Systemic Sustainability
Environmental Curriculum and Instruction
1.1 Activities
Elementary & middle schools must provide one example of outdoor/environmental instruction per grade level.
High schools must provide one example of outdoor/environmental instruction in four subjects (which may include multiple different differents sciences).
Students completed a school yard evaluation to determine areas that needed support with erosion prevention. The 6th graders researched possible solutions to prevent or reduce the amount of sediment that eroded. They then worked in groups to develop and design a plan for our school yard habitat.
Students researched climate and weather and collected relevant data for our school. Students then researched how Earth's systems are impacted by climate change. Students then conducted school yard report cards for our school community. The student researched why some areas are disproportionally affected by climate change. The culminating experience is a field trip where students investigated mitigation and adaptations to climate resiliency.
Schoolyard report and weather collection
Schoolyard report and weather collection
Schoolyard report and weather collection
Schoolyard report and weather collection
Schoolyard report and weather collection
Schoolyard report and weather collection
Schoolyard report and weather collection
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
Students investigating weather for our school and utilizing weather tools.
email correspondence with HCC centered around data discovery
email correspondence with HCC centered around school yard data trip
Students investigated how the water quality affects the duckweed plant. Students developed and carried out the investigation and then analyzed the results. They then examine our water quality for the Patapsco River and determined how the environment was affected by the water quality.
Students were given the Blue Heron Town project where each student group was given one perspective on how the town utilizes the land. Students reached the causes and effects of how their perspective impacts the land and the environment. As a culminating experience, students developed a research project that examined; the current water quality, the effects of pollution on the food web, sources of pollution, and the overall consensus. As an extension project, they investigated our current land use in Maryland and how they could make a positive impact on our local ecosystem.
10_7 - Land Use in Maryland_Land Use Scavenger Hunt 22-23 (1.06 MB)
Research material for students.
Example - PD 1 Group 2 - LT Big Challenge -Blue Heron Pond Town Project Introduction (2.23 MB)
Student example from the perspective of Hotel Owners
Students investigated how excess CO2 impacts the oyster population in the Chesapeake Bay. in conjunction with learning about the pH of the water, students examine oyster shells, researched and conducted an investigation of the chemical equations that oysters use to develop their shells, and finally conducted an experiment on how excess CO2 affects the pH levels.
Examining Oysters
Examining Oysters
Examining Oysters
Examining Oysters
Simulation on combing molecules to make the oyster shell in a healthy bay versus an unhealthy bay
Simulation on combing molecules to make the oyster shell in a healthy bay versus an unhealthy bay
Simulation on combing molecules to make the oyster shell in a healthy bay versus an unhealthy bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Investigation on excess CO2 and pH of the Chesapeake Bay
Students examine the images from the Chesapeake Bay, as a start to this activity.
Students investigated how pollution affects the quality of the air. Each group researched one of the deadly 6 molecules that are present in our atmosphere. Students presented how the chemical was added to the atmosphere, the chemical equations, and how we could reduce the number of chemicals in the atmosphere. As a culminating experience, students developed a presentation to present at our Environmental Day and how our community could have a positive impact on the quality of our air in our community.
Copy of AQ 6.1 Group Project (784.42 KB)
Air Quality Project example
Sulfur dioxide final project (1.53 MB)
Student example - Sulfur Dioxide
1.2 Green School Awareness
1.2.1 School Wide Awareness - Staff
Demonstrate that all school personnel are aware of the Green School status of your school and the application process.
Staff participated in a school-wide Green School Certification. We examined where were have been in our journey, where we are going this year, and future steps. We explore the current staff and student initiatives.
Staff was present at PIP planning meetings and time was devoted to covering our Green School Application. We discussed where we have been, which initiatives we've already incorporated, and where were are planning on going. We discussed our staff initiatives and what staff could do to decrease our energy consumption. We were charged with two actionable items that all staff could work to improve throughout the year.
1.2.2 School-Wide Celebration
Demonstrate how your school celebrates beig a Green School by hosting a school-wide environmentally-focused event open to all students.
