vidual tables. This PBL unit is broken into three primary phases: • Phase 1 focuses on researching general causes and effects of harmful algal blooms.


• Phase 2 focuses on a site- specific HAB, then brain- storming and designing solutions.


• Phase 3 is a public presen- tation of the final product.


Phase 1: Unit introduction and research


You can begin the unit by challenging the students to use their science and engi- neering skills to help solve the problem of “harmful algal blooms.” After introducing the challenge, students will likely look at you for what to do next, while asking “what’s a harmful algal bloom?” I typically respond with, “figure it out.” They’ll continue to look at you, unsure of what to do; they may even ask what to do again. At this point, I like to say, “Can I introduce you to this thing called the internet?” This usually points students towards what to do first. Since students in my classroom are all equipped with WIFI-con- nected iPads, they are able to start researching immediately. I keep the introduction intentionally vague so that students must figure out the problems, causes, and effects of HABs through their research. This allows students to take owner- ship of how they are going to handle the assignment. As is the case with real scientists, the challenge is now in their hands to locate a specific problem and then figure out a solu- tion that they see as fit.


While searching the internet, students will discover bits


and pieces of the causes and effects of harmful algal blooms. With intermittent share-outs and a focus on the fundamen- tals of researching — who, what, why, when, where, and how — the whole class will develop an understanding of the problem. By throwing the challenge at the students cold, it forces them to take ownership of the project. It’s useful, however, to provide a Google Doc two-column note sheet or other shared template (Google Sheets or Slides) as a place for teams to compile information they come across. Tak- ing this open approach allows students to develop research and media literacy skills. However, there are two common issues to look out for: students will sometimes come across information that is too technical for them to understand; the other is verifying that unknown websites are legitimate. This second issue is particularly important given the amount of misinformation that can be found on the web. Both issues can be solved by directing or limiting students to search- ing such governmental web- sites as NOAA, NASA, or USGS and discussing the information with students individually. Students frequently ask


if looking things up on the internet is cheating; the answer here is “no.” Every adult, when faced with a chal- lenge, turns to the internet, so why shouldn’t students? What educators need to do is teach students to take the informa- tion they find on the inter- net, verify if it is legitimate by comparing it with other sources, and apply it to the problem they are resolving.


Page 6 Green Teacher 126


Photo by NOAA and NASA


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