The Pre-K students learned about the benefits of reusing, reducing and recycling. They were taught about items that are recyclable and non recyclables in Baltimore City. The students learned how they can recycle and reuse different items to make new things. The students melted old crayons to make new crayons for their class. They also used old, dried up markers to create water colors by soaking them in water and then using the new colored water to paint.

As part of a Kindergarten ELA unit, students explored the topic of trees and their importance to both people and wildlife. They learned what trees need to grow and thrive, how humans and animals benefit from and use trees, and how they can help care for the trees in Patterson Park. To put their learning into action, students created environmental awareness pins and sold them to raise funds for the Friends of Patterson Park, supporting efforts to plant new trees and maintain existing ones in the park. The project concluded with students planting a tree in one of the empty tree beds behind the school.

Students studied birds, with a focus on adaptation and migration during their first grade ELA Unit. To extend their learning through service, students installed bird-safe decals on school windows that produce reflections and can cause dangerous collisions. They also shared their knowledge with the community by distributing educational flyers and pins in the park, helping to raise awareness about simple actions people can take to protect migrating birds.

As part of their second-grade ELA unit, students studied pollinators and their essential role in ecosystems and food production. They learned how animals such as bees, butterflies, and other insects help plants reproduce, why native plants are especially important for supporting local species, and how habitat loss affects pollinator populations. On Earth Day, students put their learning into action by creating seed bombs containing native pollinator-friendly plant seeds. They shared and planted these seed bombs with their families to help create new habitats and increase food sources for pollinators in their community.

As part of our Survival of the Fittest science unit, we went out in the park and observed birds in their natural habitats. We noticed that since it was November, a lot of birds had already migrated, and discussed how migration had been a key to bird survival over time. While bird watching, students made tallies of the number of times birds exhibited different behaviors like flying, swimming, walking, as well as different sounds (songs) that they heard. Students noticed that present day birds have a lot of similar features as birds from prehistoric times. We discussed how changes in our environment lead to evolutionary changes in living things.

Fourth-grade students took pride in improving their school and community by cleaning littered streets around campus. Afterward, they studied native plants, their benefits to local insects, and erosion prevention—part of their science curriculum. Students surveyed two empty tree boxes on Belnord Ave., planned needed materials, and created signs to educate the community. They then prepared the soil, added compost, and planted native seeds such as purple coneflowers and black-eyed Susans. By summer, the once-trash-filled spaces had transformed into thriving native flower gardens.

Our school participates in the Chesapeake Bay Foundation’s Baltimore Harbor Environmental Education Program, where fifth grade students learn aboard a research vessel in the Patapsco River. Students investigate urban ecosystems through water-quality testing, biological surveys, and studies of human impact on a working harbor. This outdoor education program helps students understand the balance between ecosystem health and human activity in the Chesapeake Bay watershed.

Our school partners with the Chesapeake Bay Foundation’s Maryland Rivers & Streams Environmental Education Program to engage sixth grade students in hands-on watershed investigations. Students explore local rivers and streams while conducting biological sampling and water quality testing to understand human impacts and environmental stewardship. This outdoor experience connects classroom learning to real-world conservation of Maryland’s waterways.

The entire seventh-grade class participated in a full-day experience with the Chesapeake Bay Outward Bound Field School, where students learned and practiced Leave No Trace principles, observed sustainable outdoor recreation practices, and developed teamwork and leadership skills through hands-on, experiential learning.

Sixty-two eighth grade students spent a week backpacking the Appalachian trail or canoeing the Potomac with Outward Bound. While on expedition, they learned about the Leave No Trace principles, the critical role of public lands, and how to be environmental stewards.

We presented our slide deck during the February staff meeting to inform all staff of our Green Schools recertification.

We discussed the Green Schools recertification at our January sustainability committee. We reviewed what documentation we had, and what we still needed.

Our school celebrated Earth Day with a weeklong initiative promoting environmental awareness, student leadership, and community action. Each morning, a Green Team member delivered announcements on protecting the environment. Classrooms engaged in a bulletin board and door-decorating contest, reinforcing key messages. Every grade level completed hands-on projects like planting, litter clean-ups, or creating seed bombs. Students in grades 3–8 participated in a poster contest, while Pre-K through grade 2 had a coloring contest. Teachers submitted Earth Day lesson documentation for a raffle, extending sustainability learning schoolwide.

