Environmental Issue Instruction
- Our curriculum features experiential learning where students regularly travel about the city and into the wilderness to better grasp historical, economic, geographic, scientific and political perspectives about the world around them.
- Our student education/curriculum component is developed in consort with numerous like-minded nonprofits and educational organizations such as Real Foods Farms, Healthy Eating Healthy Living (Great Kids Farm), the Chesapeake Bay Foundation, and Project WET. We also have worked closely with Blue Water Baltimore, Baltimore Ecosystem Study, and as a part of Pathways to Environmental Science Literacy Math Science Partnership Project (funded by the National Science Foundation) in developing service learning activities and curriculum related to the urban water cycle and storm water management.
WILDERNESS TRIPS/OUTWARD BOUND EXPEDITIONARY LEARNING
Each year, all students, at each grade level, participate in a multiple day wilderness experience in partnership with Outward Bound. The Freshman hike the Appalachian Trail, the Sophomores canoe/camp on the Shenandoah, the Juniors bicycle/camp along the C&O Canal, and the Seniors do an Urban Wilderness experience which involves service learning in urban parks (e.g. The Mall in Washington, DC). These trips incorporate expeditionary learning - about the local history (e.g. Civil War Battle Sites, Harper's Ferry and John Brown, etc.) and nature and survival skills through Outward Bound Instructors. Students not only learn about the wilderness, they learn a lot about themselves. A sample student reflection s included below.
sg_trip_reflection.doc | |
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Environmental Education By Grade Level
12th Grade
During the 2012-13 School Year, students benefited from instruction on the Urban Water Cycle and the inter-connectedness of water and land based ecosystems from the Chesapeake Bay Foundation, which culminated in a boat ride to the Inner Harbor
Independence School Local 1 was a pilot site for Research Experiences for Teachers (RET) in partnership with Baltimore Partnership for Environmental Science Literacy: Ms. Virtudes was the first teacher researcher in this project and worked on implementing a curriculum to use storm water management facilities as an integrative instructional tool.Her unit links students to studying local watersheds, water filtration plants, infiltration rates, water treatment plants, and the urban water cycle. (see photo upper left) She worked with her students on an independent research project that will be included in the Baltimore Eco System Study, which is one of the core research bodies for the Pathways to Environmental Science Literacy Math Science Partnership Project funded by the National Science Foundation. As part of these efforts, Ms. Virtudes worked with a representative from the U.S. Forest service and a representative from the Cary Institute of Ecosystem Studies as a co –author and presenter of “Supporting the use of Micro Storm Water Management Facilities in Secondary Education” paper and workshop. Ms. Virtudes’ work with students on the urban water cycle will be nationally published as a model for other Environmental Science teachers and their findings will be used as a part of a national effort to develop materials and professional development programs to support teachers interested in using micro SWM facilities in their teaching.
Ms. Virtudes worked with Baltimore Office of Sustainability to have student present and explain their project at the Greenscape summit. This was a learning experience in itself for some students, because to some it was their first experience talking to different people about a Science project outside the school. The students thought their poster display and projects were the most visited because they were continuously explaining the rationale of their projects to students, teachers, organizers, and guests. Said Ms. Virtudes : "WE could see the pride and sense of achievement of the students. When we started this project, students and teachers saw a major improvement with the learning progression of kids. They do not only have a prior knowledge of the concepts, they also have a hands on experience in building, designing and testing a project that would mimic different principles of water processes/ pathway and most of all trying to teach what they have learned to others, by presenting in an exhibition at the school."
Student quotes:
Jonathan Riley “ With my infiltration project I learned that different surfaces filter water at different rates, having good infiltration will stop pollution going to the bay”
Aunyea Holman “ If you don’t litter, you’re helping save the watershed we live in. Every little thing we do can help save the bay."
