How to incorporate Careers Education Module as an Interdisciplinary Module -Hydrologic Cycle- Geography/Environmental Science. By incorporating careers education in teaching Hydrologic Cycle, students will gain a better understanding of the practical applications of the concepts they learn and become more engaged in the subject matter. This can help them make more informed decisions about their future careers and create a pathway towards a fulfilling and meaningful career.

1. Earth Science Teachers : Integration of Careers Education
Curriculum Module as an Interdisciplinary Unit
Introduction:
The seven C's of 21st Century Teaching and Learning:
 Critical thinking, Creativity, Collaboration, Communication(information, andmedia
literacy) Computing and ICT literacy, Cross-cultural understanding , Career
Exploration (learning self-efficacy).
 Interdisciplinaryinstruction relieson multiple contentcogsworkingtogetherto develop
student knowledge, problem-solving skills, self-confidence, self-efficacyanda passion
for learning while supportingstudents' variouslearning styles, diverse backgrounds,
interests, talents, backgrounds andvalues. An interdisciplinary curriculumis a holistic
approach that linksthe disciplines by emphasizing relationshipsandconnections.
 21st Century teaching-learningprocessmakesitan imperative on teachers to adapt and
customize theirteachingmethods to meet the diverse needs of individual students.
Teacherscan create a more engaging and dynamic learningenvironmentfocused on positive
learningoutcomes. Inquiry-based learning model allows studentsto develop both
academicallyandpersonally.
 When teachingthe Hydrological Cycle ,an integratedcareersresearchproject,based on
“SustainabilityScience”,wouldhelpbuild student skillsto explore careers thatassess
and manage environmental issuesrelatedto surface water, groundwater, soils, climate
and land use.

2. What is an Interdisciplinary Approach?
An interdisciplinaryapproachinvolves drawingappropriately
from severaldisciplines (orseparatebranchesof
learningorfieldsof expertise) to redefineproblemsoutside
normal boundaries and to reach solutions basedon a new
understandingof complex situations. Itis theintegration
of twoor moreacademic, scientificorartisticdisciplines.
Aimof interdisciplinarylearning:
 An interdisciplinarycurriculumis a holisticapproachthatlinks thedisciplines
byemphasizingrelationshipsandconnections.Curriculum Integration isan
approach thatmoves awayfrom the traditionalsubject-centered approach.
 Interdisciplinarylearning encourages students toreflectcriticallyonevery
new ideaor issuetheyencounter,consideringitfrom multipleperspectives.
WaterCyclestudywitha Careers Perspectivehelps studentsaccesscareers
informationrelated tokeycareers related toenvironmentalsustainability
issues. Students identifyareasof interest,reflecton skills thatneed tobe
developedand identifypossibleeducational pathways .

3. Water Systems Understandings
Source:https://files.eric.ed.gov/fulltext/ED600988.pdf
Water systems understandings: a framework for designing
instruction and considering what learners know about water
Troy D. Sadler,* Hai Nguyen and Deanna Lankford
“Research related to student understandings of atmospheric
water has revealed a number of misconceptions related to
evaporation, condensation, and precipitation. Students tend
to have more limited ideas regarding water in biotic and
engineered systems, both of which represent sets of ideas
that receive less curricular attention than other dimensions of
water systems.The framework presented here is designed as
a tool for unpacking what it means to understand Earth’s
water system, which is complex and multifaceted. As such,
the associated matrix can be used to organize ideas (including
learning objectives and water related misconceptions) and
inform the design of curricular materials and assessments.”

