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Project Drawdown, Daniel Kane, Ruth Metzel; Senior Fellows: Mamta Mehra, Eric Toensmeier, Ariani Wartenberg; Senior Director: Chad Frischmann


9th, 10th, 11th, 12th, AP® / College


Science, Social Studies, English Language Arts

Resource Type

  • Article

Regional Focus



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  • This article details how modestly increasing carpooling can significantly reduce the amount of carbon released into the atmosphere by 2050, supporting other important climate solutions. 
  • Students will learn about the cost-saving and environmental benefits of increasing carpooling and get practice reading a brief scientific report. 
Teaching Tips


  • It provides an example of a simple, no-cost solution that many people can participate in. 
  • The sidebars, headings, subheadings, and clickable links will help students comprehend the concepts presented.

Additional Prerequisites

  • Students should understand the concepts of carpooling and carbon emissions.


  • Cross-curricular connections can be made in social studies classes when learning about human behaviors that can make a difference for the climate or in math classes that are working with real-world examples of equations.
  • Try using this resource in conjunction with another article from Project Drawdown and have students compare and contrast the feasibility and impacts of each of the proposed actions. 
  • After reading and discussing the details presented in the article, have students create a flier urging people to carpool more often.
Scientist Notes
This website introduces a solution to reducing emissions by making carpooling more feasible. A brief introduction of reducing emissions by reducing the emissions of single occupancy vehicles, by encouraging the use of carpooling is provided. A methodology, scenario, and a model are provided; along with a results and discussion section concerning the feasibility of making carpooling more attractive. This site would be a great addition to a lesson discussing alternative methods to reducing carbon emissions. This resource is recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Science & Technical Subjects (6-12)
      • CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
      • CCSS.ELA-LITERACY.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.
      • CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
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