Welcome to our green school application.
We want you to know that all of the experiences documented here are part of a richly structured, high-quality instructional design. Environmental literacy is an integral part of our academic program. Our intention is to sustain these activities and be an expression of our students' voices as environmental stewards.
We want you to know that all of the experiences documented here are part of a richly structured, high-quality instructional design. Environmental literacy is an integral part of our academic program. Our intention is to sustain these activities and be an expression of our students' voices as environmental stewards.
1st-5th grade
The Lower School focuses attention on our youngest learners. There are no traditional grade levels in the Lower School, as students are grouped by age and ability and move through the program at their own speed. All students benefit from a differentiated curriculum that is designed to target their specific needs. In order to give students this unique level of individual attention, class sizes are kept small. With many classes led by a two-person teaching team (a full time teacher and a full-time instructional assistant) the student/teacher ratio in our Lower School is exceptionally low.
The Lower School focuses attention on our youngest learners. There are no traditional grade levels in the Lower School, as students are grouped by age and ability and move through the program at their own speed. All students benefit from a differentiated curriculum that is designed to target their specific needs. In order to give students this unique level of individual attention, class sizes are kept small. With many classes led by a two-person teaching team (a full time teacher and a full-time instructional assistant) the student/teacher ratio in our Lower School is exceptionally low.
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May 1, 2012. Clagett Farm, Upper Marlboro, MD.
Lower School students in grades 1-5 explored the ways in which the actions of people in the past affect the present and future of the Chesapeake Bay. For instance, how did Native Americans and colonial pioneers interact with the environment in order to feed themselves, and how did those interactions affect the Bay? Students also learned about sustainable organic farming, farm animal appreciation, composting and soil, insect survey and what humans have learned in order to maintain the sustainability of agriculture, farming, and the health of the Bay. Teachers: Molly Kane, Heidi Sheldon, Kristin Britcher, Caitlin Gnann, Jacqueline Lacerenza, Jackie Merlehan, Jenny Young, Amy Kisler. Outdoor Education Coordinator: Patti Child |
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August 26, 2012- present.
Urban Forest Exploration. Students in early aftercare program each Wednesday from 1-3 pm explore the urban forest and playgrounds in Baltimore City near our school. The objectives of the program are simply stated: we provide safe and interesting opportunities for students to play, explore, and have fun outdoors. A growing body of research confirms that after walking in a park, kids show improved cognitive function and reduced inattention. We bring our students to the urban forest environments close to our school in order to foster curiosity and exploration of the environment. Outdoor Education Coordinator: Patti Child School Nurse: Molly Watt |
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On Nov. 6, 2012, Ms. Lacerenza's 4th and 5th grade students traveled to Hickory Ridge Farm, Highland Maryland. Students were able to celebrate being outside and observe the Fall activities on the farm. They participated in a hay ride and the discovery of beavers. They ate lunch in an historic building dating back three and a half centuries! Ellen McDaniel, who subsequently passed away in 2013, gave them a personal tour and explained the history of the land along with the operation of a horse farm.
Teachers: Jacqueline Lacerenza, Caitlin Gnann, Lauren Scally.
Outdoor Education Coordinator: Patti Child
Teachers: Jacqueline Lacerenza, Caitlin Gnann, Lauren Scally.
Outdoor Education Coordinator: Patti Child
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On April 11, 2013, Ms. Young and Ms. Kisler's language arts and social studies students in grades 3 and 4 spent the day at the Baltimore Zoo in Druid Hill Park exploring similarities and differences.
Teachers: Jenny Young, Amy Kisler. |
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At the end of each school year, beginning in 2002 and continuing into 2014, Beach Trips to Ben Oaks on the Severn River.
All students in grades 1-8 and their teachers are invited to celebrate and spend a day on the Severn River in Severna Park, Maryland. In order to love the Chesapeake Bay, students must spend time in it! Mr. Sherwood had a simple but powerful quote: "The place to teach people about the Bay is on it and in it." We begin our introduction to the Chesapeake Bay during these small group beach trips with our students and teachers. Teachers: Leah Bennett, Annette Fallon, Caitlin Gnann, Kim Farley, Kara Huggins, Jennifer Kelleher, Amy Kisler, Jacqueline Lacerenza, Jacquelyn Merlehan, John Morgal, Amy Weishaar, Darlene White, Karen Yeoman. Outdoor Education Coordinator: Patti Child |
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August 25, 2013- present. Discovery Club. Daily. 1st-3rd grade students. 7 students.
