MEEA Mini-Grants for Outdoor Learning Public Report by MEEA Admin

Mini-Grants for Outdoor Learning Maine Environmental Education Association 2020-2021

Over the course of the 2020-21 school year, MEEA received $200K from donors to distribute to public schools statewide to advance outdoor learning efforts. We received over 180 applications from teachers and were able to distribute funding to a majority of them. The grant program allowed teachers to apply for up to $1,500 to fund their outdoor learning projects, from projects like building picnic benches for classrooms, creating mud kitchens for young kids, outdoor learning curriculum development, and purchasing foul-weather gear. In this report, we share snapshots of the over 150 mini-grant funded projects across schools in Maine.

Contents This report is organized by the category of grantee’s project. If a project fits under multiple categories, the primary category was selected.

Adaptive Gear.............................................................page 3 Art Outdoors...............................................................page 4 Birding........................................................................page 6 Curriculum & Professional Development.................page 9 Foul-Weather Gear....................................................page 11 Garden/Greenhouse..................................................page 19 Outdoor Classroom Solutions...................................page 29 Outdoor Recreation..................................................page 55 Science Exploration..................................................page 65

Adaptive Gear

Deering High School Hilary Terhune at Deering High School used her funds to purchase adaptive equipment like sleds and wheelchair skiis for some of the high school students who use wheelchairs for their mobility needs. She went on to add, “Students from the Functional Life Skills classroom at Deering High School have difficulty accessing outdoor opportunities like their peers due to some of the students using wheelchairs for mobility and others having mobility challenges. Having adapted equipment such as our proposal mentions, will allow ALL of the students to access the wooded and green spaces near the school in cold and inclement weather conditions.” Terhune explained, “Using an adapted sled means our students can go into the woods or across a field without getting stuck in the snow or mud. Having this equipment means the students can attend more outings with their peers. And enjoy a learningrich experience more often. The Wheel Blades are an invention of Patrick Meyer, an entrepreneur and person who has been living with an incomplete spinal cord for more than 20 years. He invented this amazing equipment to facilitate movement in the outdoors for wheelchair users from Switzerland to the USA. Thanks to the MEEA, our students have access to two sets of skiis to enable more independent movement on icy or wet surfaces. This is a step in the right direction to increase accessibility in our community!”

All photos may be used in media, please contact grants@meeassociation.org for more information.

Art Outdoors

Amanda C. Rowe Elementary School At Amanda C. Rowe Elementary School, grant recipient Jessica Puzak reported that her funds were used to support the school’s art teacher, allowing him to hold the majority of his classes completely outdoors. She shared, “The overarching goal is to demonstrate to the rest of the school community that with investment, it is possible to teach kids outside all day.” The pandemic forced Puzak and her teachers to get creative with their lessons due to changing class sizes and lessons. Puzak explained, “classes need to have new projects because these classes have already completed the projects early in the school year using materials ordered at the beginning of the school year. So, new learning activities are required which consequently also requires new materials. New projects require new materials, especially in regards to art classes.” It was clear that the art classes benefited greatly from the increased outdoor space. This grant allowed the art classes to purchase the materials they needed to make the transition to outdoor classrooms. Puzak clarified that, “with space constraints with adding more students, and given the requirements for distancing, relocating to an outdoor space and providing art activities fully outside is a sustainable solution. In setting up outside, there is a need for specific materials that can be used outside; additionally, the types of activities also require some different storage and space logistics to make outdoor learning happen, especially since there are no permanent outdoor learning structures on the school property.”

Lyseth Elementary School

At Lyseth Elementary School, art teacher Katie West put her funds to good use by purchasing a garden cart, 2 water quality testing kits, outdoor learning texts, and other supplies for learning in the spring. “Students gained in their ability to know how to dress and take care of themselves in all sorts of weather,” explained Wes, “They became familiar with the school surroundings, and they transitioned from students who went outside to play to students who went outside to learn and explore.” West shared, “We were outside in all weather and students were eager and joyful to make art in the environment. Our practice ranged from land art exploration, sketchbook Tuesdays, naturalist based observational drawing, Stick based sculptures, abstract expressionist exploding paint art. The students loved it. They felt energized and loved being physical as part of their art making practices.” West was able to teach outside all year. She related that she felt as though it “opened the eyes of fellow teachers to that it is possible to integrate the outdoors into our curriculum. Every teacher was happy to have their students learning outside... They were amazed at how focused and attentive the students were. They exclaimed, ‘This is amazing!’ Students were able to distinguish the similarities and differences between the woods at school and the spot we walked to across the street.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Art Outdoors

Crescent Park Elementary School At Crescent Park Elementary School, school principal Tanya Aresenault used her funds to create a StoryWalk at the school. The StoryWalk was built on an existing nature trail at the school and is shared with the community. During the school day, it’s accessed by Pre-K through Grade 5 Teachers, allowing them to teach elements of stories such as setting, characters, and problem/solution. Aresenault explained that “through this outdoor experience, teachers can bring learning outside while working to teach everything from early foundational skills to more complex literacy components.” She went on to add, “The community will be able to utilize the StoryWalk as well as our sign at the opening of the walk outlines how families can enjoy the story. The sign explains how families can act it out, make predictions, ask open-ended questions or just enjoy the story. This helps families to understand how they can support their child with reading and how they can enjoy the book together.” This community and school resources will also be used simply to “promote pleasure reading with our students. By displaying student artwork outside, the trail also promotes the arts and celebrates the work created by our young artists.”

WG Mallett School

The W.G. Mallett School in Farmington used MEEA funds to increase the opportunity for creative arts engagement while outside in the playground space of the school. Over the past few years, the outdoor play space has undergone a transformation with the help of a grant from Learning By Nature for ME, to create an outdoor learning space with more natural elements to increase student engagement, including a tunnel to crawl through, a hill and rocks to climb on, logs to balance on, a bridge to walk or roll over, a teepee to sit in, and new shrubbery and trees to see, smell, touch, and even taste. “We often bring some of our creative arts curriculum outside, but felt that music was something that was missing from the space,” said Pre-K teacher Erika Neal. “As this playground is heavily used by the community when school is not in session, I wanted to provide instruments that could be made a permanent feature of the playground and would be accessible to all.” The school used the grant funds to purchase a Whale Drum and a Chime Wall from Maine artist Jim Doble at Elemental Design to further transform the playground into an interactive, engaging, exciting place for children to learn. “I think the addition of the instruments purchased with these MEEA grant funds will help to provide an additional creative outlet for the children from our school and the greater community,” said Neal.

Birding

Beech Hill School

Christopher McGuire, 4th and 5th grade teacher at the Beech Hill School, used his funds to purchase a few things including a game camera, two bird feeders, birdseed, suet, a hummingbird feeder, and sugar. McGuire shared, “My class has seen various types of birds and both types of squirrels that call our environment home.” “The biggest impact of this outdoor learning has been the ability to see animals from our environment close-up,” explained McGuire. “My students are able to look at birds and squirrels with only a glass window between them. The students have formed a connection with the daily visitors because they work in pairs to make sure the birdseed doesn’t run out on the feeders.” McGuire continued, “One student was able to see that one of the squirrels was a nursing mother. We wouldn’t be able to see that without being close up. We are all very excited to see the hummingbirds and to learn about the unique bird. Sometimes the mourning doves are eating off the ground and most days the squirrels are making a mess of things. About once a week someone will say, ‘The squirrels are back!’” “I feel as though the students have a bond with the animals they see everyday, McGuire shared, “I am hopeful that this bond stays with the students and their memories of this experience last long enough for them to pass on to someone young years from now.

Birding

Mountain Valley High School

Todd Papianou at Mountain Valley High School used MEEA funds to purchase binoculars to support a new birding initiative, and to develop and create a trail network around the campus. The trail project is an ongoing initiative, and MEEA funds were used to replenish tools and equipment with new pruners, loppers, and a few grub hoes for bench cutting. “Our students love to be outside. Even for a casual stroll on our new bike trail through the forest and along the old ski jumps. Or, when we can get down the hill to the river and paddle the standing water of the Swift river adjacent to school.” Todd and other teachers at Mountain Valley High School hope that their outdoor learning initiatives will engage their students in a lifetime pursuit connected to their natural environment. “I took students on a local trail we established about a decade ago that winds its way up to the top of “Porcupine Ridge” with a commanding view of the river valley and town of Rumford. We used the binoculars to spot landmarks around town and watched a pair of hawks battle a raven over the ridge. We brought pruners and loppers to clear the new growth and creepers reaching across the trail and identified some blowdowns that can be cleared in an after-school session this Fall.” Trail maintenance and birding trips for students will continue to be offered in the 2021-22 school year.

The Mountain Valley High School in rural Rumford used MEEA grant funding to enhance its science curriculum by purchasing a field optics inventory (binoculars and field cameras), start a phenology garden, build a wildlife feeding area for observation, and run an “avian window strike” study. The avian window strike study involved students seeking answers on how to minimize bird collisions with windows by assessing different colored distractors hung on large windows. “MEEA grant funds acted as a catalyst to take traditionally in-door lesson plans outside-- something that a majority (but not all) students looked forward to daily. This transition has made it obvious that we were not getting as much as we might have- pedagogically-- out of our resource-rich and diverse natural surroundings,” said teacher Christopher Perks. Mountain Valley High School had two teachers who received MEEA grants (within the science and physical education departments), who are now working together on longer-term planning on environmental and natural history subjects, and the rolling out of a birding club. “Plans to value the birding club (and other associated clubs) at the level of traditional ‘sports’ (eventually) is exciting,” added Perks. “And our bird window strike study 2.0 to be initiated in the fall is important local research that informs knowledge of our local impacts.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Old Town High School

The funds awarded to the Old Town High School school were used to purchase 15 pairs of high quality binoculars for use in classes such as AP Biology and Environmental Science, General and Honors Biology, and Wildlife Biology. The school’s campus is right next to the University of Maine’s experimental forest, which allows the opportunity for science Rad Mayfield to go on birding trips with the students. “Last fall, I built an outdoor classroom for our students to learn in. It has a glass marker board and Internet access via an outdoor antenna. Now that spring has arrived with warmer temperatures, I anticipate getting out often with my students to utilize this resource and the binoculars we purchased with the grant. In the past, we used binoculars they brought from home, but often we were sharing pairs because some students just did not have them,” said Mayfield. One of Mayfield’s students won the “Taking the Pulse of the Planet” award from NOAA at the State Science Fair this year for her project on the impacts of climate change on three species of Maine birds, a project she conducted using binoculars like those purchased with the grant. “Nature has much to show us and teach us and it is my hope that, through these and other outdoor learning experiences, students will learn the importance of environmental awareness and conservation and protection of our natural world,” said Mayfield.

Curriculum & Professional Development

Birding

Marshwood Great Works School

Sara Allis, at the Marshwood Great Works School used her funds to build a birdwatching kits which included a class set of field guides on eastern birds. One of the main barriers in getting students and teachers outside, especially during the winter, has been modes of transporting materials outside. To tackle this, Allis used some of her funds to purchase large ice fishing sleds that help teachers bring out gear and materials to their outdoor classrooms. Another way that Marshwood Great Works School navigated challenging classroom restrictions was by providing all students with “buckets with lids to carry supplies like dry erase boards”, which can double as, “a seat or desk anywhere on campus, ‘’ Allis added. To involve the students in an active role, Allis included them in the construction and placement of birdhouses purchased with her funds. She explained, “Students in our behavior room assembled the birdhouses and then groups of students hung them around the campus. Students researched specific birds and where the nesting boxes should be placed for the birds to use.” Allis highlighted the benefits of outdoor learning, sharing that, “Our school community has embraced outdoor learning and will continue to strengthen our connections to the environment for students and teachers. The parent response has been very positive and community members love to see our students learning outside.”

SeDoMoCha Middle School Stacy Shorey, superintendent at the SeDoMoCha Middle School used her funds to purchase binoculars for middle school students. They were able to purchase “five bushnell binoculars and three smart phone adapter binoculars...also able to purchase a dozen plastic binoculars for elementary students.” Shorey shared, “As we move forward we are planning to use these binoculars when the 6th grade class goes to hike Borestone in June. They will be especially helpful when students reach the summit and are able to see a variety of other ranges, tree types and birds through them. They are hoping to be able to get close up views of eagles and falcons on their hike.” The grant had a significant impact on the school’s ability to purchase quality equipment for its students. Shorey related that the binoculars that attach to a smart phone are particular useful because students can take pictures! The binocular have been a particular asset for exploring a local nature trail. Stacy elaborated that it “has a variety of grasses and water running through it. This variety allows for us to have a variety of birds, insects and animals that use our trail. We also have a pair of eagles that fly over the trail. The binoculars have given students an opportunity to look into the trees and see what might be living there.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Gerald E. Talbot School The Gerald E. Talbot School has been working with Meg Edstorm Jones, the Director of Educational Partnerships at the Ecology School of Maine. Meg and grant recipient, Kayla Routhier, began their collaboration in the fall, to develop a plan for outdoor learning activities for students in the Bridge program. The Bridge program is a life skills classroom, and students in the classroom have diagnoses of multiple and severe disabilities. Its goal to collaborate in creating learning activities that would be accessible for our students, who have differentiated intellectual and physical abilities. Routhier shared, “It has been fun to have our morning meetings outdoors, where students can observe their environment (i.e. when we sing the weather song, they are able to see and feel what the weather is). Learning outdoors also allows our classroom to have group activities.” Being outdoors allows the students that Kayla works with to participate in group activities and spend time around their peers. Additionally, it allows these students to participate in learning experiences with their mainstream classroom peers outdoors because of the flexibility of mask wearing and the ability to distance outdoors. Our team of teachers have observed the benefit of outdoor learning for our students. Once students are settled into an activity outdoors, they are generally observed as more engaged and more likely to sit and participate for longer in the activity.

Milbridge Elementary School

In fall of 2020, Milbridge Elementary School teacher Alison Wallace used MEEA funding to connect with Maine Outdoor School and help students learn about different life forms in the local area. Learning outdoors, students connected information to science class as they learned about plant life cycles, signs of spring, and compared their outdoor observations during different times of the season. Students were also able to go on a walking field trip to Milbridge Commons, the community park, to compare the living things there to what we have behind the school. “A particular success from this outdoor learning series was when we asked students at the end of the first day to write their answers to ‘how does outdoor school make you feel?’ The words they used were: happy, fun, calm, safe, good, and awesome. It is so special to be able to provide experiences that lead all students to have those good feelings. A student also wrote, ‘outside is more important than I thought!’” “I am amazed and excited about how the students thrived in the outdoor setting and how excited the students that normally do not participate in class were eager to express their science knowledge. It truly warmed my heart to see all the students interacting with the outdoors and loving the learning experience,” added Wallace.

Curriculum & Professional Development

RSU 14 Katahdin Program The RSU Katahdin Program, an alternative education program for students grade 10-12, used MEEA funding to support staff development in outdoor skills, with the aim of supporting students (particularly young women) who lack access to outdoor enrichment activities, in a camping trip. These outdoor skills include navigation, outdoor meal prep, fire starting, fly fishing, canoeing and foraging, “Working in Alternative Education, with at-risk youth for over a decade, I can attest to the decline in student engagement in academics and outdoor activities as personal electronic devices have become more common,” said Christine Fredette, Katahdin Program teacher. For many Katahdin Program students, their first outdoor experiences are with the program. “Some have never been camping, fishing, hiking, skiing, or kayaking. I am always amazed when a student tells me that they have never been to the ocean, or rolled up their pant legs to get a closer look at creatures in a tide pool,” said Fredette. The school is using the funding to send two staff members to a Women’s Skills Building Weekend with Maine’s Outdoor Learning Center, and then to lead a girls camping trip with students upon their return. “Having the opportunity to develop and expand our staff’s skills will give us the ability to impart this knowledge and growth onto our students,” said Fredette. “We are firm believers that new experiences, especially those found in nature, allow for profound growth,” added Fredette. “Our hope is that with an infusion of nature, away from the routine, we might create a spark that inspires the next generation of stewards into action (or maybe just camp once a year with their families).”