As a culminating experience our staff, students, and community participated in a school-wide celebration. During the day, in science classes, students engaged in Earth Day events, centered around local wildlife, the bay ecosystem, and pollution. Students then participated in a guest speaker where we discussed our environmental impact and how our community is contributing negatively to the health of the Chesapeake Bay. In the evening, there were several events both outside and inside the school to promote a positive impact and environmentally friendly decisions we could make to increase a positive impact on the Bay and our ecosystem.
Throughout the evening celebration our community participated in the following events:
- Tree Planting and Students speakers on our environmental impact and ways to use energy sustainably
- Music being played that included music in the environment
- Supporting your health with basketball and soccer
- Planting plants into the Patapsco Garden and beautifying our outside space.
- Presentation from the Howard County Library on Environmental Programs and Books offered at the library
- Planting of Native seeds to take home and plant in our communities own garden
- Mt Hebron environmental club and efforts for conservation and energy usage
- Master Gardeners presentation on composting
Flyer Green Patapsco Community Event
Correspondance with Guest Speaker
Example of Student work - Recycled art
Student Voice on why we need to make a change within our community.
An event at the Go Green Go Patapsco Community Event.
Recycled Art Mural at the Go Green Go Patapsco Community Event.
Event at the Go Green Go Patapsco Community Event.
Patricia Newman - Speaker for School-wide Earth Day celebration
Earth Week Art
Leaf Stenciling Art for the community.
The student speaker at a community event
Community making planters
Members of the band and orchestra departments performed at the celebration
Outside Map
Events inside at our celebration
Environmental Professional Development for Teachers
1.3.1 Environmental Professional Development for Teachers
Demonstrate that 10% of staff have completed an environmental PD. Instructional staff is defined as any staff that manages a gradebook.
- New Schools must have all PD completed within the past 2 academic years.
- Renewing schools must have all PD completed within the past 4 academic years.
A teacher who has participated in multiple workshops may only be counted once..
After speaking with educators within our school community, it was determined that we needed a school-wide presentation on how conservation and use of energy are relevant to all classrooms. In conjunction with the Howard COunty Conservancy, we developed a presentation that provided a hands-on workshop on Climate Change.
Patapsco, in conjunction with Howard County conservancy, presented where we are as a nation with climate change and how we can make a productive impact on the environment within our classroom. Teachers worked in groups to develop a list of ideas, alongside experiences at the Conservancy. Teachers walked away with ideas and a charge of how they could integrate conservation efforts within their classrooms.
Staff roster on who attended the climate change meeting
Interactive group notes and brainstorms
Charge after meeting, based on staff responses.
Patapsco Middle School Climate 2.28.23 (5.75 MB)
Presentation to Staff
1.4 Achieving Sustainable Schools
1.4.1 School-Wide Staff Sustainability
Demonstrate the sustainability practices your teachers, staff, and other personnel have implemented school-wide to make your school green. Any actions involving students belong under Objective 2.
The following items were instituted as a school-wide environmental change:
- Newsletter with Energy-Efficient Tips Implementing Policies to reduce paper usage Two-Sided Copies and Use of Canvas
- Installation of Energy-Efficient Lighting – Phase 1 Outside Lighting and Gymnasium Lighting Phase 2 – Classroom
- Mindful Light Use – ½ Lights or natural lighting
Purposeful use of lighting. Example of Classroom
Making the choice to print on both sides to save paper.
Example of Staff Newsletter
Staff was actively involved with our community members in the development and implementation of the Go Patapsco, Go Green Celebration.
Staff was actively involved with our community members in the development and implementation of the Go Patapsco, Go Green Celebration.
Staff was actively involved with our community members in the development and implementation of the Go Patapsco, Go Green Celebration.
1.4.2 Systemic Partnership
Demonstrate one partnership with a central office or board within the school system that supports part of the Maryland Green Schools Program. Any partnerships outside of your school system belong under Objective 3.
We've established the following partnerships within HCPSS central office for our Green School initiatives.
- Secondary Science Office - implementing environmental education into the curriculum.
