There will be a ribbon cutting ceremony June 4 for an outdoor classroom designed and built by Beecher ninth graders (class of 2016) last year. The outdoor space is located in a previously unused area between the Moses Lacy Field House and Beecher Administration Building on the Beecher 9GA campus, 1020 W. Coldwater Road in Mt. Morris.

M’Lis Bartlett, a University of Michigan doctoral candidate in Landscape Architecture and Environmental Justice, led the design process with students and allowed the entire class to vote on what the final space would look like. This process included teaching students Beecher history and allowing them to explore the natural environment around the school. The classroom space also acts as an alternative lunch space and gives students and families a place to relax before basketball games.

During summer 2013, Carrera, a summer job placement program, hired some of the ninth graders to help transform the concrete space into a landscaped classroom which includes benches and tables made from urban Ash tree lumber and recycled pieces of concrete.

This year’s ninth graders (class of 2017) planted flowers and vegetables in the space. A retractable awning and water catchment barrel have also been installed.

The program was funded by the Ruth Mott Foundation, a University of Michigan Arts of Citizenship grant, and the Great Lakes Stewardship Initiative- Great Lakes Fishery Trust.

A reception and press conference will begin at 5 p.m. The ribbon cutting will take place at 5:45 p.m.

 

 

It was bright, sunny and one of those rare 35 degree Michigan winter days. It had the makings of a great day, and a great day it was.

We had once again been invited by our friends at Kings Karate Harvesting Earth Educational Farm to do some hard manual labor but also have fun. Arriving in greenhouse number two we swept up hay and dirt before our host arrived. It was an easy, simple job, but surprisingly a very dusty one.

Photo: Charles Simon

Photo: Charles Simon

photo: Charles Simon

photo: Charles Simon

When we finished we were covered in dirt and hay filled-dust. We learned two things: we were not properly dressed and dust tastes horrible.

We completed our first task and soon after were greeted by University of Michigan-Flint students, who we quickly became friends with, and our host Dora King. It only took five minutes before Dora had us deep in dirt and snow. It was during this time that work turned into fun and fun turned into long lasting friendships.

The work done by seven Beecher High School students and nine UM-Flint students never did feel like work. We moved old gardening tools and utensils. We raked, tilled, and made months of old soil ready for planting. Some of us even shoveled snow.

Photo: Charles Simon

Photo: Charles Simon

Of course we did all this, but that’s not to say we didn’t have the occasional student hollering at the site of earthly creatures. Worms and other earth dwellers reeled their heads as dirt was dug up. But we laughed and cracked jokes in the midst of learning about amount of value they held.

Amidst all this hard work was also fun. Beecher students took this opportunity to grill the University students on everything. What degree are you studying? How does your hometown compare to Flint? What is there to do on campus? Don’t think Beecher students were the only ones asking questions. The UM-Flint students were keen on asking how high school life was. What were the challenges they faced, and more what did they want to do after high school.

To the surprise of my students, it was revealed that I and one of the UM-Flint students were actually Beecher graduates. She graduated in 2009 while I graduated in 2007. To their amazement, we joked, laughed and reminisced about Beecher in the early 2000’s. This of course was not without my students making sure to remind us, of just how old we were.

Photo: Charles Simon

Photo: Charles Simon

If gardening could bring together total strangers and create lifelong friendships, I wonder what else can.

 

-Charles Simon

photo: Charles Simon

photo: Charles Simon

On a cold and cloudy Monday morning, twenty students from Beecher’s Ninth Grade Academy and five chaperones boarded a bus to the East Michigan Environmental Action Council (EMEAC) headquarters in Detroit, MI. These students, all ninth graders, took their first steps in becoming instruments of social change in the Beecher community. The bus drive was filled with teenage laughter, but also curious minds.

Through the University of Michigan-Flint University Outreach’s Discovering Place program, Beecher students have been beautifying their school grounds and becoming more environmentally active. With place-and-community-based education students are stepping away from traditional text-book instruction to become more socially involved in the Beecher community. Having had the opportunity to tackle social issues relative to their community, this was a trip to show them they are not alone in their endeavors and to think big even in small places.

When we arrived at EMEAC, we were greeted by Sonya Green or “Mama Sanaa” as she instructed us to call her. We followed her down hallways, through wide open rooms, and up several flights of stairs until we reached a small green, blue and yellow room. This storage room turned classroom, it was revealed to us, had never been used until now. These Beecher students had left their first mark.

In this room, we swapped introductions, and ate delicious sweet apples. We soon dived into a social justice video made by students in Boston, Massachusetts. Our eyes were glued to the screen.

photo: Charles Simon

photo: Charles Simon

Gun-shots and hip-hop music provided the sounds. Images of Boston students planting vegetables, selling food at farmers’ markets and making their communities a better place left us in amazement.