Ms. Vitudes also taught a Baltimore Eco Systems Unit on the Carbon Cycle to the twelfth graders last year. (see example of gas exhange student workbook below)
12th Grade
During the 2012-13 School Year, students benefited from instruction on the Urban Water Cycle and the inter-connectedness of water and land based ecosystems from the Chesapeake Bay Foundation, which culminated in a boat ride to the Inner Harbor
Independence School Local 1 was a pilot site for Research Experiences for Teachers (RET) in partnership with Baltimore Partnership for Environmental Science Literacy: Ms. Virtudes was the first teacher researcher in this project and worked on implementing a curriculum to use storm water management facilities as an integrative instructional tool.Her unit links students to studying local watersheds, water filtration plants, infiltration rates, water treatment plants, and the urban water cycle. (see photo upper left) She worked with her students on an independent research project that will be included in the Baltimore Eco System Study, which is one of the core research bodies for the Pathways to Environmental Science Literacy Math Science Partnership Project funded by the National Science Foundation. As part of these efforts, Ms. Virtudes worked with a representative from the U.S. Forest service and a representative from the Cary Institute of Ecosystem Studies as a co –author and presenter of “Supporting the use of Micro Storm Water Management Facilities in Secondary Education” paper and workshop. Ms. Virtudes’ work with students on the urban water cycle will be nationally published as a model for other Environmental Science teachers and their findings will be used as a part of a national effort to develop materials and professional development programs to support teachers interested in using micro SWM facilities in their teaching.
Ms. Virtudes worked with Baltimore Office of Sustainability to have student present and explain their project at the Greenscape summit. This was a learning experience in itself for some students, because to some it was their first experience talking to different people about a Science project outside the school. The students thought their poster display and projects were the most visited because they were continuously explaining the rationale of their projects to students, teachers, organizers, and guests. Said Ms. Virtudes : "WE could see the pride and sense of achievement of the students. When we started this project, students and teachers saw a major improvement with the learning progression of kids. They do not only have a prior knowledge of the concepts, they also have a hands on experience in building, designing and testing a project that would mimic different principles of water processes/ pathway and most of all trying to teach what they have learned to others, by presenting in an exhibition at the school."
Student quotes:
Jonathan Riley “ With my infiltration project I learned that different surfaces filter water at different rates, having good infiltration will stop pollution going to the bay”
Aunyea Holman “ If you don’t litter, you’re helping save the watershed we live in. Every little thing we do can help save the bay."
Ms. Vitudes also taught a Baltimore Eco Systems Unit on the Carbon Cycle to the twelfth graders last year. (see example of gas exhange student workbook below)
During the 2013-2014 School Year, Seniors participated in Independent Science Research. This class culminates in the construction of environmentally sustainable model houses that use renewable energy sources.Students research every stage of construction to determine the materials, design and energy sources of their houses. At Exhibition they must be able to explain and justify their choices as related to the goal of creating sustainable housing for the future. (see attached project summary).
For Health class, students explored the Dimensions of Health- physical, emotional, social, and environmental, and how these Dimensions impact the individual, the community and society. Special emphasis was placed on personal decision making and how choices impact not just oneself, but the community and society as a whole. Students also had opportunities to educate the school community via presentations and posters. (see attached syllabus and photo at left)
Seniors also had the opportunity to participate in internships will Real Food Farms. This is a unique aspect of education at Independence- reaching out into the community to get real experience. Our curriculum is designed to allow Seniors to pursue internships and service learning hours during their last year at Independence.
For Health class, students explored the Dimensions of Health- physical, emotional, social, and environmental, and how these Dimensions impact the individual, the community and society. Special emphasis was placed on personal decision making and how choices impact not just oneself, but the community and society as a whole. Students also had opportunities to educate the school community via presentations and posters. (see attached syllabus and photo at left)
Seniors also had the opportunity to participate in internships will Real Food Farms. This is a unique aspect of education at Independence- reaching out into the community to get real experience. Our curriculum is designed to allow Seniors to pursue internships and service learning hours during their last year at Independence.
upper_house_history_themes_-_disasters.pdf | |
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first_trimester_health.doc | |
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gary_sustainable_house_video.mov | |
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third_trimester_exhibition_project-_eco-friendly_housing.doc | |
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ayele_cordero_tyree_velocity.mp4 | |
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11th Grade
Chemistry
Students in 11th grade Chemistry are learning about the scientific Method and chemical properties through amending soil samples and recording and observing the effects of these changes on their plants. They spend one day of the week outdoors collecting soil samples and surveying the land for the purpose of designing their urban farm. Their final exhibition project will be to design an urban farm based on what they have learned about soil chemistry, the carbon cycle, local climate, and the needs of a variety of plants. (see attached unit plan)
English/US History/Chemistry/Math
The Upper House (11th and 12th grade) has coalesced around primarily historical themes this school year. Many of these themes touch on issues such as man-made Environmental Disasters (e.g.Love Canal, the Dust Bowl), Movement (causes of human and animal migration, and plotting migration on a coordinate grid) Social Movements (civil rights, labor, Occupy Wall Street), and Ethics (Experimentation, GMOs, Use of Research). (See Upper House Disasters Unit notes below)
This trimester, the Upper House will be focusing on the theme of Struggle and Resistance. In History class this April, students will have the opportunity to talk with other students from the Curtis Bay and Brooklyn neighborhoods of Baltimore.
