Project Drawdown: Everyday Solutions for a Changing Climate

Screen Shot 2018-08-05 at 6.21.26 PMOVERVIEW: In the state of Washington we are committed to engaging K-12 students in learning about climate science and climate change. For the 2019-20 school year our state has continued funding an initiative that will provide tools and professional development to support thoughtful implementation of climate science learning opportunities. I’m hoping that this space will be able to promote many of the resources that are developed and used during this process. You can check out our state climate site here- ClimeTime.

One resource that has bubbled to the top for me is Drawdown.org. Drawdown provides 100 everyday solutions that humans can implement to reverse global climate change. I know several teachers who worry that the teaching of climate change- especially with younger students- can be scary for the children. Draw Down (while not sugar-coating anything) is very solution-oriented and can put students in a positive space rather than doom and gloom. We know that students want solutions to this problem- and Drawdown helps provide a menu of solutions- many of them non-intuitive.

I also own the hardcopy of the Drawdown book that you can order HERE. I find that sometimes it’s just nice to have a hardcopy for making notes and also sharing with others.

PURPOSE: The proposed solutions on Drawdown are completely research-based and include some intuitive solutions that you might have predicted (rooftop solar) and others that might seem less intuitive (educating girls & telepresence). The book Drawdown is a “must-have” climate resource to add to your collection.

AUDIENCE: all the humans

LINK: https://www.drawdown.org/

@projectdrawdown

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One response to “Project Drawdown: Everyday Solutions for a Changing Climate

  1. I agree that a solutions based approach to teaching climate science could be an excellent way to present the topic! Often times in class I see that students can be off-putting to students due the sheer mass and the controversial doom-and-gloom nature of the topic. This source might be helpful to empower students about their role, as well as the importance of scientific inquiry in producing solutions. My initial idea was to break students into groups and have them research one of the issues presented on the Drawdown site (electricity, food, land use) collaboratively, then have each student present a solution of their choosing that they think is best. Thank you for sharing this source!

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