During the 2025–2026 school year, Carver Elementary implemented a schoolwide citizen science action project that engages students as active contributors to real scientific research through our Outdoor Education program. This project builds on previous years’ work by expanding from individual investigations into a comprehensive, multi-platform citizen science initiative focused on monitoring campus biodiversity and water quality within our local ditch ecosystem and schoolyard habitat.

All students participated in ongoing field investigations, collecting data on pollinators, macroinvertebrates, water quality, and habitat conditions. Students measured physical characteristics such as the area and depth of standing water, identified organisms, and calculated indicators like the EPT Index to assess ecosystem health. In addition, students documented biodiversity using platforms such as iNaturalist, contributing to a growing database of over 380 identified species on campus. These investigations were embedded into regular instruction and long term independent student research, making citizen science an established, regular, and sustained practice at our school.

This action aligns with the Eco-Schools Framework by engaging students in inquiry-based learning, data collection, analysis, and reflection while addressing a local environmental issue. Students identified questions about ecosystem health, collected and submitted data to multiple citizen science platforms, and evaluated their findings to better understand environmental conditions and human impact on local ecosystems. We contribute to community projects like the Species of Bryan County, the Georgia Tracked Species List, and research being conducted by the Georgia Southern Freshwater Ecology Lab in the Ogeechee River Basin. 

Students demonstrated strong leadership throughout the project. Student leaders organized and led data collection efforts, managed technology such as iPads and cameras, mentored peers in species identification and data entry, and communicated findings through presentations, classroom discussions, and school-wide outreach. Students also played a role in selecting projects, contributing to multiple citizen science initiatives including MacroBlitz, GLOBE, EDDMapS, the Great Backyard Bird Count, and the City Nature Challenge.

The project extended beyond the classroom through meaningful partnerships with local and regional organizations. Students received in person training and support from the Xerces Society and the Georgia Department of Natural Resources for pollinator research, as well as the Georgia Southern Freshwater Ecology Lab for freshwater ecology and macroinvertebrate studies. Student-collected data contributed to ongoing scientific research, including crayfish studies with the Crayfish Working Group, where DNA analysis confirmed the presence of Procambarus troglodytes. Data was also shared with global databases such as GBIF and the IUCN Red List, demonstrating authentic contributions to the scientific community.

Students communicated their work to the broader school community through presentations, bulletin boards, and school events, helping to raise awareness about environmental stewardship and the importance of local ecosystems. Participation in events such as the Great Backyard Bird Count and Bugwood Summit further expanded student engagement and visibility of the project.

Monitoring and evaluation were ongoing throughout the project. Students regularly reviewed and analyzed their data, compared results over time, and identified patterns in biodiversity and water quality. This process allowed students to measure environmental conditions at their site while also evaluating their own learning and contributions. We assessed student understanding through data analysis, discussions, and student-created work, ensuring alignment with Georgia Standards of Excellence across science, mathematics, language arts, and social studies.

This action supports the United Nations Sustainable Development Goals, including Goal 4: Quality Education, by providing hands-on, real-world learning experiences; Goal 11: Sustainable Cities and Communities, by fostering stewardship of local environments; and Goal 17: Partnerships for the Goals, through collaboration with scientists, organizations, and citizen science networks.

Every day at Carver we ask, "what lives here and how do we care for it?" As an established practice at Carver, citizen science is embedded into our school culture. Students participate in ongoing research, seasonal bioblitzes, and long-term monitoring projects, developing a sense of responsibility and connection to their environment. Through this work, students move beyond learning about science to actively doing science, contributing meaningful data and becoming stewards of their local ecosystem.

Through our citizen science work, students at Carver do more than collect data. Students form meaningful, lasting connections with the natural world. While students actively observe and document species using platforms such as iNaturalist and GLOBE, their reflections consistently reveal that their most powerful learning comes from personal moments of connection. Students frequently share memories of holding organisms, caring for habitats, discovering species for the first time, and developing a sense of responsibility for living systems. These experiences transform data collection into authentic stewardship, where students are not just recording information, but building relationships with the ecosystems around them. This combination of scientific inquiry and hands-on, meaningful interaction fosters a deep sense of curiosity, empathy, and environmental responsibility, making citizen science one of the most impactful components of Carver’s Eco-Schools program.

“No one will protect what they don’t care about; and no one will care about what they have never experienced.” — David Attenborough

A large laminated map marks the location of Tallowtree (pink) and Climbing Fern (orange). The EDDMapS identification number is added to the markers on the map. A QR code is added to the map that is directed to the EDDMapS listing. We carry this map into the field with us to confirm locations of specimen and to add any that we may have missed.
We call this our "Master Map."
The GA GOLD Grant will be funding 5 student iPhones. Students will be able to collect GPS data and document species locations independently.

Students document invasive species at Invasive Species of Carver on iNaturalist
and EDDMapS (Early Detection and Distribution Mapping System). 

Carver on EDDMapS: https://www.eddmaps.org/user/profile.cfm?user=305719 

Carver students contribute to OdonataCentral as part of their ongoing citizen science work, documenting dragonflies and damselflies across our campus and surrounding habitats. Through careful observation, identification, and data submission, students have recorded 187 observations representing 13 different species, adding valuable information to a global database used by researchers and conservationists. This work allows students to participate in authentic scientific research while developing skills in species identification, data accuracy, and ecological awareness. By contributing to OdonataCentral, students see that their local observations have real-world significance, reinforcing their role as scientists and stewards of biodiversity.