The Discovery Club employs dramatization and the hands-on creation of art projects to interpret and experience the contributions to society made by conservationists and naturalists throughout history. By examining the efforts of historical and contemporary environmentalists using multi-sensory activities, critical thinking, and socialization skills, six to seven year-old students discuss, experiment with, learn, and reinforce academic skills in science, social studies, math, geography, reading, and writing. The club is centered around the idea that park rangers are stewards of our communities and that people throughout history and today work to protect our natural environments, animals, natural resources, and personal connections to nature. This phase encompasses the study of historical figures like Teddy Roosevelt and John Muir; artists like John James, and Audubon & Ansel Adams; and contemporary figures like Pete Seeger, Jane Goodall, and Alice Waters. Students will learn about their family, school, and community and how they can participate in environmental initiatives like recycling, raising awareness about endangered species, gardening, and conservation. Students will read biographies, write letters, estimate, measure, observe, collect, hike, sculpt, paint, make books, cook, garden, and teach others as they connect history to their own lives and discover our natural world.
Teacher: Laura Parkhurst
The Discovery Club employs dramatization and the hands-on creation of art projects to interpret and experience the contributions to society made by conservationists and naturalists throughout history. By examining the efforts of historical and contemporary environmentalists using multi-sensory activities, critical thinking, and socialization skills, six to seven year-old students discuss, experiment with, learn, and reinforce academic skills in science, social studies, math, geography, reading, and writing. The club is centered around the idea that park rangers are stewards of our communities and that people throughout history and today work to protect our natural environments, animals, natural resources, and personal connections to nature. This phase encompasses the study of historical figures like Teddy Roosevelt and John Muir; artists like John James, and Audubon & Ansel Adams; and contemporary figures like Pete Seeger, Jane Goodall, and Alice Waters. Students will learn about their family, school, and community and how they can participate in environmental initiatives like recycling, raising awareness about endangered species, gardening, and conservation. Students will read biographies, write letters, estimate, measure, observe, collect, hike, sculpt, paint, make books, cook, garden, and teach others as they connect history to their own lives and discover our natural world.
Teacher: Laura Parkhurst
August 25, 2013- present. American Revolution Club Daily. 5th grade students. 8 students.
While studying Native American tribes of Maryland and exploring how Native Americans in the 1500’s regarded nature and participated in rituals to honor nature, the students made rattles in order to take part in their own informal, environmental ceremony. The students learned that rattles were made of materials like turtle shells which were easy to find in the environment. We then chose orange juice bottle lids as the bases for our rattles since they are easily found and re-purposed in our school environment. The rattles contain beans and are covered with ink decorated vellum.
American Revolution Club - During a study of the Iroquois Confederacy, the students learned about The Great Tree of Peace and created a collage of the tree to represent the strong connection that the 5 Iroquois nations had with nature and with each other. The collage is made of torn paper and paint on board.
Teachers: Marianne Angelella and Laura Parkhurst
While studying Native American tribes of Maryland and exploring how Native Americans in the 1500’s regarded nature and participated in rituals to honor nature, the students made rattles in order to take part in their own informal, environmental ceremony. The students learned that rattles were made of materials like turtle shells which were easy to find in the environment. We then chose orange juice bottle lids as the bases for our rattles since they are easily found and re-purposed in our school environment. The rattles contain beans and are covered with ink decorated vellum.
American Revolution Club - During a study of the Iroquois Confederacy, the students learned about The Great Tree of Peace and created a collage of the tree to represent the strong connection that the 5 Iroquois nations had with nature and with each other. The collage is made of torn paper and paint on board.
Teachers: Marianne Angelella and Laura Parkhurst
August 28, 2012-June 11, 2014. Lower School Daily Weather Check.
Ms. Britcher's science students in grades 1 and 2 used the school grounds as a classroom in order to make daily weather observations. Data was recorded and graphed daily so that students could observe weather trends over time.
