Turning Students into Product Development Chemists? Magic of Project-Based Learning PBL

Project-Based Learning (PBL) has a unique power: it makes learning come alive. It transforms abstract standards into essential tools for solving real problems. I recently experienced this firsthand while collaborating with educators Mary Kate Burke, Matt Kish, and Sean Smith on a Grade 5 science unit rooted in the Next Generation Science Standards (NGSS).

The Challenge: Hand Sanitizer Shortages 

We started with a real-world problem. During a time of panic buying and empty shelves, we posed a driving question to our students: “How might we create our own hand sanitizer for our classmates due to shortages?”

This wasn’t just about mixing chemicals. It was about becoming product development chemists. By framing the unit this way, we created a learning narrative — a story where the students were the heroes and the science standards were the tools they needed to succeed.

Empathy & Design Thinking 

Before mixing anything, students needed to understand their “customers.” We used Design Thinking, starting with empathy interviews. I modeled this by interviewing a teacher, Mr. Kish, to uncover his family’s specific needs (e.g., navigating crowds with a stroller, needing one-handed access).

Students then interviewed each other, using sticky notes to document insights and asking “Why?” to dig deeper. They defined problem statements, realizing that a good product isn’t just about the liquid inside — it’s about how it’s used.

The Science: Matter & Reactions 

To actually create the product, students had to investigate the core science questions:

• What is hand sanitizer made of? (Leading to lessons on matter and particles).

• How do we create it? (Leading to investigations on chemical reactions).

Students calculated ratios of aloe vera, distilled water, and isopropyl alcohol, applying math skills in a tangible context. They measured, mixed, and observed conservation of mass in real-time.

By providing a real-world context, we shifted the focus from compliance to curiosity. Students weren’t asking, “Why do we need to learn this?” They were asking, “How much alcohol do we need to make this safe?”

That is the magic of PBL. It turns students into creators.

Special thanks to the Grade 5 team and our amazing students for making this happen!