Maryland Green Schools
4th Application- Sustainable
2021-22
Ashburton Elementary School
1
2
A Committee/ Green Team must be involved in the learning and actions undertaken for the Maryland Green School Award. The committee should include, but is not limited to, a student, teacher, administrator, parent, community partner, and facility person.
3
Ashburton Elementary School’s Green Culture
Ashburton Elementary School is dedicated to creating and maintaining a Maryland Green School that will inspire staff and students to be environmentally friendly not only in school, but also in their own home and community to sustain a better world for everyone. Ashburton Elementary is committed to providing students, staff, parents, and the surrounding community with a healthy and Earth-friendly school environment. Students in all grades are provided with opportunities to learn about, study, and address environmental issues in the classroom and throughout the community.
4
Staff members have been involved in environmental opportunities through training, workshops, and best practices. Ashburton has made significant changes in our efforts to promote taking care of the environment, while continuing others as a tradition of conservation and annual celebrations. We continue to annually celebrate Walk to School Day & Earth Week, and promote “green” habits with posters, bulletin boards, Green Team’s weekly energy audits, and morning announcements. During school closure and virtual instruction due to the coronavirus pandemic in 2020, we used novel and innovative ways to incorporate technology and continue our Green School programming as usual. The school’s initiatives that pivoted to a virtual format were the Garden Club, STEAM Night, field trips, and guest speakers. Ashburton offers many outdoor after school activities, students and staff are encouraged to reduce solid waste and paper use. The school garden has been cultivated, painted, and labeled into a vibrant outdoor classroom. The school works closely with community partners to enhance green culture and provides students with opportunities, such as new experiences and perspectives from guest speakers, assemblies, and field trips.
Ashburton Elementary School Bethesda, MD
5
Ashburton Elementary School’s Green Future | |
4 Years | Ashburton Elementary School has ambitious goals for its future in regard to improving upon its green practices and culture. In 4 years, we will continue to monitor our maintenance of existing initiatives as well as progress toward these goals by submitting a Sustainable Bronze Maryland Green School Application. Our plan is to continue to expand our Green Schools programming with increased staff participation. The Student Green Team will keep and inventory of all recycling bins in the building and ensure that they are appropriately labeled. One grade will be designated to take a yearly field trip to the Montgomery County Shady Grove Transfer Station and Recycling Center, ensuring that all students can share that experience. An annual Community Trash Clean Up Day will be scheduled each April as an additional Earth Day celebration event. |
8 Years | Sustainable Silver Green School Application- In 8 years, Ashburton hopes to continue to reduce it’s utility usage and lower water usage by 20% as compared to SY 2022 with the installation of enhanced motion detecting toilets and faucets. Net recycling totals will be doubled. Parents as well as students will be encouraged to lower the school’s carbon footprint with a no-idle zone in the car loop pick-up area and increased use of reusable lunch containers. The Reading Specialist will develop an age appropriate green-focused suggested reading list and section in the Media Center. Ashburton will develop a MCPS School Garden Network with the Ashburton Courtyard Outdoor Classroom serving as a demonstration garden and space. |
12 Years | Sustainable Gold Green School Application- In 12 years, Ashburton will participate in a food scraps composting program and explore vermiculture methods. Solar panels will be installed to produce a percentage of its own power. Air quality and efficiency will be improved with energy recovery ventilation equipment. 5th Grade students will participate in an Anti-Pollution Ambassador Program where Ashburton will be used as a model for other schools. Using grant money or other funds saved from lowered utilities, Ashburton will commission a Leadership in Energy and Environmental Design (LEED) building certification evaluation. A large and secured greenhouse will be placed on campus to allow the school to grow all of its plants from seed. |
Top 5 Accomplishments
6
Objective 1: Systemic Sustainability
1.1 Curriculum & Instruction: Environmental Issue Instruction
1.2 Professional Development
1.3 Sustainable Schools
1.4 Celebration
7
Students work together to plant herbs in a window greenhouse.
Objective 1 - Systemic Sustainability
1.1 ~ Curriculum & Instruction: Environmental Issue Instruction
8
Grade | Environmental Issue | Slide Location |
Kindergarten |
| Slide #11 Slide #12 |
1st |
| Slide #13 Slide #14 |
2nd |
| Slide #15 Slide #16 |
Objective 1
Systematic Sustainability
Objective 1 - Systemic Sustainability
1.1 ~ Curriculum & Instruction: Environmental Issue Instruction
9
Grade | Environmental Issue | Slide Location |
3rd |
| Slide #17 Slide #18 |
4th |
| Slide #19 Slide #20 |
5th |
| Slide #21 Slide #22 |
Objective 1
Systematic Sustainability
Objective 1 - Systemic Sustainability
1.1 ~ Curriculum & Instruction: Environmental Issue Instruction
10
Subject | Environmental Issue | Slide Location |
Art |
| Slide #23 |
Music |
| Slide #24 |
P.E. |
| Slide #25 |
Media Center |
| Slide #26 |
Objective 1
Systematic Sustainability
Kindergarten
Teacher Name: Shannan Fratto
Date: April, 2019
Description of Lesson: During a Health unit on nutrition, students discussed healthy eating. They examined and ate different plant parts including the stems, flowers, seeds, leaves, and fruit.
Curriculum Standards: LS1.C Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
6.K.E.1 Recognize the relationship between food and health.
6.K.B.1b Identify that foods come from different sources, such as plant and animal.
6.K.A.1 Identify the relationship between food and the senses.
11
Objective 1
Systematic Sustainability
Students served each other plates of fruit, vegetables, and grains, while practicing good manners.
Kindergarten
Teacher Names: Earle, Escobar, Fencil, Fox, Fratto, Cosgrove
Date: May 2021
Description of Lesson: Kindergarteners took a virtual field trip to the Pittsburgh Zoo in 2020 during hybrid instruction. Students could view live streams of these rescued animals in their enclosures in class during the week before attending. Students saw how the animals moved, learned about what they eat, and where they typically live in the world. At the end, students had the opportunity to ask questions to the zookeepers.
Curriculum Standards: K-LS1-1 From Molecules to Organisms: Structures and Processes
Use observations to describe patterns of what plants and animals (including humans) need to survive.
12
Objective 1
Systematic Sustainability
An Animal Educator from the Pittsburgh Zoo handles a fennec fox and explains how their large ears dissipate heat in its desert habitat.
First Grade
Teacher Name: Glenda Krieg
Date: March, 2020
Description of Lesson: Students use videos to identify patterns in the behavior of parent birds that help offspring birds to survive. Students address an environmental concern that local birds are finding fewer areas to build nests to protect their young. Students select one of three local birds (bobwhite, barn owl, or bluebird), explore how the birds nest in the wild, then design a better nest.
In a culminating activity, students construct the model nest and explain how the nest will help to protect young birds.
Curriculum Standards: 1-LS1-2 From Molecules to Organisms: Structures and Processes Read texts and use media to determine patterns in the behavior of parents and offspring that help offspring survive. Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem.
13
Objective 1
Systematic Sustainability
A first grade student poses with the bird nest he built during Distance Learning.
First Grade
14
Objective 1
Systematic Sustainability
Students in Mrs. Krieg’s first grade class made models of the sun, moon, and earth using different sized circles, strips of paper, and brads.
Students in first grade, while working with a partner, took turns tracing their shadows to observe sun and sunlight.
Teacher Name: Glenda Krieg
Date: October, 2021
Description of Lesson:
Patterns in the Daytime Sky
Students make outdoor observations of the Sun’s changing position in the daytime sky and analyze data to identify patterns. Students use patterns related to the appearance of objects in the sky to provide evidence that future appearances of those objects can be predicted (e.g., when the sun sets and can no longer be seen, a prediction can be made that the sun will rise again in the morning; a prediction can be made that stars will only be seen at night).
Curriculum Standards: ESS1.B Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Second Grade
15
Objective 1
Systematic Sustainability
Students observed and interacted with a diamondback terrapin, corn snake, lionhead rabbit, barred owl, and red-tailed hawk.
