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In this project, 10 middle school students researched renewable energy through hands-on experiments and then used this knowledge to produce a short film detailing the science behind it and the environmental benefits of sustainable living practices. Following a curriculum provided by the National Renewable Energy Laboratory (NREL), students learned how renewable energy works through conducting experiments such as building solar ovens and wind turbines. Students were responsible for carrying out every step of the production phase, from the initial storyboarding and script-writing all the way through film production and editing. Students gained valuable technical knowledge in the use of modern filmmaking technology including cameras, sound and lighting equipment, and computer video-editing software. To top it all off, students held two open house sessions in the Quigg Newton neighborhood in Denver to educate the community on renewable energy and to showcase their film.
2. First Creek Middle School: Tacoma, WAOperation Environmentally Green is an after school club designed to build student engagement and skills in science and preserve the ecosystem of the Puget Sound. In collaboration with the University of Washington-Tacoma, students researched and practiced storm water analysis techniques and studied the impact of humans on storm water, as well as the environmental ramifications of storm water contamination within the Puget Sound ecosystem. The field work coincided with state standards on ecosystem and population sciences. Students put their newfound knowledge into action by planning, organizing, and hosting two community events focused on improving the health of the greenbelt and watershed. The service-learning efforts culminated on Global Youth Service Day, April 23rd, when students and 100 community members took on the mission of repopulating the habitat, planting a total of 260 trees and shrubs.
3. Lincoln IB World School: Fort Collins, COAt the Lincoln IB World School, students examined water quality and quantity in their community, specifically researching the issues surrounding the proposed construction of a new dam, Glade Reservoir. After researching the topic, the students established personal positions on the issue and invited members of the community to participate in a Conversation Café (http://www.conversationcafé.org) in which they discussed the issue in small groups. Students brought together experts and community members and debated the issue while raising public awareness and knowledge about this issue of great importance to the community and the environment.
4. KAPPA IV: New York, NYNinety-seven eighth grade students at public school KAPPA IV/M302 in Harlem, New York, NY participated in this gardening and worm composting service-learning project. First, they researched plant and worm biology and the delicate science behind maintaining healthy soil. Then, in conjunction with the City College Agricultural Network (CAN), the students built a new community vegetable garden in a previously blighted area. In the process, they began to understand the interactions between people, plants, and animals in their community and how this relates to community building goals. The project was supported by neighboring City College of New York faculty and students in the campus-based Greenproofing program, who worked side-by-side with the middle school students.
5. JB Martin Middle School: Paradis, LAJB Martin Middle School’s ecology curriculum focuses on the importance of Louisiana wetland, the loss of the wetlands and how students can help sustain the land. While participating in the Coastal Roots program, students learned about the vital role that various plant life plays in maintaining the wetlands. Students built a nursery on their school grounds where they planted seeds of two common wetland trees, Bald Cypress and Nuttall Oak. The students then nurtured these seedlings until the point at which they could be planted in the wildlife preserve. Students are responsible for the continued survival of these trees, marking the location of each planted tree using GPS technology and using water analysis techniques to ensure that a viable habitat is maintained. During the planning and completion of this project, the students truly began to understand the importance of trees to their LA wetlands. They realized that they can still make a difference even though they are so young. It made them want to do more to help.
Forty students at South Seneca Middle School participated in the Surge After School Program, turning their school into a living example of the benefits of sustainable living. First, students went about implementing a composting program at their school. They collected food waste from the cafeteria and composted it, effectively recycling nutrients back into the food production system. Using basic statistical methods they were able to estimate what effect it would have if widespread composting were implemented on the district level, county level, or even on a national scale, based on the data gathered in their school. Students also grew vegetables using hydroponics and greenhouse methods, which will eventually be fertilized with the finished compost. Through partnerships with Cornell University Agriculture Experiment Station and the Seneca Meadows Landfill, students took field trips to local agribusinesses to learn about career opportunities and see the same practices they used in school being implemented on a grander scale.
