Pre-K
Subject(s): Language Arts and Science
Teacher: Ms. Liberopoulos
Lesson Title: Leafy L
When: October 2014
Description: Students were focusing on the letter L l and the /l/ sound for a week in October. We would discuss words that began with the letter L l. One word was leaf. This fell during our thematic unit “Fall Fun with Friends.” During this unit, our science focus was talking about seasonal changes during autumn. Seasonal changes students observed were leaves changing colors (i.e. red, orange, yellow, and brown) and falling off of the trees. For a cross-curricular lesson, we went on a nature walk to observe seasonal changes in autumn and collect autumn leaves. Students then used these leaves to create a “Leafy L” on a template the following day.
Student Work: Students were to select autumn leaves from outside. The following day, they glued leaves onto a letter L template. Students were encouraged to stay in the lines as much as they could so that others could distinguish what letter they created. As they were gluing down leaves students were encouraged to produce the /l/ sound.
Teacher: Ms. Liberopoulos
Lesson Title: Leafy L
When: October 2014
Description: Students were focusing on the letter L l and the /l/ sound for a week in October. We would discuss words that began with the letter L l. One word was leaf. This fell during our thematic unit “Fall Fun with Friends.” During this unit, our science focus was talking about seasonal changes during autumn. Seasonal changes students observed were leaves changing colors (i.e. red, orange, yellow, and brown) and falling off of the trees. For a cross-curricular lesson, we went on a nature walk to observe seasonal changes in autumn and collect autumn leaves. Students then used these leaves to create a “Leafy L” on a template the following day.
Student Work: Students were to select autumn leaves from outside. The following day, they glued leaves onto a letter L template. Students were encouraged to stay in the lines as much as they could so that others could distinguish what letter they created. As they were gluing down leaves students were encouraged to produce the /l/ sound.
pre-k
Subject(s):Science, Math, Literacy
Teacher: Mrs. Ochs
Lesson Title: All About Pumpkins
When (Month/Year): October 2014
Description: We read books about the life cycle of pumpkins, learned what we can make with pumpkins, decorated pumpkins, and compared the amount of seeds in 2 pumpkins. We read leveled readers about pumpkins and completed a sequencing activity. We went outside to the garden to get a first-hand look at how pumpkins grow. We got to touch the prickly vine, see the yellow flower, and see the little bulb that grows under the flower. After learning about how pumpkins grow, we investigated our pumpkins. The children used magnifying glasses to look at the pumpkin guts. The kids got to stick their hands inside a pumpkin and pull out seeds. They had to describe what the inside of the pumpkin felt like and count the number of seeds that they pulled out. We compared the number of seeds some kids pulled out to see who had more/less. We also compared the total number of seeds in a big pumpkin and a little pumpkin. Each child took home a giant pumpkin that they decorated with paper/spangles.
Teacher: Mrs. Ochs
Lesson Title: All About Pumpkins
When (Month/Year): October 2014
Description: We read books about the life cycle of pumpkins, learned what we can make with pumpkins, decorated pumpkins, and compared the amount of seeds in 2 pumpkins. We read leveled readers about pumpkins and completed a sequencing activity. We went outside to the garden to get a first-hand look at how pumpkins grow. We got to touch the prickly vine, see the yellow flower, and see the little bulb that grows under the flower. After learning about how pumpkins grow, we investigated our pumpkins. The children used magnifying glasses to look at the pumpkin guts. The kids got to stick their hands inside a pumpkin and pull out seeds. They had to describe what the inside of the pumpkin felt like and count the number of seeds that they pulled out. We compared the number of seeds some kids pulled out to see who had more/less. We also compared the total number of seeds in a big pumpkin and a little pumpkin. Each child took home a giant pumpkin that they decorated with paper/spangles.