Teacher Name: Second Grade Classes
Date: April, 2019
Description of Lesson: Mr. Granger, an MCPS Outdoor Educator from the Lathrop E. Smith Center, visited second grade classrooms with a variety of animals to talk about their adaptations and how they use them to survive in their natural habitat. Animal features for each animal were explained by observing and with a slide show containing more detailed pictures and diagrams. Students were able to see and touch the animals, examine their features, and observe how they move.
Curriculum Standard: 2-LS4-1 Biological Evolution: Unity and Diversity Make observations of plants and animals to compare the diversity of life in different habitats.
Second Grade
Teacher Name: Paula Murshed
Date: March, 2022
Description of Lesson: Students used the engineering design process to to analyze the biodiversity of the schoolyard. Students constructed devices to trap insects that are present in the area around the school. The objective is to ask a variety of design questions before construction, and conduct multiple tests to determine if the traps work after building. Over several days, they observed the traps and made note of bugs they see in their traps.
Curriculum Standards: 2-LS4-1 Make observations of plants and animals to compare diversity of life in different habitats.
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
16
Objective 1
Systematic Sustainability
This student designed his insect trap using a plastic bottle and potting soil. He later added a piece of banana.
A pitfall bug trap (similar to the one
pictured above) was another design used.
Third Grade
Teacher Name: Taylor Garber
Date: Spring, 2021
Description of Lesson: Students in Ms. Garber’s third grade class wrote letters and learned about what it takes to plan a fundraiser during an Economics lesson in Social Studies. The class decided they wanted to help Ashburton be greener by planting more trees. Students did research on the budget, had a professional come to the school and survey the land, and wrote letters to the principal and MCPS trying to convince them to allow the class to plant some trees. Ms. Garber’s class received approval and purchased an oak tree to plant in the recess field.
Curriculum Standards: 3-LS4-4 Biological Evolution: Unity and Diversity Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
17
Objective 1
Systematic Sustainability
Several saplings were planted in the recess field. One is pictured above in the red bag.
Third Grade
Teacher Name: Melissa Ruben
Date: September, 2019
Description of Lesson: Students walked to the Kids’ Innovation and Discovery (KID) Museum which is down the street from Ashburton in the Davis Public Library. Students learned the basics of electrical circuits through hands-on exploration and discovery. Students explored fundamental concepts such as conductivity and series circuits. They learned how to build parallel circuits and control the flow of electricity using switches and other inputs such as lights, motors, and buzzers.
Curriculum Standards: PS3B Conservation of Energy and Energy Transfer 4-PS3-2 Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
18
Objective 1
Systematic Sustainability
Students learn the basics of electrical circuits through hands-on exploration and discovery at the KID Museum in Bethesda.
Instead of riding a bus to and from this field trip, students were able to reduce carbon emissions and take a walk with their classes.
Fourth Grade
Teacher Name: Lindsay Brenner, Hannah Cline, Julianna Ekstrom, Michelle Greco, Melissa Norton & Heather Weaver
Date: October, 2019
Description of Lesson: Students design a device that converts energy from one form to another. Students construct a solar oven to convert radiant light energy from the sun to heat energy. The ovens use reflection and absorption of light to generate heat.
Curriculum Standards: Energy and Matter
4-PS4-3 Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
3-5-ETS-1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
.
19
Objective 1
Systematic Sustainability
Fourth Grade
Teacher Name: Brenner, Dumbaya, Ekstrom, Mullins, Weaver
Date: 10/18/21
Description of Lesson: Students created kazoos using empty toilet paper rolls, wax paper, and rubber bands. Students engineered and tested their devices in the school’s courtyard garden. Students investigated sound energy and ways we can observe sound. Sound energy is a form of energy that uses mechanical waves and requires some kind of medium or substance (solid, liquid or air) to occur. Students planned and conducted investigations on the different ways we can observe sound energy, how it moves or transfers from place to place and then built an instrument from recycled materials that will use sound energy.
Curriculum Standards: 4-PS3-2 Physical Sciences, Energy Make observations to provide evidence that energy can be transferred from place to place by sound.
20
Objective 1
Systematic Sustainability
Fourth grade students testing their kazoos in the school garden.
Fifth Grade
21
Objective 1
Systematic Sustainability
Examples of Student Work:
Teacher Name: Katharine Burton and Alexandra Skiest
Date: October 2020
Description of Lesson: ELC students wrote feature articles based on “Issues Affecting the Chesapeake Bay”
Curriculum Standards:
Examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
Production and Distribution of Writing
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Vocabulary Acquisition and Use
L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Fifth Grade
Teacher Name: 5th Grade Team
Date: 10/21/20
Description of Lesson: Virtual Field Trip with the Chesapeake Bay Foundation
Curriculum Standards:
5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
4-ESS2-1 Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
22
Objective 1
Systematic Sustainability
Good Afternoon,
We hope that the 5th graders enjoyed the virtual field trip experience with the Chesapeake Bay Foundation!
Students learned about how sediment affects the health of the bay through the following:
The 5th graders were given the opportunity to participate in the Zoom Chat with questions and answers. Our presenters were impressed with their background knowledge and commitment to the health of the Chesapeake Bay!
Ms. Fialla, one of the presenters, sent along resources for students and families to continue learning about the bay along with volunteer opportunities for those interested.
From the Chesapeake Bay Foundation Presenters:
Additional Resources https://www.cbf.org/join-us/education-program/resources/
Learn Outside, Learn At Home: https://www.cbf.org/join-us/education-program/learn-outside-learn-at-home.html
The 5th Grade Team
(Parent Follow-Up Email Recapping the Experience)
Art
23
Objective 1
Systematic Sustainability
Using leftover scraps of paper from other art projects, first graders created cut paper collages in the style of Henri Matisse.
Teacher Name: Jonathan Roth
Date: Each year during Quarter 2
Description of Lesson: Art Teachers Jonathan Roth and Krystin Buckmaster have had their students create art by re-using a variety of materials throughout the year. Objects and items used in the past have included: bottle caps, toilet paper rolls, CDs, egg cartons, water bottles, scraps of cloth or newspaper, plastic grocery bags, jars, cans, and old buttons. Natural items such as rocks, leaves, twigs, and sand have also been incorporated.
Curriculum Standards: VA:Cr2.3.2a
Repurpose objects to make something new.
Music
Teacher Name: Kristina Rogoza and Leslie Barr
Date: 10/23/21
Description of Lesson:
Students read the book Ada’s Violin: the Story of the Recycled Orchestra of Paraguay by Susan Hood. It tells a story about a music teacher recycled trash found in their town into instruments for his students. The classes watched a video of the current Recycled Orchestra and brainstormed about how they would create recycled instruments.
Curriculum Standards:
I.1.K.a Create sound effects using voices, classroom instruments, environmental, and “found sounds.”
Demonstrate an understanding of music as an essential aspect of history and human experience.
24
Objective 1
Systematic Sustainability
Ada chose a violin made from an old paint can, an aluminum baking tray, a fork, and pieces of wooden crates.
P.E.
25
Objective 1
Systematic Sustainability
Teacher Name: Kathleen O’Reilly
Date: Earth Day, 2022
Description of Lesson:
To rid the Ashburton campus of litter and engage in exercise, Ashburton’s P.E. teacher plans to take her classes outside “plogging” on Earth Day this school year. Merriam Webster Dictionary defines Plogging as a term invented by Erik Ahlström referring to the act of picking up trash and litter while jogging. It is a portmanteau of the Swedish term plocka upp, which means "to pick up," and jogging.
Curriculum Standards:
VI.1.1 Demonstrate fundamental movement skills.
III.1.2 Work effectively with others in physical activity settings.
The student will demonstrate the locomotor skills including walking, jogging, running, hopping, and jumping.
The student can perform basic locomotor skills during a fitness game activity. Show proficiency in all locomotor skills.
In 2020, Ashburton Elementary School’s Field Day was held entirely online with a portal where students could access the instructions and a demonstration video for each virtual event. They could then enter their scores and times as a way to log participation.
Media Center
Teacher Name: Ms. Walker
Date: 2018-present
Description of Lesson: Read, Connect and Discuss, books vary by grade level. Students were reintroduced to the Crayola Color Cycle bin that is housed in the Media Center. Students discussed how this program reduces plastic in the waste stream and other important ways that we can can conserve and prevent pollution everyday.
