Project Description: Students identified the three most invasive plant species in
their community, as well as native plant species. They learned to
identify both the invasive and native plants growing on school
grounds, and eliminated as many invasives as possible. Students worked
together with their “buddy class” (fourth- and second-grade
mentorships) using biodiversity invasion activities. They learned
survey techniques--random sampling on campus to classify what is on
school property and at Ada Park. Students then presented their
findings via a gallery walk.
Fostering Lifelong Stewardship: Students learned that animals depend on native plants to survive,
as well as the water from the Grand River. They learned that activity
and choices on the school's campus have a direct impact on the Grand
River and ultimately Lake Michigan.
Partners: Montcalm Conservation District, michigannature.org, Ada Parks,
Flowerland, Rebecca Marquardt
Project Description: Collins students explored the relationship between native (and
nonnative) pollinators and native plant species and invasive nonnative
plants. Components of this project included:
Raising, tagging, and releasing Monarch caterpillars/butterflies.
Collecting milkweed seeds to plant in a school garden and
distribute to neighbors and community members with planting instructions.
Discovering the role native and non-native bees play in nature and agriculture.
Creating and maintaining a monthly nature observation journal,
including weather and sunrise/sunset data, plant and animal life,
and observations using the five senses.
Learning survey techniques and conducting random samplings of
plants on campus to classify what is on school property and at
another nearby location.
Clearing an overgrown garden plot and preparing it for planting
with butterfly- and bee-friendly native plants.
Identifying and removing invasive species from our school campus
and neighborhood.
Creating door hangers identifying local invasive species to
distribute to neighbors and the community.
Fostering Lifelong Stewardship: Students will continue to be on the look-out for garlic mustard
and dame’s rocket and pull it as well as making friends, families and
neighbors aware of its invasiveness. Kids will plant and protect the
habitats that have milkweed and lupine for our pollinators.
Partners: Kent County Parks, Kent Conservation District, Montcalm
Conservation District, Trail Stewardship at Luton Park, MSU Master
Gardners, John Bagley (independent ecology and conservation
specialist), Don Rewa (bee and pollinator educator), Mark Newman
(independent author)
Project Description: The Collins Native Plant and Pollinator garden project has
transformed an overgrown eyesore area into a native plant and
butterfly sanctuary. Our students worked hard to remove the thick
burdock and other nonnative plants growing wild, only to discover a
massive black locust stump and soon after, a quick return of the
weeds. After a professional treatment of herbicide, rototilling by our
principal, and stump removal financed by our PTO, the garden was ready
to plant. The sole native plant in the 14’x14’ space was a common milkweed.
This September, our Groundswell students researched and presented
information about each of the native plants we acquired to plant in
our new garden. The students used the plant heights to help plan where
to place the seedlings and on planting day each student planted a
seedling and marked it with a label. In addition to the plants, each
class raised Monarch butterflies from egg to adult. We tagged most of
the butterflies with Monarch Watch stickers, recorded the gender, and
released them in or near the new garden. We also registered the garden
as a Monarch Waystation. In our schoolyard we explored plant diversity
and learned about invasive species. With this knowledge, we identified
and pulled invasives on our campus and at Luton Park.
Fostering Lifelong Stewardship: Students not only learned about plant species and the difference
between native and invasive plants but also how to plan a garden and
grow plants. Students learned about relationship between plants,
pollinators, and the food they eat. Through this project, students
gained understanding and connection to the natural areas surrounding
our Great Lakes. It is our hope that this experience will encourage
lifelong environmental stewardship in the lives of our students and
that they realize every student can make a difference.
Project Description: Students learned about the concept of watersheds in general and
specifically about the watershed in which we live. The students
experienced the life cycles of two animals in our watershed, the
monarch butterfly (native) and the salmon (introduced), and
discovered the microlife in our stream and river water. Nature
Adventurer kits were made available for virtual students to borrow and
use at home. In-person students used similar supplies at school.
Fostering Lifelong Stewardship:
Students progressed toward becoming lifelong stewards of the Great
Lakes by:
Learning how to reduce, refuse, recycle and compost everyday trash.
