Project Description: Students learned about nonpoint source water pollution, then
observed land usage on the school grounds to determine the impact of
the school building on the health of the stream. Students recommended
the removal of an area of blacktop in the school parking area, under a
downspout from the school roof, and created a green space (about 15’
by 25’) in its place. They installed submerged garden beds in the
existing soil. Students researched the types of plants that would grow
best in an area that is “recovering” from being paved. A soil sample
was sent to a lab to determine what types of substances were in the
gravel. They also researched the potential for using plants to remove
any potential contaminants from the material that was below the
asphalt. After conducting more research on the best way to water the
green space, students installed a rain barrel.
Fostering Lifelong Stewardship: Through the practice of citizen science, students are more aware
of how humans can positively or negatively impact their watersheds.
Project Description: Students learned about water quality and stream health in class,
then used this information to go to the local tributary of Plaster
Creek and observe the physical characteristics of the stream. Students
completed chemical testing of the water, then collected and analyzed
bioindicators in the stream. They observed an outflow pipe that
carries runoff from the neighborhood around the school. Students then
completed testing both above and below the outflow pipe to look for
measurable differences.
Fostering Lifelong Stewardship: Students have a greater idea now that stream health and clean
water are everyone’s responsibility and that choices they make can
have an impact.
Partners: Plaster Creek Stewards, WMEAC, Wedgewood Christian Services
Project Description: This year, we participated in the Salmon in the Classroom program
for the first time. While we were doing so, we learned how to complete
stream monitoring and testing. We researched the habitat requirements
for salmon spawning and ideal conditions for survival of salmon.
We then tested our own local stream as part of our Environmental
Education field Day at Hillcroft Park that included a BioBlitz done
with help from Kellogg Biological Station and community stewardship
work with the help of Wedgwood Christian Services. We also used our
time at the stream to consider best practices and what improvements we
might be able to make to this stream in future years.
We then used our knowledge from the stream testing and water
quality to test 5 different streams or stream locations within parks
that student groups selected to determine which was the best location
for planting our fish from Salmon in the Classroom for this year and
future years.
The students worked to identify parks and propose where they
should test. Classes then decided together which stream and park
should be tested and a group of students went to that stream and
collected the data. The project then culminated with the release of
the salmon at the park that, after testing and review of the data by
students, was determined to be the best for the fish.
Fostering Lifelong Stewardship: Students have a much better understanding now about how their
actions affect the local watershed. This should help students in
decisions they make in the future in terms of what they put into the
watershed and decisions they make that could impact stream health.
Partners: Michigan DNR, Kellogg Biological Station, Wedgwood Christian
Services, WMEAC, Plaster Creek Stewards
We are preparing to put native plants into a bioswale that the city
of Wyoming will be building next year. This year we tested the waters
(pond and stream) in the area and also the soil to collect baseline
data on the area.
Fostering Lifelong Stewardship:
From our work this year, students will have a clearer understanding
of nonpointstource pollution and its effects on the health of the
watershed. Students engaged in testing this area and making
determinations on health of the water there. Next year, students
will work to build the bioswale which will empower them as stewards of
their park.
Partners:
Lower Grand River Organization Watersheds, Plaster Creek Stewards
Teachers:
Bill Mull, 6th & 7th Grade Science; Mandy Goossen, 7th Grade
Science; Renae Hackley, 6th Grade Science; Alex Mosley, 6th Grade Math
Students:
25
Funder:
Michigan Department of the Environment, Great Lakes, and Energy (EGLE)
This year, we planted native plants in the new bioswale. We retested
the water in the area that we tested this year using our new water
quality kits. Finally, we pulled nearby garlic mustard. We also
designed a sign to be used at the park to inform the public about the
purpose of the bioswale.
Partners:
Plaster Creek Stewards, Lower Grand River Organization of Watersheds
Teachers:
Bill Mull, 6th & 8th Grade, Math, Science Club
Students:
25
Funder:
Michigan Department of the Environment, Great Lakes, and Energy,
Environmental Protection Agency
We took all sixth grade students to Pinery Park to see the work our
students have been doing there and did a variety of projects there and
participate in series of stations related to their science curriculum.
We had stations that included: 1. learning about the bioswale and
doing upkeep (planting or weeding) at the bioswales, 2. invasive
species learning and pulling of garlic mustard there, 3. a chance to
view/observe the urban forest located in the park, 4. water quality
testing of the water at the park, 5. park clean-up.
Fostering Lifelong Stewardship:
Students will be more informed about watersheds and will feel more
empowered to take action to improve them.
Partners:
Plaster Creek Stewards, West Michigan Environmental Action Council
Teachers:
Bill Mull, Math, 6th Grade; Renae Hackley, Science, 6th Grade
