DEFINITIONS:

“Native plant”   A native plant species is one that has evolved naturally in a specific region, ecosystem, or habitat without human introduction.

• Native, or endemic, plant species of Carver Elementary

"Invasive plant"   Any species, including its seeds, spores or other biological material capable of propagating that species, that is not native to that ecosystem; and whose introduction does or is likely to cause environmental harm.

• Invasive, or introduced, plant species of Bryan County, Georgia

• Invasive, or introduced, plant species at Carver Elementary

Language, Care, and Scientific Practice

In Outdoor Education, we pay close attention not only to what we teach, but how we teach it. During lessons on invasive species, we noticed a consistent and thoughtful reaction from students when discussing plants commonly labeled with geographic identifiers, such as “Japanese climbing fern” and “Chinese tallow.” Across many classes, students expressed discomfort and alarm at the association of plant harm with human cultures or regions. While they often could not fully articulate their feelings, their responses made it clear that the language felt personal and unsettling. It was a very notable, unexpected, consistent response from students. 

We take these moments seriously. Our goal is to help students understand ecological relationships without unintentionally reinforcing stereotypes or confusion about people, cultures, or responsibility. In response, we have adapted our terminology in class and now refer to these species simply as climbing fern and tallow tree, placing emphasis on their ecological behavior and impact rather than their place of origin.

This shift reflects a broader trend within ecology and environmental education. Increasingly, scientists and educators are reexamining common names that center geography or culture, especially when those names add little scientific value or distract from understanding ecological function. Focusing on what a species does, how it spreads, and how it affects ecosystems supports clearer learning and more accurate systems thinking.

At Carver, language is part of stewardship. By adjusting our terminology, we model that science is a living practice shaped by observation, reflection, and care for both people and ecosystems. We want students to learn that protecting native habitats can be done thoughtfully, precisely, and with respect for the diverse human communities connected to our work.

Students conduct invasive-species field surveys by searching the forest edges and wetland margins for Chinese Tallowtree and Japanese Climbing Fern. When a specimen is found, students mark its location on a paper map using pink for tallow and orange for climbing fern, gradually building a visual picture of where these species are spreading across campus. Each team photographs the plant and transfers the images to the teacher so they can be uploaded to EDDMapS, GLOBE, and iNaturalist, contributing real data to regional conservation efforts. As students measure tree girth, height, and canopy size, they begin to recognize patterns in how these species grow and establish themselves. Using this information, they offer practical recommendations for management, such as noting which plants can be pulled by hand and which will require tools for removal. This experience gives students a grounded understanding of how scientists document invasive species and plan stewardship actions, while strengthening their observation, mapping, and field-measurement skills.

A large laminated map marks the location of Chinese Tallowtree (pink) and Japanese 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." 

Our curriculum is rooted in student led, place-based, field-focused learning that transforms our schoolyard into a living laboratory for 4th and 5th graders. Students investigate soil, water, and native plant communities while practicing authentic scientific skills that align with the Georgia Standards of Excellence. Through native plant identification and propagation, seed collecting and cleaning, habitat surveys, and invasive species removal, students contribute to real conservation work on campus. Each experience builds curiosity, stewardship, and ecological literacy while supporting measurable growth in science understanding and achievement. In addition to Project WILD, WET, and Learning Tree, we also use the International Network for Seed-Based Restoration Native Seed Film: Native Seeds: Supplying Restoration and the video Bringing Nature Home. 

Students will establish two experimental test plots, one in the wetland and one in the bioswale (“the Ditch”), to compare how native plants grow in different soil conditions found on campus: the Pooler and Ogeechee soil series. Students will design the test plots. Each class will transplant student-grown seedlings, such as native milkweed and other native pollinator species, into both habitats. Using GLOBE-aligned soil and plant protocols, students will monitor environmental variables including soil pH, texture, temperature, and moisture, along with plant height, number of leaves, and flowering success over time. They will record weekly observations in field journals, collect photographic evidence, and analyze growth patterns to determine which soil and habitat best support plant establishment and survival. This investigation mirrors real ecological field research and helps students understand how soil properties and habitat conditions influence plant health, biodiversity, and ecosystem restoration success.

Students will conduct habitat assessments, choose the plot locations, and design the plot layout. Students will design their plot tests, will determine what data to collect, and will communicate their findings. 

These soil texture test jars are a year old and microbes are growing where the jar is exposed to sunlight. We are conducting soil test jars from other soil samples throughout our campus. 

