Criteria 1: Environmental Issue Instruction
Totem Poles and Celebrating Native American Heritage Using recycled materials
Kindergarten students learned about safe transportation for our environment.
Transportation- which is safer for our environment? Students identify different modes of transportation distinguishing between man powered and gas powered options. After watching a video about transportation students generate a class web of the different types of transportation. Classes then have discussions about what makes each type of transportation run. Finally, students discuss which type of transportation is better for the environment.
Model rainforest by Mrs. Conroy's class, 2013.
First Grade
The Rainforest
First grade students learn about the rainforest during a unit of study in elementary language arts. They learn about land, trees, and animals of the rainforest. Students discuss ways to keep the rainforest from being destroyed. All of this information is then used to build a model of a rainforest for hallway display which promotes environmental awareness of the rainforest situation. Writing is incorporated into the rainforest study as students incorporate writing traits and the writing process as they develop paragraphs explaining ways to protect the rainforest and the animals that depend on it for survival.
The Rainforest
First grade students learn about the rainforest during a unit of study in elementary language arts. They learn about land, trees, and animals of the rainforest. Students discuss ways to keep the rainforest from being destroyed. All of this information is then used to build a model of a rainforest for hallway display which promotes environmental awareness of the rainforest situation. Writing is incorporated into the rainforest study as students incorporate writing traits and the writing process as they develop paragraphs explaining ways to protect the rainforest and the animals that depend on it for survival.
Baltimore Checkerspot Butterfly:
The first grade investigates the reason the Checker Spot butterfly is endangered as part of the environmental studies curriculum. They learn about the life cycle, habitat, food, and its body parts. After learning the basics of the Checker Spot butterfly students participate in an in-depth study making connections between the basic information and how it effects their endangered status. The unit culminates with students writing a letter explaining different ways people can help to save the Checker Spot butterfly. In the spring of 2014, first grade teachers connected this unit with a field trip to Cromwell Valley Park where turtle head plants are grown. Students had the opportunity to plant turtle head plants which are a source of nutrition and the only egg laying "nursery" area for the Checker Spot butterfly.
The first grade investigates the reason the Checker Spot butterfly is endangered as part of the environmental studies curriculum. They learn about the life cycle, habitat, food, and its body parts. After learning the basics of the Checker Spot butterfly students participate in an in-depth study making connections between the basic information and how it effects their endangered status. The unit culminates with students writing a letter explaining different ways people can help to save the Checker Spot butterfly. In the spring of 2014, first grade teachers connected this unit with a field trip to Cromwell Valley Park where turtle head plants are grown. Students had the opportunity to plant turtle head plants which are a source of nutrition and the only egg laying "nursery" area for the Checker Spot butterfly.
Trash Free in t Puh'tok 2009-2013
Trash Free Field Trip to Hands-on Field Environmental Study at Camp Puk'tok
First grade students took a field trip to Camp Puh’tok in Monkton, Maryland. Students are asked to pack a trash free lunch for this trip to ensure that they didn't add to waste produced at the camp, but instead helped to reduce the waste. Before the trip, students learn what a trash free lunch is, how to make one, and are encouraged to pack their lunch with an adult's help to ensure it is trash free. Some students wrote letters to their parents explaining why a trash free lunch is needed and describing how to make a trash free lunch! Posters were made promoting trash free lunches at the school which were then hung in the hallways promoting trash free lunches brought to school by all.
While at Camp Puk'tok students learned how Native Americans and Colonists used natural resources for every day need and survival. Activity stations included: collecting maple sap, boiling maple sap with hot rocks, carrying water, seeing native dwellings, spotting signs of spring in the forest. Students walked away being able to recognize and explain how people depend on, change, and adapt to their environment.
First grade students took a field trip to Camp Puh’tok in Monkton, Maryland. Students are asked to pack a trash free lunch for this trip to ensure that they didn't add to waste produced at the camp, but instead helped to reduce the waste. Before the trip, students learn what a trash free lunch is, how to make one, and are encouraged to pack their lunch with an adult's help to ensure it is trash free. Some students wrote letters to their parents explaining why a trash free lunch is needed and describing how to make a trash free lunch! Posters were made promoting trash free lunches at the school which were then hung in the hallways promoting trash free lunches brought to school by all.
