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Exploring Green Jobs

Connecticut Energy Education

In this lesson, students complete a Myers-Briggs Type Inventory of their personality type as an introductory step to understanding what green jobs might suit their personal styles. From the information on this online tool, they look at different green jobs to explore possible careers.

Activity takes about one to two class periods

Learn more about Teaching Climate Literacy and Energy Awareness»

ngssSee how this Activity supports the Next Generation Science Standards»
Middle School: 2 Science and Engineering Practices
High School: 1 Disciplinary Core Idea, 2 Science and Engineering Practices

Climate Literacy
About Teaching Climate Literacy

About Teaching the Guiding Principle
Other materials addressing GPg

Energy Literacy

Humans transfer and transform energy from the environment into forms useful for human endeavors.
Other materials addressing:
4.1 Humans transfer and transform energy.

Excellence in Environmental Education Guidelines

4. Personal and Civic Responsibility
Other materials addressing:
4. Personal and Civic Responsibility.
3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills
Other materials addressing:
3.2 Decision-Making and Citizenship Skills.

Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • This is not a content learning activity, but learning about STEM and energy-related job opportunities is relevant for middle and high school students. This activity can pair well with content about climate change and energy awareness.
  • This activity invites collaborative teaching, such as between a science educator and a psychology educator, a business/career educator, or a technology educator.
  • Interpretation of the results of the Myers Briggs Type Inventory could be sensitive for some students. Educators may want to work with a career counselor to address questions and/or concerns.
  • For updated, nation-wide information on green careers consider using the US Dept of Labor website http://www.dol.gov/dol/green/.

About the Science

  • Does not teach science content. It focuses on green career opportunities.

About the Pedagogy

  • An excellent school to career project, focusing on green jobs.
  • Activity is investigating green jobs - what kinds of education, training and/or certification are required, personality traits that might be a good match for kind of job, potential salary, etc.
  • Activity engages students in matching their personality profile as measured by Meyers Briggs Type Indicator to a variety of green jobs and provides links to programs in Connecticut that offer education, training and certification in those jobs.
  • Very practical activity.
  • Can be used with a wide variety of students.
  • Links are provided to additional career information.

Technical Details/Ease of Use

  • The educator must register and log in to website to access the lesson plan and associated links. This is free and should not hinder the access or use of the activity.

Next Generation Science Standards See how this Activity supports:

Middle School

Science and Engineering Practices: 2

Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

MS-P7.2:Respectfully provide and receive critiques about one’s explanations, procedures, models, and questions by citing relevant evidence and posing and responding to questions that elicit pertinent elaboration and detail.

MS-P8.2:Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings.

High School

Disciplinary Core Ideas: 1

HS-ESS3.D1:Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

Science and Engineering Practices: 2

Engaging in Argument from Evidence, Obtaining, Evaluating, and Communicating Information

HS-P7.3:Respectfully provide and/or receive critiques on scientific arguments by probing reasoning and evidence, challenging ideas and conclusions, responding thoughtfully to diverse perspectives, and determining additional information required to resolve contradictions.

HS-P8.2:Compare, integrate and evaluate sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a scientific question or solve a problem.

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