Teacher: Kristin Britcher
Ms. Britcher's science students in grades 1 and 2 used the school grounds as a classroom in order to make daily weather observations. Data was recorded and graphed daily so that students could observe weather trends over time.
Teacher: Kristin Britcher
September 2013-2014. Grades 1-5.
On Wednesday afternoons students in early after-care water and maintain the school-yard habitat.
Teachers: Amy Kisler, Zac Lawhon, Katherine O'Conner.
Outdoor Education Coordinator: Patti Child
On Wednesday afternoons students in early after-care water and maintain the school-yard habitat.
Teachers: Amy Kisler, Zac Lawhon, Katherine O'Conner.
Outdoor Education Coordinator: Patti Child
November 13, 2013 to present.
Early after-care students joined the Park School in Baltimore, Maryland with Maryland Institute College of Art(MICA) as part of MICA student Qianfei Wang's Doctorial thesis. Each Wednesday, Fei taught our students art classes both inside and outside in Druid Hill Park.
She arranged for our students to explore the Park School's stream, which we learned is a part of the Jone's Falls that flows underground near our our school as it travels on it's way to the Baltimore Harbor.
Dance, art, music and drama workshops were held at both Baltimore Lab School and The Park School. Students danced like the animals in the Chesapeake Bay and in the stream on Park School property.
Arts workshops + Shared exhibits+ outdoor play opportunities and new friends!
Language+ finally launched its website, please check it out! http://www.languageplusproject.com/ Fei would love to hear any feedback and suggestions.
Teachers: Qianfei Wang Curatorial Practice MFA '14 Candidate Graduate Program Assistant Maryland Institute College of Art.
Outdoor Education Coordinator: Patti Child
School Nurse: Molly Watt
Early after-care students joined the Park School in Baltimore, Maryland with Maryland Institute College of Art(MICA) as part of MICA student Qianfei Wang's Doctorial thesis. Each Wednesday, Fei taught our students art classes both inside and outside in Druid Hill Park.
She arranged for our students to explore the Park School's stream, which we learned is a part of the Jone's Falls that flows underground near our our school as it travels on it's way to the Baltimore Harbor.
Dance, art, music and drama workshops were held at both Baltimore Lab School and The Park School. Students danced like the animals in the Chesapeake Bay and in the stream on Park School property.
Arts workshops + Shared exhibits+ outdoor play opportunities and new friends!
Language+ finally launched its website, please check it out! http://www.languageplusproject.com/ Fei would love to hear any feedback and suggestions.
Teachers: Qianfei Wang Curatorial Practice MFA '14 Candidate Graduate Program Assistant Maryland Institute College of Art.
Outdoor Education Coordinator: Patti Child
School Nurse: Molly Watt
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Music Grade
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Our 1st grade students wrote a song and choreographed a scarf dance about snow. To write the song, we explored rhyme, and vowel similarity, as well as how to use our voices to imitate nature. Then we worked on being gentle and slow. We also worked on moving our bodies like snowflakes that start high in the sky, then float toward earth, until they land and make a bed. Please listen to the attachment to hear two children practicing the piece. |
In 1st grade we have sung numerous songs about nature. The song, "Over in the Meadow" led to several discussions about animal habitats and animal behaviors. We used the internet to find pictures of where each animal lived. Finally, the students researched pre-composed verses and wrote a few of their own.
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February 2014.
The first graders are using the snow and puddles in our school yard to make daily measurements and observe changes over time. They are learning about the sun's effect on Earth's water, and that water can be a liquid and a solid.
Teacher: Kristin Britcher
The first graders are using the snow and puddles in our school yard to make daily measurements and observe changes over time. They are learning about the sun's effect on Earth's water, and that water can be a liquid and a solid.
Teacher: Kristin Britcher
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February 2014. 2nd and 3rd grade Drama Class.
