Science Careers - A Guide for Educating High School Students

TEACHER ACTIVITY GUIDE

Sally Ride Science STEM Career Connections

Help students connect their strengths, interests, and dreams to STEM opportunities— with every level of preparation, from 1-year technical certificates and 2-year associate degrees to 4-year bachelor’s degrees and advanced research degrees.

INTRODUCTION

A Framework for igniting interest in STEM careers—for every level of preparation, from 1-year technical

certificates and 2-year associate degrees to 4-year bachelor’s degrees and advanced research degrees.

cofounded Sally Ride Science to ignite students’ passion for STEM (science, technology, engineering, and math) studies and careers. Sally Ride Science STEM Career Connections can play an important role by encouraging students to connect their own interests and strengths to opportunities in STEM fields. The STEM Career Connections surveys and questionnaires fit into a

research-based framework that sets out four intertwined strategies for inspiring interest in STEM studies and careers.

The Framework for Igniting Students’ Interest in STEM Careers (and STEM!) is shown here. It is based on national studies showing that students who are aware of

> the wide variety of STEM careers available > the many paths to becoming a STEM professional > the vibrant women and men working in STEM today

are more likely to stay interested in science and to consider STEM careers.

Career awareness begins at a very young age. Through their parents, teachers, counselors, peers, and the broader culture, young people often come to accept stereotypes and draw conclusions about careers that may limit their future. It is essential to help students become aware of their strengths and interests, and enable them to match these to possible careers.

The Four Stages of The Framework

We will start at the top of The Framework and go around clockwise. However, the four stages of The Framework

reinforce each other and can be implemented in any order.

First Stage of The Framework

Guide students in exploring the wide variety of STEM careers.

Help students to investigate the almost endless possibilities in STEM fields.

> The range of STEM careers is vast—from biology, chemistry, physics, and engineering to cross-disciplinary careers like oceanography, ecology, geophysics, bioengineering, and climate science

> STEM careers can combine all sorts of interests—music and physics, art and biology, dance and math, writing and computer science, teaching and environmental science.

> STEM careers are available to people with many different levels of education—from 1-year technical

certificates and 2-year associate degrees to bachelor’s, master’s, and doctoral degrees, and other professional degrees.

© 2015 Sally Ride Science ₂

A Framework for Igniting Students’ Interest in STEM Careers (and STEM!)

diversescientists Introducestudents to Framework A Research-Based and engineers Helpstudents themselvesbetter get to know Assiststudents in their goals mapping out Guidestudents in of STEM careers

Second Stage of The Framework

Introduce students to diverse scientists and engineers.

Help students to understand that all sorts of people thrive in STEM careers.

> The people working in science and engineering today come from all walks of life.

> STEM professionals are men and women of all ethnicities and all socioeconomic backgrounds.

> STEM professionals have taken many different paths to their careers. Some knew exactly what they wanted to be when they were young. Others weren’t sure and tried different things before deciding on STEM careers. > People working in STEM fields are regular people just like you or me.

Third Stage of The Framework

Help students get to know themselves better.

There are many opportunities to help students better understand their > interests.

> strengths. > values. > goals.

Help students see that qualities they may not think of as scientific—such as being a team player, creativity, and flexibility—are actually crucial in STEM careers.

Fourth Stage of The Framework

Guide students in mapping out their goals.

It’s not enough for students to get to know themselves better. They also must map out their futures—by getting specific and writing down what they will do to reach their short- and long-term goals.

> What courses will they take in middle school and high school?

> What extracurricular activities—sports, music, art, dance—do they want to pursue? > What do they think they would like to study in college?

Lack of guidance is the main reason that academically able students don’t go on to college. Providing advice about what to focus on helps students set goals. In addition, linking schoolwork to future goals increases students’ motivation and helps them excel in school.

To learn more

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Sally Ride Science STEM Career Connections: An Overview

Sally Ride Science STEM Career Connections were developed as a resource for you. They are designed to be used

with the Sally Ride Science Cool Careers and Key Concepts in Science eBook series, but they can also be incorporated

into other STEM activities. Integrate them into classroom activities to help students explore their own strengths, interests, values, and dreams for the future. Then guide students as they investigate the wide variety of possible STEM careers at every level of education—from 1-year technical certificates and 2-year associate degrees to bachelor’s, master’s, and doctoral degrees, and other professional degrees. Finally, help students to set goals and to map out the steps they must take to attain those goals.

