Systemic Sustainability
1.1 Curriculum and Instruction: Environmental Issue Instruction
1.1 Activities
Elementary & middle schools: At least one example of outdoor and/or classroom environmental investigations instruction per grade level.
High schools: At least one example in at least four subjects for high school; can be non-science subjects, but can also be multiple science subjects, for example chemistry and biology.
All: include a brief explanation.
On December 15th, Kindergarten students made bird feeders to hang in the trees outside their classroom windows. This was an extension of the Kindergarten Science Unit about what animals need to live and grow. In the classroom they completed a journal entry to show what animals need. Observation of the bird feeders gave the students an opportunity to see the birds get what they need to survive.
First grade students went on a field trip to the Howard County Conservancy in Woodstock, MD. On this trip, they learned about nature by going on a hike. They also learned about wildlife by listening to a lecture about owls and saw an owl that the Conservancy rescued. Students walked around the grounds and found insects, leaves, bark, etc. to observe and look at through magnifying glasses.
All 69 second grade students participated in releasing Painted Lady Butterflies after making observations and learning about pollination in our science unit.
Third grade students planted green bean seeds and observed them through the growth process. We were very excited this year because we were able to grow large vines. Students were very excited to observe the life cycle of a seed they had planted. We continued to use our observation skills into the cold weather months.
Our school has water bottle filling stations at each water fountain. As part of a math lesson that was a review of subtraction with regrouping, 64 Fourth Grade students calculated the number of plastic water bottles saved during the month of November.
5th grade students utilized their knowledge of a geosphere and aspects of a geosphere to create a geosphere watershed model. This model was then used to show the interactions of Earth's systems and what humans can do to prevent pollution in our waterways.
Students learned about recycling and reusing. The students learned about the importance of recycling and its effects on the environment. This involved turning the housekeeping center into a recycling plant. The kids helped to make labels for a few boxes and covered the boxes with the recycling colors. The kids brought in different items to be recycled from their homes and learned how to sort the different items into boxes. They also learned about the different symbols on plastic products and sorted according to the numbers on the items. Students then learned about reusing things instead of throwing them away and made different instruments from recycled materials.
1.2 Professional Development
1.2.1 School Wide Awareness of Green School Certification
All staff are aware of the Green School application process. A MAEOE Green Leader or school Green Team leader should present information at all-school staff meeting.
At a staff meeting on November 6, 2023, all staff was informed that we are reapplying for our Green School Certification. The Green School Committee reminded the staff that they will be asking for participation across grade levels. More information will be distributed during the course of the year. They were encouraged to contact any of the committee member if they have any questions.
At a staff meeting on November 6, 2023, all staff was informed that we are reapplying for our Green School Certification. The Green School Committee reminded the staff that they will be asking for participation across grade levels. More information will be distributed during the course of the year. They were encouraged to contact any of the committee member if they have any questions.
1.2.2 Environmental Education Professional Development
At least 10% of teachers have participated in an environmental education PD in the past 2 years (if first time applicant) or 4 years (if a re-certifying school).
On February 12, 2014, Talbott Springs invited Teddy Driscoll to provide professional development for our staff. Mr. Driscoll is the Elementary Programs Manager for the Howard County Conservancy. Mr. Driscoll presented a program entitled "Stories from the Garden" to 16 staff members. During the program we learned about how to incorporate interpretive storytelling in our lessons. He modelled a lesson and then gave us time to practice in small groups. We were encouraged to use our school garden to allow students to explore, discover and learn through interpretive storytelling.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
Invite sent to staff:
On Monday, February 12th at 3:30pm, we will have an optional presentation put on by the Howard County Conservancy. It won't be longer than 45 minutes. If you would be willing to attend, please fill out the google form linked here.
1.2.3 Additional Professional Development optional
Received earlier than 4 years ago. Information should include dates, length of time, teachers' names, grade levels, and numbers of teachers.
These additional professional development activities do not count in the 10% requirement in 1.2.2.
No records were added by the school.
1.3 Sustainable Schools
1.3.1 School-wide Environmental Behavior Change
Demonstrate the non-student driven sustainability practices your school has taken school-wide to make your school green. If there is student involvement, the actions should be documented under Student-Driven Sustainability Practices in Objective 2.
Our school has installed 4 water fountains equipped with water bottle fillers. The fountains keep track of the number of plastic water bottles saved. This encourages students and staff to use refillable water bottles.
1.3.2 Systemic Partnership
Demonstrate one partnership within the school system that supports an aspect of the Maryland Green School Program. This partnership needs to reach beyond your individual school to the "higher" or central office level.
