MFC 2.0 Collaborative Project Question:
"How can we use natural resources to positively impact local communities?"
March 6th, 2020: MFC Cohort Day #1
New schools will introduce their communities and get to know the full-year classes. Industry professionals and community leaders will present their own experience solving community challenges and then give students feedback on their progress with rapid prototyping. Snow date March 10th.
May 11th, 2020: Final Presentations
Students will present their work to the cohort, industry professionals, and community members. A chance to celebrate and mingle will follow.
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.
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.
In May, students will present solutions to industry professionals and community audiences.
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 Pangia
New schools will be accepted in the 2020-2021 school year!
If you are interested, click the button below.
Understanding and defining local communities
Rapid prototyping solutions to community challenges
Rapid prototyping solutions to community challenges
Investigate economic, environmental, and social/cultural impact of solutions.
Present solutions to other schools and an audience of MFC Stakeholders.
Articulate a personal connection to the local natural resource economy, markets, and ecosystems.
Investigate complex issues facing forests, drawing upon a wide range of community resources both in and out of school.
Investigate emerging industries, technologies, and innovation.
Collaborate with other students, natural resource practitioners, researchers, policymakers, and other community resources to apply available information to their understanding of natural resource management.
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.
Understand and analyze the impacts of technology use on both the user and the targeted resource as it relates to the sustainability of both.
Problem solving with a variety of strategies based on information available.
Recognizing and making connections across multiple disciplines and learned information.
Creating and using multiple representations to organize, record, and communicate solutions to complex issues facing natural resources and natural resource economies.
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).
Using real world data to back up claims and counterclaims.
Become a self-directed and lifelong learner who recognizes the need for quality natural resource information and knowledge from many different sources.
Become a responsible and involved citizen who applies leadership skills to contemporary issues facing natural resource industries.
Become a clear and effective communicator who applies advocacy skills, including research, argumentation, and presentation skills.
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.
Become an integrative and informed thinker who gains and applies knowledge across natural resource disciplines and sources with and without technology.