While at Camp Puk'tok students learned how Native Americans and Colonists used natural resources for every day need and survival. Activity stations included: collecting maple sap, boiling maple sap with hot rocks, carrying water, seeing native dwellings, spotting signs of spring in the forest. Students walked away being able to recognize and explain how people depend on, change, and adapt to their environment.
Who Polluted the Chesapeake Bay?
Who Polluted the Potomac?
Students work through a hands on investigation to see what pollution does to a body of water. In this lesson, students listen to a story about how the Chesapeake River (based on the lesson Who Polluted the Potomac?) becomes polluted by citizens. As students listen to the story, they assist with adding a small canister of "waste" into a body (container) of water. As the story progresses, they notice the change in the water. By the end of the story, 20 canisters of "waste" have been dumped into the water. The water is no longer clear because it has become polluted by the citizens. At the end of the lesson, students discuss the change in the water and how it could have been prevented.
Bulb Planting
First graders enjoyed planting bulbs 2008-2015
In the fall of each school year, first grade students in Mrs. Thompson's homeroom learned what plants need to live and how they grow from bulbs. Students learned how to correctly plant a bulb, discussed why bulb planting is important, and how they are good fro and help the environment. Culminating the lessons, students planted bulbs in the school gardens after correctly sequencing the steps required to correctly planting bulbs.
When the flowers emerge in the spring the students are invited to the Maryland Daffodil convention and competition. The students attend a lesson on flower arranging by the Maryland Chapter of the Daffodil Society. The students made arrangements that were given to the mall store to display during the weekend event.
Earth Day in First Grade
First grade students learned the importance of caring for the Earth as they participated in a Scholastic News lesson focused on how to help the world in which we live. Students used illustrations, diagrams, and text to determine ways that people can assist with keeping air, land, and water clean. The formative assessment had students working with partners to generate posters, for hallway display, that inform others about how to care for the earth. The ideas generated became the springboard for the school's multi-step recycling program.
Classroom Recycling:
Over the past twelve years, Stoneleigh teachers, staff, and students have been recycling paper. A first grade class decided this program needed to include more. Data was collected that verified the large amount of recyclable items that were being placed in the regular trash. Students made videos and wrote morning announcements to inform the school that we needed to do a better job of recycling. Every classroom and the front office has at least one blue recycling container and uses it daily to recycle paper. The custodial staff then collected the bins and recycled the paper gathered by the school building. This was not a very successful venture. To solve the problems encountered with recycling paper, a first grade class revamped the initial process. Students felt that having the students participate in the removal of the recycling would help to increase the participation across the school by increasing the amount each person places in the recycle bins as apposed to the trashcans. So, each classroom was asked to include a recycle job as part of the class jobs. One first grade class created an original recycling song and video which is broadcast over the school's morning announcements on each of the two weekly recycle days. Wednesday is identified as the recycling day for primary classes, while Thursday is identified for intermediate classes and offices. The song is used as a school-wide signal that it is time to take care of recycling by bringing it to the gym lobby. The Building Operations Supervisor then moves the filled recycling cans to the school system collection cans outside in the dumpster area. The recycling collection can has a large recycling sticker on it in order to tell it from the trash dumpster. Second grade students promote recycling by writing recycling announcements which are shared weekly through morning announcements. Stoneleigh's kindergarten teachers have initiated and continue to monitor recycling of ink cartridges, crayons, and Elmer’s glue sticks. The recycling efforts then focused on the cafeteria. We are very proud of our continual efforts to grow the recycling program at Stoneleigh, on a daily basis!
Cafeteria Recycling:
Since the 2013-2014 school year, Stoneleigh has chosen to use recyclable cafeteria trays. Not all Baltimore County Schools have chosen to use recyclable cafeteria trays. This was an initial start to bring recycling into the cafeteria. The Stoneleigh Green School Committee has worked on several different methods to recycle as much cafeteria trash as possible. Our biggest success to date is the stacking of clean recyclable trays and lunch drink bottles.
