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SMCOE's Green Careers Awareness Program


6th, 7th, 8th


Science, Biology, Engineering, Career Skills

Resource Types

  • Lesson Plans, 15 lessons
  • Presentation Slides
  • Worksheets
  • Articles and Websites
  • Videos
  • Charts, Graphs, and Tables
  • Games
  • Projects

Regional Focus

North America, United States, USA - West, USA - South, USA - Midwest, USA - Northeast, New Jersey, Connecticut, New York, California, Florida, Louisiana, Washington, Georgia, Arizona, Kansas


Google Docs, Google Slides, PDF, YouTube Video

Sustainable and Resilient Communities

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  • In this multi-lesson module, students will explore green careers, sustainable and resilient communities, climate change, and rebuilding communities after climate emergencies, exploring case studies from Fort Lauderdale, Atlanta, Sonoma County, Phoenix, Bainbridge Island, and other locations nationwide.
  • Students will research seven green careers, complete a WebQuest to look at different types of sustainable communities, and participate in a simulation that demonstrates the climate future we may face.
  • This module culminates in a group project where students work to redesign a community affected by wildfires and present their ideas to the class.
Teaching Tips


  • The Public and Operations Agreement activity thoroughly prepares students for cohesive group work and would be useful in other group projects.
  • The module includes adaptations for in-person, remote, and asynchronous learning situations.

Additional Prerequisites

  • To read the Dwell feature on the Grow Community in the WebQuest in Lesson 3, students must create a free trial account on Dwell.
  • The "10 Agrihoods" link in the Resilient Communities Principles and Case Studies WebQuest is broken.
  • The Climate Change 101 link in the Climate Change WebQuest doesn't work.
  • The Keirsey Temperament and the Sample Multiple Intelligences Assessment links in the personality type resources don't work.
  • In Lesson 8, the "Rebuild or Rethink" article requires a subscription.
  • The Big Ideas of Sustainability link in Lesson 15 doesn't work.
  • When discussing the climate change lesson with students, especially when doing the simulation activity, be mindful of students' emotions and reactions to climate projections.
  • Teachers may need to spend time with students on concepts that may be abstract to them, such as mortgages, insurance, building codes, tax credits, and others.
  • Teachers may want to begin each lesson by introducing the key vocabulary and terms and reviewing previous terms.


  • During the job exploration portion in Lesson 1, students can make math connections by graphing and comparing the data for the jobs, such as salary, growth, or availability.
  • Many of the activities require students to read several lengthy articles. For younger students or students with low reading stamina, teachers may want to have students read only relevant paragraphs of the articles.
  • Students can make art connections by drawing designs or illustrations of the buildings, green spaces, or communities they plan in their projects.
Scientist Notes
This lesson is focused on sustainability and community resilience and the slides on climate change and impact are scientifically correct. The plots and information all come from reputable sources like NOAA, NASA, and the IPCC.

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

  • Mathematics
    • Geometry (K-8)
      • 7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
      • 7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
  • Social Studies
    • Active Citizenship in the 21st Century - Civics, Government, and Human Rights
      • 6.3.8.CivicsPI.4: Investigate the roles of political, civil, and economic organizations in shaping people’s lives and share this information with individuals who might benefit from this information.
  • Science
    • ESS3: Earth and Human Activity
      • MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
      • MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
      • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
      • HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
      • HS-ESS3-3. Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
    • ETS1: Engineering Design
      • MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
      • 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.
  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.IT.8.3 Analyze how particular elements of a text interact (e.g., how contexts influence individuals or events, or how individuals influence ideas or events) across multiple text types, including across literary and informational texts.
    • Speaking & Listening (K-12)
      • SL.II.7.2 Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
      • SL.ES.8.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
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