1.1 Curriculum and Instruction: Environmental Issue Instruction
The use of outdoor, environmental-based instruction through hands-on and authentic lessons are paramount to instruction at Sparrows Point High School. On this page we have highlighted just a few of the ways in which we incorporate this ideal into our daily lessons. We have made efforts to maintain this focus through virtual instruction. The examples provided here are just a small sampling of the many learning experiences engaged in by our students and our ongoing commitment to environmental education. Our intentions were to include more examples however, several artifacts (collected over the previous 3 years) were lost due to the ransomware attack in November.
Science
Field and Wildlife-
100-110 9th grade students EVERY year
Field and wildlife students participate in a yearlong study of Maryland flora and fauna. Each unit is designed to incorporate the three dimensional approach of the Next Generation Science Standards. Students are immersed in outdoor education experiences throughout the year. Studies include investigations related to adaptations of different groups of organisms, populations and interactions of native organisms, and human impacts on wildlife. Students investigate Maryland birds, mammals, endangered species, amphibians, reptiles and aquatics. Some of the many experiences students participate in are field trips, canoeing and investigations in the marsh behind our school, campus trash clean ups, and maintenance of our native gardens and trees. Field trips include stream analysis, bird population counts, and amphibian studies. During the winter, when it is difficult to head outdoors, students complete the Maryland Safe Boater's course taught by a DNR officer. This year during the COVID-19 pandemic students continued to investigate and explore these topics in a virtual setting with at- home activities designed to get students outside and investigating. Examples of some of these activities include utilizing the Seek by iNaturalist app to identify plants and animals, bird watching, maintaining a nature journal and identifying signs of animal activity.
Field and Wildlife-
100-110 9th grade students EVERY year
Field and wildlife students participate in a yearlong study of Maryland flora and fauna. Each unit is designed to incorporate the three dimensional approach of the Next Generation Science Standards. Students are immersed in outdoor education experiences throughout the year. Studies include investigations related to adaptations of different groups of organisms, populations and interactions of native organisms, and human impacts on wildlife. Students investigate Maryland birds, mammals, endangered species, amphibians, reptiles and aquatics. Some of the many experiences students participate in are field trips, canoeing and investigations in the marsh behind our school, campus trash clean ups, and maintenance of our native gardens and trees. Field trips include stream analysis, bird population counts, and amphibian studies. During the winter, when it is difficult to head outdoors, students complete the Maryland Safe Boater's course taught by a DNR officer. This year during the COVID-19 pandemic students continued to investigate and explore these topics in a virtual setting with at- home activities designed to get students outside and investigating. Examples of some of these activities include utilizing the Seek by iNaturalist app to identify plants and animals, bird watching, maintaining a nature journal and identifying signs of animal activity.
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AP Environmental Science and Ecology of the Chesapeake Bay Class
approximately 60 9th, 11th and 12th grade students EVERY year
Students participate in several environmental education activities. Students study soils, aquatics, forestry, wildlife, air and energy. Students participate in several field trips including water quality testing in freshwater streams, visits to the Wheelabrator Waste to Energy facility in Baltimore (January 14 20 students), Backriver Wastewater Treatment Plant (March 2015), and the Baltimore Recycling facility (February 2016) soil testing, fish sampling, energy audits, forestry techniques, and canoeing,
approximately 60 9th, 11th and 12th grade students EVERY year
Students participate in several environmental education activities. Students study soils, aquatics, forestry, wildlife, air and energy. Students participate in several field trips including water quality testing in freshwater streams, visits to the Wheelabrator Waste to Energy facility in Baltimore (January 14 20 students), Backriver Wastewater Treatment Plant (March 2015), and the Baltimore Recycling facility (February 2016) soil testing, fish sampling, energy audits, forestry techniques, and canoeing,
NGSS Living Systems-Capstone Project
Approximate number of students:~200
Grade level: 10th grade (with some 11th sprinkled in) Honors and Standard Living Systems
This is a recurring project, taking place at the end of the year each year. Student work samples provided are from the 2018-2019 class.
During the year students explored many aspects of the living world; everything from systems and feedback, to genetics, to evolution and ecology. Each unit was designed around the NGSS Life Science performance expectations and incorporates cross-cutting concepts, disciplinary core ideas, and scientific and engineering practices. For the capstone project, students had to build on what they had already investigated about ecosystems as they research a threatened or endangered species. Students created their own rescue plan to save this organism from further decline and possible extinction while applying all aspects of what they learned throughout the year for this project.
For the project students assumed the role of a conservation expert employed by the International Union for the Conservation of Nature (IUCN). They were tasked with creating a publication to share information about a declining species with community stakeholders. They had to evaluate current methods of conservation being used to protect a specific declining species and construct an evidence supported claim about its effectiveness. Students also had to propose additional conservation methods to improve the chances of population recovery of the species. The ultimate goal of their efforts was to educate the public on the importance of conservation efforts. Projects were shared with other science classes.