The students, working with Free Your Voice, are working to stop the nations’ largest trash burning incinerator from being built less than a mile away from their school:
http://vimeo.com/79650720
The visiting students will talk about the effect the incinerator will have on the health and well-being of their neighborhood. Eleventh graders will have the opportunity to write letters of petition, if so moved, in English class. (This presentation will be made available to Lower House students as an option during their advisory period.
Additionally, as is Independence tradition of Project Based Learning, Algebra II instruction on formulas measuring velocity were conducted outdoors, with students making a video documenting their formula.
Chemistry
Students in 11th grade Chemistry are learning about the scientific Method and chemical properties through amending soil samples and recording and observing the effects of these changes on their plants. They spend one day of the week outdoors collecting soil samples and surveying the land for the purpose of designing their urban farm. Their final exhibition project will be to design an urban farm based on what they have learned about soil chemistry, the carbon cycle, local climate, and the needs of a variety of plants. (see attached unit plan)
English/US History/Chemistry/Math
The Upper House (11th and 12th grade) has coalesced around primarily historical themes this school year. Many of these themes touch on issues such as man-made Environmental Disasters (e.g.Love Canal, the Dust Bowl), Movement (causes of human and animal migration, and plotting migration on a coordinate grid) Social Movements (civil rights, labor, Occupy Wall Street), and Ethics (Experimentation, GMOs, Use of Research). (See Upper House Disasters Unit notes below)
This trimester, the Upper House will be focusing on the theme of Struggle and Resistance. In History class this April, students will have the opportunity to talk with other students from the Curtis Bay and Brooklyn neighborhoods of Baltimore.
The students, working with Free Your Voice, are working to stop the nations’ largest trash burning incinerator from being built less than a mile away from their school:
http://vimeo.com/79650720
The visiting students will talk about the effect the incinerator will have on the health and well-being of their neighborhood. Eleventh graders will have the opportunity to write letters of petition, if so moved, in English class. (This presentation will be made available to Lower House students as an option during their advisory period.
Additionally, as is Independence tradition of Project Based Learning, Algebra II instruction on formulas measuring velocity were conducted outdoors, with students making a video documenting their formula.
upper_house_history_themes_-_disasters.pdf | |
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student_workbook-_plant_growth_and_gas_exchange.pdf | |
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student_soil_fertilizer_lab.pdf | |
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10th Grade
English/Algebra/Graphic Design
Students explored their neighborhoods, looking at multiple factors, which included the relationship between greenery and neighborhood socio-economics. These included grant-writing and reflection assignments for English, three-dimensional models which depicted greenery surrounding houses for Algebra (ratios, proportions and scale). Finally, students took a photo of their neighborhood, and using skills they learned in Graphic Design, manipulated it with computer effects to make the statement they wanted. Examples are provided at left and above.
Natural Honeybee Stewardship
Teacher Lindsay Feldman, tenth grade advisor, is taking a course in natural honeybee stewardship from local community supported apiary guru Mimi Thomas, who lives less than ½ a mile from Independence. The classes cover non-chemical stewardship of these important pollinators. We have purchased a Thomas hybrid hive, nucleus colony of honeybees, and accessories for the stewardship of up to three colonies at Independence School Local 1 with grant money. Secondary to Ms. Feldman’s training and participation in the bee stewardship workshop science teacher Gwen Mullen will be working on the hives and will help tend them during the summer. (see construction of hive below)
Mimi Thomas of B’More Honey happily explained that the location of Independence is an ideal location for honeybees with a great deal of forage from the four local gardens including that of ACCE, Baltimore Free Farm (a partner organization), Roosevelt Park Community Garden and Independence High School.
