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Sustainability Ambassadors


9th, 10th, 11th, 12th, AP® / College


Science, Earth and Space Sciences, Mathematics, Engineering

Resource Type

  • Article

Regional Focus

North America, United States




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  • In this document, students will read general information about the hydrologist career path and a personal account of an individual in that role.
  • Students will learn about the average salary of the role, college and work experience required, and other details about the role from the overview and personal narrative.
Teaching Tips


  • The interviewee highlights the importance of math and language arts in their job.
  • Students will get to see how a broad experience can help them decide what their preferences are.

Additional Prerequisites

  • Students may need the terms watershed, ecology, soft skills, riparian, and others defined before reading.
  • Students should understand climate change and its impact on water supply and extreme weather events.


  • Geography students can map out watersheds in their area that a hydrologist might study and think about how climate change might affect that watershed and the people who rely on that water or infrastructure.
  • This career profile may pair well with a lesson about the water cycle, watersheds, or climate zones.
  • Science students can conduct a local water investigation or read about those done in their area.
  • Students can create a timeline or flowchart to illustrate the interviewee's career path and then make one for their own potential career interests.
  • Students can research how snowpack is measured to determine the meltwater that areas will receive in the spring and can analyze data to look for recent trends in snowpack.
Scientist Notes
This resource provides an overview of a Hydrology career, including the skills and education needed. Jolyne Lea details her journey to become a hydrologist along with her career path. The resource provides an overview of the hydrology field and how it relates to other scientific areas, such as environmental science and climate change. This resource is recommended for teaching.

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

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.9-10.2 Determine a central idea of a text and analyze how it is developed and refined by specific details; provide an objective summary of the text.
      • RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
  • Science
    • ESS2: Earth's Systems
      • MS-ESS2-1. Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
    • ESS3: Earth and Human Activity
      • HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
      • HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth’s systems.
    • ETS1: Engineering Design
      • HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
    • 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.
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