Environmental Issue Instruction
Pre-Kindergarten
Forty Pre-K 4 students worked on a "Recycle Train." Each student was assigned a different letter of the alphabet. Then, the students needed to go home and bring in a piece of trash (beginning with their assigned letter) that would have been thrown away. That item would then become a part of the alphabet recycled train!
prek4_recycle_train_lesson_plan.pdf | |
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prek4_recycle_train.pdf | |
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Kindergarten (Approximately 60 students)
Earth Day ( 4 days) Obj: CWBAT recognize the importance of ecological issues and taking action to help restore the Earth’s environment; understand the importance of recycling.
1. Discuss some simple facts about Earth Day. Explain that on April 22 everybody all over the country tries to pitch in and do something that could help the planet we live on, Earth. Use some information found on the website;
http://first-school.ws/activities/occasions/earth1.htm Discuss.
2. Read the book “It’s Earth Day!” by Mercer Mayer.
3. Children will complete a sheet showing what they can do to help keep the Earth clean.
Day 2:
1. Ask if anyone knows what the word “recycle” means. Explain the difference between trash and recycling. What types of things can we recycle? Why is it important to recycle and keep our environment clean? Use additional facts from; http://first-school.ws/activities/occasions/earth1.htm to discuss what it means to recycle, reuse and reduce.
2. Read the book “Michael Recycle.” Discuss.
3. Children will sponge-paint an Earth cut-out with green and blue paint. They will then attach a magnet to the back and a song to the front to remind them to “Reduce, Recycle and Reuse.”
Day 3:
1. Read the book “Curious George Plants a Tree.” Discuss why it’s important for us to have lots of trees and plants on our planet. What can we do to help?
2. Children will begin working on the booklet “How Can You Help the Earth?” This booklet will help children learn ways they can take care of the Earth. They will cut out the picture and word cards and glue them in the appropriate places. They will then assemble the pages.
Day 4:
Today children will complete their booklet “How Can You Help the Earth?” Children will be given time to color their booklets. We will then read it together. On the back page children will draw a picture of something they can do to help the Earth.
Earth Day ( 4 days) Obj: CWBAT recognize the importance of ecological issues and taking action to help restore the Earth’s environment; understand the importance of recycling.
1. Discuss some simple facts about Earth Day. Explain that on April 22 everybody all over the country tries to pitch in and do something that could help the planet we live on, Earth. Use some information found on the website;
http://first-school.ws/activities/occasions/earth1.htm Discuss.
2. Read the book “It’s Earth Day!” by Mercer Mayer.
3. Children will complete a sheet showing what they can do to help keep the Earth clean.
Day 2:
1. Ask if anyone knows what the word “recycle” means. Explain the difference between trash and recycling. What types of things can we recycle? Why is it important to recycle and keep our environment clean? Use additional facts from; http://first-school.ws/activities/occasions/earth1.htm to discuss what it means to recycle, reuse and reduce.
2. Read the book “Michael Recycle.” Discuss.
3. Children will sponge-paint an Earth cut-out with green and blue paint. They will then attach a magnet to the back and a song to the front to remind them to “Reduce, Recycle and Reuse.”
Day 3:
1. Read the book “Curious George Plants a Tree.” Discuss why it’s important for us to have lots of trees and plants on our planet. What can we do to help?
2. Children will begin working on the booklet “How Can You Help the Earth?” This booklet will help children learn ways they can take care of the Earth. They will cut out the picture and word cards and glue them in the appropriate places. They will then assemble the pages.
Day 4:
Today children will complete their booklet “How Can You Help the Earth?” Children will be given time to color their booklets. We will then read it together. On the back page children will draw a picture of something they can do to help the Earth.
kindergarten_earth_day_booklet.pdf | |
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First Grade (61 Students)
Natural Resources
TSWBAT know that many things are made up of parts and natural resources that we get from the earth.
Engage: Today we are going to learn about all the natural resources that are used to make our
pencils.
Explore: Video: You tube video: Let’s Make a Pencil (7 minutes)http://www.youtube.com/watch?v=IlXzmOsrADM
Explain: Hand out pencil worksheet. Recall that each part of the pencil is made from a natural resource: something from the earth that God gave us. Graphite: rock, wood: tree, rubber: oil, latex tree, aluminum: mine, paint: oil, minerals, metal, glue: minerals
Evaluate: Have students list and record pencil parts and their natural resources on the pencil graphic organizer.
Extend: If time permits hand out extra worksheet. Discuss the natural resources on one side. Have them color all the things in the classroom that they think are made from natural resources.
Closure: Reduce, Reuse, Recycle Poem
Natural Resources
TSWBAT know that many things are made up of parts and natural resources that we get from the earth.