Students conduct a soil texture jar test to measure the percentage of sand, silt, and clay in different soil samples. After shaking a jar filled with soil, water, and a dispersing agent, the particles settle into layers based on size and weight. The heaviest sand particles settle first, followed by silt, and finally the finest clay particles. Once the layers have settled, students use rulers to measure the thickness of each layer and calculate the relative percentages of sand, silt, and clay. This investigation helps students classify the soil type and understand how particle size affects permeability, water retention, and the types of plants that can grow successfully in each habitat. Students create Winogradsky Columns to investigate soil microbes.
View Our Soil Lab Curriculum.

Students collected three samples: from the yard, from the forest floor with organic matter, and from the wetland. We brought the samples back to our indoor lab and conducted various investigations. Students share observations such as "full of life," "smells like earth," and "gritty, moist, dark/light, sticky." We also make a Berlese Funnel and look for invertebrates. Students discovered a lot of millipedes in the wetland soil. 

Students conduct soil texture field tests from various locations on campus. We learn to use the Soil Texture Triangle to determine the soil texture based on precent sand, silt, and clay. Students learn to make a ball, make a ribbon, and squeeze water/moisture and use the Soil Texture Key to determine soil texture. 

Moist Ball Test – Compress moist* soil by squeezing it in your hand. If the soil holds together (i.e. forms a ball) when your hand is opened, then test the strength of the ball by tossing it from hand to hand. The more durable the ball, the more clay is in the soil.

Shine Test – Roll moist* soil into a ball and rub once or twice against a hard, smooth object such as a knife blade or a thumb nail. A shine on the rubbed surface indicates clay in the soil. The more it shines, the more clay is in the soil.

Ribbon Test – Roll moist* soil into a long thin shape and then squeeze out between the thumb and forefinger to form the longest and thinnest ribbon possible. The longer the ribbon, the more clay is in the soil. Soils with high silt content will tend to flake rather than ribbon.

Feel Test – Rub moist to wet soil between the thumb and fingers to assess the percentage of sand (sand feels gritty). Silt feels smooth and silky like talcum powder but is not sticky.

Sticky Test – Compress moist to wet soil between the thumb and forefinger. Note how strongly it adheres to the thumb and forefinger upon release of pressure and how much it stretches. Alternatively, throw it at your partner’s forehead or the truck window. The more it sticks the more clay is in the soil.

*Moist soil feels damp but no visible water is present. A small amount of moisture can be observed on the palm of the hand when a sample is very tightly squeezed and then released. Moist soils can be molded into shapes like potting clay.

Adapted From: Field Manual for Describing Soils 3rd edition Ontario Institute of Pedology, 1985

Students develop soil sifting methods by using a variety of equipment to remove organic matter from soil. 

You can hear a student say, "I figured out by doing this, it's more efficient."

It's important for young scientists to develop their own methodologies because it is a foundation of the development of scientific habits of mind. Students share their methods with each other, "give advice" and "offer training" and we also discuss "what's not working for you" or "ineffective methods." 

Our mini field kits allow students to use tools that make working with small seeds and delicate plants easier and more accessible. It also allows us to carry our tweezers, small collection jars, and mini sorting trays into the field and easily organize and distribute materials to a class of students. 

How This Activity Meets NGSS and GSE Standards

NGSS Alignment

Science and Engineering Practices (SEPs)

Asking Questions and Defining Problems (SEP1)
Students examine unfamiliar field-kit tools and generate investigative questions such as what a tool might do, how it might be used, or what evidence it can collect. The "I infer, do you concur?" routine strengthens their ability to form scientifically grounded questions based on available evidence.

Planning and Carrying Out Investigations (SEP3)
Students select appropriate tools from their mini field kits to investigate plant material. They construct a self-generated plan for how to use tools safely and effectively. This meets NGSS expectations for developing and using field methods rather than following teacher-directed procedures.

Constructing Explanations (SEP6)
Students use evidence to explain why certain tools are appropriate for specific tasks. Their inferences become evidence-based explanations about tool function and investigative design.

Obtaining, Evaluating, and Communicating Information (SEP8)
Students communicate their inferences to peers and evaluate whether they “concur,” which builds metacognition, argumentation, and scientific discourse.

Crosscutting Concepts (CCCs)

Cause and Effect
Students determine how the structure of a tool influences what it can do. They link observable features (sharp, pointed, scooped, magnifies) to function.

Systems and System Models
Students begin conceptualizing a field kit as a system with component tools that work together for investigation.

Structure and Function
The entire inference routine is grounded in recognizing how tool structure determines investigative function, a major NGSS crosscutting concept in life science and engineering.

