Project-based learning (PBL) research is shown to improve students' higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum. Students were asked to identify ethanol-water combinations that yield basil plant extracts rich in hydroxycinnamic acids, with optimal ultraviolet screening capabilities. The project addressed an issue of health and environmental concern that students found appealing. Instructors provided handouts, literature search guidelines, and training. Individual students solved part of the PBL project; to achieve meaningful conclusions, students were compelled to collaborate. The learning goals were to gain experience in performing an efficient literature search, performing mathematical calculations, plotting informative and aesthetic graphs, identifying relations between theoretical concepts and experimental data, and presenting conclusions to a scientific audience. Feedback was obtained using a Student Assessment of their Learning Gains instrument. Students presented their research in local conferences. The PBL sequence concept, supplementing the traditional curriculum rather than replacing it, proved to be a successful active and inclusive teaching practice.