First and second grade drama students create story boards for planning skits "If I Were a Tree?" Teacher: Marianne Angelella |
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Lower School Art
In the Lower and Middle Schools our arts teachers also collaborate with classroom teachers to provide an arts-integrated curriculum in which an art form is used as an approach to teaching and a vehicle for meeting learning objectives in an academic subject area and an art form as it relates to environmental literacy. |
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6th through 8th Grade
Our Middle School program emphasizes organization and transition, preparing young learners for the faster pace and more demanding academics that await them in High School. Executive functioning becomes an even greater priority as Middle School students assume more structure in their daily routine and more responsibility for their course work.
Our Middle School program emphasizes organization and transition, preparing young learners for the faster pace and more demanding academics that await them in High School. Executive functioning becomes an even greater priority as Middle School students assume more structure in their daily routine and more responsibility for their course work.
- Small class sizes, 6:1 average student/teacher ratio
- In Middle School, the number of opportunities to apply classroom learning to real world situations expands. Regular field trips, outdoor adventures, and off-campus community service projects help students make valuable academic and social connections beyond the Baltimore Lab School campus.
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November 15, 2012.
Students in Ms. Britcher's science class traveled to Cromwell Valley Park for the Geology Rocks Program. Geology and History of Cromwell Valley Park – A look at the geologic processes that have formed the Cromwell Valley. Discover how geology shaped the history of the valley from farming to the operation of lime kilns. Learn to identify Cockeysville marble, hike to the old marble quarry, and explore the lime kiln. |
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May 17, 2012 and May 15, 2013. 1st and 2nd Annual Chesapeake Bay Day- Baltimore Lab School’s “Field of Dreams”; 106 students in grades 1-12. 9am-12 noon.
Each year Ms. White’s 8th grade students celebrate the environment by organizing a Chesapeake Bay Day for the entire school. Interactive displays and games are set up to teach others about erosion, the watershed, geography, people, and species of the Bay. Activities include painting rain barrels, playing games, sharing food, and painting t-shirts with fish prints.
Teacher: Darlene White
Each year Ms. White’s 8th grade students celebrate the environment by organizing a Chesapeake Bay Day for the entire school. Interactive displays and games are set up to teach others about erosion, the watershed, geography, people, and species of the Bay. Activities include painting rain barrels, playing games, sharing food, and painting t-shirts with fish prints.
Teacher: Darlene White
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October 17, 2013. The Irvine Nature Center- Owings Mill, MD.
7th grade science students focus on basic ecological principles through participatory activities and habitat explorations. The programs also cover survival adaptations, the interactions between animals, plants and their environment, the symbiotic succession and food chains. Students use their experiences and the information they learn at the Center to construct board games, mobiles, and/or presentations geared toward educating lower school students. |
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October 4, 2013. Indian Echo Caverns. Middletown Rd., Hummelstown, PA.
Science and Social Studies students in grade 6 studied the physical and chemical weathering inside a cave. Discussion focused on the implications of pollution and erosion in the water cycle and the connection of this area in Pennsylvania to the Chesapeake Bay watershed. Teachers: Kristin Britcher and Karen Yeoman |
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Nov. 10-Dec. 16, 2013.
Amy Zbikowski's 8th grade writing portfolio students wrote persuasive essays regarding local environmental concerns. Teacher: Amy Zbikowski |
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Biannual Middle School Camping. 2012-2014.
At the beginning and end of each school year starting in 2012 and continuing into 2014, our students and staff in grades 6-8 travel to Genesee Valley Outdoor Learning center for overnight and day trips. (46 students and 10 teachers on each trip). In addition to participating in team and individual ropes course elements, students explore the environment and learn about sustainable land use. Teachers: Kristin Britcher, Kim Farley, Kara Huggins, Jacqueline Lesh, Lisa Mandell, John Morgal, Daniel Rozmiarek, Karah Salaets, Patrick Vorsteg, Molly Watt, Darlene White, Karen Yeoman. |
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June 2012- present. Annual Field Days for 1-8th grade students in Druid Hill Park.
All students and staff participate in fun games and enjoy the day outside with each other. Teachers: Darlene White, John Morgal, Kim Farley, Kristen Britcher, Kara Huggins, Karen Yeoman, Jackie Lesh, Patti Child, Jenny Young, Amy Kisler, Jacqueline Lacerenza, Molly Kane, Heidi Sheldon, Caitlin Gnann. |
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Music
that Helps Strive for a Global Community. 2013-14 School Year.
