At Carver Elementary, becoming a Fish Steward means more than just learning about fish—it means becoming a protector of aquatic life and a scientist of local waterways. This year, our school implemented a year long schoolwide Fish Stewards initiative that empowered every 4th and 5th grade student to explore fish biology, water quality, habitat design, and the connections between human activity and aquatic health. Guided by the EcoSchools Framework, this action emphasized place-based learning, systems thinking, real-world research, and student-led stewardship, turning our students into caretakers of the ecosystems right outside their classroom doors.

This action involved all 675 fourth and fifth graders and was embedded into our Outdoor Education and Camp Wildcat programs, ensuring that each student had repeated opportunities to engage in meaningful watershed experiences. Roles rotated across field sessions—some students led data collection, others monitored habitat conditions, while others documented species diversity using tools like iNaturalist. Students documented 6 fish species on campus! All of the species documented are native or endemic to Georgia. The Guardians of the Triangle, our EcoSchools Action Team, led peer training, managed equipment, and supported younger students during restoration work and fish release events.

By raising and releasing native fish, restoring aquatic habitat, and working side-by-side with professionals, Carver students developed a lasting ethic of care for aquatic life. Our Fish Stewards initiative has not only enriched science education—it has nurtured a generation of environmental leaders who understand the importance of biodiversity, water health, and the role they play in protecting it.

Fish Species of Carver

Carver students identified 6 species of fish on campus: Eastern Mosquitofish, Golden Topminnow, Least Killifish, Warmouth, Blue-spotted Sunfish, and Banded Sunfish.

We conducted surveys in these habitats: "the ditch" (bioswale), "the wetland," and two vernal pools in the forest.

We used a variety of minnow traps, nets, and survey methods.

We conducted fish surveys and census throughout the year. We documented where we found fish, how many fish of each species we surveyed, and learned field survey techniques. We also researched bait preferences.

FISH HABITAT STEWARDSHIP

Students asked the essential question: "What are the features and characteristics of a healthy watershed and high-quality habitat?" when assessing the ditch as a fish habitat.

INITIAL HABITAT ASSESSMENT

During our initial fish habitat assessment of the campus bioswale, "The Ditch," students documented routine landscaping work that removed all emergent vegetation and deposited fresh grass clippings into the channel. Without plant cover to photosynthesize and stabilize the bank, dissolved oxygen levels plummeted as microbial decomposition of the clippings consumed available oxygen. Students observed distressed and deceased fish—an acute demonstration of how habitat alteration and organic loading can disrupt aquatic ecosystems. These findings underscored the importance of maintaining riparian vegetation, informed our subsequent restoration efforts (planting native rushes and sedges), and provided a powerful, real‐world lesson in systems thinking, linking land management practices directly to water quality and wildlife survival.

High turbidity is also known as "muddy water." In the late fall, the bioswale has no vegetation and has erosion in the riparian zone, where the water meets the land. Students learn to test the dissolved oxygen during times of high turbidity.

Students ask, "how can we stop the ditch from being muddy?"

The benthic zone is exposed during low water periods. The benthic zone of a stream is the bottom region, including the sediment surface and some subsurface layers, where organisms live on and in the substrate. The benthic zone of the bioswale is full of sediment, plant matter decay, silt, and mud. Students say that it "has no life." Students share feelings of sadness and disappointment when they see the ditch without water or when it is fully turbid.

Students notice that when turbidity increases and dissolved oxygen decreases, the ditch biodiversity decreases and we have species richness in leeches, snails, and paranecta. These indicator species inform students that the quality of the water is decreasing. After examining turbid water, students make a plan to reduce the turbidity of the ditch.

Some students try to remove mud from the ditch. They create "mud piles" for the wasps and other insects to use.

Indicator Species: The Ditch is Not Healthy For Fish

Leeches are tolerant of pollution and are an indicator species. When students noticed the bioswale (The Ditch) had high turbidity (muddy water), low dissolved oxygen, they began to collect a very high number of leeches and snails during independent field investigation and surveys. Students understood species richness when they state "we are only finding leeches and snails. Where did all the species go?" Students used this data as they asked the leading question, "How do we make the ditch healthy so that more fish and other species will come back to live here?" Firsthand experience of months-long monitoring of the fish habitat made students keenly aware of the fish habitat’s needs and inspired them to improve it.

