Energy Careers Excursion

Energy Careers Excursion Introduce students to a variety of careers available within the energy industry and learn how even the most general career paths can be involved in bringing energy and electricity to the world around us.

Grade Level: Elem

Elementary

Intermediate

Secondary

Subject Areas: Science

Math

Engineering

Technology

Language Arts

Public Speaking

NEED Mission Statement The mission of The NEED Project is to promote an energy conscious and educated society by creating effective networks of students, educators, business, government and community leaders to design and deliver objective, multi-sided energy education programs.

Permission to Copy NEED curriculum is available for reproduction by classroom teachers only. NEED curriculum may only be reproduced for use outside the classroom setting when express written permission is obtained in advance from The NEED Project. Permission for use can be obtained by contacting info@need.org.

Energy Data Used in NEED Materials NEED believes in providing teachers and students with the most recently reported, available, and accurate energy data. Most statistics and data contained within this guide are derived from the U.S. Energy Information Administration. Data is compiled and updated annually where available. Where annual updates are not available, the most current, complete data year available at the time of updates is accessed and printed in NEED materials.

To further research energy data, visit the EIA website at www.eia.gov.

Teacher Advisory Board

Teacher Advisory Board Constance Beatty Kankakee, IL

Robert Lazar Albuquerque, NM

La’Shree Branch Highland, IN

Melissa McDonald Gaithersburg, MD

Jim M. Brown Saratoga Springs, NY

Paula Miller Philadelphia, PA

Mark Case Randleman, NC

Hallie Mills St. Peters, MO 1.800.875.5029 Jennifer Mitchell www.NEED.org Winterbottom Pottstown, PA © 2026

Lisa Cephas Philadelphia, PA Nina Corley Galveston, TX

Monette Mottenon Montgomery, AL

Samantha Danielli Vienna, VA

Mollie Mukhamedov Port St. Lucie, FL In support of NEED, the national Teacher Advisory Board (TAB) is dedicated to developing, Shannon Donovanimproving, and promoting standards-based, effective energy curriculum, training, and outreach. NEED thanks these individuals forRItheir support and collaboration.

Greene, Cori Nelson Winfield, IL Amy Schott, M.Ed, NBCT Jennifer Mitchell-Winterbottom, Jennifer Davis, M.Ed Adebisi Babayemi, M.Ed, NBCT Michelle Garlick M.Ed, WT Raleigh, NC Pottstown, PA Long Grove, IL Cincinnati, OH Bowie, MD Don Pruett Jr. Kristin Slota, M.Ed Mollie Mukhamedov Michelle Garlick, M.Ed La’Shree Branch Puyallup, WA Yardley, PA Port St. Lucie, FL Cary, IL Highland, IN Michelle Gay Brandon Staton Cori Nelson Daphne, AL Nancy Gifford, M.S. James M. Brown, NBCT, CEM, BOC Judy Reeves Thomasville, NC LA Hinckley, IL Saratoga Springs, NY Harwich, MA Lake Charles, Jennifer Trochez Maclean, M.Ed, NBCT Erin Gockel, M.Ed Judy Reeves Nancy Gifford Karely Carlos, M.S. Lake Charles, LA Los Angeles, CA Farmington, NM Lodi, CA Harwich, MA Libby Robertson Matthew Reis, PhD Scott Valenta Mark Case, M.S. Greg Holman Chicago, IL Paradise, CA Chía, ColombiaErin Gockel Winfield, IL Randleman, NC Melissa King, MLIS Craig Richard, M.Ed Lisa Cephas, M.Ed Farmington, NM Amy Schott Philadelphia, PA Gaithersburg, MD Atkinson, NH Raleigh, NC Libby Robertson Nina Corley Paula Miller, M.Ed Robert Griegoliet Chicago, IL Galveston, TX Philadelphia, PA Naperville, IL Tom Spencer Hallie Mills, EdD Greg Schanne Samantha Danielli, M.Ed Chesapeake, VA Philadelphia, PAEric Havel Sammamish, WA Vienna, VA Oakland, CA Jennifer Trochez MacLean DaNel Hogan Los Angeles, CA Tucson, AZ NEED Teachers eventually must retire from the classroom, but many remain engaged in their communities and with NEED curriculum, training, and Wayne Yonkelowitz outreach activities. NEED thanks these individuals for their continued support and collaboration.

Greg Holman Fayetteville, WV Paradise, CA Constance Beatty Melinda Forist Barbara Lazar, M.Ed Robert Lazar Don Pruett, Jr., M.Ed Wayne Yonkelowitz,

NEED TAB Emeriti

Kankakee, IL

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Wellfleet, MA

Albuquerque, NM

Albuquerque, NM

Barbara Lazar Albuquerque, NM

Puyallup, WA

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M.Ed, NBCT, Milken Educator Fayetteville, WV

Energy Careers Excursion www.NEED.org

Energy Careers Excursion Table of Contents

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Energy Careers Excursion

Standards Correlation Information

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Materials

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Teacher Guide

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Energy Industry Careers List

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NEED Energy Content Map

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Career Excursion

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Résumé Template

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Career Networking Template

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Trading Card Template

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Soft Skills Soiree

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Soft Skills Checklist

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Company Design Challenge

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Design Challenge Worksheet

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Personality Party

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Personality Party Cards

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Energy Industry Guess Who?

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Energy Industry Guess Who? At-A-Glance Sheets

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Energy Industry Guess Who? Cards

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Energy Careers Roundup

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Energy Careers Roundup Cards

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Energy Careers in the Round

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Energy Careers in the Round Cards

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Energy Career Research

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Evaluation Form

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www.NEED.org

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Standards Correlation Information www.NEED.org/educators/curriculum-correlations

Next Generation Science Standards  This guide effectively supports many Next Generation Science Standards. This material can satisfy performance expectations, science and engineering practices, disciplinary core ideas, and cross cutting concepts within your required curriculum. For more details on these correlations, please visit NEED’s curriculum correlations website.

Common Core State Standards  This guide has been correlated to the Common Core State Standards in both language arts and mathematics. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED curriculum correlations website.

Individual State Science Standards  This guide has been correlated to each state’s individual science standards. These correlations are broken down by grade level and guide title, and can be downloaded as a spreadsheet from the NEED website.

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Energy Career Excursion Materials The table below contains a list of materials needed to complete the activities in this suite. Many of the materials can be found in a common lab setting, or easily procured from a grocery, craft, or home improvement store. Refer to the activity instructions for more specifics about each item. Contact NEED if you have any questions or difficulty locating a certain item.

ACTIVITY

MATERIALS NEEDED

Career Excursion

Computer with internet access Art supplies (optional)

Soft Skills Soiree

Timer or watch

Company Design Challenge

Variable based on design challenge selected Art supplies, scissors, and tape

Personality Party

Cups Rubber bands String Cardstock Scissors

Energy Industry Guess Who?

Cardstock, 3 colors Manilla folder (legal size if available)

Careers Round Up

Cardstock or posterboard or Digital slide deck

Energy Careers in the Round

Cardstock Art Supplies Posterboard

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Teacher Guide &Background What do you want to be when you grow up? Some of us still don’t know! We start asking kids at a very young age and record their ideas each year as they start a new school year. Some kids have a strong calling, from early childhood, pulling them in a certain direction.

Others change their minds rapidly and often as they experience new things; even adults do this. One thing is for certain, students often have a tough time understanding just how many different career opportunities and paths exist in the world around them. The list is much broader and more diverse than doctor, lawyer, teacher, the President, and firefighter.

The energy industry employs more than 8.1 million Americans, according to the U.S. Energy and Employment Report (DOE, 2023). The number of jobs and opportunities is only expected to grow and change as our energy needs change. No matter what affinities our students may have towards a subject area, they all possess the ability to be good co-workers and productive employees. The activities in this sampler aim to help students understand career opportunities in energy-related fields, while also identifying the soft skills and personality traits that make them stand out in workplace environments.

As students progress through the sampling of activities, they will first get a glimpse of a few of the various jobs in the energy industry, and how many of them might just have cross-over into other industries. Soft Skills Soiree has students begin to identify and practice their soft skills to develop an elevator pitch about themselves. In Company Design Challenge, students will form a start-up company to look at how they might staff and complete an engineering and design task from the top-down perspective, all the while looking closely at teamwork and continuing to refine their soft skills. Personality Party has students take turns role-playing different workplace personalities to identify how they could help or hinder in performing a task. Finally, three fun activities introduce students to a variety of careers available within the energy industry.