4. Academic Curriculum Adaptations based on Research
Integrate Interdisciplinary teaching for a sustainable future
Earth-focused Modules and Courses for the Undergraduate Classroom
Source:https://serc.carleton.edu/integrate/teaching_materials/energy_and_proc
esses/activity_1.html
Summary
“In this unit, students investigate water from a global perspective. The focus of
students learning is on the identification of storehouses where Earth's water is
stored, how matter (water) cycles through the geosphere (lithosphere,
atmosphere, hydrosphere) and biosphere, and the energy associated with water
as it changes between a solid, liquid and gas state.The unit investigations
conclude with a short homework assignment on the application of the
hydrologic cycle from a regional perspective as you research the quality and
availability of fresh water in the state where you live. An important factor is the
consideration for the percentage of fresh water that is readily available for
human consumption and the impact of human activity on the quality of the
water.”
The UWS framework, which is based on the intersections of various dimensions
of water systems and aspects of water systems understandings, provides a tool
that helps to organize extant evidence on student ideas about water. The
framework can also be used in the design and development of new learning
materials for water systems content as well as well-aligned assessment.”

5. Research Based Academic Curriculum Adaptations
BOX 1 NEXT GENERATION SCIENCE STANDARDS [NGSS] – PERFORMANCE EXPECTATIONS ADDRESSING WATER IN
THE K-12 CURRICULUM
ElementarySchool PerformanceExpectations
2-LS2-1. Planand conductan investigationto determineif need sunlight and waterto grow.
3-LS4-4. Make a claimaboutthe merit ofa solutionto a problemcaused whenthe environmentchanges
and the types of plants and animals thatlive there maychange.
4-ESS2-1. Makeobservationsand/ormeasurements to provideevidenceof the effects of weathering onthe
rate of erosionby water.
Middle School Performance Expectations
MS-PS1-1. Developmodels to describethe atomiccompositionof simplemoleculesand extended
structures.
MS-PS1-4. Developa model thatpredictsand describes changes inparticle motion, temperature, and state
of substance whenthermal energy is added orremoved.
MS-PS3-4. Plananinvestigation to determinethe relationshipamong the energytransferred,the type of
matter, the mass, and the change inthe averagekineticenergyof the particlesasmeasured by the
temperatureof the sample.
MS-LS1-6. Constructa scientific explanationbased onevidence forthe role of photosynthesisinthe
cycling of matterand flow of energy into and outof organisms.
MS-ESS2-2. Constructa scientific explanation based onevidenceforhowgeoscienceprocesses have
changed Earth’s surface atvarying timeand spatial scales.
MS-ESS2-4. Develop a modelto describe the cycling of waterthroughEarth’ssystemsdrivenby energy
from the sunand the force of gravity.
MS-ESS2-5. Collectdatato provideevidence forhow the motionsand complexinteractionsof airmasses
resultsin changeswithinweatherconditions.
Source:https://files.eric.ed.gov/fulltext/ED600988.pdf

6. BOX 1 NEXT GENERATION SCIENCE STANDARDS [NGSS] cont..
MS-ESS3-1. Constructa scientificexplanationbasedonevidence for how the
uneven
distributionsof the Earth’s mineral,energy,and groundwaterresourcesarethe resultof
past and current geoscience processes.
MS-ESS3-3. Applyscientificprinciples todesignamethod for monitoringand
minimizinga human impacton the environment.
High SchoolPerformanceExpectations
HS-PS1-1. Usetheperiodictableas a model topredict the relativepropertiesof
elements based on the patternsof electrons in the outmost energy levels of atoms.
HS-LS1-5. Usea model toillustratehow photosynthesis transforms lightenergyinto
stored chemicalenergy.
HS-ESS2-4. Usea model todescribehow variations in the flow of energyinto and out
of Earth’s systems resultin changes in climate.
HS-ESS3-5. Analysegeosciencedata and the results fromglobal climatemodels to
makean evidence-based forecastof thecurrentrateof global or regionalclimate
changeand associated futureimpacts to Earth systems.
HS-ESS3-6.Useacomputationalrepresentation to illustratethe relationshipsamong
Earth systems and how these relationshipsare being modifieddue to human activity.
HS-ESS3-3.Createa computationalsimulationtoillustratetherelationshipsamong
managementof natural resources, thesustainabilityof human populations, and
biodiversity.
Source:https://files.eric.ed.gov/fulltext/ED600988.pdf

