Find Your Passion, Find Your Profession
Driving or Multi-dimensional Question:
What careers are available at the TVA and the EPA and what exactly do they do?
This PBL will explain the different career options for the TVA and the EPA. Students will be able to take a deeper look into each career choice and see how they solve real life problems for the good of the community.
This PBL will start with a formative assessment in the form of the snowball game. Students will answer the question: What jobs do you think people have at TVA and the EPA? The students will write down one answer on a piece of paper. They will then throw that paper across the room to a new student. The next student will write their answer down and repeat. The class will continue this activity until each student has answered three times. This will lead to an interactive discussion to lead into the lesson.
The students will select a problem from their scenarios and complete research to determine which jobs could solve these problems and how exactly they would do it.
ES 1: Investigate and analyze the use of nonrenewable energy sources (e.g., fossil fuels, nuclear, natural gas) and renewable energy sources (e.g., solar, wind, hydroelectric, geothermal) and propose solutions for their impact on the environment.
ELA and Other Standards:
ELA 9.26: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
L11.7: Explain strengths and weaknesses of the New Deal in managing problems of the Great Depression through relief, recovery, and reform programs, including the Tennessee Valley Authority (TVA), the Works Progress Administration (WPA), the Civilian Conservation Corps (CCC), and the Social Security Act.
For more information on this lesson please see the Lesson Resources below
|Resources and Materials
The first activity will be a formative assessment with the snowball game. The students will be required to answer one question. What jobs do you think people have at TVA and the EPA?
The teacher will then lead an interactive discussion about the jobs available at TVA and EPA along with a PowerPoint further explaining these careers.
This discussion will lead the students into the jigsaw activity. The students will be numbered off and each number will be associated with a specific career (2-3) students per career. The students will break into groups with other students who received that same career. The students will have 20 minutes to research their careers.
The students will then be split into new groups. The new groups will contain one student from each career field. This group will be given an envelope of scenarios. Each scenario will present a problem. The students must determine which careers will be used to solve each problem and how exactly they would solve it.
Envelope of ScenariosComputers
Once the groups have solved each scenario, they must select one to conduct a presentation on. Each group will use PowerPoint or Prezi to answer the questions for the presentation.Explain the problem. How will each career contribute to helping solve this problem? What is the overall solution?
Technology Integration: The students will use computers in order to complete research on each career type. They will also use their computers to complete a presentation to present the findings to their different scenarios.
|Contribution to Learning Experience
|Environmental Protection Agency.
Learn about jobs that correspond with this lesson.
For a summative assessment. The students will conduct a presentation using PowerPoint or Prezi. They are required to answer the three questions listed above during their presentation. Each student in the group is responsible for talking about how their career would help resolve the issues.