Explore various careers in STEM
Next Generation Science Standards Skills Sheet
Exploring STEM Careers Activity Sheet
Pen or pencil
Access to Internet
How do people go about finding solutions to environmental problems? Where do they begin?
2. Explain that there are three general ways to deal with environmental issues. Write these ideas on your whiteboard or chalkboard:
Help outlaw inflicting harm upon endangered species (i.e., contact local government officials, etc., with ideas/suggestions for legislation to protect endangered species).
Repair something that has been damaged (i.e., clean up trash on beaches).
Find a new and improved way to do something (i.e., drive an electric car versus a gas-fueled vehicle to reduce air pollution).
3. Many solutions to environmental problems involve a mix of these methods. Ask: How could all three solutions be used to deal with the problem of deforestation? (i.e., make it illegal to log trees to protect those that remain; plant new seedlings to regrow forests; find an alternative to wood as a building material, so there's less need to cut down trees in the future.)
Main Lesson: Environmental Innovations
Step 1: Explain that many times fixing an environmental problem requires an innovation. Ask:
What do you think an innovation is? (A new and creative method, idea, or invention that fills a need or improves people's lives.)
What types of innovations make your life better?
Step 2: Share the following examples of environmental innovations with your class. You can display the websites using a computer and projector or interactive whiteboard.
Curbside Composting: People throw away up to 40 percent of the food they buy, but cities are working to recycle that waste into something useful: www.motherjones.com/environment/2012/09/why-doesnt-your-city-have-curbside-composting
Ocean Cleanup: A teenager has an ambitious plan to remove plastic pollution from the world's oceans: inhabitat.com/19-year-olds-ocean-cleanup-array-could-clean-half-the-pacific-garbage-patch-in-10-years-study-shows/
Purifying the Air: An engineering university in Peru has developed a billboard that scrubs pollution from the air: time.com/84013/this-billboard-sucks-pollution-from-the-sky-and-returns-purified-air/
Greener Cooking: A new fuel to power cookstoves could help reduce deforestation in poor nations: mashable.com/2013/08/23/emerging-cooking-solutions/
Urban Farms: People are finding ways to grow food just about everywhere—even in the middle of a bustling city: www.wired.co.uk/news/archive/2014-02/11/underground-farm-zero-carbon-food
Sharing the Road: Many cities have come up with a way to help people get around town on bikes instead of in cars: www.scholastic.com/browse/article.jsp?id=3757174
Step 3: Engage students in a classroom discussion about the innovations by asking:
Would some of these innovations be harder to put into action than others? Why or why not?
Describe some of the inventors' thought processes. How did they come up with their ideas? What do you think is the key to creating a useful environmental innovation?
Wrap-up Activity: Using the Student Reproducible
1. Many environmental innovations rely on some sort of technology, even bike shares and urban farming. Technology is one of the basic building blocks of STEM. Ask:
Has anyone heard of this term before? (Here's a hint: It's an acronym—a word formed from the initials of a phrase.)
What does it stand for? (STEM stands for science, technology, engineering, and mathematics.)
2. Explain that there are many types of careers in STEM fields. Ask: Can you name some careers that would fall into this category?
3. Hand out copies of the Exploring STEM Careers Activity Sheet to each student. It asks them to investigate two STEM careers and compare how they are similar and different. After going over the instructions together as a class, provide students with the following resources to help them in their research. Then have them complete the reproducible on their own.
4. Students will create a presentation to share facts about their two chosen careers with the class. Encourage them to use different forms of media in their presentations, like videos, images, and sound. When presenters are done speaking, open up the floor for discussion. Remind students to offer feedback and questions that are thoughtful, helpful, and positive.
This lesson supports the following higher learning standards:
Speaking & Listening
Engage effectively in a range of collaborative discussions with diverse partners
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation
Include multimedia components and visual displays in presentations to clarify information
This lesson supports the following Next Generation Science Standards:
Earth and Human Activity
Engineering Design Crosscutting Concepts
All human activity draws on natural resources and has both short- and long-term consequences, positive as well as negative, for the health of people and the natural environment.
The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus, technology use varies from region to region and over time.