Life Beyond Light: Chemosynthetic Communities of the Deep Ocean is a NOAA Ocean Exploration professional development workshop for educators in grades 6–12 focused on deep-sea ecosystems, including hydrothermal vents and cold seeps. Through this experience, Ms. VanPatten strengthened her ability to support content-area literacy by engaging with complex scientific texts and data visualizations. This learning informs her coaching work with teachers to integrate reading, writing, and discussion strategies that build students’ comprehension, critical thinking, and understanding of environmental issues.

Life Beyond Light: Chemosynthetic Communities of the Deep Ocean is a NOAA Ocean Exploration professional development workshop for educators in grades 6–12 exploring deep-sea ecosystems such as hydrothermal vents and cold seeps. Through this workshop, Mx. Collins deepened their understanding of how life can thrive without sunlight using chemical energy. This learning supports their work as a middle school science teacher by enriching instruction on ecosystems, energy flow, biodiversity, and environmental resilience, while reinforcing Green Schools principles of interconnected systems and stewardship.

Life Beyond Light: Chemosynthetic Communities of the Deep Ocean is a NOAA Ocean Exploration professional development workshop for educators in grades 6–12 exploring deep-sea ecosystems such as hydrothermal vents and cold seeps. Ms. Luciano learned how life can thrive without sunlight, expanding her understanding of the forms, patterns, and adaptations of extreme ocean environments. This learning informs her work as a middle school art teacher by inspiring projects that connect art with science. Students examine texture, color, shape, and design while developing appreciation for biodiversity and ecological resilience.

National Aquarium Teacher Orientation prepares educators to design meaningful field experiences that introduce young learners to animals, habitats, and environmental care. Ms. Leake gained insight into the Aquarium’s exhibits and animal life, along with access to free curriculum materials and pre- and post-visit activities that support inquiry, observation, and discussion. This learning directly supports her classroom practice by helping students build early science vocabulary, curiosity about living things, and foundational understanding of habitats and conservation.

The Fulbright Teacher Scholarship is part of the prestigious U.S. Department of State exchange program, giving K–12 educators global professional learning experiences. Serena Harris deepened her teaching practice, explored innovative strategies, and collaborated with educators worldwide. She brings back enriched curriculum ideas, enhanced leadership skills, and expanded intercultural awareness that support culturally responsive teaching, student engagement, and our Green Schools goals of equity, inclusion, and sustainability.

The Outward Bound team-building workshop for educators provided experiential professional learning in collaboration, problem-solving, and outdoor leadership. Staff engaged in group challenges and explored Leave No Trace principles, deepening their understanding of responsible use of outdoor spaces. The experience strengthened teamwork, communication, and trust, while modeling ways to use outdoor environments as extensions of the classroom. Teachers returned ready to facilitate student-centered outdoor learning and promote environmental stewardship, supporting Green Schools goals of sustainability and respect for nature.

The Outward Bound team-building workshop for educators provided experiential professional learning in collaboration, problem-solving, and outdoor leadership. Staff engaged in group challenges and explored Leave No Trace principles, deepening their understanding of responsible use of outdoor spaces. The experience strengthened teamwork, communication, and trust, while modeling ways to use outdoor environments as extensions of the classroom. Teachers returned ready to facilitate student-centered outdoor learning and promote environmental stewardship, supporting Green Schools goals of sustainability and respect for nature.

The Outward Bound team-building workshop for educators provided experiential professional learning in collaboration, problem-solving, and outdoor leadership. Staff engaged in group challenges and explored Leave No Trace principles, deepening their understanding of responsible use of outdoor spaces. The experience strengthened teamwork, communication, and trust, while modeling ways to use outdoor environments as extensions of the classroom. Teachers returned ready to facilitate student-centered outdoor learning and promote environmental stewardship, supporting Green Schools goals of sustainability and respect for nature. (Please see documentation in prior submission)