The surveys have no right or wrong answers. Instead, they provide a starting point for individual reflection or group discussions about what is important to students and how students can use their understanding of their own strengths and interests to plan for the future.

Learn About Yourself: Student Interest Surveys

> Clues About You

> What Are Your Strengths?

> What Are You Like?

> What’s Most Important to You?

> How Do You Like to Work?

> About Me Questionnaire (six upper-elementary and six middle school versions)

Connect Your Strengths and Interests to STEM Careers

> What Do You Want to Be?STEM Career List

> Careers 4 U! Job Board (six upper-elementary and six middle school versions)

Get Specific About Your Future

> Plan Your Middle School Coursework or Plan Your High School Coursework

> Map Out Your Future

How to Use Sally Ride Science STEM Career Connections

Click on images to go to student sheets.

Learn About Yourself: Student Interest Surveys

Clues About You

The Clues About You survey is a quick overview to get students started reflecting on their strengths, interests, and values. Questions cover students’ favorite subjects, dream careers, interest in world issues, natural strengths, and other topics.

What Are Your Strengths?

This survey presents a long list of skills and strengths in categories such as Communication,

Managing Information, Teamwork, and Service to Others. From the list, students underline the 10 skills they enjoy using most. On page 2 of the survey, they list their 10 underlined skills and give examples of how they use each skill. When students have completed the survey, lead a class discussion about what skills students identified and how those skills could help them in different careers. The goal is to get students to connect their strengths to future job skills.

WHAT ARE YOUR STRENGTHS?

Many skills that you use every day are important skills for many different careers. Underline your skills. Then circle the top 10 underlined skills you most enjoy using. Communicate

Talk about ideas Write Edit Summarize Listen Lead discussions Teach Use languages Ask questions Make presentations Debate Carry on conversations Entertain Create art Use humor Manage Information

Use the Computer Organize information Manage information Use math Keep records Categorize Use logical thinking Summarize Physical Build Create art Invent Operate equipment Fix things Play sports, musical instruments, or dance

Plan and Design

Brainstorm new ideas Plan Design Anticipate problems Anticipate consequences Think visually Create images Compose Improvise Investigate Do research Read for information Interview for information Analyze ideas Analyze data Gather data Summarize information Observe Outline Form hypotheses Compare/Calculate Solve problems Service to Others Sensitivity to others Social skills Listen Social activism Provide care Work in a group Coach Use intuition Teach Teamwork

Collaborate with others Solve problems Make decisions Meet deadlines Motivate Recruit Resolve conflicts Start projects Organize Give directions Assume responsibility Determine rules Set priorities Strategize

© 2014 Sally Ride Science1

1. What subjects fascinate you?

2. What is your dream career? (You can name two or three.)

3. What do you naturally do well?

4. What local, national, or world issues interest you?

5. What is the most satisfying thing you’ve ever done?

6. If you knew you couldn’t fail, what would you most like to do? CLUES ABOUT YOU

What Are You Like?

The What Are You Like? survey allows students to reflect on personal qualities that may help

them reach their career goals. Personal qualities are listed under four categories: Attitude,

Social Style, Personal Style, and Work Habits. Students choose their Top 5 qualities. On page 2 of the survey, they list those qualities and give their own definitions.

What’s Most Important to You?

Students can use this survey to get in touch with their values. The survey groups values under

Work Environment, Personal Values, Work Relationships, and Work Content. Students pick their Top 5 values. They list those values on page 2 and define each value. By encouraging students to reflect on their values, you can help them to focus on STEM fields that would be particularly meaningful and satisfying to them. For instance, if a student identifies “responsibility”

and “contributing” as important values, she might be motivated to pursue a career in environmental science, where she could help to improve people’s lives.

How Do You Like to Work?

This survey gives students a chance to rate their preferences about the kind of work they like to do and the conditions in which they work best. The survey covers work preferences such as Working on a team versus Working alone and Working on short-term assignments versus

Working on long-term projects. Students place themselves on a line from one extreme to the other. Encourage students to resist choosing the middle position and to take a stand one way or the other.

