Place-Based Stewardship Education 101
Here is the PBSE Project Planning Form participants completed for the 2021 Summer Institute. Make a copy to develop your own PBSE project plan!
Introducing: Place-Based Stewardship Education
Introducing: Place-Based Stewardship Education
What is Place-Based Stewardship Education?
What is Place-Based Stewardship Education?
Where did it originate?
Where did it originate?
Learn more by watching this video--->
Learn more by watching this video--->
RESOURCE: The slides from the video can be found below under "Supplementary Resources."
The Northeast Michigan Great Lake Stewardship Initiative's 3-Strategy System to Supporting Place-Based Stewardship Education
The Northeast Michigan Great Lake Stewardship Initiative's 3-Strategy System to Supporting Place-Based Stewardship Education
#1 Hands-On, Community Focused Student Learning
#1 Hands-On, Community Focused Student Learning
#2 Sustained Professional Learning Opportunities for Teachers
#2 Sustained Professional Learning Opportunities for Teachers
#3 Fostering School-Community Partnerships
#3 Fostering School-Community Partnerships
CPR for the health of PBSE
CPR for the health of PBSE
Content: What is your PBSE project? What issue or opportunity is it addressing?
Process: How will your students carry out the PBSE project? What tools and skills will they develop during this project? What methods will they use to communicate and collaborate with each other and their community partners?
Relationship: How will your community partner be involved in your PBSE project? How will you build a relationship with them? How will you sustain that relationship after the project?
Principles for Exemplary Place-Based Stewardship Education
Principles for Exemplary Place-Based Stewardship Education
Copy of PBSE Guiding Principles.pdfThe Backbone of PBSE
The Backbone of PBSE
Co-developed by the Great Lakes Stewardship Initiative hubs throughout Michigan, these principles are a set of best practices to help guide your PBSE efforts. On your project planning form, each section is aligned with a principle. The principles are here to help you :
Co-developed by the Great Lakes Stewardship Initiative hubs throughout Michigan, these principles are a set of best practices to help guide your PBSE efforts. On your project planning form, each section is aligned with a principle. The principles are here to help you :
(1) Connect With Your Community
(1) Connect With Your Community
(2) Embrace PBSE Teaching and Learning
(2) Embrace PBSE Teaching and Learning
(3) Deepen the Impact of PBSE
(3) Deepen the Impact of PBSE
(4) Elevate Youth Voice
(4) Elevate Youth Voice
Principle 1: Situate environmental learning and stewardship in the places students live, grow, and play.
Principle 1: Situate environmental learning and stewardship in the places students live, grow, and play.
Principle 2: Equip students to understand how humans affect and are affected by the natural environment
Principle 2: Equip students to understand how humans affect and are affected by the natural environment
Principles 1 and 2 help examine the connection of PBSE to our communities and to the core environmental concepts and issue within our communities.
Principles 1 and 2 help examine the connection of PBSE to our communities and to the core environmental concepts and issue within our communities.
Copy of Ella White Elementary Case Study.pdfPBSE Case Studies
PBSE Case Studies
Alpena Case Study // Au Gres Case Study
Alpena Case Study // Au Gres Case Study
Get inspired! Use these student project case studies to think about water-connected issues and opportunities in your own community.
Get inspired! Use these student project case studies to think about water-connected issues and opportunities in your own community.
If you see a project where you would like additional resources, please contact Meag Schwartz (meag.nemiglsi@gmail.com)
Community as a Context for Learning
Community as a Context for Learning
The lessons below from "Community as a Context for Learning" are a great launch point for your students to start thinking about areas where they can make a difference in the community and who can help surround and support them in their work. The complete resource is linked in the supplemental resources at the bottom of the page.
The lessons below from "Community as a Context for Learning" are a great launch point for your students to start thinking about areas where they can make a difference in the community and who can help surround and support them in their work. The complete resource is linked in the supplemental resources at the bottom of the page.
RESOURCE: Lesson 1: Community Brainstorming
RESOURCE: Lesson 6: Governance in the Community
RESOURCE: Lesson 15: Identifying Opportunities in Your Community
RESOURCE: These Indigenous STEAM Water Storydrawing and Water Listening lessons are great place-making tools and can help students communicate about their relationship with water and further understand its importance in their lives.
RESOURCE: These Indigenous STEAM Water Storydrawing and Water Listening lessons are great place-making tools and can help students communicate about their relationship with water and further understand its importance in their lives.
This 23 minute video includes questioning strategies to use with students and examples of our role as facilitators of PBSE. Here is a link to the BEETLES project "Questioning Strategies" resource page.
This 23 minute video includes questioning strategies to use with students and examples of our role as facilitators of PBSE. Here is a link to the BEETLES project "Questioning Strategies" resource page.
Principle 3(a-e) focuses on doing: reading, writing, communicating, math, science and social studies. PBSE is engaging students in experiential hands-on, inquiry-based, cross-curricular learning using issues in their community.
Principle 3(a-e) focuses on doing: reading, writing, communicating, math, science and social studies. PBSE is engaging students in experiential hands-on, inquiry-based, cross-curricular learning using issues in their community.
