Baltimore Lab School Green 
Baltimore Lab Green School Activities
  • BLS Environmental Blog
  • 2020 Outdoor and Experiential Education
  • Baltimore Lab School's Environmental Mission Statement
  • Baltimore Lab School Sustainability Plan
  • 2nd Green School Renewal Application 2022
  • Archives (2018 1st Green School Renewal Application)
    • Cover Sheet with Principals signature
    • One Page Narrative Overview
    • Top 5
    • Cover Sheet with Principals signature
    • 1.1 Environmental Issue Instruction >
      • 1.1 Lower School Grades 1,2,3,4,5
      • 1.1 Middle School Grades 6,7,8
      • 1.1 High School Grades 9, 10, 11, 12
      • 1.2.1, 2, and 3 Professional Development
      • 1.3.1 School-wide Environmental Behavior Changes
      • 1.3.2 Systemic Partnerships
      • 1:4 Celebration
    • Objective 2: Student Driven best management practices >
      • 2.1 Water Conservation/Pollution Prevention
      • 2.2 Energy Conservation
      • 2.3 Solid Waste Reduction
      • 2:4 Habitat Restoration
      • 2.5 Structures for Environmental Learning
      • 2.6 Responsible Transportation
      • 2.7 Healthy School Environment
      • 2.4 Habitat Restoration
    • 3.1 Community Partnerships
    • 3.3 Awards and Special Recognition
  • Archives (2014 New Green School Application)
    • One Page Narrative Overview
    • Top 5
    • Objective 1: 1 Environmental Issue Instruction
    • Objective 1: 2 School-wide environmental behavior changes(non student driven bmp's)
    • Objective 1: 3 Professional Development
    • Objective 1:4 Celebration
    • Objective 2: Student Driven best management practices
    • Objective 2:1 Water Conservation/Pollution Prevention
    • Objective 2:2 Energy Conservation
    • Objective 2:3 Solid Waste Reduction
    • 2:5 Structures for Environmental Learning
    • Objective 2:6 Responsible Transportation
    • Objective 2:7 Healthy School Environment
    • Objective 3:1 Community Partnerships, Awards and Special Recognition
We use the Chesapeake Bay Foundation Issues Investigation Framework to facilitate learning that ends in student driven action projects. 

Thanks to a grant from the Chesapeake Bay Trust (funded by sales of Maryland's Treasure of the Chesapeake license plate) we  leave our urban campus to get outside and learn through hands-on experiences.

Most of our student driven best management practices are done off-site. 

Student driven best management practices  were completed in the Chesapeake Bay Watershed flowing from the sub watersheds of the Jones Falls to 106 miles south into the Chesapeake Bay and Port Isobel Island, Virginia. 
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storm_drain_stenciling_documentation.pdf
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Storm Drain Stenciling- Charles Village South, Baltimore, Maryland: March 20, 2013 

29 6-8th grade students and 5 staff members participated in STEAM activities to learn about pollution and took action by cleaning and stenciling 3 storm drains.

Staff:  John Morgal, Kara Huggins, Kim Farley, Karen Yeoman, Jackie Lesh, Zac Lawhon
   
Outdoor Education Coordinator:  Patti Child
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scannemarch_202013_storm_drain_stenciling_permission_slip.pdf
File Size: 103 kb
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Oyster Reef Ball Construction- Shady Side, MD: April 10, 2013

15 9th-12th grade high school students and 2 staff personnel learned how to shake the dirt off of oysters and put them in cages for use in reef balls.  We also toured the Oyster Restoration Center and learned about the history of oysters and how oysters filter and clean the water in the Chesapeake Bay. 

Community Service and Outdoor Education Coordinators:  Wilnett Dawodu and Patti Child
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Student Science Project to educated peers.
Baltimore County. Local Sub watershed:  Jones Falls. March 2013

High school student, Clay W.  collected a water sample from Loch Raven Reservoir in Towson, Tufton Stream in Cockeysville, Towson Stream in Baltimore County, well water from a home spicket in Reisterstown and tap water from his home in Towson.  He performed water quality tests for pH, Turbidity, Dissolved Oxygen, Coliform Bacteria, Nitrates and Phosphates and compared the results.  He learned that different streams contain different types of pollution.  High rates of pollution were found in both rural and urban waterways.

Teacher:  Malinda Midzenski


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Stream Investigation and Shoreline Restoration. Bear Creek and Severn River.  15 9-12th grade high school students & 2 staff personnel: April 24, 2013  9am-12 noon. 

Participating students, in Ms. Huggins’ Environmental Science class explored two streams for macroinvertebrates and conducted water quality tests.  Students summarized the data they collected, and wrote action letters to Ben Oaks Community Organization.  

Teachers:  Kara Huggins          

Outdoor Education Coordinator:  Patti Child  
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Sub watershed:  Jones Falls: August 29, 2013

Kara Huggins' environmental science students in grades 9-12 traveled to Robert E. Lee park to conduct water quality tests on the stream to engage with the environment immediately at the beginning of a new year.   9 students and 2 staff.  The water quality tests included the levels of dissolved oxygen, pH, nitrates, phosphates, and fecal coliform. Photos and results are reported to specific communities on the Issac Walton Creek Freaks web site.

Teacher: Kara Huggins
Project Clean Stream: April 17, 2013  9am-3pm

High school students Patrick and Emily designed a storm water tour and stream clean-up on the Severn River in the community of Ben Oaks.  Ten 9th-12th grade students. Baltimore Lab School students cleaned and removed trash.

Teacher: Kara Huggins
february_21_2013__patrick_marcotte_and_emily_long_stream_clean_up_project.pdf
File Size: 282 kb
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Education about Rain Barrels:  February 2013

Environmental Science high school students Chris and Josh educated our community on the benefits and barriers of installing rain barrels at the Baltimore Lab School. 

Teacher: Kara Huggins
february_12_2013_josh_and_chris_rain_barrel_project.pdf
File Size: 533 kb
File Type: pdf
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chesapeake_bay_day_documentation.pdf
File Size: 28 kb
File Type: pdf
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Education about Water Pollution:  December 12, 2013

During a student facilitated STEAM Activity, 6th-8th grade students studied the path a drop of rain takes through the water cycle to the Chesapeake bay.  They wrote essays from the perspective of a rain drop.  This project led to discussions about storm water and actions we could take to reduce storm water pollution.  Students decided to paint a rain barrel and educate our school community on how to use them during Chesapeake Day.   They also decided to stencil storm drains.

Teacher: All Middle School Staff
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Water Cycle and Pollution Displays

Students shared their knowledge of the water cycle and pollution with their peers and created this hallway display to educate the whole school.

Teachers: All Middle School Staff

chesapeake_bay_day_documentation.pdf
File Size: 28 kb
File Type: pdf
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Who Polluted the Patapsco?

This was an interactive lesson conducted by our students to teach others about how pollution happens in the Patapsco river and the Baltimore Harbor.

Teacher: Karen Yeoman
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