Kingfield Elementary School

Kingfield Elementary School, located in the small town of Kingfield, used the MEEA mini-grant to support professional development and outside speakers for students. “As we have transitioned to more outdoor and place based learning we have been seeking partners in the process,” said Principal Johanna Prince. “This year we have been thrilled with a number of these partnerships, and our MEEA grant made two of these financially possible.” Prince invited Anne Stires from Juniper Hill School for Place-Based Education for a site visit and professional learning with staff, half of which was supported by the MEEA funds. “Anne’s review of our spaces was amazing, and led to the creation of our Forest on a Hill classroom because of her ideas,” said Prince. Second, Kingfield began a partnership with Maine Local Living School as it seeks to enhance use of its facilities and enrich its connection with the natural land. During the MEEA-supported visit, Maine Local Living School educator Chris Knapp worked outside with all students K-4 to learn about traditional winter foods of the Wabanaki people. “The students and teachers adored the time outside, and this visit led to six more visits that we are planning with him this spring to enhance our capacity to teach and learn outside,” said Prince.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Foul-Weather Gear

Kate Furbish Elementary School

The Kate Furbish Elementary School in Brunswick is a school of over 500 students in grades Pre-K -2. The school opened in September 2020, with Covid restrictions. “Opening a new school is a huge job and designing instruction during Covid just doubled the task!” said teacher Tracey PeckMoad. The school used mini-grant funding to purchase quality winter clothing in a variety of sizes to ensure that all students are fully prepared for outdoor winter learning. With the funds, the school bought boots, snow pants, coats, wool socks, waterproof gloves, and wool hats. “When the school opened we discovered that a large piece of wooded property at the back of the school had been cleaned out and set up for outdoor classrooms by the Cathance River Education Alliance and the Brunswick Topsham Land Trust. They created four classroom areas, three trails and mounted treasure boxes on trees. It soon became known as the Enchanted Forest and hosts classes, lunch, read aloud time and hiking/ snowshoeing,” said Peck-Moad. Working with CREA, teachers determine the clothing most in need for students to get outside. “This winter clothing closet allowed kids to go outside for “walking snack”, recess in our new nature based playgrounds, hikes in the woods, science lessons studying everything from bugs to snow, and even outdoor Physical Education,” said PeckMoad. “Although Covid may have helped move our teachers to more outdoor based activities, it is now a core piece of our school culture and the Winter Clothing Closet has allowed that to happen,” said Peck-Moad.

Peaks Island Elementary School Ben Robinson, teacher at the Peaks Island Elementary School, used his funds to purchase outdoor gear to enable his school to continue outdoor learning into the rainy and cold months. He shared that, “Teachers surveyed school families to determine what gear students needed. In the end, we purchased snow pants, rain jackets, rain pants, rubber boots, winter boots, gloves and hats to suit the needs of our student body. By obtaining these supplies, we were able to continue our outdoor learning projects throughout the winter months.” This gear has had an impact on the school and the community. “As a school, we have used our gear to get us outside in ways that help the Peaks Island community. We have taken multiclass trips to Centennial Beach, where students and staff worked together to clean up trash from the beach. Staff emphasized that every piece of plastic and debris that we keep out of the ocean helps save the lives of the sea creatures we cherish”, Robinson shared. The impact has been the greatest on the Pre-K and Kindergarten students, Robinson added, “The teachers took the time to equip a full outdoor classroom before the school year began, and have spent the vast majority of every day utilizing their space to its fullest potential. They are only driven inside when the children’s hands get too cold for writing outside.

Foul-Weather Gear

Conners Emerson School

The Conners Emerson School in Bar Harbor, serving students K-8, used MEEA funds to buy 30 pairs of medium shoe traction “creepers” for winter outdoor learning. These grips are especially useful for student safety when doing lake activities when there is no snow on the ice. Science teacher Brian Cote teaches middle school students outdoors, exploring activities like ice fishing, water quality monitoring, writing, survival shelter building, and watershed mapping. “I also take students ice fishing after school for 5-10 days each winter. These activities are near impossible with sheer ice on the ponds and lakes of Mount Desert Island,” said Cote. Cote also collaborate with local partners--wildlife ecologists and aquatic limnologists who support the exploration and natural inquiry of Conners Emerson students. The purchase of the “creepers” allows students to go out and participate in lake ecology activities whether or not there is snow on the ice. Likely, the use of these shoe tractions will continue for years to come by students at Conners Emerson School.

Foul-Weather Gear

Katahdin Elementary School

Hall-Dale Elementary School

Sipayik Elementary School

The students at Katahdin Elementary School are typically prepared with gear for long Maine winters, but not necessarily for muddy and wet “in-between seasons.” Thus, Katahdin Elementary used MEEA funds to purchase quality rain pants for use in fall, winter, and spring outdoor learning. Katahdin Elementary, across grade-level, is shifting to a whole-child approach to learning, with outdoor learning as the central focus. “Instead of studying Arctic animals in winter as the science program suggests, our Kindergarten teacher had students learning about Maine animals in winter. Kindergarten students became nature detectives as they trekked around the paths on our school grounds searching for and observing tracks of snowshoe hare, deer, moose, and bobcat,” said teacher Brittany Arbo. “Kindergarten students have also engaged in studying a beaver family that lives in one of the ponds behind our school. Parents have donated game cameras for the kindergarten class to capture and observe animals in their natural habitat.” Due to COVID, field trips have been put on hold this year, but community partnerships remained. “This year, we partnered with The Katahdin Learning Project (KLP) to provide place-based learning on Katahdin Elementary School grounds. On Adventure Fridays, sudents have learned about Maine animals in winter, have engaged in team-building activities as they learn about Maine author and musher and his sled dog team. Through the KLP, students have learned how to snowshoe, how to tap maple trees, about vernal pools, and have engaged in place-based lessons that align with our science curriculum,” said Arbo.

Hall-Dale Elementary School in Hallowell used the grant money for a variety of outdoor-related uses: from outdoor gear, to garden supplies, to chalkboard and art necessities. First, the school purchased extra snow gear for grades K-2 (gloves/mittens, hats, and snow pants), to ensure that all students can participate in outdoor activities even if they forget or do not have appropriate clothing. The school also used the funds to purchase supplies for the garden that is maintained by students and families, sandwich board-style chalkboards with chalk and erasers to use in outdoor classroom spaces, and Sunprint paper for 2nd grade classes. Bringing learning outdoors during the COVID-19 pandemic has brought new opportunities to students at Hall-Dale Elementary. “While students have always enjoyed their time on the playground and playing field, now they are able to push to the edges of the property where they discover the sour berries of staghorn sumac near the entrance, juicy blackberries lining the back field, and a network of trails in the woods,” said teacher Caroline Karnes. “During weekly outdoor ed classes with one fourth grade class, students have been able to apply their learning in almost every subject,” said Karnes. “They have compared and contrasted the digestive systems of humans and birds, identified fungi and organisms from various kingdoms, used sounds in nature to make their writing more concrete, and practiced compass and map skills by building snow models and orienting maps of the property.”

Diana Mahar, a grade 5 teacher at Sipayik Elementary School, used her funding to purchase boots and socks for students in the 3rd through 8th grade. She explained that these materials will allow teachers to plan on outside activities and students will have access to protective gear for their feet. Mahar partners with several local organizations, including the Down East Institute, Schoodic River Keeps, Downeast Fisheries Partnership, and the Sipayik Environmental Department, to seed the clam flats around the [Pleasant Point] reservation as a field research project. “The goal is to involve students in the revitalization of the clam flats while learning about their environment and the role fish play in the Passamaquoddy Culture,” explained Mahar, “The reservation is surrounded on 3 sides by tidal waters. Our school is located in the heart of the community.” Unfortunately, due to a COVID-19 shutdown in early June, Mahar was unable to bring her students out to the flats for a planned outing to seed clams during low tide. Mahar expressed that though they were unable to get out this spring that she and her students intend to make the trip in the early fall!

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Foul-Weather Gear

W.G. Mallett School

WG Mallett School kindergarten teachers used MEEA funding to purchase 100 rain suits for the kindergarten students for usage in the outdoor learning Woods Wednesdays program. Since Woods Wednesdays takes place fully outdoors, it is important for each student to have the proper attire to do so. “I can not wait to use these rain suits next year. Unfortunately, after they were ordered and arrived we were unable to truly use them this year. Instead, we had the kiddos put them on and enjoy the love of water from the school hose,” said teacher Hannah Goodenow. There are six classes of kindergarteners, and not all students have proper rain gear at home. “Nature and being outside is so important in a young child’s life but with our population it is hard for many of our families to have the right attire for their kiddos. We would love to be able to do nature days no matter the weather, especially because currently we only see our groups 2 or 3 days a week. Providing our kiddos with the correct gear allows us to get outside more often,” said Goodenow. “I am so thankful that now each and everyone of our kiddos will have a rain suit so no matter the weather we will be able to go out not only on woods Wednesdays but for recess as well,” added Goodenow.

Gorham Middle School At Gorham Middle School, grant recipient Heather Whitaker used her funds to buy appropriate gear to dress students for Maine’s weather. Outdoor education is a key part of Gorham Middle School’s Alternative Education Program. She explained, “These experiences provide our students with an opportunity to learn about direct consequences for their actions.” Whitaker added, “Given the socio-economic make-up of our students, families are not financially capable of supplying these items. We also do not have the school budget to purchase the type of gear we need. Because we do not have the right gear, we are limited in the types of hikes and experiences we are able to participate in. “ Being able to access outdoor education has had an immense impact on these students’ lives. Whitaker added, “It has proven to have a tremendous impact on student self-perception. For example, a student who is living in foster care and has no known family member that has graduated from high school, was focused and attentive during all of our outdoor education experiences. He even decided he wanted to pursue a career in the outdoor industry in some capacity.” She concluded, “When working with youth at risk, there is a greater need for learning to be experiential. By making learning come alive, student motivation and engagement dramatically improves. Our outdoor education units expose students to the possibilities of the world around them and ignites a passion for their future.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Foul-Weather Gear

Governor John Fairfield School The Governor John Fairfield School in Saco used the funds to purchase outdoor learning gear including snow gloves, snow pants, jackets, shovels, sleds, snow toys, parachutes, bucket seats, and magnifying glasses. The pandemic shifted the normal dynamics of kindergarten at the school. “Ordinarily, kindergarten is about sharing, collaborating, taking turns, playing games, getting messy, hands-on learning, and giggling up a storm. As educators, we needed to reconfigure our plans and get creative about how to keep the heart of kindergarten beating. How could we get our students to share and take turns if they couldn’t share materials? How could we encourage collaboration and problem solving if they are seated six feet apart behind plexiglass barriers?” asked Kindergarten teacher Jamie Paige. Fairfield School collaborated with the school PTO to create outdoor learning spaces using tents, stumps, and sit pads. The school wanted to use the outdoors to build relationships, encourage exploration, and allow for collaboration. “This was one of the best winters in my teaching career,” said Paige, who noted that the students built sledding hills and snow forts, planning and collaborating together. The outdoor learning shifted forms as seasons changed. “They excitedly looked under logs to find insects and in trees for budding leaves. This led to math lessons about addition and subtraction using worms (they were unharmed), pine cones, and twigs,” said Paige. “This year has taught us that kids are resilient and nature can provide valuable lessons and educational opportunities. I hope that outdoor classrooms and lessons continue to be a priority for schools,” added Paige.

Monmouth Memorial School

At Monmouth Memorial School, grant recipient Judy Macomber is putting her funds to good use by purchasing raincoats that enable students and staff to get outside during rainy weather. This use of funds was a common trend, showing that other teachers across the state like Macomber are invested in getting their kids outside to show them that learning outside doesn’t have to be just a good weather activity. She shared this about her Pre-K through grade 2 students, “Students have embraced the new gear and it has allowed for further development of fine motor and continued gross motor play and learning. For example, on an outdoor display of animals and their habitats, our children were able to collaborate and work on learning during inclement weather. The suits offer head-to-toe coverage and are perfect to keep our kids warm and dry.” She added, “Another morning while investigating leaf clutter in the rain, students determined their opinions of insects and developed reasons with examples to support their writing back in the classrooms. This outdoor gear has allowed staff to implement safe and comfortable learning environments for our kids in any kind of weather.”

Foul-Weather Gear

Loranger Memorial School

Loranger Memorial School in Old Orchard Beach used the grant money to purchase supplies for outdoor learning, including snow pants, storage clipboards, a whiteboard easel, wood for benches, and a classroom supply bucket. Building the wood into benches was a project undertaken by high school alternative education students. “They ended up learning how to use a variety of tools as they leveled the stumps, attached the planks, and used a router to carve “LMS” into the middle of each bench. They were excited to create something for the younger students to use,” said science teacher Laura Seaver Maley. One day, students were struggling with a project involving diagrams of the moon phases. Seaver Maley took the students outside to the outdoor classroom and led a brainstorming session about what makes a successful diagram. “We brought our colored pencils, clipboards, and papers out to our benches. Students sat quietly in the winter sun, drawing diagrams and adding details. When individuals finished they took a walk across the field while others took more time to create and refine their work,” said Seaver Maley. “The diagram lesson did not need to be outside, but to have that option made the day immeasurably better.” said Seaver Maley. “It has been a strange year in countless ways, but having benches and snowpants has encouraged me to rethink where I can teach a lesson. Having the outdoor space ready to use, and the snow pants to make it comfortable to use, along with a schedule that allows for two hour long classes has really helped me get outside with students more often,” said Seaver Maley.

Foul-Weather Gear

Bowdoinham Community School

Georgetown Central School

At Bowdoinham Community School, Lucy Atkins employed her funds to get the kindergarten and first grade classes outdoors. Atkins used her funds to buy foam sit spots, wool socks, rubber boots, water bottles and Grundens rain pants for the kindergarten and first grade classes. Experiences outdoors is important for this community as Atkins explained, “Bowdoinham kids are gritty (it’s in our school song) and enjoy the outdoors year round. Our community is an eclectic mix of farmers, artists, blue collar workers and retirees. While our students come from a wide range of economic and ethnic backgrounds, they all benefit from outdoor learning and gaining respect for each other, nature and their surroundings.” The pandemic offered the school an opportunity to expand the impact of outdoor learning by adding things like “a kitchen to our Forest Classroom and widening our perspectives on how to teach the fundamentals of what our community holds dear: a connection with each other and with our natural resources.” Atkins added, “We have been motivated to increase our students’ access to outdoor learning for years, and our practices continue to improve.” Atkins explained that the, “meaningful learning piece comes when we put it all together: showing care and respect to each other and our surroundings, taking responsibility for our decisions and actions and learning from each other and our mistakes. Our students need to be offered opportunities to make choices and learn from them. We want to offer that choice consistently to every one of our students, year round.”

