- How might you facilitate opportunities for students to recognize or learn about real needs within communities that they might be able to help? : Brainstorm "water" use from personal, family, school to neighborhood.
Have a list of websites to begin investigation into local water issues.
Divide into teams with similar interests.
Develop ideas within teams.
- 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? : Conducting "water hikes" within the school building, the school grounds and the neighborhood.
Discovering water use at their home and neighborhood.
Trip to the Grand River and parts of our watershed.
- Three guiding questions I might use to help my students begin their exploration and inquiry of our community are: : Reflect on the statement "Water is life."
What are the most important things in your life that you do that involve water?
What evidence between water and life have you observed within our school yard?
What responsibility do you have for the condition of water?
- How will you define the community you will work within OR how will you help your students define the community they will work within? : 6th: work with the local tree group
7th grade: Identify local farmers willing to work with 7th grade
8th grade: Wendy now with LGROW has been a long-time partner
Jessie with BNC has been a long-time partner
9th grade: Looking for local "political" minded partners to engage in the local politics of water.
- List three partners that you've researched our found near your school or in your community that may serve as a starting point for developing a strong community partnership. : LGROW
- 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 partners. : Need to connect with Ham Farms, Urban Forest and DEQ.
Looking for "experts" within the organizations that would want to partner with us.
- What types of experiences do you anticipate using to help your students cultivate empathy and connection to your theme or topic during your project? : Use the first lesson from the tool kit to develop a good space for all- answering the question: How do you want to feel in this classroom? ....
Do some role-playing
- What is the theme or topic you will use to begin content and project integration? : Human impact on the Lower Grand River Watershed.
- Understanding that things may change as you proceed with your project planning and implementation, List three to five standards you are required to teach in your course/classroom that will integrate into your place-based education project. : ELA
Science: water cycle, photosynthesis, watershed, classification, water use
- What methods will you undertake to integrate student assessment (formative and/or summative) into the place-based education experience? : tree leaf collection, plant growing projects and watershed models
- 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. :
- 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? :
- 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 - November). :