In e4usa, engineering essentials, 11th and 12th grade students investigated the potential impact of wind turbines. Over a 1-month period, we discussed the sources or electrical power in our region and their long term effects on the environment. Students then worked in groups to test a specific variable relating to wind turbine blade design. The results of these tests were used to inform decisions in creating a wind turbine blade that would work best with average wind velocities in our region.

As a culminating activity for our unit on natural resources and human impacts on the environment, students were tasked to design a home that incorporated green technology and other plans for sustainable living. "How could a home be designed to reduce use of fossil fuels & best utilize renewable energy sources?" was the guiding question for the design. Additional prompts were given to have students explain why they chose certain elements and what positive effects would be generated by utilizing their design.

One sometimes-overlooked environmental issue that is nonetheless pressing is the rapid decline in many pollinator species. For this seventh-grade science activity students were tasked with researching a problem facing two pollinators of their choice as well as ways that we can help support these pollinators. They summarized and displayed their findings through creating an infographic to highlight key pieces of data and information. This project was introduced after lessons about plant and animal reproduction were delivered and was an excellent opportunity for students to apply the concepts that they recently learned about. This active exploration of an environmental issue allowed students to find out more about the online resources available to them in the pursuit of learning more about the challenges facing our planet. Perhaps more importantly, through finding and explaining potential solutions to these challenges students were able to see that we can all make contributions to heal our environment and create positive change.

My 8th graders had team brainstorming sessions and then a whole group discussion about protecting our environment. They created posters to illustrate good practices everyone can do to help; like reducing pollution. Captions like using renewable energy, intensifying recycling, reusing items, stop littering, and plant trees, accompany their artwork. The posters are displayed in the school hallways now so all staff and students can view them.

In 2010 petroleum giant BP spilled millions of liters of crude oil into the Gulf of Mexico. Vast quantities of chemical dispersant was sprayed on the spill to break up the oil. However people started to get sick and it became a health catastrophe. Students used materials such as cotton balls, paper towels, plastics straws, and dish detergent to clean up their own spill and analyze which materials eliminated the most oil.

Students completed a lab regarding the effects of acid rain due to pollution to building structures and marble statues. They identified a safe hydrochloric acid concentration that will slow down the rate of this process or minimize the effects of acid rain.

Students discussed and presented their findings and came up with 2M HCl or less to be the least harmful to the environment when it comes down as acid rain. They estimated how long would it take for a marble statue to disintegrate using the approximate size of the statue and the frequency of rain in the area.

Because it's not always simple to see, it can be challenging to understand what air pollution is. Students applied petroleum jelly to a petri dish and left it uncovered for twenty-four hours. The next day, it was examined to check for particles that had collected on the surface overnight.

Students tried to identify the particles in their samples and to infer what sources they came from. Two potential causes are dust and mold spores. Groups discussed additional sources they might encounter at home, such as pet dander and cigarettes, and what methods might help to reduce exposure to indoor particles and air pollution in general.

Email to all staff reminding all that College Park Academy is officially applying for Green School Certification this year. We started the process in 2019, when we first introduced the program at a whole-staff meeting.

The entire school participated in a week of activities from March 13-17, 2023; with green tips during morning announcements and an environmental focus action for each day.

This PD was an introduction to the En-ROADS climate solutions simulation model. It is a highly interactive, role-playing game for engaging participants in exploring key technology and policy solutions for addressing global warming. Students will use the game to propose climate change solutions and see what it would really take to address this global issue.

The MD Green School Program - A Beginner's Guide session was to introduce schools to the new online platform for the 2023 application. It was also an opportunity to receive training and assistance in developing an action plan to complete the Green School application process .

This professional development provides a general overview of what environmental literacy is and requires participants to develop their own conceptualization of environmental literacy. Participants illustrate what e-literacy is to them and develop a working definition. The self-paced course provided a historical perspective of e-literacy and show how it can be embedded in k-12 curriculum.

This professional development provides a general overview of what environmental literacy is and requires participants to develop their own conceptualization of environmental literacy. Participants illustrate what e-literacy is to them and develop a working definition. The self-paced course provided a historical perspective of e-literacy and show how it can be embedded in k-12 curriculum.

This professional development provides a general overview of what environmental literacy is and requires participants to develop their own conceptualization of environmental literacy. Participants illustrate what e-literacy is to them and develop a working definition. The self-paced course provided a historical perspective of e-literacy and show how it can be embedded in k-12 curriculum.

This professional development provides a general overview of what environmental literacy is and requires participants to develop their own conceptualization of environmental literacy. Participants illustrate what e-literacy is to them and develop a working definition. The self-paced course provided a historical perspective of e-literacy and show how it can be embedded in k-12 curriculum.

This professional development provides a general overview of what environmental literacy is and requires participants to develop their own conceptualization of environmental literacy. Participants illustrate what e-literacy is to them and develop a working definition. The self-paced course provided a historical perspective of e-literacy and show how it can be embedded in k-12 curriculum.

Students celebrated Earth Day by removing litter from the schoolyard and surrounding area to reduce the possibility of the litter reaching the waterways.

Students from the high school Environmental Club got their first experience with storm drain stenciling. The message is an important reminder that they flow directly into streams and other waterways. Rain will carry any trash or contaminants off the street and down the drain until eventually reaching the Chesapeake Bay.

Their team will be the lead for the next round of stenciling.

Students from the Middle School Environmental Club made and hung labels for the light switches throughout the school to encourage energy conservation and reduction of our impact on climate change.

Students use recycling and trash containers in cafeteria help keep items separated so they can be taken to the proper receptacle outside for pick up. Students post recycling signs in classrooms and offices throughout the building.

Middle School Environmental Club members collected broken and unwanted holiday light strings at school and from their neighbors. Announcements were sent to staff, students, and their families through our school virtual communication lines.

Students planted a pollinator garden on campus. Native plants and tools were provided by the Schmidt Center. Members of our middle school environmental club installed the plants in one of the dry stormwater detention ponds fronting our campus.

During our Good Neighbor Day event, students, families, and community volunteers cleared invasive plant species to establish an area where native plants can thrive.

Good Neighbor Day is an annual partnership between the University of Maryland, the City of College Park, and the Maryland-National Capital Park and Planning Commission (M-NCPPC) that brings together residents of College Park and surrounding communities with university students, staff, faculty, and alumni for a day of service.

Picnic benches are located in the back of our school building. We're also lucky to have a curtain of trees and plants on 3 sides of campus that separate us from the surrounding roads and houses. Starting in the early fall, classes use the benches or nearby grassy area to have a lesson outside during good weather. Grade 6 worked on making observations of nature in our backyard; inferring cause and effect, and generating new questions.

Neighborhood students and their families have coordinated their own carpools to and from campus. Other students walk, or ride bikes and scooters together. Our current bike racks are filled and more will be installed to accommodate the growing need.

Students transplanted spider plants in order to promote better air quality in the classroom. Each classroom received a plant to care for during part of the school year.

The 8th Grade Class started a shoe drive in December, which ran all the way through March. All donated shoes are redistributed throughout the Funds2Orgs network of micro-enterprise partners to help create, maintain, and grow small businesses in developing countries where economic opportunity and jobs are limited. Proceeds from the sales of the shoes collected during the drive are used to feed, clothe, and house their families. This process also provides a second life for the resources used to produce the shoes and reduces solid waste.

Students installed a pollinator garden on campus with plants donated by and tools borrowed from the Schmidt Center.

The Schmidt Center provided spider plant pups for students to pot and care for as part of their Indoor Planting for Air Improvement activities.