A mobile classroom that enables children to see and work with, hands-on, some environmental grasses and other items from wetlands areas. A mobile classroom that enables children to see and work with, hands-on, some environmental grasses and other items from wetlands areas. This allows students to learn about our area, including the wetlands right behind our school, how it leads to the Choptank River and in turn to the Chesapeake, and the impact that we have on it. We did this every year since 2016 for at least 3 days, one day per grade level. We did this every year since 2016 for at least 3 days, one day per grade level.

Pre-kindergarten students are taught the life cycle of the butterfly in their life cycle science unit. Our school provided students with an experience with local caterpillars that were found in a raised garden bed of native plants that the students helped with. When the caterpillars were caught they were brought into the school for all grade levels to observe. Students were able to learn about the native plants that the larvae eat and why native plants are so important, what they need to survive, and what they need to turn into a butterfly. Students are involved in the entire butterfly life cycle, including the final release back into the wild. This is mostly a pre-k activity, but the whole school is able to observe the caterpillars changing into butterflies and the release.

Our kindergarten teachers partnered with the University of Maryland and their SNAP-Ed program. They came in once a month to teach our students about local fruits and vegetables and their benefits. Students were able to see the process of building a garden, helped to plant and harvest fruits, vegetables, and herbs, and eat them. Students grew and harvested lima beans, strawberries, basil, mint, thyme, sage, carrots, tomatoes, eggplant, corn, peppers, cucumbers, and marigolds. Each year there after we grew our own plants and harvested them. We also planted native plants such as wild carrot and dandelions to show them that "weed" are more than meets the eye. This went along with our living/nonliving unit.

The Sultana Education Foundation provides hands-on educational opportunities that promote stewardship of the Chesapeake Bay’s historic, cultural, and environmental resources. By helping students of all ages develop an appreciation for the Chesapeake Bay, Sultana is working to create a community of individuals who are dedicated to preserving this irreplaceable treasure.

We went canoeing to look at native and non-native plants and animals. We tested water quality and discussed human-footprints on the environment. We also took a nature walk and made observations.

On campus we have three bird cameras that are set up through an app that are on student iPads. Students are able to view the cameras either whole group on the projector or on the iPads. Classroom teachers can use the bird cameras to create authentic experiences with their students. The technology teacher introduces the bird cameras to each classroom on their technology day by taking them on a walk outside to see the feeders and box. They can see where the camera are, they learn how to feed the birds and what type of bird feed is used for what type of bird, as well as other animals that visit the feeder such as squirrels and hawks. Classroom teachers then take this resources and implement meaningful experiences for students. For example, multiple grade level teachers take their students outside to sit near the bird feeder to view them while they are outside. Other classroom teachers put the camera on their projector during down time or independent work so students can view the birds. One classroom teacher took her students outside to view the birds at the feeder and then had them come inside and research all the native birds that come to the feeder and the made presentations on their favorite type of bird. Another teacher uses the bird cameras as a center to watch on their iPads and draw what they see. At the center they have bird books and information cards to identify the birds. Other teachers have students use the Merlin app and students take screenshots of the birds they see and input their findings into the Merlin app. We also have the bird camera on live stream at the entrance of our school for community members and families to see.

Students took a field trip to our Green Schools center Adkins Arboretum. At Adkins we learn about pollinators, seeds and how they travel, life in the forest, and tested the water turbidity. In our curriculum, we have lessons about types of pollinators and the process of pollination, seeds and seed dispersal, and observing living things (plants, animals).

5th Grade Teachers took the lead but was implemented whole school. All grade levels have been involved in a recycling program here at GES. Lessons are taught on the human impacts of solid waste and then students brain storm ways that we can reduce it.

Students and staff are able to explore and experience this state of the art technology and then enjoy the tasty vegetables in our cafeteria! Teachers introduced this to their classes and stop by periodically to look at the growth of the plants. It is located outside of the Art room in the same open area as our turtle. The plants are used in the cafeteria for salads and lunch. The tower is also on a timer to make sure the lights and water are turning on and off for the recommended amount of time.

Students in all grade levels participated in a virtual Earth Day during the 2020 shut down.

Email sent out for teachers to sign up for committees.

Back to School staff meeting where committee outline and expectations were overviewed. This included Green Schools Committee duties and expectations.

On February 17th, 2023, ShoreRivers provided our school staff with a professional development on Place Based Learning and how to incorporate it into our curriculum. Staff participated in a workshop on what Placed Based Learning is and how and when we can use our environmental education resources on our grounds as well as brainstorming breakout time for staff to plan how to incorporate PBL into the curriculum.