Check out NEED’s energy source guides for more specific and detailed profiles of energy industry careers, as well as career games and process activities. NEED looks forward to adding to this information as we edit each year. For a more detailed look at careers within NEED curriculum, check out the content map on page 8.

2Unit Preparation Preview the activities in the unit and decide which activities you will use.

Gather materials needed for activities and prepare any copies.

Depending on the age/ability of your students or for topical relevancy, it may be helpful to pre-select career options for some of the activities. Consult the sample list of careers on page 7 or create your own.

 Unit Extension As a way to show off student work, host a career fair or expo. Invite energy industry experts, other community members, and/or parents to share about their careers as well.

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Energy Industry Career List Ever wonder what career opportunities exist for you? The list below relates to opportunities in energy related fields. In fact, the energy industry employed more than 8.35 million people in 2023, based on U.S. Department of Energy research. According to the U.S. Department of Labor’s Bureau of Labor Statistics, these jobs aren’t expected to decline much in the next decade or more, with many reports suggesting lots of growth in every energy sector. They also report that energy efficiency and “green energy jobs” like environmental scientist, environmental health specialist, solar photovoltaics installer, and wind turbine service technician are among the fastest growing fields with a greater median annual wage than other occupations.

The energy industry includes much more diversity in job types than engineer, technician, and electrician. These jobs can exist in public, private, or non-profit companies. Explore the list and links provided by your teacher. You might be surprised to find that many of these careers could be applicable in vastly different companies. This list is just a start, and the list could expand greatly based on the goals of the company, the energy sources involved, or the technologies used! The list is separated by careers that might keep you out of the traditional office setting, in a plant, in a lab, outdoors, or in the field; careers that will have you on most days in the office; and careers that might offer a mix of the two, hybrid. As always, it’s important to consider that with each career and employer, the scenario can change. Talk to the experts and do your research!

In the Field

Biologist/Microbiologist Certified Energy Manager/Building Specialist Chemist Construction Driller Driver Drone Pilot Electrician Equipment or Plant Operator/Technician Geoscientist Hazardous Materials Removal/Cleanup Hydrologist Installer Lineworker Machinist Maintenance/Repair Mechanic Operating Engineer Plumber/Pipefitter/Steamfitter Radiation Scientist Research Scientist Safety Inspector Service Technician Service Unit Operator Soil Scientist Surveyor Welder

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Energy Careers Excursion

In the Office

Account Manager Accountant Attorney Business Development Communications/Public Relations Community Engagement Computer System Analyst Corporate Relations Data Scientist/Analyst Dispatcher/Distributor Economist Energy Trader Estimator Financial Analyst Human Resources Specialist Information Technology & Security Manager Marketing/Promotions Meteorologist Software Developer Transmission System Operator

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Hybrid

Architect Consultant Emergency Medical Technician Engineer Building Automation Systems Chemical Civil Computer/Software Electrical Environmental Geophysical/Geological Industrial Lighting Marine/Ocean Materials Science Mechanical Mineral Nuclear Petroleum & Natural Gas Geospatial Information Systems Health Physicist Nurse/Physician Project Manager Reliability Specialist/Engineer Salesperson Training Coordinator

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NEED Energy Careers Content Map Looking for more energy career-focused activities and content? Check out the list below and download any of the titles to begin incorporating career and workforce development-focused activities into your lessons. Download these and more at www.NEED.org/shop.

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Guide/Unit Title

Description

Grade Level/Focus Career-Focused Activities to Try

Building Science

Students get an inside look at how building managers and energy experts monitor energy consumption and inform energy solutions in homes and commercial spaces.

Intermediate

Building Performance Diagnostics High Performance Energy House Design Challenge

Coal Curriculum

This K-12 unit covers everything students Elementary, might want to know about using coal for Intermediate, electricity generation and industry.

Secondary

Baseload Balance Coal Careers Trading Cards Careers in the Coal Industry Coal Resume and LinkedIn™ Templates

Energy Career Enigma

Students put on their detective hats and Intermediate, research clues to uncover career facts in a Secondary team trivia-style game.

Try the game!

Exploring Hydroelectricity

Part of a K-12 unit on hydropower, the high school-focused curriculum helps expose students to careers in the hydropower industry.

Secondary

Careers in the Hydropower Industry Hydropower Career Guess Who Baseload Balance Hot Topics in Hydropower

Fossil Fuels to Products

This curriculum helps students to understand the “downstream” portion of the petroleum industry, and how it creates products and fuels our daily activities.

Intermediate, Secondary

Careers in the Oil and Natural Gas Industry Industry Professional Q&A Oil and Natural Gas Industry in the Round Oil and Natural Gas Careers Game

My Future Energy Career

Explore skilled trades and professional careers using science trade books and hands-on station activities.

Primary

Welder, Architect, Electrician

Nuclear Curriculum

Energy from Uranium and Exploring Nuclear help students to understand how we harness energy from nuclear fission.

Intermediate, Secondary

Careers in the Nuclear Industry Nuclear Energy Expo Nuclear Power Plant Hearing Nuclear Industry Career Roundup

Oil and Natural Gas Curriculum

This curriculum covers everything hydrocarbons – from formation to consumption of oil and natural gas. The unit covers K-12 in three different guides.

Elementary, Intermediate, Secondary

Careers in the Oil and Natural Gas Industry Oil and Natural Gas Industry in the Round Oil and Natural Gas Careers Game The Natural Gas Chain Oil and Natural Gas Industry Career Roundup

School Energy Curriculum

Students use their school building as a learning laboratory to audit energy consumption in a building.

Elementary, Intermediate, Secondary

Student Energy Audit

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Guide/Unit Title

Description

Grade Level/Focus Career-Focused Activities to Try

Solar Careers Pathways or Introduction to Solar Photovoltaics

These units are geared for students and those undertaking a career change.

Students will learn all of the basics necessary for becoming a solar installer.

Secondary, CTE, Workforce

Try them all!

Wind and Offshore Wind Curriculum

This curriculum covers everything wind – from the formation of wind, to wind turbines, to offshore. The unit covers K-12 in several different guides

Primary, Elementary, Intermediate, Secondary

Siting and Permitting activities

Wind for Schools

This unit is geared for classrooms studying wind turbines in their local area, but is great for any students interested in wind energy.

Elementary, Intermediate, Secondary

Wind Careers Profile Page Offshore Wind Developer Siting & Mapping Wind Turbine Point of View

Your Future in Hydropower

Designed for the CTE classroom, this unit aims to prepare students for possible careers in the hydropower industry.

Secondary, CTE

Landing Your Dream Job in Hydropower Careers in the Hydropower Industry Personality Party

Your Future in Marine Hydrokinetics

Designed for the CTE classroom, this unit aims to prepare students for possible careers in the emerging field of marine energy.

Secondary, CTE

Marine Hydrokinetics Career Profiles Model Wave Generator

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Activity: Career Excursion &Background This activity aims to help students become acquainted with careers that might exist in the energy industry, and even beyond. A baseline list of careers is provided. Students can be assigned a career or select a career from the list on page 7, and research and prepare one of the suggested formats to display information about the career chosen. Ultimately, students should share their findings with each other as a museum walk, in classroom presentations, through a class website, or even through game play, so that students can become acquainted with types of careers available in the energy industry, similarities to other industries/crossover, skills sets required, and even how quickly they can expect to make their first million (wishful thinking).

Objective Students will be able to describe possible careers available within the energy industry.

Time 1-3 class periods, depending on the activities selected

Materials Computer with internet access Copies of handouts, as needed Art supplies (optional)

2Preparation Preview the list of careers on page 7 and the procedure below. Decide if you will pre-assign or allow students to select their own careers.

Look over the activity suggestions and prepare copies or digital access for the selected item(s). The trading card is the least robust item, while the résumé and the LinkedIn™ template are more detailed. Decide if you will adapt or add to the requirements. If you prefer students to complete the activity digitally, set up the templates for them to be able to complete and submit their work online.

Prepare a list/add to the list of sites students can access for their research.

Gather examples of trading cards, résumés, and LinkedIn™ profiles that might help students to complete their work.

Prepare copies of the blank templates on pages 12-14, if desired.