Nina Willette, principal at the Georgetown High School, has used her school’s funds to ensure that her students get outside in all types of weather and regardless of access to personal outdoor gear. Willette shared, “Georgetown School has always been grounded in hands-on learning, much of which takes place in natural outdoor settings. This year, outdoor learning at Georgetown Central School has moved from project based occurrences mainly in fall and spring, to daily occurrences of outdoor learning...Outdoor learning has brought new excitement to teaching and learning for staff, students, and community members of Georgetown. Residents of Georgetown, including the Georgetown Island Education Foundation, have been supportive of this new initiative from the beginning. This rain gear has been particularly useful for younger learners, Wilette explained. She extrapolated on this by providing an example of “Woods Wednesdays”, a day where “students head out to the woods for morning meetings and a learning activity that is grounded in nature-based learning... Woods Wednesdays takes place in all types of weather, which is why establishing a “gear closet” at school for students has been so helpful in being able to offer these opportunities. Teachers work with students to teach them the steps of getting geared up to go outside. We have quickly learned that if students are not properly equipped to learn outdoors, it creates a barrier to learning.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Mount Desert Elementary

Mount Desert Elementary is located in Northeast Harbor, and has a variety of outdoor learning spaces available at and around the school. “The trails are beautiful year round, but can get icy in the winter months,” said Sarah Dunbar, middle school science teacher and science enrichment coordinator at MDES, a school for K-8 students. “We also have a short walk to the shore which can provide a rich outdoor classroom.” Dunbar used MEEA funding to purchase outdoor gear to enable students to learn outdoors all year round. “We used the ice stabilizers when we took our 7th and 8th graders on Somes Pond for a frozen classroom. Students went on a nature walk learning about habitats and animal life around the pond. We also discussed tree types and what we found in our area. We spent part of the day ice fishing and ice skating. It was a lovely day spent outside and it was more safe and enjoyable because of this grant and the equipment we purchased with the funds,” said Dunbar. “I liked how on the field trip we had creepers so I wasn’t slipping around, so it prevented me from getting a concussion,” said 8th grade student Olive. “It was cool to learn about all of the different animals and how they adapt to winter, like hibernation or burrowing food away. After we went on a nature walk it was really fun to learn about ice fishing, and I even got to catch a fish!” said 8th grade student Sasha. “When we went ice fishing I used the gloves, and hand warmers provided. I think that having winter gear available was really helpful because it’s harder to have fun when you’re cold and trying to focus on warming up,” said 7th grade student Autumn.

Foul-Weather Gear

Hope Elementary School

At Hope Elementary School, grant recipient Sarah Schrader used her funds to purchase outdoor winter gear. She explained, “The insulative and waterproofing quality of outdoor gear materials is crucial when learning and playing outdoors in the winter and not all gear is created equal.” The purchase of this gear makes outdoor education more accessible. Schrader explained that , “It is unfair to assume that all students have adequate outdoor clothing, but this year all Multi-Age students had the gear that they needed to stay warm and dry outside, thanks to MEEA!” Schrader shared some responses from students, “When asked what they love about learning outside, HES Multi-Age students say, “making forest tea, running and playing in the Grasshopper Woods, how peaceful it is, listening to the birds, smashing rock, sitting tree, seeing the animals, the light and sun, our sit spots, learning how to stay focused.” A second grader so eloquently put it, “the more you learn outside, the better you get at it.” The impact of the grant was clear, Schrader clarified, “The ample outdoor space and fresh air offered another layer of safety through this pandemic and the natural world inspired and motivated the majority of our thematic and science learning, within which the rest of our targeted academic skills integrate. It was incredible to not have to take a break from this naturebased learning in the winter time.”

Holbrook Middle School Holbrook School used the funds from MEEA to purchase coats and boots for students to borrow. This allowed students who forget their coats or boots to comfortably participate in both outdoor recess time and structured outdoor lessons. With “borrow boots” and “borrow coats” available, students are more appropriately dressed for outdoor recess and thus, enjoy it more. “We are also finding teachers incorporating outdoor activities into their lesson plans more frequently. Knowing that all students have access to coats and boots means teachers can count on everyone being able to go outside and make biome observations or study the atmosphere,” said superintendent Susan Smith. The school worked with family-owned business WS Emerson in Brewer to purchase durable jackets with a waterproof outer shell and a cozy inner fleece. “This flexibility means our students can get outside in a variety of weather,” said Smith. As a result of this year, the school board is in the process of revising its mission statement. “We are adding more emphasis on becoming known for distinctive outdoor education programs that provide all students with opportunities for learning about and gaining skills in the natural world. We are adding the phrase ‘Our students are… responsible stewards of our world’ to our Mission Statement,” said Smith.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Garden/Greenhouse

South Portland High School

South Portland High School used MEEA funds for supplies for creating and maintaining two rain gardens, including plants, soil, and tools. Funds were also spent on professional development planning time on an hourly teacher rate for reaching out to community members, coordinate zoom meetings, and purchasing supplies. In one rain garden, students worked on plants that needed care after lst summer’s dry weather and lack of watering. The students also installed a sign at the first garden. The second rain garden was a new installation. “This year many students were learning from home. When students started to learn about rewilding the Courtyard and the benefits of rain gardens this had to be done virtually. We had two fantastic local community members who met with our students virtually.” Students were able to learn about the benefits of native plants and genetic biodiversity, as well as pollinator gardens by getting involved in a local school yard project. When it came to installing the rain garden, students who had been remote came to school for the first time all year to help construct the garden. Students dug out space for the rain garden and brought in 40 bags of soil, then planted native plants. “It was exciting for us all to finally be together in person and to be actively engaged in ecological concepts we had learned this semester.”

Gerald E. Talbot Elementary Allison Richards, grade 2 teacher at Gerald E. Talbot School used her funds to purchase materials and tools for their first-ever ‘Wake up the Garden’ event. Richards explained, “Throughout the week, the garden team, classroom teachers, staff, and students all had an outdoor learning experience in our beautiful school garden! Students helped ‘wake up the garden’ by removing layers of straw, leaves and seaweed from the fall, turning over the soil, and weeding garden beds.” Each student was able to take home a small pot, soil, and a sunflower seed. Richards shared that, “Students have been so excited to share the growth and progress of their seeds since planting. They have brought their seeds home and shared them with their families and kept them at school to watch and monitor their growth...The goal of this activity was to extend the reach of science education beyond the garden and into students’ classrooms and homes (an exciting but rather optimistic project goal).” A particular success of this activity came from one student, N, a fifth grader. Richards related that “[the student] was very excited about the planting project and kept careful watch over her seed, watering it daily. After a week of patient care, her seed sprouted! So excited by it’s progress, N had her mom send an email to her classroom teacher with a picture of the new sprout. N’s mom wrote, ‘She is so proud’”

Garden/Greenhouse

Harmony Elementary School

At Harmony Elementary School, MEEA grant funds were used to purchase items to support the existing student garden and to create a pollinator garden. The school purchased a small shed, an electric rototiller, seed starting supplies, seeds, soil test kits, gardening kits with tools and gloves for students, multiple hoses to reach from water supply to gardens and fertilizers to boost soil quality. “The items purchased will be incorporated into the summer school program and have helped to increase the number of students attending! It has allowed students to interact and work with the head of maintenance for assembling the shed and planning location for the new garden”, said teacher Amanda Patterson. During lessons, students are taught about food growing and concepts of sustainability, as well as soil and water quality. “Students have exhibited more community-mindedness, an understanding of the importance of preservation of pollinators and ecosystems, too,” said Patterson. “Students are invested in the garden and without prompting, have been checking the quality of seedlings, asking about weeds, keeping an eye on water needs, and even cleaning up the playground.” The garden project has generated conversations at home, particularly about the use of pesticides and the importance of bees. Surplus food from the garden will be donated to the local food pantry. “This serves the greater community and allows students to “provide” for their families, as many of the students here benefit from the food pantry. Overall, the experience has been incredibly positive and continues to grow,” said Patterson.

Garden/Greenhouse

Holbrook Middle School

Strong Elementary School

The Holbrook Middle School used MEEA funding to reclaim an overgrown space (formerly a school garden) and use it as an outdoor learning area and school garden. The school used the grant money to purchase wood, loam, and compost to make 3 additional raised beds. With the funds, the school purchased vegetable seeds and potting soil for seedlings. In addition, the mini-grant covered the purchase of tools for students to use during the gardening club. “In these times of COVID creating spaces where students can work outside can support social-emotional needs and help us get kids outside in a safe and appropriate manner,” said principal Ashley Allen. Fortunately, the funds also covered the purchase of materials to build a fence. The fence proved crucial to keep wildlife out of the garden area. Thus, the vegetables are able to grow to full size and be used in both the school kitchen as well as the food pantry nearby. “Having students help raise healthy options that we can harvest to donate to our own families in need as well as the greater community is what is at the heart of this project. We see it as a way to connect various aspects of in-class learning as well as helping the community,” said principal Ashley Allen.

At the Strong Elementary School, Brenda Dwiggins embarked on a journey to further the school’s outdoor learning areas. Dwiggins shared the impact that this has had on a key learning area, the school’s nature trail. She explained, “The ability to expand our nature trail to include information stations, stump seating, and table type work stations has allowed our fourth through eighth students to learn close by the Sandy River. Our science classes use the trail learning stations and river for many of their standards...They love this opportunity to learn outdoors and near the water. They also use our information stands and chalk boards for visual learning extension strategies. Through her funding and a little additional support, Dwiggins was able to work with a volunteer to build mud kitchens for Strong’s young students. She added, “The mud kitchens and water table built and placed throughout the Prekindergarten outdoor learning site and our K-4 garden area are providing many social and emotional opportunities...Students are exploring measurement and social skills with each of our mud kitchen areas. The diverse set of learning areas offers Strong Elementary School’s students opportunities to learn at all ages. Dwiggins offered, “This has built a social setting as well for our students to use their strengths and weaknesses for meaningful learning around many of their Science standards.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Portland Public Schools

Allison Richards, grade 2 teacher at Gerald E. Talbot School used her funds to purchase materials and tools for their first-ever ‘Wake up the Garden’ event. Richards explained, “Throughout the week, the garden team, classroom teachers, staff, and students all had an outdoor learning experience in our beautiful school garden! Students helped ‘wake up the garden’ by removing layers of straw, leaves and seaweed from the fall, turning over the soil, and weeding garden beds.” Each student was able to take home a small pot, soil, and a sunflower seed. Richards shared that, “Students have been so excited to share the growth and progress of their seeds since planting. They have brought their seeds home and shared them with their families and kept them at school to watch and monitor their growth...The goal of this activity was to extend the reach of science education beyond the garden and into students’ classrooms and homes (an exciting but rather optimistic project goal).” A particular success of this activity came from one student, N, a fifth grader. Richards related that “[the student] was very excited about the planting project and kept careful watch over her seed, watering it daily. After a week of patient care, her seed sprouted! So excited by it’s progress, N had her mom send an email to her classroom teacher with a picture of the new sprout. N’s mom wrote, ‘She is so proud’”

Garden/Greenhouse

Old Town High School

Alternative Education Teacher Bryan Murphy at Old Town High School used MEEA funding to support an ongoing gardening project as well as other outdoor learning opportunities. The funding supported the purchase of a drill/saw kit, basic tools, and gardening hand tools, as well as zip ties, Gorilla tape, and W-D40 to help with quick fixes, in addition to wood and deer fencing for the raised beds. “Having shared experiences with students is so important in forming relationships. We get to see them, and work with them, in a less formal structure, providing opportunities to fail and problem solve together,” said Murphy. Though Covid has impacted the students’ ability to travel and have guest speakers this year, they have been getting outside working on our makeshift greenhouse and raised beds. “By providing the funding that you did, it allowed us to continue to form those relationships, as we dug further in the dirt, mulched the new flower bed, planted veggies, and dug holes and hung the deer fence,” said Murphy. The funding also aligned with the addition of a new Ed Tech to the school team, who was able to connect quickly with the students and integrate into the program seamlessly while working on shared projects. “Some of those experiences were made possible by your grant and in doing so, we (OTHS Alt Ed staff) were able to continue to form meaningful relationships with students, setting the stage for our program going into next year and beyond,” added Murphy.

Georgetown Central School Debra Thibodeau, guidance counselor at Georgetown Central School, used her funds to expand the school’s garden, make modifications to the school’s adventure area, and create new ways for students to engage in outdoor learning. The garden has always been a part of health and guidance at GCS. Thibodeau emphasized that she ensures the curriculum offered in health in the garden and greenhouse ties into to the American School Counselor Association standards she follows as a guidance counselor. Thibodeau also uses that garden as an outdoor clinical site during her sessions with students. She added, “The kids literally beg to go out to the garden.” “This year, more than ever, our garden has been a place for discovery for our Pre k - 2 classes,” Thibodeau explained. “We hope to expand this next year,” she continued, “The teachers have been incorporating garden work in their curriculum and have helped to water seedlings, looked for bugs and worms and discovered how plants grow. It has been exciting.” The garden shows much promise as Thibodeau shared, “Also, when our harvest is in, we share what we grow with kids and their families, the school kitchen and the community. We have many volunteers, including summer residents, that keep our garden going. We offer a fall, spring and summer garden club. I hope one day to be included in the summer school offerings.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Garden/Greenhouse

Stevens Brook Elementary The Stevens Brook Elementary School in Bridgton used the funds to support gardening projects at the school--though the school already had a greenhouse and a composting system, its goal was to create raised beds for each grade level. The MEEA mini-grant supported the purchase of buckets, wood, soil, pitchforks, shovels and trowels, and seeds. Once the project is finished, the school will have six gardens--one for each grade K-5. “The students were asked to select a vegetable to grow that could be harvested in late August early September and eaten by the students after harvesting. K & 1,are planting pumpkins, grade 2 purple bush beans, grade 3 carrots, grade 4 potatoes, and grade 5 cherry tomatoes,” said teacher Elizabeth Shane. The school is drawing from connections with the local and broader Maine community to support student learning. “I am from Northern Maine and have a family friend who is a potato farmer. I called him and told him I have some fourth graders who want to plant potatoes and make french fries in the fall. Did he have any advice?” said Shane. “Not only did he send us some Caribou russet seed starters, but he is sending a video of how to cut the eyes of the potatoes, how deep to plant the seeds, how far apart to plant the seeds, and how much to water the plants.”

Central High School

Central High School in Corinth used MEEA funding to purchase raised beds and barrels for planting, as well as soil and mulch and hand shovels. “Having a classroom that utilizes an Occupational Therapist’s services, both in the classroom and in the outdoor gardening program has been beneficial,” said special education teacher Irene Lang. “This experience has provided the OT to see the students use their fine and gross motor skills in a natural setting. She was able to see the students use their muscles while scooping the soil, removing the plants from the containers, placing them into their dug holes, pack the soil around them, and water them with care as needed. All of these movements provide skills to our students to build their muscles and coordination in a realistic life skills way,” added Lang. Each student participated in digging and flower planting, with separate garden boxes or barrels for each student to work, and some students helping with carrying stones, mulch, and barrels. As students return in the fall, they will receive the opportunity to see how the scientific process of seed germination, growing, blossoming and harvesting of vegetables all comes full circle. Meanwhile, the items are prepared in the life skills classroom for consumption, re-seeding, and also for sale to the school staff and visitors. “The students were now able to work mask-free outside and communicate with each other by their expressions and smiles along with their kind words,” said Lang.

Garden/Greenhouse

Otisfield Community School

Otisfield Community School in Oxford County used minigrant funds for outdoor learning storage, and outdoor sink, tools, books, and supplies to help with outdoor learning and the school garden. The school partners with community health organization Healthy Oxford Hills in the Snap Ed program to teach students about healthy foods. With a new outdoor garden growing, the school is extending the learning through hands-on activities in planting and tending to a garden. “Our goal is to get students outdoors as much as possible to learn about their natural environment through planting, hiking, journaling, and observing using our senses,” said teacher Jeannine Sumner. The school is well on its way in transforming into a site of nature-based learning. “As you walk down the hallway, you’ll notice clay animals made by the hands of Pre K children. A peek inside their classroom and you might think a mother bird had been busy making nests, but they were also made by the children. Clay honeybees fill another classroom learning about pollinators, and the sounds of a teacher reading a book about seeds can be heard. A nature table in another class hosts magnifying glasses, a field guide, and a variety of tools to collect insects,” said Sumner. There is new life growing in the greenhouse, and four raised beds outside full of lush green plants. Each grade’s class either has a vertical garden on a pallet or a bed for planting. “I can’t wait to see if our pumpkins grow this summer,” said one student. “I love when we get to work in the garden,” added another student.

