The Coastal Electric Bright Ideas Grant will support indoor gardening. The Carver and RHES Outdoor Education program are supported by the Kostka Lab at Georgia Tech, the Georgia Coastal Ecosystems LTER Project, and the University of Georgia Marine Institute to strengthen and support our schoolyard biodiversity stewardship. Our students will be conducting research studying the Juncus (a rush plant) in our schoolyard and how it can be used to reduce erosion and increase native habitat for the Ogeechee River Basin. We will be growing Spartina alterniflora for coastal Georgia conservation iniatitives at our school with support from Georgia Tech's Kostka Lab, Georgia Southern's Joesting's Lab, and the Georgia Southern Sustainable Aquaponics Research Center (SARC) in partnership with Georgia DNR, University of Georgia Marine Institute, and Sapelo Island.
Vego garden Tabletop Metal Corner Plant Stand Indoor with Grow Light, Full Spectrum LED Grow Light 2 Tier
Plant Propagation Station
Tetra 29 Gallon Fish Tank
Vego garden Mini Grow Lights Stand for Indoor Plants
Vego garden Grow Lights Stand
Please give a brief description of the project. (Limit 150 words.)
Building on our award-winning student stewardship initiative, students will propagate native wetland plants and coastal smooth cordgrass in the classroom using indoor growing systems. Students will collect native seeds, cultivate root stock, and manage indoor grow stations to increase schoolyard biodiversity and improve campus habitats. To investigate aquatic ecosystems, students will maintain living lab environments comparing freshwater organisms (snails and Juncus) with saltwater counterparts (snails and Spartina), observing habitat preferences and behavior. Crucially, mature Spartina alterniflora grown by students will be donated directly to university research partners, turning classroom horticulture into real-world coastal restoration efforts at key barrier island sites.
What makes this project innovative and/or creative? (Limit 100 words.)
Continuing its success from last year, our project brings advanced research typically reserved for middle and high schools to elementary students. Beyond our schoolyard, student-grown Spartina alterniflora supports barrier island restoration with university partners. Recognized with the National Wildlife Federation Eco-Schools Green Flag Award our project also represents the United States in the global #GenerationRestoration project from the Foundation for Environmental Education, proving young learners can drive real-world conservation work. Our students use real science to solve ecological problems while connecting to nature and increasing the biodiversity of our schoolyard.
How will this project benefit students? (Limit 100 words.)
This project builds deep ecological stewardship by connecting students directly to nature and giving them a heart for environmental care. By moving beyond the classroom to work outside, students gain hands-on scientific knowledge through active seed propagation and ecosystem research. They learn firsthand how to solve real-world ecological problems with science as they tackle habitat restoration and compare species behavior. Additionally, contributing student-grown plants to coastal restoration projects with our partners fosters immense pride and scientific identity, empowering young learners to see themselves as capable, lifelong stewards who make a tangible difference in their local ecosystem.
Please explain how you will implement this project. (Limit 250 words.)
Phase 1: Seed Collection & Propagation
Students will collect native wetland seeds (Juncus, Ludwigia, Rhexia) from our campus and local environment. In the classroom, students will set up hydroponic propagation stations using grow lights, jars, and specialized trays to germinate seeds and grow our campus species and Spartina alterniflora.
Phase 2: Duplicating Natural Habitats & Lab Setup
Using classroom tanks and jars, students will create hydroponic setups that replicate natural freshwater and saltwater ecosystems. Students will maintain both environments to raise freshwater snails with Juncus and saltwater snails with Spartina, observing habitat preferences, water conditions, and behavioral interactions.
Phase 3: Data Collection & Student Documentation
Students will document their ongoing research and plant growth through multiple methods, including scientific journals, digital photo logs, growth-tracking charts, and data entries shared with our research partners.
Phase 4: Schoolyard Replanting & Coastal Restoration
Mature plants will be transplanted into our habitats to evaluate root stabilization and erosion control. Student-grown Spartina alterniflora will be delivered to partner institutions for regional coastal restoration efforts at coastal field sites.
Phase 5: Outreach & Presentation
Students will share their findings through our project website, posters, and publications. Students will use their findings to inform campus stewardship and habitat restoration efforts.