Procedure 1. As an introduction to careers in energy and science, ask students what they think of when they hear “scientist.” Have students do a quick drawing/scene or write a descriptive paragraph to showcase what a scientist might look like, might act like, might do each day, and where they might work. Have students show their drawings to each other or read their passages. Are there any similarities or differences?

Are there any stereotypes that might have crept in? Make it a point to address these stereotypes or areas where gaps in gender, age, and race might exist. Ask students how adding more diversity to a workplace could improve it. Provide examples where you might be able to. Ask students what characteristics of a job or workplace might be desirable or undesirable.

2. Show students the Energy Industry Career List. Explain that, as a part of your energy unit, students will each explore a different career in the energy industry, a very important STEM field, to show students what options might be possible for their future in this constantly changing industry. Read the top section of the list together.

3. Depending on the age and abilities of your students, you may opt to cut students loose to peruse the list and pick a career they have an interest in. You may also choose to discuss the list and how it is broken down. For younger students, it may be helpful to help them select their career or pre-select careers ahead of time.

4. Explain to the students that they will be researching their career and creating some form of career-oriented handout or digital design to show off their research and explain their career to the class.

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5. Show the class the templates and give instructions for using research to fill in the template of your choosing, be it the networking template, résumé, or trading card. You may opt to allow students to complete their choice of template. They may need to be creative and make a character who might work in that field, or they may use their own name and personality. Explain how students will showcase their work when complete, and when their work must be submitted.

6. As necessary, explain to students that résumés are used to market yourself to employers and let them know, without meeting you, what you might be able to accomplish. Explain that LinkedIn™ is an example of a web-based networking tool that allows workers to show off work they have completed, connect with others in their industries and beyond, share resources, and that it can often help place them into new or advanced positions.

7. Give the class time to present or explore each other’s work and learn about the various careers in the energy industry. Conduct a class discussion about the similarities and differences between jobs in the field, in the office, and in both settings, and how these jobs might compare to similar jobs in other industries. Ask students to write about the career they might be most interested in based on what they’ve learned from their classmates.

 Additional Resources Career One Stop - https://www.careeronestop.org Center for Energy Workforce Development, Get into Energy - www.getintoenergy.com NOVA LABS, Career Resources - www.pbs.org/wgbh/nova/labs/opportunities/resources Science Buddies - www.sciencebuddies.org/science-engineering-careers U.S. Department of Labor, Bureau of Labor Statistics Student Page - www.bls.gov/k12 USA.Gov Career Spotlight YouTube playlist - www.usa.gov/jobs-careers Workforce Solutions -www.wrksolutions.com/for-individuals/career-exploration

 Extensions Create a classroom “LinkedIn™” website for students to network with each other. Post a discussion board and require that students ask each other questions about their careers, share articles or news stories about their jobs, or engage in other discussion.

Where possible, seek out energy industry professionals, or folks in similar careers as those assigned to your students. Ask students to interview the professionals and share their interviews with the class.

Hold a career day in the classroom. Invite professionals to come speak with and network with the class. Ask students to share their findings with the professionals and ask them questions.

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Résumé Template First and Last Name

Address, City, State, Zip Phone number and E-mail address

Employment Objective Brief one- or two-sentence statement describing the ideal or desired employment position for this applicant.

Experience Most recent relevant job related to desired position

Month/year range in this position

Company Name, City, State Responsibilities Skills Acquired

Next most recent relevant job related to desired position

Month/year range in this position

Company Name, City, State Responsibilities Skills Acquired

Third employment position, may or may not be relevant

Month/year range in this position

Company Name, City, State Responsibilities Skills Acquired

Education Graduate School (if applicable)

Years Attended

City, State Degree attained and date Major Anything else relevant, such as awards, honors, distinctions, or research area(s)

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College or Trade School City, State Degree attained and date Major/minor Anything else relevant, such as awards, honors, or distinctions

Years Attended

High School City, State Year Graduated Relevant classwork or focus

Years Attended

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Career Networking Template

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Trading Card Template

NAME:

My education and certification requirements are:

I am good at:

Fun facts about my job:

JOB TITLE: JOB DESCRIPTION:

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Activity: Soft Skills Soiree &Background We’ve all had that one co-worker – the one who doesn’t listen, or the one that has terrible communication skills, or the one who never pitches in on team projects. Well, maybe we’ve got a few of THOSE co-workers. This activity hopes to introduce students to the skills and traits that make a good worker – no matter what industry or job type a student may enter. In fact, these skills, often called soft skills, are important skills for everyone – garbage collectors, CEOs, food servers, accountants, radio hosts, and even e-sports! Folks with little job experience can win over a future employer by having the right attitude and strong soft skills. Students will be grouped in small groups to try and solve a challenge. They will identify skills and traits that were helpful in solving the challenge, and brainstorm things about themselves that might be helpful in working with a team. They will then use these skills and ideas to create a 30 second elevator pitch about themselves.

Objective Students will be able to describe the traits and skills that are essential to being a good worker and team player.

Time 1 class period

Materials Timer

2Preparation Prepare a copy of the Soft Skills Checklist on page 17 for display, or prepare copies for the class.

Search and preview example videos of student–friendly elevator pitches, and how-to clips.

Prepare an open space for completing the human knot activity, or determine a similar icebreaker to utilize in place of the knot activity.

Procedure 1. Ask students to brainstorm a list of qualities they might want in a partner for a group project. Go over the list as a class. Ask them how they might adjust their answers if they were thinking about a principal and teachers in a school. What might make them good coworkers; a good boss?

2. Put students into small groups of 5 to 10 students. You may opt to do this as an entire class if you wish. Have the groups stand in a circle facing each other. Explain that they will reach out to shake hands with other players, and each hand should hold the hand of a different person in the group. They are making a human knot!

NOTE: Alternative examples of team building–style challenges could be used in place of the human knot if students are not able to appropriately complete the human knot.

3. Explain to the groups that they now have to figure out how to untangle their bodies without letting go of each other’s hands. Give a time limit but avoid giving prizes or excessive praise for groups who finish first. The point is to work together; for some groups, success will be measured differently than others.

4. After the time has expired, ask students to return to their seats and jot a list of observations. Have them try to make a list of two helpful things that their group or group members did to solve the challenge. Have them make a list of two unhelpful things that their group or group members engaged in that made the task more challenging or frustrating. Ask the class to share examples if you feel comfortable doing so without alienating students.

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5. Display and discuss the Soft Skills Checklist. Discuss the list items and give examples where necessary. Ask students to identify some of the items on the list that might have been involved in untying their knots. Have students make a list of their top 3 soft skills.

6. Explain to the class that we often find new opportunities based on chance or brief interactions with others. In most situations, a person may not have a ton of time to talk with you, and they may often suffer from a short attention span. For this reason, showing good soft skills and being able to engage in a quick discussion, share short stories, or describe personal attributes can be as important as having background knowledge and expertise or set you apart from others with similar expertise. A future employer will more than likely wish to see evidence of a few of these skills. Showing command of these can translate into future opportunity that might not have existed before.

7. Show the class examples of an elevator pitch. Explain that students are each in the running for a student of the year award at school! Each student will need to create a 30 second (maximum) pitch or speech that they could give if they saw the voting committee in the hallway, at recess, in the elevator, or in the lunch line.

8. Give students time to work on their pitches and practice for each other. Ask for volunteers to share theirs with the class. Discuss as a class how this might come in handy for snagging a future job, scholarship, position on the team, etc.

 Extensions Assign a pair of students to each soft skill on the list. Ask the pair to act out the soft skill the wrong way and a better way, as if they are in a working environment.

Invite other adults to the classroom to hear student pitches and give feedback.

Have students video their elevator pitch to practice and self-edit. Have students load their pitches to a social media platform and have classmates “like” or vote for their favorites.

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Soft Skills Checklist

Good communicator

Strong handshake

Good work ethic

Motivated

Good time manager

Good listener

Flexibility

Team worker

Problem solver

Critical thinker

Negotiator

Self-confident

Patient

Uses technology wisely

Self-starter

Solutionsoriented

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Activity: Company Design Challenge &Background This activity helps students hone their soft skills and also look closely at other skills that might be beneficial when running a company or in a working environment. Much like a real-world job, students will be assigned to small working groups who must design and engineer a device based on one of NEED’s Excellent Energy Engineering prompts or an activity of your choice. As a group, they must create a model that meets the prompt and is competitive amongst others in the “industry.” They must also identify the jobs and skills that are essential to running their new business while successfully completing the design challenge. By the end of the challenge students can hopefully identify that companies are made up of many different types of jobs. On many occasions, some essential occupations may be less obvious than others. Our ideal job or career might be working for a company or solving a task that you may not have expected.