Cafeteria Recycling:
Since the 2013-2014 school year, Stoneleigh has chosen to use recyclable cafeteria trays. Not all Baltimore County Schools have chosen to use recyclable cafeteria trays. This was an initial start to bring recycling into the cafeteria. The Stoneleigh Green School Committee has worked on several different methods to recycle as much cafeteria trash as possible. Our biggest success to date is the stacking of clean recyclable trays and lunch drink bottles.
Decomposition of the Class Pumpkin
First grade students brainstormed what they thought happen to their pumpkins after Halloween. They drew pictures and made predictions for investigation. A class pumpkin was set in potting soil and then placed in a sealed aquarium. Because the sealed aquarium was clear, students were able to observe the changes over time and kept a daily science log. In the spring, when the decomposition was complete the contents was buried in a school garden. Children then watched the garden all spring, noting new growth over time.
Houses for the fourth little pig.
A House for the 4th Little Pig
Students demonstrated creative and resourceful skills during Primary Talent Development lessons in which they were required to build a house for the fourth little pig out of recycled materials. Students worked independently to plan and design the house. On building day, students brought recycled materials from home to construct their specific house. Several students built houses strong enough that it was able to withstand the huff and the puff of the big bad wolf! Students discovered that by reusing materials instead of using new materials it was a great way to help the environment.
Students demonstrated creative and resourceful skills during Primary Talent Development lessons in which they were required to build a house for the fourth little pig out of recycled materials. Students worked independently to plan and design the house. On building day, students brought recycled materials from home to construct their specific house. Several students built houses strong enough that it was able to withstand the huff and the puff of the big bad wolf! Students discovered that by reusing materials instead of using new materials it was a great way to help the environment.
Science Unit Studying the Function of Animal Parts:
Students learned about the unique body parts of different animal which help them survive.
Students learned about the unique body parts of different animal which help them survive.
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Geo-Robots
Second Grade
Recycled Geo-Robot Projects
Since 2010, each year students completed a take-home project that asked them to create a robot using a variety of geometric shapes. All shapes used to create the robot were required to be made from recycled or re-usable materials. The objective of this assignment was to teach students not only to use recycled materials, but also reinforce their knowledge of geometric shapes.
Recycled Geo-Robot Projects
Since 2010, each year students completed a take-home project that asked them to create a robot using a variety of geometric shapes. All shapes used to create the robot were required to be made from recycled or re-usable materials. The objective of this assignment was to teach students not only to use recycled materials, but also reinforce their knowledge of geometric shapes.
Exploring the Environment
Action Plan
Each year, students take a tour of the schoolhouse to look for environmental problems within the school. They record the problems they see, and decide which one is the most important to fix. Using an organizer, the students develop their own action plans to solve the problems. They reflect on how to follow-up to ensure the problems have been solved. In some cases, the students write letters to the appropriate staff to inform them about their action plan to solve the problem they identified.
Science: Budding Botany Unit
Growing seeds
Students learn about plants, their parts, and the effect they have on our environment. Each student plants, takes care of, and grows their own bean plant in the classroom. Once the plants have sprouted, the students take their plants home to replant in their own yards. Re-planting plants is discussed in class, with emphasis on the importance of habitat restoration and its effect on the animals, people and other plants living in the habitat.
Safe Racer Engineering Project
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Students discuss habitats
Fourth Grade
School Yard Habitats- Eco-Explorers
Fourth grade science students learn about habitat diversity and the needs of organisms in our environment. They relate this new learning to their own lives by looking at animal habitats in the school yard. Students evaluate a school yard habitat and try to creatively problem solve any outstanding concerns or issues. Students work together to create an action plan which positively impacts the environments in order to demonstrate their knowledge of habitat diversity and the needs of organisms.
Social Issue Activity
2016/2017
ELA Unit 3, Lesson 6-9
Short-Focused Research, Creating an Infographic
CCRS standards RI.4.2, RI.4.9, W.4.2, W.4.6, W.4.7, W.4.8 and SL.4.4 and 4.5
Students research a topic that is considered a “social issue” such as recycling, endangered species, or food/diet. They use this research to create an infographic that informs readers of the topic, problems, and possible solutions.