One way to use the survey is to ask students to fill it out before they do a group project. Tell them that as they are working, they should think about how they interact with their group. Then have them return to the survey and see if they want to change any of their ratings of their work preferences. This exercise can help students to reflect on teamwork, individual strengths, and the contributions different people bring to a team.

About Me Questionnaire

The About Me Questionnaire guides students as they reflect in greater depth

about themselves and their strengths and interests. Students start an About

Me Journal. They answer a series of questions to investigate their interests,

skills, and values, and to connect them to STEM careers. Students revisit their journals throughout the school year to see how they have changed and

grown. There are versions of the About Me Questionnaire covering a variety

of STEM fields.

Connect Your Strengths and Interests to STEM Careers

What Do You Want to Be? STEM Career List

This handout presents a long list of STEM professions. Encourage students to read over the list, add to the list, and pick one or two careers that interest them. Then ask them to do some reading about the careers. Research shows that a key indicator of future academic and career success is awareness of careers in the early grades. The goal is not to get students to select a career, but to introduce them to the range of possibilities.

WHAT’S MOST IMPORTANT TO YOU?

Circle the 5 top values most important in your life.

Work Environment Flexibility Deadline pressure Surroundings Time freedom High earnings Action, fast pace Relaxed pace Location Public contact Personal Values Achievement Respect Responsibility Power Influence Appreciation Helping Belonging Equality Independence Contributing Work Relationships Teamwork Trust Cultural identity Caring Competition Cooperation Humor Independence Open communication Work Content Challenging Leading edge Social activism Learning Excellence Creativity Variety Growth Knowledge Adventure

© 2014 Sally Ride Science1

HOW DO YOU LIKE TO WORK?

Circle the point on each line below where you see yourself. Try to resist choosing the middle and take a stand.

on a team by yourself, or one-on-one reading or analyzing information, mostly on a computer brainstorming or analyzing with other people

practical problems theoretical problems

short-term

assignments long-term projects

playing it safe taking risks

WHAT DO YOU WANT TO BE? Here are just a few of the science and engineering careers you could choose from.

Aerodynamicist Aerospace Engineer Astrobiologist Astronaut Astronomer Astrophysicist Atmospheric Chemist Aviation Safety Engineer Behavioral Biologist Biochemist Bioengineer Botanist Cancer Researcher Chemical Engineer Civil Engineer Civil Systems Engineer Climate Scientist Communications Engineer Computational Physicist Computer Graphics Engineer Design Engineer Earthquake Seismologist Ecologist Electrical Engineer Entomologist Environmental Engineer Environmental Reporter Epidemiologist Flavor Chemist Food Scientist Forensic Pathologist Forest Ecologist Inventor Geneticist Geochemist Geographer Geologist Geophysicist Limnologist Marine Biologist Marine Geophysicist Materials Engineer Materials Scientist Math Teacher Mathematical Biologist Mathematician Mechanical Engineer Medical Illustrator Meteorologist Microbiologist Mission Designer Navigation Engineer Neurobiologist Neuroengineer Nutritionist Obstetrician Oceanographer Orthotist Paleoclimatologist Pediatric Neurosurgeon Physical Therapist Planetary Scientist Plant Physiologist Professor of Public Health Psychologist Robotics Engineer Science Teacher Science Writer Software Engineer Soil Engineer Systems Engineer Transportation Engineer Veterinarian Veterinary Geneticist Volcanologist Wildlife Officer

Add any others that interest you.

______________________________ ______________________________ ______________________________ ______________________________

The more you know about yourself, the better you’ll be able to plan your future. Start an About Me Journal so you can investigate your interests, and scout out your skills and strengths. Record the date in your journal. Then copy each of the 15 statements below, and write down your responses. Revisit your journal a few times a year to find out how you’ve changed and grown.

About Me ???