7. Interdisciplinary Careers Education Module
Lesson Plan-Sample
Source:https://serc.carleton.edu/integrate/teaching_materials/energy_and_processes
/activity_1.html
“The unit investigations conclude with a short homework assignment on the
application of the hydrologic cycle from a regional perspective as you research
the quality and availability of fresh water in the region/location where you
live. An important factor is the consideration for the percentage of fresh water
that is readily available for human consumption and the impact of human
activity on the quality of the water.”
SuggestedCareers Research Module Integration :
An additional adaptation to the curriculum would be incorporation of a
Careers Research module based on sustainable management methods and
relatedresearch on specialists required to improve the quality of the fluvial
environmental and fluvial geomorphology systems.

8. Career Research based Formative Assessment
Sample Question
Source:https://serc.carleton.edu/integrate/teaching_materials/
energy_and_processes/activity_1.html
FormativeAssessmentoccursviafollowingPractice:
 Facilitatorlistening inongroupdiscussionsof specificprompts tomakesure that
students are on the righttrack/holding productiveconversations
 Facilitatorlistening in on class discussions 0n specificprompts
 Qualityof individual studentanswerstospecificprompts in theactivitysheet
Objective1-4. Inferhow humanactivitycanaffect therateof infiltrationand
runoff in thelocal landscapeand impactthequalityof waterreadilyavailable
for humanconsumption.
Question 1-4. There has beena growingpublicawarenessaboutthevalueand
importanceof waterand waterresources. Howdoyou think thequalityand
quantityof the freshwaterstoredina local reservoirmightbeaffected by
humanactivity?
Suggested Question:
Career informationand knowledgeresearchorientedassessmentcan be
adjusted to Lower/Middle/ Seniorschool level students:
UndergraduateLevel Question.
Question 1-4 .Assessand justifytheneed forengaging specificsustainable
managementspecialists forimprovementof theenvironmentalandwater
qualitysystemsof thearea researched foryourproject.

9. Traditional Water Cycle Diagram-Google.com

10. Adapted Water Cycle and Fluvial Systems Diagram
with Career Knowledge Integration Module Approach

11. Sample Student Research Project Questions
What is the future work of solar energy jobs?
 The Solar Futures Study finds that solar energy could power about 14% of
transportation end uses by 2050. Solar PV couples well to electric vehicle (EV)
charging: Both use direct-current electricity, which avoids efficiency losses in
conversion to alternating-current electricity. Jobs in thesolarindustrypayvery
well,and consistentsalarygrowthtends tobevery common. So,as you gain
moreskills and experience,you will most likelysee your pay increase. Forexample,
the low-rangesalary for industrialor residential solar installers is about $24,000
Meteorology Careers
 Air Pollution Scientist.
 Atmospheric Scientist*
 Aviation Forecaster.
 BroadcastMeteorologist.
 Climatologist.
 Environmental Assessment.
 Facilities Management.
 ForensicMeteorology.
Source: Google.com

12. Sample Student Research Project Questions
Whatoccupations areassociated with water?
 Aquaculture worker
 Aquarist.
 Commercial diver.
 Fisherman.
 Hydrologist.
 Lifeguard.
 Marine biologist.
 Naval architect.
SampleCareer Options
 Aquaculturist.
 Environmentalconsultant.
 Environmentalevaluator/analyst.
 Environmental scientist(government/industry)
 Environmental technologist.
 Field or lab researchwateranalyst.
 Fisheries biologist.
 Groundwateradvisor. Source: Google.com