Following that, the BUCs got an opportunity to get an up close and hands-on experience with an aquaponic system. Excitement was present. Questions were rampant and feeding the tilapia, which provided nutrients for the basil, red peppers and oregano, took center stage. Underneath though, was a burning desire to have an aquaponic system stationed in Beecher.

But the folks at EMEAC saved the best for last. Spread across several tables, were paint and pieces of wooden boards with fish and ocean designs drawn on them. With nothing but a word the students took charge, collaborated in groups, and created some truly unique artwork. All of this, we were told, would be featured outside next to the aquaponic garden for all to see. For these twenty students, curiosity turned into action.

-Charles Simon

photo: Charles Simon

photo: Charles Simon

photo: Charles Simon

photo: Charles Simon

Snow underneath our boots and sneakers, gusty winds piercing through our layered clothing, and nineteen degree weather sounds intimidating to most. Not for nineteen Beecher Ninth Grade Academy students; it was their playground.

For several weeks these students had been exposed to various elements surrounding social and community engagement. King’s Karate Harvesting Earth Educational Farm was looking for young minds to assist in preparing their greenhouses for the winter season. These Discovering Place students, whom are sponsored by the University of Michigan – Flint Outreach office, heard the call and immediately took arms to help.

Inside greenhouse number two we were greeted by Master Dora King. We listened intently to instruction, and sipped on delicious homemade hot cocoa. With nineteen students and several adults we divided into three groups. Group one stayed inside to learn about compost and to spread it across the numerous vegetable gardens. Group two and three on the other hand were stationed outside.
These two groups braved the cold conditions to engage in: picking up trash, moving bundles of corn stalks, stacking wheel barrels, lumber and so much more. Master King’s husband, Grandmaster Jackie King, provided one impressive outside fire to warm up our bodies. It became evidently clear manual labor and cold weather was a non-issue.

photo: Charles Simon

photo: Charles Simon

As labor intensive as it was, it provided exciting and educational experiences. The students learned about the benefits of pine and how it was beneficial for breathing. Words such as fresh, natural and organic continued the tradition from our recent trip to Detroit. Master King shared a story regarding previous Beecher Ninth Grade Academy students who had helped in the construction of the very greenhouse we were standing in. She then spoke about the different fruit plants they were growing like strawberries and blueberries and why the top of the grapevines were covered with snow.

Lunch had finally arrived. Pizza, salad and water replenished our energy. This served as the vehicle to drop some very surprising news. With two hours scheduled for work, these youngsters blew through it in forty-five minutes. Master King revealed that without our help, it would have taken them several weeks to finish what was completed in less than an hour. Joyous celebration and a roaring applause engulfed the room.

photo: Charles Simon

photo: Charles Simon

But in true fashion, surprises are always left for the end. There was not just one surprise but two. The first being a joint collaboration with King Karate and the Beecher Ninth Grade Academy Supervisor Harold Ford to offer scholarships to the students to learn the ways of karate at the dojo.

The second surprise was another joint collaboration between Harvesting Earth and Discovering Place to construct a large scale aquaponics garden within greenhouse number two. It would be the first in the community and constructed by the students. Mouths were wide open, eyes grew enormous, and celebration erupted. For these nineteen ninth grade students, their legacy was growing.

-Charles Simon

photo: Charles Simon

photo: Charles Simon

A celebration dinner and networking event will be held at University of Michigan- Flint’s University Center in the Happenings Room January 15 from 5:30 – 8 p.m.

Kendrick Jones, Department of Theatre and Dance and executive director of Shop Floor Theatre Company, will give a presentation about his experiences with place-based education. He will discuss the work he and the theatre company have done during 2013 to engage youth in civic dialogue about their community. SFTC has worked with Beecher 9GA, Project Citizen Youth Perspectives, Building Neighborhood Power! and the Genesee Valley Regional Center.

The presentation will be followed by a question and answer session.

Dinner will be provided. There will also be a Parks in Focus photography exhibit on display.

Please RSVP for the free event by January 9 at www.tinyurl.com/celebration-dinner or email Leyla Sanker at lsanker@umflint.edu.

The event will be held in the Happenings Room at the Harding Mott University Center (400 Mill Street). Visit http://maps.umflint.edu for driving directions.

The celebration dinner is hosted by University of Michigan-Flint University Outreach and was made possible by generous support from the Great Lakes Stewardship Initiative.

 

 

As 2013 draws to a close, we are excited to announce the 2014 Discovering Place mini grant application: DP_mini grant application 2014

While most grants involve a competitive process, our grant process is designed not only to help support your projects as you get them off the ground, but to steep teams in the process of grant writing. Getting good at this vital skill means when you want to continue or expand your projects, you’ll have more options, since you’ll already be experienced in the grant-writing process.