4. These are my favorite subjects in school.

5. These are my favorite places to go on field trips.

6. These are things I like to investigate in my free time.

7. When I work on teams, I like to do this kind of work.

8. When I work alone, I like to do this kind of work.

9. These are my strengths—in and out of school.

10. These things are important to me—in and out of school.

11. These are three activities I like to do.

12. These are three activities I don’t like to do.

13. These are three people I admire.

14. If I could invite a special guest to school for the day, this is who I’d choose, and why.

15. This is my dream career.

1. These are things I’d like to do someday.Choose from this list, or create your own. Design new spacecraft Create robotic limbs Start my own company Write computer programs Study Earth from space Analyze data from

satellites Design new electronics Research the brain

Design computer systems Test aircraft Teach at a university Serve in the military Walk in space Create robots for theme

parks Use chemistry to create

new materials 2. These would be part of the perfect job.

Choose from this list, or create your own. Working on teams Observing Working outdoors Solving puzzles Building things

Brainstorming new ideas Meeting different people Helping people Leading others Traveling

3. These are things that interest me.Here are some of the interests that scientists had when they were young. They might inspire some ideas for your journal.

Making model airplanes Asking questions Joining the Air Force Taking things apart and putting them back together Building things Figuring out how things work

Becoming an engineer Learning about new technology Putting puzzles together Learning about cars, buses, and trains Becoming a pilot Becoming an astronaut

WHAT ARE YOU LIKE?

Circle 5 of your personal qualities.

Attitude Positive Like to get things done Open minded Realistic Imaginative Never give up Social Style Friendly Sensitive to others Adventurous Funny Enthusiastic Cooperative Competitive Fair Caring Personal Style Self-confident Motivated Energetic Independent Responsible Flexible Calm Work Habits Disciplined Dependable Well-organized Resourceful Pay attention to details Like to take initiative Decisive Productive

© 2014 Sally Ride Science1

Careers 4 U!

The Careers 4 U! job board shows a wide range of career possibilities within a particular STEM field. There are different versions of the job board covering a number of STEM fields. Have students look at the possibilities on the job board and choose a career that interests them. Guide students in researching the career.

> What kind of work do women and men in this field do? > What kind of education do they need for this career?

> What qualities and interests are necessary to do well in this career?

Have students use paper or poster board to map out a plan to attain the career. They should draw three columns

labeled Middle School, High School, and College. They should add three rows labeled Classes, Electives, and Other

Activities. Now tell students to fill in the table and map out their futures.

Get Specific About Your Future

Plan Your Middle School or High School Coursework

Many students underestimate what classes they will need to prepare for college. And many middle school students fail to take the courses they need to prepare for advanced

high school classes. The Plan Your Middle School Coursework and Plan Your High School

Coursework handouts help students keep their options open by encouraging them to think about what’s next for them academically. Elementary students can plan out their middle school classes. Middle school students can map out the classes they plan to take in high school.

Different school districts have different recommendations and requirements. Provide students with specific information about what classes they are required to take in middle school or high school. Then encourage them to add classes that will help them move toward STEM careers that interest them.

Map Out Your Future

Students have investigated their interests, strengths, values, and work preferences. They’ve connected their skills and interests to STEM careers. They’re aware of the courses they need to take in middle school and high school. They’ve explored a range

of STEM careers. The Map Out Your Future chart is a place for students to put it all

together. On this chart, students choose their own method for mapping their past and current interests and connecting them to what they want to study in high school and college. The chart also has a place to map out career goals.

Encourage students to reach for the stars!

Surgeon Biomedical Engineer

Immunologist Molecular Biologist

Neurobiologist Biologist Cancer Researcher Chemist Biochemist Stem Cell Biologist Inventor Geneticist Marine Biotechnologist Entrepreneur Computational Biologist Computer Scientist Journalist Chemical Engineer Microbiologist Cell Biologist Genetics Counselor Plant Geneticist Biostatistician Physicist Teacher Biophysicist

What do you need to do to get there? Do some research and ask some questions. Then, take your ideas about your future—plus inspiration from scientists you’ve read about—and have a blast mapping out your goals. On paper or poster board, map your plan. Draw three columns labeled Middle School, High School, and College. Then draw three rows labeled Classes, Electives, and Other Activities. Now, fill in your future.

Don’t hold back—reach for the stars!