This semester the music department has been infused with environmental education on many occasions. In 6th and 7th grade we explored the geography of Maryland and re-wrote the song “Take Me Home, Country Roads” by John Denver to be all about Maryland itself. To enhance the performance we also painted a sectioned map of Maryland. Each section was a piece of artwork in and of itself, depicting the natural environment found in the region of Maryland it covered. Our final draft, which we performed at our December performance, titled “The Place Where You Live." Teachers: Amy Weishaar, music; Zac Lawhon, art and photography; Laura Parkhurst, art; Jackie Lesh, dance;Marianne Angelella, drama. |
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6th to 12th grade.
Trips and projects are a great opportunity to do something meaningful, both in terms of the environmental impact as well as promoting life-time skills and improving critical skills such as self-esteem, self-confidence, team work and leadership. Service Learning hours may be earned by students through adventure-based learning experiences offered through Baltimore Lab School Outdoor Education and the Chesapeake Bay Foundation. Students who attend these trips are required to complete an individual or group project related to helping the Bay.
Trips and projects are a great opportunity to do something meaningful, both in terms of the environmental impact as well as promoting life-time skills and improving critical skills such as self-esteem, self-confidence, team work and leadership. Service Learning hours may be earned by students through adventure-based learning experiences offered through Baltimore Lab School Outdoor Education and the Chesapeake Bay Foundation. Students who attend these trips are required to complete an individual or group project related to helping the Bay.
July 1-30, 2012. Protect The Chesapeake Bay Club. 18 students in grades 7-12. Daily.
During our Summer 2012 camp, 7-12th grade students were members of the Protect the Chesapeake Bay Club. Ms. Yeoman had students create a map of the Chesapeake Bay. They looked at examples of impervious and pervious surfaces in order to learn what they were and how they affect the water going into the Bay. The students then measured the school grounds to figure out how much of each we have in our effort to make our school “bay-friendly”. In another project, students created informative flyers to give to neighbors and businesses. They created Chesapeake Bay animal sketches for their storm drain project and applied for approval to paint storm drains from Baltimore City. Students also built a model watershed and learned how the Patapsco River has been polluted over the years. Next, they asked questions about nonrenewable energy sources such as fossil fuels. They learned about different types of renewable energy with a focus on wind power. Students made lists of the advantages and disadvantages of renewable and nonrenewable energy, and had a chance to explore the possibilities by building a mini wind farm.
Teacher: Karen Yeoman
During our Summer 2012 camp, 7-12th grade students were members of the Protect the Chesapeake Bay Club. Ms. Yeoman had students create a map of the Chesapeake Bay. They looked at examples of impervious and pervious surfaces in order to learn what they were and how they affect the water going into the Bay. The students then measured the school grounds to figure out how much of each we have in our effort to make our school “bay-friendly”. In another project, students created informative flyers to give to neighbors and businesses. They created Chesapeake Bay animal sketches for their storm drain project and applied for approval to paint storm drains from Baltimore City. Students also built a model watershed and learned how the Patapsco River has been polluted over the years. Next, they asked questions about nonrenewable energy sources such as fossil fuels. They learned about different types of renewable energy with a focus on wind power. Students made lists of the advantages and disadvantages of renewable and nonrenewable energy, and had a chance to explore the possibilities by building a mini wind farm.
Teacher: Karen Yeoman
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July 5, 2012. Downtown Sailing Center.
Students in grades 7- 12 became captains, crew, and passengers on a sailing adventure. Facilitated by the Downtown Sailing Center, students tacked and jibed their way around the Inner Harbor. This trip was framed by a discussion of wind energy and public policy. Teachers: Erica Skoczylas, Jim Schwartz, Erin Moeller, Heather Surine, Anant Saran, John Mulherin and Dr. Oliver. |
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July 18, 2012. Real Food Farms.