Additionally, running a company allows you to see things from a different perspective than just working for a company. Students may begin to develop a deeper, more multifaceted understanding of what makes an employee most beneficial to an organization.

Download NEED’s Excellent Energy Engineering sampler to review some sample engineering and design prompts centered around energy. These activities are NEED teacher and workshop favorites with simple prompts and less instruction, allowing students to think outside the box and problem solve, often creating models that can be better at showcasing a principle than the original activity instructions. There are many activities within NEED’s curriculum that can be well suited for this activity. However, Excellent Energy Engineering can help get you started. Check it out at www.NEED.org/shop.

Objectives Students will be able to work through the steps in the engineering and design process–designing, testing, and redesigning a model for optimal results.

Students will work together as a team to create a business centered around their design and identify the skills, jobs, and tasks required to structure a company.

Time 1-3 class periods

Materials Variable based on design challenge selected Scissors, tape, and art supplies are always helpful

2Preparation Gather a set of materials that will work for your challenge. It may also be helpful to ask students to contribute materials from their own recycling/trash at home. Alternatively, you could make this a “found” materials challenge rather than providing each group with the same number of items.

Preview the procedure and suggestions for your selected engineering challenge. Assemble your own prototype as inspiration.

Designate an area of the room as the “official testing zone” where groups test out their designs.

Make copies of the Design Challenge Worksheet on pages 20-21, as needed.

Assemble a panel of “judges” to observe models and review submissions. These can be former students, other teachers, parent volunteers, etc.

Procedure 1. Split students into groups of 3-5.

2. Explain the challenge to students: Your team is competing for a bid to become the next big designer. Your team must form a start-up company and design the best model that compete with other companies vying for the bid. In order for your company to get the bid, you must not only build the best model, you must also create materials to advertise or market your company and its design. Each company’s model must be made from the same materials (if applicable), and each group will be given the same set amount of seed materials. Share any design parameters your challenge requires. Be sure to be specific in your prompts as necessary.

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3. Show students a prototype, if you desire. You may also provide some initial strategies for good design with the provided materials.

4. Assign the companies the tasks below. Tasks can be completed on the challenge worksheet or submitted in alternative formats.

Create an operations plan. ○Identify the critical positions and roles within your company. Assign or interview for each job within your group. Create a job description for each role. ○Identify any rules or guiding principles by which your company will abide. ○Create a plan for how you will complete each step in the process, and how much time and person power to allot to each – from designing, to staffing, etc.

Determine your company’s marketing/advertising strategy. ○Create a company name ○Create a company slogan ○Create a commercial and/or flyer ○Decide your strategy for sharing about your design.

Create your design. ○Brainstorm how you can make the best model that will get the attention of the judges or experts panel. ○List the materials you will use, and how much of each. ○Draw designs and work as a team to select the design you will use.

• Create. Test. Adapt. Retest. Arrive upon a final model to show to the panel.

Submit your final design. ○Present your company and plans, collateral, and design to the panel. ○Undergo testing at the “official testing zone.”

5. Encourage students throughout the design and planning phases. Check the groups’ planning sheets, and check in on their design challenges, encouraging them to consider alterations to their models as needed.

6. Welcome students and the panel together for a final submission session, where groups showcase their designs and strategies. Help groups test their models or showcase results if testing must be done prior. Encourage other groups to give positive feedback to those testing.

7. Ask each student to write about their experience starting a company and evaluate their successes and challenges. Ask students to explain and provide reasoning for what they would change about the structure of their company, their coworkers, their plans, and their designs, to become more successful or maintain a level of success. What soft skills were essential? What roles were essential?

8. As a class, debrief some of the successes and challenges experienced by the various companies. Did the company with the winning design always have the best company? How can each employee contribute to the success or the failure of the organization?

 Extensions For older students, or larger groups, you may incorporate costs into the challenge. Have students determine the cost at which they might sell their model.

Have students prepare as if they are presenting on the show Shark Tank. Groups should prepare elevator pitches for their company. The panel will now be the “sharks” and students can enter into deals based on their pitches and designs. Incorporate business valuations for advanced students.

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Design Challenge Worksheet

Company Name ___________________________________________________ Company Employees Name__________________________________________, Title:_________________________________ Job description:

Name__________________________________________, Title:_________________________________ Job description:

Name__________________________________________, Title:_________________________________ Job description:

Name__________________________________________, Title:_________________________________ Job description:

Name__________________________________________, Title:_________________________________ Job description:

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Operations Plan & Schedule:

Marketing & Advertising: Slogan: _________________________________________________________________________________ Strategies:

Design Notes & Plans:

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Activity: Personality Party &Background This fun activity incorporates team building and role play to help students reflect on what it might be like to work with one another. In this activity, students will be assigned to small groups. Each group member will pick a personality party card, for which they must assume the personality trait. They will work together to complete a team building task but may only act in a manner that represents their selected personality trait. By the end, students will hopefully understand that in every group, folks assume different roles. Sometimes, those roles and their associated personalities can make things tricky. By exploring these types of traits in a safe way, students may see how they might be the best team member for school group work, and eventually in their future careers.

Objectives Students will be able to identify how various personality traits can help or hinder the completion of a collegial task.

Students will be able to work through a challenge, designing a procedure and solving problems as they work.

Time 1 class period

Materials Cardstock 6 Cups per group (paper or plastic, all the same size) Rubber bands String Scissors

2Preparation Print the Personality Party Cards on pages 24-25 on cardstock. Make enough copies so each group has a set. If you wish to expand the group size to six, we have included a blank card to incorporate an extra personality. Choose to discard or incorporate this as needed.

Fold the cards on the dotted line so that one side reads “Personality Party” and the other lists the personality and its description.

Cut the cards apart and clip sets together or place each set into an envelope or bag.

Preview the procedure below. Test out the cup stacking challenge or watch a video by searching “cup stacking rubber band.” If you prefer, substitute this challenge with an energy-focused activity or different icebreaker your students may enjoy.

Assemble the string tools students will use in the cup stacking team building activity. Cut one 18” string per student. Tie strings onto the rubber band so that they are equally spaced and are still as close to 18” as possible, while tightly knotted. You will need the same number of strings per rubber band as there are students in your group. If a group has four people, tie four strings. (You could also have students assemble the strings for you.)

Gather the materials and set up stations for each group.

CONTINUED ON NEXT PAGE

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Procedure 1. Split students into groups of 4-6.

2. Give each group a set of cards, cups, and a string tool (strings tied to a rubber band).

3. Ask each student to draw a card from the stack, read it, but keep it secret. Explain that in their group, this card now describes their personality. As a group, they will solve a challenge, but with each individual role playing their personality card.

4. Explain the challenge. Tell students they must work together as a team to take all of their cups out of the stack and restack them into a pyramid of 3 - 2 - 1 using ONLY the tool provided. They may NOT use their hands to pick up, shift, or move the cups.

NOTE: For younger or less adroit students, it may be helpful to conduct the activity on the floor rather than the table. Additionally, frustration can also be reduced by starting with the cups placed out, but not in a stack.

5. Give students one minute to consider how their new role might approach this group challenge.

6. Ask the groups to begin role playing, but first, they should strategize as a group. Tell the class you will give them the signal to begin.

7. Give students a few minutes to tackle the challenge while assuming the roles on their cards. Remind students they should be acting out the personality on their cards.

8. As students complete the challenge, ask them as a group to see if they can identify their fellow group members’ personalities.

9. Have a class discussion and itemize the possible negative and positive aspects of each personality in a group work setting. Ask students how you might combat the negatives to make the group more in sync. Discuss how in some working environments or groups, individuals might alter their personalities. What might be some reasons for this alteration? Why might it be a struggle to have a group of 5 strong leaders? Why might it be a struggle to have 5 cheerleaders or 5 procrastinators?

 Extensions Adapt the string stacking challenge to make different stacking shapes, adding more cups, or incorporating a timer, or adding a level of complexity to cup stacking by adding symbols, math problems, etc., to the outside of the cups.