Kindergarten
Subject(s): Reading, Science
Teacher: Ms. Zelman
Lesson Title: Pumpkin Life Cycle
When (Month/Year): October 2014
Description: Students began by reading books on pumpkins and making observations. Students learned how pumpkins grow and used classroom materials to make models of the pumpkin life cycle, from seed to pumpkin. In class students dissected a pumpkin. The students used their five senses to describe how the pumpkin felt on the outside. Students came up with words like hard, smooth, bumpy, orange, hollow. Then the students felt the inside of the pumpkin and scooped out the seeds. They recorded how the inside of the pumpkin felt - gooey, slimy, wet, and full of seeds. At the end of the unit, the students took a trip to the pumpkin farm where they each got to pick a pumpkin from the patch and take it home.
Teacher: Ms. Zelman
Lesson Title: Pumpkin Life Cycle
When (Month/Year): October 2014
Description: Students began by reading books on pumpkins and making observations. Students learned how pumpkins grow and used classroom materials to make models of the pumpkin life cycle, from seed to pumpkin. In class students dissected a pumpkin. The students used their five senses to describe how the pumpkin felt on the outside. Students came up with words like hard, smooth, bumpy, orange, hollow. Then the students felt the inside of the pumpkin and scooped out the seeds. They recorded how the inside of the pumpkin felt - gooey, slimy, wet, and full of seeds. At the end of the unit, the students took a trip to the pumpkin farm where they each got to pick a pumpkin from the patch and take it home.
1st Grade
The first graders are learning about energy production, pollution, and how it relates to problems in the Chesapeake Bay. The Baltimore Energy Challenge is talking to several classes about recycling specifically during March, and how creating new things, rather than recycling old things, creates pollution and causes issues for the bay. All the lessons will lead up to an art project, such as posters or a diorama, that will be used to inform others in the school about energy conservation and sustainability.
2nd Grade
Subject(s): Science
Teacher: Ms. Lakarosky
Lesson Title: Bugs and their habitats
When (Month/Year): April 2014
Description: Students were using non-fiction text to research different types of bugs. We learned about different insect body parts, what they ate, and the different habitats they occupy. We also spoke about the importance of insects and how they support eco-systems.
Teacher: Ms. Lakarosky
Lesson Title: Bugs and their habitats
When (Month/Year): April 2014
Description: Students were using non-fiction text to research different types of bugs. We learned about different insect body parts, what they ate, and the different habitats they occupy. We also spoke about the importance of insects and how they support eco-systems.
2nd Grade
Subject(s): Science
Teacher: Ms. Lakarosky
Lesson Title: Zoo Mobile Visit
When (Month/Year): November/2014
Description: In science we were learning about different habitat. We spoke about different animals that live there and why it is important to protect these habitats. As a culminating activity I requested a visit from the Zoo Mobile. They brought in animals and spoke to the students about a variety of different habitats They showed the students maps and spoke about the climate of each habitat as well.
3rd grade
Subject(s): Science
Teacher(s): Ms. Ligon
Title: Treasuring Our Chesapeake Bay (TOCB)
When: March, April, September, October 2014
Description: A program for 3rd grade students that consists of three experiences:
1. Introductory outreach: A powerpoint presentation helps students identify with the Chesapeake Bay, and we discuss the traits of living things. Students then receive assorted treasures of the Chesapeake Bay to match to clues on a treasure map. They categorize those treasures as living or non-living things, and place them into the appropriate column of a chart, as a class.
2. Rocky Rockfish field trip to Masonville Cove: We utilize the building and grounds at MCEEC to investigate “Who Killed Rocky Rockfish?” while learning about the problems facing wildlife of the Chesapeake Bay (solutes, water temperature rise, debris, predation, and lack of food).
3. Final outreach: Students use the runoff model to hypothesize how various types of litter from the street can hurt living aquatic organisms, especially fish. We watch and discuss a short video clip that demonstrates the fact that litter can travel from local waterways, all the way to the ocean. Students help sort everyday items as either trash or recycling and discuss “not littering” as a solution to runoff pollution.