The Howard County Public School System Elementary Science Office has collaborated with HCPSS educators, as well as those from other school systems, community volunteers, scientists, and Monarch organizations to support the successful rearing of Monarch butterflies in the classroom. Our school participated in this program.
1.4 Celebration
1.4 Celebration
At least one school-wide, annual environmental event with a brief description of the celebration, the number of students involved.
Talbott Springs will be celebrating Earth Day/week in April. Each day classrooms will be learning about different ways our school is helping our environment. Students will also be generating new ideas to implement in the future. Each day classes will be asked to complete a digital survey to share what they learned. Prizes will be awarded for classes that participate. 491 students will participate in this celebration.
In April 2024, Talbott Springs will be celebrating Earth Week with daily mini-lessons presented in each classroom Preschool-5th grade. Classes will be challenged to respond to daily questions about each topic. Participating classes will be entered into a raffle to win fun, earth-friendly prizes. Some of the prizes include nominating a teacher to dye their hair green, watering the garden for a week, and a party with food harvested from our garden.
Earth Week advertisement that will be sent out to staff and students prior to our Earth Week celebration.
Earth Week at TSES Slides (8.86 MB)
Slideshow that teachers will share with the students each day.
Student-Driven Sustainability Practices
Schools are required to submit information and documentation for actions in all Eight sustainability categories These actions must be from three or more practices.
These are student actions not adult actions. Adult sustainable actions can be documented in Objective 1.3.1
2.1 Water Conservation/Pollution Prevention
2.1 Water Conservation/Pollution Prevention
Students use two installed rain barrels to water the school vegetable garden. They learn how the rain barrel collects water off the roof and how it helps us use less water from the school water sources.
2.2 Energy Conservation
2.2 Energy Conservation
In celebration of National Energy Conservation Day, students in 4th grade decorated signs to hang up in each classroom. The signs encourage everyone to turn off the lights when they leave the room.
2.3 Solid Waste Reduction
2.3 Solid Waste Reduction
Throughout the school, students collect paper waste. This paper is then collected in a large bin in the hallway. Next it is place in a large dumpster that is emptied weekly.
Every Friday, students collect food scraps from the school cafeteria and teacher's lounge and add them to our compost bin located in our vegetable garden area.
2.4 Habitat Restoration
2.4 Habitat Restoration
We installed and maintain a Monarch Butterfly Habitat. We also have native perennial plants in our garden that attract insects. Students observe evidence of Monarchs during the course of the summer. There is a direct connection for the 3rd graders who participate in a Monarch Butterfly unit.
2.5 Structures for Environmental Learning
2.5 Structures for Environmental Learning
Students use our Outdoor Classroom when participating in Science investigations. It is also used for other content areas. Students who need a break from their traditional learning classrooms also benefit from using this space.
Our Vegetable Garden provides opportunities for student participation. They help plant, maintain and harvest. Many of the primary students also use this space to build vocabulary by identifying colors, flowers, vegetables, etc. The produce from the garden is shared with school families and our local community.
2.6 Responsible Transportation
2.6 Responsible Transportation
No records were added by the school.
2.7 Healthy Home/School Environment
2.7 Healthy Home/School Environment
All 3rd - 5th grade girls are invited to participate in Girls on the Run. There is a fall session and a spring session. The group meets twice a week to help students recognize their inner strength, increase their level of physical activity, imagine their possibilities, and confidently stand up for themselves and others.
2.8 Citizen Science / Community Science
2.8 Citizen Science / Community Science
No records were added by the school.
Community Partnerships, Awards and Special Recognition
Community partnerships are important for schools to be successful in building long-term sustainable practices.
3.1 Community Partnerships
3.1.1 School Active in Community
At least one sustained partnership where the school is active in the community.
Over the summer, produce from our Vegetable Garden is donated to an organization called Columbia Community Care. This is a local organization that distributes food to community members.
3.1.2 Community Active in the School
At least one sustained partnership where the partner is active in the school.
We have established a partnership with a Community Ecology Institute. This is a local organization that supports our Community Vegetable Garden. They have provided advice, garden planning, garden materials and volunteers to make sure our garden is successful.
This is a photo of our work day in the Spring of 2023. Community Ecology Institute Nourishing Gardens Program provided many of the materials. Volunteers from the school community as well as Master Gardeners participated.
This is another photo of the Spring Planting Event that was supported by the Community Ecology Institute's Nourishing Gardens Program.
This sign at the entrance to our garden informs visitors that it was built in partnership with Columbia Ecology Institute's Nourishing Gardens Program.
3.2 Awards and Special Recognition
3.2 Awards and Special Recognition optional
Information here enhances your application. If your school or students have received awards or special recognition, include a few sentences describing the activity, grade level, number of students who participated, and date.