Students in grades 7-12 explored a pollutant-free organic farm. Real Food Farms is an organization that promotes urban agriculture. One of our trip goals was to introduce students to a local model of sustainable agriculture in the Chesapeake Bay watershed. The students saw numerous crops, hoop houses, beehives, and a vermiculture set-up. A few even touched the composting worms. The biggest highlights from the trip included planting seeds, picking vegetables, sampling the produce, and of course, running through the sprinkler. Teachers: Erica Skoczylas, Jim Schwartz, Erin Moeller, Heather Surine, Anant Saran, Dr. Oliver, John Mulherin. |
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September 11, 2012. Philip Merrill Environmental Center 30 Students from Ms. Midzenski's environmental science classes explored measuring skills as applied to architecture; the chemistry behind composting toilets; humans and the environmental impact.
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July 12, 2012, November 16, 2012 and September 10, 2013. Arthur Sherwood Center- Annapolis, MD; grades 6-12.
Different groups of Baltimore Lab School students study the various organisms and plants within the creek and the Bay. Students explore the tidal salt marshes of the creek by canoe, and navigate Hackett's Oyster Reef by work-boat. We catch and identify some of the resident animal life, specifically oysters. Teachers: Karen Yeoman, Ruthann Neary, Wilnett Dawodu, Jim Schwartz, Erica Skoczylas, Jim Schwartz, Erin Moeller, Heather Surine, Anant Saran, John Mulherin. Outdoor Education Coordinator: Patti Child |
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October 3, 2012 and July 7, 2013. CBF Snow Goose- Baltimore’s Inner Harbor and Patapsco River; grades 6-12.
Baltimore Lab School students explore the watershed through catching fish and dredging for oysters. Students discuss different ideas for action projects with the CBF staff. On board they tested water, trawled for oysters and fish, and learned about the ecology of the Inner Harbor. Teachers: Dr. Eddie Oliver, Erika Skoczylas, Jim Schwartz, Erin Moeller, Karen Yeoman, Anant Saran, John Mulherin, Kristin Britcher. Outdoor Education Coordinator: Patti Child |
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November 5, 2012 and September 16, 2013. Stanley Norman Skipjack- Annapolis, MD; grades 6-12.
The Stanley Norman, one of the last of the Chesapeake's famous fleet of skip jacks, provides an authentic setting to study the Bay's resources. Originally built in 1902, the Stanley Norman is an unforgettable venue for participants to dredge for oysters, test water quality, participate in activities to deepen understanding of local ecosystems, and give relevance and depth to a study of the species in the Chesapeake Bay. Students are actively engaged in thinking and learning about keystone species and the Bay. Teachers: Malinda Midzenski, Kara Huggins, John Mulherin and Kristin Britcher. Outdoor Education Coordinator: Patti Child |
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9th to 12th grade.
Baltimore Lab School remains true to our core philosophy throughout the older grades. Experiential, multi-sensory methods are used to reinforce the learning process so that students can master rigorous subjects, including Spanish, physics, chemistry, and calculus. Executive functions, such as time management, critical thinking, and analytic skills, are emphasized.
Baltimore Lab School remains true to our core philosophy throughout the older grades. Experiential, multi-sensory methods are used to reinforce the learning process so that students can master rigorous subjects, including Spanish, physics, chemistry, and calculus. Executive functions, such as time management, critical thinking, and analytic skills, are emphasized.
- Low student/teacher ratios
- Maintains rigorous, college preparatory course load
- Employs the arts as a gateway for learning
- Requires students to complete 75 community service hours
- Provides opportunities to make friends and have fun through Outdoor Adventure Learning
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November 9, 10, 11, 2012 and November 5,6,7, 2013. Environmental Camping Trips.
Environmental Science and Outdoor Student Leaders traveled to Port Isobel Island, Virginia and to the Karen Noonan Center, Chrocheron, Maryland. For 3 days, Baltimore Lab School students experienced a Chesapeake Bay island and learned about its history and people. Students participated in energy conservation games while exploring the native oyster reefs, disappearing islands, fish, crabs, and people that surround the island. They had many opportunities from which to investigate this ecosystem and learn why it is so important. Through this experience, they designed action projects to Save the Bay. Teachers: Kara Huggins and Zac Lawhon Outdoor Education Coordinator: Patti Child School Nurse: Molly Watt |
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July 1-30, 2012. Summer Exploration of the Chesapeake Bay Student Web Sites. 7th-12th grade summer enrichment students.