13. Sample Student Research Project Questions
What can I do with water management degree?
 Graduatesfrom this programme will be able to work independently orin a supervisory
capacity in varioussub-fields, e.g., groundwaterexplorationandmodelling, applied
hydrology,engineeringhydrology,waterresourcesmanagement,environmentalsciencesand
engineering,andwaterservicesanddemand management.
What is the job title of a sustainabilityofficer?
 A chief sustainabilityofficer,or CSO, is a managerresponsible fora company's
environmental impact, resourcesandplans. Chief sustainability officershelp their
companiesevaluate both theircurrentimpact on the environmentanddetermine how to
increase theirsustainable practicesin the future.
What careeris in the studyof water?
 Hydrologists solve problemsconcerningwaterquality andavailability.Hydrologistswork in
offices and in the field. In offices, hydrologistsspendmuch theirtime using computers to
analyzedata and model theirfindings.
What is the future of water management?
 By collectingdata from waterstorage facilitiesandcombiningit with weatherprediction and
pattern analysis,citiescan be betterpreparedto remove contaminantsbefore returningwater
to oceansand rivers,andbenefit from increasedwaterharvesting.
Source: Google.com

14. Sample Student Research Project Questions
Whatjobs are related tosustainabledevelopment?
Sustainabilitycan lead to manycareerpaths, suchas sustainabilityspecialist,
environmentalengineer,sustainabilitymanager,and sustainability
director. Theseand other job opportunities provideworkerswith the chanceto
positivelyimpacttheenvironment and people's qualityof life.
Whatis thejob of a sustainablemanager?
A sustainabilitymanager,also known as a directorof sustainabilityor a chief
sustainabilityofficer, is responsibleforanalyzingand predicting thepresent
and futureof the firm theyrepresent. Theyevaluate its effecton the health of
the environment, particularlythe immediateenvironmentsurrounding thefirm.
Whatcareers are related towatermanagement?
 Environmental EngineerSupervisor
 Utilities Manager.
 Manager/ WaterMitigation.
 AssistantWater Director- UtilityManagement.
 Boiler Supervisor- Cogen Utilities Supervisor.
 Lead WaterTreatmentPlant Operator(SC)
 Drinking WaterTreatment– PracticeLeader

15. Sample Student Research Project Questions
Whatcan I do withasustainabilitymanagementdegree?
Career Paths in Sustainability
 SustainabilityCoordinator.
 Environmental Consultant.
 Research Scientist.
 Animal Rehabilitation Technician.
 Residential EnergyEfficiencyProgramCoordinator.
 Directorof CommunityOutreach.
 Grant Writer.
Whatare sustainabilityprofessionalscalled?
Environmental engineersusethe principlesof biology and chemistryto develop
solutions to environmental problems. Theyareinvolved in waterand air
pollution control, recycling,wastedisposal, and publichealth issues.
Source: Google.com

16. Sample Student Research Project Questions
What jobs arerelated to sustainabledevelopment?
Sustainability can lead to manycareer paths, such as sustainability specialist, environmental
engineer, sustainability manager, and sustainability director. These and other job opportunities
provide workers with the chance topositivelyimpact theenvironment, people's qualityof life and
future generations.
Soil Science Careers
 AgriculturalProduct Salesperson.
 Agrogeologist.
 Agronomist.
 Cooperative Extension Agent.
 Engineering Technician.
 Environmental Engineer.
 Farm Advisor.
 Hazardous Waste Specialist.
Land Conservation Jobs
 Animal conservation
 Forestry
 Animal husbandry
 Agro-ecology researcher
 Hydro-geologist
 Environmental servicesdeveloper
Source: Google.com

17. Career Research Links for Student Research
 www.google.com
 https://chat.openai.com/chat
 https://www.indeed.com/q-Water-Science-
jobs.html?vjk=531b3c38ab15c5d0
 https://www.glassdoor.com/Job/water-science-jobs-SRCH_KE0,13.htm
 https://instituteofwater.co.zw/tech%20and%20voc.html
 OVERVIEW OF THE DIPLOMAIN WATER ENGINEERING
https://kewi.or.ke/index.php/diploma/
 WATER INDUSTRY
HTTPS://WWW.INDEED.COM/CAREER-ADVICE/FINDING-A-JOB/WATER-
INDUSTRY-JOBS
 DEVELOPING WASTE-WATER INDUSTRY LEADERS
Developing wastewater Industry Leaders
:https://www.workforwater.org/careers-in-water/

