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Sustainability Ambassadors


9th, 10th, 11th, 12th, AP® / College


Science, Physics, Mathematics, Engineering

Resource Type

  • Articles and Websites

Regional Focus

North America, United States, USA - West, Washington



Energy Engineer

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  • This document contains general information about energy engineer jobs as well as a profile of Dayana Friedman, a Process Intern at a wastewater treatment facility in Washington.
  • Students will learn about the average salary, education and licenses required, and typical responsibilities of an energy engineer, in addition to personal anecdotes from the interview.
Teaching Tips


  • The interviewee highlights a growth mindset and encourages readers to consider engineering despite the high levels of math required.
  • Students can easily see the positives and negatives associated with this career path.

Additional Prerequisites

  • Students should know the terms soft skills, sustainable, and conservation before they read the document.
  • It may benefit students to do some self-reflection to determine what they may like in a job, such as being able to work with their hands or outside and compare those elements to this job and other green careers.
  • Students should understand how energy use impacts the environment.


  • Students in geography classes can research Costa Rica and discuss cultural differences the interviewee may have encountered when they attended school in the United States.
  • Science students can research how to lower their energy consumption or how to lower energy consumption as a society.
  • Science teachers can pair this with a lesson about coral bleaching, as the interviewee cites learning about this as part of their inspiration for joining this field.
  • Students can compare and contrast this career with other green careers and write about which one is the best fit for them and why.
Scientist Notes
The resource has no specific science to review but highlights information on green careers and skills.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • Science
    • ESS3: Earth and Human Activity
      • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
    • ETS1: Engineering Design
      • HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.CI.9–10.2 Determine one or more central ideas of an informational text and analyze how it is developed and refined over the course of a text, including how it emerges and is shaped by specific details; provide an objective summary of the text.
      • RI.CR.11–12.1 Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.
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