Student Directions: Choose a social issue that interests you. Conduct short, focused research on your selected topic. Use that research to create an infographic that informs others about your selected topic by effectively integrating text and a variety of visuals.
One of the most notable studies was the following:
Several students in the spring of 2016 choose the trash outside the school building as an issue to research. They worked for several weeks collecting the trash and mapping the type and location. After this research they concluded the trash was blowing out of the trash cans by the playgrounds. They wrote a letter to the head custodian and asked for his help with this problem. He changed the trash pick-up times so that the can would not get so full. The students were relieved to see that this cut down on the trash on the playground.
Changes in Animal Habitats
Students evaluate changes in an organism’s habitat, either natural or man made, in order to identify the changes as either beneficial or harmful. Students begin by reading the story “Hal the Hawk” and discuss the story events that lead to his habitat changing, which are both natural and man made changes. Students then connect the new learning to our own school yard habitat changes that could
affect organisms, such as parking lots, flower beds, forests, basketball courts, streams, etc.
Solutions to Pollution
Fourth grade students read about and discussed air pollution and what causes it. Students examined how air pollution affects an individuals health. Students worked together to identify health problems that are caused by air pollution and possible solutions to the
problems. Students wrote an essay to share their solutions to pollution!
School Yard Habitats- Eco-Explorers
Fourth grade science students learn about habitat diversity and the needs of organisms in our environment. They relate this new learning to their own lives by looking at animal habitats in the school yard. Students evaluate a school yard habitat and try to creatively problem solve any outstanding concerns or issues. Students work together to create an action plan which positively impacts the environments in order to demonstrate their knowledge of habitat diversity and the needs of organisms.
Social Issue Activity
2016/2017
ELA Unit 3, Lesson 6-9
Short-Focused Research, Creating an Infographic
CCRS standards RI.4.2, RI.4.9, W.4.2, W.4.6, W.4.7, W.4.8 and SL.4.4 and 4.5
Students research a topic that is considered a “social issue” such as recycling, endangered species, or food/diet. They use this research to create an infographic that informs readers of the topic, problems, and possible solutions.
Student Directions: Choose a social issue that interests you. Conduct short, focused research on your selected topic. Use that research to create an infographic that informs others about your selected topic by effectively integrating text and a variety of visuals.
One of the most notable studies was the following:
Several students in the spring of 2016 choose the trash outside the school building as an issue to research. They worked for several weeks collecting the trash and mapping the type and location. After this research they concluded the trash was blowing out of the trash cans by the playgrounds. They wrote a letter to the head custodian and asked for his help with this problem. He changed the trash pick-up times so that the can would not get so full. The students were relieved to see that this cut down on the trash on the playground.
Changes in Animal Habitats
Students evaluate changes in an organism’s habitat, either natural or man made, in order to identify the changes as either beneficial or harmful. Students begin by reading the story “Hal the Hawk” and discuss the story events that lead to his habitat changing, which are both natural and man made changes. Students then connect the new learning to our own school yard habitat changes that could
affect organisms, such as parking lots, flower beds, forests, basketball courts, streams, etc.
Solutions to Pollution
Fourth grade students read about and discussed air pollution and what causes it. Students examined how air pollution affects an individuals health. Students worked together to identify health problems that are caused by air pollution and possible solutions to the
problems. Students wrote an essay to share their solutions to pollution!
Native Americans and the Environment Activity at Camp Puh'Tok
Stoneleigh fourth graders get to take an annual field trip to Camp Puh'Tok in Monkton, Maryland. The students participate in a full-day field experience. They learn from hands-on activities studying how Native Americans used natural resources for everyday survival. The activity stations included: native weapons, games, friction fire making, primitive tools, dwellings and ritual face painting. The students learned to recognize and explain how people depend on, change, and adapt with their environment.
