Wayne National Forest Solar Installation A Green$aver Energy Auditor on the job Lookin Good in Green! Green Collar Career Exploration in the New Ontario Engineer at Wind Turbine Farm Rooftop PV Solar Instillation
In this Careers Exploration activity, students will be given the tools to access information on a wide range of green careers. After a teacher-guided warm-up exercise illustrating how certain inventions and innovations drastically changed the work world, students will perform in-depth research on the new and growing green sector, identifying the potential in the field and the range of opportunities available. Using their personal self-assessment plans, students will identify green careers that suit their skills and aptitude. Students will then create a Green Careers Display Board of their chosen green career, and a class career fair will be held showcasing the diverse range of careers in the sector. NOTE: This activity is intended as a post-activity following a Green Collar Careers (GCC) introductory workshop: Lookin Good in Green! A Primer On Green Collar Careers, but can also be presented as a stand-alone. To book a workshop at your school, please email info@greencollarcareers.ca Estimated Activity Time: (Teachers may choose to present units together, or select individual units to suit their schedule) Unit I: Job Trends Warm-Up Activity 40 minutes Unit II: Career Assessment and GCC website research 2 hours Unit III: Green Career Fair preparation 2 hours Required equipment: Computer and Internet access, Student Personal Assessment Plan (completed), GCC Assessment sheet Curriculum Links COURSE GLC2O Careers Studies, Grade 10, Open Science- Grade 11 and Grade 12- ALL STREAMS OVERALL EXPECTATIONS By the end of this course, students will: Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio; Identify current trends in society and the economy and describe their effect on work opportunities and work environments Scientific Investigation Skills and Career Exploration Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields. SPECIFIC EXPECTATIONS By the end of this course, students will: Demonstrate effective use of research skills to locate and select career-related information from a variety of sources Describe, on the basis of research, selected occupations or fields of work, using identified criteria (e.g., education, training, and skill requirements; duties; safety issues; employment prospects), and describe the ways in which secondary school students can prepare for those occupations; Organize and integrate selected career information into a portfolio. Identify economic and societal trends and explain how they influence available job opportunities and work environments Identify and describe a variety of careers related to the fields of science under study (e.g., theoretical physicist; communications, networks, and control systems professional; engineer; metallurgist) and the education and training necessary for these careers
Unit I: Job Trends Warm-Up Activity Teachers will engage the students in a discussion about job trends, and how new technological developments have historically created new opportunities in the work world. Step-by-Step Instructions 1. Present a picture of a car (see attached Appendix B) to students and begin a discussion on the range of job opportunities created by the invention of the automobile. Walk students through the diverse range of careers associated (either directly or as a result of) with the invention of this one object (eg. manufacturing, sales and marketing, policy and regulation, education, urban infrastructure, repair and maintenance) and complete the brainstorm diagram. Help them draw the conclusion that, in addition to social and cultural changes, the car changed the work world in a very significant way. Suggested Careers and Industries: Assembly Line Worker, City Planner, Driving Instructor, Car Salesman, Road Construction Worker, Automobile Advertising and Marketing Executive, Machinist, Factory Manager, Bus Driver, Mechanic, Delivery Driver, Ministry of Transportation, Auto Insurance Agents, Car Rental Services Focus questions: What did the car replace? How do you think the job prospects of horse carriage drivers were affected by the invention of the car? What other industries were created or affected as a result? 2. Present a picture of a computer (see attached Appendix C) and help students brainstorm jobs related to the computer. Walk students through the diverse range of careers associated with (either directly or as a result of) the invention of this one object (eg. manufacturing, sales and marketing, network and telecommunications, education, tech support and maintenance, online services, web design, social marketing) and complete the brainstorm diagram. Help them draw the conclusion that a range of new skills needed to be developed in order to meet the demands of our computerized society. These new skills, experiments and innovations allowed the tech industry to grow and evolve, and helped to establish computers as commonplace today. BEFORE Letters Cds and DVDs File Folders and Filing Systems Typewriters NOW Emails MP3s and Video Downloads Database Systems Word Processors and Printers
Suggested Careers: Software Engineer, Database Manager, Social Media Expert, IT Specialist, Web Designer, Graphic Illustrator, Film Post-Production Editor, Audio Engineer, Computer Technical Support Specialist, Computer Salesperson, Online Retail, Technical Writers, IT Training Instructors. Focus questions: What kind of jobs/objects went in decline after the invention of the computer (or are going into decline)? How has the computer changed the way we do things (eg. listen to music, watch videos, communicate with our friends)? What kind of new skills needed to be developed to support our computerized lifestyle? 3. Talk about how renewable energy is on the new technological cusp (see Appendix D for turbine drawing). Draw parallels with other technological advances, and the way they changed the workforce by introducing new jobs/careers, as well as new skill sets. (eg. before the internet was invented, there were no IT specialists; in same way, as we develop new needs, new values and new technologies, we gain new job opportunities and new job sectors) Help students brainstorm different green jobs and identify the range of skills/aptitudes/interests needed to drive the green industry forward (i.e. solar panel design, wind turbine installation, green building architects, energy auditors, green business, sales and marketing, environmental education- please visit: the Explore Green Collar Careers section of our website for more suggestions).
Unit II: Career Assessment and GCC website research Refer students to their self-assessment plan. Direct them to use the plan to fill out the Lookin Good in Green! Assessment Worksheet (see attached appendix). Students can then go online to www.greencollarcareers.ca (Student Section) and conduct research on different green collar careers. Students should research 3 possible careers that match their skill sets, using their Assessment sheet as a guide. Students should also read about the Green Energy and Green Economy Act on the GCC website to gain an understanding of why these job opportunities exist, and browse the Student Resources section to find more information on their postsecondary options. Unit III: Green Career Fair (culminating activity) Students choose ONE of their researched green careers and create a Display Board featuring a job description, responsibilities, education pathway, opportunity in the field and how it suits their personal aptitudes/interests. The display can also include aesthetic and interactive elements, such as photos, videos, diagrams etc. Upon completion, the class will host a Green Career Fair, where the display will be featured around the classroom and students will be able to observe and learn about different careers. Did You Know The Green Energy and Green Economy Act has been touted as the single largest climate change initiative in Canada to date! The act s Feed-In-Tariff program allows homeowners, businesses and communities to set up renewable energy projects and sell the energy they generate back to the province at a competitive rate. The FIT program is the first of its kind in North America and is part of the provincial plan to eliminate coal as an energy source by 2014. The Green Energy Act is expected to bring 50,000 new green jobs to Ontario in the next 3 years!? For more information, visit: Ontario.ca - Green Energy Act will Attract Investment and Create Jobs The Ministry of Energy and Infrastructure The Green Energy Act Alliance
Appendix A. Lookin Good in Green! Assessment Worksheet Using the Green Collar Careers job profiles as a template, find 3 green careers that match your personal skills and interests. Use the left-hand column as a guide to find the appropriate careers for you. NOTE: Print THREE copies for each student (the left-hand column will stay the same). Skills I am (eg. technically-minded, creative, detail-oriented, organized) Career Title: Job Snapshot: Roles and Responsibilities: Working Environment I like to work (eg. with my hands, in an office, outdoors, with computers, with people, by myself, in a small group) Skills required: Useful Courses: Work Atmosphere: Education Subjects I am good at include: Work Relationships: Post Secondary Options (List 2 programs that could help you prepare for your green career path): Conclusion (Is this career a good fit for me? Why or why not?):
Appendix B Sample Car Diagram
Appendix C Sample Computer Diagram
Appendix D Sample Wind Turbine Diagram