MFC 2.0 Collaborative Project Question:
"How can we use natural resources to positively impact local communities?"

UPCOMING EVENTS 

 

Final Presentations

With the current pandemic, and school out of session, progress is on pause for the moment.  We are working with each school to develop a plan for moving forward virtually, which will probably vary by school.  Our main goal right now is to keep our staff and everyone we work with healthy. For this reason, the Final Presentations, originally set for May 11th are on hold.  As project work moves online, we will be asking students to reach out to their communities and to State-wide professionals to help move these amazing solutions forward.  Please reach out if you have ideas about any particular project, and we will keep you posted on progress throughout the Spring.

 

PAST EVENTS

 

October 17th, 2019:  Teacher Workshop

Teachers will prepare for the Unit Two Rapid Prototyping design process.

November 6th, 2019:  MFC Cohort Day #1

Augusta State House

Students introduced their communities, identified challenges in Maine and learned about the process of rapid prototyping as a method to create solutions to these challenges.

 

March 6th, 2020: MFC Cohort Day #2

The University of Maine, Orono

New schools were introduced to the cohort and the day provided students with a platform to share and get feedback on, their selected challenges with natural resources professionals.

CURRENT SCHOOL PARTNERS 

 

Buckfield Jr./Sr. High School, Buckfield

Environmental Science Class taught by Caleb McNaughton

 

Forest Hills School, Jackman

English Class taught by Rae Wren

 

Greenville Consolidated School, Greenville

Environmental Science Class taught by Selena Tardif and Dawna Blackstone

Telstar High School, Bethel

Environmental Science class taught by Elke Blauss

Mt. Abram High School, Strong

Environmental Science class taught by Brandy Tanner

Piscataquis High School, Guilford

Maine Forest Collaborative class taught by Stephanie Kimball

 

 

New schools will be accepted in the 2020-2021 school year!

If you are interested, click the button below.

THE CURRICULUM

 

🌲UNIT ONE

Understanding and defining local communities

 

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🌲UNIT TWO

Rapid prototyping solutions to community challenges

 

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🌲UNIT THREE

Rapid prototyping solutions to community challenges

PROJECT NARRATIVE 

For this project, students will investigate how natural resource use has, is and could positively impact local communities, guided by the overarching question “How can we use natural resources to positively impact local communities?”  

Students will learn about sustainable communities, define their local region and invite community partners to collaboratively explore the history of natural resource use and ownership in their region, investigate current natural resource use, and imagine ways local communities have, are and could use forests to impact financial, social/cultural and environmental dimensions of their regions.  Students will collect qualitative and quantitative data to create a local map, identify challenges within their communities, and develop solutions to these challenges through the rapid prototyping and design process.

STUDENT OUTCOMES

 

PRoject OUTCOMES
Process OUTCOMES
Guiding
Principals
  1. Articulate a personal connection to the local natural resource economy, markets, and ecosystems.

  2. Investigate complex issues facing forests, drawing upon a wide range of community resources both in and out of school.

  3. Investigate emerging industries, technologies, and innovation.

  4. Collaborate with other students, natural resource practitioners, researchers, policymakers, and other community resources to apply available information to their understanding of natural resource management.

  5. Use a design process to create a solution to a challenge in a natural resource context based on application of current, adopted, or new technology.

  6. Understand and analyze the impacts of technology use on both the user and the targeted resource as it relates to the sustainability of both.

  1. Problem solving with a variety of strategies based on information available.

  2. Recognizing and making connections across multiple disciplines and learned information.

  3. Creating and using multiple representations to organize, record, and communicate solutions to complex issues facing natural resources and natural resource economies.

  4. Communicating findings with well developed claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. (CCSS.ELA - Literacy.W.11 - 12.1.b).

  5. Using real world data to back up claims and counterclaims.

  1. Become a self-directed and lifelong learner who recognizes the need for quality natural resource information and knowledge from many different sources.

  2. Become a responsible and involved citizen who applies leadership skills to contemporary issues facing natural resource industries.

  3. Become a clear and effective communicator who applies advocacy skills, including research, argumentation, and presentation skills.

  4. Become a creative and practical problem solver who applies goal setting and problem-solving skills in novel situations in collaboration with other students, natural resource practitioners, research, policymakers, and other community resources.

  5. Become an integrative and informed thinker who gains and applies knowledge across natural resource disciplines and sources with and without technology.

© 2016 by Rural Aspirations Project

Photos taken in Central Maine,  courtesy of Isaiah Soll