Disciplinary Core Ideas (DCIs)

Although this activity is tool-focused, it directly prepares students for DCIs in Life Science:

LS1.A Structure and Function
Students use fine-scale tools (tweezers, magnifiers, vials) to examine plant structures, supporting future investigations of plant parts, traits, and adaptations.

LS1.B Growth and Development of Organisms
By working with real plant matter, students begin connecting structure, function, and reproductive adaptations, supporting later field investigations aligned with S4L1 and S5L1.

Georgia Standards of Excellence (GSE) Alignment

S4CS1 – Nature of Science and Habits of Mind

Students demonstrate curiosity, questioning, collaboration, and evidence-based discussion. "I infer, do you concur?" directly addresses the expectation that students develop scientific habits of mind and use reasoning to support claims.

S4CS2 – Use of Standard Tools and Instruments

Students identify, organize, and select scientific tools for field investigations.
They determine which tool is best suited for collecting, sorting, observing, or measuring plant matter.
This activity fulfills S4CS2’s requirement that students “use appropriate tools and instruments for observing, measuring, and testing.”

S4CS3 – Use of Scientific Tools and Technology

Students practice using hand lenses, tweezers, sample bags, rulers, and other mini-kit components.
They learn how tool use informs scientific thinking and data collection.

S4CS4 – Communication, Argumentation, and Evidence

Students practice communicating inferences and agreeing or disagreeing based on evidence.
This standard specifically requires that students “communicate scientific ideas clearly,” which the game structure supports.

S4L1 – Structure and Function of Plants

By exploring plant matter using scientific tools, students begin identifying patterns in plant structures and discussing why those structures matter for survival and reproduction.

S4S1 – Scientific Inquiry

Students design simple investigations by determining what tools they need and how to use them.
They make predictions (inferences), identify evidence needed, and plan a method for collecting that evidence.

To allow the seeds to fully dry before storage, we use a repurposed rolling storage cart with trays to dry the seeds. This allows students to forage independently and contribute their specimen to a collection. Students are learning to identify the plants in our collection by seed and leaves instead of flowers because they are collecting in the fall and winter. Students use descriptive words when scouting for seeds such as "look for the ones that look like pom pom fire crackers" or "a pinecone on a stick." They also describe where to look such as "look low to the ground, amongst the grasses" or "look high, like at your shoulder height." 

To practice campus stewardship, students remove acorns from the courtyard. It's a mast year for our oak tree! We have picked up more than 3 gallons of acorns. Students independently spend time sorting acorns. They find and remove invasive Asian Oak Weevil, sort out caps, and remove acorns that have begun sprouting. Students are given supplies and they independently investigate different sprouting methods of acorns. Students use the caps for creative exploration and nature play. 

Students use recycled pickle jars (from last year's Field Day) to create terrariums. Students harvest moss, design the soil layers with different types of soil, and choose plants and seeds to place in their terrarium. Many students decide to plant White Oak tree acorns in their jars. Some students use found and recycled materials to create mini terrariums or mini greenhouses. Students investigate and experiement with creating indoor gardens that can help them start growing the seeds they have collected. The jars sit by a window that gets afternoon sun. Students document their jar over time with independent notes. This investigation aligns with Georgia Standards of Excellence by engaging students in hands-on study of plant structures and functions (S4L1, S5L1), ecosystem interactions and environmental conditions (S5L4), and scientific inquiry practices (S4S1, S5S1). Students used tools, designed their own investigations, made predictions, and recorded evidence, meeting characteristics-of-science standards S4CS1, S4CS2, S5CS1, and S5CS2. Through this creative, student-led project, learners modeled real ecosystems, deepened their understanding of plant survival, and developed the observation and documentation skills essential for Georgia Milestones success.

Fourth and fifth grade students began mapping and planning the plots for our new native habitats by investigating what different plants need in order to survive. Students discussed which species “want their feet wet all of the time,” which prefer only occasional saturation, and which grow best in drier upland soil. They also noted that every plant in our collection currently grows in full sun, which helped them determine appropriate placement within the plots. Using measuring tapes, students evaluated the size and shape of each plot and shared observations such as “it’s not big enough” or “we need to move closer to the water.” By sorting wetland plants into zones such as in-water, water’s edge, and out-of-water, students engaged in Georgia Standards of Excellence for life science and scientific inquiry, including S4L1, S5L1, S4S1, and S5S1. They applied structure–function reasoning, classification skills, environmental observation, and thoughtful measurement to design habitat zones that support plant survival. This activity reflects Georgia’s instructional shift toward student-collected data, direct observation, field-based measurement, and evidence-based explanations, all of which prepare students for Milestones expectations in classification, structure–function, and real-world ecosystem problem solving.