- Building Services – Building Native Garden Boxes for Portable Classrooms
- Outdoor Education Program – 6th Grade Outdoor Education Event HCPSS Facilities Office – Energy Evaluation and Speaker on energy usage. Installation of LED lightbulbs to replace the current light bulbs.
HCPSS speaker on our current energy usage.
Outdoor Education - Students design, build, and communicate in order to reach a common goal.
Students work collectively to move water from the river to another section of land. Students work and discuss water insecurity and actionable items they can make for the future.
Students work collectively to move water from the river to another section of land. Students work and discuss water insecurity and actionable items they can make for the future.
email between staff and conservancy
An email with Staff and Howard County Conservancy
Communication with Patapsco and HCPSS Office of Sustainability
Communication with Patapsco and HCPSS Office of Sustainability
Student Action
Schools must document eight total actions that address at least three of the listed sustainability practices.
These are student actions not adult actions. Adult sustainable actions can be documented in Objective 1.4.
2.1 Water Conservation/Pollution Prevention
2.1 Water Conservation/Pollution Prevention
Design and Execute a plan to remove litter from Schoolyard – Environmental Club collected litter on school grounds prior to the litter reaching the Patapsco River. This is completed multiple times throughout the year.
Research and Design an erosion control project to reduce the amount of erosion on the school grounds. They conducted an experiment to determine the most effective method to reduce erosion. As a culminating experience, they developed a model of their recommendation for the area.
2.2 Energy Conservation
2.2 Energy Conservation
Green Team designed switch plate covers to encourage energy conservation by turning off lights when the classroom is empty. The green team also went around and turned off lights when staff/students were not in their rooms.
Green Team participated in an energy audit with HCPSS and examined the data to see where all of the energy is used within the school building. Students conducted an investigation on phantom energy and how much wattage is used to charge Chromebooks, presenters, and air purifiers.
Green Team Researching and reporting out Energy Saving Tips for the morning announcements. Energy Saving Tips are also included in the Knightly Newsletter for our community.
AWESOMENESS_SAVE ENERGY (371.95 KB)
Student-produced energy tips for the morning announcements.
6th Grade math students conducted an analysis of solar power. Mathematicians calculated how much energy was saved by installing solar panels in their homes.
Students self-selected which reading they preferred to learn more about climate change. Students completed the reading and then assesses their understanding through CommonLit.
Alaska & Climate Change (Period 3 2021_22) (1) (336.11 KB)
Student results from climate change
Teens & Climate Change (Period 3 2021_22) (1) (338.35 KB)
Student results from climate change
Tiny Plastic, Big Problem (Pd. 3 2021_22) (5) (471.41 KB)
Student results from climate change
2.3 Solid Waste Reduction
2.3 Solid Waste Reduction
Green Team designing instructional posters for school-wide usage of recycling bins. Green Team regularly monitors and manages the school recycle bins within the classrooms. When the students walked around, they noticed that many students were not using the recycle bins properly, so they developed a Kahoot for other students to play during Knight time to review what materials should be recycled within the classroom.
Students collecting recycling from each classroom
Students noticed upon their collection that students did not know what should appear within the recycle bin so developed a Kahoot, in response and students completed during our SEL Lessons
Students made a poster in response to what should appear within the recycle bins and hung around the school.
Students repurposed the use of materials in art projects in their art classes. As a culminating experience, students developed & decorated bulletin boards.
8th Grade students participated in a recycled paper artwork in celebration of Earth Day
2.4 Habitat Restoration
2.4 Habitat Restoration
Environmental Club designed, built and maintain a butterfly garden. They tilled the land and planted native plants into the garden to attract wildlife and butterflies. The following native plants were added to our habitat project; common milkweed, swamp milkweed, fennel, mountain mint, joe pye weed, butterfly weed, turtle head, verbena, lobelia, cardinal flower, native honeysuckle, yarrow, lavender, blue eyed grass, coneflower, black eyed susan, bee balm, salvia, aster, false indigo, beauty berry.
A group of 8th-grade students built birdhouses and bat houses that will be added to their community homes and around our school grounds.
7th Grade students, in conjunction with Cornell University, monitor the bird activity on our school grounds
Patapsco Middle School - Project Feederwatch Data - 2022-2023 (91.97 KB)
Examples of data collected throughout the year.