Seeing how waste and pollution travels through our watershed and
affects habitats.
Observing the life cycles and habitat needs of local fish and butterflies.
Partners:
Lower Grand River Organization of Watersheds, West Michigan
Environmental Action Council, Kent County Department of Public Works,
Michigan Department of Natural Resources
Teachers:
Karin Cramer, 4th grade all subjects; Chris Soda, 4th grade all
subjects; Shannon Curcuru, 4th grade all subjects
Students: 102
Funder: GVSU College of Education, the Baldwin Foundation
Our goal this year was to help our students spend more time outdoors
during the school day. At the beginning of the year, we purchased
monarch caterpillars to observe and release in our native wildflower
garden/Monarch Waystation, which was our school Groundswell project in
2017-2019. The students loved releasing the butterflies and observing
the garden. From this point on, my class began asking to go outside to
read or write. We found engagement to be challenging, however, due to
a lack of seating. So, we brainstormed designs for outdoor seating
spaces on our campus. The other two fourth grade classes were polled
and all the ideas were compiled. Options based on the student ideas
were presented, along with a budget and discussion of practical
matters, such as water-resistance and ease of storage. After voting,
the two final seating options were ordered and tested, and the final
order placed. When the seating arrived, we tried them out immediately
with our books and observation journals. Excitement was high and
engagement was improved. With the last of our funds, we purchased
binoculars and fish nets to add to the Nature Adventure Bags from last
year’s Groundswell project.
Fostering Lifelong Stewardship:
This project benefited the students and their families by involving
and interesting kids in engaging pursuits outdoors and away from
screen-based entertainment. More time spent outdoors, combined with
more student knowledge about their natural surroundings, will result
in better stewards of the environment and our Great Lakes watershed.
Partners:
Kent County Department of Public Works, Collins Elementary PTO,
Michigan Department of Natural Resources - Salmon in the Classroom
Teachers:
Karin Cramer, 4th Grade, All Subjects; Chris Soda, 4th Grade, All
Subjects; Shannon Curcuru, 4th Grade, All Subjects
This project proposes to continue developing the environmental
literacy and attitude of conservation and stewardship in our fourth
grade students. It addresses teacher observations of students and
their interactions with and/or attitudes toward the environment. Over
the last few years, I have noticed many students are oblivious about
the waste we produce, its impact, and how we can reduce it. Last year
I was shocked to learn that some kids thought storm drains were part
of a mysterious trash/sewage system. Some thought it was appropriate
to throw trash into the playground storm drains. Many kids spend so
much time indoors on screens, they seem to go outside just for
organized sports and school recess. Finally, many students are
uncomfortable around most insects, especially bees, and usually want
to destroy them indiscriminately.
Our Groundswell-supported projects have shown positive results to
help amend some of these observed behaviors. Our salmon in the
classroom project, monarch butterfly raising, native flower garden,
and outdoor learning have promoted engagement, discovery, and
ownership in the outdoors. Students talk about our learning at home
and bring back to school stories of monarch sightings, invasive plant
removal, native plants, and being outside. Many have unexpectedly
found nature hikes and gardening to be enjoyable. Our newly-added Zoo
Lab week brings our local conservation knowledge and awareness to a
higher, more global level. Overall, students show improved empathy,
interest, and caring in the world around us as a result of our projects.
Fostering Lifelong Stewardship:
The experiences provided by our Groundswell support - native flower
garden, monarch and salmon raising, Zoo Lab, landfill/recycling
center, and storm drain cleaning - help form students’ attitudes and
awareness toward habitats, conservation, and even personal habits.
They help increase their environmental literacy and forge a personal
connection for kids with the environment around us.
Partners:
Joyful Wildcrafting, Lower Grand River Organization of
Watersheds, John Ball Zoo Lab, Kent County Department of Public Works,
Michigan Department of Natural Resources
Teachers:
Karin Cramer, All Subjects, 4th Grade; Chris Soda, All Subjects, 4th
Grade; Shannon Curcuru, All Subjects, 4th Grade
Students:
82
Funder:
Great Lakes Fisheries Trust through Trout Unlimited, Collins PTO