When discussing where to create the new habitat plots in the bioswale and wetland, students were asked, "What information about the plants do you not have?" The students replied, "we don't know if they like their feet wet or not." Students have self-defined three different types of plants in our native seed library and are using these definitions in planning the habitat plots: 

When we conduct habitat assessments and surveys, or when we collect seed, we document where the plant lives and its habitat preference. We add our observation to a chart in the classroom. This will give students important plant information when designing habitats. 

This activity meets S4L1, S4E3, S5L1, S5L3, S5L4, and S5E1, as well as SEPs 1, 2, 3, 4, and 7.

It is aligned directly to the highest-impact Georgia Milestones content areas: classification, adaptations, ecosystem interactions, and landform-water relationships.

Students ask, "What species of native plants can we bring to Carver that doesn't live here now?" And, "What types of milkweed can we plant at our school that are native?" Students want to add more plants to our habitats for pollinators, especially bumblebees. 

Students track germination rates and seed viability by collecting data, recording daily observations, and comparing the success of different seed-starting methods. By keeping detailed logs of moisture, light, soil conditions, and outcomes, students build a dataset they can use to identify patterns and determine which methods work best. This investigation aligns with NGSS Science and Engineering Practices by engaging students in planning and carrying out investigations, analyzing data, and constructing explanations based on evidence. It also supports Georgia Standards of Excellence, including S4S1 and S5S1 for scientific inquiry, S4CS1 and S5CS1 for evidence-based reasoning and habits of mind, and S4CS2 and S5CS2 for the use of scientific tools and accurate measurement. When students classify seeds by viability and interpret patterns in germination, they apply key life science standards such as S4L1 and S5L1 related to plant structures, reproduction, and traits. Through this work, students develop the data-collection and analytical skills emphasized in Georgia’s instructional shifts and expected on the Georgia Milestones, strengthening their ability to interpret real-world biological data and communicate scientific findings.

In the fall and winter, students use envelopes to collect seeds from our schoolyard habitats, learning to identify when seeds are mature by observing color, texture, and plant condition. As they compare seeds that are brown and dry with those still attached to fresh flowers, students begin asking their own investigative questions, such as whether an unready seed will continue to mature on a drying rack. These student-generated inquiries allow learners to explore plant life cycles and seed production through hands-on experimentation and guided curiosity. This work aligns with NGSS Science and Engineering Practices as students plan and carry out investigations, make predictions, and use evidence to construct explanations. It also supports Georgia Standards of Excellence, including S4L1 and S5L1 for understanding plant structures and reproduction, and S4S1 and S5S1 for student-led inquiry and data collection. By testing ideas, observing outcomes, and discussing evidence, students strengthen their scientific habits of mind and develop Claim, Evidence, Reasoning skills.

Students use envelopes to collect seeds. Students are learning when to collect the seeds and use words like "wait until it's brown, you know it's ready" or "that one still has fresh flowers, it's not ready." Students experiment with collecting seeds that are "not ready" and ask, "if I collect it now, will it go to seed on the drying rack?" These questions guide their independent investigations while students create their own guiding questions. This allows students to investigate the life cycle of plants and seed production through independent investigation and experimentation. 

This inquiry-based, experiential, constructivist learning within a place-based framework supports AFWA’s Field Investigations Guide and NGSS three-dimensional science practices while aligning to the Georgia Standards of Excellence.

Inquiry-Based Learning – Students construct knowledge by asking their own questions, gathering evidence, and drawing conclusions rather than following step-by-step directions. Their curiosity drives the investigation.

Experiential Learning – Students learn through direct experience in the environment. They are physically engaged in observing, collecting, experimenting, and reflecting and are learning by doing.

Constructivist Teaching – The teacher acts as a facilitator rather than a lecturer. Students build understanding through authentic exploration, trial and error, and peer dialogue, rather than being told what to think or how to do it.

Place-Based Education – Learning happens in and about the local environment, connecting students’ experiences to their community and local ecosystems.

Student-Led or Discovery Learning – Students make choices, test ideas, and develop independent thinking. Their questions (“If I collect it now, will it go to seed on the drying rack?”) guide the direction of their own experiments.

Students document the species in our seed library in the Carver Seed Library in iNaturalist. Students chose these seeds because of their abundance on campus, their appearance ("that one is pretty"), seed shape/ease of collection (easy to identify in the field during fall/winter), and habitat preference (lives in the wetland already). 