Approximate number of students:~200
Grade level: 10th grade (with some 11th sprinkled in) Honors and Standard Living Systems
This is a recurring project, taking place at the end of the year each year. Student work samples provided are from the 2018-2019 class.
During the year students explored many aspects of the living world; everything from systems and feedback, to genetics, to evolution and ecology. Each unit was designed around the NGSS Life Science performance expectations and incorporates cross-cutting concepts, disciplinary core ideas, and scientific and engineering practices. For the capstone project, students had to build on what they had already investigated about ecosystems as they research a threatened or endangered species. Students created their own rescue plan to save this organism from further decline and possible extinction while applying all aspects of what they learned throughout the year for this project.
For the project students assumed the role of a conservation expert employed by the International Union for the Conservation of Nature (IUCN). They were tasked with creating a publication to share information about a declining species with community stakeholders. They had to evaluate current methods of conservation being used to protect a specific declining species and construct an evidence supported claim about its effectiveness. Students also had to propose additional conservation methods to improve the chances of population recovery of the species. The ultimate goal of their efforts was to educate the public on the importance of conservation efforts. Projects were shared with other science classes.
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Forensic Science-
40 11th and 12th grade students EVERY year Many of the forensics lessons take place outside. Students are often outside doing blood splatter analysis, measuring the rate of decay and using the presence of insects to determine time of death on pig tissue samples or processing mock crime scenes. Each year, on the first day of forensics, students in Mrs. Kellerman's class are presented with a mock crime scene. They take several days processing the scene of the crime. Students then spend the entire school year revisiting the crime scene as they learn forensic science concepts. |
Aquatics- approx. 110 10th grade students each year
Aquatics students spend the year long course investigating aquatic ecosystems, organisms and human impacts on these ecosystems. They are involved in hands on investigations throughout the year some of which include collecting and analyzing water quality and other data to assess the health of aquatic ecosystems. Our aquatics students collect and identify macroinvertebrate organisms and abiotic data such as stream morphology, pH, dissolved oxygen, nitrate, salinity, and phosphate levels during stream assessments. Students dissect squid, perch, dogfish shark, crayfish, clams, and frogs to compare and analyze the systems used by aquatic organisms to maintain homeostasis. Throughout the course a focus is placed on changes to aquatic ecosystems resulting from human activity. Students explore preventative and mitigation strategies to reduce these human impacts. Highlights each year include the fall field trip to Jerusalem Mills to conduct a stream survey and a spring field trip to either Dundee Creek or Days Cove to investigate a wetland ecosystem.
Aquatics students spend the year long course investigating aquatic ecosystems, organisms and human impacts on these ecosystems. They are involved in hands on investigations throughout the year some of which include collecting and analyzing water quality and other data to assess the health of aquatic ecosystems. Our aquatics students collect and identify macroinvertebrate organisms and abiotic data such as stream morphology, pH, dissolved oxygen, nitrate, salinity, and phosphate levels during stream assessments. Students dissect squid, perch, dogfish shark, crayfish, clams, and frogs to compare and analyze the systems used by aquatic organisms to maintain homeostasis. Throughout the course a focus is placed on changes to aquatic ecosystems resulting from human activity. Students explore preventative and mitigation strategies to reduce these human impacts. Highlights each year include the fall field trip to Jerusalem Mills to conduct a stream survey and a spring field trip to either Dundee Creek or Days Cove to investigate a wetland ecosystem.
NGSS Earth Systems
All 9th grade students in standard, honors, and GT Earth systems courses (approx. 250 students/year)
The NGSS Earth systems course is a year long course with units designed around real-world phenomena with a focus on the interactions of each of Earth's spheres and human activity. Students investigate geologic interactions, hydrology, climate, change, and end the year with a capstone project that includes a service learning project. Each unit is based around the NGSS PE's for Earth Sciences.
All 9th grade students in standard, honors, and GT Earth systems courses (approx. 250 students/year)
The NGSS Earth systems course is a year long course with units designed around real-world phenomena with a focus on the interactions of each of Earth's spheres and human activity. Students investigate geologic interactions, hydrology, climate, change, and end the year with a capstone project that includes a service learning project. Each unit is based around the NGSS PE's for Earth Sciences.
Animal Behavior
46 11th and 12th grade students
Each year students visit The Maryland Zoo to investigate how zoos train animals, provide mental stimulation, design animal enclosures, and study behavior. While visiting the zoo students participate in two Zoo Labs, Animal Behavior- Ethology and Animal Behavior-Training.
