Protect Seafloors

Articles/Websites

Grades9, 10, 11, 12, APBiology, Earth and Space Sciences

Scientist Reviewed

Provided by Project Drawdown

Open Resource

What it is

This new solution page explores an unusual climate solution, describing the environmental dangers of bottom trawling fishing practices and the benefits for ocean ecosystems and the planet that would come with protecting the seafloor.
The data are limited regarding this solution, but the benefits for marine ecosystems are well documented.

Teaching tips

Positives

The resource points out the positives, negatives, and limits to making a determination due to the lack of data and wide range of estimates currently available.
The graphics included help students see the most important information at a glance.

Prerequisites

Teachers may want to go through vocabulary terms with students before reading the article.

Differentiation & Implementation

The references linked in this resource can be utilized for further research and assigned to students in groups to help dive into the topic further.
Students in English classes can use the article to evaluate the author's purpose, to introduce scientific writing styles, or as practice for reading more complex scientific papers.
Students can research Marine Protected Areas using this resource and this resource to evaluate the ecological benefits of this solution, even if the carbon-related benefits are not clearly known.

From the scientist review

Carbon sinks are an integral part of the Earth's system and are responsible for drawing down carbon dioxide levels in the atmosphere. One vital carbon sink is the ocean floor, which is at risk due to certain seafood fishing practices. This resource examines the impact differing fishing scenarios would have on carbon emissions. This resource is recommended for teaching.

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At a glance

Grades: 9, 10, 11, 12, AP
Subjects: Biology, Earth and Space Sciences
Language: English
Location: Earth
Provider: Project Drawdown
Authors: Project Drawdown
Published: October 24, 2023
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · CCSS.ELA-LITERACY.RI.6.2 + 15 more

Core

Common Core English Language Arts Standards (CCSS.ELA)

CCSS.ELA-LITERACY.RI.6.2Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RL.6.2Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
CCSS.ELA-LITERACY.RI.7.2Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.7.2Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS.ELA-LITERACY.RI.8.2Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CCSS.ELA-LITERACY.RL.8.2Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-LITERACY.RH.6-8.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.2Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.9-10.2Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Next Generation Science Standards (NGSS)

HS-LS2-7.Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

New Jersey Climate Education Hub

Science

HS-LS2-6.Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS2-2.Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.
HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
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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