The Outward Bound team-building workshop for educators provided experiential professional learning in collaboration, problem-solving, and outdoor leadership. Staff engaged in group challenges and explored Leave No Trace principles, deepening their understanding of responsible use of outdoor spaces. The experience strengthened teamwork, communication, and trust, while modeling ways to use outdoor environments as extensions of the classroom. Teachers returned ready to facilitate student-centered outdoor learning and promote environmental stewardship, supporting Green Schools goals of sustainability and respect for nature. (Please see documentation in prior submission)

The Outward Bound team-building workshop for educators provided experiential professional learning in collaboration, problem-solving, and outdoor leadership. Staff engaged in group challenges and explored Leave No Trace principles, deepening their understanding of responsible use of outdoor spaces. The experience strengthened teamwork, communication, and trust, while modeling ways to use outdoor environments as extensions of the classroom. Teachers returned ready to facilitate student-centered outdoor learning and promote environmental stewardship, supporting Green Schools goals of sustainability and respect for nature. (Please see documentation in prior submission)

National Geographic Grosvenor teacher Fellowship: The Grosvenor teacher fellowship is a unique professional development opportunity that selects 50 educators from North America and sends them on a once-in-a-lifetime expedition. This two-year fellowship includes professional learning with the National Geographic Society, and chances to build and sustain relationships that serve to strengthen school communities as environmental stewards. Sabina Sully participated in this program in 2024, and continues to serve as a fellow through the spring of 2026. During her time as a fellow, she has brought back lessons about sustainability, ecosystem resilience, and marine plastic waste.

Members of our Green Team visited the Anita C. Leight Estuary Center, where they learned about water pollution, conservation, and protecting local waterways. They explored how human activities impact water quality and discussed ways to reduce pollution. Students studied estuary and marsh habitats, observing aquatic organisms and native marsh animals through hands-on activities like seining. This experience deepened their environmental knowledge, helping them understand food webs, biodiversity, and the importance of healthy ecosystems in water conservation.

Second-grade students visited Professor Trash Wheel to learn about water pollution and how trash flows through storm drains into local waterways and the Chesapeake Bay. They discussed the impact of litter and the importance of keeping storm drains clear. Students participated in a service-learning activity by clearing debris from drains and identifying areas for "Save the Bay" stenciling. They also checked and removed clogs, preventing flooding and reducing pollution. This experience connected classroom learning to real-world action, empowering students to make a positive impact in their community.

Third grade students spent the day with community partners (Harbor Scholars and Towson University) studying the local watershed and its ecosystem. First, students visited Mr. Trash Wheel and the Harbor Wetland to learn about efforts to support wildlife habitat in the Chesapeake Bay. Then they donned lab coats and used microscopes in SciTech’s science lab to complete two activities: measuring water quality and observing living organisms in water samples from the Chesapeake Bay.

Our school engages students across grade levels in reducing waste and keeping the community clean through regular litter clean-ups. Classes participate in trash pick-ups at Patterson Park, reinforcing the importance of preventing pollution. Middle school students complete this work as part of their service-learning hours, developing leadership and responsibility. Many students also collect trash during recess, showing ownership of environmental stewardship. The Sustainability Committee conducts daily clean-ups around the school, promoting positive behavior, reducing waste, and fostering respect for the environment.

Our PreK-2nd Green Team collected used and broken crayons. We then peeled them, broke the crayons and fit them into molds. The crayons were melted and molded into new crayons that were distributed to Green Team members as well as primary classrooms within the school. The crayons were distributed in repurposed fruit containers that we collected after a Fresh Fruit and Vegetable Delivery.

Students engaged in a plastic waste audit of the school and cafeteria, collecting and cataloguing types of waste. Students then met with National Geographic Explorer and environmental activist Katherine Owens to learn about how she uses plastic waste to create life-sized portraits of animals harmed by plastic pollution.

The Kindness Club met to plant native species of plants in a big pot donated by one of our neighbors. Our neighbor is an advocate for trees that have been planted on Linwood Avenue and around the neighborhood, in and he was gracious enough to share the 20+ years of efforts put forth to add more greenery to the neighborhood in order to lower urban heat. He explained to our club that plants and trees actively help lower temperatures by providing shade, improving air quality, and releasing water vapor. He also noted the importance of planting local species of plants.