Which career is 4 U? Biotechnologyv

PLAN YOUR MIDDLE SCHOOL COURSEWORK

Academic Subjects 6th Grade 7th Grade 8th Grade

Mathematics

Pre-Algebra; Algebra 1 (students should take the highest level math classes they can take to be ready for high school and college level courses)

Science

Life Science, Physical Science, Earth Science (students should take as many laboratory science classes as they can to prepare for high school and college level courses)

Language Arts

Students should take the highest level English/ Language Arts classes they can take.

Foreign Language

Students should consider taking a foreign language course as early as possible.

Physical Education Electives

Academic Subjects 9th Grade Fall Spring 10 th Grade Fall Spring 11 th Grade Fall Spring 12 th Grade Fall Spring History/Social Science

U.S. History; Civics; American Government; World History, Cultures, and Geography; European History 2 years required

English

(Language of instruction) Composition, Literature (American, English, World, etc.) 4 years required

Mathematics

Algebra, Geometry, Advanced Algebra, Trigonometry, Pre-Calculus, Integrated Math, Calculus (do not include arithmetic and Pre-Algebra) 3 years required; 4 years recommended

Laboratory Science

Biology, Chemistry, Earth Science, Physics, Integrated Science with Lab, Marine Biology, Physiology, Anatomy, etc. 2 years required; 3 years recommended

Language Other Than English

(second language) French, German, Spanish, Latin, Mandarin Chinese, Japanese, etc. 2 years required; 3 years recommended

Visual and Performing Arts

Dance, Drama, Music, or Visual Arts 1 year required

College Preparatory Electives

(academic electives) Include only courses that are college preparatory electives. (Do not list courses such as physical education, typing, driver education, health, or pep squad.) 1 year required

PLAN YOUR HIGH SCHOOL COURSEWORK

WHEN I WAS YOUNGER MIDDLE SCHOOL HIGH SCHOOL COLLEGE/CAREER TRAINING MY CAREER

MAP OUT YOUR FUTURE

Map out your past and your future–in ANY way you’d like. Here are some ideas to get you started.

You might want to include:

> Hobbies > Sports > Math classes > Science classes > Personal goals > Things you want to work on

Ways you might want to fill in your timeline:

> Write > Draw > Paste photos > Use icons

Key Concepts in Science

EARTH’S AIR

STUDENT SHEETS

Sally Ride Science STEM Career Connections

1.

What subjects fascinate you?

2.

What is your dream career? (You can name two or three.)

3.

What do you naturally do well?

4.

What local, national, or world issues interest you?

5.

What is the most satisfying thing you’ve ever done?

6.

If you knew you couldn’t fail, what would you most like to do?

WHAT ARE YOUR STRENGTHS?

Many skills that you use every day are important skills for many different careers. Underline your skills. Then circle the top 10 underlined skills you most enjoy using.

Communicate

Talk about ideas Write Edit Summarize Listen Lead discussions Teach Use languages Ask questions Make presentations Debate Carry on conversations Entertain Create art Use humor Manage Information

Use the Computer Organize information Manage information Use math

Keep records Categorize

Use logical thinking Summarize Physical Build Create art Invent Operate equipment Fix things

Play sports, musical instruments, or dance

Plan and Design

Brainstorm new ideas Plan Design Anticipate problems Anticipate consequences Think visually Create images Compose Improvise Investigate Do research

Read for information Interview for information Analyze ideas Analyze data Gather data Summarize information Observe Outline Form hypotheses Compare/Calculate Solve problems Service to Others Sensitivity to others Social skills Listen Social activism Provide care Work in a group Coach Use intuition Teach Teamwork

Collaborate with others Solve problems Make decisions Meet deadlines Motivate Recruit Resolve conflicts Start projects Organize Give directions Assume responsibility Determine rules Set priorities Strategize

Your top 10 skills Example of how you’ve used this skill ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________ ____________________________ _____________________________________________ _____________________________________________

YOUR STRENGTHS

WHAT ARE YOU LIKE?

Circle 5 of your personal qualities.

Attitude

Positive

Like to get things done

Open minded

Realistic

Imaginative

Never give up

Social Style

Friendly

Sensitive to others

Adventurous

Funny

Enthusiastic

Cooperative

Competitive

Fair

Caring

Personal Style

Self-confident

Motivated

Energetic

Independent

Responsible

Flexible

Calm

Work Habits

Disciplined

Dependable

Well-organized

Resourceful

Pay attention to details

Like to take initiative

Decisive

Productive

Your top 5 qualities Your definitions ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________

WHAT ARE YOU LIKE?