Engage: Today we are going to learn about all the natural resources that are used to make our
pencils.
Explore: Video: You tube video: Let’s Make a Pencil (7 minutes)http://www.youtube.com/watch?v=IlXzmOsrADM
Explain: Hand out pencil worksheet. Recall that each part of the pencil is made from a natural resource: something from the earth that God gave us. Graphite: rock, wood: tree, rubber: oil, latex tree, aluminum: mine, paint: oil, minerals, metal, glue: minerals
Evaluate: Have students list and record pencil parts and their natural resources on the pencil graphic organizer.
Extend: If time permits hand out extra worksheet. Discuss the natural resources on one side. Have them color all the things in the classroom that they think are made from natural resources.
Closure: Reduce, Reuse, Recycle Poem
first_grade_natural_resource_graphic_organizer.pdf | |
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pencil_resources.pdf | |
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First Grade (Cont.)
Reduce, Reuse, Recycle; Day 1
TSWBAT identify items that are recyclable and that planting trees help to clean our air and environment
Engage: Remember what we learned about plants and animals last week. Why is it important to Recycle?
Explore: Read aloud Michael Recycle by E. Bethel
Explain: Refer to vocabulary words: Reuse, Reduce and Recycle. Ask students to explain one way to reduce, reuse, recycle.
Evaluate: Distribute Recycling Sam and (Student) to the Rescue. Have students read each page and answer each question. Write in their answers in the booklet and then color their booklets.
Close: Reduce, Reuse, Recycle Poem
Reduce, Reuse, Recycle; Day 1
TSWBAT identify items that are recyclable and that planting trees help to clean our air and environment
Engage: Remember what we learned about plants and animals last week. Why is it important to Recycle?
Explore: Read aloud Michael Recycle by E. Bethel
Explain: Refer to vocabulary words: Reuse, Reduce and Recycle. Ask students to explain one way to reduce, reuse, recycle.
Evaluate: Distribute Recycling Sam and (Student) to the Rescue. Have students read each page and answer each question. Write in their answers in the booklet and then color their booklets.
Close: Reduce, Reuse, Recycle Poem
first_grade_-_recycling_sam.pdf | |
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First Grade (Cont.)
Endangered Species
TSWBAT identify an endangered species and how we can help prevent them from becoming extinct.
Engage: Read aloud book about Pandas. Teacher Modeling: Read aloud about the American Alligator. How he was endangered and now
no longer is considered endangered.
Guided Practice: Read aloud about 3 endangered species: Florida Panther, Manatee, and the Grizzly Bear. Ask students why they are endangered? (Panther has no land to roam, Manatee is easily hit by boats, and Grizzly Bear has no land to live and hunt.)Have students choose one to complete research about and come up with suggestions on how we can help take these endangered species off the endangered species list.
Independent Practice: complete worksheet
Close: Students share their ideas to help save the endangered species.
Endangered Species
TSWBAT identify an endangered species and how we can help prevent them from becoming extinct.
Engage: Read aloud book about Pandas. Teacher Modeling: Read aloud about the American Alligator. How he was endangered and now
no longer is considered endangered.
Guided Practice: Read aloud about 3 endangered species: Florida Panther, Manatee, and the Grizzly Bear. Ask students why they are endangered? (Panther has no land to roam, Manatee is easily hit by boats, and Grizzly Bear has no land to live and hunt.)Have students choose one to complete research about and come up with suggestions on how we can help take these endangered species off the endangered species list.
Independent Practice: complete worksheet
Close: Students share their ideas to help save the endangered species.
first_grade_-_endangered_species.pdf | |
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Second Grade
Each year the second grade (45 students) studies the Chesapeake Bay, its resources, and how they can better address the needs of keeping it clean and healthy. Below is the unit that they complete and a sample of a teacher's objective and procedure for the lesson/unit. S.K-2.3.3: Will discuss that organisms can survive only in environments, such as the Chesapeake Bay, in which their needs can be met. Lesson Objective: The Student will be able to describe different habitats.
Assess prior knowledge: Ask students what are habitats? Create a KWL chart. Ask students how plants and animals live indifferent places; where animals get their food; and how habitats can change. Use the etext p. 86 to show a picture of a beaver making a dam, and have students
describe this habitat. Lesson 1) Ask students to share what they know about different places to live. How are places different? Why are there different plants and animals in different places?
Each year the second grade (45 students) studies the Chesapeake Bay, its resources, and how they can better address the needs of keeping it clean and healthy. Below is the unit that they complete and a sample of a teacher's objective and procedure for the lesson/unit. S.K-2.3.3: Will discuss that organisms can survive only in environments, such as the Chesapeake Bay, in which their needs can be met. Lesson Objective: The Student will be able to describe different habitats.