Students Transform Fish Habitat

TRANSPLANTING
GRASSES, SEDGES, RUSHES

Students selected plants from the wetland and transplanted them in the bioswale's riparian zone.

DOCUMENTING CRAYFISH BURROWS

When the water was low in the ditch, students documented crayfish burrows. Crayfish are a part of the food web of the ditch and help "clean" the ditch.

Students selected, collected, and transplanted yellow eyed grass in the winter from the forest vernal pool to the riparian zone of the ditch.

As plants begin to grow, we notice an immediate improvement in the bioswale habitat.

Students add leaf packs and logs for habitat for the macroinvertebrates. Students create a rock zone and are inspired to add more rocks to the entire benthic zone.

THE ROCK ZONE

TURBIDITY IS REDUCED AND THE WATER IS CLEAR

July 2024

May 2025

Because of student efforts, the ditch is transforming into a more diverse, more healthy fish habitat. Students notice a reduction in turbidity, an increase in dissolved oxygen,
and an increase in fish populations. Students also see an increase in a variety of macroinvertebrates and are seeing pollution intolerant species including odonata
and mayfly nymphs. In May, we witnessed a Red-Winged Blackbird begin to build a nest in the grasses.

Indicator Species: The Ditch is Healthy For Fish

Mayflies are highly sensitive to pollution. On May 19, we conducted a macroinvertebrate survey and documented a mayfly nymph! We also surveyed 6 dragonfly nymph, and over 10 damselfly nymphs. These indicator species tell us that by adding the rock zone, logs and leaves, and planting grasses, sedges, and rushes in the riparian zone have improved the fish habitat of The Ditch. Students note that the changes from poor conditions (high turbitity, low dissolved oxygen, and species richness of leeches and snails) to healthy conditions with mayfly, dragonfly, and damselfly happened quickly. Students also note that it "was so easy" to improve the health of the bioswale habitat simple by adding rocks, sticks, leaves, and plants.

Fish Migration

We kicked off by asking, “What fish live at Carver?” Students were delighted to uncover tiny mosquitofish and least killifish in our campus waterways. Then, when larger sunfish unexpectedly turned up during our surveys, the team’s curiosity deepened: “How did these fish arrive at Carver?” and "If a fish leaves Carver, where does it go?"

One day, a student brought his minnow trap to school. He used a sandwich and chips as bait and put the trap at the culvert in the ditch. The next morning, a warmouth was in the trap. We were flabbergasted that a warmouth swam through the culvert from The Wetland to The Ditch.

We were also surprised by its size because we have small habitats on campus. How can a big fish live in a little pond? This experience led students to ask, "where did this fish come from and how did it get here?"

The Bryan County Stormwater Superintendent visited our campus and mapped our stormwater drainage system. This helped students understand the flow of our stormwater. Students identified the culverts (i.e. "the pipes") and began to think about and map fish migration. The bioswale ("The Ditch") and our stormwater drainage areas are vernal pools and are occasionally dry for periods during the year. Students have begun to understand the migration of the fish on our campus. This has led to bigger conversations about culvert, stormwater, and invasive species management to protect the fish on our campus.

The Department of Natural Resources Coastal Division, UGA Marine Extension and Sea Grant, the Georgia Conservancy, and other organizations, are working together on improving fish migration in Bryan County through the Living Shorelines project. One of their goals is to improve culverts to allow for fish to migrate more freely and to reduce flooding of the Ogeechee--these projects are important work to our students. These projects reflect local environmental stewardship in a meaningful way to students.

We viewed aerial photography to see how The Wetland, a constructed wetland as part of our stormwater bioswale, became a pond full of large sunfish species. We noticed that the area that is now the pond used to be a vernal pool with seasonal flooding. The pond stays full of water year round and is no longer vernal.

A rain drop travels 53km (33 miles) from Carver Elementary to the Atlantic Ocean.

We tracked our fish migration from our school to the ocean. By using River Runner, we placed a drop of rain water at our school and watched it travel: https://river-runner-global.samlearner.com/?lng=-81.31258844152988&lat=31.937235821687906

Students have always said, "our stormwater drains to Sterling Creek, which drains into the Ogeechee, which drains into the Atlantic Ocean." But through the River Runner, we found that our water drains into an "unknown river" before draining into Sterling Creek. This new observation has opened up new research questions to investigate next school year. We were excited for this new finding! We have a theory that it's actually just more of Sterling Creek.

