How might you facilitate opportunities for students to recognize or learn about real needs within communities that they might be able to help? :
What unique places, activities, field trips, or investigations might you use to engage your students in new content or unexpected discoveries that will help them connect to your theme, topic, or project? :
Three guiding questions I might use to help my students begin their exploration and inquiry of our community are: :
Module 2 (Communities/Partner). How will you define the community you will work within OR how will you help your students define the community they will work within? : We will be working within our school community this year. Students will discover the need for native plantings when they do a walk through on our campus.
Module 2 (Communities/Partner). List three (3) partners that you've researched or found near your school or in your community that may serve as a starting point for developing a strong community partnership. :
Module 2 (Communities/Partner). Considering the partners you've selected, what improvements might each individual or organization provide to your school or project? List at least one possibility for each of the three (3) partners. :
Module 3 (Empathy/Connect). What types of experiences do you anticipate using to help your students cultivate empathy and connection to your theme or topic during your project? : Our topic is on nonpoint source pollution. We are first reading the book Long Walk to Water to get students to begin the understanding of how lucky we are to have water readily available. Students then carry Geri jugs for a couple of days to understand how others live. The will then carry jugs of water that they empty as the "use" throughout the day.
Module 4 (Content/Integrate). What is the theme or topic you will use to begin content and project integration? : nonpoint source pollution
Module 4 (Content/Integrate). Understanding that things may change as you proceed with your project planning and implementation... list three (3) to five (5) standards you are required to teach in your course/classroom that you will integrate into your place-based education project. :
Module 4 (Content/Integrate). What methods will you undertake to integrate student assessment (formative and/or summative) into the place-based education experience? : Students write in journals about their experiences
We do visual thinking routines that show what students used to think vs. what they think now.
Module 5 (Energy/Act). How do you plan to involve students in determining the "act of service" for your project? Describe specific steps or action items you will undertake to ensure democratic or criteria-based decision making is utilized. :
Module 5 (Energy/Act). Which project management tool will you consider using to guide your class through the steps necessary to complete your "act of service?" Why did you choose this resource? :
Module 5 (Energy/Act). By highlighting significant milestones or goals, explain the approximate timeline of when you expect to introduce, implement, and complete your project. Provide the month in which you anticipate beginning your project and the month you anticipate completing your project (e.g. September - January). :
Module 6 (Report/Reflect). Which ideas for reflection will you use to help your students reflect on their place-based education experience (we encourage you to consider at least three different methods)? When do you plan to use each tool? :
Module 6 (Report/Reflect). How will you inform other students, teachers, parents, and community members about the efforts and results of your work? Describe methods you will use for each audience you plan to engage. :
Module 6 (Report/Reflect). How will you provide an authentic audience for students to report the results of their project? Who might you include in this audience? :