Project-based learning (PBL) in the science classroom provides an opportunity for students to investigate socioscientific issues that are current, authentic, and relevant. In a typical PBL unit, the teacher designs a narrative plan and acts as a facilitator who helps gather and organize student ideas. The framework of the Next Generation Science Standards (NGSS) states that science content be covered deeply and position students in authentic roles as scientists whenever possible (NGSS Lead States 2013). In high school, the NGSS engineering performance expectations require students to solve problems that are global in nature, while considering potential constraints that connect to culture and the environment. The biology PBL unit described here was developed by two science educators during a professional development experience in Madagascar with the Global Exploration for Educators Organization (GEEO). During travel across the island nation of Madagascar photos, videos, artifacts, and recorded personal stories were collected that assisted these educators in the construction of this unit.