- Module 1 (Investigate/Explore). How might you facilitate opportunities for students to recognize or learn about real needs within communities that they might be able to help? : Students will be introduced to local foods, local farming practices, and the boundaries of our watershed.
- Module 1 (Investigate/Explore). 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? : Students will be visiting the Fulton Street Farmer's Market; small, medium, and large MEAEP certified farms; Blandford CSA; investigating the history of Blandford Nature from agricultural to current use; creation of a whole foods, educational cookbook; food sampling experiences with whole food recipes.
- Module 1 (Investigate/Explore). Three guiding questions I might use to help my students begin their exploration and inquiry of our community are: : 1) How do we effect our watershed?
2) How do humans the land in our watershed?
3) How do our eating habits effect our watershed?
- 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? : It will be defined by our watershed and our interviews with the local farmers (students will be mapping where the farms are located in the area).
- 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. : - Blandford Nature Center
- Grand Valley Metro Council
- Fulton Street Farmers Market
- 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. : - Blandford Nature Center - expertise in historical, and current, land use at the Nature Center
- Grand Valley Metro Council - facilitating farms trips to MEAEP Certified farms
- Fulton Street Farmers Market - opportunities for farmer interviews and future interactions for our food conference
- 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? : Interviewing, talking, and hearing from a variety of farmers, and farm workers, will make very real connections for students. Hearing farmers talk about the struggles they face in order to economically, and environmentally, sustain themselves will help to develop empathy.
- Module 4 (Content/Integrate). What is the theme or topic you will use to begin content and project integration? : The theme is land use in our watershed. This will evolve into their ecological footprint and food practices/uses. These topics will be crossed between e-lab and 7th grade ELA.
- 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. : Science):
English Language Arts:
CCSS.ELA-LITERACY.W.7.2; CCSS.ELA-LITERACY.W.7.4; CCSS.ELA-LITERACY.W.7.8
- Module 4 (Content/Integrate). What methods will you undertake to integrate student assessment (formative and/or summative) into the place-based education experience? : Students will have a variety of ways they will be assessed. They will be publishing their recipes in a 7th grade educational cookbook. Students will be presenting their findings at the Food Symposium held at our school. They will also be completing a variety of small formative assessments while on the various field trips.
- 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. : Students will be determining how the Food Symposium will look, operate, be advertised, the purpose, etc. Students will select different committees they want to be involved in for the Symposium (logistics, advertising, station help, demonstrating, etc.) and will be in charge of those specific areas. Teachers will oversee and help them stick to timelines and check for overall quality of product. Teachers will also help to make sure that within each committee, all student voices are being heard and that committees are kept accountable to the class for high quality and full participation.
- 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? : We need help understanding what you are looking for in this area.
- 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). : Start: September
October - Farmer\'s Market and BNC Garden trips
November - Farms visits (MEAEP certified) and BNC historical tour
November-February - food testing and data collecting for recipes
End: April during Earth Week (Food Symposium)