18. Earth Science Teachers role as Career Coaches
 Teachers arenot expected to be Career Guidanceprofessionals butshould
certainlysharea partnershipwith theexperts, through theirsustained relationship
with students.
 Teachers have a pastoralduty-young peopleapproach themwith theirconcerns
and dilemmas thatrelatetofutureaspirations.
 Teachers can link theirsubjects totheworldof work-as illustrated in this
article. Highlighting howa particularprocess is used in researchor industrycan
increasethe relevanceof the curriculumand spark careers interestsin students.
Involving employers andworking peopletotalkaboutthe applicationof
skillsand knowledgeimparted bythecurriculumcan help focus students to a
particularfieldof employmentand develop their decision-making skills.
 Teachers careers knowledgecan beenriched throughconnectionswithcurricular
and cross-curricularthemes suchas writingandcommunication.
 Teachers should Endeavour to train themselvesas careercoachesand ensure that
careersadvisegiven to students is effective based on individual subjectstrengths
and interests. CareerGuidance trainingcould lead to seniorleadershipin
termsof professional development , offering a valuableopportunityto develop
transferableskills anda chanceto network beyond the school environment.

19. Conclusion
 By incorporatingcareerseducation in teaching Hydrologic Cycle,studentswill gain a
betterunderstanding of the practical applicationsof theconcepts theylearn
and becomemoreengaged in thesubjectmatter. Thiscan help them make
more informeddecisionsabout their futurecareersand createa pathwaytowardsa
fulfilling and meaningfulcareer.
 Incorporatingcareerseducation in teaching HydrologicCyclecan be a greatwayto
engagestudents and helpthem understand thepracticalapplicationsof this
topicin real-world scenarios.
Hereare someways todoit:
 Inviteprofessionals tospeak: Inviteprofessionalswho work in fields related to
HydrologicCycle, suchas hydrologists, waterresourceengineers,environmental
scientists,or civilengineers to speak to students about theirwork. They can discuss
how the conceptsof theHydrologicCycleareused in theirday-to-daywork,
sharetheirexperiences,and provideinsights intodifferentcareerpaths
related toHydrologicCycle.
 Conductresearch projects:Assign students research projectson careers related
to HydrologicCycle. Ask them tocreatepresentationsorwritepapers on
differentcareers thatrequirean understandingof theHydrologicCycle,
such as hydrology, waterresourcemanagement,environmentalengineering,or
conservation. Thiswill help them gain a deeperunderstandingof the practical
applicationsof the HydrologicCycleand the skills requiredfordifferentcareers.

20. Conclusion contd..
 Field trips: Organize field trips to hydroelectric plants, water
treatmentfacilities, and other relevant sites where students can see the
HydrologicCycle in action. Thiswill give studentsa chance to learn
about the career opportunities available in the field and the
importance of Hydrologic Cycle in different industries.
 Case studies: Use case studies to demonstratehow the Hydrologic
Cycle is applied in differentfields. For example, use case studies
related to flood management, droughtmitigation, water
conservation, or pollution control to show how professionals use
the Hydrologic Cycle to solve real-world problems.
 Guest lectures: Inviteguest lecturers to give talks on specific
HydrologicCycle-related careers.For example, a hydrologistcould
give a lecture on what it means to be a hydrologistand what kind
of work they do on a day-to-daybasis. This can be a great way to
expose students to differentcareeroptions and the skills needed to
succeed in these careers.

21. Author:
Shaheen Darr
Careers Consultant