their employers or the manufacturers of the equipment they work with. 6B
Licensed individuals in this field have completed formal education at a technical college, or as an apprentice.
6C This job could blow you away. 6D
This person works on homes or schools, but usually not both.
6E
This person climbs stairs and ladders, crawls around in crawl spaces and attics, and does some work outdoors.
6F
This person will help you stay warm in winter and cool in summer.
Team 6 HVAC Technician
7A
This person can be in charge of one building or a group of buildings.
This person has an office for paperwork and monitoring controls.
7C
This person may also be certified in other areas besides this specific title.
This person can be certified with a few years’ experience and after completing the required coursework. 7E
This person monitors energy use in a building or group of buildings.
This job usually requires several years’ experience, and many in this field have associate’s degrees.
8A
Licensed individuals in this field have completed formal education at a technical college or as an apprentice. 8B
This person climbs stairs and ladders, crouches down, and crawls around in crawl spaces and attics.
8C
This person usually works Monday-Friday 9-5 but can be called in for emergencies. 8D
This job may be involved in construction, but may also be called to solve problems or do renovations. 8E
If not done correctly, this career goes down the drain.
8F
This job requires carrying heavy tools and supplies.
9A
This job requires at least a bachelor’s degree, plus additional certifications. 9B
This person works on designs with residential and commercial customers. 9C
To be licensed, this person must pass a set of exams and complete a minimum amount of time on the job. 9D
9E
This person develops the plans that others will use to complete the project.
Most of this person’s work is done in an office, with a few trips to jobsites on occasion.
9F
This career requires strict compliance to safety and engineering standards and codes.
Team 9 Green Architect
Licensed individuals in this field have completed formal education at a technical college or as an apprentice.
This job requires strict compliance with safety standards and codes.
This job may be involved in construction, but may also be called to solve problems or do renovations.
This person’s job is mostly Monday-Friday, with some extra work on weekends and evenings. 10E
This person climbs stairs and ladders, crawls around in crawl spaces and attics, or may exclusively work outdoors.
People who want a charge out of life may enjoy this job.
Team 10 Electrician
1. Did you conduct the entire activity?
2. Were the instructions clear and easy to follow?
3. Did the activity meet your academic objectives?
4. Was the activity age appropriate?
5. Was the allotted time sufficient to conduct the activity?
6. Was the activity easy to use?
Yes
Yes
No
No
No
7. Was the preparation required acceptable for the activity? Yes
8. Were the students interested and motivated?
9. Was the energy knowledge content age appropriate?
10. Would you teach this activity again?
Yes
Yes
Yes
No
No
No
No Please explain any ‘no’ statement below. How would you rate the activity
How would your students rate the activity
What would make the activity more useful to you?
Other Comments:
AES
AES Clean Energy Development
American Electric Power Foundation
Appalachian Voices
Arizona Sustainability Alliance
Atlantic City Electric
Avangrid
Baltimore Gas & Electric
Berkshire Gas - Avangrid
BP America Inc
Bob Moran Charitable Giving Fund
Cape Light Compact–Massachusetts
Celanese Foundation
Central Alabama Electric Cooperative CITGO
The City of Cuyahoga Falls
Clean Virginia CLEAResult
ComEd
Con uence
ConocoPhillips
Constellation
Delmarva Power
Department of Education and Early Childhood
Development - Government of New Brunswick, Canada
Dominion Energy, Inc.
Dominion Energy Charitable Foundation
DonorsChoose
East Baton Rouge Parish Schools
East Kentucky Power Cooperative
EcoCentricNow
EDP Renewables
EduCon Educational Consulting
Elmo Foundation
Enel Green Power North America
EnergizeCT
ENGIE
Entergy
Equinix
Eversource
Exelon
Exelon Foundation
Foundation for Environmental Education
FPL
Generac
Georgia Power
Gerald Harrington, Geologist
Government of Thailand–Energy Ministry
Greater New Orleans STEM
GREEN Charter Schools
Green Power EMC
Guilford County Schools–North Carolina
Honeywell
Illinois Clean Energy Community Foundation
Illinois International Brotherhood of Electrical
Workers Renewable Energy Fund
Independent Petroleum Association of New Mexico
Interstate Natural Gas Association of America Foundation
Intuit
Iowa Governor’s STEM Advisory Council -
Scale Up
Iowa Lakes Community College
Iowa State University
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
Williams