The yellow highlighted body of water is "unknown river."

The yellow highlighted body of water is Sterling Creek.

The yellow highlighted body of water is the Ogeechee River flowing into the Atlantic Ocean.

FOSTERING FISH FOR RELEASE, BREEDING, AND HEADSTARTING FISH

Students experimented with creating various captive fish habitats, water quality conditions, and fish food.

Students experimented with fish field photography with different containers and methods.

Throughout the year, we collected, bred, and released mosquitofish and least killifish, experimenting with different tank vegetation, feeding regimes, and water‐quality conditions. Using water directly from our campus ditch—rich in tannins—we observed how natural compounds affect fish health and behavior.

These investigations allowed students to fine-tune habitat parameters before returning the fish to restored wetland areas.

This blue spotted sunfish was surveyed during a fish census and was caught in a minnow trap. The fish was baited with a pack of salmon.
Students are excited about the variety of fish on our campus and ask, "how do we get more fish to live at our school?"

Monitor and Evaluate:
FIELD INVESTIGATIONS AND FISH SURVEYS

When students conducted fish survey and census, we separated fish by species, photographed fish for iNaturalist, and documented where the fish were located. Students learned different field photography techniques from our partner fish biologist, Dalton Hemmings. Students have begun to take morphometric data of fish such as measuring fish with a ruler.

Students experiment with different baits, traps, and survey methods when conducting fish surveys.

Students experiment with different bait and determine that fish are attracted to bait that "smells very bad." Students use peanut butter sandwiches, doritos, funyuns, bagels, bread, hot dogs, salmon, tuna, and cat food as bait.

Water quality testing of the ditch. Students learn that fish like clean, healthy water.

GSU Graduate Researcher teaching fish identification in the field.

GSU Graduate Researcher teaching trapping methods. We find an Amphiuma in the trap.

Fish Photography

This year, our partner fish biologist Dalton Hemmings, taught us a variety of fish field photography techniques. One of the techniques is used by National Georgraphic photographers!

FISH ANATOMY

Fish otoliths on loan from the DNR Fish Hatchery.

We looked at fish otoliths, on loan from the DNR Richmond Hill Fish Hatchery, under the microscope and learned how to predict the age of the fish by counting the rings of the otolith.

We learned about fish anatomy and that fish have different body types. We also learned that not all little fish are "babies" and they also are not all "minnows."

STUDENT REFLECTIONS

"I thought that the ditch was not important
until Outdoor Ed."

During reflection on our Fish Stewards action projects, students shared the same sentiments: our ditch had big changes this year. Before, it didn't have plants and it was muddy. Now, it has lots of plants, the water is clear, and we are finding more fish.

Students also noted that before their investigations in Outdoor Ed, they had never visited a ditch and did not think that it "had so many species living in it" or that it had importance to our stormwater.

Student Reflection

In reflecting on our Fish Stewards project, students often spoke about the dramatic changes of our fish habitat from muddy water with few fish to a thriving habitat with lots of fish.

"Now we have a lot of variety of fish and bugs."

Student Reflection

Students note that before, The Ditch was a "muddy mess."
Now, it is a beautiful ecosystem!

Student Reflection

Students note that after we improved The Ditch habitat, there is more variety of fish and bugs.

Community Partnerships

Our beloved Fish Stewards action project was made possible through our deep partnerships with the Georgia Department of Natural Resources (Wildlife Resources Division, Richmond Hill Fish Hatchery), the Georgia Southern Freshwater Ecology Lab, the Ogeechee River Keeper, the Bryan County Stormwater Superintendent, the University of Georgia Marine Extension and Sea Grant, and Fish Biologist Dalton Hemmings from Georgia Southern University. These partners brought science to life. The Fish Hatchery donated fish ear drums for microscopy, a full class set of fishing rods, and generously sponsored a field trip to the hatchery—which, though canceled due to a hurricane, became a learning opportunity in itself as students discussed storm impacts on fish habitat. Dalton Hemmings visited Carver twice, offering field lessons, donating materials, and teaching students how to conduct aquatic surveys, use identification keys, and take field photographs as part of scientific documentation. He also shared his ongoing research, introducing students to the real-world challenges and joys of being a fish biologist.