Assess prior knowledge: Ask students what are habitats? Create a KWL chart. Ask students how plants and animals live indifferent places; where animals get their food; and how habitats can change. Use the etext p. 86 to show a picture of a beaver making a dam, and have students
describe this habitat. Lesson 1) Ask students to share what they know about different places to live. How are places different? Why are there different plants and animals in different places?
second_grade_chesapeake_bay_unit.pdf | |
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Third Grade
Our third grade students (47 students) have been actively participating in a course of study designed around engineering. The focus has been on "plant packaging" engineering and one specific section of the instruction dealt with "source reduction" as they designed these containers.
Our third grade students (47 students) have been actively participating in a course of study designed around engineering. The focus has been on "plant packaging" engineering and one specific section of the instruction dealt with "source reduction" as they designed these containers.
third_grade_plant_package_engineering_journal_cover.pdf | |
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third_grade_plant_package_engineering_journal_lesson_3.pdf | |
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third_grade_plant_package_engineering_journal_lesson_3_-_source_reduction_teacher_manual.pdf | |
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Fourth Grade
Fourth grade students (25 students) studied vertebrates and then constructed environmentally-friendly bird houses getting a lesson in recycling as well! Below are a few pictures showing the birdhouse engineers and the write up of the lesson from a student teacher from Mount St. Mary's University.
Fourth grade students (25 students) studied vertebrates and then constructed environmentally-friendly bird houses getting a lesson in recycling as well! Below are a few pictures showing the birdhouse engineers and the write up of the lesson from a student teacher from Mount St. Mary's University.
fourth_grade_bird_houses.pdf | |
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Fourth Grade (Cont.)
Lesson #4: How do Environments Change? Read and discuss pp. 118-9. Answer question #1 p. 119.
Make vocab card for succession.
Discovery Clip: Forms of Habitat Changes (1:48 min.) Plant Adaptation (1:48 min.) Forest Fire (2:29 min.)
Students read and discuss about “Changing Species” pp 120-121. Students make voc. cards for extinct/endangered. Students answer questions #1 & 2 p. 121.
Video Clip ~ Discovery: Extinction (10 min.)
Students work on Succession Activity. Students read and discuss topics: Rapid Changes p. 122, Natural Disasters p. 123, Answer questions p. 123 #1 & 2.
Discovery video clips ~ climate changes (1:58) Passage Discovery
HW: worksheet pp. 38/38a
Lesson #5: How do people disturb the balance? People and Environment/ Polluted Water
Read & discuss pp. 124-125. Answer question #1 p. 125 in Science Comp. book. Discovery Clip: Water Pollution (5:14 min.), Creative Waste disposal (1:44 min.), Review Lesson #4 pp. 124 – 125. Land pollution – Hazardous Waste
Read and discuss pp. 126-127. Students make vocab card for hazardous waste
Answer question #1 p. 127. Preserving the Environment pp. 128 & 129. Answer questions #1 & 2 p. 129
HW: worksheet pp. 39/39a
Discovery TLC-People and the Environment (25:32 min.)
Lesson #4: How do Environments Change? Read and discuss pp. 118-9. Answer question #1 p. 119.
Make vocab card for succession.
Discovery Clip: Forms of Habitat Changes (1:48 min.) Plant Adaptation (1:48 min.) Forest Fire (2:29 min.)
Students read and discuss about “Changing Species” pp 120-121. Students make voc. cards for extinct/endangered. Students answer questions #1 & 2 p. 121.
Video Clip ~ Discovery: Extinction (10 min.)
Students work on Succession Activity. Students read and discuss topics: Rapid Changes p. 122, Natural Disasters p. 123, Answer questions p. 123 #1 & 2.
Discovery video clips ~ climate changes (1:58) Passage Discovery
HW: worksheet pp. 38/38a
Lesson #5: How do people disturb the balance? People and Environment/ Polluted Water
Read & discuss pp. 124-125. Answer question #1 p. 125 in Science Comp. book. Discovery Clip: Water Pollution (5:14 min.), Creative Waste disposal (1:44 min.), Review Lesson #4 pp. 124 – 125. Land pollution – Hazardous Waste
Read and discuss pp. 126-127. Students make vocab card for hazardous waste
Answer question #1 p. 127. Preserving the Environment pp. 128 & 129. Answer questions #1 & 2 p. 129
HW: worksheet pp. 39/39a
Discovery TLC-People and the Environment (25:32 min.)
life_in_polluted_waters.asf | |
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fourth_grade_recycling.pdf | |
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fourth_grade_environmental_lesson_1.pdf | |
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Fifth Grade
The fifth grade (48 students) investigated the processes that are involved in cleaning up an oil spill through the environmental engineering unit entitled: "Environmental Engineering: Cleaning an Oil Spill." Sample activities and the journal cover are below. In addition, a lesson plan from our fifth grade language arts teacher is also included below which illustrates the integration of "green" topics in all subject areas.