Maryland School Library Media Standards:
School librarians facilitate experiences in which learners exhibit empathy and tolerance for diverse ideas by:
II.C.1 Giving learners opportunities to engage in informed conversation and active debate.
II.C.2 Guiding learners to contribute to discussions in which multiple viewpoints on a topic are expressed.
26
Objective 1
Systematic Sustainability
Over the past four years, students have collected and shipped over 40 pounds of old markers to Crayola headquarters to be recycled and repurposed.
1.2 ~ Professional Development
1.2.1 ~ School Wide Awareness of MD Green Schools Recertification
27
Title of Training | Staff Participating | Slide Location |
Maryland Green Schools Recertification Staff Seminar | Whole Staff | Slide #28 |
Green Team Committee Meetings, Green Schools Training | Erin Burrell, Kaye Nemenzo | Slide #29 |
Objective 1
Systematic Sustainability
1.2 ~ Professional Development
1.2.1 ~ School Wide Awareness of MD Green Schools Recertification
28
Objective 1
Systematic Sustainability
Teachers: Whole Staff
Date: August 27, 2021
Description of the Professional Development: Ashburton’s Green Leader and Green Schools & SERT Committee chair, Erin Burrell, spoke to staff during Pre-Service Week. She explained the MAEOE Maryland Green Schools application requirements, where we are in the process, and how AES staff and students can help Ashburton achieve the honor of Sustainable Status. She also tied in the 3 Pillars of the US Dept of Education Green Ribbon Award, which Ashburton will also be applying for this school year. Giancarlo Rodriguez reviewed the application’s main objectives, shared examples of lessons and documentation from other schools, and answered clarifying questions. The presentation was taped and to be watched at a later date by the part-time teachers and paraeducators that were not present.
1.2 ~ Professional Development
1.2.1 ~ School Wide Awareness of MD Green Schools Recertification
Teachers: Kaye Nemenzo, Erin Burrell
Date: 12/9/21, 1/20/22, 2/17/22
Time: 4-6pm on Zoom
Description of the Professional Development: “This PDO course will prepare you for successfully navigating the Green School application process. Learn more about the three main components of the Green School application - environmental literacy, student-driven sustainability practices, and community partnerships. In addition, learn some simple strategies to document the green culture in your school and have time to work on the application with experts.”
After Mrs. Nemenzo and Mrs. Burrell attended these 3 two-hour trainings, they presented an update about our Green Schools Application and information, including ideas from other schools
and new initiatives, with a ‘Green Update’ email to all staff.
29
Objective 1
Systematic Sustainability
1.2 ~ Curriculum & Instruction: Environmental Issue Instruction
1.2.2~ Environmental Education Professional Development
30
Title of Training | Staff Participating | Slide Location |
Next Generation Science Standards Trainings, Grades 2, 3, and 5 | Melissa Sandler, Staff Development Teacher | Slide #32 |
Outdoor Environmental Education Bluebirds in the Schoolyard | Erin Burrell, Kindergarten Teacher | Slide #33 |
Next Generation Science Standards (NGSS) Science Rollout for Kindergarten | Kindergarten Team- Fratto, Earle, Fox, Cosgrove, Dahlka | Slide #34 |
Biology & Life Science PDO course | Paula Murshed, 2nd Grade Teacher | Slide #35 |
Objective 1
Systematic Sustainability
1.2 ~ Curriculum & Instruction: Environmental Issue Instruction
1.2.2~ Environmental Education Professional Development
31
Title of Training | Staff Participating | Slide Location |
U.S. Department of Education Green Ribbon Schools Award, Maryland Information Sessions | Principal Greg Mullenholz Erin Burrell, Green Leader | Slide #36 |
Next Generation Science Standards Trainings | Katie Burton, 5th Grade | Slide #37 |
January Green Schools Committee Meeting | Erin Burrell, Kindergarten | Slide #38 |
2nd Grade NGSS Rollout Trainings | 2nd Grade Team- Bouquet, Calkin, Clements, Fox, Murshed, Holder | Slide #39 |
Objective 1
Systematic Sustainability
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
Teacher: Melissa Sandler
Dates: 2018-2021
Description of the Professional Development: NGSS Trainings
32
Objective 1
Systematic Sustainability
Science trainings I have taken since 2018:
for Grade 3
Melissa Sandler, NBCT Ashburton ES Staff Development Teacher
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
33
Objective 1
Systematic Sustainability
The Bluebird box is located in the school’s courtyard garden outdoor classroom.
Teacher: Erin Burrell
Date: April 22, 2021
Description of the Professional Development:
Bluebird boxes engage students in outdoor observation, authentic data collection, and environmental stewardship. On Zoom, Teachers will build a bluebird box, learn how to use the bluebird box as a learning tool integrated into the curriculum, and take a bluebird box back to school.
Mrs. Burrell installed the bluebird box in a crepe myrtle tree in the school’s courtyard garden after
a partial school reopening in the spring of 2021.
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
34
Objective 1
Systematic Sustainability
The NGSS Kindergarten Curriculum was first implemented through Zoom during the the 2019-2020 school year.
Teachers: Kindergarten Team Members Shannan Fratto, Janie Earle, Amanda Fox, Kara Cosgrove
Dates: June, 2019
Description of the Professional Development: Next Generation Science Standards (NGSS) Science Rollout for Kindergarten “This training opportunity will engage participants in professional learning experiences to support their understanding of the Next Generation Science Standards and the new Kindergarten Science curriculum.” The culminating activity of construction of a playground shade shelter (pictured right) for Q1 was examined, discussed, and later implemented during Distance Learning in November, 2019.
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
35
Objective 1
Systematic Sustainability
Teacher: Paula Murshed, 2nd Grade
Dates: 2018-2021
Description of the Professional Development:
CPD SC-59 Understanding
and Instructing Life Science
using NGSS, 2018
Grade 2 NGSS teacher training, 2/26/21
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
Administrator: Principal Greg Mullenholz
Teacher: Erin Burrell
Dates: November 4, 2021
Description of the Professional Development: U.S. Department of Education Green Ribbons Schools Award, Maryland Information Sessions
36
Objective 1
Systematic Sustainability
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
Teacher: Katie Burton, 5th Grade
Dates: 2020-2021
Description of the Professional Development:
Next Generation Science Standards Trainings
37
Objective 1
Systematic Sustainability
Professional Development Online (PDO) transcript
1.2 ~ Professional Development
1.2.2 ~ Environmental Education
Professional Development
38
Objective 1
Systematic Sustainability
Teacher: Erin Burrell
Date: January 13, 2022
Description of the Professional Development:
Information in this session included
A MD Green Schools Information Session and Committee Meeting was held over Zoom on 1/13/22
1.2 ~ Professional Development
1.2.2 ~ Environmental Education Professional Development
Teachers: Bouquet, Calkin, Clements,
Fox, Murshed, Holder
Dates: 2018, 2021
Description of the Professional Development:
Tier 1 NGSS Rollout grades 2-3, 2018
39
Objective 1
Systematic Sustainability
1.2 ~ Curriculum & Instruction: Environmental Issue Instruction
1.2.3~ Additional Environmental Education Professional Development
40
Title of Training | Staff Participating | Slide Location |
Environmental Literacy: The School Yard to the Bay Our Water, Our Watershed | Erin Burrell | Slide #41 |
Maryland's Treasure: The Chesapeake Bay Ecosystem | Erin Burrell | Slide #42 |
Objective 1
Systematic Sustainability
1.2 ~ Additional Professional Development
1.2.3 ~ Environmental Education Professional Development
41
Objective 1
Systematic Sustainability
Willard Family Farm Poolesville, MD
Gang Plank Marina Washington, D.C.