Department of Natural Resources
Richmond Hill Fish Hatchery

Donated a class set of fishing rods.

Loaned otoliths.

Donated posters.

Provided consultation.

Sponsored a fishing trip (cancelled due to hurricane).

GSU Fish Biologist Dalton Hemmings

Provided consultation and species identification.

Set minnow traps with students.

Taught us field photography techniques.

Presented his research to Outdoor Education classes.

Donated equipment.

Conducted surveys and census with students.

Georgia Southern Freshwater Ecology Lab

Provided consultation and species identification.

Set minnow traps with students.

Taught us field photography techniques.

Presented research to Outdoor Education classes.

Conducted surveys and census with students.

Donated posters and equipment.

These partners provided equipment, educational materials, consultation, and on-site habitat assessment:

BRYAN COUNTY STORMWATER SUPERINTENDENT

Framework Connection

The Fish Stewards project exemplifies the EcoSchools Framework by immersing students in place-based learning as they study water quality and native fish populations right here in our campus bioswale and riparian corridors. It fosters systems thinking by showing how water chemistry, habitat structure, and food web dynamics interconnect to influence aquatic health. Through hands-on training in professional sampling protocols and data analysis, students develop action competency, gaining confidence to design surveys, interpret results, and recommend habitat improvements. And by partnering with the Richmond Hill Fish Hatchery, Georgia Southern’s Freshwater Ecology Lab, and the Ogeechee Riverkeeper, we turned our community into a “classroom without walls.” This work also reflects NWF’s values—it educates and empowers youth as genuine citizen scientists, supports nature and science through real research contributions to iNaturalist, GBIF, and DNR databases, and builds community by forging lasting collaborations that amplify student stewardship.

Place-Based Learning
Students conducted water-quality testing, fish surveys, and habitat restoration right in our campus bioswale and riparian zones, using real local ecosystems as their laboratory.

Systems Thinking
By linking dissolved oxygen and turbidity data to fish population trends and riparian plantings, learners saw how water chemistry, habitat structure, and species interdependence form a single, living system.

Action Competency
Guardians of the Triangle designed sampling protocols, led field teams, analyzed their own data, and recommended next-step habitat improvements—demonstrating true student-led environmental leadership.

Community as Classroom
Partnerships with Georgia Southern’s Freshwater Ecology Lab and the Richmond Hill Fish Hatchery brought professional scientists and civic leaders into every step of our Fish Stewards work.

Youth Voice & Decision-Making

Throughout the Fish Stewards project, Carver students didn’t just follow instructions—they led every step of the process, embodying true youth voice and leadership. As “junior biologists,” Guardians of the Triangle designed sampling protocols, chose survey sites, and trained classmates in water‐quality testing, survey methods, and fish identification. They coordinated equipment checks, rotated team roles, and even drafted the safety guidelines for fieldwork. After each census, students met to analyze their own data, debate patterns in species distributions, and propose habitat improvements—then presented their findings to classmates. By authoring lab reports, mentoring peers, and making decisions about next‐year goals, students practiced real‐world leadership and action competency, transforming their scientific curiosity into empowered stewardship.

Students created their own investigations and collected their own data and displayed data in their own ways.

Curriculum Integration

English language learners wrote stories about fish.

The academic impact was substantial. Students met grade-level science standards related to ecosystems, life cycles, and human-environment interactions while practicing real scientific methods using professional-grade tools. They explored concepts of nitrogen cycling, hydrology, food webs, and species identification, all within the context of their own school grounds. During our Fish Stewards project, students immersed themselves in real‐world scientific inquiry by testing water quality (pH, temperature, and turbidity), sampling and identifying native species such as Eastern Mosquitofish and crayfish, and analyzing habitat data in alignment with Georgia’s life science standards (S4L2, S5L4). In math, learners measured fish and crayfish lengths, calculated population growth rates, and graphed their findings to reveal trends in species abundance. Language arts skills were strengthened as students composed detailed field reports and reflective narratives describing life‐cycle observations and stewardship actions, meeting ELAGSE informational writing criteria. Finally, by partnering with the Richmond Hill Fish Hatchery and GSU Freshwater Ecology Lab, students explored the role of local agencies in resource management and practiced civic communication—drafting correspondence and presenting their results—thereby linking environmental science to community engagement and government processes.