Fifth Grade
Eco-Trekkers
All 5th grade students in Baltimore County Schools learn about the balance of the ecosystems of the Chesapeake Bay Watershed as they work through a two week "Eco-Trekkers" unit. They complete scientific exploration and gain a better understanding of natural resources and consumption while discussing related current events and environmental issues. The fifth graders complete the unit with an annual field trip to the Marshy Point Nature Center and Miami Beach Park. The wonderful field experience allows hem to take what they have learned in the classroom since the beginning of elementary school and apply it to studying the health of the Chesapeake Bay. The students nteract with and investtigate shoreline, wetland, meadow, ad forest ecosystems of the Bay's watershed.
Trash Free Lunch Pamphlets
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Trash-Free pamphlet, 2013
Earth Hour Graph, 2015
Anti-Idling, 2014
Fifth grade students worked to identified different ways to reduce waste in the school building. Students found that one of the biggest contributors to excessive waste in the building was lunch waste. Fifth grade students created educational pamphlets in order to share information and statistics about trash free lunches. Students researched the importance of packing trash free lunches and used the information to create an informational pamphlet to share with others in the school to encourage more people to pack lunches with less trash.
Earth Hour Data Collection
When Stoneleigh students and families were encouraged to participate in the annual Earth Hour event, the fifth grade students decided to collect data to determine how many students in each grade level participated in the event. Fifth graders worked together to collect their data, tally the results, and graph the results for the entire school to see.
Shut Your Engine Off!
Fifth grade students examined the effects of vehicle exhaust on the environment when they were learning about air pollution. Students were asked to brainstorm different causes of air pollution.The found that the exhaust from vehicles was a big part of the air pollution problem in the world. Fifth grade students started an anti-idling campaign to help reduce air pollution at Stoneleigh. Part of the campaign involved creating hangtags that students would distribute to buses and cars in the Stoneleigh parking lot and circle. This initiative continues to the present day!!
Schoolyard Habitat: Bluebird Boxes
Two bluebird boxes were installed on the grounds of Stoneleigh Elementary School in the spring of 2016. The Bluebird boxes provide a nesting place for native Eastern Bluebirds. The Bluebird boxes help to provide a habitat for restoration on our school grounds as well as a structure for environmental learning. 5th grade students examine the bird boxes and investigate and observe the surrounding area for evidence of a successful habitat. The boxes provide a living laboratory and a living classroom which will encourage SES students to become life-long learners who value conservation. This will also help them to develop a stronger appreciation of nature. Mr. Imirie, a fifth grade teacher, attended the Schoolyard Habitat Workshop on Bluebird Boxes. The workshop was provided by Baltimore County Public Schools in conjunction with the Irvine Nature Center.
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Waste Buster cards, 2013
Special Areas
Green School Song
Student in Mr. Bosco's vocal music classes sang and learned about the environment, recycling, and waste reduction. Second and third grade students learned the song Mother Earth by Teresa Jennings and discussed all of the green school activities our school has been doing to help our environment. Second graders also learned the song “Clean Up Our World” by Teresa Jennings. Students discussed ways to make instruments out of reusable materials and had the option to create an instrument at home.
Waste Busters
Students in Mr. Lane's physical education determined the differences between garbage, compost, reusable items, hazardous waste and recyclables while also working toward 60 minutes a day of exercise. The game has 240 playing cards in 6 different colors, one color per team (40 cards), spread out on gym floor. The side of the card that begins facing up has an exercise on it while the side facing down shows an item to be sorted into the correct bin. There is a garbage, compost, reuse, hazardous waste and recycle bin. Students take turns racing to pick up a card of their teams color to bring back to the group. Their entire group performs the exercise together and then turns to card over to see the item on the back that needs to be sorted and the group determines which bin to put the card in. This cycle repeats itself until each team collects, exercise and sorts all 40 of their cards. Each bin comes with an answer key that students will use at the conclusion of the game to award points to teams based on their correct answers.
Visual Arts
Stoneleigh Elementary students worked with award-winning artist Jay Wolf Schlossberg Cohen, to create six Green-Themed Murals. Jay Cohen specializes in community-based public art and was thrilled to help the students of Stoneleigh Elementary share the idea of environmental stewardship through these mural panels. The six panels represent each grade level as well as a different environmental topic. The art department at Stoneleigh worked with the Green Team to create themes for each panel that aligned with units that students are learning in their science classrooms about environmental education.
