This document outlines place-based learning activities for a high school biology class. It includes literature supporting place-based education and how it develops self-confidence through hands-on experiences. The activities have students map and share their home places, keep nature journals throughout the year, study succession in local forests, compare phyla in collections, conduct fire safety home inspections, sample and identify microbes, and dissect native species. Formative assessments focus on literacy and documenting learning. Future plans include using a local ecology site and community service after rebuilding.

1. Place-Based
Learning in High
School Science
Carrie Given
ED681
Biology Class

2. Literature Review
 “The attention to experience
in place-based education
locates its pedagogy in the
broader traditions of
experiential and contextual
education and in the
philosophical tradition of
phenomenology. Places, and
our relationships to them, are
worthy of our attention
because places are powerfully
pedagogical.” (Gruenewald &
Smith, 2010, p.143)
 “The whole thinking about
happiness (and maturity) is
that these qualities come
from actually doing things.
Creating. Exploring. Being
independent. The catch
phrase is self-mastery, and
you’ll note that this term
and self-confidence and
self-esteem all start with
self, not parent-assisted…”
(Skenazy, 2009, p.xx).

3. • Students will create a map that
illustrates their home place.
• Students will share their maps on
videotape, to be shown at an academic
night, science fair or to the elementary
students (dependent on planning).
• Explain, using examples, how progress is related
to what is happening in society. SE1.1[10]
• Research a current problem, and identify
possible solutions, then evaluate the impact.
SE3.1[10]
Students will become more aware of their homes,
and able to share those homes with others.
Mapping Your Place

4. Sample videos of 2 minute
recordings students made for
presentation to the elementary
students and at the Awards
Banquet in May.
Mapping Your
Place

5. Explore ecological
relationships, and analyze
the potential impacts of
changes within an
ecosystem. SC3.2[10-11]
Ask questions, predict,
observe, describe, measure,
classify, make
generalizations, analyze
data, develop models, infer
and communicate in
scientific methods. SA1.1[10]
Write routinely over extended
time frames (time for reflection
and revision) and shorter time
frames (a single sitting or a day
or two) for a range of discipline-
specific tasks, purposes, and
audiences. W.RW.10[9-12]
Nature Journals All Year Long

6. Succession in the Boreal Forest
• Identify dynamic factors that affect population size and explain ecological
relationships. SC3.2[10] and SC3.3[9]
• Students will be able to diagram the input of energy for an ecosystem. SC3.3[9]
• Write informative/explanatory texts, including the narration of historical
events, science procedures and experiments, or technical processes. W.T.T.11-12.2

7. Collections
•Students will compare the characteristics of phyla/divisions in kingdoms. SC2.1[9]
•Conduct short as well as more sustained research projects to answer a question,
demonstrating understanding of the subject under investigation. W.RB.7[9-12]

8. Fire Safety Home Inspection
Can students be a resource for community
outreach and problem-solving?
• Research a current problem, and
identify possible solutions, then
evaluate the impact. SE3.1[10]
• Students will be able to evaluate
properties for fire safety, and
justify their ratings.
• Students will share their ratings
with the property owners.

9. Explore ecological relationships,
and analyze the potential
impacts of changes within an
ecosystem. SC3.2[10-11]
Collect field samples of living
organisms.
Create wet-mount slides of
living organisms and then
utilize resources to attempt
identification of the organisms
examined.
Compare various sample
collection sites and determine if
there are differences in habitat,
density, ecology, etc.
Microbes Sampling Fall and Spring Comparison

10. Written
Assessment
Every 2-3 weeks
Literacy focus
Document Learning

11. Future Efforts
Dissections of native species
Blackfish Lake Ecology Site
Community Service Efforts after rebuilding