Old Town Elementary School Old Town Elementary School in Penobscot County used MEEA funding to build three pollinator beds and a butterflyshaped milkweed garden as part of the 2nd-grade servicelearning project. Since the school garden began around 4 years ago, it has grown to over 30 beds. “Our gardens have been receiving a lot of positive feedback from families and community members. Everyone enjoys the fresh produce, the walk through the gardens, and the learning opportunities it brings to our students and the greater Old Town community.” Each year, second graders study the Monarch Butterfly Life Cycle, but over the years, the Monarch population has declined to the point where Monarch caterpillars can be difficult to find locally. The new beds and milkweed garden will provide an important habitat to support local pollinators and wildlife, as well as act as a valuable learning resource for the school. “The 2nd grade also now has bug viewers to be able to study the different bugs that will be living in their garden.” Students will continue to learn about butterfly life cycles through their pollinator beds, as well as reading. All 2nd graders received a copy of A Butterfly is Patient by Dianna Aston, and extra copies will be given out to families at our school farm stand.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Garden/Greenhouse

Surry Elementary School Surry Elementary, a pre-K through 8 school in Hancock County, used MEEA funding to purchase materials for a mobile kitchen cart for use in classes and in collaboration with the school greenhouse curriculum and outdoor learning programs, as well as in world language and science classes. The cart includes an oven, two burner hot plates, baking and cooking utensils, pots and pans, cutting boards, and childsafe knives. Though the materials arrived later in the year, the students and teachers are thinking of exciting ways to incorporate the mobile kitchen in classrooms next year. The sixth grade class that unpacked boxes of utensils and pans expressed excitement about future lessons. “We did have time to make a batch of pine needle tea before the year ended. Kids gathered needles from along our trail that leads to one of our outdoor classrooms. We let the tea steep and serve it iced. We were able to share the bounty with multiple classes and I had them try to guess what it was made from. We are fortunate to have many wild edibles growing on our property and I hope to incorporate them into plans for next year. The mobile kitchen will give us the opportunity to easily do this,” said Jillian Liversidge, Spanish teacher. The greenhouse, which will be up and running in the fall, will be used in collaboration with the mobile kitchen. “ Our greenhouse program is increasing in popularity, and we are excited to now have more space and equipment to expand. The mobile kitchen is a perfect way to showcase the food and connections to the food we grow. The class sets of cutting boards and kid safe knives will be super useful as we will be able to engage all learners at the same time,” added Liversidge.

Sanford Regional Technical Center

The Sanford Regional Technical Center used MEEA funding to support a landscape design project in coordination with the culinary program to create a functional garden for the Technical Center cafe. The garden project has the goal of creating a barrier to block the view of the parking lot from the dining room and providing fruit and vegetables to the culinary program. Grant funds were used to purchase the trees and shrubs that have been planted as part of a student project. “This project allowed students to spend a large amount of class time outdoors to prep and plant the gardens. Particularly during the pandemic, the option to be outside has been a healthy option that allowed students to leave behind a project that will add to the school’s landscape for years to come,” said director Kathy Sargent. Students in the senior class participated in a design process to address problems with the campus property, including strong southern exposure to sun and wind. They met with the culinary program instructor to help determine a “wish list” of foods and herbs for his students to use, and used this information to begin plans on a French style vegetable garden. Before any of these steps could be taken, the students had to address the site concerns of exposure and also the view, which from inside the cafe is of the parking lots. “This project allowed them to hone their skills to work with a client and to present a proposed project to a decision-maker,” added Sargent.

Garden/Greenhouse

Kaler Elementary School

At Kaler Elementary School, Preschool teacher Kendra Vyr used her funds to build a greenhouse and advance the school’s outdoor gardening and learning space. Kendra explained that they use the funds to “purchase a greenhouse, 2 yards of soil and seeds and starter trays to get some plants started before putting them into our garden beds.” Vyr shared that “when asked ‘where does our food come from’ the pre-k students in room 5 responded ‘down there’ pointing toward our school cafeteria. That was last fall, before we began our research into how to take care of our bodies and where the food we need comes from, how it grows and how we can help!” She went on to explain, “As the week wore on we learned about how we grow and learn, and how to be healthy and eat health, but were still missing some key materials for this learning journey...With the grant, we built a greenhouse in the cold spring weeks and began planting!...Each student planted their seedlings with care and continued to care for these plants until it was time to harvest!” Vyr continued, “As the year has come to an end our students are working as part of a team to care for our gardens and outdoor space. Now when I ask, ‘where does our food come from?’ they reply ‘the trees’, ‘the vines’ or ‘our garden!’”

Garden/Greenhouse

East End Community School

Presumpscot School

The East End Community School used funds from MEEA to revitalize garden beds that bad been neglected, purchase a storage bin for new garden tools, seedlings and pollinator perennials, as well as create a path connecting an existing learning space to the garden. “What an amazing school year we’ve had engaging our students in the garden! Here at East End Community School where so many of our kids need a bit of extra support, the equity levers that the garden provides as an outdoor classroom were welcomed.” Incorporating garden and food sciences into the East End Community School curriculum increased shared skills and knowledge building, promoted equal access to experiences, allowed for asset-based teaching, and most importantly, increased the social and emotional wellbeing of the children by allowing for more outdoor learning opportunities. “When the garden began in the Fall, it grew into an important piece of the student curriculum; math, science, social studies, art and even some garden yoga reached all grade levels throughout the school. Kindergartners learned about living and non-living objects, while 5th graders dissected flowers, learning about the mechanism and importance of pollination.” These revitalized garden beds, new tools, path, and plants will help students and teachers at the East End Community School continue to have valuable and lasting outdoor learning experiences.

The Presumpscot School in Portland utilized mini-grant funding to partner with a local organization for gardening workshops, field trips to a farm, purchasing gardening materials including soil and seeds, buying and repairing garden tools, and buying books about growing food around the world. The school partnered with expert farmer Asli Hassan of Cultivating Community, who taught students about the differences between farming in Somalia and in Maine. “Asli highlighted the importance of teamwork in every area, from planting and caring for vegetables to transporting and selling the vegetables at the farmers market,” said teacher Rebecca Maiorano. Hassan also worked with students to create a blueprint for the school’s garden. “Presumpscot second graders have already talked with their families about the vegetables they like to eat and would like to see us grow in our garden,” said Maiorano. The students cleaned up and added plants to the Presumpscot pollinator garden, while learning about pollinators’ role in the growing of vegetables. The second grade students had a field trip to Fresh Start Farm in May to see the growing of vegetables, and began planting their garden in early June. “The remainder of the school year will focus on our plants and pollinators,” said Maiorano. “Our current plan for summer involves families taking turns caring for and harvesting our garden vegetables.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Patricia A . Duran School

The Patricia A Duran School in Penobscot County used the funding to start a small garden for fourth graders. Buying equipment such as a worm farm and compost bin, two Vegepods, a hand rake, compost starter, soil and seedlings, grade 4 teacher Sarah Collins was excited about working in the outdoor gardein with the students. Unfortunately, delays resulted in much of the equipment arriving the week before Memorial day, with only a little time left for use by students in the current academic year. “Time was tight, but I feel we made the best use of our garden with the remaining days,” said Collins. “Our fourth graders were over the moon ecstatic to begin our small outdoor garden.” The classes set up two small Vegepods with vegetable seedlings, with students putting in the soil and preparing the seedlings for planting. “It was such a joy to see all of my students want to jump right in and get their hands dirty! Most of my homeroom students were able to help plant one seedling into the garden. In addition, each of our 75 fourth grade students received one tomato seedling to bring home and begin their own garden,” said Collins. Collins noticed student growth in their perspective on the worms in the class worm bin. “Students were a little hesitant to touch the slimy, little creatures, eventually the ‘ew’ turned into ‘Aww, they’re so cute!’ By the end of setting up our worm farm together, most students had wanted to get their hands into the coconut peat and make sure our red wigglers had a happy, comfortable home. This experience helped build on the animal and plant adaptations unit we had been learning about in the classroom,” said Collins.

Garden/Greenhouse

Cascade Brook School

Cascade Brook School used MEEA funds to build a garden shed for their new school gardens. In addition to the costs of lumber, roofing material, and primed panels, they also purchased shovels and a garden hose for future gardening needs, a hose holder, and materials for deer fencing to protect the garden area. “The grant gave us the opportunity to connect the students across the district with critical thinking projects that resulted in a beautiful garden area.” Pre-engineering students at the high school designed and build the garden shed, and collaborated with Cascade Brook School by visiting the site several times to brainstorm their plan, and then build the shed. During the construction of the shed, third and fifth graders at Cascade Brook School worked together to use their math and engineering skills to build a fence to protect the garden from deer. The third graders measured the space and calculated the perimeter, while the fifth graders used their math skills to calculate the total cost of the project. The student groups came together to construct the fence and finish the project together. “So much has happened since receiving the grant, and this has truly been a great way to end a challenging year. I’m excited to see the outdoor learning continue next fall in our new garden space, and I hope this seed idea has ignited a flame by empowering students at a time when they needed a boost.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Minot Consolidated School At the Minot Consolidated School, school social worker Abegayle Brown is using her funds to support the development of an outdoor learning space outside the school. Brown shared the school’s plan for the space, “[MCS] plans to create an outdoor classroom utilizing an alcove area against the side of the school building. Two shrubs will be removed, the land will need to be flattened and gravel will need to be put down to ensure this area does not get wet and soggy for student learners. A large white board will be attached to the side of the building with a cover to protect it from the elements. Seating will be added to the space for learners to utilize.” She explained that, “Outdoor learning, in our community at Minot Consolidated School is part of a larger value system RSU 16 stands by...Getting our students outdoors and engaged with their environment and community is the perfect setting for our learners to grow as individuals. The intent is to get our students outdoors as much as possible.” Like many other schools, it’s been difficult to manage fully remote classrooms. “In the capacity that we are able, educators are trying their best to get students learning in nature,” Brown emphasized, “Our new outdoor classroom will allow students to learn and respect the earth in a way that no digital device could ever offer them.”

Dedham School

Dedham School used MEEA funds to purchase supplies for outdoor learning, including portable whiteboards on wheels, and folding chairs that are lightweight, easy to move, and easy to wipe down after use. “I teach middle school math. Math has traditionally been a class based out of a textbook, or around worksheets. While that is a part of how I teach, I feel it is important for students to relate math to real world situations, so students can apply math to everyday life,” said math teacher Agnes Robinson. Outdoors, math students can more easily collaborate in small groups, move their bodies, and breathe fresh air. Students who are kinesthetic learners, those with ADHD, those that get anxiety around math, and quieter students benefit additionally from the space and peaceful outdoor environment for math lessons. “By taking students outside, they experience math in a way that they relate to as fun and exciting. They are focused on the task at hand, and enter into the experience feeling relaxed and free from stress,” said Robinson. “I can teach a lesson on the board, and students can then get up and move, utilizing the boards by writing on both sides of each board. Depending on the wind or sun, we can move our classroom anywhere,” added Robinson. At Dedhman School, the use of these new outdoor learning materials goes beyond math class. ELA and Science classes also use the whiteboards and chairs for outdoor classes, the chess club went outdoors for a competition, and a student learned to ice skate using a new chair for support.

Outdoor Classroom Solutions

Searsport Elementary School

Searsport Elementary School used MEEA funding to support the purchase of a complete outdoor classroom set up, with a canopy, coolers, portable carts for transport, and backpack chairs for students to transport their materials and have a place to work. “These resources provided access to the outside for our class and now we can get outside in all types of Maine weather,” said teacher Amy Hafford. The school used the outdoor classroom as it participated in the Maine Mathematics & Science Alliance community science WeatherBlur program, and will continue using it during summer school and in future years. “This spring, we worked on investigations in collaboration with Alabama and Mississippi schools and some coastal Maine schools on a bird watch study. This student-driven investigation allowed us to collaborate and do real-world science. Students collected and graphed data, and shared it online. We as a group worked on an action project which included writing reports on local birds and creating bird houses with virtual software Tinkercad and 3D printed our designs to share with family and local nursing homes,” said Hafford. “This summer we look forward to collaborating with Belfast Maine Watershed and doing a specific inventory of lands that have been recently donated to The Coastal Maine Land Trust. Your very generous grant will help us identify species in the watershed that may need protection,” added Hafford.

Earl C. McGraw School At Earl C McGraw School in Hampden, pre-K, teachers used mini-grant funds to facilitate outdoor learning by purchasing sunshade, tricycles, large foam play blocks, a sandbox, mud kitchen supplies, and a bird feeding station. The mud kitchen isn’t yet fully set up due to COVID-related shipping delays, but it will be ready in time for the 2021-22 school year. “Learning doesn’t just take place inside the classroom,” said teacher Amy Hanson. “After reading Last Child in the Woods by Richard Louv I was inspired to create an outside learning environment where my students could learn, explore, and interact with each other and nature.” “The support of this grant has provided my students with trikes for their gross motor development, a mud kitchen for dramatic play, a sandbox for discovery and exploration, and blocks to support their creativity and imagination,” said Hanson. “These play-based learning opportunities support the students’ language development and eye-hand coordination. They also provide students with additional opportunities for both parallel and cooperative play, role playing, and practice with problemsolving.” From indoors, the students can observe local bird species at the bird feeding station. They practice counting birds, observing color and size, noticing feather patterns, and drawing birds. “I know this is a springboard for a long-term goal of mine. I am looking forward to incorporating more nature-based elements in the coming months as well as enriching my practice,” said Hanson.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Saint George School At Saint George School (SGS), science, technology, engineering, arts, and math teacher (STEAM) Amy Palmer used her funds to purchase materials for three outdoor classroom areas and work with a local artist, Charles Duvall. As an artist, Duvall builds artistic fabric structures that function as outdoor classroom spaces. When Palmer hired him during the last trimester of the school year, Duvall taught the students how to design and build models of the structures. The 8th grade students at SGS worked with Duvall to build and sew the fabric structures. “Students learned a lot in the process of designing them, and they have given them to the school to be used by younger students for years to come,” shared Palmer. Palmer shared the following from a student who helped build the structures, “I am very thankful for this experience because not only did it teach me a lot about engineering and art, it also has allowed me to leave a permanent imprint on the school that I love so much.” “These spaces are welcoming, artistic, and functional. I brought one of my third grade classes here once [the structures] were finished, and the kids just laid back and looked up while listening.” Palmer explained, “The feel underneath is pretty magical.”

Oceanside Middle School

The Atlas Learning Center is a collaborative learning space at Oceanside Middle School (OMS) whose goal is to provide academic and functional support to 20 students in grades 6 8 by incorporating research based instruction, social emotional learning and trauma responsive practices into project based and experiential learning opportunities. The Atlas Learning Center has direct access to the outdoors through a classroom door, and used the grant funding to purchase items for outdoor classroom infrastructure, including a canopy tent and picnic tables, as well as portable chairs, clipboards, canvas bags, a large storage bin, and community garden supplies. “Our initial learning outdoors meant going for walks and observing nature as a way to supplement indoor classroom learning and support the social emotional needs of our students,” said Sgobbo Garver, who added that MEEA funding expanded possibilities of outdoor learning. Outdoor learning at the center has been a space for reading, writing, math, and combinations thereof. “Outdoor learning has enabled students to use their academic skills in hands-on, real life situations that in turn supports their ability to learn new skills both in and out of the classroom,” said Sgobbo Garver, referencing students’ usage of mathematics skills to help with a gardening project. Life skills like collaboration, perseverance, and responsibility are fostered in the Center’s outdoor learning. “Two students worked together to try and fix a small bridge near our outdoor learning space. Although our students were not able to fix the current bridge at that moment, they worked together to brainstorm options and figure out an idea for a replacement. They participated in a discussion, listened to each other and took turns,” said Sgobbo Garver.