Ladybug • Frogs • Crayfish • Bumblebees

Our Eco-Team coordinates 4 species census twice a year to collect data for various citizen science projects. Each class has a captain from Camp Wildcat that records class data, teaches classmates field methods and protocols, takes photos of specimen, and communicates the census results to their class and to the school. Captains also communicated our goals to the school community.

Citizen science is an established, schoolwide practice at Carver and an integral part of our school culture. Through Outdoor Education, all students engage in long-term, independent research, collecting and analyzing habitat, water quality, and macroinvertebrate data as part of ongoing environmental monitoring. In addition to this sustained work, students participate in seasonal bioblitzes such as the Great Crayfish Count and the Great Ladybug Census, contributing to larger scientific efforts while deepening their understanding of local ecosystems. These repeated, embedded experiences ensure that scientific inquiry and environmental stewardship are not isolated activities, but a consistent and expected part of every student’s learning experience, reinforcing Carver’s identity as a community of student scientists and stewards.

On August 25, our partners Xerces Society and GA Department of Natural Resources, visited Carver to train students in field and survey techniques for collecting data for the Southeast Bumblebee Atlas. 

On October 23-24, our partner Georgia Southern Freshwater Ecology Lab, visited Carver to train students in field and survey techniques for collecting data for MacroBlitz, iNaturalist, the GBIF, GLOBE, and Georgia Southern. 

Carver’s Seed Library is proud to be part of the growing Seed Library Network, connecting our student-led conservation efforts to a larger movement focused on restoring biodiversity through native plants. As a participating site, our Seed Library contributes to regional efforts by collecting, preserving, growing, and sharing native seeds that support healthy ecosystems in the Ogeechee River Basin. Students play an active role in this work as field scientists by harvesting seeds, documenting plant species, and propagating native plants that are used to restore habitats across our campus and shared with the community. Being part of this network strengthens our impact by linking Carver’s local stewardship to broader conservation goals, while empowering students to see their work as meaningful, connected, and essential to sustaining native ecosystems. The Seed Library Network shares the same goals as Carver: connect kids to nature and increase biodiversity.

This action project supported all five areas of social-emotional learning:

• Relationship Skills: Students worked collaboratively in teams during field investigations, shared responsibilities, and communicated their findings with peers and the school community.

• Responsible Decision-Making: Students made thoughtful decisions about data collection methods, environmental impact, and how to responsibly interact with the ecosystem.

• Self-Awareness: Students reflected on their role as scientists and environmental stewards, recognizing their ability to contribute to real-world research.

• Self-Management: Students followed procedures, managed time during outdoor investigations, and stayed focused while collecting and recording accurate data.

• Social Awareness: Students developed an understanding of how environmental issues affect their local community and recognized the importance of protecting shared natural resources.

Carver demonstrates strong, explicit alignment with all 7 steps of the Eco-Schools U.S. Framework through its programs, student leadership, and campus-wide initiatives.

Carver’s “Become a Citizen Scientist” action reflects the full Eco-Schools framework by engaging students in authentic, student-led environmental research that connects learning to real-world impact. Through Camp Wildcat, students help lead and support citizen science efforts, working alongside partners such as the Xerces Society, Georgia DNR, and the GLOBE Observer program to collect and submit data on pollinators, biodiversity, and ecosystem health. This work is embedded in the curriculum and allows students to apply academic skills while conducting meaningful field research. As students observe, document, and analyze species, they not only contribute to regional and global scientific efforts, but also develop personal connections to the natural world. Through reflection, data-driven decision making, and shared communication of their findings, students help build a culture of stewardship that is visible across the entire school community, demonstrating strong alignment with the Eco-Schools framework.

This action project supports Georgia Standards of Excellence (GSE) by engaging students in hands-on citizen science and environmental research. Through studying our local ditch ecosystem, students apply skills across science, mathematics, geography, technology, and language arts.

Science (GSE S4 & S5):
Students investigate ecosystems and the role of organisms within them, supporting standards such as S4L1 (organisms and their environments) and S5L4 (ecosystems and flow of energy). By collecting and analyzing macroinvertebrate data and water quality, students practice scientific inquiry skills aligned with S4CS and S5CS, including asking questions, collecting evidence, and communicating results.

Mathematics (GSE MGSE4 & MGSE5):
Students apply measurement and data analysis skills by calculating area, estimating water depth, and working with real data sets. This aligns with standards such as MGSE4.MD and MGSE5.MD, including solving problems involving measurement, interpreting data, and using graphs. Students also calculate percentages (EPT Index), reinforcing number sense and data interpretation.

Geography / Social Studies (GSE SS4 & SS5):
Students examine how physical environments and human activities interact, supporting SS4G1 (physical features of Georgia) and environmental awareness concepts. By studying their local watershed, students gain an understanding of how communities impact and depend on natural resources.

Technology (Integrated):
Students use digital tools to collect, record, and analyze data, supporting technology integration across all subject areas. They develop skills in data organization, visualization, and communication, which are embedded within Georgia’s science and math practices.

Language Arts (GSE ELA 4 & 5):
Students strengthen reading, writing, speaking, and listening skills by engaging with informational texts and communicating their scientific findings. This aligns with standards such as ELAGSE4RI/5RI (reading informational texts) and ELAGSE4W/5W (writing informative texts). Students write explanations, create reports, and present their data, supporting ELAGSE4SL/5SL through discussions and presentations about their research.