11

180 minutes
0

9 / 10 / 11 / 12
Career and Technical Education (CTE)

In this lesson students get an in-depth look into a global, sustainability-focused organization. A case study provides a situated context for understanding how broad and still-evolving ideas, such as sustainability and sustainability professionals, are becoming more established.

The students continue to research a field of interest including setting up and conducing an informational interview. This experience will help students make connections and gain confidence that will be valuable to them as they prepare for their own personal career journey.

Students will conclude by creating an action plan to meet their green career goals.

130 minutes
0

9 / 10 / 11 / 12
Career and Technical Education (CTE)

In this lesson, students are then encouraged to explore their personal strengths and aspirations, define their personal mission statement, and then conduct in-depth research into their field of interest.

150 minutes
0

9 / 10 / 11 / 12
Career and Technical Education (CTE)

This lesson introduces students to the idea of green careers and what it means to be a sustainability professional. We break down the concepts of "green" and "sustainability" and encourage students to explore how the concepts could apply to their career.

The lesson includes identifying potential green career opportunities and the skills, certifications, and credentials that can enhance a resume and improve a graduate’s employability.

What are the careers in green building or sustainability fields?
What is “environmental justice”?
120 minutes
0

9 / 10 / 11 / 12
Science

Students take on perspectives of different stakeholder groups in the Pacific Northwest tasked with determining a sustainable aviation biofuel mix for the region. Stakeholder groups are encouraged to form alliances, contemplate compromise, and seek consensus on a policy that will best fit the needs of the whole community. Lesson 9 is a continuation of this unit’s PBA.

120 minutes
0

9 / 10 / 11 / 12
Science

On Day 1, the class learns about the typical supply chain of a fuel. Small groups then research and create a poster to show the supply chain of a biofuel derived from a particular feedstock. On Day 2, students participate in a gallery walk to learn about the different ways to improve the sustainability of biofuels. Lesson 8 is a continuation of this unit’s PBA.

60 minutes
0

9 / 10 / 11 / 12
Science

Students are introduced to the context for this unit’s PBA and its driving question, what are the most sustainable biofuels that can be produced in the Pacific Northwest for aviation? Through class discussion and a series of stations featuring different multimedia resources, students learn about the aviation industry and its use of petroleum-based fuel. Students regroup after the stations to share their findings and identify 3 main arguments for reducing our use of petroleum.

60 minutes
0

9 / 10 / 11 / 12
Science

Students begin this lesson by examining the characteristics of 2 different transportation fuels—one a biofuel and one created from crude oil—to evaluate their sustainability. Students learn the definition of sustainability and its 3 key components: economy, environment, and society. Students then discuss and evaluate the sustainability of various feedstocks used to produce transportation fuels.

120 minutes
0

9 / 10 / 11 / 12
Science

Students use graphs and statistics to learn about energy use around the world and consider sustainable energy solutions. They read a country profile to examine energy issues such as access, reliability, and energy-efficient infrastructure. Then students connect their research with the United Nations’ Sustainable Energy for All initiative and work together in small groups to create a public service announcement (PSA) that encourages people and governments around the world to work toward sustainable energy solutions.