The fifth grade (48 students) investigated the processes that are involved in cleaning up an oil spill through the environmental engineering unit entitled: "Environmental Engineering: Cleaning an Oil Spill." Sample activities and the journal cover are below. In addition, a lesson plan from our fifth grade language arts teacher is also included below which illustrates the integration of "green" topics in all subject areas.
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Sixth Grade
For the last two years in March, our sixth grade (134 students combined) went on a week long environmental education field trip to North Bay whose mission is: "Challenge middle school students to realize that their attitudes and actions have a lasting impact on their future, the environment and the people around them by using approved Maryland Department of Education curriculum and the outdoors as an integrating context."
On the North Bay website, the following principles are detailed further explaining the purpose of this unique experience:
For the last two years in March, our sixth grade (134 students combined) went on a week long environmental education field trip to North Bay whose mission is: "Challenge middle school students to realize that their attitudes and actions have a lasting impact on their future, the environment and the people around them by using approved Maryland Department of Education curriculum and the outdoors as an integrating context."
On the North Bay website, the following principles are detailed further explaining the purpose of this unique experience:
- We are committed to building this project and managing this land with the utmost respect toward its pristine nature, and passing that respect on to all who enter its gates.
- We are committed to real science, including partnerships with local and regional science centers for meaningful data collection and documentation, and by reporting (graphing, mapping, counting, etc.) for the advancement of Bay science and preservation.
- We are committed to providing students with an interactive experience, where they are never bored by learning, or by their instructors.
- We are committed to serving students and teachers in communities that lack the resources to provide a residential environmental education experience.
- We are committed to technology and its interface with student experience to plot and correlate data, merge databases etc., in order to fully integrate the North Bay experience with the environmental science world at large.
- We are committed to precursor learning and especially follow-up learning for schools and students through a superb interactive website, and ongoing relationships with the staff, bringing students, teachers and schools back again and again to their North Bay experience.
- We are committed to raising up a new generation of Maryland "soon-to-be" adults, who are profound thinkers and doers around the prominent issues facing our environment and especially our Chesapeake Bay.
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Seventh Grade
The main environmental instruction that the seventh grade students take part in is centered around the "Trout in the Classroom" program. Through this program, students in seventh grade (approximately 150-175 students over the past three years) have begun with the fish eggs, monitored them every day, and then released the mature fish into a stream in Maryland. The students begin this process in December when they are assigned jobs which range from monitoring the tank to checking the pH balance to ensuring the water is at an appropriate temperature. The release date for the trout this year will be May 28th!
The main environmental instruction that the seventh grade students take part in is centered around the "Trout in the Classroom" program. Through this program, students in seventh grade (approximately 150-175 students over the past three years) have begun with the fish eggs, monitored them every day, and then released the mature fish into a stream in Maryland. The students begin this process in December when they are assigned jobs which range from monitoring the tank to checking the pH balance to ensuring the water is at an appropriate temperature. The release date for the trout this year will be May 28th!
seventh_grade_trout_in_the_classroom_interactive_logbook.pdf | |
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Seventh Grade (Cont.)
An additional example of the seventh grade engaging in environmentally-focus instruction, are the two math lessons illustrated below through the pictures attached. In one lesson, the students examined animal overpopulation using data, charts, and even M & M's! In the second lesson, students examined product packaging and the waste associated with certain products.
Overpopulation Math Lesson
Product Packaging Math Lesson
Eighth Grade
Our eighth grade (58 students) participate in environmental education endeavors each year. One of this year's most interesting lessons was on the micro-habitat of bacteria that grow around the school!
Our eighth grade (58 students) participate in environmental education endeavors each year. One of this year's most interesting lessons was on the micro-habitat of bacteria that grow around the school!
eighth_grade_bacterial-growth-lab.pdf | |
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Eight Grade Math Lesson on Recycling
“A Little Recycling Goes a Long Way”(8th). Objective: To calculate the impact of recycling and to identify the impacts of garbage/recycling on the earth.
“A Little Recycling Goes a Long Way”(8th). Objective: To calculate the impact of recycling and to identify the impacts of garbage/recycling on the earth.
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Eighth Grade (Cont)
In addition to the five other subjects taught at SJRCS on a daily basis, the students receive instruction each day in the Catholic faith through religion class. Our eighth grade students (58 total) were taught about an environmentally-friendly cemetery run by the Trappist Monks in Berryville, Virginia. Here is a brief description from their website about the unique cemetery:
Cool Spring Natural Cemetery
The Shenandoah River flows lazily along of the base of Virginia’s Great Blue Ridge here at Cool Spring Natural Cemetery nestled in Virginia’s northern Shenandoah Valley. Eagles and herons fly above meadows of wildflowers and cool, green woodlands. Deer and wild turkey wander peacefully across the hallowed grounds where Union and Confederate troops fought and died in 1864.