Poolesville Wastewater Treatment Plant
C&O Canal, Monocacy River
canoeing, water quality testing,
macroinvertebrates study
Teacher: Erin Burrell
Dates: July 31-August 4, 2017
Environmental Literacy: The School Yard to the Bay
Our Water, Our Watershed
Chesapeake Bay Foundation, MCPS
testing aboard the Bea Hayman Clark
it is processed, treated, and cleaned
Center in Annapolis
1.2 ~ Additional Professional Development
1.2.3 ~ Environmental Education Professional Development
42
Objective 1
Systematic Sustainability
Port Isobel Island
The Stanley Norman
Clagett Farm
Local Field Investigations:
*Clagett Farm,
Upper Marlboro, MD
*Skipjack,
Annapolis, MD
Teacher: Erin Burrell
Date: August, 2008
Maryland's Treasure: The Chesapeake Bay Ecosystem, Outdoor & Environmental Education- EDUP 558, Catholic University
Description of the Professional Development: Chesapeake Classrooms: A Field Course is a five-day investigation of Montgomery County
and the Chesapeake Bay.
at CBF's Port Isobel Island.
impact on the land around us.
and middle school curricula.
1.3.1 ~ School-wide Environmental Behavior Change
43
Description | Slide Location |
| Slide #45 |
Holiday Shutdown List for Staff | Slide #46 |
Task Lamps | Slide #47 |
| Slide #48 |
Objective 1
Systematic Sustainability
1.3.1 ~ School-wide Environmental Behavior Change
44
Description | Slide Location |
| Slide #49 |
| Slide #50 |
| Slide #51 |
| Slide #52 |
Objective 1
Systematic Sustainability
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
45
Objective 1
Systematic Sustainability
Crayola Color Cycle & Elmer’s Glue Crew
Date: Year Round
Description of initiative: Ashburton has participated in Crayola’s Color Cycle marker recovery program for almost four years. Crayola converts old markers into energy as well as wax compounds for asphalt and roofing shingles. Students have collected and shipped over 40 pounds of old markers to Crayola headquarters to be recycled and repurposed.
Similarly, empty glue sticks and glue bottles are collected in a similar fashion and sent to MCPS Division of Sustainability and Compliance to be recycled.
Principal Mullenholz demonstrates how to use the marker recycling bin. The Crayola Color Cycle collection bin is location outside of the Media Center, and the Elmer’s Glue Crew container is next to the Art Room.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
46
Objective 1
Systematic Sustainability
Energy, Paper, and Water Conservation Signs &
Holiday Shutdown List for Staff
Date: Year Round
Description of initiative: By posting energy reduction reminder posters in teacher work areas, all staff are being reminded about different ways to help save energy. The signs and posters promote energy
efficient behaviors such as turning off lights in the bathroom, workroom, or classroom and closing
exterior doors. MCPS SERT Holiday Shutdown Lists �for long breaks from school or extended weekends
are posted online for staff and a hard copy is posted for reference in the Staff Lounge and Teacher Workroom.
Signs are posted by all shared staff spaces about energy and water conservation. There are signs posted by all exterior doors reminding students and adults to keep them closed.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
47
Objective 1
Systematic Sustainability
Motion Sensor Lighting in Building Additions & Task Lamps
Date: Year Round
Description of initiative: During the most recent renovation,
MCPS and Ashburton constructed a modular building that includes electrical timers and sensors to eliminate wasted lighting energy
as well as HVAC units that cycle on and off to reduce energy consumption.
Energy efficient desk lamps with a 13-watt CFL bulb are used in many teachers’ classrooms on their desk. The most important purpose of task lighting in the office is not increasing illuminance, but improving contrast. General lighting can be reduced because task lighting provides focused light where needed.
Ms. Rillera distributes task lamps to teachers that requested one in March, 2018. The lamps were purchased with SERT funds earned from decreased energy use over time.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
48
Objective 1
Systematic Sustainability
Many teachers carpool and Art Teacher Mr. Roth rides his bike to work almost everyday.
Carpooling, Cycling, Walking
Date: Year Round
Description of initiative: Ashburton teachers and staff make an effort to reduce carbon emissions by commuting to school with their car set to “Eco-mode,” carpooling, walking, biking, and driving hybrid or electric cars. Many teachers chose to telecommute and submit grades electronically on teacher work days. Transportation-related pollution are the largest contributor to greenhouse gas emissions in the United States. 80-90% of cars' environmental impact comes from fuel consumption and emissions of air pollution and greenhouse gases.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
49
Objective 1
Systematic Sustainability
Water Bottle Refilling Stations
Date: Year Round
Description of initiative: Ashburton worked with MCPS to ensure that there has been increased access to water filling stations during the COVID-19 pandemic. Prior to the pandemic, it had been a regular practice for students to bring water bottles to school and to refill them as needed throughout the day with the school emphasizing the reduction in plastic water bottles in landfills to combat the waste in manufacturing single use plastic and transportation. With the COVID-19 pandemic, the practice has grown exponentially and Ashburton has worked with families to increase the usage of refillable water bottles for all students.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior
Changes
50
Objective 1
Systematic Sustainability
Courtyard Garden Outdoor Classroom
Date: Year Round
Description of initiative: Ashburton Elementary School’s outdoor courtyard classroom is located in the school garden and provides a unique classroom for instruction in multiple subjects. The garden has been a source of community pride that has improved nutrition while providing an outdoor laboratory for learning about the interactions of plants and animals, and integrating math skills and science processes. Our school is committed to providing students with continued opportunities to utilize our school’s courtyard garden as an instructional space to learn lessons and environmental awareness.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
51
Objective 1
Systematic Sustainability
Outdoor Learning Opportunities
Date: Year Round
Description of initiative: There are a wide variety of outdoor learning spaces utilized and available depending on each teacher and their class needs for the specific lesson. Our large 8.3-acre campus contains many places where instruction can continue in an outdoor environment. The school has two MiFi devices that taps into the 4G network to create a mini broadband hotspot to utilize outdoor learning. The signal can be shared between multiple chromebooks. Thirty flexible outdoor seating chairs were purchased using MCPS funding allotted for increasing and enhancing outdoor instruction in the fall of 2021. There are a variety of chairs, stools, and scoop chairs students can choose that are used outside allowing kids to wobble, rock, bounce, lean, or stand. They help keep young minds more alert and focused.
1.3 ~ Sustainable Schools
1.3.1 ~ School-wide Environmental Behavior Changes
52
Objective 1
Systematic Sustainability
Outdoor Lunch Table Rotation
Date: Year Round
Description of initiative: Starting in September of 2021, outdoor lunch picnic table seating is used for all classes and grades on a weekly rotating
schedule. Each class per grade level eats outside on picnic tables next to the front parking lot for a week during their lunch period. The tables are located under a large tree that provides shade while eating. Because face masks must be removed when eating, decreasing the number of students in each indoor space slows the spread of Covid. Classes have an alternate classroom available if there is inclement weather. Students are not the only ones that eat outside on a regular basis. Teams of teachers and staff members often choose to spend their lunch period eating together outside in the garden. Studies show that eating outside can boost a person’s mood, supports concentration, reduces stress, and lowers risk of illness and disease. Outdoor eating has become so popular with staff and students and operationalized for our school that it will remain a feature at Ashburton.
Tweet from Assistant Principal
Monique Reese on September 2, 2021.
1.3.2~ Systemic Partnerships
53
Partner | Participants | Slide Location |
Lathrop E. Smith Center | Whole School | Slide #54 |
School Energy and Recycling Team (SERT) | Whole School | Slide #55 |
Montgomery County Department of Environmental Protection | Whole School | Slide #56 |
Objective 1
Systematic Sustainability
1.3.2~ Systemic
Partnership
Lathrop E. Smith Center
54
Objective 1
Systematic Sustainability
Date: Ongoing
Description of the Partnership: The Lathrop E. Smith Center is a Maryland Green Center. This center, owned and operated by MCPS, is located approximately in the middle of Montgomery County and is included completely within the boundaries of Rock Creek Regional Park. A Smith Center Outdoor Educator has visited Ashburton many times. He brings with him a diamondback terrapin, corn snake, lionhead rabbit, and barred owl to share with the students. Teachers expressed interest and received information about applying for the grade level Smith Center field trip lottery. He will present at a future staff seminar to share ideas on how to get kids outside and engaged in learning and an overview of MCPS Outdoor Education and its various programs for students and professional development opportunities for staff .