Honeybees are movable and expandable and the Thomas Hybrid Hive is sturdy, sits heavy hives at a waist-level healthier for stewards to access, and is ideal for education. When we move the bees can be relocated at night to their new locations. The heavy steel legs will be ideal for temporarily digging in and later removing. The hive is easily expanded and allows room for the two hives and one NUC allowed legally on property by Baltimore City (though we may keep more hives due to the greater area of space we have). Mimi Thomas facilitates registration of urban beekeepers and will act as a consultant to the stewards as we become more skilled.
Once established the bees will be used for education and learning by biology and environmental science students. Students will reach out to the community via a door knocking campaign to educate residents on the role bee colonies play in our eco-system and within the cycle of food production. They will also provide residents the opportunity to ask questions about the safety of raising bees in the neighborhood, and will provide information on how consumer choices affect the health of bee colonies.
Additionally, Independence will act directly to preserve pollination and secure the local backyard garden food supply in Hampden by becoming stewards of honeybees in a location that has visibility for education, ample foraging, full sun, local water and plants in need of pollination. This provides a practical support for the local food supply and with class and student involvement will contribute to responsibility and understanding of the local ecosystem. (see documentation in PD section)
BIOLOGY
Additionally, students in 10th grade Biology are learning about the Urban Water Cycle and the Carbon Cycle through local planting and neighborhood field trips, and of course the Inner Harbor Field trip sponsored by the Chesapeake Bay Foundation (see below). Students will have an opportunity to particpate in water sampling for the Governor's Restore and Explore Your Schoolshed this May (2014) (See documentation in Community Partnerships section)
English/Algebra/Graphic Design
Students explored their neighborhoods, looking at multiple factors, which included the relationship between greenery and neighborhood socio-economics. These included grant-writing and reflection assignments for English, three-dimensional models which depicted greenery surrounding houses for Algebra (ratios, proportions and scale). Finally, students took a photo of their neighborhood, and using skills they learned in Graphic Design, manipulated it with computer effects to make the statement they wanted. Examples are provided at left and above.
Natural Honeybee Stewardship
Teacher Lindsay Feldman, tenth grade advisor, is taking a course in natural honeybee stewardship from local community supported apiary guru Mimi Thomas, who lives less than ½ a mile from Independence. The classes cover non-chemical stewardship of these important pollinators. We have purchased a Thomas hybrid hive, nucleus colony of honeybees, and accessories for the stewardship of up to three colonies at Independence School Local 1 with grant money. Secondary to Ms. Feldman’s training and participation in the bee stewardship workshop science teacher Gwen Mullen will be working on the hives and will help tend them during the summer. (see construction of hive below)
Mimi Thomas of B’More Honey happily explained that the location of Independence is an ideal location for honeybees with a great deal of forage from the four local gardens including that of ACCE, Baltimore Free Farm (a partner organization), Roosevelt Park Community Garden and Independence High School.
Honeybees are movable and expandable and the Thomas Hybrid Hive is sturdy, sits heavy hives at a waist-level healthier for stewards to access, and is ideal for education. When we move the bees can be relocated at night to their new locations. The heavy steel legs will be ideal for temporarily digging in and later removing. The hive is easily expanded and allows room for the two hives and one NUC allowed legally on property by Baltimore City (though we may keep more hives due to the greater area of space we have). Mimi Thomas facilitates registration of urban beekeepers and will act as a consultant to the stewards as we become more skilled.
Once established the bees will be used for education and learning by biology and environmental science students. Students will reach out to the community via a door knocking campaign to educate residents on the role bee colonies play in our eco-system and within the cycle of food production. They will also provide residents the opportunity to ask questions about the safety of raising bees in the neighborhood, and will provide information on how consumer choices affect the health of bee colonies.
Additionally, Independence will act directly to preserve pollination and secure the local backyard garden food supply in Hampden by becoming stewards of honeybees in a location that has visibility for education, ample foraging, full sun, local water and plants in need of pollination. This provides a practical support for the local food supply and with class and student involvement will contribute to responsibility and understanding of the local ecosystem. (see documentation in PD section)
BIOLOGY
Additionally, students in 10th grade Biology are learning about the Urban Water Cycle and the Carbon Cycle through local planting and neighborhood field trips, and of course the Inner Harbor Field trip sponsored by the Chesapeake Bay Foundation (see below). Students will have an opportunity to particpate in water sampling for the Governor's Restore and Explore Your Schoolshed this May (2014) (See documentation in Community Partnerships section)
9th grade-
Fundamentals of Art
Students will study artists who have created art out of recycled materials, and will ponder the significance of what they have done- from questioning consumerism as patriotism, to assessing the true value of an item, to considering sustainability and waste creation. The trimester will culminate in students creating their own works of recycled art, which they will present at Exhibition night. Students will make a minimum of two objects for exhibition. One will be the students’ to take home and use in their daily lives or give to family. The other will be packaged, priced, and auctioned off at Exhibition. Students must determine market value of their object based on energy savings, predicted life, materials, usefulness, and time and money spent in production.