This was a summer technology-based project designed to allow our students to learn how to help the environment right here in our own backyard, the Chesapeake Bay. This was the beginning of our students starting the process of becoming a green school! Students created their own camp website which included: Top 10 Ways to help keep the Chesapeake clean; Links to our fun and exciting weekly trips outside; and additional links to related topics. The websites also included a fun page with photos of friends playing and learning outside and a survey for visitors to respond to. The Chesapeake Bay themed website was the student's culminating project. Teachers: Erica Skoczylas, Jim Schwartz, Erin Moeller, Heather Surine, Anant Saran, John Mulherin. |
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Annual Kinetic Sculpture Race.
Every year, students in Ms. Parkhurst's high school art class learn about human-powered transportation. One year, our sculpture had the theme of global warming and featured a polar bear.
Teachers: Laura Parkhurst, Zac Lawhon, Anant Saran.
Every year, students in Ms. Parkhurst's high school art class learn about human-powered transportation. One year, our sculpture had the theme of global warming and featured a polar bear.
Teachers: Laura Parkhurst, Zac Lawhon, Anant Saran.
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September 2012-2013, May 2012-2013. High School technology students grades 9-12. Outside of the Baltimore Lab School.
Every year the students have different outdoor activities. They work on projects such as the classic egg drop, water rockets, and various others while enjoying the outdoors. Teachers: Anant Saran, Jim Schwartz, John Mulherin and RJ Ramgopal. |
July 19, 2013.
8th -12th grade summer students explored the zoo in order to learn how to follow maps and navigate the zoo discovering artifacts.
Teachers: Jim Schwartz, Erin Moeller, Erika Skoczylas, Heather Surine, Anant Saran, John Mulherin.
8th -12th grade summer students explored the zoo in order to learn how to follow maps and navigate the zoo discovering artifacts.
Teachers: Jim Schwartz, Erin Moeller, Erika Skoczylas, Heather Surine, Anant Saran, John Mulherin.
October 9, 2013. Community Theme Kick-off Assembly Outdoor Drumming Circle. 6th-12th grade students. 77 students and 15 teachers.
Drummer Jordan Goodman of Beatwell visited Baltimore Lab School to strengthen bonds between peers while teaching important concepts related to wellness, team-building, and multicultural appreciation.
Teachers: Amy Weishaar
Drummer Jordan Goodman of Beatwell visited Baltimore Lab School to strengthen bonds between peers while teaching important concepts related to wellness, team-building, and multicultural appreciation.
Teachers: Amy Weishaar
August 28, 2012-present. Outdoor Education Department’s High School Student Leadership Program.
27 High school students volunteered to assist with trips, action projects, swimming, rock climbing, early aftercare, and outdoor activities with middle and lower school students. Focus was on honing leadership skills as well as developing environmental stewardship. Students received service learning credits through this program.
Outdoor Education Coordinator: Patti Child
Current Students: Evan M. Urban Forest Explorers; John P., Sara L., Evan M., Swimming; Amanda A., Natan A., Rock Climbing; Max F., Language +; Trey B., Travon M., James B., Robert M., Chris B., Clay W., Lee W., Grace G., Victor O., RJ, Janie S., Madelyn M., Allie O., Sean M., Sandy W., Joey S., Tyshell S., Adam B., Alston B., Chesapeake Bay Watershed Stewards; Robyn Anne J., Evan M., Summer aftercare and swimming.
27 High school students volunteered to assist with trips, action projects, swimming, rock climbing, early aftercare, and outdoor activities with middle and lower school students. Focus was on honing leadership skills as well as developing environmental stewardship. Students received service learning credits through this program.
Outdoor Education Coordinator: Patti Child
Current Students: Evan M. Urban Forest Explorers; John P., Sara L., Evan M., Swimming; Amanda A., Natan A., Rock Climbing; Max F., Language +; Trey B., Travon M., James B., Robert M., Chris B., Clay W., Lee W., Grace G., Victor O., RJ, Janie S., Madelyn M., Allie O., Sean M., Sandy W., Joey S., Tyshell S., Adam B., Alston B., Chesapeake Bay Watershed Stewards; Robyn Anne J., Evan M., Summer aftercare and swimming.