Cool Spring Natural Cemetery is a place for people of all faiths and beliefs who seek a burial that is kind to the Earth in a place of unparalleled natural beauty and serenity.
Trappist monks have worked and prayed on this land for more than 60 years and in 2012 the monastic community of Holy Cross Abbey placed the 1200-acre monastery in perpetual preservation easement with a portion of the property dedicated to natural burial.
At Cool Spring Natural Cemetery clients may choose a final resting place in either the cool shade of an eastern hardwood forest or on a sloping meadow overlooking the Shenandoah River with spectacular mountain vistas.
A scattering garden is available for cremated bodies.
Traditional metal caskets are not allowed at Cool Spring . Instead, burials are conducted using low-impact bio-degradable containers made from simple materials like unvarnished wood, cardboard or even a simple shroud. Except in the case of cremation, bodies entering the cemetery may not be embalmed. Grave markers, if desired, are engraved using local river stones and placed over the burial site. Plastic flowers and other ornaments are prohibited in the cemetery.
As our society continues to grow in its understanding that each generation must do all that it can to leave the Earth a better place for future generations, Cool Spring Natural Cemetery offers a place where death and renewal gently join hands to receive the body and free the spirit.
https://www.virginiatrappists.org/cemetery/
Cool Spring Natural Cemetery
The Shenandoah River flows lazily along of the base of Virginia’s Great Blue Ridge here at Cool Spring Natural Cemetery nestled in Virginia’s northern Shenandoah Valley. Eagles and herons fly above meadows of wildflowers and cool, green woodlands. Deer and wild turkey wander peacefully across the hallowed grounds where Union and Confederate troops fought and died in 1864.
Cool Spring Natural Cemetery is a place for people of all faiths and beliefs who seek a burial that is kind to the Earth in a place of unparalleled natural beauty and serenity.
Trappist monks have worked and prayed on this land for more than 60 years and in 2012 the monastic community of Holy Cross Abbey placed the 1200-acre monastery in perpetual preservation easement with a portion of the property dedicated to natural burial.
At Cool Spring Natural Cemetery clients may choose a final resting place in either the cool shade of an eastern hardwood forest or on a sloping meadow overlooking the Shenandoah River with spectacular mountain vistas.
A scattering garden is available for cremated bodies.
Traditional metal caskets are not allowed at Cool Spring . Instead, burials are conducted using low-impact bio-degradable containers made from simple materials like unvarnished wood, cardboard or even a simple shroud. Except in the case of cremation, bodies entering the cemetery may not be embalmed. Grave markers, if desired, are engraved using local river stones and placed over the burial site. Plastic flowers and other ornaments are prohibited in the cemetery.
As our society continues to grow in its understanding that each generation must do all that it can to leave the Earth a better place for future generations, Cool Spring Natural Cemetery offers a place where death and renewal gently join hands to receive the body and free the spirit.
https://www.virginiatrappists.org/cemetery/
Fifth Through Eighth Grade Clusters
Cluster groups meet approximately six times a year and are taught by faculty members from grades 5-8. The topics represent a wide array of areas of expertise which reflects the highly skilled faculty members at SJRCS. Teachers select a topic in which to engage students during each cluster meeting. These topic areas are unique to each faculty member as they are based on personal interests or hobbies that may or may not already be covered through our extensive curriculum. Many faculty members selected environmentally-focused issues for their cluster topics. Below are a few examples.
Cluster groups meet approximately six times a year and are taught by faculty members from grades 5-8. The topics represent a wide array of areas of expertise which reflects the highly skilled faculty members at SJRCS. Teachers select a topic in which to engage students during each cluster meeting. These topic areas are unique to each faculty member as they are based on personal interests or hobbies that may or may not already be covered through our extensive curriculum. Many faculty members selected environmentally-focused issues for their cluster topics. Below are a few examples.
Ms. Czapski's Environmental Education Cluster
Ms. Czapski's cluster (20 students) focused on a wide array of environmental issues. Below you will find several artifacts from the cluster's meetings including student work, lesson plans, and PowerPoint presentations.
environmental_education_lesson_plans_5-8_cluster_-_ms._czapski.pdf | |
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black_bear_lesson_pdf.pdf | |
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bird_adapations_lesson.pptx | |
File Size: | 489 kb |
File Type: | pptx |
Mrs. Melissa Gallagher's & Mrs. Joan D'Loughy's Bluebird House Cluster
Two of our faculty members developed an enrichment cluster (20 students) focused around the Eastern Bluebird. Below is a description published to students in grades 5-8 enticing them to want to join the group for the 2013-2014 school year:
Building a Bluebird Trail - Do you care about nature? Do you enjoy building things? Would you like to learn about birds while helping St. John's "Go Green?" Join this cluster as we learn about the Eastern Bluebird, build bluebird nesting boxes, and we create our own Bluebird Trail right here on the school grounds.