1.3.2~ Systemic Partnership
MCPS School Energy and Recycling Team (SERT)
55
Objective 1
Systematic Sustainability
Date: Ongoing
Description of Partnership: The MCPS Department of Sustainability and Compliance SERT Program, a MDGS Green Center, provides necessary resources to staff and students at all Montgomery County Public Schools to help foster a culture of environmental conservation. The special focus of the program is energy efficiency and recycling participation. Classroom activities, educational resources, and various contests provide our students with rich and rewarding experiences in environmental stewardship. Ashburton continues to rely on this partnership for the development and growth of student knowledge in sustainability.
A MCPS Sustainability Action Plan is submitting each year that states the names of the school-based SERT team, names of student-led environmental clubs, and requests for support in specific areas such as increasing recycling participation and guest speaker invitations .
1.3.2~ Systemic Partnership
Montgomery County Department of
Environmental Protection
56
Objective 1
Systematic Sustainability
Dates: 2017-present
Description of the Partnership: Ashburton has
partnered with the Montgomery County Department of Environmental Protection, Division of Recycling and
Resource Management for the past six years. The
Recycling and Resource Program Specialist has visited Ashburton several times to speak to the Green Thumb Club about composting as well as setting up a booth during our yearly Earth Day recess celebration. Montgomery County’s Commercial Food Scraps Recycling (compost) Program Manager for the Montgomery County Department of Environmental Projection was a guest speaker that
discussed worm composting Virtual Green Thumb Club.
Ms. Fonseca (pictured below) came to AES on Earth Day to promote recycling and again to speak to the Green Thumb Club about composting. Ms. Vasquez, from the same office, spoke to the Virtual Green Thumb Club in May, 2020 about worm composting.
1.4~ Annual Celebrations
57
Celebration | Participants | Slide Location |
Earth Week | Whole School & Community- every year | Slide #58 |
Watt’s Up? Poster Contest | Whole School- every year | Slide #59 |
MAEF Calendar Contest | Whole School- Spring, 2022 | Slide #60 |
Walk and Bike to School Day | Whole School & Community- every year | Slide #61 |
Go Green! Bulletin Boards | Year-round, various locations throughout the building | Slide #62 |
Objective 1
Systematic Sustainability
1.4~ Celebration
Earth Week
58
Objective 1
Systematic Sustainability
April 29, 2016
Ashburton commemorates Earth Day every year with
a week of projects, culminating with a day-long recess celebration. Earth Week activities at Ashburton include: reduce/reuse/recycle/replace video skits or facts provided by the Green Team on the morning TV announcements, trash clean up around the school, reduced trash lunch periods, lights off for Earth Hour, and a message tree next to the lunchroom (made with recycled cardboard) with student pledges to make “Green” choices written on paper leaves. Ashburton Elementary School celebrates each year by having one day of Earth week with special outdoor planned outdoor activities that relate to conservation and being kind to the planet.
Earth Day events were moved inside in 2019 because of rain and online in 2020 because of the pandemic.
1.4~ Celebration
Watt’s Up? Poster Contest
59
Objective 1
Systematic Sustainability
April 29, 2016
Ashburton holds a yearly school-wide preliminary Watt’s Up? Poster Contest before sending winners on to the county-level competition. The goal of the SERT’s (School Energy and Recycling Team) annual Watt’s Up? Poster Contest is to raise awareness about the importance of energy conservation and recycling. Posters are sent on to be judged each year at the county level with the possibility of getting their artwork printed and displayed in Montgomery County Public School buildings.
Several students and staff Watt’s Up? Poster contest entries have been recognized at the county level since Ashburton began participating each year. A second place staff entry (pictured to the left) was on display at the Rockville Library.
1.4~ Celebration
MAEF Calendar Contest
60
Objective 1
Systematic Sustainability
April 29, 2016
Another way Ashburton students will celebrate Earth Day, is by participating in the 2022 Maryland Agriculture Education Foundation’s Calendar Contest. The purpose of the contest is to create a positive learning experience about agriculture in Maryland that furthers the understanding of agriculture’s impact on our daily lives. Artwork entered in the contest should feature Maryland agriculture. The calendar will highlight the diversity of agriculture throughout the state. Students will receive a $50 cash award and their artwork will be featured in the 2022-2023 Maryland Agricultural Education Foundation, Inc. Calendar and may be posted on MAEF’s website. Student art and signed entry form are due by Earth Day on April 22, 2022.
Ashburton first participated in the calendar
contest during the 2021-22 school year.
1.4~ Celebration
Walk and Bike to School Day
61
Objective 1
Systematic Sustainability
Walk and Bike to School Day is a school-wide annual event, during which students, parents, families, and staff meet at the Davis Public Library that is ⅓ mile down the street and walk to school. We discuss healthy habits and how to be safe when playing outside or walking or biking to school. Teachers hold large signs with safety tips and read each one aloud on a bullhorn for the crowd to hear and recite together. Walk and Bike to School Day is another way we bring our community together each year. In the past, we have invited elected officials and members of the news media to participate in our celebration.
In 2021, Walk to School Day was celebrated individually and with a bulletin board due to concerns about Covid-19.
Students, staff, and parents hold signs and celebrate Walk to School Day.
1.4~ Celebration
Go Green! Bulletin Boards
Six different “Go Green” bulletin board displays are located in the school. Many boards incorporate student work that includes helpful tips, suggestions, and facts about recycling, water, energy conservation, and preserving the Chesapeake Bay watershed. Every year, each class completes a 3 Green Things Classroom Commitment pledge to describe how they will conserving energy and practice smart recycling.
62
Objective 1
Systematic Sustainability
April 29, 2016
Students in fifth grade made informational posters about how to be a better environmental steward.
Objective 2 - Student Driven Sustainability Practices
2.1 Water Conservation/ Pollution Prevention
2.2 Energy Conservation
2.3 Solid Waste Reduction
2.4 Habitat Restoration
63
Objective 2
Student Driven Sustainability Practice
Ashburton Elementary Garden Courtyard Outdoor Classroom
Objective 2 - Student-Driven Sustainability Practices
64
Sustainability Practice | Description | Slide Location |
2.1 Water Conservation Pollution Prevention |
| Slide #65 Slide #66 Slide #67 |
2.2 Energy Conservation |
| Slide #68 Slide #69 Slide #70 |
2.3 Solid Waste Reduction |
| Slide #71 Slide #72 |
2.4 Habitat Restoration |
| Slide #73 Slide #74 |
Objective 2
Student-Driven Sustainability Practices
2.1~ Water Conservation & Pollution Prevention
Rain Barrel
65
Objective 2
Student-Driven Sustainability Practices
A former Ashburton student and high school Girl Scout returned to AES to complete a project that would earn her Gold Star Award. She built and installed a large wooden rectangular tri-sectioned raised garden bed adjacent to a 55-gallon rain barrel with a slanted roof and gutter to collect water. The rain barrel is used to water the garden and raised bed is used to grow plants such as carrots, radishes, potatoes, and kale.
Cecilia Hornyak, a Girl Scout Gold Award recipient, explains and demonstrates how her project conserves water. Our garden also utilizes sustainable agriculture with olla pots buried in the center of garden beds as an additional irrigation method.
Pictured to the left is what the space looked like before project completion.
2.1~ Water Conservation & Pollution Prevention
Student-driven storm water run-off study
66
Objective 2
Student-Driven Sustainability Practices
Fifth grade students noticed pooling water at different spots near the school building after a heavy rain. Two classes built water collection tools out of recycled materials and placed them at various places around the school ground to collect stormwater runoff. They monitored each device over time and presented the findings to the principal and building service manager with suggestions of how to dissipate storm water run-off. After researching, their suggestions included: reducing impervious areas so that the rain soaks into the ground by using mitigation techniques such as planting native trees and plants, and different lawn care practices such as no-mow zones or a rain garden.
4-ESS2-1 Earth's Systems Make observations and/or measurements to provide evidence of the effects of weathering
or the rate of erosion by water, ice, wind, or vegetation.
