Project Planning with Students

The issue you identified should be broad and have room for multiple solutions.

Issue: invasive spotted knapweed needs to be pulled at a local park (this issue is too narrow, but this action item could be incorporated into your solution)

Issue: a lack of native plant biodiversity at a local park (this issue is broad and several action items can be identified)

Give students time to research potential solutions with a reminder to evaluate the source of the information and to cite their sources. Wikipedia is a compilation of information that can be a useful starting point but not an ending point and a reminder for them that....

Not everything you read on internet is real. 🧐

As a class, develop a list of possible solutions for the issue you IDed.

All ideas are good ideas!

<-- Setting S.M.A.R.T. goals will ensure that all possible solutions take into account the budget, timeline, community and partner considerations. Unique circumstances (COVID-19) should also be considered when determining the feasability of a project.

Using the above criteria and a tool like the 📚Yoder Stoplight Evaluation Tool , determine which solutions get the "green light" for further consideration.

👥Allow community partners the opportunity to share their priorities, funding potential, and other information they have that might impact the projects. You will want a solution that meet both your needs and the needs of the community.

Allowing your students to determine the democratic process (anonymous vote, debating, etc.) by which they will select their solution(s) gives them agency and ownership of the project. 👥If voting, consider including your community partners in the process.

<--A SWOT analysis is another great tool for students to use to determine if their solutions are strong and relevant.

Each solution may include multiple action items. If the issue is a lack of plant biodiversity at the park, as part of the solution some actions items could include:

• Growing native plants from seed in the classroom/greenhouse

• Removing invasive by hand or herbicide application by community partner

• Planting native plants at the park

• Creating interpretive signage about native plants and their importance

• Installing bee hotels to encourage pollinators

So wait, which one of these planning components comes first? Do we create our budget, then our timeline? Or communication plan, then budget?

Answer: however best works for your class and project.

Consider dividing students into groups to manage each of the planning components. Communication among groups is KEY.