This year, Carver Elementary implemented a schoolwide biodiversity investigation that exemplifies the EcoSchools Framework by uniting hands-on exploration, community collaboration, and student-driven inquiry into a single, transformative learning experience. Rooted in the essential question, “What lives at our school?”, this action invited all 675 fourth and fifth grade students to become active participants in citizen science while deepening their understanding of local ecosystems.
Using the iNaturalist platform as a digital field tool, students documented and identified a remarkable 247 unique species across our 50-acre campus. Observations included native pollinators, aquatic invertebrates, amphibians, birds, and diverse plant species, reflecting significant species richness and ecological health. Students collected data in rotating roles—naturalist, recorder, and biodiversity steward—during structured Outdoor Education sessions held every six days. Each class contributed data while engaging in field journaling, collaborative observation, and peer feedback. Many of our students are English language learners or part of military families, and the accessible, hands-on nature of the project ensured that every learner had a meaningful role in the work.
Scientifically, the outcomes were powerful. Students calculated a Shannon diversity index of 5.28 and a Simpson's index of 0.991, metrics that indicate a biologically rich and balanced ecosystem with no dominant species. These figures, paired with our verified 247-species count on iNaturalist, underscore the health of our schoolyard habitat and the value of maintaining biodiverse spaces. Students analyzed these metrics, discussed their ecological implications, and connected their findings to broader conversations about pollinator decline, habitat fragmentation, and local conservation priorities.
Guided by the EcoSchools principles of action competency, systems thinking, and place-based learning, the investigation fostered genuine scientific literacy. Students used mobile devices and tablets to capture field observations and practiced critical skills in identification, taxonomy, and ecological data collection. Their findings were submitted to over 30 collaborative research initiatives on iNaturalist, including Carver’s own project, Species of Bryan County, Georgia. This real-world application affirmed students’ roles as contributors to science and stewards of biodiversity.
The project was further elevated through deep partnerships with experts from Georgia Southern University, U.S. Fish and Wildlife Service, Georgia DNR, University of Georgia Marine Extension and Sea Grant, Ogeechee Riverkeeper, and Coastal Wildscapes. These professionals provided species verification, led habitat walks, and mentored students in field methodology—transforming our campus into a living laboratory where community experts worked side-by-side with student scientists.
The social-emotional impact of the project was equally profound. Students expressed increased confidence, joy, and ownership in their roles as researchers. Many shared that exploring the same habitats week after week made them feel more connected to nature and to their school community. The project built resilience, teamwork, and a shared sense of environmental purpose.
Through this action, Carver has transformed its schoolyard into a rich, student-monitored ecosystem and affirmed its identity as a leader in outdoor learning and ecological stewardship. The biodiversity investigation not only supported rigorous academic goals—it sparked a lasting commitment to protecting the living systems that surround us.