WHAT’S MOST IMPORTANT TO YOU?

Circle the 5 top values most important in your life.

Work Environment

Flexibility

Deadline pressure

Surroundings

Time freedom

High earnings

Action, fast pace

Relaxed pace

Location

Public contact

Personal Values

Achievement

Respect

Responsibility

Power

Influence

Appreciation

Helping

Belonging

Equality

Independence

Contributing

Work Relationships

Teamwork

Trust

Cultural identity

Caring

Competition

Cooperation

Humor

Independence

Open communication

Work Content

Challenging

Leading edge

Social activism

Learning

Excellence

Creativity

Variety

Growth

Knowledge

Adventure

Your top 5 values Your definitions ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________ ____________________________________________ ____________________________________________ ____________________________________________

WHAT’S MOST IMPORTANT TO YOU?

HOW DO YOU LIKE TO WORK?

Circle the point on each line below where you see yourself.

Try to resist choosing the middle and take a stand.

on a team by yourself, or one-on-one reading or analyzing information, mostly on a computer brainstorming or analyzing with other people

practical problems theoretical problems

short-term

assignments long-term projects

The mor e y ou k no w ab out y ourself , the b ett er y ou ’ll b e able to plan y our futur e. Star t an A b out Me Jour nal so y ou c an in vestigat e y our int er ests , and sc out out y our sk ills and str engths . Rec or d the dat e in y our journal . T hen c op y

each of the 15 stat

ements b elo w , and writ e do wn y our r esp onses . Revisit y our journal a few times a y ear t o find out ho w y ou ’v e changed and gr own.

About Me

?

?

?

—in and out of scho

ol . 10. These things ar e imp or tant t o me

—in and out of scho

ol . 11. These ar e thr ee ac tivities I lik e t o do . 12. These ar e thr ee ac tivities I don ’t lik e t o do . 13. These ar e thr ee p eople I admir e. 14. If I c ould in vit e a sp ecial guest t o scho

ol for the day

, this is who I ’d cho ose , and wh y. 15. This is m y dr eam c ar eer . 1. These ar e things I ’d lik e t o do someday . Choose fr om this list , or cr ea te y our o wn. D esig n new spac ecr af t C rea te r obotic limbs S tar t m y o wn c ompan y W rit e c omput er pr og rams S tudy Ear th fr om spac e A nalyz e da ta fr om sa tellit es D esig n new elec tr onics R esear ch the br ain D esig n c omput er sy st ems T est air cr af t T each a t a univ ersit y S er ve in the militar y W alk in spac e C rea te r obots f or theme par ks U se chemistr y t o cr ea te new ma ter ials 2. These w ould b e par t of the p er fec t job . Choose fr om this list , or cr ea te y our o wn. W or king on t eams Obser ving W or king out doors S olving puzzles Building things Br ainst or

ming new ideas

M

eeting diff

er

en

t people

Helping people Leading others Tra

veling

3.

These ar

e things that int

er est me . Her e ar e some of the in ter ests tha t scien

tists had when they w

er e young . T hey migh t inspir e some ideas f or y our jour nal . M ak

ing model air

planes A sk ing questions Joining the A ir F or ce T ak

ing things apar

t

and putting them back together _{Building things F}igur

ing out ho w things wo rk B ec oming an eng ineer L ear

ning about new

technology _Putting puzzles t

ogether

L

ear

ning about cars

, buses , and tr ains B ec oming a pilot B ec oming an astr onaut

WHAT DO YOU WANT TO BE?

Here are just a few of the science and engineering careers you could choose from.