Teacher(s): Ms. Ligon
Title: Treasuring Our Chesapeake Bay (TOCB)
When: March, April, September, October 2014
Description: A program for 3rd grade students that consists of three experiences:
1. Introductory outreach: A powerpoint presentation helps students identify with the Chesapeake Bay, and we discuss the traits of living things. Students then receive assorted treasures of the Chesapeake Bay to match to clues on a treasure map. They categorize those treasures as living or non-living things, and place them into the appropriate column of a chart, as a class.
2. Rocky Rockfish field trip to Masonville Cove: We utilize the building and grounds at MCEEC to investigate “Who Killed Rocky Rockfish?” while learning about the problems facing wildlife of the Chesapeake Bay (solutes, water temperature rise, debris, predation, and lack of food).
3. Final outreach: Students use the runoff model to hypothesize how various types of litter from the street can hurt living aquatic organisms, especially fish. We watch and discuss a short video clip that demonstrates the fact that litter can travel from local waterways, all the way to the ocean. Students help sort everyday items as either trash or recycling and discuss “not littering” as a solution to runoff pollution.
4th Grade
Subject(s): Science/Literacy
Teacher: Ms. Smith
Lesson Title: Worms are Important!
When (Month/Year): March 2014
Description: Students worked to explore the importance of worms in keeping the world healthy. They were introduced to the idea of composting after studying the way worms impact the soil, plant growth, and humans on a smaller scale than we ever realize. This work was done as part of a larger study of earth sustainability and brought to light how sometimes we overlook the little things that can create great change.
Student Work: Students used their scientific skills of observation and measurement to investigate the makeup of a worm’s body. They read informational texts that provided information about the way worms take the bad things out of the soil, process them in their bodies, and then leave behind incredible nutrients. Following this work, students began maintaining a classroom compost bin, becoming more aware of their waste and how they could reduce their footprints.
4th Grade
Subject(s):Science
Teacher(s): Ms. Smith
Title: School Leadership in Urban Runoff Reduction Project (SLURRP)
When:
Description: A program for 4th grade that consists of periodic hour-long outreaches.
1st Outreach: What is a Watershed/Runoff? - Students participate in an interactive watershed/runoff model in which they are given a bag of objects labeled industry, agriculture, people, transportation, housing development and asked to brainstorm ways that the objects cause pollution. We then discuss the different types of runoff pollution that they cause and how they get to the Chesapeake Bay through natural and man-made pathways. Main concepts covered: pervious, impervious, runoff, watershed.
2nd Outreach: Trash Attack - In this activity, students will be participating in a community clean-up and create a recycling poster for their school to educate others about what is recyclable and what is non-recylable. Main concepts covered: recycle, trash, public awareness.
3rd Outreach: Pervious and Impervious Surfaces -Using cans to observe how water flows through the two surfaces. They will see what path their water is taking to get to their storm drains and what might lie in the water's path. Main concepts covered - gravity, slopes.
4th Outreach: What's Going Down the Drain? - Students use microscopes to examine some of the particulates that are being washed off of different locations of their schoolyards. Main concepts covered: sediment, parts of a microscope, water quality.
5th Outreach: Future EnviroEngineers - In this activity, students will design, build, and test a trash interceptor for Masonville Cove's outfall using a variety of recycled material. What kinds of technologies are being used to make sure our waters are clean? Main concepts covered: filtration, natural barriers, model, design.
6th Outreach: Storm Drains – Students will help us stencil a storm drain with the message “Don’t Dump Chesapeake Bay Drainage”.
A one day trip for 4th grade students that includes a short journey on the skipjack Sigsbee, and engaging activities inside the environmental education center. During the day students learn about water quality, plankton, navigation, buoyancy, oysters and marine life that they catch by trawl net.
"Land" Portion: Students participate in a quick game that demonstrates how our neighborhood has changed over time. Then, we split into two small groups to learn about microscopic life in the Bay AND learn how plastic pollution travels from their neighborhoods to the ocean. Students investigate how different types of plastic can harm animals and the importance of eliminating the plastics.
“Sea” Portion: Students board the Skipjack, Sigsbee and learn the basics of boat safety and operation. While on board, students participate in several mini-stations that engage participants with their surroundings including both living and non-living things.