Outdoor Classroom Solutions

Brooksville Elementary School

Brooksville Elementary School in Hancock County, and on Penobscot Bay, used its funding to make picnic tables for use in the school’s outdoor classrooms during the pandemic and in years to come. “Our old picnic tables were broken and did not have enough space to fit our students. Now we have enough room to fit a whole class at a time and can use the flat surface to complete any number of educational tasks,” said teacher Kathleen Allen. The school worked with a local builder to make seven wooden picnic tables for use in outdoor classrooms: one kids size table, three six-foot tables, and three eight-foot tables. All were placed around the school grounds. “Whether we are doing nature based art work at the tables, or eating lunch together responsibly distanced, these tables provide us a gathering space and anchor point to our outdoor learning area,” said Allen. The picnic tables are portable and are also used for lunchtime in addition to lessons. They are used for art, science, writing, and other projects outside, including nature and garden-based lessons. “These picnic tables would last beyond the pandemic to serve our school community for many years to come!” added Allen.

Bath Area Family YMCA Enrichment Program In response to the pandemic, the Bath Area YMCA Enrichment Program preschool program made the decision to take school outdoors as much as possible. The program already had one classroom involved in nature-based education, which made this transition natural for the rest of the staff. “The pandemic pushed us into a place where we needed to get creative to engage our learners outside for their full day of school,” said Annie Colaluca of the Bath YMCA. The program used the MEEA mini-grant funds to purchase new materials for outdoor exploration, including waders and nets and buckets for pond study, as well as picnic tables, wheelbarrows for gardening, portable hammocks, picnic blankets, magnifying glasses, and monoculars for forest exploration. In order to follow the guidelines for health and safety, the program staff needed to look beyond the confines of our playground space and were successful in creating three, separate areas for teachers and children to learn as a classroom community. “Wagons were purchased to transport the materials needed, including clipboards, markers, scissors, pencils, etc. We utilized picnic blankets to create learning areas for the children to participate in their daily activities, whether that be playdough, or building with blocks,” said Colaluca. “It has been a year of transformation for teachers, children and families. The growth we have experienced as a team has been immeasurable,” Colaluca added.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Cony Middle/ High School Brenda Weis, Health and PE teacher and garden manager at Cony Middle and High School in Augusta has used MEEA funding to support both the Health Education classes and the Outdoor Education course. Weis purchased seat cushions, lap desks, and a whiteboard to make it easy to take class outside. “I can teach Health Education outside with the use of the whiteboard and other student supplies and incorporate more movement to promote lifelong wellness. Students can take notes and then get up and work on a hands-on or cooperative activity,” said Weis. Unfortunately, due to the needs of the hybrid learning model, the school hasn’t been able to fully incorporate these new tools in the past school year. “Due to my school operating on the hybrid model this year, I was unable to take students outside for lessons as I had to have access to my remote students via wi-fi in my classroom. Next year, our school will be fully in-person, thus allowing me to take my entire class outside,” said Weis. Weis also hopes to take the Outdoor Education class to Augusta Nature Center’s amphitheater, to help clean up the overgrown outdoor area and turn it into an outdoor classroom. “When we fully return to in-person learning, I will have supplies that will allow me to teach without the use of my laptop or the internet. I want students to embrace the opportunities that can be gained from learning outdoors. We will be able to get our “hands dirty” more often,” added Weis.

Bonny Eagle Middle School

The Bonny Eagle Middle School in Buxton used the minigrant funding to purchase eight 8-foot long picnic tables, which were used in four outdoor classrooms on the school’s campus. “The kids chose to support one of our local businesses, which is why we used Steep Falls Building Supply (SFBS). We ended up purchasing the tables assembled versus buying the components to build the tables,” said teacher Brett Levin. Sixth grade Bonny Eagle students met the SFBS staff when they delivered the tables, and the students carried the tables through the campus to four separate locations. One location was 250 yards away from the delivery location. One outdoor classroom was 450 yards away, and another was 700 yards away. The most difficult site to get to was 500 yards away, accessible only by passing over a narrow wooden bridge that crosses over one of the wetland areas. “All of my classes, as well as many other BEMS classes are using the tables at the different locations. The kids are hoping to add boxes at each location next year, so that each location has a treasure trove of cool things for teachers to utilize when doing lessons out there,” said Levin. The outdoor classroom spaces facilitate outdoor lessons for 2,000 students between the middle and high schools.

Outdoor Classroom Solutions

Portland Public Schools

While Portland Public Schools successfully incorporated aspects of outdoor learning in the fall, a need expressed by students and staff alike was for better and more comfortable seating. Thus, the schools used the MEEA mini-grant funds primarily to secure materials for bench and picnic table style seating. “While the fall brought a flurry of activity getting all students and teachers outdoors complete with bucket and stump seating, the spring has allowed us to slow down and act with intentionality,” said teacher lead Brook Teller. “We surveyed teachers to see what would support them best in getting outdoors with their students and reference resources and permanent tables and seats were top on their list. “ The school bought brackets and lumber to build picnic tables. Picnic tables are useful for outdoor learning because they provide a surface for writing, something especially helpful for older students. The schools used the remaining funds to purchase books to create a lending library on outdoor learning for teachers in the district. “Books range from teaching math outdoors to how to create nature journals. Teachers will be able to sign out a book through our Google Form system. We will have an Outdoor Learning Coordinator next year and they will be able to show teachers what these resources have to offer them and their classroom,” said Teller.

Lubec Elementary School Early childhood educators at Lubec Elementary School in Washington County used MEEA funding to enhance Pre-K and Kindergarten students’ outdoor learning experiences. The funds purchased a mud kitchen with tools, balls, sand box toys, bug collecting equipment, a butterfly house, magnifying glasses, mulch for active play areas, and containers and seedlings for the raised bed garden. The school’s Summer Adventure Program will care for the garden until the fall harvest. “Our Outdoor Learning Grant was focused on our Kindergarten and Pre-K students in an effort to encourage a curiosity for and a love of nature and living things. We focused on what living things need to grow and to be healthy,” said Robinson. Pre-K students have enjoyed finding natural objects on walks outside. “Pre-K students made nature medallions by collecting a variety of natural objects on a nature hike to Mowrey Beach along the board walk behind our school. They made a community collection understanding that the materials belonged to the group. Back at school, they sorted out their collection by live, not alive, plants, earth, ocean. We talked about symmetry, counted, talked about size, shape, weight, etc,” said Robinson. Kindergarten students learned about what living things need to grow, through reading nonfiction and fiction texts alike, then creating posters and writing sentences. They also engage in trial and error, learning by doing. “When the seeds sprouted, we were able to see how some seedlings were crowded and others spaced far apart. We were able to talk about plants’ need to grow healthy and realized that although the pumpkin seedlings had good soil, water, and sunlight, they didn’t have space enough to grow healthy. Finally in the new raised beds, they planted onion sets and beans in rows, spacing the seeds several inches apart,” said Robinson.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Greenville Consolidated School

Greenville Consolidated School used MEEA grant funds to purchase pressure-treated structural wood to help rebuild the bridges on the school trail for students to use to explore and experience nature in order to cross a stream in the woods. “The old bridges were rotten and unsafe for use. This new wood will be the base of our bridges that will last for years,” said teacher Dawna Blackstone. A variety of classes, including science, outdoor education, physical education, elementary, and math, use the school trail all year round to access outdoor spaces for learning. “Our outdoor space is a treasured learning area for our students and teachers, but also for our surrounding community as our trail connects to houses and roads behind the school property,” said Blackstone. “The school trail has been a regular pathway for students and community to access our school grounds for many years.” “With the help from the MEEA grant and several community volunteers from the Maine Forest Service, Hammond Lumber, and Weyerhaeuser, we will be able to rebuild our bridges and make it safe for all to use our favorite learning place, our school trail and woods once again,” added Blackstone. Elementary students explore a patch of woods near the playground, while the 5th grade Physical Education students practice using a map and compass and orienteering in the school woods. Students enjoy studying macro-invertebrates from the stream, frogs and salamanders in the “vernal pool,” mammals and birds, tracks and scat, and trees and plants in the woods. The one thing that ties all of the woods and school grounds together is our school trail,” added Blackstone.

Houlton Southside School Houlton Southside School, a grade 3-5 elementary school in Aroostook County used MEEA funds to purchase a 6’x4’, commercial-grade, handicap-accessible table with attached benches on 3 sides to increase seating to their current outdoor classroom. “Children have a passion for almost anything outdoors. Our staff has the passion to make those connections to environmental awareness and conservation across curriculums.” COVID-19 encouraged all subject areas to spend time outside at the outdoor classroom, which was created two years ago. Currently, the outdoor classroom includes three 4’x4’ tables, but none of them are handicap accessible. This additional table will increase seating at the outdoor classroom space and will arrive in time for the 2021-22 school year and will help Houlton Southside School accommodate social distancing and provide handicap accessibility for years to come. “Our current outdoor classroom setting has become very popular with all classes. Students will continue to participate in reading, writing, science classes, and more in the outdoor classroom. Even though it was COVID-19 that pushed us outside, we all have realized the benefits.”

Outdoor Classroom Solutions

Lisbon Community School

Debra Rodrigue, the assistant principal at the Lisbon Community School, used her funds to purchase two easels for grades Pre-K through 5, rolling carts to assist teachers in moving classroom materials, and lap desks, enough for an entire class. “The learning materials purchased will be used for our new summer school program.,” Rodrigue explained, “This program is science/inquiry based, along with literacy and math activities. Staff are so excited to use these materials as they will be participating in hands-on exploration centered around habitats, maine animals, states of matter, and farm animals. Students and staff will be given the opportunity to be outside building and constructing gardens, working out math problems during small group and whole group teaching. Teachers will have the materials they need to model their thinking and strategies by utilizing the portable easels, and then students will have the opportunity to apply their knowledge immediately.” In addition to the science-based activities planned, students will also participate in literacy activities along with gamecentered math activities. Rodrigue went on to share, “Having this portable classroom allows for flexible seating options and teachers will be able to meet many learning modalities for students. Having the learning be portable, meets the needs of all students. Classes can move to shaded parts of the outdoors and move to the environment with which they are studying and exploring while simutaneously completing activities.”

Outdoor Classroom Solutions

South Bristol School

Messalonskee High School

The South Bristol Elementary School in Lincoln County used its grant funding to design and build outdoor learning spaces for students, as well as to purchase gear necessary for student use in inclement weather, and provide outdoor learning professional development and resources for educators. The school also finished its greenhouse and purchased grow lights for its seedlings to support the idea of learning within-not just in!--nature. “Our students really enjoy the shift we have made to outdoor learning. We have so much to offer here in So. Bristol and it integrates nicely in our curriculum,” said guidance counselor Debra Thibodeau. The school partnered with a Juniper Hill School expert for professional development, and its efforts were strengthened by support from parents who helped (alongside students) to create outdoor learning spaces for classes. While staff have a variety of levels of enthusiasm about outdoor learning, the school is looking to support staff needs through a training series that will be spread out over a number of months. There is currently a lending library with outdoor learning resources for teachers, as well as four separate outdoor classroom spaces for instructional use.

A teacher at Messalonskee High School, Beth Prelgovisk, was a recipient of this grant. She contracted a locally sourced company in Maine to build two concrete and wood park benches. The benches are stationed outside of the greenhouse that is part of Messalonskee High School’s outdoor classroom. Prelgovisk shared that the funds from this grant served as a seed for a largescale project to build three outdoor classrooms. Students were directly involved in this process “by creating a vision, meeting with administration, writing grants and researching materials to purchase. All wonderful learning experiences!” Prelgovisk extrapolated, “The students picked out these benches and we love that they are built in Maine, use white pine for the seating area, and they will last for many years.” The excitement about these benches and the opportunity to go outside is palpable! The classroom that Messalonskee HS’s students and teachers have imagined “will be located right outside the 2nd wing of the school and below our vegetable garden.”, Prelgovisk explained, “Because it is close to the school, it will only take a few minutes to bring the class outside and the teacher will not loose class time traveling to or from the outdoor classroom. This year, we have found that students really enjoy being outside, they are more alert and appreciate nature. The classroom will also be available for use by the community and adult education classes during non-school hours.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Schenck High School

Gregory Friel, physical education teacher at Schenck High School, used his funds to purchase materials for a course called “History of Logging in the Katahdin Region”. These materials included dutch ovens, reflector overs, folding camp chairs, dome tents, and several videos to support the curriculum. The course spanned multiple classes like Visual History, Cuisine, English, Environmental Science and Outdoor Education. Friel explained that, “The Outdoor Education class and the Cuisine classes researched foods served on the River Drives and the Cooks and Cookies that prepared them. After the research both classes conducted several practice sessions using the dutch and reflector oven to get ready to prepare a driver’s meal and serve it to the English class that studied and read Fannie Eckstrom’s book The Penobscot Man.” He went on to share that the “ Outdoor Education and Environmental Science then finished the project with an overnight field trip into Baxter State Park to go to several sites where they could checkout artifacts from the early logging practices in the area.” “This was an awesome project,” Friel emphasized, “it got teachers and students outside from multiple classes working together on a common unit using different teaching and learning techniques. The unit also brought back to life some of the forgotten history of what help create Maine and the Katahdin Region. On top of all of that it was just a lot of fun for students and teachers!!!”

Outdoor Classroom Solutions

Ocean Avenue Elementary School At Ocean Avenue Elementary School, Hannah Guillaume Chimenti was a grant recipient during both the fall and spring grant cycles. During the fall, she bought umbrella hats and an ADA picnic table. She explained that “These items made it possible to go outside and learn in sun, rain, sleet, or snow in a comfortable setting. The umbrella hats were an especially big hit among our fifth graders. The students said it empowered them to feel more confident with social distancing, and these were fun to wear. The picnic table had soft, curved edges that made it possible for special needs students to feel confident moving around.” This spring, she worked with Maine Audubon and bought netting, containers, and journals. Chimenti exclaimed, “We were able to really explore our outdoor classrooms and conduct observations like real scientists.” She added that “The first day our students went into their outdoor class was eye opening. They had no idea that we could do so much on an old trail behind our school.” She continued, “The students quickly realize that the space was truly their place to learn. As we watched the plants come to life around us this spring, we found that we wanted to measure and explore these amazing creatures & plants that make our classroom what it is.”

Sylvio J. Gilbert Elementary School

The Sylvio J Gilbert Elementary School in Augusta used MEEA mini-grant funding to purchase eight convertible benches and three garden beds to support outdoor learning at the school. “Convertible benches allow for flexible learning opportunities, as they can be adjusted to meet the needs of many. These benches can be moved together to create tables and a larger learning space or can be maneuvered and separated to allow for personal space,” said teacher Heather Pelletier. So far, the outdoor adventure space has been used most by the youngest students to explore and learn in nature. The special education classrooms have taken on the responsibility of planting a garden with crops that will be harvested in the fall, like pumpkins, cucumbers, zucchini, and tomatoes--plus marigolds! “This school year has brought forth many challenges to educators, as were faced with the COVID-19 Pandemic and all of the guidelines that came along with that for schools; the biggest being social distancing. As we were encouraged to get our students outside as much as possible, an outdoor learning space became more critical,” said Pelletier. “A space nestled in an area of our school where we could escape with our students to embrace all that nature has to offer, was just something that doesn’t fit into the yearly budget. Because of programs such as this, we have been able to bring that dream to reality,” added Pelletier.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Leonard Middle School

Leonard Middle School in Old Town used its funds to develop its outdoor learning space and buy a class set of jackets. “I didn’t want to come back in the building for the 2020-21 school year. The fear of entering the crowded space of the school made me anxious. In an effort to make things better I made a push to get outside with kids. I never want to go back to the way it was,” said said teacher Hogan Marquis. During the year, 8th graders built trails outdoors for the school and community’s use. The grant helped pay for trailhead maps for these community trails. “We have connected with the natural world around us in a different way this year. We learned about our neighbors, the flora and fauna. We built a field guide of trail signs around the woods. We tapped maple trees,” said Marquis. “My students have loved their time outdoors and working in the community. They found meaning in the woods. The worked hard to built something out of nothing,” added Marquis. Jackets helped the class get outside when students didn’t have gear for the rain or cold. The jackets are bright red for visibility. Plus, the color identifies the class as a team when they go out in the town to work on their ongoing projects of creating a historic walking tour, mural, and legacy garden.