Building a Bluebird Trail - Do you care about nature? Do you enjoy building things? Would you like to learn about birds while helping St. John's "Go Green?" Join this cluster as we learn about the Eastern Bluebird, build bluebird nesting boxes, and we create our own Bluebird Trail right here on the school grounds.
Mr. Paul Fer's STEM Imagineering
Students (20) will tackle "Grand Challenges" as determined by a committee from the National Academy of Engineering. Students will use the NAE website, its resources, and SJRCS iPads to investigate and come up with solutions for some of the most challenging issues facing our world today. Topics will include: solar energy, providing access to clean water, and engineering better medicines.
School-Wide Environmental Behavior Changes
( Not required until 2014-2015)
Facilities
Electronic newsletters and implementing policies to reduce paper use (i.e., double-sided copying)
Added own bus service for 2012-2013 school year in conjunction with current partnership with St. John’s Catholic Prep bus service.
Technology resources
-Air server lets us display content and documents without making copies for class distribution.
“Free-cycle” table in the A+ Café (Teacher’s Lounge)
E-Cycling
- State of the art energy management system called Invensys monitored electronically by facility manager.
- Hand Dryers instead of paper towels in all bathrooms
- Water control faucets in bathrooms and water control flush mechanisms
- Garden Committee’s beautification and upkeep of the grounds.
- New LED lighting in gym Spring 2013
- New cleaning company using non-toxic supplies, spring 2013.
Electronic newsletters and implementing policies to reduce paper use (i.e., double-sided copying)
Added own bus service for 2012-2013 school year in conjunction with current partnership with St. John’s Catholic Prep bus service.
- Eliminates cars on the road
- Approximately 30-40 students ride each day.
Technology resources
- Science Digital Techbook (Grades 7-8, 2012-2013 & 5th/6th, 2013-2014)
- Social Studies Digital Techbook (Grades 7-8)
- iPads
-Air server lets us display content and documents without making copies for class distribution.
- SMART Boards and Bright Links with LCD Projectors
- Teacher Websites
- Teacher electronic lesson plans
- Two, dual scanner/copiers
“Free-cycle” table in the A+ Café (Teacher’s Lounge)
- Instead of throwing items away, faculty and staff recycling items to others in the building.
E-Cycling
- Actively participating in recycling of our old electronics (Certificate attached)
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Professional Development
Green School Committee Agendas
Attached below are sample agendas from the Green School Committee which meets at least once a month throughout the school year. The following teachers meet for these committee meetings:
SJRCS Green School Committee
Barbara Kyle - Second Grade Teacher
Robin Walker - Pre-Kindergarten Teacher
Michelle Steshoski - Pre-Kindergarten Teacher
Melissa Gallagher - Sixth Grade Teacher
Nicole Murray - Kindergarten Teacher
Paul Fer - Assistant Principal
Attached below are sample agendas from the Green School Committee which meets at least once a month throughout the school year. The following teachers meet for these committee meetings:
SJRCS Green School Committee
Barbara Kyle - Second Grade Teacher
Robin Walker - Pre-Kindergarten Teacher
Michelle Steshoski - Pre-Kindergarten Teacher
Melissa Gallagher - Sixth Grade Teacher
Nicole Murray - Kindergarten Teacher
Paul Fer - Assistant Principal
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Department of Natural Resources Presentation
On Monday, February 10, 2014 Officer Brad Lowe from the Maryland Department of Natural Resources presented to the SJRCS faculty (33 teachers) on the basics of his profession. Below are attachments detailing his outlined talk as well as pictures from his visit.
On Monday, February 10, 2014 Officer Brad Lowe from the Maryland Department of Natural Resources presented to the SJRCS faculty (33 teachers) on the basics of his profession. Below are attachments detailing his outlined talk as well as pictures from his visit.
nrp_st._johns_talk_dnr.doc | |
File Size: | 36 kb |
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Green School Initiatives Highlighted at Faculty Meetings
Throughout the school year (at least once a month), the SJRCS faculty (33 teachers) attend meeting to discuss a wide array of school related topics. Among those topics are frequent updates on our progress in becoming a Maryland Green School. Attached are several examples of our agendas from those meetings which list the Green School Committee as agenda items. Even though these updates/requests have occurred at all faculty meetings for the last few years, only items from the 2013-2014 school year are detailed below.