Principle 3: Build your PBSE effort out of rigorous experiential learning, support it with appropriate teaching practices, and integrate it into local educational system.
Principle 3: Build your PBSE effort out of rigorous experiential learning, support it with appropriate teaching practices, and integrate it into local educational system.
3a: Rely on hands-on, inquiry-based experiential teaching and learning.
3a: Rely on hands-on, inquiry-based experiential teaching and learning.
3b: Teach students to draw on multiple disciplines and ways of knowing as they consider and take action on local stewardship needs.
3b: Teach students to draw on multiple disciplines and ways of knowing as they consider and take action on local stewardship needs.
3c: Include assessments for learning as well as assessments that generate evidence of learning.
3c: Include assessments for learning as well as assessments that generate evidence of learning.
3d: Establish clear but flexible learning goals that relate to robust standards for student achievement.
3d: Establish clear but flexible learning goals that relate to robust standards for student achievement.
3e: Use PBSE to inform, enhance, and support school building and district priorities.
3e: Use PBSE to inform, enhance, and support school building and district priorities.
Michigan Dept of Education Standards
Michigan Dept of Education Standards
Scan the Michigan Department of Education Characteristics of Career and College Ready Students looking for ways the PBSE teaching aligns with these characteristics.
Scan the Michigan Department of Education Characteristics of Career and College Ready Students looking for ways the PBSE teaching aligns with these characteristics.
What elements of a project could incorporate math, art, social studies, writing, reading, and science?
What elements of a project could incorporate math, art, social studies, writing, reading, and science?
Characteristics_of_Career_and_College_Ready_Students_ADA_514673_7.pdf
Principles 4-6 provide strategies to strengthen school-community partnerships, include multiple learning experiences over the school year and generate real benefits for the community and environment, all of which deepen the impact of your place-based stewardship education efforts.
Principles 4-6 provide strategies to strengthen school-community partnerships, include multiple learning experiences over the school year and generate real benefits for the community and environment, all of which deepen the impact of your place-based stewardship education efforts.
Principle 4: Cultivate collaborative, mutually beneficial school-community partnerships.
Principle 4: Cultivate collaborative, mutually beneficial school-community partnerships.
Principle 5: Explore local environmental issues over a period of weeks or months, with time allocated to inquiry cycle and relationship development, and offer opportunities to repeat the process over the years of schooling.
Principle 5: Explore local environmental issues over a period of weeks or months, with time allocated to inquiry cycle and relationship development, and offer opportunities to repeat the process over the years of schooling.
Principle 6: Deliver meaningful benefits to local environment and the community through PBSE.
Principle 6: Deliver meaningful benefits to local environment and the community through PBSE.
When schools and communities work together they produce powerful partnerships that are beneficial to all.
When schools and communities work together they produce powerful partnerships that are beneficial to all.
PBSE Rubric.pdfUsing the Rubric for Exemplary PBSE
Using the Rubric for Exemplary PBSE
The Rubric for Exemplar Place-based Stewardship Education is a tool to help enhance your PBSE efforts.
The Rubric for Exemplar Place-based Stewardship Education is a tool to help enhance your PBSE efforts.
We encourage you to think about your upcoming/ongoing PBSE project (or use a case study if needed), then select one principle, follow across the rubric for that principle and consider how you could enhance future efforts.
We encourage you to think about your upcoming/ongoing PBSE project (or use a case study if needed), then select one principle, follow across the rubric for that principle and consider how you could enhance future efforts.
Principle 7: Cultivate student voice and involve students in democratic practices throughout the course of a PBSE effort.
Principle 7: Cultivate student voice and involve students in democratic practices throughout the course of a PBSE effort.
Principle 8: Use deliberate processes to identify and consider multiple perspectives regarding a stewardship issue or project.
Principle 8: Use deliberate processes to identify and consider multiple perspectives regarding a stewardship issue or project.
Principle 9: Incorporate opportunities for students to develop and clarify their personal values related to nature and community, and to develop the social competencies essential to stewardship.
Principle 9: Incorporate opportunities for students to develop and clarify their personal values related to nature and community, and to develop the social competencies essential to stewardship.
Principle 10: Support and enable the visible, meaningful participation of students in the community’s public discourse
Principle 10: Support and enable the visible, meaningful participation of students in the community’s public discourse
WATCH: Thunder Bay Jr. High students present their beach cleanup findings at a City Council meeting to help educate and enact change. >>
WATCH: Thunder Bay Jr. High students present their beach cleanup findings at a City Council meeting to help educate and enact change. >>
Supplementary Resources
Supplementary Resources
Copy of PBSE Guiding Principles.pdfCopy of PBSE Guiding Principles Cheat Sheet.pdfCopy of PBSE Rubric.pdf
Peabody -- Place-Based Stewardship Education: Nurturing Aspirations to Protect the Rural Commons
NSTA -- Place-Based Education: Connecting to STEM Learning Experiences
Engaging Youth in Great Lakes Stewardship through School-Community Partnerships and PBSE Practices
CommunityasContextforLearning.pdfEducators Guide to Program Development in Natural Resources.pdfEducator's Guide to Program Development in Natural Resouces
Connecting Classrooms to the Community.pdf