Ask groups to redistribute their personality cards to attempt a different personality.

Ask students to create their own appropriate personality cards based on observations working with groups in school, sports, or otherwise.

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Personality Party Cards

KNOW IT ALL:

Personality Party

Someone who has all the answers and knows how to solve every problem. This person often doesn’t receive suggestions from others well and does not respond to feedback of any kind. Sometimes this person is easily annoyed with those that have different ideas and also those that have NO ideas.

CHEERLEADER:

Personality Party

Someone who is always positive and supportive of others. This person likes to achieve the desired outcome and will provide encouragement to stay focused. Although this person wants everyone to feel great about their work, sometimes this person clashes with others because their positivity is not well-received.

GROUCH:

Personality Party

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Someone who is annoyed about most things and brings their bad mood to every task. This person is annoyed by people and by tasks, and often finds something negative to say about any task, project, or even success. This person is not necessarily pushy or loud, and perhaps will contribute to group work, but they will let you know they are unhappy about it.

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Personality Party Cards

LEADER:

Personality Party

Someone who is comfortable tackling any task, even if they are not the most familiar with it.

This person enjoys directing others and figuring out where each team member could be helpful.

This person likes to pitch in, check in on others, and occasionally is challenged by others with leadership behaviors. Sometimes leaders may butt heads with others if they feel their ideas are being challenged.

PROCRASTINATOR:

Personality Party

Someone who understands exactly what to do but works better pushing the task off until later. This person often works better under pressure or time constrictions but will also pass their work or tasks off to others until they feel the pressure to take part. This person is not lazy or incapable, but may exhibit a lot of stress when they are feeling pressure to get involved.

Personality Party

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Activity: Energy Industry Guess Who? &Background This fun, low-tech activity helps students to become acquainted with a few interesting jobs in the energy industry. Students will play against each other, like they do in the classic Hasbro game, with the goal to identify their opponent’s energy career before their opponent can identify theirs. For an added, more personalized challenge, have the students make their own job cards and at-a-glance sheets to play the game.

Objective Students will be able to describe possible careers available within the energy industry.

Time 1- 2 class periods

Materials Cardstock, 3 colors Manilla folder (legal size if available)

2Preparation Prepare copies of the cards on page 29 so that each set of partners would have three sets of cards. Copy the sets in three different colors (for example, white, yellow, and green.) Cut the cards and assemble into decks of nine cards by color.

Gather folders to serve as partitions between the game players. Stand the folders up with the binding in the center. If you prefer, you may also make your own customized partitions.

Prepare a copy of the at-a-glance sheet on pages 27-28 for each student.

Procedure 1. Pass out the at-a-glance sheets and ask students to read up on the nine energy jobs provided. This can also be assigned as homework.

You can opt to allow them to use it during game play or remove it.

2. Split students up. The game can be played one-on-one, or team of two versus another pair. Larger groupings may complicate game play.

3. Provide each opponent pair with their three decks of cards, each a different color, and their partition. Instruct the pair to stand up their partition so that when they lay out their cards, their opponent can not see what they do.

4. Instruct the pair to have one colored stack (the white stack, for example), shuffled and off to the side, face down. This will be their community pile.

5. They should each select their color deck. They should then lay out all nine cards face up, in three rows of three, making sure they can not see their opponent’s cards around the partition.

6. Each player should draw a card from the community pile and keep it a secret. This will be their assigned career identity. They should lay this card closest to them, so they don’t forget their identity.

7. Explain that each player must try and guess their opponent’s career identity by asking yes or no questions. If the question and the answer eliminate a career option for the opponent, they should flip the card over on their side. Players will take turns asking questions and answering their opponent’s questions truthfully in a yes or no fashion. If you think you know your opponent’s identity, you must still ask in a yes or no format. Let players know if they may consult their at-a-glance sheets during the game.

8. Ask the teams to keep score and play the best of three games.

 Extensions Have students create their own cards and at-a-glance sheets for their favorite career or their assigned selected careers in the Career Excursion activity. Create a much larger game from this class set.

Ask students to brainstorm how they might digitize this game or make it more interesting.

For more fun takes on popular games with an energy focus, check out the following guides from www.NEED.org/shop: Energy Games and Icebreakers, Energy Carnival, Primary Energy Carnival, Exploring Hydropower, and Energy Jeopardy.

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Energy Industry Guess Who? At-A-Glance

Solar Installer

Assembles and mounts solar arrays and associated electrical equipment, maintains and repairs equipment as needed Works: In homes and businesses Outdoors and sometimes high off the ground Musts: HS diploma, drivers license, able to climb a ladder, experience with power tools Certifications: None, but some technology or electrical background is helpful

Power Plant Operator

Runs, maintains, monitors, and adjusts equipment and controls needed to generate electricity or stop generating electricity (boilers, turbines, pumps, controls, etc.)

Works: In a power plant With other individuals, organizations, and different sites to coordinate power in the region Musts: HS diploma, college degree or additional training is helpful, apprentice training (often provided by facility), problem solving skills, proficiency with charts/graphs/computers, and meters, ability to focus for long periods of time Certifications: Can be attained while employed, specific to the type of power plant

Energy Trader

Purchases and sells electricity or other energy resources to make a profit based on current data, predict pricing of energy resources Works: In an office Musts: Strong math analysis skills, college degree in business, finance, an energy field, or meteorology Problem solving skills, proficiency with charts/graphs/computers, negotiating skills Certifications: Special financial certificates or a master’s degree can be helpful

Lineworker

Installs, maintains, and repairs electrical lines and systems Works: Above and underground, in homes, businesses, or outdoors (often high off the ground) Musts: HS diploma is preferred, on-the job training, comfortability with heights or underground settings, problem solving skills, independent and team work skills, knowledge of electrical and building codes, ability to handle power and hand tools, safety and caution in work place Certifications: One-year electrical repair may be helpful, apprenticeship hours, electrical license may be required

Petroleum Geologist

Studies rock and earth layer data to discover oil and natural gas, estimate amounts of resources, and prepare strategy for removal Works: In an office and in the field Musts: College degree, strong math and physics skills, ability to read and interpret charts/graphs/maps/ GPS data, ability to work as a team

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Energy Industry Guess Who? At-A-Glance

Wind Turbine Technician

Installs, inspects, maintains, operates, and repairs wind turbines Works: Outdoors or in the field Musts: HS diploma, technical school or on-the-job training, comfortability with heights and confined spaces, physically able to climb, experience with power tools and measurement instruments, safety and caution in workplace Certifications: Technical schooling program

Certified Energy Manager

Manages an organization or building’s use of energy, promotes responsible use of resources, monitors utility consumption and determines reduction plans and installations based on data Works: In a building and occasionally outdoors Musts: College degree or experience in energy systems, knowledge of HVAC systems and electrical systems, strong math, observation, analysis, teamwork, writing, and presentation skills, ability to use hand-held tools Certifications: Certified Energy Manager (CEM) through AEE, LEED and Green Building Council certifications are helpful

Nuclear Engineer

Researches, develops, and plans procedures for maximizing generation from nuclear fission, monitors instruments and systems, reports on productivity, schedules important plant events (repairs, construction, etc.), advises on safety and corrective actions Works: In a power plant or office Musts: College degree and co-op experience, strong analysis, communication, math, and problemsolving skills, continual on-site training, safety and caution in the workplace, knowledge of current laws and practices Certifications: Professional engineering certificate and operator licensing may be required over time

Pipefitter

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Constructs, maintains, assembles, and installs piping systems in HVAC systems, power plants, labs, or outdoors to transport liquid or gas materials Works: Indoors or outdoors in the field, depending on job assignment Musts: HS diploma, on-the-job training, ability to use welding and necessary tools, ability to interpret blueprints and maps, strong problem solving and analysis skills, strong focus, safety and caution in the workplace, knowledge of current regulations, dexterity in hands and knowledge of metals and their properties Certifications: Vocational training and licensing may be required

©2026 The NEED Project

Energy Careers Excursion

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Energy Industry Guess Who? Cards

Solar Installer

Power Plant Operator

Energy Trader

Lineworker

Petroleum Geologist

Wind Turbine Technician

Certified Energy Manager

Nuclear Engineer

Pipefitter

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Activity: Energy Careers Roundup &Background Energy Careers Roundup is a good activity to introduce careers in the industry. This activity divides a large group into twelve or fewer small groups. Students will each be randomly assigned a career and must search the room for the poster that they think most closely describes their career’s description. For a quicker version, great for virtual environments, download the slide template instead of creating posters.