Faculty and staff members participating in faculty meetings where Green School activities are highlighted were:
· Ethel Brauer 8B Teacher
· Cheryl Churilla 3A Teacher
· Heather Corridon 8A Teacher
· Lisa Cutchin Art / QUEST
· Ann Czapski 6A Teacher
· Rachel DeMartino 1C Teacher
· Joan D'Loughy PRIDE Teacher
· Paul Fer Assistant Principal
· Peggy Frazier Music
· Melissa Gallagher 6B Teacher
· Lisa Garbowski KB Teacher
· Karen Gawinske Media Specialist
· Jeri Gramil 4B Teacher
· Kim Hanner Computer
· Michele Kavanagh PK4A Teacher
· Erin Kelly QUEST
· Barbara Kyle 2A Teacher
· Jill Lagana 5A Teacher
· Susan Lakomy 7B Teacher
· Stacy Lowe PE
· Colleen Manchester 3B Teacher
· Diane McCormick 1B Teacher
· Lynsey Mullenholz 4C Teacher
· Nicole Murray KA Teacher
· Liz O'Donoghue 8C Teacher
· Carol O'Neel 2B Teacher
· Sara Oxendine 1A Teacher
· Julie Pessagno 6C Teacher
· Rosanna Rensberger LA Teacher Gr. 1 & 2
· Karen Roskowinski 5B Teacher
· Ellen Santucci KC Teacher
· Kathy Shields 4A Teacher
· Karen Smith Principal
· Michelle Steshoski PK4B Teacher
· Jennifer Traube 7A Teacher
· Robin Walker PK3 Teacher
Faculty and staff members participating in faculty meetings where Green School activities are highlighted were:
· Ethel Brauer 8B Teacher
· Cheryl Churilla 3A Teacher
· Heather Corridon 8A Teacher
· Lisa Cutchin Art / QUEST
· Ann Czapski 6A Teacher
· Rachel DeMartino 1C Teacher
· Joan D'Loughy PRIDE Teacher
· Paul Fer Assistant Principal
· Peggy Frazier Music
· Melissa Gallagher 6B Teacher
· Lisa Garbowski KB Teacher
· Karen Gawinske Media Specialist
· Jeri Gramil 4B Teacher
· Kim Hanner Computer
· Michele Kavanagh PK4A Teacher
· Erin Kelly QUEST
· Barbara Kyle 2A Teacher
· Jill Lagana 5A Teacher
· Susan Lakomy 7B Teacher
· Stacy Lowe PE
· Colleen Manchester 3B Teacher
· Diane McCormick 1B Teacher
· Lynsey Mullenholz 4C Teacher
· Nicole Murray KA Teacher
· Liz O'Donoghue 8C Teacher
· Carol O'Neel 2B Teacher
· Sara Oxendine 1A Teacher
· Julie Pessagno 6C Teacher
· Rosanna Rensberger LA Teacher Gr. 1 & 2
· Karen Roskowinski 5B Teacher
· Ellen Santucci KC Teacher
· Kathy Shields 4A Teacher
· Karen Smith Principal
· Michelle Steshoski PK4B Teacher
· Jennifer Traube 7A Teacher
· Robin Walker PK3 Teacher
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Faculty Members Go to North Bay!
The sixth grade team of teachers (4 faculty members), the school principal, and the counselor all accompanied the sixth grade students to North Bay for the last two years (March 2013 & March 2014). The PowerPoint from 2013, a faculty picture, and a photo of the teachers from this year is also included!
Faculty members included in this endeavor:
Jennifer Traube - Sixth Grade
Karen Roskowinski - Sixth Grade
Christina Printz - Sixth Grade
Ann Czapski - Sixth Grade
Melissa Gallagher - Sixth Grade
Allison Mahon - School Counselor
Karen Smith - Principal
The sixth grade team of teachers (4 faculty members), the school principal, and the counselor all accompanied the sixth grade students to North Bay for the last two years (March 2013 & March 2014). The PowerPoint from 2013, a faculty picture, and a photo of the teachers from this year is also included!
Faculty members included in this endeavor:
Jennifer Traube - Sixth Grade
Karen Roskowinski - Sixth Grade
Christina Printz - Sixth Grade
Ann Czapski - Sixth Grade
Melissa Gallagher - Sixth Grade
Allison Mahon - School Counselor
Karen Smith - Principal
northbay_revised.pdf | |
File Size: | 9948 kb |
File Type: |
Celebration
Junior Duck Stamp Art and Conservation Program
The picture directly above this description is from the visit from the MD Coordinator for the Junior Duck Stamp and Park Ranger from Patuxent Wildlife Refuge for the Junior Duck Stamp Art and Conservation Program. Students learned about habitats, the importance of wetlands and a variety of species of waterfowl, and participated in several hands-on activities. All students in grades 1, 3, & 5 participated in the Junior Duck Stamp program this year which totaled 156 students. The Junior Duck Stamp program is conducted through the art department at SJRCS and student work is submitted in the winter of each school year.