Students built water collection tools out of recycled materials. They were placed around the school before rain to collect stormwater runoff.
2.1~ Water Conservation & Pollution Prevention
Smithsonian Environmental
Research Center (SERC)
67
Objective 2
Student-Driven Sustainability Practices
Students gather fish and invertebrates from a seine net and sort them based on their adaptations for moving (swimming, hopping, crawling, floating, and sitting). Students then count their organisms and discuss what they found.
Fourth grade students participate in annual SERC field
trips. Students learn about the importance of wetlands in terms of species propagation. They examine the role that oysters have traditionally played as filter feeders in the Chesapeake Bay. This is accomplished through a variety
of stations that include seining and examining shoreline aquatic species, zooplankton and phytoplankton in the laboratory, and learning about the many crustaceans
(large & small) that inhabit an oyster bed. Students visit
the microscope lab to learn the differences between
clean water, dirty water, and treated water as well as
how plankton gives the water its color.
2.2~ Energy Conservation
“Green” Classroom Jobs
68
Objective 2
Student-Driven Sustainability Practices
“Green” classroom job assignments are included in the choices offered by many teachers in the building. Classroom jobs can help to build a sense of excitement, community, and interdependence in a classroom from the very start of the school year. Examples of these jobs include Pet & Plant Caretaker, Light Manager, Recycler, and Paper Pal. Classroom jobs encourage responsibility everyday as students practice caring for their belongings and help to keep their learning environment organized, neat, and clean. These practices and skills will most likely also be repeated at home.
Pictured above are different examples of “green” classroom job assignments in second and third grade classrooms.
2.2~ Energy Conservation
Green Team Energy Patrols
69
Objective 2
Student-Driven Sustainability Practices
Students the Green Team after school club wrote and illustrated facts about conservation onto index cards. Water conservation signs were posted above every water fountain in the building, and energy conservation fact cards were converted into light switch plate covers as a reminder to turn off lights when not in use. This club also creates campaigns through posters and creating videos to remind Ashburton students to separate recyclable materials from waste, conserve energy, conserve water, and encourage walking or biking to school.
Energy audits are completed where the students act as “Eco-Detectives.” Students check to ensure that each Ashburton classroom has powered down electronics, turned off lights, closed windows and blinds, and disposed of materials in correct containers.
2.2~ Energy Conservation
2 Green Facts: Announcements
70
Objective 2
Student-Driven Sustainability Practices
Earth-friendly tips and facts that are researched and written by students, are
read every Wednesday morning on the TV announcements. This coincides with the Green Team’s weekly school recycling and energy audit. This information will get students in all grades thinking about ways they can help conserve energy and water and improve recycling at school and at home.
On April 22, 1970 Senator Gaylord Nelson held the first Earth Day. He wanted to get more young people involved in making the Earth a safe and healthy place to live.
Principal Mullenholz reads “2 Green Facts” during the weekly Wednesday Green Team segment. America Recycles Day was featured on 11/15/21 Zoom morning announcements.
Did you know 22 MILLION people participated in the first Earth Day?
2.3~ Solid Waste Reduction
TREX Plastic Film Recycling Challenge
71
Objective 2
Student-Driven Sustainability Practices
The Green Club entered Ashburton in the 2021-22 TREX Plastic Film Recycling Challenge. The students in this after school club weighed and tracked their monthly amount to increase efforts and set future goals. They recorded a skit video to introduce the school’s participation that aired on the announcements. There are four large collection bins containers in the school building, one one each level, and a smaller labeled bin in every classroom. The winner in each division wins a green TREX bench for the school!
2.3 ~ Solid Waste Reduction
Little Free Library & End of Year Book Swap
72
Objective 1
Systematic Sustainability
The Ashburton Student Government Association (SGA) raised funds for construction and installation of a “Little Free Library” to spread the joy of
reading as well as to make sure that used books were being recycled
from person to person. The fund also raised enough money to purchase a
Little Free Library for another local school to expand the reach and recycling
to another campus. The library is assembled with eco-friendly plastic lumber made out of recycled milk jugs. The composite material is made from 95% recycled content meeting FTC green guidelines. “Take a book. Share a book.”
Another way in which students at Ashburton reduces waste by recycling books is through the End of the Year Book Swap. Students in grades K - 5 can choose to participate in a free book swap in the Media Center each year in June. Students turn in up to five of their gently used paperback fiction books that are appropriate for elementary school to trade for others. After books are collected, students then return the following week to choose different books. Students then bring these books home to enjoy during summer break.
Ashburton Elementary’s Little
Free Library is located in front
of the school near the entrance.
2.4~ Habitat Restoration
Green Thumb Club
73
Objective 2
Student-Driven Sustainability Practices
Students in 3rd through 5th grades observe, learn about, and maintain Ashburton’s School Garden and explore other topics such as waste reduction, recycling, energy conservation, composting, and pollution prevention during a free after school club. The Green Thumb Club is offered twice per school year (spring and fall) and can accommodate up to 30 students during each 8-week session. It is sponsored by two teachers and assisted by middle school SSL and PTA volunteers. Green Thumb was held virtually through weekly Zoom sessions in the spring of 2021.
2.4~ Habitat Restoration
Native Plant Garden Bed
74
Objective 2
Student-Driven Sustainability Practices
The proposed pollinator garden will feature native, local ecotype plants with a focus on both nectar and pollinator host plants occupying a 8.5 ft x 12 ft space in the Ashburton School courtyard. Plant selections are chosen to provide birds, bees, butterflies, moths, and other pollinators with multiple seasons of bloom and nectar. As much as possible, straight species will be favored over nativars. Purchasing and procurement of seeds and plants will occur in April and May of 2022. Planting will occur in late May 2022. Watering will occur throughout the remainder of the school year, summer months, and fall. Funds are being provided by a 2022 MAEOE Student Action Mini-Grant.
Native Plant Pollinator Garden
Plants, seeds, bushes, and seedlings $175
Shrubs $25 ea (6) $150
Trees $60 ea (1) $60
Divisions (free)
Sturdy metal signs for labeling $50
Compost and garden bed soil $40
Mulch and soil amendments $25
Low fencing $70
Soil testing kit $25
Birdbath $30
Compost tumbler $50
Garden gloves $25
Hand tools $50
TOTAL $750
Objective 3- Community Partnerships, Awards & Special Recognition
1) School Active in the Community
2) Community Active in the School
3) Awards and Special Recognition
75
Objective 3
Community Partnerships, Awards & Special Recognition
Barbara Fonseca from the Montgomery County Department of Environmental Protection speaks to the Green Team about composting.
3.1.1~ Community Partnerships
76
3.1.1 School Active in the Community | Activity | Slide Location |
Science, Technology, Art & Mathematics Exhibits | STEAM Night | Slide #77 |
Science, Technology, Art & Mathematics Flipgrid | STEAM Week (Virtual) | Slide #78 |
Shoes for Uganda | Shoe Drive | Slide #79 |
Girls on the Run | Various Community Service Projects | Slide #80 |
Objective 3
Community Partnerships, Awards & Special Recognition
77
Objective 3
Community Partnerships, Awards & Special Recognition
3.1.1~ School Active in the Community
STEAM Night
STEAM Night is a major annual school event where student science, technology, engineering, the arts, and math projects from kindergarten through fifth grade are displayed for the entire school and community. Due to Ashburton’s close proximity to the National Institutes of Health (NIH), and Walter Reed Memorial Hospital, many of our parents and community members have careers in a STEM-related field. In 2018, students were given feedback on their STEAM Night projects from an adult in a career field closely related to their topic. This short interaction included a page with feedback and praise for their dedication to exploring science, engineering, and technology outside of the school day.
78
Objective 3
Community Partnerships, Awards & Special Recognition
3.1.1~ School Active in the Community
Virtual STEAM Week
Science, Technology, Engineering, the Arts (STEAM) Night was extended to STEAM Week in 2020 and held entirely online using Flipgrid. Students with an MCPS login could access, view, and comment on the STEAM exhibits. Siblings could submit projects together and all students were encouraged to leave positive feedback and comments for the projects that they explored. Topics explored and explained in short video segments included: electromagnets, the water cycle, making crystals, carbon dioxide, egg in a bottle, and using a microscope.
