We focus on three to five 6-7 week expeditions during a school year, with time between expeditions used to reflect, refine, and celebrate discoveries and accomplishments. Our students share what they’ve learned with others using posters, PowerPoint presentations, plays, film, art, video, articles, photographs, reports, etc. Teachers and students use this time to discuss skills and concepts developed during a project, and to collaborate on planning the next expedition.

We both require and encourage student input about upcoming topics of study. Students then help with the preparation for each expedition, including identifying resources, and researching possible field experiences. During this fallow phase between expeditions, students and teachers reflect upon and assess skills and concepts developed during the previous expedition. These assessments and reflections help us identify themes, skills, topics, questions, problems, and concepts to be targeted in the next expedition. Because our students will transition to a variety of other schools after eighth grade, we also focus on developing test-taking skills and strategies within the context of our expeditions.

Our year is divided into three trimesters. Each trimester is divided into one or two expeditions, each of which features a specific curricular focus. Past expeditions have included:

• Youth Enterprise Zone -Students design, create and market products for the Common Ground Fair

• Energy and Emerging Technologies - Solar, wind and geothermal energy options - with visits to scientific facilities, interviews with experts, models, and experiments.

• Prehistory in New England - An examination of the Paleolithic people of the Maine coast, in collaboration with the Maine Archeological Society, the LC Bates Museum, and the University of Southern Maine. Included a study of worldwide myths and religions.

• The Water Crisis -The effect of water sources on the development of human societies, a study of fresh and salt-water habitats and issues related to water and water use.

• Weather & Climate Change - In collaboration with the Gulf of Maine Research Institute, tracking ocean changes including salinity, migrating ice caps, and rising coastal waters. Creation of a student summit on climate change with invitations extended to area schools.

• Community Service and the Goods Industry - An in-depth study of the goods industry, examining the concept of basic needs with a focus on traditional furniture making in Maine, culminating in a community service project involving building and filling bookcases for organizations that serve children

• Clothing the World - Who makes our clothes, what are they made of, and what is their environmental and human impact? How to create a plant or animal derived bioregional garment.

• World Societies and Government - Students learn about the structure of local and state government and visit the state house to observe the making of laws that concern energy or civil issues considered important to the health of communities.

• Land, Sea, and Farming - A student-conducted impact study involving land use and ocean fisheries of Maine, past and present, and an examination of traditional fish farming and cultivation operations.

• Archeology of New England - In collaboration with the Maine Archaeological Society and the Maine Historical Society. Students trace the history of an abandoned farmhouse foundation, using town records and primary sources and map the boundaries of the farmstead, originally granted by King George.