Teacher(s): Ms. Smith
Title: School Leadership in Urban Runoff Reduction Project (SLURRP)
When:
Description: A program for 4th grade that consists of periodic hour-long outreaches.
1st Outreach: What is a Watershed/Runoff? - Students participate in an interactive watershed/runoff model in which they are given a bag of objects labeled industry, agriculture, people, transportation, housing development and asked to brainstorm ways that the objects cause pollution. We then discuss the different types of runoff pollution that they cause and how they get to the Chesapeake Bay through natural and man-made pathways. Main concepts covered: pervious, impervious, runoff, watershed.
2nd Outreach: Trash Attack - In this activity, students will be participating in a community clean-up and create a recycling poster for their school to educate others about what is recyclable and what is non-recylable. Main concepts covered: recycle, trash, public awareness.
3rd Outreach: Pervious and Impervious Surfaces -Using cans to observe how water flows through the two surfaces. They will see what path their water is taking to get to their storm drains and what might lie in the water's path. Main concepts covered - gravity, slopes.
4th Outreach: What's Going Down the Drain? - Students use microscopes to examine some of the particulates that are being washed off of different locations of their schoolyards. Main concepts covered: sediment, parts of a microscope, water quality.
5th Outreach: Future EnviroEngineers - In this activity, students will design, build, and test a trash interceptor for Masonville Cove's outfall using a variety of recycled material. What kinds of technologies are being used to make sure our waters are clean? Main concepts covered: filtration, natural barriers, model, design.
6th Outreach: Storm Drains – Students will help us stencil a storm drain with the message “Don’t Dump Chesapeake Bay Drainage”.
A one day trip for 4th grade students that includes a short journey on the skipjack Sigsbee, and engaging activities inside the environmental education center. During the day students learn about water quality, plankton, navigation, buoyancy, oysters and marine life that they catch by trawl net.
"Land" Portion: Students participate in a quick game that demonstrates how our neighborhood has changed over time. Then, we split into two small groups to learn about microscopic life in the Bay AND learn how plastic pollution travels from their neighborhoods to the ocean. Students investigate how different types of plastic can harm animals and the importance of eliminating the plastics.
“Sea” Portion: Students board the Skipjack, Sigsbee and learn the basics of boat safety and operation. While on board, students participate in several mini-stations that engage participants with their surroundings including both living and non-living things.
5th Grade
Subject(s): Science
Teacher: Ms. Sudderth
Lesson Title: Solar Energy
When (Month/Year):Spring 2014
Description: The 5th Grade Science students participated in a 6-week course about energy and energy conservation sponsored by the Baltimore Energy Challenge. Students read about solar energy and how it can be used to generate electricity and heat. Students took that knowledge to create an action project harnessing the solar energy of the sun. They constructed 2 solar ovens and put together a solar food dryer kit. They used the solar ovens to bake cookies, and the solar dryers to dry fruit including bananas. The students made a video to teach the school community about what they had built and also created a display for Lakeland's yearly community event in June 2014.
Teacher: Ms. Sudderth
Lesson Title: Solar Energy
When (Month/Year):Spring 2014
Description: The 5th Grade Science students participated in a 6-week course about energy and energy conservation sponsored by the Baltimore Energy Challenge. Students read about solar energy and how it can be used to generate electricity and heat. Students took that knowledge to create an action project harnessing the solar energy of the sun. They constructed 2 solar ovens and put together a solar food dryer kit. They used the solar ovens to bake cookies, and the solar dryers to dry fruit including bananas. The students made a video to teach the school community about what they had built and also created a display for Lakeland's yearly community event in June 2014.
5th Grade
Subject(s): Science
Teacher(s): Ms. McGrail
Title: Geo-Caching - School Leadership in Urban Runoff Reduction Project (SLURRP)
When: Fall 2014 / Winter 2015
Description: 1st Outreach: Students recap what they have previously learned in SLURRP regarding the Chesapeake Bay. We discuss the importance of recognizing the role students play in their communities in relationship to the bay, and conduct a schoolyard report card to see what improvements might be made to their schoolyard to prevent runoff.