Students can guess as you scroll through the slides.

This activity is based upon NEED’s Energy Roundup. Download the original in Energy Games and Icebreakers for teaching about energy sources. As an alternative to creating or printing the posters for this activity, you may also download a pre-created digital slide deck for quickly sharing the career facts. Download these resources for free by visiting www.NEED.org/shop.

Objective Students will be able to describe possible careers available within the energy industry.

 Time 1 class period

Materials Cardstock or posterboard Tape Scissors Timer Energy Careers Roundup Slide Deck (optional)

2Preparation Print the Energy Careers Cards on page 32 so that you have one slip per student and an equal number of each career. Cut out the cards and laminate, if necessary.

Print the posters from www.NEED.org/shop. Create a flap at the top of each poster to conceal the job title.

Mount the posters around the walls of the room. Space the posters equally apart and set up chairs for each station, if desired. Place a piece of paper and a pencil by each poster station. The players will use these toward the end of the game. Number the posters.

Procedure 1. Assign players to groups using the careers cards you cut out. Let the players draw these out of a hat or pass them out randomly. (You can assign players to fewer than twelve groups by eliminating one or more careers from the hat. Even if you have fewer groups, keep all of the posters on the walls.) Make sure each career you will use is represented by at least one student.

2. Instruct the players NOT to tell anyone which career they have picked.

3. Give the players these instructions for playing the game: PART I You have all been assigned to a career group. In a minute, you will be getting into these groups. You must follow these instructions.

You cannot speak or communicate with anyone during the first phase of the game.

When I say go, walk to the closest poster, and read the clues that describe the career. If you think these clues describe your career, remain beside that poster. If the clues don’t describe your career, move on to another poster. Repeat the process until you think you have found your career.

CONTINUED ON NEXT PAGE

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You will have three minutes to find your career. Remember, no talking or communicating is allowed. Does anyone have any questions?

Ready? The first round lasts three minutes. Go! Your three minutes are up and everyone must be at their poster. Remember, remain silent. Now, will the person closest to each poster lift the flap of the poster so that only the people in your group can see which career the clues describe. (Players lift flaps to reveal career titles.)

Please close the flap. If you’re in the correct group, remain at your poster. If you’re not, look for your career again. This time you have only one minute. No talking or communicating. Go! (Round two lasts one minute. You can continue rounds until everyone has found their career. Subsequent rounds last 30 seconds to one minute each.)

PART II After all the rounds are finished, give the groups these instructions: You will be allowed to talk during this part of the game. The members of your group must now decide which of the clues reveal the least about your career. Keep the least revealing clues and eliminate the two clues that reveal the most. I will give you two minutes to do this, and then I will ask three people in your group to each read a clue one at a time. After the second clue has been read, everyone in your group will say in unison, “What are we?”

Now, one person in your group should take the pencil and paper at your station and write the numbers one through twelve down the side of the paper. After a groups says “What are we?” the other groups will have 15 seconds to write down the name of the career.

Since every career has a number, just write the group’s name by the corresponding number on your piece of paper.

The group that correctly identifies the most career fields wins.

 Extension Have your students research their job titles and provide the facts to create posters.

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Energy Careers Roundup Cards

32

GEOLOGIST

MARKETING SPECIALIST

METEOROLOGIST

FORESTER

LINEWORKER

SAFETY ENGINEER

CUSTOMER SERVICE REPRESENTATIVE

ELECTRIC SERVICE PLANNER

ENERGY EFFICIENCY SPECIALIST

CHEMIST

POWER PLANT OPERATOR

PHOTOVOLTAIC INSTALLER (SOLAR INSTALLER) ©2026 The NEED Project

Energy Careers Excursion

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Activity: Energy Careers in the Round &Background Energy Careers in the Round is an entertaining research activity and game that introduces students to various careers that may be available in the energy industry. To quickly play the game, skip the research portion and check out the alternative procedure instructions options on page 34.

 Time 1-2 class periods (depending on time available, homework, and options for procedure)

 Material Cardstock Art supplies Posterboard

2 Preparation Copy one set of Energy Careers in the Round cards on page 35-39 onto cardstock and cut into individual cards.

Copy the Energy Career Research worksheet on page 40 for each student.

Gather art supplies and posterboard.

Procedure 1. Keep the START CARD for yourself. Mix and distribute one card to each student. If you have cards left over, save them and hand these cards out later to students that can handle an extra card during game play. See step 5 below.

2. Have the students look at their bolded words at the top of the cards.

3. Ask students to complete the Energy Career Research worksheet for their energy career. Explain that students will then create a “Help Wanted” poster, digital slide, or visual you can showcase around the room that advertises each career.

4. Allow time for students to review or share their posters.

5. Play “In the Round” by following the procedure: If you have cards leftover, pass them out to students who may be able to handle an extra card.

To start playing, read the START CARD’s clue, “Who has an energy career that starts with the letter W?” Everyone who has an energy career that starts with the letter W should stand up. There are five career cards for each letter, so five students should stand up if you’re using all the cards.

The speaking player continues, reading the next clue, “This person…” One of the standing students should recognize some clue words and be able to say, “I have CAREER NAME.” An answer key is provided below. If the career is correct, everyone else sits down. The standing student reads the clues on their card.

The game continues in a round until every card has been read. It ends with “I have SCIENCE TEACHER” on the START CARD.

Answer Key Science Teacher Welder Robotics Technician Petroleum Geologist Electrician Civil Engineer Air Quality Control Specialist Surveyor Wastewater Treatment Plant Operator

Rigger Project Manager Energy Engineer Customer Service Representative Automotive Engineering Technician Solar Photovoltaic Installer Wellhead Pumper Recycling And Reclamation

Worker Power Plant Operator Electrical Power-Line Installer Chemist Architect Safety Engineer Wind Turbine Technician Roustabout Pipefitter Energy Trader

Climate Change Analyst Aerospace Engineer Sustainability Specialist Weatherization Technician Rotary Drill Operator Petroleum Refinery Operator Environmental Engineer Certified Energy Manager Apprentice

CONTINUED ON NEXT PAGE ©2026 The NEED Project

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Alternative Procedure Options FOR INDIVIDUAL GAME PLAY 1. Give each student or pair a set of cards.

2. Students will put the cards in order, taping or arranging each card so that the answer is directly under the question.

3. Have students connect the cards to fit in a circle or arrange them in a column.

FOR QUICK GAME PLAY 1. Distribute one card to each student. If there are leftover cards, give extra cards to those students who can handle additional information.

Pick a reliable student to read the START CARD or keep this card for yourself.

2. Have the students look at the bold words and the first letter of their career.

3. Read the START CARD’s first clue. Everyone with a career title starting with “W” should stand. The speaker should read the remaining information on the card, and one student will recognize some key words/descriptions. This student will remain standing and read their “I have...” statement from the top of their card. All other standing students will sit.

4. The standing student should read the clues on their card and the process will continue until every career card has been read. The game will finish with “I have SCIENCE TEACHER” on the start card.

5. Refer to the answer key as needed to moderate game play.

 Extension Have students complete the Energy Career Research worksheet for their energy career. Then, students can create a physical or digital Help Wanted poster to advertise their career. Allow time for students to share their posters.

“In the Rounds” are available on several different topics. Check out these resources for more fun “In the Round” examples! All are available for free download at www.NEED.org/shop.

Energy in the Round— Energy Games and Icebreakers Forms of Energy in the Round— Science of Energy guides Coal in the Round—Exploring Coal Conservation in the Round— School Energy Experts and School Energy Managers Hydrogen in the Round— H2 Educate Oil and Natural Gas Industry in the Round— Fossil Fuels to Products, Exploring Oil and Natural Gas Uranium in the Round— Nuclear guides Solar Energy in the Round— Energy from the Sun

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Energy Careers in the Round Cards (START CARD)

I HAVE SCIENCE TEACHER. Who has an energy career that starts with the letter W? This person uses hand-welding equipment to weld or join metal components of fabricated metal products.

I HAVE WELDER.