Aerodynamicist Aerospace Engineer Astrobiologist Astronaut Astronomer Astrophysicist Atmospheric Chemist Aviation Safety Engineer Behavioral Biologist Biochemist Bioengineer Botanist Cancer Researcher Chemical Engineer Civil Engineer

Civil Systems Engineer Climate Scientist

Communications Engineer Computational Physicist Computer Graphics Engineer Design Engineer Earthquake Seismologist Ecologist Electrical Engineer Entomologist Environmental Engineer Environmental Reporter Epidemiologist Flavor Chemist Food Scientist Forensic Pathologist Forest Ecologist Inventor Geneticist Geochemist Geographer Geologist Geophysicist Limnologist Marine Biologist Marine Geophysicist Materials Engineer Materials Scientist Math Teacher Mathematical Biologist Mathematician Mechanical Engineer Medical Illustrator Meteorologist Microbiologist Mission Designer Navigation Engineer Neurobiologist Neuroengineer Nutritionist Obstetrician Oceanographer Orthotist Paleoclimatologist Pediatric Neurosurgeon Physical Therapist Planetary Scientist Plant Physiologist

Professor of Public Health Psychologist Robotics Engineer Science Teacher Science Writer Software Engineer Soil Engineer Systems Engineer Transportation Engineer Veterinarian Veterinary Geneticist Volcanologist Wildlife Officer

Add any others that interest you.

______________________________ ______________________________ ______________________________ ______________________________

Surgeon

Biomedical

Engineer

Immunologist

Molecular

Biologist

Neurobiologist

Biologist

Cancer

Researcher

Chemist

Biochemist

Stem

Cell

Biologist

Inventor

Geneticist

Marine

Biotechnologist

Entrepreneur

Computational

Biologist

Computer

Scientist

Journalist

Chemical Engineer

Microbiologist

Cell

Biologist

Genetics

Counselor

Plant

Geneticist

Biostatistician

Physicist

Teacher

Biophysicist

our ideas about y

our futur e—plus inspir ation fr om scien tists y ou ’v e r ead about —and ha ve a blast mapping out y our goals . On paper or post er boar d, map y our plan. Dr aw thr ee c olumns labeled M iddle S cho ol , H igh S cho ol , and College . T hen dr aw thr ee ro w s labeled Classes , E lec tiv es , and O ther A ctivities . No w , fill in your futur e. D on ’t hold back —r each f or the stars!

W

hi

ch car

ee

r is 4 U?

v

Biotechnology

Academic Subjects 9 th Grade Fall Spring 10 th Grade Fall Spring 11 th Grade Fall Spring 12 th Grade Fall Spring Histor y/Social Science U.S. Histor y; Civics; American Government; W orld Histor y, Cultures, and Geogra phy; European Histor y

2 years required English (Langua

ge of instruction) Composition, Litera ture (American, English, W orld, etc.)

4 years required Mathematics Algebra,

Geometr y, Advanced Algebra, Trigonometr y, Pre-Calculus, Integra ted Ma th,

Calculus (do not inc

lude arithmetic and

Pre-Algebra) 3 years required; 4 years recommended Laborator

y Science Biolog y, Chemistr y, Earth Science, Physics, Integra

ted Science with Lab,

Marine Biolog y, Physiolog y, Ana tomy, etc.

2 years required; 3 years recommended Language Other Than English (second langua

ge) French, German, Spanish, La tin, Mandarin Chinese, Ja panese, etc.

2 years required; 3 years recommended Visual and P

erforming Arts Dance, Drama, Music, or Visual Arts

1 year required College Preparator

y Electives

(academic electives) Include only courses tha

t are college

prepara

tor

y electives.

(Do not list courses such

as physical educa tion, typing, driver educa tion, health, or pep squad.) 1 year required

PLAN Y

PLAN Y

OUR MIDDLE SCHOOL COURSEWORK

Academic Subjects

6

Grade

7

Grade

8

Grade

Algebra 1 (students should take the

highest level ma

th c

lasses they can take to be

read

y for high school and college level courses)

Science Life Science,

Physical Science,

Earth Science

(students should take as man

y labora

tor

y science

classes as they can to prepare for high school and college level courses) Language Arts Students should take the highest level English/ Langua

ge

Arts c

lasses they can take.

Foreign Language Students should consider taking a foreign langua

ge

WHEN I W AS Y OUNGER MIDDLE SCHOOL HIGH SCHOOL COLLE GE/C AREER TRAINING MY C AREER

MAP OUT Y

OUR FUTURE

p out your past and your future–in

ANY way you’d like.

Here are some ideas to get you started.

You might want to inc

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