Assessment Criteria for this Project is outlined below:
1) Students will be able to clearly articulate an idea on a work of art or design in addition to creating a design solution.
2) Students will have independent mastery of at least one discipline to the extent that they can explain how to do that thing.
3) Articulate in labeling how that skill is good for the environment and respond to counter-claims.
4) Describe how the power of an individual has the power to change the world
Ninth graders also will design, create and market re-usable shopping bags (CRAB Bags), with the generous support of Baltimore Office of Sustainability and Green, Healthy, Smart Challenge (funded by Constellation and Exelon). Documentation provided in the partnership section.
Fundamentals of Art
Students will study artists who have created art out of recycled materials, and will ponder the significance of what they have done- from questioning consumerism as patriotism, to assessing the true value of an item, to considering sustainability and waste creation. The trimester will culminate in students creating their own works of recycled art, which they will present at Exhibition night. Students will make a minimum of two objects for exhibition. One will be the students’ to take home and use in their daily lives or give to family. The other will be packaged, priced, and auctioned off at Exhibition. Students must determine market value of their object based on energy savings, predicted life, materials, usefulness, and time and money spent in production.
Assessment Criteria for this Project is outlined below:
1) Students will be able to clearly articulate an idea on a work of art or design in addition to creating a design solution.
2) Students will have independent mastery of at least one discipline to the extent that they can explain how to do that thing.
3) Articulate in labeling how that skill is good for the environment and respond to counter-claims.
4) Describe how the power of an individual has the power to change the world
Ninth graders also will design, create and market re-usable shopping bags (CRAB Bags), with the generous support of Baltimore Office of Sustainability and Green, Healthy, Smart Challenge (funded by Constellation and Exelon). Documentation provided in the partnership section.
Environmental Science
In addition to learning about the Urban Water Cycle, the Greenhouse Effect, and other Environmental concerns, students examined their own neighborhoods and their own family's food choices. During their Winter Exhibition, ninth grade students presented their studies on their own neighborhood in order to answer the question "Do I Live in a Food Desert?" (see sample Powerpoint below)
Students worked with staff from Real Foods Farm to learn about the production of healthy food, how to source and prepare healthy meals, and visited Great Kids and Real Food Farms to view food production first hand. They also made a meal with educators from Great Kids Farm.
Our Citizen Science findings will be mapped with Fieldscope and posted online. Ninth graders will also collect data on the Asian Tiger Mosquito population while investigating the concepts of invasive species and pests for the Baltimore Eco Systems Study. Students will have an opportunity to participate in water sampling for the Governor's Restore and Explore Your Schoolshed this May (2014). See documentation in Community Partnership section.
In addition to learning about the Urban Water Cycle, the Greenhouse Effect, and other Environmental concerns, students examined their own neighborhoods and their own family's food choices. During their Winter Exhibition, ninth grade students presented their studies on their own neighborhood in order to answer the question "Do I Live in a Food Desert?" (see sample Powerpoint below)
Students worked with staff from Real Foods Farm to learn about the production of healthy food, how to source and prepare healthy meals, and visited Great Kids and Real Food Farms to view food production first hand. They also made a meal with educators from Great Kids Farm.
Our Citizen Science findings will be mapped with Fieldscope and posted online. Ninth graders will also collect data on the Asian Tiger Mosquito population while investigating the concepts of invasive species and pests for the Baltimore Eco Systems Study. Students will have an opportunity to participate in water sampling for the Governor's Restore and Explore Your Schoolshed this May (2014). See documentation in Community Partnership section.
eco_art_unit_grade_9.doc | |
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is_coldspring_a_food_desert.ppt | |
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unitplansoilagchem.doc | |
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soil_unit-_writing_workshop.pdf | |
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partenrship_for_sustainable_communities_urban_farming_guide.pdf | |
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