2.5 Opportunities for Nature Exploration
2.5 Opportunities for Nature Exploration
Outside of the application window, an outdoor classroom was built for students and staff to use throughout the day. Since the building, students can ask and encourage all teachers to consistently use the outdoor classroom for their lessons. Staff then signs up to reserve the space for student use.
2.6 Responsible Transportation
2.6 Responsible Transportation
No records were added by the school.
2.7 Healthy Indoor Environments
2.7 Healthy Indoor Environments
6th, 7th and 8th-grade students propagate and maintain indoor plants in the science classrooms to enhance air quality.
Environmental Club conductions monthly clean-up events to maintain a litter-free environment. The students break up into sections around the school grounds and collect as much litter. Student groups are currently working on ways to reduce the amount of litter found outside.
Students organized and participated in an outdoor running club that utilized the school grounds and encouraged students to spend time outdoors
Students consistently advocate for turning off the lights and using the lights from the windows, throughout the day. This promotes a healthy school environment by using natural lighting during the class period.
2.8 Citzen/Community/Participatory Science
2.8 Citizen/Community/Participatory Science
7th-grade students participate in the Cornell Bird Ornithology Project FeederWatch. Students
Patapsco Middle School - Project Feederwatch Data - 2022-2023 (91.97 KB)
Results from data collected over the past year
Students will be conducting a Citizen Science on earthworms in the mid-Atlantic. This project seeks your help to produce a better map of distribution for L. friendi, the ‘other’ nightcrawler. To achieve this, we need your help to collect and photograph these large earthworms. They will collect earthworms around on community and send them back to Johns Hopkins in the coming weeks.
Community Partnership
Demonstrate that your school is forming long-term partnerships to foster environmental stewardship and cultivate community wellness through real-world connections.
3.1 Community Partnerships
3.1.1 School Active in Community
Describe at least one environmentally-focused partnership in which your school is working to benefit your community.
Students used their voices to get "Clothes for Cash" bin on our school grounds, which occurred prior to the application window. During the 2021 school year, students were promoted to their parents to bring used clothes for our used clothes drive. They monitored the number of clothes collected for each month. Then they challenged their parents to beat previous totals.
In conjunction with Mt.Hebron Environmental Club, students from Patapsco and Hebron worked together to make leaf stencils, Earth Day body art, and potted plants for our community members to take home.
3.1.2 Community Active in the School
Describe at least one partnership in which a community partner is benefitting the school. These actions and projects occur on or near school grounds with support from the partner.
Patricia Newman – Environmental Writer and speaker that virtually presented and hosted an environmental education assembly. Student groups read her books and completed several lesson plans associated with her books.
Students have the opportunity to participate in several investigations developed by Towson; Towson Loaner Lab. Each kit comes with several lesson plans and investigations for students to complete. Our students have completed Ocean Acidification and It's a Gassy World.
Towson Loaner Lab - Ocean Acidification and the effects of excess CO2 and the effects of pH on the ocean.
Towson Loaner Lab - Ocean Acidification and the effects of excess CO2 and the effects of pH on the ocean.
Towson Loaner Lab - Ocean Acidification and the effects of excess CO2 and the effects of pH on the ocean.
The Howard County Conservancy is involved in several aspects of our school. In 6th grade, the Conservancy works in conjunction with our 6th-grade educators during Outdoor education, and then again later in the year with our Climate KNOWLedge Unit. With the KNOWLedge unit, they conduct a school-yard report and a Climate Field Trip. Additionally, they had representatives at our Earth Day, Go Patapsco Go Green, community event.
Students of the Mt. Hebron Environmental Club came to our Go Patapsco, Go Green event, where they shared about conservation efforts and helped the community to develop
The University of Maryland was part of our community event. Their contributions talked about best practices for composting and the perfect recipes They shared with our community how composting would be beneficial to our environment.
3.2 Additional Achievements
3.2 Additional Achievements optional
Share any environmentally-related awards, special recognition, certifications, or other achievements that your school, staff or students have accomplished.
No records were added by the school.