46 11th and 12th grade students
Each year students visit The Maryland Zoo to investigate how zoos train animals, provide mental stimulation, design animal enclosures, and study behavior. While visiting the zoo students participate in two Zoo Labs, Animal Behavior- Ethology and Animal Behavior-Training.
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Career Studies
117 9-12 grade students in Nutrition and foods 2017-2019 (lesson takes place every year)
35 9-12 grade students in Intercultural foods 2017-2019 (lesson takes place every year)
Recycling and Composting (lesson usually occurs in October)
Every year, during the first quarter students in both classes learn about the importance of recycling and composting. Students learn what items can be recycled and what items can be composted. During the school year students participate in recycling and composting while they learn good nutrition and prepare healthy meals.
Oysters as food and filters
Students learn the importance of oysters as a good source of food high in nutritional value but also the oysters ecological value. Our very own environmental education resource assistant Sandy Runyan guest teaches the Nutrition and Foods class the importance of oysters in the Chesapeake Bay and how to shuck oysters to eat. (February)
Students also learn the ecological importance of using organic foods when preparing healthy meals. Mrs. Karwacki's classes use the vegetables and herbs grown in the school garden for recipes in class.
Career Studies
117 9-12 grade students in Nutrition and foods 2017-2019 (lesson takes place every year)
35 9-12 grade students in Intercultural foods 2017-2019 (lesson takes place every year)
Recycling and Composting (lesson usually occurs in October)
Every year, during the first quarter students in both classes learn about the importance of recycling and composting. Students learn what items can be recycled and what items can be composted. During the school year students participate in recycling and composting while they learn good nutrition and prepare healthy meals.
Oysters as food and filters
Students learn the importance of oysters as a good source of food high in nutritional value but also the oysters ecological value. Our very own environmental education resource assistant Sandy Runyan guest teaches the Nutrition and Foods class the importance of oysters in the Chesapeake Bay and how to shuck oysters to eat. (February)
Students also learn the ecological importance of using organic foods when preparing healthy meals. Mrs. Karwacki's classes use the vegetables and herbs grown in the school garden for recipes in class.
Art
Design In Clay 1 and Design in Clay Mixed Media
The students ranged from 10th - 12th grade.
Approximately 30 students have completed this project this year.
17 First Semester First Quarter
13 Second Semester Third Quarter
Project Description:
Virtual learning posed a huge problem for art classes when it comes to access to supplies. So, to start each semester before supplies were able to be distributed Clay I and Mixed Media began by exploring recycled materials as sculpture supplies. Students explored contemporary artist using nontraditional materials like Jaynie Crimmins, practiced paper manipulation techniques, and collected junk mail and other recycled materials to use in a sculpture of thier own design. Taking into consideration the elements and principles of design their sculptures could be representational on non-representational, in relief or in the round, but must be created using recycled materials, and must use at least one of the paper manipulation techniques practiced.
The students ranged from 10th - 12th grade.
Approximately 30 students have completed this project this year.
17 First Semester First Quarter
13 Second Semester Third Quarter
Project Description:
Virtual learning posed a huge problem for art classes when it comes to access to supplies. So, to start each semester before supplies were able to be distributed Clay I and Mixed Media began by exploring recycled materials as sculpture supplies. Students explored contemporary artist using nontraditional materials like Jaynie Crimmins, practiced paper manipulation techniques, and collected junk mail and other recycled materials to use in a sculpture of thier own design. Taking into consideration the elements and principles of design their sculptures could be representational on non-representational, in relief or in the round, but must be created using recycled materials, and must use at least one of the paper manipulation techniques practiced.
Photography and Environmental Photography
Approximately. 20 students 11th-12th grade each year
Students spend an entire year combining their knowledge of the environment with their art. Students in this course investigate interactions in the environment, explore patterns in nature, and investigate human impacts on the environment. Students participate in field trips to places such as North Point State Park, Ladew Gardens, Longword Gardens, or Brookside Gardens.
Approximately. 20 students 11th-12th grade each year
Students spend an entire year combining their knowledge of the environment with their art. Students in this course investigate interactions in the environment, explore patterns in nature, and investigate human impacts on the environment. Students participate in field trips to places such as North Point State Park, Ladew Gardens, Longword Gardens, or Brookside Gardens.
English
90 students 10th grade GT English January 2020
Students all English 10 GT students diligently worked on projects based on William Kamkwamba’s The Boy Who Harnessed the Wind. For these projects, students were required to identity a problem in their community and determine a way that the issue could be addressed or solved. Students were provided the following prompt to develop their projects:“Much in the same way that William Kamkwamba identified a problem in his community, as well as a way to address it, you will be identifying a need in your own community and proposing a solution. For this assignment--think local. What is a problem that, when addressed, will positively impact your local or school community? Your solution will be in the form of a proposal, with artifacts to demonstrate what the full potential of your solution can or may be.”