Submission deadline is April 1, 2014.

 

The Next Generation Science Standards are currently being developed in collaboration between the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve with the aim of creating internationally-benchmarked, K-12 science curricula that will prepare students in all grades and across disciplines to pursue college and professional careers in the sciences.

The development of the Next Generation Science Standards is a two-step process that began with developing the Framework for K–12 Science Education, which is based on the most recent research on exemplary K-12 science curricula across grades and disciplines.

The second step in the process is marked by the development of the Next Generation Science Standards based on the Framework for K–12 Science Education. A key component of the development process is a multiple review process that encourages input from science education stakeholders, which will ensure that that the new standards reflect the very best science curricula that will prepare students for college and careers in the sciences.

The second public draft of the Next Generation Science Standards is currently available for public review. You can read the second public draft of the Next Generation Science Standards by topic or by Disciplinary Core Ideas according to the Framework for K-12 Science Education and provide feedback to developers by visiting the Next Generation Science Standards website.

The Placed-based education video series provides educators, community partners, and parents that are involved in the Discovering Place Place-based education (PBE) program access to online professional development workshops.

Michigan teachers can register – at no charge – to earn 0.4 State Board Continuing Education Units (SB-CEUs) for completing the series online, thanks to UM-Flint’s Office of Extended Learning.

The seven video series features David Sobel of the Center for Place-Based Education at Antioch New England Institute, and Jon Yoder from the Salem-Keizer School District and the Northwest Center for Sustainable Resources.  Sobel and Yoder are national consultants for the Great Lakes Stewardship Initiative, which sponsors the Discovering Place program and seven similar program hubs throughout Michigan.

The video series was made possible through a $20,000 grant by the Saginaw Bay Watershed Initiative Network and support from the Great Lakes Stewardship Initiative.

Place-based education video series topics include:

1. Principles of Place-Based Education (PBE)

2. Building School-Community Partnerships

3. PBE and Sustainable Communities

4. Designing Place-Based Education Projects and Activities (2-part segment)
a. Designing PBE Projects through Community Mapping
b. Designing PBE Projects with Student Voice and Choice, and the Earth Force Process)

5. Authentic Assessment of Student Achievement

6. Working Outdoors with Students

7. Connecting PBE to Curriculum Standards

To view the PBE video series and related resources, or learn how to earn SB-CEUs for completing the series, go to http://bit.ly/OlyQ32 or click on the link above.

The Fall 2012 issue of Flint Currents highlights the dedication and enthusiasm of two dynamic Discovering Place community partners, Dyanna Mitchell and Earma Cooper, and their work with teacher Shelly Roberts and Beecher’s Tucker Elementary school courtyard garden.

Cooper and Mitchell are among the Beecher Community Development Council members working for the local good.  They also belong to the Dailey Nolan Neighborhood Association, the Clean and Green program to maintain Genesee County Land Bank properties and a community garden.

Flint Currents also features Southwestern Academy teacher Linda Heck, who is working with her students to create an accessible outdoor classroom and garden where students with special needs can work with their fellow students on projects.

Heck’s love of science is the reason she started teaching, but she cites her life experience and expertise as the source of the compassion and practical wisdom that she shares with her students.

Flint Currents is a publication of Discovering Place, a regional hub of the Great Lakes Stewardship Initiative facilitated by University Outreach at the University of Michigan-Flint.

 

I don’t know about you, but as a middle-schooler with an attitude, I didn’t really get why I had to learn certain stuff.

Even in high school, I was leaning back in my chair asking, “Algebra? Really? How am I ever going to use this in real life?”

You’d think, now that my attitude’s better and all, that I could just simply hush up and do what I’m told without questioning why. While that happens on occasion, I still find that relevance makes a world of difference to me. I’ll bet relevance matters to you too.

For example:

  • I can more easily memorize a route when I’m the driver, not the passenger.
  • I understand what I’m reading when I know why it matters to me.
  • I’m better at coming up with a solution when I’ve experienced the problem.

See what I mean? Herein lies my love for place-based education, since PBE’s entire focus is on developing stewards by teaching youth through lessons that actually matter to them. When done right, it also helps ensure that improvements happening in a community originate with members of the community, instead of being externally imposed, which substantially improves the odds of positive change taking root for good.

I doubt that teachers would dispute the need for relevance in lesson plans, but that means taking teaching beyond the textbook. This can be messy. Depending on your comfort level in trying something new, it can be a little scary too.

That’s why we have added a page to this blog showing examples of place-based education.

Please explore these examples and lesson plans! Use them as inspiration to get started in place-based education!

Once you’ve tried out a PBE lesson, you can take it to the next level by finding out what matters to your students, then gearing lessons accordingly. Because we all tend to remember the right road when we’ve had a chance to sit in the driver’s seat.

– Elizabeth Lowe