At Carver, students use careful, hands-on methods to gather native seeds during fall and winter when seed pods have turned brown and dry. They employ kid-friendly tools such as small scissors, tweezers, and hand-stripping to detach seeds or seed heads, sometimes gently tapping seed heads (even with a badminton racket and butterfly net) to dislodge seeds. Once collected, seeds are cleaned by shaking or sieving to remove chaff and then allowed to air-dry on trays in a repurposed rolling cart before being stored in labeled envelopes as part of our student-managed Seed Library. Each seed packet includes documentation (plant name, collection date, and location) and have QR codes linking to the Carver iNaturalist inventory. The process is intentionally student-driven and inquiry-based: learners observe when seeds look “ready” (brown and dry), observe and identify seeds in-situ, reflect on whether premature collection affects viability, and record their observations. This is developing their scientific habits of mind, building scientific tool use skills, and strengthening both ecological literacy and scientific reasoning skills while connecting students to nature. 

The staff of the Department of Natural Resources Native Seed Nursery have trained our students on two seed collection techniques and also taught us how to clean Swamp Sunflower seeds. 

Students use trays and scissors to collect a variety of seed heads, flowers, fruit, and plants. Students return to our indoor lab and sort their specimen by their own rules. Students work together to determine what the plants have in common and students self-sort based on things like "these are all yellow" or "these seeds fly in the wind." Students investigate and explore the parts of plants and begin to identify species. 

The DNR Native Seed Nursery visited Carver and taught us how to clean Swamp Sunflower seeds by shaking the seed heads, sifting the chaff from the seed, and using a folder to pour the seeds into the envelope. 

A student demonstrates how to use a zip lock bag to clean seeds. 

Students demonstrate crushing Rhexia nashii seed heads to remove the seed. 

Students collect Groundsel Tree (Baccharis halimifolia) seeds by "plucking" them with their fingers.
You can hear a student say, "this is fun."

The goal of Seeds of Stewardship is to increase the biodiversity of our schoolyard. Students document species in our biological inventory on iNaturalist. Students will use iNaturalist photos to document what species visit which native plants. Students conduct species census when plants are in bloom. We conduct ladybug, butterfly (Georgia Coastal Butterfly Count), pollinators (Great Southeast Pollinator Census), bumblebees (Southeast Bumblebee Atlas), and milkweed assassin bug censuses, bird surveys, and habitat assessments to document biodiversity gains. 

We document pollinators with, and contribute data to, the Great Southeast Pollinator Census and the Southeast Bumblee Atlas. 

Avery Young, Endangered Species Conservation Biologist from the Xerces Society and the Southeast Bumblee Atlas, and Georgia DNR Anna Yellin, visited carver and trained us on bumblebee identification and survey methods. By learning about our native bumblebees, Carver students can design stronger habitats that support these important pollinators. The goal of Seeds of Stewardship is to increase biodiversity on our school grounds. 

Rhexia nashii herbarium samples from USF Plant Atlas

Every act of stewardship tells a story. In this space, Carver students will reflect on their work caring for the living systems on our campus and share what their actions have changed, both in the land and in themselves. Through photos, writing, video, and student voice, these reflections will document how students grow as scientists, stewards, and community members while increasing biodiversity at Carver.

Student stories that answer one powerful question: What did my actions change, and what does that say about who I am?

Coming soon:

A 60-second video explaining Seeds of Stewardship

A before/after photo with student narration

A short written reflection paired with a data point

A child explaining why an amphiuma matters

A group explaining how they fixed something

A student reflects on being connected to nature through artwork and writing

Teacher sources for background research:

Darke, R., & Tallamy, D. W. (2014). The living landscape: Designing for beauty and biodiversity in the home garden

Druse, K. (1994). The natural habitat garden.

Mellichamp, L. (2014). Native plants of the Southeast: A comprehensive guide to the best 460 species for the garden

Tallamy, D. W. (2009). Bringing nature home: how you can sustain wildlife with native plants

Tallamy, D. W. (2020). Nature's best hope: A new approach to conservation that starts in your yard

Tallamy, D. W. (2021). The Nature of Oaks: The Rich Ecology of Our Most Essential Native Trees. 

Wasowski, S. (2020). Gardening with native plants of the South

Invasive Plant Ecology and Management: Linking Processes to Practice," edited by Julie A. Lockwood, Martha F. Hoopes, and Michael P. Marchetti

Classroom Videos to share with students: 

Growing a Greener World Episode 1008: Bringing Nature Home

Let Your Garden Grow Wild | Rebecca McMackin | TED

The Beauty of Native Plants I Drew Lathin I TEDX

Why Native Plants: Catherine Zimmerman (The Meadow Project)

Gardener to Guardian, Rewilding the Nature Around You I WILD HOPE: Nature on PBS