Oceanside High School Oceanside High School in Rockland used MEEA mini-grant funding to build benches and a work table, and to purchase a portable white board for outdoor learning. “Our hope is that these benches and work table will be the first steps towards a more significant and permanent outside classroom “complex” so that in the Fall next year classes can utilize the spaces,” said teacher Jennifer Cross. The school has been building on community partnerships for its outdoor learning efforts. It partnered with the MidCoast School of Technology to build the benches and work table. “The benches were completed just in time for me to have a class outside and it was wonderful. Even though we were still masked, it was much cooler than inside and the kids enjoyed learning outside on a beautiful Spring day,” said Cross. The school is also partnering with Hurricane Island Center for Science and Leadership and The Telling Room to connect students with local ecology (including the biology of scallops) and writing inspired by nature in the Cross looks forward to these partnerships and the future of outdoor learning at the school in general. “Needless to say, I am eager to get the outside classroom put together in a more permanent setting, which we will be doing using some of the Covid funding, and am incredibly grateful that your grant gave us the chance to start building towards that future,” said Cross.

Outdoor Classroom Solutions

Casco Bay High School

From Casco Bay High School, biology teacher Jennifer Crowley was a grant recipient who used her funds to purchase tents for a couple outdoor classrooms to allow learning to happen more consistently during the spring. Crowley shared that the transition to outdoor learning for Casco Bay High School was facilitated by the school’s focus on expeditionary learning. This focus on expeditionary learning includes working with community experts. She explained that due to the pandemic, “we were not able to host visitors inside our building. Utilizing community experts is essential to our schools mission.” The tents that Crowley purchased allowed the school to move learning outside and “continue our meaningful connections with community partners safely such as Rippleffect and local experts.” Crowley continued, “Also, having tents provided dry outdoor spaces for us to continue to be outside regardless of weather conditions which we all know fluctuate dramatically during a Maine spring. Additionally, the tents that were bought from this grant allowed our faculty to meet this spring for an appreciation lunch in person for the first time since the pandemic began.” These tents served their purpose for this spring, but Crowely explained that, “our time having these tents was short lived as a May storm with high winds reduced them to an entangled mess of metal and fabric. We are hopeful that we can replace them with additional funds in the coming school year as they were incredible assets to our community.”

Outdoor Classroom Solutions

Oceanside High School

Tripp Middle School

Jessica Falconer, educator at the Oceanside High School in Portland, is using her funds to develop two different areas on school grounds for outdoor classroom use. One is a garden area that will have a pathway for students to walk along in between classes, and the other area is for actual classroom projects and involves innovative seating solutions. Falconer shared that students have been involved in the design of these spaces, particularly the garden area. By involving students in the design of these spaces, the students are more like to support and become invested in their long-term outcomes. Support for this project also comes from the school’s board president, which has ensure the viablility of the project. Falconer relayed that students have expressed sincere interest in engaging in outdoor spaces and bringing those lessons back indoors as well. She added, “Their outdoor learning thus far has included community service trail work with Pemaquid Watershed, hiking mountains in Camden Hills State Park, exploring Tanglewood, and engaging in outdoor environmental learning on campus facilitated by Tanglewood director Jessica Decke. Bringing that outdoor learning indoors is exemplified in the student initiated, designed, and constructed terrarium inside the program’s classroom. All involved students have also reported increased connection with the environment and outdoors in general, and their grades and engagement in science class reflect this growth.

Kara Getty, a teacher at Tripp Middle School used her funds to purchase four, six-foot long Lifetime Picnic Tables. She shared the following, “we sent surveys to our staff and students to gauge their interests and needs for outdoor education. Many of the staff agreed that we should have an adequate space to educate students safely, and that we needed more room to gather for lunch. After analyzing the data and feedback from the surveys, we confirmed that picnic tables would be the best way to spend our grant money. While considering our options, we deliberated on whether or not to install shade sails at our chosen location. We measured the amount of sun the location received throughout the day and determined there was not enough sun to warrant purchasing sun shades. We then examined the school grounds for large spaces, flat ground, and accessible areas where we could have an outdoor classroom. We finally found the perfect location, just outside of our cafe and main entrance, making it the perfect spot for a variety of uses. Students and staff can use it for learning/ teaching, eating, and after school activities outdoors. We are hopeful that these picnic tables will allow teachers and staff to utilize the outdoors for education for the remainder of this school year and many years to come!”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Medway Middle School

Medway Middle School, a grade 5-8 school in a small town in Penobscot County, used MEEA funding to purchase outdoor instructional equipment to accommodate student learning outside during a time of COVID-19 space restrictions. The school purchased six picnic tables, as well as materials to make tire seats for outdoor sitting. The school received donated tires that they then painted. They also made individual cushions that are inserted in the middle of the tire--in the school colors, of course! “As an educator, I have always thought it would be nice to have outside classrooms to educate students. I thought that it was a great dynamic to add to a students education, and enrich their learning experience. I just never realized the cost of materials to make this happen,” said teacher Katy Pangburn. Pangburn was excited about finding ways to make a wooded and shaded area into a small outdoor classroom. Now, with the seating, it is used for multiple classes, as a space for lessons, reading, or simply observing natural surroundings. “Once we were able to get outside, I noticed that the students were engaged more because of the outside atmosphere. The fresh air and openness helped their brains to focus and rejuvenate. It puts staff and students in a whole different mindset,” said Pangburn. “We look forward to the continued opportunities that this classroom will provide for our staff and students,” added Pangburn.

Outdoor Classroom Solutions

Penquis Valley Middle School

At Penquis Valley Middle School, Laurie Sproul used her funds to help expand the Penquis Adventure Trail and planting spaces. Students were heavily involved in the process, assisting in many parts of trail features including painting rocks, designing and painting signs and benches, and planting native edible plants. 8th grade student Lydia Gauvin shared that, “The PVMS Adventure Trail is being built as a way to provide space for students and staff to encounter nature in a way that they wouldn’t have been able to through a computer screen or a book. It has been a great way to encourage students to get outside more and to involve themselves in nature. Not only that but students have been participating in outdoor activities like collecting sap, building canoe racks and other activities as well.” Sproul added, ““Just stepping into a wooded area along a trail is so powerfully calming, I wanted to help others experience that more easily and often. Going on a big expedition is a great goal, but just exploring your woods out back is enough to transform your mindset. The school’s small patch of woods and stream are so immediately accessible to the students, I thought a nature trail could offer that relaxing space, even if it would be a small trail.”

Poland Community School The Poland Community School is located in the town of Poland. It is one of three elementary schools in RSU 16 that serves the towns of Mechanic Falls, Minot, and Poland. PCS houses 440 students in grades Pre-K through sixth grade. The funds from the MEEA mini-grant were used to purchase seating at the Poland Community School. The school bought a set of stools to allow students to socially distance in the courtyard space while participating in group instruction and independent work. The school sees its courtyard as a unique feature of the school, located at its center. Over the years, students have tended to its flower beds, and staff have used it as a lunch location. More recently, it has become underused and needs sprucing up. The school bought comfortable all-weather schools to enable students to access the courtyard more frequently for lessons across all content areas. Inspired by many other Maine schools that have embraced learning during the COVID-19 pandemic, the Poland Community School staff was excited about creating a usable outdoor learning space. “With the challenges of learning in a pandemic year students and staff have enjoyed the chance to get outdoors in a welcoming environment. The school community is looking to continue upgrading the courtyard by revitalizing our gardens and installing coverage for inclement weather days,” said Principal Lisa Burns.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Cave Hill School

Lisa Skiff, grade 3 teacher at the Cave Hill School, used her funds to create an outdoor learning center. Skiff shared the process, “We cleared out and mulched a sweet spot under a red oak tree. We then have been purchasing outdoor gear to brave the elements of Maine all year round. I purchased bug nets for each student, as black fly season in our area is almost unbearable. We are currently in the process of working with LLBean to purchase 6 pairs of snow shoes, 6 rain boots, and possibly 6 cross country skis. This summer I will be making wooden outdoor stools to place around the bench under our tree.” She emphasized that “by adding the learning stools, and being prepared with the tools to learn outside comfortably that we have been afforded by this grant, my little learners will grow.” Skiff explained that she used the scheduled “mask breaks” to get her students outside. “This period was right before our science block and after our math block, “ Skiff related. She went on to add that she “started taking them outside to work during the second trimester and I wish I had done it sooner. I saw immense growth in all of the students as a direct result of the fresh air learning, even if at times it was colder and with elements.”

Vine Street School At the Vine Street School in Bangor, a preK-3 school, principal Lynn Silk used MEEA funding to purchase a picnic table and umbrella for outdoor learning. “During this year of COVID restrictions, schools have had to be more creative in meeting the needs of students. Bangor has been a leader in offering in-person instruction 5 days per week for our students. With physical distancing and mask requirements, we quickly understood the need to find ways to move learning outdoors to give children more freedom of movement and opportunities for mask breaks,” said Silk. The staff began with an image of the school grounds and divided it into outdoor learning spaces, each with a designated purpose. They then painted tarred areas with sensory paths and hopscotch patterns, and designated grassy areas for learning or activities. The teachers then started signing up to use specific areas at particular times of day. “Particularly popular were the areas with shade provided by architectural features or large trees. Students loved listening to stories as they spaced out under the shade of the large magnolia and maple trees. Teachers used amplification systems attached to a headset to ensure all could hear well. Students also enjoyed reading independently and completing math assignments outside,” said Silk. Since the importance of shaded areas soon became clear, the school developed a specific need for a work area with shade for use in outdoor learning. “The students helped choose the spot where it will go--a wonderful space between two wings that has been reclaimed as green space from its former status as an unused tarred parking area. The children love this space and have been working with an after school leader to plant raised beds that house seasonal flowers. The picnic table, in our school color of red, will go perfectly in that space,” said Silk. Though outdoor learning began at Vine St School during COVID, it will not end when the threat of the pandemic diminished. “Whether we have COVID restrictions remains to be seen, but we have learned a lot from this pandemic. One takeaway we will use in future years is increasing the time spent learning in outdoor classrooms. We are working strategically to plan ever more efficient spaces for children to work and learn,” said Silk.

Outdoor Classroom Solutions

Windsor Elementary School

At the Windsor Elementary School, Maggie Blumenthal was able to use her school’s funds to create a flat educational space where students can congregate and learn in an outdoor setting. They used some of their funds to hire a contractor to grade and level a space for students, then used the remaining amount collectively with a local organization called the Reed Foundation to put up a learning gazebo near the garden they built for students. Blumenthal shared, “The impact of being able to have this outdoor learning space has created a world of difference in our school community. The garden is now a place that kids enjoy going to and learning and can feel safe and comfortable to be themselves, so often I find that traditional classroom education can drain kids creatively.” She added, “One of our 3rd grade classes revels in their outdoor time, we have been able to quietly observe all the sounds in nature as well as wildly running around looking for birds in the sky. Blumenthal emphasized that she believes “that by questioning and exploring why something is the way that it is a deeper sense of learning can occur. Having the space to freely question and investigate is critical to our students and our garden classroom offers this wonderful method of learning and thinking.

Outdoor Classroom Solutions

Robert V. Connors Elementary School

McMahon Elementary School

Maggie Simonds at the Robert V. Connors Elementary School in Lewiston used their fund to create outdoor learning spaces including a new garden, garden supplies, and outdoor classroom space equipped with clipboards, rulers, frames, and child-sized shovels. Simmonds shared that the design process for the garden was shared between landscape architect, Sashie Misner, and the garden committee. Simonds emphasized that, “the entire school community has also invested in the success of the garden and outdoor education program at Connors Elementary School. COVID-19 has acted as a catalyst, increasing school and community buy-in. Through the facilitation of grade level garden meetings, monthly newsletters, collaboration with school administrators, and access to grant money made available due to the pandemic, the Connors school community has a rejuvenated dedication to outdoor education and gardening.” She continued on to add, “The design [of the garden] represents a culmination of years of input, community voices, and creativity, acting as an anchor for the future of the garden and outdoor learning at the school. During a time of uncertainty, the garden and outdoor education have remained consistent and acted as a positive light amidst the hardships of the pandemic. A student at the school shared, “I wish you could come every week and take our class outside, this is so fun”. Our hope is that this student’s wish, as well as those of all students, will come true in the garden and outdoor classroom space.

Maisie Campbell, a FoodCorps service member at the McMahon Elementary School, worked with teachers to purchase ten picnic tables for outdoor classroom spaces. Some of these tables were situated in the two school gardens which have been a place of great learning for students at McMahon Elementary. Campbell shared, “During one garden visit, the students “put the garden to bed” by clearing out plant debris, removing any other labels and garden equipment and then covering the beds with leaves. Watching the students work together to carry the heavy bags of leaves, and then immediately offer to help any student reminded us of how a simple lesson on nutrient cycling can lead to larger acts of kindness and teamwork. We hope to expose more students to these types of formative and learning experiences, especially as the outdoor spaces become more accessible for varied learning opportunities that are not all garden-focused. This year marked the beginning of outdoor learning for students, as their lessons included “Science Wednesdays” where students learned about things plant seeds, impromptu explorations of bugs and worms, outdoor learning curriculum for 1st-3rd grade students, and professional development opportunities. Campbell continued, “We also hope to expand on the success of the outdoor seating project by organizing annual grade level activities in the garden so that all teachers and classes have exposure to the great learning opportunities outside.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Jonesport Elementary School

The Jonesport Elementary School used MEEA funds to purchase materials and hire construction support for an outdoor chalkboard to support outdoor learning efforts “After much research, I met with the builder to discuss what kind of structure we would find most beneficial to our outdoor area. We decided that a chalkboard with a roof would help protect it from the elements,” said Marni Crowley, 5th grade teacher. Like many Jonesport Elementary School teachers still warming up to the idea of outdoor learning, Crowley used to be unhappy with the idea of going outside in cold months, and during an opportunity two years ago with the Maine Outdoor School for Forest Fridays, was not initially interested in the topics presented. But last year, Crowley and the first grade teacher buddied up with a first grade teacher to have their classes collaborate for Forest Fridays. “I don’t know if it was because I was with a class that absolutely loved being outdoors and learning. Maybe it was the connections we made between literature and our topics for the week. Maybe it was the fresh air and birds chirping! Whatever it was, I became an advocate for Outdoor Learning,” said Crowley. “Then Covid struck and we were out of school for months. When we came back to school in the fall, I knew how much I wanted to get the kids outside for mask breaks,” said Crowley, who had camp chairs in the classroom as a regular classroom supply for students to set up for sitting outdoors. The new chalkboard is now used by both the elementary school and the nearby high school for outdoor lessons.

Outdoor Classroom Solutions

Longfellow School

The MEEA grant funds were used to purchase batteryoperated voice amplifiers for Longfellow teachers leading classes in outdoor learning, efforts which began and accelerated quickly during the COVID-19 pandemic. “Before the start of the school year, there was a big push to get students outside as much as possible. The science showed us that outdoor air was safer and would help prevent the spread of Covid-19. But how to accomplish this in a short timeframe?” asked Longfellow School Community Coordinator Melissa Riley. School staff worked with parent volunteers and the district’s outdoor building coordinator to develop creative and inexpensive ways to create portable outdoor classrooms. Buckets, logs, boulders, and stumps were used for seating. Clip boards and burlap backpacks were used to carry supplies between indoor and outdoor spaces. Campsites were created for different grades to create a consistent location and ensure proper social distancing, with outside storage for the moveable classroom supplies. “The plan was to have outdoor classroom spaces while the weather was warm enough to accommodate the students. The surprise was that when the snow came, many classes continued to do part of their learning outside. And now that spring is upon us, many classes continue to move outdoors for longer parts of the day. Parents and staff had commented that outdoor classrooms make them feel safer about having students in school,” said Riley. While the school has 21 outdoor “campsite” classrooms, it can be difficult for all the students to hear the teachers’ voices (especially given the use of masks), and it can cause strain on teachers’ voices to speak loudly enough for all to hear. With the use of portable voice amplifiers, it is much easier for teachers to communicate with their students.