2nd Outreach: Trash Attack. In this activity, students will be participating in a community clean-up and create a recycling poster for their school to educate others about what is recyclable and what is non-recylable. Main concepts covered: recycle, trash, public awareness.
3rd Outreach: Students recap the finding in their schoolyard report card activities and discuss possible solutions they came up with. Instructors give a lecture on the importance of technology in environmental science. Students then identify problem areas on their schoolyard using GPS devices.
4th Outreach: Using the information gained from the schoolyard report card and geo-caching activity (Pictured Below), students view a PowerPoint slideshow that shows student actions taken by other Baltimore City Schools like theirs. Students map their schoolyard and redesign it to make it a more suitable green space for the environment.
5th Outreach: Using what they have learned, students prepare and record a Public Service Announcement (PSA).
6th Outreach: Action Steps similar to the 4th grade program. Storm Drains – Students will help us stencil a storm drain with the message “Don’t Dump Chesapeake Bay Drainage”.
Masonville Cove Environmental Education Festival (Annual event)
A culminating experience for 5th grade SLURRP students. Within one week, 500 students visit Masonville Cove as they rotate through a series of stations hosted by other organizations, as well as, Living Classrooms. The overarching goals of the festival are to connect students to the Cove, and inspire them to behave in ways that will protect their local waterways.
Teacher(s): Ms. McGrail
Title: Geo-Caching - School Leadership in Urban Runoff Reduction Project (SLURRP)
When: Fall 2014 / Winter 2015
Description: 1st Outreach: Students recap what they have previously learned in SLURRP regarding the Chesapeake Bay. We discuss the importance of recognizing the role students play in their communities in relationship to the bay, and conduct a schoolyard report card to see what improvements might be made to their schoolyard to prevent runoff.
2nd Outreach: Trash Attack. In this activity, students will be participating in a community clean-up and create a recycling poster for their school to educate others about what is recyclable and what is non-recylable. Main concepts covered: recycle, trash, public awareness.
3rd Outreach: Students recap the finding in their schoolyard report card activities and discuss possible solutions they came up with. Instructors give a lecture on the importance of technology in environmental science. Students then identify problem areas on their schoolyard using GPS devices.
4th Outreach: Using the information gained from the schoolyard report card and geo-caching activity (Pictured Below), students view a PowerPoint slideshow that shows student actions taken by other Baltimore City Schools like theirs. Students map their schoolyard and redesign it to make it a more suitable green space for the environment.
5th Outreach: Using what they have learned, students prepare and record a Public Service Announcement (PSA).
6th Outreach: Action Steps similar to the 4th grade program. Storm Drains – Students will help us stencil a storm drain with the message “Don’t Dump Chesapeake Bay Drainage”.
Masonville Cove Environmental Education Festival (Annual event)
A culminating experience for 5th grade SLURRP students. Within one week, 500 students visit Masonville Cove as they rotate through a series of stations hosted by other organizations, as well as, Living Classrooms. The overarching goals of the festival are to connect students to the Cove, and inspire them to behave in ways that will protect their local waterways.
6th Grade
Subject(s): Earth and Space Sciences
Teacher(s): Ms. Karen "Rennie" Watson
Title: Human impacts on climate
When: October, November 2014
Description: Students investigated the causes of climate change and how human activities are creating a rise in global temperatures. They researched greenhouse gases and their role in Earth's climate as well as how humans are causing an increase in these gases. In addition, students researched the evidence for global climate change and found out various ways that humans can mitigate the problem. Students then undertook an action-research project, partnering with Parks and People Foundation. Together with 3rd-graders, the 6th-graders planted more than 40 native trees on school grounds. Afterward they wrote reports about their research and action, explaining how the trees could help filter air and water pollution in the neighborhood.