Lessons were interdisciplinary—blending science, math, ELA, and even art as students journaled, graphed data, wrote fish profiles, and illustrated life cycles.

The social-emotional impact was equally powerful. Students built confidence as they tackled complex ecological challenges and found pride in restoring and protecting living spaces. For many, especially English language learners and military-connected students, this work offered a hands-on, language-accessible, and meaningful way to connect with nature and their peers. They celebrated when fry were released, felt awe when measuring fish, and shared their newfound knowledge with families and community members.

Science (S4L2)
Students investigated how factors such as water quality (dissolved oxygen, pH, temperature) affect fish health and survival, conducting real-world aquatic habitat assessments.

Science (S4L3)
Learners explored the roles different fish and aquatic invertebrates play in their bioswale ecosystem, understanding habitat requirements and interspecies relationships.

Mathematics (MGSE4.MD.B.4)
Pupils measured fish lengths and water‐quality parameters, then plotted line graphs to visualize population trends and environmental fluctuations.

English Language Arts (ELAGSE4W2)
Through lab reports and field journals, students wrote clear, informative explanations of their methods, findings, and habitat‐restoration recommendations.

Social Studies (SS4CG1)
By engaging with the Richmond Hill Fish Hatchery and DNR partners, students practiced civic participation—understanding how community agencies manage natural resources.

SEL Competency: Responsible Decision-Making
Guardians made ethical choices in fish handling, protocol design, and habitat interventions, reflecting on the environmental impacts of their stewardship actions.

In science, students created models to learn about erosion, sedimentation, and turbidity.

Equity, Inclusion & Accessibility

Carver Elementary is committed to ensuring that every student can fully participate in our EcoSchools initiatives by embedding accessibility and inclusion into every action. All project materials—from our EcoCode and field guides to survey instruments—are available in multiple languages and formats (print, large-font, and digital), and classroom and Outdoor Education activities incorporate universal design strategies, sensory supports, and adaptive tools (such as modified nets) so that students of all abilities, including English language learners and those with mobility needs, can lead, observe, and document environmental projects. We actively solicit feedback from students and families to refine our approaches, and our “Eco Ambassadors” program pairs peers to foster mentorship and ensure that every voice is heard. By prioritizing inclusive practices and equitable access, we affirm that environmental stewardship is a right—and a responsibility—shared by all members of our school community.

Student work in Korean.

U.N. SUSTAINABLE DEVELOPMENT GOALS

Student with fishing rod donated by DNR.

Our Fish Stewards action directly advanced three key Sustainable Development Goals. By testing water quality, planting riparian vegetation, and monitoring fish populations, students helped build resilience to climate impacts—addressing SDG 13: Climate Action through hands-on restoration that reduces runoff, enhances carbon sequestration, and stabilizes local microclimates. Through raising, identifying, and releasing native species such as Eastern Mosquitofish and conducting macroinvertebrate surveys, Carver contributed valuable data and habitat improvements for SDG 14: Life Below Water, fostering healthier, more biodiverse aquatic ecosystems in the Ogeechee River Basin. Finally, our restoration of streambanks with native grasses, sedges, and rushes—and removal of invasive species—supported SDG 15: Life On Land by expanding terrestrial habitat, improving soil health, and boosting campus biodiversity. These student-led, place-based projects exemplify systems thinking and community partnership, turning our 50-acre schoolyard into a living laboratory for global sustainability.

PLANNING FOR THE FUTURE

Looking ahead, our Fish Stewards team will deepen and expand our work through sustained partnerships and new initiatives. We will arrange a follow-up field trip to the Richmond Hill Fish Hatchery and secure Georgia DNR scientific collection and exhibition permits to ethically broaden our species stewardship. Data collection will become even more structured, with standardized sampling schedules, digital logging tools, and expanded water-quality parameters. To increase accessibility and community engagement, we’ll build an ADA-compliant boardwalk and viewing platforms along the bioswale, allowing easier access for students and visitors to observe aquatic habitats firsthand. Simultaneously, we’re collaborating with UGA Marine Extension and Sea Grant’s stormwater specialist to redesign and widen our ditch, ensuring it meets Clean Water Act standards while enhancing fish habitat. These next steps will reinforce Carver’s role as a living laboratory for environmental science and inclusive stewardship.