Harmful Algal Blooms Exploring solutions to a blooming problem By Victoria Ford


or bathe in their tap water, as it was deemed too toxic due to an extensive algal bloom in Lake Erie1. Between 2017 and 2019, 589 sea turtles died as a result of toxic saltwa- ter algal blooms, commonly referred to as red tides in the Gulf of Mexico2. Climate change and nutrient pollution are widely believed to be significant factors contributing to these growing threats to our waters3. As educators, we need to prepare young people to address current and future environmental issues. One way to do this is to use Project Based Learning (PBL), which incorporates teamwork, criti- cal thinking, problem solving, and time management skills4. When engaged in PBL, students are intrinsically motivated because they are directing the project. They are in charge of their own learning and that’s empowering. Embarking on PBL in a classroom of middle schoolers


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is no easy feat. It takes accepting some key factors. Gone are acceptable bell curves of student knowledge and easily digestible question-and-answer worksheets. In their place are excited students with often wild ideas — some feasible, some unrealistic. The challenge for the teacher is to reign in students and keep them on track. With 6th-graders, it’s a little like herding kittens — they’re all going off in differ- ent directions at once. Harmful algal blooms is a great topic


ARMFUL ALGAL BLOOMS (HABs) are on the rise worldwide. In August of 2014, 500,000 Toledo, Ohio residents were told not to drink, cook with,


for dipping your toes into the PBL waters. The causes and effects of HABs are readily available on US government websites, including the National Oceanic and Atmospheric Administration (NOAA), The National Aeronautics and Space Administration (NASA), and The United States Geo- logical Survey (USGS). With a little prerequisite knowledge on water quality, testing (especially phosphorus and nitro- gen testing), and filtration, students can readily brainstorm solutions. A harmful algal bloom PBL session can range from a


highly guided experience to a student-led endeavor. Back- ground information and resources can be provided to the students for a more guided and controlled experience. From there, students develop their own solutions to the problems. Alternatively, teachers can take a more open approach in which students lead their own research and form their own solutions. Both approaches are valuable and foster criti- cal thinking and problem solving. The best path to take is determined by the teacher as they understand their students. I chose the student-led option and have no regrets, but I do have some advice. To help with management in the classroom, here are the


major sections of an example student-led/open approach to a HABs PBL unit. The unit runs four–six weeks and culminates in a one-hour gallery walk, in which audience members are free to move around a venue where students are presenting their site-specific HABs solutions at indi-


Green Teacher 126 Page 5


Photos by Victoria Ford


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