MWWE 101 Project Learning Tree - Meaningful Watershed Educational Experience Educator Training Module 1 through Chesapeake Exploration

Course Objectives:

Participants will learn the history of the MWEE and its connections to the Chesapeake Bay Watershed Agreement. Participants will identify how students, teachers, and the community could benefit from a MWEE. Participants will review evidence for how a MWEE can support a variety of learning outcomes. Participants will identify their role in the MWEE Essential Elements and Supporting Practices and how they can incorporate student voice and choice. Participants will evaluate a completed MWEE program.

NOAA Environmental Science Training Center hosted a virtual professional development opportunity for elementary school teachers (grades K-5) that connects locally relevant environmental science across the curriculum. The workshop is designed to address and support the implementation of core components of the Next Generation Science Standards (NGSS) and Meaningful Watershed Educational Experiences.

Teachers attended a Sultana Education Foundation professional development. SEF professional development programs provide opportunities for teachers to improve core content knowledge, refine pedagogy, and earn required Continuing Professional Development (CPD) credits to keep Maryland teaching certificates current.

Four GES 5th grade teachers, Jen Gunter, Kelly Higgins, Andi Dean, and Emilee Manship, attended a professional development workshop on March 11, 2017 at Horn Point in Cambridge, MD about the Choptank River Ecosystem. To learn more about this ongoing professional development for our 5th grade teachers, please visit the Sultana Education Center.

Recycling PD for Green Schools Committee - trainer of trainers model; trained on what can and cannot be recycled in the state of Maryland and how the materials need to be prepared and collected. Members of the Green Schools committees then took this information and trained their assigned grade level teachers/staff to incorporate into their curriculum and recycling lessons and school wide routines.

Each year (since before 1990) Greensboro Elementary has celebrated Earth day with a school wide celebration. We invite members of the community and other community stakeholders, such as Parks and Recreation, to come in as well as teacher led activities teaching students about our amazing Earth and what we can do to help take care of it. This year we had local farms, Parks and Recreation, Wetlands on Wheels, Fishmobile, Enviroland Tours, Garden Club, Origami Butterflies, Composting, Wolves, Organic Farming, DNR, and Miniature Horse Rescue

Students realize when the water filter needs to be replaced and let the teachers and staff know that the water filter should be replaced. This has sparked many discussions led by students about the importance of clean drinking water. Our water stations have a monitor on them that also let students know how much they are saving. Many conversations prompted by students have come from these about bringing their own water bottle instead of buying water bottles or using the fountain that wastes water.

Students in the environmental club spent months researching native plants and pollinators that would be best to plant in our swales at the school. These marshy depressions collect runoff so students needed to research not only what native plants are best for pollinators, but also which plants could survive best in the wet conditions.

A mobile classroom that enables children to see and work with, hands-on, some environmental grasses and other items from wetlands areas. This allows students to learn about our area, including the wetlands right behind our school, how it leads to the Choptank River and in turn to the Chesapeake, and the impact that we have on it. We did this every year since 2016 for at least 3 days, one day per grade level.

Students in all grade levels explore the wetlands behind our school to learn about the importance of taking care of the wetlands and how it leads directly to the Choptank River which leads to the Chesapeake Bay. They learn about native plants and animals and how to protect them. Students have been exploring these wetlands since the school was built.

Students were taught about the importance of saving energy through our lights. In each classroom there is a light monitor who makes sure that lights are turned off or dimmed in each classroom.

All grade levels have been involved in a recycling program here at GES. Lessons are taught on the human impacts of solid waste and then students brain storm ways that we can reduce it.

Kindergarten successfully got straws banned from GES and other schools in the county. Students researched the impact of solid waste and humans on the environment and after an example from another classroom not using straws and reusable utensils. See attached letter that was sent to the head of food services that got straws banned.

After realizing just how much waste create each day with all the food that is thrown away by students. We started helping the cause by collecting all the unopened, packaged items that students intend to throw away (Yogurt, goldfish, string cheese, fruit cups etc.). These items are collected and taken to the office where they are washed and kept in the refrigerator. The following day they are placed on the table in the cafeteria. Students who are still hungry after finishing their meal are welcome to come to the table and select something else to eat. This effort has saved so much food from the landfill, along with giving students an option if they're still hungry. Win win! While that was a great start there is still so much food being thrown away. Students who buy lunch at school are required to take fruits and vegetables as part of their meal. These items get thrown away in huge quantities. As part of our effort to reduce waste and go green we have partnered with two local farms, Work Horse Farm and Winstead Family Farm, and students will be collecting unwanted fruits and vegetables from right before they hit the trash can. All this collected food will be taken to the farm and enjoyed by lots of animals. We anticipate this will make a huge dent in our daily contribution to our landfill. We will also be encouraging students to do their part and not take more than they intend to eat.