I HAVE ELECTRICIAN. Who has an energy career that starts with the letter C? This person performs engineering duties in planning, designing, and supervising construction or maintenance of structures and facilities, such as roads, bridges, dams, irrigation projects, pipelines, power plants, and water and sewage systems.

I HAVE CIVIL ENGINEER.

Who has an energy career that starts with the letter R?

Who has an energy career that starts with the letter A?

This person builds, installs, tests, and maintains robotic equipment or automated production systems.

This person performs a wide range of air quality testing duties including equipment and facility permitting, compliance auditing, emissions control research, recordkeeping and reporting, and participation in the planning processes.

I HAVE ROBOTICS TECHNICIAN.

I HAVE AIR QUALITY CONTROL SPECIALIST.

Who has an energy career that starts with the letter P?

Who has an energy career that starts with the letter S?

This person studies rock and earth layer data to look for oil and natural gas, to estimate amounts of resources, and to prepare strategy for removal.

This person makes exact measurements and determines property boundaries. They provide data relevant to the shape, contour, location, or elevation of land features on Earth’s surface for engineering, mapmaking, mining, land evaluation, and construction.

I HAVE PETROLEUM GEOLOGIST.

I HAVE SURVEYOR.

Who has an energy career that starts with the letter E?

Who has an energy career that starts with the letter W?

This person installs, maintains, and repairs electrical wiring, equipment, and fixtures, and ensures that work is done according to building codes.

This person operates or controls a system of machines to transfer or treat water or wastewater.

©2026 The NEED Project

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Energy Careers in the Round Cards I HAVE WASTEWATER TREATMENT PLANT OPERATOR. Who has an energy career that starts with the letter R?

Who has an energy career that starts with the letter A?

This person sets up or repairs rigging for construction projects, manufacturing plants, logging yards, ships and shipyards, or for the entertainment industry.

This person assists engineers in product design change proposals. They plan and carry out tests on automotive devices and equipment for performance, durability, and efficiency.

I HAVE RIGGER. Who has an energy career that starts with the letter P? This person analyzes and coordinates the schedule, timeline, staffing, and budget of a product, or service.

They lead and guide the work of technical staff and may serve as a point of contact for the client or customer.

I HAVE PROJECT MANAGER. Who has an energy career that starts with the letter E?

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I HAVE CUSTOMER SERVICE REPRESENTATIVE.

I HAVE AUTOMOTIVE ENGINEERING TECHNICIAN. Who has an energy career that starts with the letter S? This person assembles, installs, or maintains solar photovoltaic systems on roofs or other structures.

Work includes measuring, cutting, assembling, and bolting structural framing and solar modules, and performing minor electrical work.

I HAVE SOLAR PHOTOVOLTAIC INSTALLER.

This person designs, develops, or evaluates energyrelated projects or programs to reduce energy costs or improve energy efficiency during the designing; building, or remodeling stages of construction. They may specialize in electrical systems, HVAC systems, green buildings, lighting, air quality, or energy purchase.

Who has an energy career that starts with the letter W?

I HAVE ENERGY ENGINEER.

I HAVE WELLHEAD PUMPER.

This person operates power pumps and equipment to produce a flow of oil or natural gas from wells in the field.

Who has an energy career that starts with the letter C?

Who has an energy career that starts with the letter R?

This person interacts with customers to provide basic or scripted information in response to routine inquiries about products and services. They help handle and resolve general complaints.

This person prepares and sorts materials or products for recycling. They identify and remove hazardous substances and take apart appliances.

©2026 The NEED Project

Energy Careers Excursion

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Energy Careers in the Round Cards I HAVE RECYCLING AND RECLAMATION WORKER. Who has an energy career that starts with the letter P? This person runs, maintains, monitors, and adjusts equipment needed to generate electricity or stop generating electricity such as boilers, turbines, or pumps.

I HAVE POWER PLANT OPERATOR.

I HAVE ARCHITECT. Who has an energy career that starts with the letter S? This person promotes worksite or product safety by applying knowledge of industrial processes, mechanics, chemistry, psychology, and industrial health and safety laws.

I HAVE SAFETY ENGINEER.

Who has an energy career that starts with the letter E?

Who has an energy career that starts with the letter W?

This person installs cables or wires used in electrical power or distribution systems. They may install poles or heavy-duty transmission towers and/or work underground.

This person inspects, diagnoses, adjusts, or repairs wind turbines. They also perform maintenance on wind turbine equipment including fixing electrical, mechanical, and hydraulic malfunctions.

I HAVE ELECTRICAL POWER-LINE INSTALLER.

I HAVE WIND TURBINE TECHNICIAN.

Who has an energy career that starts with the letter C? This person analyzes chemicals and conducts experiments in the laboratory for quality control or to develop new products or knowledge.

I HAVE CHEMIST.

Who has an energy career that starts with the letter R? This person assembles or repairs oil and natural gas equipment using hand and power tools.

I HAVE ROUSTABOUT.

Who has an energy career that starts with the letter A?

Who has an energy career that starts with the letter P?

This person plans and designs structures, such as homes, office buildings, schools, factories, and other property.

This person constructs, maintains, assembles, and installs piping systems that transport liquid or gas materials in power plants, labs, HVAC systems, or outdoors.

©2026 The NEED Project

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Energy Careers in the Round Cards I HAVE PIPEFITTER. Who has an energy career that starts with the letter E?

Who has an energy career that starts with the letter W?

This person purchases and sells electricity or other energy resources. In order to make a profit, they predict the pricing of energy resources based on current data.

This person weatherizes homes to make them more energy efficient. They repair windows, insulate ducts, and perform HVAC tests and upgrades. They may perform energy audits and advise clients on energy conservation measures.

I HAVE ENERGY TRADER.

I HAVE WEATHERIZATION TECHNICIAN.

Who has an energy career that starts with the letter C?

Who has an energy career that starts with the letter R?

This person researches and analyzes policy developments related to climate change. They make climate-related recommendations for actions such as legislation, awareness campaigns, or fundraising approaches.

This person sets up or operates a variety of drills to remove underground oil and natural gas, or to remove core samples for testing during oil and natural gas exploration.

I HAVE CLIMATE CHANGE ANALYST.

I HAVE ROTARY DRILL OPERATOR.

Who has an energy career that starts with the letter A?

Who has an energy career that starts with the letter P?

This person designs, constructs, and tests aircraft, missiles, and spacecraft.

This person operates petroleum refining or processing equipment. They may specialize in controlling pumping systems, or gauges, testing oil in storage tanks, or regulating the flow of oil into pipelines.

I HAVE AEROSPACE ENGINEER. Who has an energy career that starts with the letter S? This person addresses sustainability concerns, such as waste stream management, green building practices, and green energy purchasing for companies or groups.

38

I HAVE SUSTAINABILITY SPECIALIST.

I HAVE PETROLEUM REFINERY OPERATOR. Who has an energy career that starts with the letter E? This person conducts research, designs, plans, or works to prevent, control, and remediate of environmental hazards. Work may include waste treatment, site remediation, or pollution control technology.

©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

Energy Careers in the Round Cards I HAVE ENVIRONMENTAL ENGINEER. Who has an energy career that starts with the letter C? This person manages a building or group of buildings use of energy, promotes responsible use of resources, monitors utility consumption, and determines reduction plans and installations based on data.

I HAVE CERTIFIED ENERGY MANAGER. Who has an energy career that starts with the letter A? This person earns a salary while getting hands-on work experience and taking classes.

I HAVE APPRENTICE. Who has an energy career that starts with the letter S? This person teaches courses in earth and space science, biology, physical science, chemistry, physics, and environmental studies.

©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

39

Energy Career Research Procedure Go to careeronestop.org or bls.gov/ooh and search for your energy career. Fill in the organizer below with information about your career.

Career title: Career description:

How many people work in this career today?

What is the median annual wage for this career?

What education and experience do you need to start in this career?

Share three activities someone in this career might do in a typical day.

1.

2.

3.

People working in this career often have special talents and abilities that help them do their jobs.

Describe two of the abilities that you are good at, too.

1.

2.

Does this energy career interest you? Why or why not?