October 26, November 2, 2012 and June 13, 2013.
Pat Vorsteg's physical education students in grades 9-12 played disc golf with teachers in Druid Hill Park. Druid Hill Park - Disc Golf Course.
Teachers: Pat Vorsteg, Anant Saran, Jim Schwartz, John Mulherin.
Pat Vorsteg's physical education students in grades 9-12 played disc golf with teachers in Druid Hill Park. Druid Hill Park - Disc Golf Course.
Teachers: Pat Vorsteg, Anant Saran, Jim Schwartz, John Mulherin.
September 20th-October 17th, 2012.
On a weekly basis, Ms. Lesh's 9th grade creative movement class learned outdoors at Druid Hill Park. They participated in tennis, searched for art installations, ran, walked, and used the exercise stations around the lake.
Teachers: Jackie Lesh
On a weekly basis, Ms. Lesh's 9th grade creative movement class learned outdoors at Druid Hill Park. They participated in tennis, searched for art installations, ran, walked, and used the exercise stations around the lake.
Teachers: Jackie Lesh
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July 2013. Downtown Baltimore Amazing Race. Rising grades 7-12.
Students learned to navigate Baltimore City using public transportation by participating in a scavenger hunt for historical monuments and cultural landmarks. Teachers: Jim Schwartz, Erin Moeller, Patti Child, Dr. Edwin Oliver, Erika Skoczylas, Heather Surine, Anant Saran, John Mulherin. |
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Sculpture & Design in Clay
Students in this high school elective explored the famously geometric, stained glass windows of architect Frank Lloyd Wright. The students were then given recycled tile and flooring samples, fabric swatches and glass pieces. Based on their knowledge of geometric design using primarily rectangles and use of space, they worked in teams of 3 to create 3 mosaic style compositions. The mosaics are made of ceramic, vinyl, linoleum, fabric, and glass on re-purposed boards. In another lesson, students were given the artistic problem of creating vessels to hold their memories. Eight of the 9 students chose to work with clay and one student chose to create recycled, hand-made paper vessels. Art Seminar Students in this high school elective explored the works of contemporary artists who choose create sculpture entirely out of recycled books. Each student then chose a topic or subject matter of interest and created his/her own book sculpture. Students also studied folk artists, as well as the work of artists Joseph Cornell and Christo. They were then given the choice of creating found-object collages or trans-formative sculptures that would allow a viewer to experience a common object in a novel way. These sculptures were all created with items that would otherwise have been thrown away as trash. Teacher: Laura Parkhurst |
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High school Photography and Digital Design.
"In their photography and digital design courses, students are encouraged to explore and deepen their connections to nature by putting themselves in the shoes of other animals, by illustrating or constructing creatures that they have a connection with, and through using digital or recycled materials to lessen the impact of their artwork on the environment." Teacher: Zac Lawhon |
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All Grades
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July 1-30, 2012 and July 1-30, 2013. Oregon Ridge Park, Maryland.
Every Wednesday, summer-program students in grades 1-12 participated in outdoor activities and weekly visits to swim at the beach, hike the trails, and explore the nature exhibits at Oregon Ridge Park. Teachers: Kristin Britcher, Caitlin Gnann, Amy Kisler, Jacqueline Lacerenza, Zac Lawhon, Erin Moeller, John Mulherin, Dr. Edwin Oliver, Anant Saran,Jim Schwartz, Mark Seidel, Heather Surine, Erica Skoczylas, Molly Watt, Karen Yeoman. Outdoor Education Coordinator: Patti Child |
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December 18, 2013. Community Performance "The Place Where You Live."
Students and teachers in all classes in grades 1-8 wrote songs and skits related to Maryland outdoors, camping and the environment. Grades 1-12 attended this performance.
Teachers: Marianne Angelella, Jacqueline Lesh, Amy Weishaar, Laura Parkhurst, Zac Lawhon.
Students and teachers in all classes in grades 1-8 wrote songs and skits related to Maryland outdoors, camping and the environment. Grades 1-12 attended this performance.
Teachers: Marianne Angelella, Jacqueline Lesh, Amy Weishaar, Laura Parkhurst, Zac Lawhon.