"Nifty-Fifty" Program - February 2014
SJRCS was selected by the USA Science & Engineering Festival to receive a visit from Dr. Nancy Knowlton as part of the Festival's "Nifty-Fifty" Program. This is the third year SJRCS has applied for an received a "Nifty Fifty" Speaker. Dr. Knowlton is a marine scientist at the Smithsonian National Museum of Natural History and has devoted her life to studying, and trying to protect the many life-forms that call the sea home. She was the founding Director of the Center for Marine Biodiversity and Conservation at the Scripps Institution of Oceanography. Dr. Knowlton is the author of a National Geographic book, "Citizens of the Sea". The book introduces readers to the plants and animals that inhabit the marine world from Antarctic ice to more than six miles down, near the bottom of the Marianas Trench, the deepest spot on the ocean floor. Dr. Knowlton is shown here talking with a second grade student whose STEM Fair project was on Coral Reefs.
The picture below is a picture of Dr. Nancy Knowlton. Students in grade 5-8 took part in an assembly as well with Dr. Knowlton (approximately 250 students).
The picture directly above this description is from the visit from the MD Coordinator for the Junior Duck Stamp and Park Ranger from Patuxent Wildlife Refuge for the Junior Duck Stamp Art and Conservation Program. Students learned about habitats, the importance of wetlands and a variety of species of waterfowl, and participated in several hands-on activities. All students in grades 1, 3, & 5 participated in the Junior Duck Stamp program this year which totaled 156 students. The Junior Duck Stamp program is conducted through the art department at SJRCS and student work is submitted in the winter of each school year.
"Nifty-Fifty" Program - February 2014
SJRCS was selected by the USA Science & Engineering Festival to receive a visit from Dr. Nancy Knowlton as part of the Festival's "Nifty-Fifty" Program. This is the third year SJRCS has applied for an received a "Nifty Fifty" Speaker. Dr. Knowlton is a marine scientist at the Smithsonian National Museum of Natural History and has devoted her life to studying, and trying to protect the many life-forms that call the sea home. She was the founding Director of the Center for Marine Biodiversity and Conservation at the Scripps Institution of Oceanography. Dr. Knowlton is the author of a National Geographic book, "Citizens of the Sea". The book introduces readers to the plants and animals that inhabit the marine world from Antarctic ice to more than six miles down, near the bottom of the Marianas Trench, the deepest spot on the ocean floor. Dr. Knowlton is shown here talking with a second grade student whose STEM Fair project was on Coral Reefs.
The picture below is a picture of Dr. Nancy Knowlton. Students in grade 5-8 took part in an assembly as well with Dr. Knowlton (approximately 250 students).
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Green School Bulletin Board
Our Green School bulletin board is new this year to SJRCS. It will be a constant reminder of events that have taken place as well as ideas for students to motivate them to act more "green." Below is a picture of the latest view of the bulletin board which depicts several efforts made by students throughout the school year. Coming soon is a display by our student liaison, Thomas Frazier. Thomas will be displaying some very creative and environmentally friendly ways to reuse recyclables for items like iPod speakers!
green_school_bulletin_board.jpg | |
File Size: | 257 kb |
File Type: | jpg |
Earth Hour - March 28, 2014
This was the first year that the SJRCS community participated in "Earth Hour." Some classes/grade levels were not able to participate due to logistical reasons, but, in all, roughly 10-15% of our students were able to take part in this first annual event. Our Pre-K students (40 students, 3 teachers & 3 aides) participate in an Earth Hour every day because of nap time!
thank_you_for_joining_the_earth_hour_global_community.msg | |
File Size: | 40 kb |
File Type: | msg |
Earth Week Celebration (Established Spring 2012)
Beginning in the spring of 2012, the SJRCS community decided to make the celebration of Earth Day a week long event. During the week, students, parents, and faculty members participated in several events and broadened their understanding on a variety of environmentally-focused topics. Below are a two examples of surveys sent to the faculty requesting information on the topics/lessons/activities that they conducted or will be conducting this year. The survey attached for this year, has just been recently sent out to the faculty members to gather information about the types of topics they will address during Earth Week. This kind of information is especially useful when we communicate our environmentally-focused lessons to our parents and the wider community through e-newsletters and email communications. The entire school participates in this event each year which is approximately 550-580 students annually.
earth_week_survey-summary.pdf | |
File Size: | 125 kb |
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earth_week_survey_2014-8f299-summary.pdf | |
File Size: | 101 kb |
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