Field Guides

During the 2024–2025 school year, Carver Elementary implemented a student-led project to document local biodiversity through the creation of personalized field guides. This action aligned with the Curriculum, Biodiversity, and Community and Leadership pathways of the EcoSchools Framework and brought together science, art, and literacy in a meaningful, place-based exploration of our 50-acre outdoor campus. The project empowered students to become naturalists, authors, and stewards of their environment through sustained observation, research, and creative expression.

The action began as part of our biodiversity investigations, in which 4th and 5th grade students explored key ecosystems on campus—including the constructed wetland, known as “The Ditch,” pollinator gardens, and woodland trails. Students observed and recorded species in these habitats, using field tools, notebooks, and digital resources such as iNaturalist to support identification. After several weeks of fieldwork and class discussions about ecological relationships, each student selected a plant or animal to feature in their custom field guides. Species ranged from flowering native grasses, dragonflies, and tree frogs to crayfish, bees, and sedges—covering major taxonomic groups and highlighting the rich biodiversity present across the school grounds.

Students created their guides in a variety of formats. Some collaborated on class-wide compilations organized by ecosystem or animal group, while others produced individual booklets. Entries included hand-drawn illustrations, field notes, habitat observations, identification tips, and conservation facts. This multi-modal approach reinforced cross-curricular learning, combining NGSS-aligned science standards with ELA writing and visual arts skills. The process gave students authentic experience with classification, species comparison, and environmental communication.

Community partners—including graduate researchers from Georgia Southern University’s Freshwater Ecology Lab, members of the Richmond Hill Garden Club, and representatives from the Georgia Department of Natural Resources—provided ecological expertise, helped students improve species identifications, and offered feedback on student observations. Their involvement lent authenticity to the project and helped students see their work as contributing to broader environmental understanding.

The impact on student learning was substantial. Students developed deeper ecological knowledge and enhanced their scientific literacy by studying local species in-depth. They demonstrated increased confidence using scientific vocabulary and showed pride in becoming “experts” on their chosen organisms. Many began to see the schoolyard not just as a place to play, but as a living, interconnected ecosystem worthy of protection and study. Students became better observers and strengthened their observation skills. 

Social-emotionally, the project fostered ownership, wonder, and a sense of belonging. Students felt seen and validated as creators and knowledge-holders. For many, especially English language learners and neurodiverse students, the drawing and journaling components provided a powerful alternative means of communication and expression. Teachers reported increased engagement, especially during outdoor learning sessions, and students expressed excitement about sharing their guides with peers, families, and visitors.

The student-created field guides now serve as a lasting resource for Carver’s outdoor education program. These guides transform our campus into a living reference library, reinforcing that biodiversity is not something far away or abstract—it’s right outside our door, waiting to be observed, named, and protected by the next generation of stewards.

The Fish of Carver

The Insects of Carver

The Crayfish of Carver

The Birds of Carver

The Shells of Carver
From Our Shell Collection

The Reptiles and Amphibians of Carver

The Mammals of Carver

The School Field Guides project exemplifies the EcoSchools Framework by anchoring student learning in our own campus ecosystems (Place-Based Learning), guiding students to observe, record, and interpret the interconnected roles of species and habitats across gardens, wetlands, and forest edges (Systems Thinking). By crafting their own survey protocols, selecting species for inclusion, and deciding how best to present their findings, learners demonstrated true Action Competency, turning field observations into structured, student-led publications. And through partnerships with the Richmond Hill Garden Club, Georgia Southern Freshwater Ecology Lab, and Carver families, Carver’s “Community as Classroom” brought expert mentorship, real-world resources, and collaborative feedback into every stage of guide development. This integrated approach ensured that student-created field guides not only document biodiversity but also model the key pillars of the EcoSchools Framework.

By creating our own schoolyard field guides, Carver students advanced SDG 4: Quality Education through an engaging, project-based learning experience that deepened scientific inquiry, literacy, and digital skills across grades. Their research, writing, and art integration fostered critical thinking and creativity, ensuring every learner could contribute and reflect on their growing expertise. The field guides also supported SDG 11: Sustainable Cities and Communities by turning underused campus spaces into celebrated outdoor classrooms and green corridors—students mapped habitats, raised awareness of local biodiversity, and advocated for habitat improvements that benefit both people and wildlife. Finally, in meeting SDG 15: Life on Land, our students cataloged and showcased over 200 species—ranging from native plants and pollinators to amphibians and crayfish—highlighting the richness of terrestrial life on our 50-acre campus and inspiring ongoing stewardship to protect and expand these habitats for future generations.

Science (S4L1 & S4L2)
Students classified organisms and described their roles in local ecosystems, then analyzed how habitat changes (e.g., invasive removal, water quality) affect species survival.

English Language Arts (ELAGSE4W2 & ELAGSE5W1)
In crafting field‐guide entries, students wrote clear explanatory texts, organizing information logically and using domain‐specific vocabulary.

Visual Arts (VA4.CR.2 & VA5.CR.2)
Through original illustrations and layouts, students applied two‐dimensional design principles to enhance clarity and scientific accuracy in their guides.

SEL Competencies (Responsible Decision-Making & Social Awareness)
Field guide teams set collaborative goals, made ethical choices about species portrayals, and demonstrated empathy and respect for diverse perspectives during peer and community review.

Students across all grades agreed that creating our field guides was an exciting and meaningful year long project. Learners appreciated having the freedom to choose which species to spotlight and felt ownership over a resource that will live on in Carver’s outdoor classrooms. For many, flipping through the completed guides and spotting favorite plants or animals on campus became a source of inspiration—and a reminder that every student’s unique contribution helps tell the story of our campus’s vibrant biodiversity.