School: Olathe Northwest High School
Class: Honors Biology
Instructor: Erican Cohan
Client: Alzheimer’s Association
Problem: How can we help adolescents better understand Alzheimer’s disease and develop healthy coping strategies if they or someone they love is affected?
Summary
This Honors Biology project at Olathe Northwest High School was created in collaboration with the Alzheimer’s Association to help students explore both the biological basis of Alzheimer’s disease and its emotional impact on individuals and families. The project challenged students to combine scientific research with community outreach. Students were supported by SMEs, from the Alzheimer’s Association. They conducted in-depth research using vetted scientific and mental health resources to ensure both accuracy and impact.
Student groups developed a wide range of creative final products, including:
- A children’s book
- A board game
- A song and music video
- A series of PSA-style educational videos
- Informational brochures and pamphlets
All projects were showcased at a public community event held at Olathe Northwest, where the Alzheimer’s Association was in attendance. The organization is currently reviewing the student work to assess how it might be used or distributed more broadly to educate and support others impacted by Alzheimer’s disease.
Takeaways
Successes included student engagement, creativity, and the meaningful connection to a real-world health issue that affects many families. Students took pride in their work, especially knowing it could have a real impact.
Barriers included the usual challenges of group dynamics and time management. A few groups struggled with quality and follow-through despite ample in-class work time, and this served as a learning opportunity about accountability and meeting professional expectations.
Advice
Pick a community partner with a real stake in the work—it motivates students to take the project seriously.
Build in checkpoints for feedback and accountability so that groups stay on track.
Be flexible and expect a range of outcomes. Not every product will be perfect, but the process can be just as powerful as the result.
Let students lead, but don’t disappear. Offer enough structure to guide them while giving them room to explore and problem-solve creatively.
Finally—celebrate their work publicly. Knowing their efforts will be showcased raises the bar and validates their learning.
Standards/Learning Targets
Focused on how Alzheimer’s affects the brain, and we used HS-LS1-1