Step 3: Plan It!

Step 3 challenges students to brainstorm about and propose a feasible solution to positively impact their community problem, and then to plan how they will implement that change. Changes could be physical such as planting trees, raising juvenile oysters for a sanctuary or reducing runoff to a local stream. They could be behavioral such as convincing local residents to use recycled bags at the grocery store or to buy detergent with the lowest amount of phosphates. Or they could be political such as persuading the local government to build a park, evaluate lead hazards or insulate buildings.

Teams can come up with a completely original solution or they can build on the work and ideas of others. The solution they choose must be testable or measurable so that students can determine its impact on the problem. Once teams have identified their solution, they will develop a plan to implement it. Their plan should include each action step they will take, who will be responsible for it, a timeline for completion, and how they will measure whether it is working to impact or fix the problem. It’s important that all team members are involved and that plans are well-defined, manageable and flexible, if changes are required.

Suggested Timeline
Step 3 Checklist
Sample Changes/Solutions
Suggested Steps
Tips
Resources

Suggested Timeline:

Two to three weeks

Step 3 Checklist:

Is your solution?

Based on science?
Doable?
Measurable?
Likely to impact or fix the problem?

Does your plan?

Seem realistic?
Include specific action steps?
Include all team members?
Involve members of your community?
Use scientific inquiry or a scientific approach?
Include how data will be collected or measured?
Include specifics on how you know that the plan is working?
Show a timeline for completion?

Sample Changes/Solutions:

In order to reduce the runoff from local fields, we plan to investigate how riparian buffers (grasses, shrubs and trees) can reduce nitrate runoff from a field into a nearby ditch that empties into a creek. We will take nitrate measurements of the water in the ditch and in the creek before and after the treatment. We will then encourage the planting of riparian buffers by local farmers wherever runoff from a field occurs in our community. (Reducing Runoff in the Environment)
The mercury collection drive will result in a measurable number of items removed from homes and a reduced amount of mercury in the community. Our goal will be to collect at least 500 items that contain mercury. We estimate that this would be a reduction of 20% of the total amount found in local homes and businesses. (Reducing Mercury Poisoning)
The main reasons that students are driven to school instead of walking are that it takes less time, there are no pathways or sidewalks running from the nearby housing development directly to school and parents are concerned for student safety. We have determined that there is a location for a pathway or sidewalk that will save time. We will lobby the local government to help get it built. We will also begin a walking challenge with rewards from local businesses for the number of days that students walk to school instead of ride. (Take a Hike!)

Suggested Steps:

The following sequence is designed to help you introduce and guide students through Step Three of the Siemens We Can Change the World Challenge. The sequence is designed to be flexible and can be easily adjusted to your schedule and the class time available.

Note: You can introduce any of the Step 3 Sessions by showing how real students created solutions for their community problems. In New Orleans, students designed a restoration project to reduce Gulf Coastline erosion and in Massachusetts, a team of Girl Scouts beautified their local environment by planting near a local pond and expanded their project with plans for a handicap-accessible path between a local middle school and nursing home. Both video segments are found in the program, Enviro-Tacklebox: Module Three: Topics and Issues in Environmental Science: Student Solutions

Session One: What Has Been Done?

Now that students have identified the problem, it’s time to do something about it! Review the “Step Three Checklist” with students to ensure understanding about each solution requirement, then review sample solutions. In teams, have students determine how each solution meets the criteria. What can students learn from the solutions that other students have identified?
The next step is to focus on creating a solution for their specific problem. If they did not do so in Step Two, have students research what’s already been done – in your community or other communities – to address or fix the problem they’ve identified. They may need to access local websites, interview community leaders or experts, or search news sources and local publications. What seems to have worked? What has not worked? Could they build on any of the ideas that have already been tried? What solution, if any, are students most interested in trying or refining? Have students record these solutions.

Session Two: What Could Be Done?

Have students review all they know about their problem and the steps that have been taken to fix it. Then have team members brainstorm a list of possible solutions for the community problem they’ve chosen. Encourage each team member to offer at least one solution at this stage, reminding students that all ideas are worth considering.
Have team members evaluate each possible solution against the criteria. Eliminate those that don’t meet the criteria or challenge students to adjust them so that they do. For those that remain on the list, have students consider:
- Who and what would need to be involved in implementing the idea?
- What would be the costs?
- What are the possible negative ramifications of implementing each idea?

Session Three: What Will Be Done?

Given all factors, challenge students to select the solution that they think has the greatest chance to fix or impact the problem in your community. If students have trouble choosing one solution, encourage them to reach out to community experts and mentors for assistance and feedback. Students should understand that there may not be one single best approach to their problem; their job is to choose the solution they think best meets the criteria and likely will make the greatest impact.
Have students present their solutions to the rest of the class, sharing why they think it will fix or address the problem and how they will know when it does. What are their specific goals? In the spirit of open inquiry, encourage other teams to offer ideas for adjusting or strengthening the final solution.

Session Four: How Will It Be Done?

Have students begin by reviewing the team’s goals for the solution they’ve chosen.
Then have students determine the best course of action, based on science, to help them reach those goals. Their course of action might be something as traditional as forming and testing a hypothesis about the problem they’ve identified and drawing a conclusion about it. Or it might involve them creating, building or planting something new. They might decide to remove something harmful or study something that is yet unknown. They could create and distribute a product or service or try to change people’s behavior through scientific research and sound persuasion. Whatever course of action they choose, it must be based on scientific inquiry, research or testing. And their plan must include a way to demonstrate that they have impacted their problem.
Next, students should create a step-by-step action plan to reach the goals they’ve outlined. Students may want to create a four column chart with each action step, each team member’s specific responsibilities toward completing that action step, the materials or human resources required, and an anticipated date of completion. Plans must include a scientific approach to fixing or impacting the problem they’ve outlined.
The plan should also include success measurements along the way so that students will know if they are reaching their goals and impacting or fixing their environmental problem, or if they need to adjust the plan.
Once teams have finalized their plan, they may want to present it to you, to other teams and/or to the community experts they’ve previously contacted. This may help them refine, adjust and improve their plan.

Tips:

Learn from the trials, mistakes and successes of others. Encourage students to learn what’s already been done to address or fix the problem, what’s worked and hasn’t worked, and what’s currently being planned.
Encourage students to get advice about solutions from those in the community. Good science is all about building on the ideas of others.
Success measurements should be appropriate for the change that students are trying to accomplish.
Teachers may want to review different types of scientific testing to help students identify the type of test that would be most appropriate for their solution.

Siemens We Can Change The World Challenge