Trenton Elementary School Mike Zboray at Trenton Elementary school in Hancock County used MEEA funds to finance the construction of an outdoor classroom at the school. They sourced Joe Horn from Maine Outdoor School to build the first part of the outdoor classroom, which includes an outdoor chalkboard and a roof cover so that it is long-lasting and can be used in inclement weather. Collaborating with a parent volunteer, who is securing material from local lumberyards, this project will be completed this summer in time for the 2021-22 school year. “This project will support our teachers in giving them direct access to an outdoor learning space. It will also compliment our school’s Growing Up Green project and curriculum, which aims to transform education through its greenhouse, nature trails, outdoor classroom, and garden initiatives.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

King Middle School

Cape Cod Hill School

Mike Zboray at Trenton Elementary school in Hancock County used MEEA funds to finance the construction of an outdoor classroom at the school. They sourced Joe Horn from Maine Outdoor School to build the first part of the outdoor classroom, which includes an outdoor chalkboard and a roof cover so that it is long-lasting and can be used in inclement weather. Collaborating with a parent volunteer, who is securing material from local lumberyards, this project will be completed this summer in time for the 2021-22 school year. “This project will support our teachers in giving them direct access to an outdoor learning space. It will also compliment our school’s Growing Up Green project and curriculum, which aims Nathan Geisser at Cape Cod Hill School used MEEA funds to transform education through its greenhouse, nature trails, to purchase large canvas tops to construct canopies for outdoor outdoor classroom, and garden initiatives.” learning space even during inclement weather. This grant allowed Nathan and other educators at Cape Cod Hill School to engage more closely with parents as they helped with building the canopies. “I was afforded the opportunity to work with two parents over a few weeks to construct a few classrooms. This was great because I had only seen some of the parents over zoom. It was a great bonding experience and allowed the families to have a sense of ownership of their students’ learning experience during a crazy school year.” In previous years, all classes were held indoors because the school did not have an appropriate space for outdoor activities. These canopies offered a break from sun exposure and allowed students and staff to get some fresh air outside. “When we first started the school year I had students that were afraid of going out into the woods, disgusted by bugs, and knew no names of any plants. Gradually, with these outdoor classrooms, they have learned to love going to these outdoor learning settings.” The outdoor classrooms with canopies have had a great impact on the school’s outlook on outdoor learning, and will continue to serve Cape Cod Hill School for years to come.

Outdoor Classroom Solutions

Blue Hill Consolidated School

The Blue Hill Consolidated School used MEEA funds to clear and begin construction of a path to the Mill Stream, which runs alongside the school and is used for learning and research opportunities. In addition, the school is constructing stools, to make stream studies easier for all staff and students. Materials were purchased for twenty stools which will be constructed and installed by the 8th grade students. The stream has been used for more than 20 years as a site for 7th and 8th graders to investigate macroinvertebrates and water quality. Nell Herrmann, grade 7-8 science teacher, has worked extensively with the Gulf of Maine Research Institute on science investigations for her students. She and her students have worked on many projects including a study with Mount Desert Island Biological Laboratory on arsenic in groundwater; an investigation of invasive green crabs in the local watershed; and research about the Bagaduce watershed The 7th and 8th grade writing teacher, Kat Hudson, works collaboratively with Herrmann to integrate science and writing. With the Blue Hill Heritage Trust, Kat has created an annual newsletter project for students that incorporates the students’ scientific findings into documents that are shared with the local community. “The stream is a place for students to conduct research, to write in nature journals, and to sit and ponder,” said Herrmann. “During these challenging times, connections to nature are more important than ever.”

East Grand School East Grand School in Danforth has been engaged in outdoor learning for years, and has been continuing to build on its outdoor and nature-based focus during the past year. The grant supported the purchase of new supplies, including rope, tarps, tools, and various arts and crafts materials for outdoor learning with a community partner, TimberNook, that has an occupational therapy focus. “This year at East Grand School our elementary teachers were trained in an outdoor education program called Timbernook, giving children the opportunity to explore their imaginations through outdoor experiences,” said third grade teacher Nicole White. “This grant made it possible for our students to experience the outdoors like they never have before.” “Going into this year it was important as a school to support our students with the social and emotional changes due to the pandemic, Timbernook has fulfilled that role. Being able to buy the supplies we received from this grant, our students went from being engaged in activities to immersed in imaginative play,” said White. Students found the Timbernook education program engaging, fun, and inspiring. “Timbernook gives us the opportunity to choose our own adventure. We are able to get dirty, play in the mud and get messy! It is fun to splatter glitter and paint everywhere and we are not able to do that inside. “ “Timbernook gives us a lot of creative time. If we didn’t have Timbernook, we wouldn’t have the time for experiences. We wouldn’t be able to build, experience nature, explore our woods, learn camp songs or find cool things,” said another student.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Westbrook High School The Westbrook High School used MEEA funding to purchase outdoor seating. The Sustainability Club has been working with the Engineering class, and the facilities manager to design an outdoor seating area for the high school. Although only one table was able to be purchased using these funds, the plan is to have more tables just like this one in the budget for next year. “It is very easy for students to become isolated from nature in today’s society. Many students only step outside in order to travel from one indoor location to the next. Teachers are even guilty of this at times, and forget to stop to look around,” said Ragan Hedstrom, environmental science teacher. With the addition of outdoor seating, there is the new ability for classes to go outside. The earth sciences classes go outside to learn about weather, watersheds, and ecosystems. The Sustainability Club uses the outdoor space for meetings. Students also go outdoors to enjoy lunch time with fresh air. “The more we can get students outside, the more we can combat the very real issue of nature deficit disorder. Maybe showing them how easy it is to get outside will inspire more on their own. This purchase will help to lead our school and our community in the right direction,” said Hedstrom.

ACADIA Academy

ACADIA Academy, a charter school in Lewiston, used MEEA funds to make its limited outdoor space more accessible. It did so by purchasing two large summer shade structures to keep students cool, by purchasing stools to use as outdoor seating, and by creating a mud kitchen for use by pre-K students. The school was founded on the basis of being a school that focuses on hands-on learning opportunities and social emotional growth. “We take great pride in offering our students a large range of field trips throughout the year and incorporating tactile learning opportunities every day. Being outside instantly offers a different learning environment, even if you are just sitting in the shade to read a story to your students,” said teacher Rebecca Trujillo. Many ACADIA students benefit from going outside at school, especially those for whom the classroom is not the ideal learning space. Outdoor learning on-site was useful during COVID-19 as the school couldn’t rely on outdoor experiences through field trips due to new restrictions. “This outdoor space is probably one of the best things to come out of COVID-19 for our school. This formerly unused strip of land is now a space for teachers to take their students to read, make art, eat snack, or have a movement break in the shade. It is amazing to see how an extra 15 minutes of fresh air while our students eat snack can reset their bodies and help get them ready to learn for the rest of the day,” added Trujillo.

Outdoor Classroom Solutions

Woodside Elementary School

Richard W. Dedek II, principal at the Woodside Elementary School used the funds to develop a robust outdoor learning setting. He explained that the impact of this funding impacted three areas by facilitating outdoor academic learning, improving access to other outdoor learning areas, and inspiring a future vision for partnerships and more and better use of outdoor space from a social and emotional learning perspective. He extrapolated that, “From the perspective of facilitating outdoor learning, we were able to purchase and put into every “in-person student’s” hands a “whiteboard/clipboard”...These are useful both indoors and out of doors, and would be an expense we otherwise could not have afforded this year.” “From the perspective of improving access to other outdoor learning assets, we purchased 6 pic-nic tables...and ordered 5 custom benches from up-cycled materials from a local craftsman which served to help increase Covid-safe seating while maintaining natural materials for our outdoor learning spaces.”, Dedek added. He concluded that, “ perhaps the biggest and most lasting impact has been the development of a vision for better opportunities to help students commune with their natural environment, and the pursuit of partnerships with other agencies who share a vision of promoting the social and emotional learning development of our students in the out of doors.

Harrison Elementary School Harrison Elementary School in Cumberland County used MEEA funding to purchase five, eight-foot picnic tables to be used in their outdoor spaces. Harrison Elementary has existing covered outdoor classrooms that are ideal for lectures or conversations but are challenging spaces for completing projects or written tasks. These new picnic tables will allow students to work collaboratively outside for larger projects and learning spaces. “The school year of 2020-2021 was unlike any other, as we are all well aware. However, a positive outcome was the renewed focus on outdoor learning spaces!” The picnic tables were placed around the playground to offer students an outdoor working space and allowed social-distancing pods to stay apart while outside together. These large tables will continue to provide much-needed learning spaces for years to come. “The large size of the tables gives opportunities for posters, projects, and more students to work together at one time. Having comfortable seating, off of the ground, allows students to safely sit while working for longer periods of time and even after rain or snow. These tables were just what we needed!”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Classroom Solutions

Leeds Central School

Sedgwick Elementary School

Leeds Central School, located in a rural area of Androscoggin County, used the grant money to purchase an outdoor gazebo to use as a learning area for small groups and interventions. “We’ve overcome so many obstacles this year to be in person learning. We’ve sat on stumps by the parking lot, spread blankets in the tall grass and painted circles for safe social distancing on the playground. We’ve turned finding ticks and getting honks from cars going by into classroom competitions,” said teacher Sara Taylor. Students participated in choosing the spot for the outdoor learning area on the campus. Students appreciate the break from wearing masks, and teachers like using the spot for delivering instruction before spacing out or for small group work. “We’re now thrilled to have a sheltered, off the ground, outdoor learning area set back from the road,” added Taylor. The funds were used by Sedgwick Elementary School to This gazebo will support COVID spacing restrictions and buy the wood to make outdoor classroom desks. A volunteer provides students with an outdoor space with access to wi-fi and carpenter is cutting pieces to size and the desks are being room for individualized academic support, once it arrives after assembled by students and community members. shipping delays. “Because of social distancing requirements many teachers have opted to spend a great deal of class time out of doors,” said teacher Sarah Doremus. “We have begun to integrate our curriculum to use the woods as an educational tool for science, social studies, art, language arts and music. I don’t see that ending with the end of the pandemic” In the past school year, the school has explored connections to nature and to the community outdoors. A local naturalist talked to students about the vernal pool nearby. Building on that lesson, the STEAM class discussed the caddisfly in relation to the mason bee, and built mason bee houses and a pollinator garden. Maine musician Elsie Gawler connected with students in music class over Zoom, and the music teacher taught several of Gawler’s nature-themed songs for the students’ spring concert. The school community built a wooden worm box and started a vermiculture program. They built a composting area and have started composting breakfast and lunch scraps. They are revamping the greenhouse and using our project based learning curriculum to educate around gardening and plant anatomy. Doremus and another teacher have been part of the Blue Hill Heritage Trust outdoor education program to better develop an environmental curriculum for the school.

Outdoor Classroom Solutions

Madison Elementary School

At Madison Elementary School, Principal Scott Mitchell used his funds to buy trail head signs, raised beds, and safety materials. Mitchell explained the signs he ordered, sharing that “the smaller one will be stationed at one of our trail heads with map, info, etc. The large one will be placed down by our pond area with posters to ID pond life, tree ID, etc. This will certainly aid our educational efforts but also make our outdoor classrooms and trails user friendly for community use.” The raised beds built with Mitchell’s funds were built by the Madison Junior High School. Mitchell explained that, “Students attending our Summer Summit Academy this July will be utilizing purchased materials to plant flowers, butterfly garden, etc.” Mitchell also shared some of the struggles of outdoor learning, particularly when it comes to ticks! He used part of his funds to order gloves along with Odorless Permethrin spray to be used on the gloves and other clothing, as ticks have become more prevalent in the school’s woods and trails. MItchell expressed that this funding Mitchell “has allowed [MES] to create learning opportunities that will take our outside classroom and environmental learning to another level. Because of these new resources, we have centered our summer program’s focus around agriculture and the environment. This focus will then continue through the next school year.”

Outdoor Classroom Solutions

Kaler Elementary School

Pond Cove Elementary School

Sue Curato, grant recipient at the Kaler Elementary School, used her funds to purchase materials that let her get her kindergarten classroom outside with more ease. She purchased 10 plastic bucket seats with cushions, binoculars, stethoscopes and magnifying glasses for outdoor learning and exploration, as well as pea stone, yoga cards and stakes for their walking path. Curato expressed that, “A kindergarten teacher’s gift is that so many minutes of the day are filled with joy, excitement and tenderness. The generosity of this grant facilitated such a gift.” The materials purchased brought students much excitement and in a brainstorming activity, Curato encouraged the students to think about what they could do with each new science tool and established expectations. They first used the materials to check out the birds living in their bird houses. Curato shared, “We waited for an appearance of the sparrow we frequently see. With binoculars pointed, these young learners delighted in seeing this magical bird enter the bird house with its mouth full of a grassy substance. This set us on another path to find the answer to our many questions and a science journal to record our answers.” The impact of these funds on the students at Kaler Elementary School is clear. As Curato emphasized “how exciting it is to see young scientists with stethoscopes, carefully poised, listening to our trees.”

At Pond Cove Elementary, teachers Tara Bucci and Lindsay Barret used funds to expand easy-access options for outdoor classrooms. They elaborated that they used, “some of the funds to turn corners of our grassy school courtyard into two dedicated outdoor classrooms that we’ve named “Hidden Corner” and “The Willow Tree.” Each space has magnetic chalkboards trimmed in Maine cedar and mounted on the exterior building walls, storage boxes for chalk and magnets, and stump and bench seating that meets current distancing requirements.” A teacher that benefitted from this development was Melissa Richards, a Grade 2 teacher. She shared, ““I brought my students out this week to try out the spaces and they are in LOVE.” They said, ‘Having an outdoor learning space will let us learn and get fresh air at the same time!’ and ‘We spend a lot of time in our classroom this year so having an outside space gives us a change of scenery!’ Another teacher, Kate Zellers added, “It was so fun to see the kids’ faces as we came around the corner. ‘It’s like a real classroom!’ one shouted. We established a few baseline rules, like ‘Sit on the X’s’ and ‘Don’t knock over the benches,’ and we were off! We learned about how to “walk and talk” and ask our writing partners questions.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Katahdin Elementary School

The Katahdin Elementary School is using MEEA funds to create an outdoor classroom and garden learning space. Acquiring picnic tables, raised bed soil, landscape fabric, and mulch have been helpful in creating a 40x40 outdoor classroom. The school planted 12 fruit trees using the new mulch. In general, outdoor learning has become an everyday part of learning at Karahdin Schools, whose motto is “where education is exciting.” “In the last year we have rapidly adapted to COVID and created outdoor classrooms and drastically increased the time students spend outdoors. This has resulted in less student office visits and referrals,” said FoodCorps Service Member Tyler Morin. The school has also built a trail around its woods with help from the groundskeeper and in partnership with the Patten ATV club. In partnership with Katahdin Woods & Waters Learning Project, the school has weekly outdoor “Adventure Fridays” focused on outdoor education and place based learning. “The community of Katahdin has taken a difficult pandemic and made it into a life lasting positive. The school will continue to grow our nature trails and outdoor classroom usage,” said Morin. “Katahdin is a perfect example of a small community banding together to take a difficult situation and find the good in it. Students are happier than ever to be at school and loving all of the new outdoor additions,” added Morin.