The culmination of these projects was a Project Fair that took place over two days. Projects were presented to the rest of the student body and staff. Students presented what they did and were available for questions about their work.
90 students 10th grade GT English January 2020
Students all English 10 GT students diligently worked on projects based on William Kamkwamba’s The Boy Who Harnessed the Wind. For these projects, students were required to identity a problem in their community and determine a way that the issue could be addressed or solved. Students were provided the following prompt to develop their projects:“Much in the same way that William Kamkwamba identified a problem in his community, as well as a way to address it, you will be identifying a need in your own community and proposing a solution. For this assignment--think local. What is a problem that, when addressed, will positively impact your local or school community? Your solution will be in the form of a proposal, with artifacts to demonstrate what the full potential of your solution can or may be.”
The culmination of these projects was a Project Fair that took place over two days. Projects were presented to the rest of the student body and staff. Students presented what they did and were available for questions about their work.
English 12
60 students in English 12
April 27, 2020
Students had to complete a lesson using their understanding of the positive and negative implications of CRISPR and the use of gene drives, to compose a claim asserting a position on their use in the scientific world. Students used their understanding of satire and poetry to convey arguments, compose a creative satirical piece or poem to develop and support a claim.
60 students in English 12
April 27, 2020
Students had to complete a lesson using their understanding of the positive and negative implications of CRISPR and the use of gene drives, to compose a claim asserting a position on their use in the scientific world. Students used their understanding of satire and poetry to convey arguments, compose a creative satirical piece or poem to develop and support a claim.
Students were asked to complete a rhetorical analysis of a documentary. Several students chose documentaries with topics relating to environmental science.
Approximate numbers:
2017-2018: 33 total students, 8 students with environmental topics
2018-2019: 32 total students, 9 students with environmental topics
2019-2020: 26 total students, 7 students with environmental topics
2020-2021: 57 total students, 15 students with environmental topics
Approximate numbers:
2017-2018: 33 total students, 8 students with environmental topics
2018-2019: 32 total students, 9 students with environmental topics
2019-2020: 26 total students, 7 students with environmental topics
2020-2021: 57 total students, 15 students with environmental topics
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Foreign Languages
130 9th- 12th grades students in Spanish 3 Honors
Each year students view posters from different Spanish-speaking countries that raised awareness about various activities that are important to do or avoid in order to save endangered species or protect the environment. Students engaged in written (Chalk Talk) and verbal conversations in order to brainstorm many ways to help stop things like climate change, destruction of habitats, and pollution which cause animal extinction. At the end of the lesson, students put it all together and explain why it is important to take action in order to protect these animals and how they could take action.
The lesson is taught to all the Spanish 3 Honors classes in the school. The students in Spanish 3 range from 9-12 graders, but are mostly 9th and 10th graders. Around 130 students are involved in this lesson.
60 10th and 11th grade students in Spanish 4 (every year)
Students investigate environmental issues that are of concern in Spanish speaking countries. This is excellent exposure for our students as they are able to see how their actions have consequences that they often overlook or are simply not aware of. This project extends their views of the world and students recognize the importance of laws protecting wildlife and the environment. We hope this helps them to be environmentally conscience citizens.
*Full disclosure: The following images are from May 2017. Recent documentation and images were lost in Ransomware attack. However, this is a project that occurred in 2018 and 2019. It did not occur in 2020 as our school building was closed.
130 9th- 12th grades students in Spanish 3 Honors
Each year students view posters from different Spanish-speaking countries that raised awareness about various activities that are important to do or avoid in order to save endangered species or protect the environment. Students engaged in written (Chalk Talk) and verbal conversations in order to brainstorm many ways to help stop things like climate change, destruction of habitats, and pollution which cause animal extinction. At the end of the lesson, students put it all together and explain why it is important to take action in order to protect these animals and how they could take action.
The lesson is taught to all the Spanish 3 Honors classes in the school. The students in Spanish 3 range from 9-12 graders, but are mostly 9th and 10th graders. Around 130 students are involved in this lesson.
60 10th and 11th grade students in Spanish 4 (every year)
Students investigate environmental issues that are of concern in Spanish speaking countries. This is excellent exposure for our students as they are able to see how their actions have consequences that they often overlook or are simply not aware of. This project extends their views of the world and students recognize the importance of laws protecting wildlife and the environment. We hope this helps them to be environmentally conscience citizens.
*Full disclosure: The following images are from May 2017. Recent documentation and images were lost in Ransomware attack. However, this is a project that occurred in 2018 and 2019. It did not occur in 2020 as our school building was closed.