Recent science education reform efforts for adolescents have attempted to engage students in science by using project-based instruction (Rivet and Krajcik 2008). The features of project-based learning (PBL) are consistent with the learning needs of many types of students and hold promise as an effective tool for teaching complex topics such as environmental issues. The goal for this project-based waste management unit is to help teachers improve students’ understanding of their local environment through a relevant, inquiry-based approach.