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©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

Our Awesome Extras page contains PowerPoints, energy graphics, and other great resources to compliment what you are teaching! www.need.org/educators/ awesome-extras/

E

NC A L G A T A IOMASS

B

S

BIOMAS T YPES OF

IOMASS? WHAT IS B

tes—that animal was s, seaweed, source of wood, crop ly our oldest c matter— to heat ss is probab any organi ned wood rce. Bioma Biomass is ple have bur energy sou peo an rs, as d yea of can be use thousands ed energy r the sun. For contains stor energy afte food. ir tter the ma k c and coo plants the . All organi light gives their homes from the sun ars. nthesis, sun s its energy ed photosy gen and sug Biomass get process call xide into oxy . During a carbon dio that eat ls and ma er ani wat from the sun vert nts and the energy for y need to con supply pla d source of energy the ohydrates, tes are a goo called carb dra ars, ohy sug These ds rich in carb ited. We energy. Foo s are not lim plants with e its supplie body. rce becaus the human ays exist. energy sou te will alw a renewable s, and was Biomass is crop and s grow tree can always

THESIS

PHOTOSYN

rgy from t radiant ene nts conver ar) ynthesis, pla cose (or sug s of photos form of glu the In the proces in rgy mical ene sun into che

pro agricultural wood and mass today— sel). die r types of bio We use fou ls (like Ethanol or Bio fue and alcohol

ODUCTS bark, and TURAL PR rgy. Wood—logs, chips, c matter can ani ene D AGRICUL WOOD AN used today is home grown mass energy. But any org l waste products

the

ss half of bio agricultura Most bioma just under can include accounts for ss sources by sawdust— Other bioma ity is used mass energy. the electric produce bio ity. Much of cobs. s called tric corn elec te and it is a proces genera like fruit pits by utilities, erate are used to distributed ducts to gen wood waste te; it is not Wood and d to ir waste pro was the nee y the of the ch energy, ies making mills use mu the industr use so much ls and saw since they on. Paper mil . However, cogenerati for their use electricity s. and itie m util stea ity from nal electric buy additio nds) of (2,000 pou rgy. One ton e is not all form of ene STE coal. Garbag SOLID WAh turns waste into a usable pounds of are made from energy as 500 Burning tras stics, which much heat pla as ut from abo es called tains content com energy are rgy garbage con for e ene its bag nts do, burn gar haps half of coal-fired pla plants that biomass; per ity much as l gas. Power ir boilers. erate electric and natura d to fire the plants gen petroleum nts. These the fuel use pla is gy l— ner coa not waste-to-e e garbage— tibl bus t com except tha m

causing the

animals, OGAS d plants and itself.

GAS AND BI They eat dea ars to feed LANDFILLfungi are not picky eaters. converting cellulose to sug is still

gas Bacteria and ed methane on a rott stance call methane gas ay. A fungus dfill, a sub ls to collect to rot or dec ed in a lan uire landfil it is not process is slow ulations req odorless, but reg and s New Although this . rles decays is colo es and is the waste thane gas as hom Me ed s. rby duc son nea pro ntal rea if it seeps into thane can environme Me ons l. and losi fue ty for safe use it as se fires or exp rs are purify it, and gas can cau gas digeste thane gas, wastes. Bio harmless. The ect the me l and human tainers is dfills can coll agricultura into the con ignited. Lan g energy from ks. Waste put be used to duced usin can steel or bric h gas wit also be pro d line gas. This thane-rich tainers or pits duce a me airtight con gen to pro without oxy lighting. fermented cooking and tricity, or for produce elec ing log is

©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

ducts,solid

l gas and bio

waste, landfil

gas,

nd starches fou sugars and enting the ch, or sugar made by ferm cellulose, star yl alcohol) es containing States com hol fuel (eth c material ted alco ani an Uni org is l the Ethano duced in g them. Any rs from ethanol pro then distillin woody fibe jority of the in plants and cellulose in anol. The ma ethanol from de into eth producing can be ma are es ogi and anol is New technol percent eth from corn. s around 10 residues. the , and crop U.S. contain A) approved trees, grasses e sold in the s Agency (EP the gasolin ger vehicle Protection of l sen all nta pas rly me in for use Today nea U.S. Environ t gasoline) . In 2011, the 15 percent l, 85 percen known as E10 t ethanol and cent ethano cen per per 85 (15 ing ible fuel n of E15 million flex Fuel contain 20 er. introductio ut new abo and ll l. There are year 2001 ever, a sma rnative fue from model or E10. How s as an alte tly on E85 5) qualifie run efficien gasoline (E8 d that can V) on the roa ularly. vehicles (FF s use E85 reg icle veh se of the percentage l fats, or oils, anima h vegetable soybean oil. g alcohol wit BIODIESEL made by chemically reactin biodiesel today is made from ), five l t (B2 Most fue cen . a is per ase sel gre two Biodie os of restaurant 00). diesel in rati h as recycled biodiesel (B1 h petroleum greases, suc neat (pure) blended wit ines with the be used as most often diesel eng It can also Biodiesel is U.S. unmodified cent (B20). fuels in the be used in ), or 20 per sportation h and can tran wit percent (B5 g l ible win gro ’s diesel fue ls are compat of the fastest the nation Biodiesel fue ur levels in ure. It is one infrastruct reduce sulf from ur can ling it sulf fue so g ur, ovin existing While rem and can ually no sulf ls. nt virt s fue rica ur tain lub erior low sulf Biodiesel con nt diesel is a sup with today’s an importa rication, bio n compared cent. This is in poor lub supply, eve or two per ur levels sel results of only one -based die uires that sulf petroleum fuel in blends ncy now req tection Age tion of diesel Pro fric l the nta me reduce to 2006. the Environ were prior tic because than they characteris cent lower l be 97 per in diesel fue

ETHANOL

41

Youth AWards Program for Energy Achievement

Youth Energy Conference & Awards

NEED’s annual Youth Awards Program for Energy Achievement rewards students for their efforts in energy outreach and student leadership.

The NEED Youth Energy Conference and Awards gives students more opportunities to learn about energy and to explore energy in STEM (science, technology, engineering, and math).

The Youth Awards Program is great for all schools—new to energy education, or veteran. Projects and outreach completed for the program provide opportunity for enrichment and engagement, as well as an opportunity for your students, classroom, and school to shine. Youth Awards projects can be completed by afterschool/out-of-school time programs, community groups, and even families!

The annual June conference has students from across the country working in groups on an Energy Challenge designed to stretch their minds and energy knowledge.

The conference culminates with the Youth Awards Ceremony recognizing student work throughout the year and during the conference.

What’s involved?

For More Info: www.NEED.org/youthenergyconference

Students and teachers set goals and objectives and keep a record of their activities. Students create a digital project to submit for judging. In April, digital projects are uploaded to the online submission site.

Check out: For more information and project submission details, we invite you to visit https://youthawards.NEED.org. Be sure to explore the site to view past winning projects and garner inspiration!

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©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

Energy Careers Excursion Evaluation Form State: ___________

Grade Level: ___________

Number of Students: __________

1. Did you conduct the entire unit?



Yes



No

2. Were the instructions clear and easy to follow?



Yes



No

3. Did the activities meet your academic objectives?



Yes



No

4. Were the activities age appropriate?



Yes



No

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



Yes



No

6. Were the activities easy to use?



Yes



No

7. Was the preparation required acceptable for the activities?



Yes



No

8. Were the students interested and motivated?



Yes



No

9. Was the energy knowledge content age appropriate?



Yes



No

10. Would you teach this unit again?

Please explain any ‘no’ statement below



Yes



No

How would you rate the unit overall?



excellent



good



fair



poor

How would your students rate the unit overall?



excellent



good



fair



poor

What would make the unit more useful to you?

Other Comments:

Please fax or mail to: The NEED Project

8408 Kao Circle FAX: 1-800-847-1820 Manassas, VA 20110 Email: info@need.org

©2026 The NEED Project

Energy Careers Excursion

www.NEED.org

43

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Phillips 66 PowerSouth Energy Cooperative PPG Prince George’s County Office of Human Resource Management (MD) Prince George’s County Office 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 Office 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 Office 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–Office of Energy Efficiency and Renewable Energy U.S. Department of Energy - Solar Decathlon U.S. Department of Energy - Water Power Technologies Office U.S. Department of Energy–Wind for Schools U.S. Energy Information Administration United States Virgin Islands Energy Office Vineyard Wind Virginia Cooperative Extension Virginia Natural Gas Vistra Energy We Care Solar West Virginia Office of Energy West Warwick Public Schools Williams