At GES we have all grade levels recycle markers, pens and caps, watercolor paint trays, and more through Crayola Recycling program and the BIC Stationary Recycling Program. We have recycle bins specifically for these items that get boxed up and shipped back to the companies.

The National Aquarium selected 42 Maryland schools from among many applicants to raise Poplar Island’s summer hatchling crop. Teachers and students will care for them over the school year and return them to Poplar Island the following spring. While teachers present textbook lessons, students learn about terrapins by feeding, caring, and measuring them. Terrapins in the Classroom is one of many National Aquarium programs that provide unique, hands-on opportunities for students to form meaningful connections to the Chesapeake Bay ecosystem. It joins the Terrapin Education and Research Partnership (TERP) sponsored by MDOT MPA in a common goal to inspire the next generation of conservationists based on a belief that education leads to inspiration and conservation. We have been doing this program for two year, we have had two hatchlings. Each Tuesday we hold turtle talk where a group of students comes to the tank and learns about the turtle, measures them, and helps to feed them. On release day, we watch a live feed of the release!

Pre-kindergarten students are taught the life cycle of the butterfly in their life cycle science unit. Our school provided students with an experience with local caterpillars that were found in a raised garden bed of native plants that the students helped with. When the caterpillars were caught they were brought into the school for all grade levels to observe. Students were able to learn about the native plants that the larvae eat and why native plants are so important, what they need to survive, and what they need to turn into a butterfly. Students are involved in the entire butterfly life cycle, including the final release back into the wild. This is mostly a pre-k activity, but the whole school is able to observe the caterpillars changing into butterflies and the release.

Students found a Killdeer nest on the playground by the swings and reported it to a teacher that it needed to be protected. The area around the swing set were then off limits for play and students were able to protect the Killdeer nest while observing during recess as well as from their classrooms and taking a filed trip outside to observe. Students were about to learn about Killdeer as well as their predators such as fox and hawks that were also observed.

Students in the Therapeutic Support Program researched and built birdhouses that would house native birds on our school property. These bird houses are now used for outdoor education and learning spaces where students can identify, feed, and observe local birds.

The National Aquarium selected 42 Maryland schools from among many applicants to raise Poplar Island’s summer hatchling crop. Teachers and students will care for them over the school year and return them to Poplar Island the following spring. While teachers present textbook lessons, students learn about terrapins by feeding, caring, and measuring them. Terrapins in the Classroom is one of many National Aquarium programs that provide unique, hands-on opportunities for students to form meaningful connections to the Chesapeake Bay ecosystem. It joins the Terrapin Education and Research Partnership (TERP) sponsored by MDOT MPA in a common goal to inspire the next generation of conservationists based on a belief that education leads to inspiration and conservation. We have been doing this program for two year, we have had two hatchlings. Each Tuesday we hold turtle talk where a group of students comes to the tank and learns about the turtle, measures them, and helps to feed them. On release day, we watch a live feed of the release!

On campus we have three bird cameras that are set up through an app that are on student iPads. Students are able to view the cameras either whole group on the projector or on the iPads. Classroom teachers can use the bird cameras to create authentic experiences with their students. The technology teacher introduces the bird cameras to each classroom on their technology day by taking them on a walk outside to see the feeders and box. They can see where the camera are, they learn how to feed the birds and what type of bird feed is used for what type of bird, as well as other animals that visit the feeder such as squirrels and hawks. Classroom teachers then take this resources and implement meaningful experiences for students. For example, multiple grade level teachers take their students outside to sit near the bird feeder to view them while they are outside. Other classroom teachers put the camera on their projector during down time or independent work so students can view the birds. One classroom teacher took her students outside to view the birds at the feeder and then had them come inside and research all the native birds that come to the feeder and the made presentations on their favorite type of bird. Another teacher uses the bird cameras as a center to watch on their iPads and draw what they see. At the center they have bird books and information cards to identify the birds. Other teachers have students use the Merlin app and students take screenshots of the birds they see and input their findings into the Merlin app. We also have the bird camera on live stream at the entrance of our school for community members and families to see.

Students in 3rd, 4th, and 5th grade are in an environmental club where they learn about sustainable practices and how to take care of our environment and implement those practices on our school grounds and at their homes and in their community.