Teacher(s): Ms. Karen "Rennie" Watson
Title: Human impacts on climate
When: October, November 2014
Description: Students investigated the causes of climate change and how human activities are creating a rise in global temperatures. They researched greenhouse gases and their role in Earth's climate as well as how humans are causing an increase in these gases. In addition, students researched the evidence for global climate change and found out various ways that humans can mitigate the problem. Students then undertook an action-research project, partnering with Parks and People Foundation. Together with 3rd-graders, the 6th-graders planted more than 40 native trees on school grounds. Afterward they wrote reports about their research and action, explaining how the trees could help filter air and water pollution in the neighborhood.
7th Grade
Subject(s):Geography
Teacher: Mr. Cornwell
Lesson Title: Combating Urban Sprawl-Smart Growth
When (Month/Year): October, 2014
Description: Students researched Suburban Sprawl and are able to describe it. Students evaluated Smart Growth and are able to justify its effectiveness.
Teacher: Mr. Cornwell
Lesson Title: Combating Urban Sprawl-Smart Growth
When (Month/Year): October, 2014
Description: Students researched Suburban Sprawl and are able to describe it. Students evaluated Smart Growth and are able to justify its effectiveness.
7th grade
Subject(s): Science
Teacher: Mr. Chavez
Lesson Title: Bird & Butterfly Habitat
When (Month/Year): Spring 2015
Description: The Bird & Butterfly Garden will be a school community project in which students will design, create, manage, and eventually study a habitat garden at Lakeland. We will work in collaboration with Mrs. Ligon's 3rd class, and Ms. Watson's 6th grade class. Starting on March 25th, students will take measurements on the dimensions of the prospective garden on school grounds. Students will learn the ins and outs of planning and up keeping a garden with Parks Coordinator Jean Mellott. Topics covered in class will include food/energy webs, keystone/invasive species, soil profile, ornithology, evolution, ecology, and conservation biology.
Next year, a new generation of 7th graders will be able to observe, study, identify, and even track different species of birds! In collaboration with The Cornell Lab of Ornithology, students will be able to gather and submit tracking data on the species of birds that come through our garden. They will become active green community members by sending biological data using programs and applications like Merlin Bird ID, iBird, and Audubon Birds. The integration of technology will include the use of iPads, computers, and even smartphones at home!
Teacher: Mr. Chavez
Lesson Title: Bird & Butterfly Habitat
When (Month/Year): Spring 2015
Description: The Bird & Butterfly Garden will be a school community project in which students will design, create, manage, and eventually study a habitat garden at Lakeland. We will work in collaboration with Mrs. Ligon's 3rd class, and Ms. Watson's 6th grade class. Starting on March 25th, students will take measurements on the dimensions of the prospective garden on school grounds. Students will learn the ins and outs of planning and up keeping a garden with Parks Coordinator Jean Mellott. Topics covered in class will include food/energy webs, keystone/invasive species, soil profile, ornithology, evolution, ecology, and conservation biology.
Next year, a new generation of 7th graders will be able to observe, study, identify, and even track different species of birds! In collaboration with The Cornell Lab of Ornithology, students will be able to gather and submit tracking data on the species of birds that come through our garden. They will become active green community members by sending biological data using programs and applications like Merlin Bird ID, iBird, and Audubon Birds. The integration of technology will include the use of iPads, computers, and even smartphones at home!
8th Grade
Subject(s):Science
Teacher: Ms. Ganzzermiller
Lesson Title: BedBug Trap Research Project
When (Month/Year):October 2014
Description: The students read an article about students who created a BedBug trap using Polymers in a Scholastic Science magazine that we received from Donors Choose. The rationale for reading the article was to learn about a chemistry-related topic (polymers) and how the engineering design/scientific method was used by students to create an item that could be used in place of harmful chemicals. In reading the article, many students didn’t know much about bedbugs, so I also showed an accompanying video explaining the history of bedbugs. The video explained about the use of DDT and the sudden resurgence of the pests. On a second read, the students marked the steps that the young students used to create their successful trap and then wrote 5 paragraph essays about the processes used. Students used technology to type up reports, edit them with peers, and then submit final copies through Edmodo.
Student Samples: