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Climate Generation


6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Social Studies, Earth and Space Sciences, Civics, Engineering

Resource Type

  • Videos, 19 minutes, 3 seconds

Regional Focus



YouTube Video

Green Careers for a Changing Climate Documentary

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  • This video defines green careers and presents eight individuals who discuss their STEM careers that also help make positive environmental change.
  • Students will meet the CEO of Renewable Energy Partners, a chemist, an electric vehicle consultant, a policy associate, a solar installer, an energy conservation specialist, a professor, and a campus kitchen coordinator, who all discuss the qualifications, benefits, and details of their careers.
Teaching Tips


  • After the video introduces each green STEM career, it presents a discussion question so it will be easy for teachers to pause for reflection and whole-class participation.
  • The end of the video includes a flowchart depicting the education or training necessary for several green careers.

Additional Prerequisites

  • Because the video mentions that women of color are underrepresented in green careers, students may have questions or opinions about the issue.
  • It also acknowledges that low-income citizens and people of color experience the worst impacts of climate change, so teachers may wish to address that statement with a class discussion. 
  • Students should understand the causes and impacts of climate change and global warming.
  • Teachers will need YouTube access.


  • To provide additional context for students, teachers may wish to search the SubjectToClimate database for lessons and activities sponsored by Project Drawdown or introduce students to Project Drawdown's Table of Solutions.
  • One of the interviewees mentions a story in the Weekly Reader as the catalyst for his interest in climate change, so English teachers can have students watch the video and then create personal narratives about their inspirations.
  • Many interviewees discuss advice they would give to their middle-school selves so teachers could have students offer advice to younger children and ask for advice from an older generation.
  • After watching the video, students can choose a green career to research and present their findings in writing, verbally, or in other forms.
  • This video can serve as an introduction to a unit exploring specific green careers.
Scientist Notes
This video resource from Climate Generation introduces students to a variety of green careers that have a positive climate impact. The video focuses on eight personal stories from people working in green careers and includes an excellent ‘Did You Know?’ segment after each one. Throughout the video, there are clear definitions for terms that may be unfamiliar to viewers. The video cites Project Drawdown, an excellent source for science-based climate solutions. This resource is recommended for teaching.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.1.6-8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
      • D2.Civ.2.9-12 Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans' participation over time, and alternative models from other countries, past and present.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
      • CCSS.ELA-LITERACY.SL.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.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
      • HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural 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.
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