The project happened in four phases. In phase one, art teachers introduced and researched each given topic with students, creating images and gathering ideas from nature. In phase two, the artist “Mr. Jay” worked with students at each grade level to create artworks related to each environmental theme. In a second meeting with the students Mr. Jay had the students cut out and collage their images to create a design for each panel. In phase three, Mr. Jay used these images and collages made by the students to create a design for each mural panel. In his studio. Mr. Jay finished the final artworks. The last phase of this project was a celebration of the mural’s opening on the last day of school. All students participated in a museum walk. The panels include artworks inspired by the Chesapeake Bay, the Checker spot butterfly, the turtlehead plant, the white-tailed deer and more.
Trash Free Lunches
2014
Students in grades K-5 learned about waste reduction in technology. Students viewed a powerpoint to learn about waste reduction in the school house. They learned that one of the biggest contributors to school waste comes from lunches. Students learned what a trash free lunch is, how to pack one, and the benefits of packing their own lunch free of trash.
After School Clubs:
Echo Explorers Club:
Partnering with Irvin Nature Center to present an after school club. Irvine’s Nature in the Echo Explores Club program takes place at your school.. They feature an Irvine Naturalist leading one of eight entertaining, informative and hands-on programs covering the following topics:
Green School Club:
For 2015 until 2017 Stoneleigh has a Green Club for students. Each year the students have voted on a concentrated effort on an evironmental project. The first year they worked on the front circle garden. Last year the club worked on the stream rehabilitation.
Partnering with Irvin Nature Center to present an after school club. Irvine’s Nature in the Echo Explores Club program takes place at your school.. They feature an Irvine Naturalist leading one of eight entertaining, informative and hands-on programs covering the following topics:
- All About Animals
- Animal Super Heroes
- Taking Care of the Earth
- Survival of the Fittest
- Chesapeake Connections
- Maryland’s Native Americans
- Earth Rocks!
- Hunters of the Sky
Green School Club:
For 2015 until 2017 Stoneleigh has a Green Club for students. Each year the students have voted on a concentrated effort on an evironmental project. The first year they worked on the front circle garden. Last year the club worked on the stream rehabilitation.
Professional Development
Nature For Teachers WorkshopsAttended by Laura Margiotta 2nd grade teacher: Nature for teacher workshop on October 19th 2015 and by Lauren Pellegrini Visual Art Teacher October 19th 2016: Exploring the World of Spiders. Kerry Wixted, DNR biologist, shared her knowledge of spiders at Oregon Ridge Nature Center. Kerry presented about the variety of arachnids and how to identify them. She also shared a variety of classroom lesson resources on incorporating spiders in the classroom such as a spider web weaving project and many books available in school libraries that share information about spiders suitable for elementary aged students. After her lecture, the group walked around Oregon Ridge to find and identify spiders. Anthony Bosco (Vocal Music teacher) was trained in and implemented STEM techniques for the Chesapeake Child Nature Camp program at the Baltimore County Sailing Center during the Summer of 2016. Teacher's Night on the Farm 2016 Attended by Erin Schnirel (Librarian) and Sue Thompson (Third Grade Teacher) Sponsored by the Baltimore Center for Maryland Agriculture and Farm Park in Hunt Valley Maryland Presenter and Attendee at MAEOE 2017 Conference Several days of memorable and informational presentations investigating science and art of environmental education. Sue Thompson's Presentation Summary: It's Just Clean Fun: Compilation of environmental games, song, and activities for young children. Baltimore County Green School Summit 2013, 2014, 2015 Teachers attended the summit to choose presentation of environmental interests. Molly Downs (First Grade Teacher) and Sue Thompson (Third Grade Teacher) See slideshow below for pictures from Nature for Teacher workshops. The Schoolyard Habitat Workshop on Bluebird Boxes Mr. Imirie, a fifth grade teacher, attended the Schoolyard Habitat Workshop on Bluebird Boxes. The workshop was provided by Baltimore County Public Schools in conjunction with the Irvine Nature Center. Teachers On the Bay-Marine Ecology Sue Thompson August or 2016 Explore the ecology, natural and cultural history of two remote places of the Chesapeake Bay by comparing and contrasting the tidal Rappahannock River and the Fox Island archipelago. We