specific information that will inform their thinking and tailored solutions.


Phase 3: Public presentation


Phase 2: Design thinking and site-specific solutions


Phase 2 of this HABs PBL challenges students to develop a solution or part of a solution to a specific HABs location based on their research. Because environmental problems are often complex, addressing the issues frequently requires a multi-pronged approach. There is rarely, if ever, one single solution to a problem. Therefore, it’s important to stress that tackling just part of a solution is valid and this is why I take this approach with my students on HABs PBL sessions. When students are first locating a specific HAB, they


often find it through a random Google search that piques their curiosity or they target a lake or region that has been mentioned in class. Sometimes two or more students will focus on the same lake, which is fine because their solu- tions are always unique and frequently different. Creative out-of-the-box thinking frequently occurs during this phase. The solutions students come up with vary. Some examples include massive infrastructure undertakings — laying pipes across the Chesapeake Bay to pump oxygen into dead zones, developing manure for creating biofuel systems, designing nutrient-filtering constructed wetlands, and raising public awareness through letter writing or social media campaigns. In formulating their solutions, students may not be able to know, design, and build every aspect of their solution, but that is okay because the learning is in the thinking, adapt- ing, and realistic application of ideas to a specific problem. Searching local newspapers and news outlets, local gov-


ernment webpages, and community group webpages is use- ful for finding and understanding site-specific HABs. These resources usually articulate the problems, causes, and effects in a user-friendly manner. I find that students usually need a little help with this part of the process. I often suggest more specific search phrases like “Harmful Algal Blooms in Hartford County Connecticut,” “Harmful Algal Blooms in Southern Florida,” or “Harmful Algal Blooms and Poultry Farms.” It is also important to direct students to the “news” tab in the results section of Google. Through very specific searches and localized results, students will get much more


The final phase of the unit, which serves as a summative assessment, involves presenting solu- tions to adults in the community (teachers, parents, and administra- tors) and older students. Presenting either indi- vidually or gallery-walk- style helps to legitimize the project and make it feel worthy in the eyes of middle school stu- dents. 3D representative


models, design sketches, maps, and slide shows are useful tools that help students convey the essence of the problem and their solution. To prepare for their presentation, I give students a checklist that serves as a rubric for what must be included in their presentation. Student work should be fabricated from recycled materials in order to teach them about environmentally sustainable project production. Great representative models can be fashioned out of old cardboard boxes, recycled plastic cups, cans, and many other materi- als found at home or around the science room. Emphasize that the purpose of the work is to help convey ideas, not necessarily show a working model. Also, student presenta- tions should include a section that addresses the limitations and challenges to their solution. This requirement forces students to think holistically and deeper about their specific HAB problem and the workings of their solution. One thing to be aware of is that some students will claim their age as a challenge because “who is going to listen to kids?” With a few guiding questions like, What problems are you not solving? Is your solution addressing the causes of your algal bloom? or Is it addressing the effects? students develop an understanding of realistic limitations. Taking an open PBL approach to teaching about nutrient


pollution, harmful algal blooms, and dead zones is challeng- ing, especially the first time. Be prepared to step aside as a traditional teacher and become a guiding partner. It will be messy and unclear at times. Students will find information and blow it out of proportion. They’ll see what looks like a chicken farm on Google Earth and blame the entire algal bloom in Lake Erie on that one farm. Consequently, you’ll be forced to clarify misconceptions, think on your feet, adapt and change, scrap ideas, and try different approaches. There will be numerous questions, some you’ll be tempted to answer while others you won’t know how to. In both cases, it’s best to push the questions back at the students. Ask them to think more, dig deeper, look further. They are willing and capable, so give them the chance.


Extensions & resources Green Teacher 126 Page 7


Photo by Clermont County, Ohio government


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