In 4th grade science, students learned about pollinators and their importance to our environment. They also learned about native plants, their connection to pollinators and how both of these things contribute to a healthier ecosystem. After planting native flower seeds around the exterior of the school’s campus, students wanted to create signs to inform neighbors and protect their plants.

Our school integrates outdoor spaces into learning, offering students meaningful opportunities to connect with nature. Kindergarten students participated in an Audubon program focused on observation, inquiry, and environmental awareness. They took part in a nature scavenger hunt, searching for birds, flowers, insects, and other natural features. Exploring Patterson Park and the "Boat Lake" pond, they observed plants, animals, and water habitats. This hands-on experience fostered curiosity, strengthened early science skills, and helped students develop a deeper appreciation for the natural environment.

Due to our school’s location, many field trips are completed on foot, allowing students to practice safe travel while reducing our environmental impact. Middle school students have walked to destinations like SciTech in the Inner Harbor and Camden Yards, while younger students visit nearby locations such as the ice skating rink, library, and train garden in Highlandtown. These trips teach students safe navigation, street-crossing skills, and traffic awareness, while highlighting the environmental benefits of walking, such as reducing carbon emissions and promoting community health.

Middle School Green Team members studied how traditional chemical cleaners affect human health and indoor air quality, and explored safer, environmentally friendly alternatives. They learned that green cleaners reduce exposure to harsh chemicals while remaining effective for daily use.

Students then created eco-friendly cleaning solutions using vinegar, water, and essential oils. They designed labels, added microfiber cloths, and included informational handouts explaining the benefits of green cleaning. The kits were distributed to teachers, promoting healthier classrooms and student-led sustainability efforts.

Students in grades 2–4 on our Green Team learned how indoor plants support healthier classrooms. They studied plant propagation, basic plant care, and how houseplants can improve air quality, reduce stress, and create a calming learning environment.

Students decorated pots and propagated a variety of houseplants to share throughout the building. Each plant was delivered with a care guide and information about its benefits. This project combined environmental education and service learning while promoting wellness and sustainability schoolwide.

Students in the middle grades Polar Explorer elective researched the impact of single use plastic on animals, created a poster, and shared with guests at the Maryland Zoo during their ‘Party for the Planet.” While there, they interacted with over 350 guests spanning three days in April of 2025, advocating to reduce the use of these single use plastics in guests’ day to day lives and offering alternatives to create a more sustainable future. The Polar Explorers will continue to work with the zoo, and will share their documentary there after the Antarctica trip.

The National Aquarium has been working with our 6th and 7th grade students enrolled in the Polar Explorers program to better understand the role that humans play in polar conservation and sustainability, Students have walked to the aquarium to learn about their innovative Harbor Wetlands, spent time in the animal rescue center, and had aquarium staff come to the school to teach about how scientists use methods and data to support fragile ecosystems. Students will continue to partner with the Aquarium as they prepare for their Antarctica trip.

Our school partnered with Great Kids Farm to provide hands-on environmental learning that connects classroom lessons to real-world agriculture, ecosystems, and food systems. Second-graders visited the farm to explore plants and animals and learn about sustainable practices and stewardship. Farm educators also brought animals to Pre-K–2 students, teaching about habitats, care, and biodiversity. This partnership strengthened students’ connection to their local environment and community through experiential, place-based education.

Our school partnered with the EcoWarriors Challenge, a Baltimore City Department of Public Works initiative focused on reducing waste and protecting local waterways. Students participated in a citywide contest raising awareness about plastic pollution and its impact on water quality and aquatic life. They created original artwork using collected trash, helping them visualize waste entering storm drains, rivers, and the Chesapeake Bay. This hands-on project connected environmental learning to real-world community challenges and promoted responsible consumption and recycling.

Polar Explorers/Antarctica: Patterson Park launched the Polar Explorers program in the fall of 2025, with a cohort of 24 middle grades students. During this year long program, students have learned about under represented narratives in polar exploration, climate science, and local advocacy. Eight of these students have been selected to travel to Antarctica aboard the National Geographic Explorer in the fall of 2026, where they will document their journey with filmmaker John Wesby, and use high resolution footage to create virtual reality experiences, connecting students across the city to this critical polar environment.