Political Biology

Source: josiahandfriends.wordpress.com

Source: josiahandfriends.wordpress.com

Today I’m sharing another one of my quarter projects, meaning my kids work on it once a week for 9 weeks. I really like this one because it gives the students the freedom to dive into a topic that they really are interested in. It requires them to find out what is happening in the real world and decide for themselves what the best solution is.

Each student chooses a biological topic (ie. global warming, animal conservation, organic foods) and then researches political connections. The end product is a letter to a politician explaining what the problem is and what they feel the government should (or should not) do about it. In some cases, the government is not involved at all but the students can take the side that it should be! They can disagree or agree with what is already being done (which means they have to actually know what is going on). Here’s the student instructions and research questions: Politician letter   I’ve done this project with my freshmen bio and with my upperclassmen bio 2, so there are modifications for both levels. My freshmen all write to President Obama. My upperclassmen have to choose their own politician (anyone but Obama).  They edit each other’s letters, and then I edit again if needed. I do actually mail their letters (well, the ones that meet all the criteria). We always get a response from the White House (though it takes a few months). I post the letter in my room, and the kids really get a kick out of it. Some of the other politicians will respond as well, and I give those letters to the student who wrote them.

Here’s what’s great about this project:

-They have to think for themselves. They can’t defend their solution with “my parents say”. We also do a discussion day where they tell the class their problem and solution, and then the class gets to ask questions to make them strengthen their defense.

-Writing a letter that will actually be sent gets them to put in more effort. It gives the whole project a purpose beyond “it’s good to know”. It does make them feel important and show them their opinion is valued.

-It’s great way to teach about credible sources and even bring in primary literature if your students are ready for it!

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