A project-based learning unit connected three classes for four weeks and ended with student presentations reviewed by peers.
Students Present at EHS Climate Solutions Summit
All 300 ninth grade students at Evergreen High School spent four weeks exploring climate solutions through an integrated project in Algebra, Biology and Contemporary Global Issues (CGI).
Nine teachers co-taught the unit, including in Spanish dual language classes for all three subjects. The unit ended with a Climate Solutions Summit, where student teams presented their final projects and answered questions from peer reviewers.
Evergreen teacher Naomi True said this is the third year Evergreen expanded the project into an interdisciplinary unit. “Getting to collaborate on the Climate Solutions project with teachers from three different subject areas felt motivating and inspiring,” Naomi said.
“Thinking together on an interdisciplinary level is what we’re asking our students to do – in the same way professionals are working together in the real world.”
Ninth grade student Gio said learning the same topic across three classes made the project more engaging.
“It makes it more interesting. I’ve never experienced anything like that. In biology, you’re learning one thing, and in this class [CGI], I learned something I could use for biology. You’re learning different things in each class, and it leads to the summative [project]. I liked that.”
What students learned in each class
Biology
In Biology, students conducted a carbon dioxide (CO₂) lab and studied the Keeling Curve, which tracks carbon dioxide levels in Earth’s atmosphere. Students used what they learned to show how different climate solutions could change the trend over time. They also explored how to scale the cost of a mitigation strategy.
Algebra
In Algebra, students practiced representing data in different ways. They also compared linear and exponential models and applied graphing skills to their climate solutions projects. Students practiced data collection and learned the difference between qualitative and quantitative data.
Contemporary Global Issues (CGI)
In CGI, students studied climate change through a social studies lens. They discussed the Paris Climate Agreement and explored local challenges and solutions using sources such as the King County budget and news coverage about extreme heat, flooding and air pollution in Washington.
Students practiced technical writing skills, including how to write a strong, specific claim and how to cite evidence. They selected an environmental problem affecting local communities and explained its impacts and importance.
Students also studied their own school building and how it was funded. They sketched the new Evergreen High School campus and labeled sustainability features such as mass timber, stormwater management, energy-efficient systems, and solar panels.
Climate Solutions Summit
At the Climate Solutions Summit, student teams created display boards with visuals, data, and evidence about a climate mitigation strategy. They presented to peers from other classes, answered questions, and explained how their solution could help reduce climate impacts.
Students presented strategies such as electric cars, planting trees, improving cement production, and more.
Learning Process
Naomi shared a slideshow documenting the learning unit with photos of the process and examples of student work.
Reflections
“During the unit launch, it was really cool to see three students who usually struggle, be way more active than usual. Statistics is how we view numbers, and there was a shift to more discussion and real-world context, so the unit launch felt like a rebirth or opportunity for students to participate again as another opening to math. There was more perspective-taking, and students could reason their own answer. That was very affirming for students.”
—Alejandro Isiordia Navarro, Dual Language Algebra Teacher
Student Quotes:
- “It was surprising because I got a different perspective on the climate change problem in each class.”
- “Presentar el proyecto ayudó con mis habilidades de comunicación y liderazgo”
- “Presenting the project helped me be less shy. The first time I presented I felt really nervous and shy, but then we presented several times, y se me quitaron los nervios. It helped me to do the project in different classes because I learned the subject better and it probably got my grade up, too, because in biology, I’m not good at that class.”
- “Para mi fue bueno porque mezclo mi worst subject con mi best subject and that got my grade up. I think I’ve always been more of a writer than a science person, and last year my science teacher would not make us do anything more than just packets…. This year my teachers actually take time to do activities instead of just handing us packets.”
- “Lo que aprendí voy a usar en mi vida diaria para mejorar el medio ambiente y sobre las cosas que hacen dano al medio ambiente. Si fuera un trabajo individual sin hacer el proyecto, no lo tomariamos muy en serio, pero a cambio con el proyecto, estamos investigando y participando con todo”
More Information
The interdisciplinary learning unit was funded by a grant from the Braitmayer Foundation.
Thank you to the following staff and partners:
Evergreen Teachers
- Quincy Gill
- Shannon Halliday
- Renee Agatsuma
- David Phan
- Alejandro Isiordia Navarro
- Miriam Martinez
- Bethany Tate
- Chnin Akrayi
- Emily Acquino
- Naomi True
Seattle University Partner
- Dr. Carol Adams, director of the Master’s in Teaching program, Seattle University
See more photos in our Facebook post, January 23, 2026.