will investigate present and historic conditions of water quality, natural habitats, and fisheries. All participants will engage in hands-on, field-based investigations into subjects of natural history and ecology while issues of biodiversity, sustainability, and responsible management of natural resources are examined in the context of the Chesapeake Bay Watershed. Participants will use maps and charts to gain a place-based understanding of the region. Impromptu discussions will occur on nutrient loading, eutrophication & sedimentation; dead zones and diurnal/nocturnal dissolved oxygen and pH spikes; red tides & HABs (harmful algal blooms). Investigation of benthic life will focus on underwater grasses, oyster reefs, and blue crabs. Teachers will use landform features, sediments, and fossils to help determine the geologic history of the region; the class will traverse one of the largest bald eagle populations in the Bay. Living resource investigations will include birds, fisheries, and fresh- and saltwater wetlands, as well as cultural experiences on Tangier Island with restaurant visit, museum, and watermen Q&A. Following Farms to the Bay: Sue Thompson July of 2014 This course enables teachers to help Save the Bay by supporting local farmers and raising vegetables on your own schoolyard. Activities will include a day on CBF’s custom workboat, the Jenny S, to discover the Chesapeake Bay aquatic ecosystem. We will visit local farms and a farmers market to learn how buying local can significantly reduce nitrogen in the Bay and improve water quality. Teachers will explore a schoolyard and learn its environmental impact. These rigorous, interdisciplinary lessons are the ideal way to inspire students to take action in their own community. At the end of the course, teachers will take home a “garden kit” with everything they need (including grow bags and seeds) to begin schoolyard gardening. |
In-House Workshops
“Continuing our Green Initiatives” 2017
Presented by: Green School Chair, Sue Thompson
This professional development was presented to the Stoneleigh Faculty in the January of 2017. The purpose was to share the current green initiatives occurring in our building, and what to expect with future initiatives that could take place in our school house. The presenter also incorporated a time for each grade level to highlight the environmental instruction they incorporate into their daily curriculum. The presenters were able to use this information to follow-up with faculty members throughout the school year to check-in and gather the appropriate documentation for re-certification.
Presented by: Green School Chair, Sue Thompson
This professional development was presented to the Stoneleigh Faculty in the January of 2017. The purpose was to share the current green initiatives occurring in our building, and what to expect with future initiatives that could take place in our school house. The presenter also incorporated a time for each grade level to highlight the environmental instruction they incorporate into their daily curriculum. The presenters were able to use this information to follow-up with faculty members throughout the school year to check-in and gather the appropriate documentation for re-certification.
green_school_updates.pptx | |
File Size: | 54 kb |
File Type: | pptx |
Celebrations
Stoneleigh Environmental Arts Night
The Stoneleigh PTA and the arts and music teachers hosted an Environmental Arts Night May 27, 2016 for the families in the Stoneleigh community. Students and parents were invited to participate in a night filled with a variety of ways to interact with the environment and art. This included: Naturalist from Irvin Nature Center Creature encounter, materials to capture the animals, and featured art projects inspired from environmental studies from each grade. Also present at Arts Night were representatives from the Green School Committee to share information about the 2014-2015 initiative of "Cafeteria Recycling".
Green Spirit Days
2014
Students and staff celebrated all of Stoneleigh's green school efforts with Green Spirit Days throughout the school year. Students and staff members proudly wore green apparel to celebrate their hard work!
Walking Wednesday program ( 9 years) get honors from local news stations
Stoneleigh was recognized for its Walking Wednesday program in several news and media outlets.
The Towson Patch
http://towson.patch.com/articles/stoneleigh-elementary-takes-a-few-steps-forward
Highlighted on the Baltimore County Public Schools website
http://www.bcps.org/news/2006/Walking-Wednesday/default.html
The Towson Patch
http://towson.patch.com/articles/stoneleigh-elementary-takes-a-few-steps-forward
Highlighted on the Baltimore County Public Schools website
http://www.bcps.org/news/2006/Walking-Wednesday/default.html