Our school initiated No Idle Zones for cars parked waiting to pick-up and drop-off their students. Students in all grade levels created their own signs after studying the effects of pollution from transportation. Student signage from each grade level was put up where everyone within the no idle zone can see.

Our kindergarten teachers partnered with the University of Maryland and their SNAP-Ed program. They came in once a month to teach our students about local fruits and vegetables and their benefits. Students were able to see the process of building a garden, helped to plant and harvest fruits, vegetables, and herbs, and eat them. Students grew and harvested lima beans, strawberries, basil, mint, thyme, sage, carrots, tomatoes, eggplant, corn, peppers, cucumbers, and marigolds. Each year there after we grew our own plants and harvested them. We also planted native plants such as wild carrot and dandelions to show them that "weed" are more than meets the eye. This went along with our living/nonliving unit.

Students using iNaturalist and Seek to identify plants on their play ground. Students use their devices and the seek app to identify certain plants on/around our school grounds. In this example, a kindergarten student was curious if a type of berry was poisonous so they looked it up! They also wanted to know the name of the flowers that were growing and the birds at our bird feeder. We found asters, tufted titmouse, cardinal, sparrows, and blue jays! Students sat a a picnic table a drew what they saw!

Students found a feather on the playground and used the iNaturalist app to try and find what bird it came from.

Students found a feather on the playground and used the Seek app to try and find what bird it came from.

After realizing just how much waste create each day with all the food that is thrown away by students. We started helping the cause by collecting all the unopened, packaged items that students intend to throw away (Yogurt, goldfish, string cheese, fruit cups etc.). These items are collected and taken to the office where they are washed and kept in the refrigerator. The following day they are placed on the table in the cafeteria. Students who are still hungry after finishing their meal are welcome to come to the table and select something else to eat. This effort has saved so much food from the landfill, along with giving students an option if they're still hungry. Win win! While that was a great start there is still so much food being thrown away. Students who buy lunch at school are required to take fruits and vegetables as part of their meal. These items get thrown away in huge quantities. As part of our effort to reduce waste and go green we have partnered with two local farms, Work Horse Farm and Winstead Family Farm, and students will be collecting unwanted fruits and vegetables from right before they hit the trash can. All this collected food will be taken to the farm and enjoyed by lots of animals. We anticipate this will make a huge dent in our daily contribution to our landfill. We will also be encouraging students to do their part and not take more than they intend to eat.

MSDE and GES Hosted a Farm to School Week with numerous community partners including: • University of Maryland SNAP-Ed • Choptank Community Health • Caroline Career and Technology Center • Chapel's Country Creamery • Chesapeake Culinary Center • Red Acres Hydroponics • Blade's Orchard • Rink2Reef Oyster Habitat Rehabilitation • Clayton Farms • Shore Gourmet • Maryland FFA Association • Bailey and Sons Dairy • Bartenfelder and Schafer Farms

Each class was able to go through and meet each community partner and learn about AND TRY the local foods that our community provides as well as a very cool demonstration from Rink2Reef about why oyster bed are an important habitat within a healthy estuary. They used recycled lacrosse sticks to rebuild the reefs that will provide essential habitat for oysters and many other species including shrimp, clams, crabs, snails and a variety of fish. There was also a demonstration on how much energy can be harnessed from a bike! As they rode they bike they were running a blender to make a smoothie! They were given resources at each station and info cards and/or recipes for the food they tried.

This event is a testament to how these partners are active in our school each and every day. We serve their local produce and proteins in our cafeteria to students and staff, they provide our students with invaluable information on the importance of eating local foods, and provide our staff and students with meaningful experiences. They come to more events than just this including but not limited to Earth Day and Career Day.

Our kindergarten teachers partnered with the University of Maryland and their SNAP-Ed program. They came in once a month to teach our students about local fruits and vegetables and their benefits. Students were able to see the process of building a garden, helped to plant and harvest fruits, vegetables, and herbs, and eat them. Students grew and harvested lima beans, strawberries, basil, mint, thyme, sage, carrots, tomatoes, eggplant, corn, peppers, cucumbers, and marigolds. Each year there after we grew our own plants and harvested them. We also planted native plants such as wild carrot and dandelions to show them that "weed" are more than meets the eye. This went along with our living/nonliving unit.

GES was recognized for our Green Schools Certification in the Times Record Newspaper.

https://www.myeasternshoremd.com/times_record/schools/greensboro-elementary-awarded-state-honor/article_64e7ff93-2585-53fc-94b0-95d59ea427ba.html