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.
In unit 1 Lesson 7 kindergarten students work to design a shade shelter to protect an object from the sun. Students used different materials including Lincoln logs, magnatiles, legos, cardboard, empty paper towel rolls and more to create a shade from the sun. Students worked in groups to create the shade shelter and then teachers circulated around the room shining a flashlight on the object acting as the sun. Then students can adjust their shade shelter if needed to protect the object from the "sun". Finally the class discussed what made a shade shelter effective.
Shade Shelter (633.96 KB)
A students creates a shade shelter for their "monster".
Students learn about quick and slow changes to Earth and how it has an impact on the environment. They use resources to determine how wind erosion, water erosion, earthquakes, volcanoes, erosion, mountains, and glacier impacts Earth. Students created an experiment using sand and spray bottles to determine the impact of water erosion.
A channel 9 Meteorologist visited Wood Acres Elementary 3rd grade. The students learned how to build a home that could withstand an extreme storm-tornado, blizzard, or hurricane. The students measured the wind using anemometers.
Students using materials to build a home that can withstand extreme weather.
Students using materials to build a home that can withstand extreme weather.
Students get a tour of an eco-vehicle that WUSA 9 uses.
A meteorologist visited 3rd grade students to teach about extreme weather and safety measures.
In lesson Unit 5, students study the effects of weathering and erosion on the earth's surface. They look at the land around our school and notice areas that have been affected by these things. They discuss and learn ways that we can prevent runoff, like bioswales, rain gardens, and the importance of planting vegetation.
We will be having the students plan and construct (out of materials that can be found at home) a model nest and have them explain how the nest will help protect young birds. Student's will upload their videos to a Flip Grid.
2022 Email to parents about Science Engineering project (2.01 MB)
This is the letter that 1st grade will be sending to families about their birds nest project.
1st Grade Birds Nests (1 KB)
Photographs of students with the birds nests they created.
Students created water collection tools to collect water in the school yard and test it form contaminants. They, also, took a tour outside to determine that the school is environmentally friendly due to the recent renovations. 5th grade students created water collection tools to collect water in the school yard and test it for contaminants. They took a tour of the outside to determine that the school is very environmentally friendly due to the recent renovations – Wood Acres has a water retention area, drains that direct water straight to the soil, and an area to the side of our school that collects runoff water. The class discussed that it is far better to have water drain to the natural ground because the earth is a natural filter. Students also took a tour of their neighborhood and took notes regarding where the drains take the water. Students are also more aware of what substances get carried in run off and go to our watershed.
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.
Our green team presented a slide deck to staff on January 30th, 2023 to inform them about the Green School application process.
Our green team presented a slide deck to staff on January 30th, 2023 to inform them about the Green School application process.
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).
Nature Forward Professional Development At this training we learned simple strategies for a green classroom. We learned strategies to engage students in Sustainability Practices and had the opportunity to connect with our peers.
We attended the Nature Forward Professional Development to learn simple strategies for the green classroom.
Nature Forward PD (3.39 KB)
Proof of attendance at the Nature Forward Green School Strategies Professional Development.
Nature Forward PD
Nature Forward PD
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.
Recycling Bin Audit-Mr. Yusuf came to Wood Acres and went through the school's recycling bins. He labeled and replaced incorrect bins. Staff uses reusable water bottles to reduce water conservation. Staff turns off lights when leaving the classroom throughout the day.
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 Montgomery County Department of Facilities Management Division of Sustainability and Compliance (John Meyer and Yusuf Umar) came to Wood Acres Elementary School to set up a food recovery program. They provided our cafeteria with a mini refrigerator. Mr. Yusuf presented to every grade how to use the refrigerator and taught the students the rules of recycling.
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.
Multiple Walking events
Annual Walk and Bike to School Event outside the main entrance of Wood Acres! All Wood Acres families are encouraged to walk with their kids and community to school that day!
WES celebration (132.44 KB)
PTA post of activity
It's the 30th anniversary of JogFest! Whole community comes out to celebrate Wood Acres
WES Jog Fest (250.75 KB)
Students at 2022 Jog Fest
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
5th grade students created water collection tools to collect water in the school yard and test it for contaminants. They took a tour of the outside to determine that the school is very environmentally friendly due to the recent renovations – Wood Acres has a water retention area, drains that direct water straight to the soil, and an area to the side of our school that collects runoff water. The class discussed that it is far better to have water drain to the natural ground because the earth is a natural filter. Students also took a tour of their neighborhood and took notes regarding where the drains take the water. Students are also more aware of what substances get carried in run off and go to our watershed.
2.2 Energy Conservation
2.2 Energy Conservation
2nd graders use natural light during instruction.
Students in the 4th Grade prefer the use of natural light and lamps during instruction.
2.3 Solid Waste Reduction
2.3 Solid Waste Reduction
A green school manager came in and spoke to every lunch period about food waste reduction. He taught the students which lunch items were recyclable and the appropriate bin to put them in. He, also, put in a mini-refrigerator to reduce food waste.
Students use the bottle filler to fill up a pitcher to reduce use of plastic bottles.
2.4 Habitat Restoration
2.4 Habitat Restoration
No records were added by the school.
2.5 Structures for Environmental Learning
2.5 Structures for Environmental Learning
No records were added by the school.
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
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.
Wood Acres PTA proudly supports Martha’s Table and the hundreds of our D.C. neighbors it serves daily who are experiencing hunger or homelessness by increasing access to healthy food. This is an easy and impactful way for kids to directly help their community on a regular basis. WHAT: fresh fruit, trail mix, homemade muffins, meat sandwiches on whole wheat bread (no condiments) or pantry items. Fresh items will be delivered that night or the following night.
Food Collection Dates: 1/9, 2/6, 3/6, 4/17, 5/1, 6/5
3.1.2 Community Active in the School
At least one sustained partnership where the partner is active in the school.
Good Earth Garden Market will be providing a gift card to Wood Acres Elementary School to buy plants to promote clean air in the classrooms.
Phone call: 2/28 at 2:00pm
3/12 Visited Good Earth market, received a donation. We bought air plants for the classrooms because they are easy to maintain and can remove mild contaminants and chemicals from the air.
Next steps with Good Earth Market: Visit again in the spring to get more air plants and education on their care.
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.
No records were added by the school.