All students were encouraged to leave positive feedback and comments about the projects that they explored.
3.1.1 ~ School Active
in the Community
Shoe Drive for Uganda
79
Objective 3
Community Partnerships, Awards & Special Recognition
Serere Primary School is a public elementary and middle school in Eastern Uganda which has 819 students in attendance, the vast majority of whom do not have any shoes. The families of these students survive on subsistence agriculture and lack funds for school fees and other basic needs. Serere Primary is the same school that Bella and Andrew's (Ashburton students) dad attended as a young boy. During a visit, they witnessed so many needs for the school and among them, saw kids walking long distances to reach school, work in the garden and play soccer, all without shoes. They wanted to help. Bella started a shoe drive to collect lightly used tennis shoes to donate back to Serere, with the collaboration of their school, Ashburton Elementary in Bethesda, Maryland.
A 5th grader launches this project that benefited the village where her father grew up.
“More than 850 pairs of shoes have arrived in Uganda … a 2 month journey
by sea from the US! They have been transported from Kampala to Serene and now are in the process of being cleaned.”
January 2, 2020
3.1.1 ~ School Active in the Community
Girls on the Run
80
Objective 2
Student-Driven Sustainability Practices
Third, fourth and fifth grade students participate in a ten week training program. Social Emotional lessons to support a healthy lifestyle are taught and the girls come up with and implement their own community impact project. Projects from current and previous seasons include:
making sandwiches to feed those in need, creating cards for children who are in the hospital, and collecting books for a book drive.
Girls on the Run (GOTR) students made cards for children in a nearby hospital. Participants complete community service projects in addition to ending the program by finishing a 5K GOTR race.
3.1.2~ Community Partnerships
81
Community Active in the School | Activity | Slide Location |
North Bethesda Middle School & Walter Johnson High School | Student Service Learning (SSL) Volunteers | Slide #83 |
Ashburton Parent Teacher Association | PTA Health & Wellness Committee | Slide #84 |
U.S. Fish and Wildlife Service Division of Conservation | Career Afternoon | Slide #85 |
Objective 3
Community Partnerships, Awards & Special Recognition
3.1.2~ Community Partnerships
82
Community Active in the School | Activity | Slide Location |
Virtual Green Thumb Club | Guest Speakers | Slide #86 |
Maryland State Art Council | Artist-in-Residence | Slide #87 |
Maryland Agricultural Education Foundation | Mobile Learning Lab In-School Field Trip | Slide #88 |
Objective 3
Community Partnerships, Awards & Special Recognition
3.1.2 Community Active in the School
83
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: North Bethesda Middle School & Walter Johnson High School SSL Volunteers
Date: Ongoing
Brief Description of Partnership:
Student Service Learning (SSL) volunteers in high school, who oftentimes participated in the Green Thumb Club as students at Ashburton, return as mentors for each fall and spring in-person session and also served as instructors when the club met virtually on Wednesdays in the spring of 2021.
3.1.2 Community Active in the School
84
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Ashburton Parent Teacher Association
Health & Wellness Committee
Date: 2016-present
Brief Description of Partnership: “The Wellness Committee advocates for a healthy environment for Ashburton families and staff. The work of this committee covers mental health initiatives, physical well being of students and staff, environmental impact and green initiatives. Volunteer opportunities range from 1-3 hours per month.”
3.1.2 Community Active in the School
85
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: United States Fish and
Wildlife Service (USFWS)
Date: May, 2018
Brief Description of Partnership:
Daphne Carlson Bremer,
The Chief of the Division of International Conservation at USFWS, presented animal artifacts to kindergarten classes during Career Afternoon. Students learned about examples of endangered animals with respect to the role humans play in destroying habitats, depleting food and water sources, and trophy hunting for sport or monetary gain.
A rhinoceros horn and zebra pelt rug shared were examples of some of the types of items seized by USFWS.
3.1.2 Community Active in the School
86
Objective 3
Community Partnerships, Awards & Special Recognition
Virtual Green Thumb Club Guest Speakers
Date: Spring, 2020
A first generation Christmas tree farmer with over 30 years of experience shared information with the Virtual Green Thumb Club. He owns four farms with over 500 Acres, located in West Virginia, Pennsylvania, and Washington. We learned about his business selling Christmas trees and wreaths, seeds, seedlings and transplants, and equipment consulting. Mr. Rockis presented information about having a career in agriculture, and serves on the National Christmas Tree Promotion Board.
The Commercial Food Scraps Recycling Program Manager for the Montgomery County Department of Environmental Projection. She has experience working with community gardens in New York City. The representative taught us about worm composting using worm bins and red wigglers to help decompose grass, leaves, garden trimmings, and fruit and vegetable scraps into a nutrient-rich soil amendment.
The School Energy and Recycling Team (SERT) representative assigned to Ashburton shared information about SERT in MCPS and at Ashburton. He explained and shared photos of how he created a garden at his home with his family during quarantine. Mr. Rodriguez has returned often to assist with the Maryland Green Schools process, read aloud to Kindergarten classes, and provided SERT lanyards and pencils to every student that participated in the Science and Gardening class during in-person summer school in July 2021.
3.1.2 Community Active in the School
87
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Maryland Art Council Creativity Grant
Date: 2019, 2018, 2016
Brief Description of Partnership: In 2018, through the Artist-in-Residence Program, funded both by the PTA and a Maryland Art Council Grant, students in grade 4 designed and painted plants, animals, and other natural features such as an analemmatic sundial onto the concrete in the garden. Students built, painted, and later installed birdhouses in the school garden during art class.
In 2019, Artist-in Residence Tara Holl guided Ashburton’s 4th grade students in completing an art installation. Wooden painted shapes depicting healthy foods and promoting healthy eating are scheduled to be installed on the cafeteria walls.
Collected and used donated materials were reused and upcycled such as broken plates, keys, marbles, and other discarded and found objects to create a mosaic mural project. This project was completed during fourth grade art classes with Mr. Roth and Tara Holl during the Spring of 2016. The theme of the projects was stars, planets, and space and is located at the main entrance and surrounding walls.
3.1.2 Community Active in the School
88
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Maryland Agricultural Education Foundation
Date: Ongoing
Brief Description of Partnership: Ashburton is a partner
with the Maryland Farm Bureau and Maryland Agricultural Education Foundation (MAEF). The MAEF Mobile Science Lab visited Ashburton for a week in 2017 and again in 2021. Two Grade 4 teachers trained to be the Facilitators for the Maryland Agricultural Education Foundations science mobile lab, 2019 and 2021. The Mobile Science Lab Program teaches elementary students in Maryland the importance of agriculture in their everyday lives, and about the Agriculture Reserve in Montgomery County. In 2021, every class participated in a 25-minute Next Generation Science Standard aligned mini-lesson based in agriculture inside their 40-foot mobile learning lab.
A kindergarten class learns about different seeds inside MAEF’s learning lab on September 28, 2021.
3.2~ Awards & Special Recognition
89
Description | Slide Location |
U.S. Department of Education Green Ribbon Nomination and Application | Slide #91 |
Lowe’s Toolbox for Education Grant | Slide #92 |
Piedmont Environmental Education Foundation Grants | Slide #93 |
Whole Kids Foundation Garden Grant | Slide #94 |
Maryland Agricultural Education Foundation, Kids in the Garden Grant | Slide #95 |
Objective 3
Community Partnerships, Awards & Special Recognition
3.2~ Awards & Special Recognition
90
Description | Slide Location |
MCPS School Energy and Recycling Team Awards | Slide #96 |
Maryland Green Schools Applications | Slide #97 |
Maryland Association for Environmental and Outdoor Education Student Actions Mini-Grant | Slide #98 |
Maryland Agriculture Education Foundation Velma Clark M. Excellence in Teaching About Ag Award | Slide #99 |
Objective 3
Community Partnerships, Awards & Special Recognition
3.2 Awards &
Special Recognition
91
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: United States Department of Education
Green Ribbon Award (ED-GRS)
Date: 2021-22 academic year
Award: This federal recognition award is for school sustainability recognizes schools, districts, and institutions of higher education. Combined progress in all three of these areas, known as Pillars, serves as the basis for recognition. Becoming a U.S. Department of Education Green Ribbon Honoree is a two-step process. The first step is to complete an application to be selected as a nominee by the Maryland State Department of Education (MSDE). ED selects honorees from those presented by eligible nominating authorities nationwide. Selection will be based on the applicant’s high achievement in the three ED-GRS Pillars:
Montgomery County Public Schools chose Ashburton Elementary as an ED-GRS Nominee. Ashburton submitted their application in January to MSDE for consideration and review.
