BioBooster
By:  Ashlyn Ruffner Rowell

Project at a Glance :

The project is for 9th graders in Biology and English class. In both classes, they will explore how land can be used to help or harm nature and humans. This will culminate in them researching and presenting on how to improve land use.  ​
 
Driving Question:

How can the city of Holland and its residents improve their use of land to benefit humans and nature?             

Standards:

• Informational reading
• Research
• Informational writing
• Argument writing 
• Presenting

Team / Culture Building:

• Students will use Creative DNA protocol to get to know each  gifts.​

• Artifact Analysis - students will bring in an object and talk about what it means to them and represents in their lives.​

• Use icebreakers and team building activities, such as the tower building game to get to know each other better.

​Entry Event:

• The class went on a walking tour of the local neighborhood and observe how they use their land.

Stakeholders:

• Holland City Council
• Homeowners
• Holland High students and staff
• Local environmental organizations (ODC, Ottawa Conservation District, Project Clarity, etc)

Empathy Building:

• Use the Stakeholder Map protocol to identify stakeholders -including plants and animals.​

• Survey and interview stakeholders.
• Create an Empathy Map for  stakeholders. This will help show what different homeowners value and are concerned about.

Inquiry / Need to Knows:​

• Run the Need to Know protocol.
• QFT for asking the best questions
• The 5 Whys protocol will help  delve deeper into why we use our lawns the way we do. 
• After reading an informational article, use the “Add On” protocol. Students write down 3-5 ah-has or important pieces of new information gleaned. The first person will share something from their list. When the first person is done, the next person summarizes then emphasizes the word AND by adding something to it.
• Interview different experts (Ottawa Conservation, ODC, etc)
• Take notes while researching using the 4 Square graphic organizer. 

Incubation:

• Design the anti-solution (inspired by the Anti-Problem protocol). Students will create a mockup proposal for a solution that is the opposite of what the DQ ask.

• Use the Idea Quota protocol to generate multiple solution ideas in a short time.

Checking in:

• Tell it to a Toddler– this activity will help them break down driving question.​

• Throughout the project students revisited the The Need to Knows chart.

---

Solution Building:

• Use the NUF and $100 Test to determine the value of solution ideas.​​

• Pain and Gains map will also help narrow down solution ideas.

Critique and Revision: 

• Students will engage in the Critical Friends protocol for feedback on their solution ideas.

Authentic Audience: 

• Local neighbors and homeowners around Holland High School
• HPS Superintendent Nick Cassidy
• BPW and ODC representative
• Parents
• Science classes at HHS

Final Presentation:

• Symposium: Students will share their lab report posters as well as arguments in a fair style format using either - infographic, videos, social media posts, pamphlets, letters, and speeches.​

Click here for teacher's full plan.

​Reflection and Feedback:

• ​Guests will give verbal and written feedback.
• Use a rubric that combines persuasive writing  with one of Future Prepd’s FAST rubrics for the validation stage.
• Students will complete a peer evaluation form.
• Following presentations discuss strengths and weaknesses as a group.​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Ashlyn Ruffner Rowell teaches English at Holland High's Early College Program for grades 9, 10, and 11.

     "I loved getting a chance to do a cross-curricular project. Students had such a stronger understanding of both ecology and English skills than previous years."​