Science Lesson: Climate Solutions and Project Drawdown
Lesson Plan
3 hours 15 minutesGrades10, 11, 12Science, English Language Arts
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Written by Michael Aprill
About this lesson
In this lesson, students brainstorm both the challenges and possible solutions to scenarios resulting from climate change. Students research in-depth solutions to climate change and create posters to share their findings with others.
Inquire: Students brainstorm key challenges and potential solutions to a climate change scenario.
Investigate: Students research two solutions to climate change using Project Drawdown resources.
Inspire: Students collaborate to create a poster about a solution to climate change and present their work.
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Everything you need to teach it
How to edit these materials (video)Teaching tips
Suggestions
- The Investigate and Inspire sections are designed to be completed over several days or class periods. The time frame is easily adaptable to fit various amounts of time during the school year.
- When to teach this lesson:
- In Science, this lesson can be taught during a unit on Earth systems, weather, or climate.
- In Social Studies, this lesson can also be taught during units on human-environment interactions, global issues, or regional studies.
- In English Language Arts (ELA), this lesson can be taught when covering nonfiction texts, persuasive writing, or research projects.
- This lesson can be used to reinforce critical thinking, independent thinking, and collaborative skills.
- This lesson gives students an opportunity to explore and present current climate solutions through diverse perspectives. This lesson supports student agency and inspires students to collaborate and educate others about climate solutions.
Prerequisites
- Students should have a basic understanding of climate change. Students will be provided with more intermediate knowledge before completing the climate solutions project.
- Teachers should review the Project Drawdown site and resources listed on slide 18.
- Teachers should preview the two videos.
- For the simulation activity:
- Teacher can use all or some of the scenarios or edit the scenarios to represent local communities. For example, scenarios can be changed to include suburban communities, communities with high homeless populations, or communities impacted by tornadoes, hurricanes, or flash floods.
- Teacher may want to print the scenario pages ahead of time and hand out the relevant ones to each group.
- Students brainstorm on whiteboards, posters, or sticky notes to enhance collaboration during this activity.
- Teachers may want to survey the class ahead of time to assess their knowledge of climate solutions.
Differentiation
- Depending on the climate solutions students present, they may want to take further action to address their climate solution within the school or community. This lesson helps students understand how to put their solutions into action.
- In the Investigate section, teacher can have the class brainstorm the impacts of higher temperatures instead of providing the information.
- Some students may benefit from having the Crash Course video provided to them ahead of time, or they may want to watch the video a second time.
- Students who struggle with online resources may benefit from a physical copy of the Project Drawdown book.
- When working with advanced students, encourage students to go beyond the Project Drawdown resources and incorporate additional research.
- For the poster and presentation:
- Students can work individually or in groups, depending on the amount of time they have to devote to the poster project.
- As an alternative to an oral presentation, students can host a poster session in the hallway or around the room. Teachers can invite other classrooms or community members to visit.
- As an extension activity, students can create their own scenarios inspired by their research.
From the scientist review
In-depth discussions of Project Drawdown solutions, the science of climate change, and how both individual and group efforts can promote environmental sustainability across diverse economic sectors are all covered in this lesson. This lesson is highly cited, grounded in science, and is suggested for use in the classroom.
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About the teacher writer
Michael Aprill
Wisconsin State Lead
Michael Aprill, Ed.D., is SubjectToClimate's Wisconsin State Lead. He holds a Doctorate in Educational Sustainability from the University of Wisconsin-Stevens Point and is a National Board Certified Teacher. He has taught Science, Physics, and Earth and Space Sciences for grades 9–12, including Advanced Placement, since 2001, bringing 25 years of experience in secondary science education.