3.2 Awards &
Special Recognition
92
Objective 3
Community Partnerships, Awards & Special Recognition
Ashburton Elementary’s Green Thumb Club and Toolbox for Education Grant was highlighted on the MCPS website in the Staff Bulletin on October 11, 2018.
Organization: Lowe’s Toolbox for Education
Date: June, 2018
Award: $3850, Toolbox for Education Grants support public K-12 school education through providing the tools that help educators and parent groups through today’s challenging times efficiently, with basic necessities taking priority. There is also a preference for funding requests that have a permanent impact such as facility enhancement (both indoor and outdoor) as well as landscaping/clean up type projects. Projects that encourage parent involvement and build stronger community spirit will be favored.
Project Short Description:
We plan to add a tool shed for storage, additional seating, and umbrellas to our outdoor garden classroom. This will ensure that there is adequate seating with enough shade for students to work comfortably on warm and sunny days.
3.2 Awards &
Special Recognition
93
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Piedmont Environmental
Education Foundation
Dates: 2018, 2019, 2021
Awards: $1000 Grants ($3000 total)
The mission of the foundation, is to endow students with a sense of environmental citizenship, responsibility, and appreciation of the natural world.
General Overview: 2021 Grant Award Proposal: 1) The Green Team will re-pot approximately 50 houseplants that are low maintenance such as pothos, spider plant, aloe, and snake plant. A potted plant will be placed in every classroom in the building to be cared for by each class.
2) The Garden Club is offered twice per school year (spring and fall) and can accommodate up to 30 students during each 8-week session. Students in 3rd through 5th grades observe, learn about, and maintain Ashburton’s School Garden and explore other topics such as waste reduction, composting, and pollution prevention during a free after school gardening club.
The Green Team will use unbreakable galvanized plant pots with drainage holes and moisture control potting soil.
Garden Club participants work in Ashburton’s Courtyard Garden and Outdoor Classroom
3.2 Awards &
Special Recognition
94
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Whole Kids
Foundation
Date: Spring, 2020
Award: $3000 Whole Kids Garden Grant
The grant will directly fund an after-school garden club in the form of plants, soil, mulch, raised beds, and materials, as well as teacher stipends (standard, using county guidelines). This would ensure that for years to come, the garden will remain lush, green, and growing for the entire school community to enjoy. Our long-term vision for the garden is to continue to use it as an outdoor classroom and green space. Ashburton’s garden space is unique in that it is located in the courtyard which is directly in the center of our school building and is accessible by staff and students throughout the entire school day as well as after school.
Mrs. Burrell poses in her backyard (above) with the Whole Kids Garden Grant materials in March, 2020.
3.2 Awards &
Special Recognition
95
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: MAEF
Date: Spring, 2020
Award: $400 Kids in the Garden Grant
The Maryland Agricultural Education Foundation (MAEF) Kids in the Garden Grant funded the Virtual Green Thumb Club. Its purpose was to “support the production and distribution of individual garden kits which may be used at home or school.” Virtual Green Thumb Club helped students to gain a sense of responsibility by attending a weekly Zoom session, accessing specific materials from their kit, and later continuing to take care of the plants and have pride in their projects. Forty kits for students, mentors, and teachers were filled with materials purchased with grant money. The materials were subdivided within each kit to aid in organization and give independence to younger gardening students. Both students that opted to remain virtual and those that were receiving partial in-person instruction both had the opportunity to sign up.
A student plants seeds in her labeled backyard raised bed garden that she was inspired to start during Distance Learning because of the Virtual Green Thumb Club.
A student shows off a birdhouse that she built and painted during a Virtual Green Thumb Club Zoom session in the spring of 2021.
3.2 Awards &
Special Recognition
96
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: MCPS DSC/SERT Program (MAEOE Green Center)
Date: 2010-2020
Grade: Schoolwide (K-5)
Awards: Ashburton’s after school student club’s continued efforts, combined with staff and student diligence with energy conservation throughout each school day, has reduced electrical consumption. From 2010-2020, Ashburton has consistently earned School Energy and Recycling Team (SERT) awards, incentives, contests, and county-wide recognition in energy conservation in the last ten years.
*No awards were given out during Covid.
3.2 Awards &
Special Recognition
97
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Maryland Association for Environmental and Outdoor Education (MAEOE)
Date: May 31, 2018
Award: Maryland Green Schools 2nd Recertification
Ashburton Elementary School is dedicated to creating and maintaining a Maryland Green School that will impact staff and students to be environmentally friendly not only in school, but also in their own home and community to sustain a better world. Our network of partners on a local and national level complements and reinforces environmental learning and appreciation, enhances green culture, and provides learning opportunities for students and professional development for teachers.
Ashburton teachers Mrs. Burrell and Ms. Rillera pose with Maryland Governor Larry Hogan, SERT Representative DJ Connelly, their Green Schools award, and MD Green Schools flag at the MAEOE Youth Summit at Sandy Point State Park in 2018.
3.2 Awards &
Special Recognition
98
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Maryland Association of Environmental and Outdoor Education (MAEOE)
Date: January, 2022
Award: $750 Student Actions Mini-Grant was awarded to Ashburton from MAEOE for the installation of a pollinator garden. The proposed pollinator garden will feature native, local ecotype plants with a focus on both nectar and pollinator host plants occupying a 8.5 ft x 12 ft space in the Ashburton School courtyard. Plant selections are chosen to provide birds, bees, butterflies, moths, and other pollinators with multiple seasons of bloom and nectar. Purchasing and procurement of seeds and plants will occur in April and May of 2022.
Planting will occur in late May, 2022.
3.2 Awards &
Special Recognition
99
Objective 3
Community Partnerships, Awards & Special Recognition
Organization: Maryland Agriculture Education Foundation
Date: February 22, 2022
Award: Kindergarten Teacher and Green Leader Erin Burrell was awarded the 2022 Velma Clark M. Excellence in Teaching About Ag Award. The purpose of this award is to recognize a Maryland teacher for their excellent job in incorporating agriculture into the core curriculum. Principal Greg Mullenholz writes,
“Mrs. Burrell has made it her personal mission to expand access and opportunity to all of the students at Ashburton Elementary School to learn about agriculture and to understand the ‘farm to cafeteria table’ concept, even in the suburban setting of our school…Because of her, our students have an opportunity to learn about and understand the importance of agriculture in their everyday lives, though they may not live in the farmlands of Maryland. I fully support Mrs. Burrell’s selection for this award and can assure you that she has done an incredible job to promote the mission of MAEF through all of her work.”
Mrs. Burrell and her class were surprised during the morning announcements on Tuesday 2/22/22. Tonya Wible from MAEF, presented her with a check and noted that she will get to attend the National Agriculture in the Classroom Conference in Saratoga Springs, NY in June.
Thank you for your time and commitment
in scoring Ashburton Elementary School’s
Maryland Green Schools Application
for Sustainable Status!
Special Thanks to
Students that participated in Virtual Green Thumb Club Members of the Garden and Green After School Clubs
Student Service Learning Garden Mentors
Ashburton Elementary Staff and Administration
Rick Brock, Chung Chen, Jose Sorto & Building Services Team
Giancarlo Rodriguez, Richard Benjamin & SERT
Kaye Nemenzo, Erin Burrell, Betsy Gorman, Marney Jacobs
Laurie Jenkins, Jim Stufft, Mark Granger & The Smith Center Montgomery County Department of Environmental Protection
AES Parent Teacher Association Health and Wellness Committee
for your help and contributions!
100