Outdoor Classroom Solutions

Mountain Valley High School

Todd Papianou, a teacher at the Mountain Valley High School has been using his funds in some pretty imaginative ways. The first being the construction of a teamwork exercise called the “ATC”, which is shorthand for Air Traffic Controller. This exercise involves learning knot skills, understanding pulleys, and working together. Papianou related, “The activity has different levels of challenges that stress communication and alternative ways to problem solve. The level of engagement and success was high and this will be a useful and rewarding component to our comprehensive teamwork unit. “ He shared that this activity has been beneficial for students, encouraging them to learn how to use their voices and assert themselves. He added, “It was exciting to see this student find their own “Teacher Voice” and advocate for their ideas.” The rest of Todd’s funding has gone towards the development of outdoor learning spaces, particularly towards purchasing stoves. Outdoor classrooms get very cold during Maine winters and Todd was hoping to use these stoves to heat up his outdoor classrooms. However, due to fire regulations, his plans have been stalled momentarily. Despite setbacks, Papianou has plans to use the stoves next year and he noted that the students are excited to use them next year as well. He closed with, “We have our eyes set on the horizon and anticipate a return to normal, which for this school means getting students outside.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Recreation

Biddeford High School APC Biddeford High School’s Alternative Pathways Center (APC) used MEEA mini-grant funding for bike repair materials in order to maintain the school’s fleet of mountain bikes used for its Phys-Adventure class. “We strive to focus on our students’ unique strengths to develop and strengthen natural community supports, master critical life skills, and equip them with the tools necessary for success, satisfaction, and successful citizenship while earning a high school diploma and engaging in academic, social and emotional learning,” said APC teacher Andrew Burnell. The Outdoor Adventure class is focused on teaching health and fitness, building camaraderie, connecting students to healthy activities, and meaningful service experiences. “One particular story that stands out over the last several months came during a bike ride to Hills Beach. Hills Beach is located about five miles from our school and is situated next to the University of New England. The reason this trip was so unique is that for many of our students not only was it the first time they had ever ridden a bike 10-miles, but it was also the first time they had ever visited Hills Beach,” said Burnell. “It was an eye-opener for students to see this part of their community ‘just five miles up the road’ and begin to ask the question of ‘what else is out there?’ One of the main goals as outlined in the original grant proposal is to evoke curiosity in our students and get them outdoors exploring the world around them. This trip to Hills Beach did just that,” added Burnell. “We believe that exposure to places and people is such an important part of students’ development,” said Burnell.

Agnes Gray Elementary School

At Agnes Gray Elementary School, Principal Beth Clarke used her funds to buy snowshoes for students to be used on hikes, at recess, and during “Forest Fridays”. Students were even able to borrow them on weekends and vacations! Many of the outdoor learning successes at AGES have come through Clarke as a strong proponent of outdoor education. She explained that she believes, “educational outdoor experiences produce gains in self-esteem and motivation, help students focus attention, regulate behaviors, enhance attitudes and engagement, support creativity, and promote prosocial and cooperative behavior.” Clarke shared that as a result of getting AGES students outside that they are “happier, have deeper friendships, and are healthier emotionally and physically.” These snowshoes have expanded the time that classrooms can spend outside, ensuring that their time outside walking and hiking isn’t limited by the winter weather. Clarke added that, “Our vision is to utilize the snowshoes as part of our gear lending library and for use during the school day.” All the students at AGES spend time outside during the school day, but accessing the woods near the school’s playground proved difficult without the snowshoes, and with the gear purchased with the grant, the places that students can explore has been expanded.

Outdoor Recreation

Lubec Elementary School

The Lubec Elementary School in Washington County used the funds to purchase fly fishing materials including fly rods, real flies, and nail knot tools for each P.E. student. This spring, the fly fishing outdoor activity began with instruction in knot tying. The program’s next step was to teach the students how to cast the fly rod. For these sessions, the school gym was used along with the school’s skating rink. “The skating rink ice, having turned back to its liquid state, was ideal for teaching the Roll-cast off the water. Students also learned how to properly wear and move in fishing waders for safety in the rink water. Much time was also devoted to learning how to untangle a fly line,” said P.E. teacher and coach Bill Ashby. Classroom sessions also taught the students what fish eat and how the different fly patterns mimic the food source of fish, and how each fly pattern requires a different tactical fishing approach. In May and June, the students went on a field trip to Grand Lake Stream, one of the best landlocked salmon streams on the eastern seaboard. “It was a great learning experience for the students. All students improved the skills of fly fishing, learned about where fish live and travel in a flowing stream, how to navigate flowing water in fishing waders, and were exposed to the customs and etiquette of being a Fly Fisher,” said Ashby. “This activity provided an opportunity to introduce a lifelong activity of fly fishing at an early age to LES students,” added Ashby.

Milo Elementary School At Milo Elementary School, grant recipient and PE teacher Dawn McLaughlin used her funds to buy 20 sets of skis that don’t require special boots. McLaughlin shared, “these skiis will enable my Physical Education classes K-4th grade to be able to ski during class. Previously we were limited to 3 and 4th grade because of the sizes of boots we have in inventory McLaughlin went on to say, “Outdoor learning has been proven to reduce stress in young learners. The aforementioned benefits have been very evident in my students over the years. I have seen so much active learning when we are outside. My students often will be overheard saying, ‘This is the best day ever.’” McLaughlin added, “My students love the winter unit of snowshoeing and skiing. During Physical Education classes we have participated in outdoor learn for all of my 35 years as the elementary PE teacher. The students year after year show growth in so many areas as a result of our outdoor units. I am grateful that as a result of the money provided by the grant that our outdoor experience will be greatly improved.” She closed saying, “I am hoping that with this exposure [my students] will continue skiing well after my students leave my school.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Recreation

Fiddlehead School Grant recipient at Fiddlehead School of Arts and Sciences, Jacinda Cotton-Castro, like many other teachers, was trying to find ways to get kids outside during the winter months. Jacinda related that part of the school’s mission has always been about fostering connections to nature. Though the school has always valued outdoor education, the pandemic has provided an extra incentive to get kids outside during all seasons. She added that the grant that MEEA provided offered the extra support that teachers like her needed to make sure they can get students outside into the winter. Cotton-Castro used her funds to purchase snow-shoes to get her young students outside exploring nature. She emphasized that “snowshoes really allow us to build on this mission, enabling us to teach about animal tracking, math in the outdoors, the physics of snowshoes, and explore some of the inter-urban trails around our school and community.” “The Fiddlehead School allows the teaching to follow children’s interests”, Jacinda continued, “we hope that the work we do helps all schools see how nature is important to the whole child development.”

Great Salt Bay Community School

The Great Salt Bay Community School in Damariscotta used the mini-grant to purchase 18 pairs of snowshoes for its physical education program. It was able to combine MEEA funding with PE budget funds to make this purchase. The $1500 mini grant was used to purchase snowshoes for our school’s Physical Education program. The total cost of the 18 pairs of snowshoes was $2000. We utilized all of the $1500 grant money plus $500 from our PE Budget to make the purchase. “Snowshoes give me an outdoor option during the winter to supplement orienteering, hiking and tree identification materials already present in our program,” said PE Teacher Jason Adickes. “They opened up a whole new possibility of outside recreation during the winter months for our Physical Education program.” Because the school’s gym was used as a second cafeteria due to COVID social distancing restrictions, PE classes had to get creative about instruction and location. The 4th, 5th, 7th, and 8th grade classes all experienced snowshoeing and had the opportunity to explore the outdoors during the winter.

Outdoor Recreation

Maine Academy of Natural Sciences

Teachers at the Maine Academy of Natural Sciences (MeANS), Jenn Sanborn and tish carr were able to use their funds to expand their robust soils curriculum to include soil augers and testing kits. They use these kits on their school’s one-acre farm, allowing students to do their own soil testing. In addition, they bolstered their “outdoor education project block” and fish ecology lessons by purchasing fishing poles and fishing accoutrements which allowed more students to participate. Sanborn and carr shared this about the importance of access to these experiences at MeANS, “Outdoor learning is core at Maine Academy of Natural Sciences (MeANS). It is the foundational structure for many of our programs and curriculum. We seek everyone the opportunity to be outside and learn in a hands-on place based environment. We border 100’s of acres of diverse woods to explore which offers a unique learning environment for students and the public who take advantage of extensive hiking trails . We have a one-acre farm that students are actively engaged in for three seasons. We have a sugar shack that is another outdoor learning opportunity for students during the maple syrup season. Simply put, outdoor learning is paramount for the MeANS community. We strive to create curriculum that will enhance learning and integrate much of it by being outside.” Jenn later added, “The additional funds allowed more students to have hands-on participation with soils and fishing. It has been incredibly beneficial for the students.”

Outdoor Recreation

Gorham High School

Central High School

At Gorham High School, Jennifer Belanger shared her use of the funds. She purchased: two garden carts, which will be used to transport necessary supplies to and from staging locations for Gorham Outdoors events, and two large EZ-Up tents that will serve She explained that the items serve “as the foundation for providing high-quality and high-interest outdoor activities to residents of Gorham” through the Gorham Outdoors. Gorham Outdoors began in January 2021 in response to addressing social isolation due to the pandemic. Belanger explained that the organization “has already brought the community together through fun and free or low-cost outdoor activities, including outdoor movies, nature walks, and fun competitions such as the Bike and Bow.” She continued to add, “This student-led organization seeks to expand upon the traditional model of a “school club” to instead bring engaging, low-cost, family-friendly programming outdoors all year round both for recreation and education.” By supporting Gorham Outdoors, this grant funding is helping revitalize outing clubs throughout Gorham schools, so that they can serve as foundations and roots for partnerships into the wider Gorham community. Belanger emphasized that “Gorham Outdoors has revitalized Outing Clubs throughout Gorham schools. There are now affiliated Outing Clubs at each school, connected to the community-wide work of Gorham Outdoors. This is a true partnership that roots the schools into their wider community.”

Jennifer Plourde, a physical education teacher at Central High School, used the funds to start an archery unit. She purchased a number of right-land and left-hand compound bows, a repair kit, and box targets. This purchase was in a response to a poll Plourde conducted last fall, where she found that 70% of students currently hunt or would like to get back into hunting. She explained that, “These would be the type of bows that students would use for hunting, and I believe having a proper education about the bow is very important. With practice, archers can learn not to get emotional when they make a bad shot. Instead of attaching their self-worth to performance, they will learn to analyze their shots with a calm mind and improve in the next rounds.” This archery unit helps “young archers [to] learn patience, focus, and self-motivation. Archers need significant stamina and upper body and core strength to pull the bow and keep the bow steady while aiming. Archery offers great satisfaction in combining both physical and mental skills. Whatever the final result is, each archer can draw some mental satisfaction from overcoming a personal battle. Not all kids like team sports. Individual sports such as archery may give these kids a place to shine. Being able to pull back the string and put an arrow into the target will surely give a child a great sense of accomplishment.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Mount Ararat Middle School

The Mount Ararat Middle School’s Team Sheepscot program provides a hands-on project-based 7th and 8th grade education for a selected group of twelve students who are very active and learn best by doing in Topsham. All academic work is tied to woodshop, culinary, and aquaponics projects. Previously, the group relied on several used, donated bicycles for transportation into the community. The funds from MEEA were used to purchase a new bicycle for each member of the team. These bikes are used for physical activity and as local transportation to nearby learning experiences. “Our goal is to allow the students to experience the outdoors once a day for at least one hour,” said teacher John Hawley. “Safe and reliable bicycles for every student has opened access many local learning opportunities. “Each student was tasked with assembling their own bike and, since it was winter, taking it for a test ride within the halls of the school building! Many wanted to take their bikes right out into the snow and ice covered streets, but we knew we had to wait,” said Hawley. “On one sunny but cold day, we struck out for a nearby river and nature preserve. Having the bikes cut our travel time significantly as compared to walking and the students were able to spend the majority of the day observing seasonal changes to the natural environment and simply enjoyed a winter day in the woods” said Hawley. As the weather improved, students used the bikes to ride to nearby locations for learning opportunities. On the way, they’ve tested their skills on dirt piles, tried out challenging trails on the woods, and explored riding on streets. “We’re stretching our endurance a little more each time with the goal of making it to our neighboring town of Brunswick which has numerous rich learning opportunities including, the Androscoggin River fish ladder,” said Hawley.

Outdoor Recreation

Molly Ockett School Deering High School

The Molly Ockett School in Fryeburg used MEEA funds to purchase snowshoes for its Maine Environmental Science Academy (MESA) program. The Molly Ockett School used MEEA funds purchase 19 pairs of snowshoes the MESA program in order to get the students outside during a year fraught with social distancing protocols. The MESA program has 40 students, but given COVID protocols, only half of the students meet in person at a time. “Getting students outside is five levels of awesome: healthy, happy, community-building, perspective changing, and let’s face it just plain fun,” said teacher Jotham Oliver. “School can be fun too, right?” Students journeyed explored Madison Boulder Natural Area, home to the largest known glacial erratic in North America, using their new snowshoes. “You can learn about that stuff in a textbook, but if North America’s largest glacial erratic is right down the street, why not go explore it? It happened to be in winter and thankfully the snowshoes provided saved the day,” said Oliver. The MESA program has also been contributing to the Maine Geological Survey to study snowpack and determine flood risk by collecting data and sending it to the state for the last five years, one of the only public K-12 schools to do so. This requires bringing students outside for precise measurements. “Our findings are reported to the state, so our work not only is great for our students, but the state of Maine benefits from it as well,” said Oliver.

At Deering High School, science teacher Karen Shibles used her funds to buy cornhole boards, spike ball sets, and KanJam games. Shibles explained, “These games were used by Advisors with their advisory groups as a way to build community as our students in grades 10-12 arrived in-person for the first time in more than 13 months. Using a digital reservation system, Advisors would reserve a designated outdoor classroom “site” on the campus and at the same time reserve the outdoor lawn games that they wanted for their group. For many of our Advisors who were not comfortable with organizing outdoor activities, this provided an opportunity that was both familiar and fun.” These outdoor games served a role for DHS seniors, who after a year of online courses, gathered for the first time for a field day. Shibles shared, “Seeing them have the opportunity to just hang out together, laugh, and reminisce about their experiences was more emotional than I had anticipated.” Shibles added, “As we look to next year and think about gathering our students back on campus for a “normal” school experience, I am certain that we will continue to use the outdoor spaces on our campus that have been identified during COVID. And, I am certain that the purchases made with the help of this grant money will be put to good use for Icebreaker activities, Freshmen Open House, Field Days, and more.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Recreation

Middle School of the Kennebunks

Katahdin Middle/ High School

At Middle School of the Kennebunks, physical education teacher Keith Noel is making strides to ensure the school staff are trained to use the school’s outside adventure course. The school built the course about 14 years ago, but due to lack of training, has been left unused. Noel explained that, “As a new teacher in the district I was never given the opportunity to get training. Without proper training we were not allowed to use this space due to liability.” Noel related that this training will be particularly useful in its integration with the 6th grade cooperative games unit as well as a PE course specifically for outdoor adventure. Noel explained the potential impact, “This training will open up new avenues for our students. Our PE program will be offering adventure electives in the future. The health class will incorporate the space into their stress units. Students will be able to apply the skills used in real life learning situations. With the increased pressure on test scores, we are hoping more teachers utilize this space as regrouping. We need to get more kids outside, and by getting more trained with this space, thanks to the help of you will set many up for future success.” At Katahdin Middle/High School, in the foothills of Mount Katahdin, teacher Kelly Birmingham used MEEA funds to support an outdoor education school program. Birmingham purchased ice skates and snowshoes for winter curriculum at the school (and for family use), as well as fishing poles and tackle for the spring fishing season. “Outdoor learning for the students has been great at getting students out and learning things they had never tried before,” said Birmingham. “They are getting experiences that they normally would not have if they were not given access to the supplies needed for outdoor adventures.” “Families are given access to the outdoor equipment so that they can share in the experiences and hopefully help to foster the next generation of outdoor enthusiasts,” added Birmingham. “The students and their families have loved being able to use the equipment and some have even learned new skills,” said Birmingham.

Outdoor Recreation

Searsport District Middle High School

Kim Andersson at Searsport District Middle High School used MEEA funds to purchase necessary materials to plan, build, and install a low-ropes course and outdoor learning space for students. These materials include lumber, shock cord, paracord, rigging ropes, teufelberger cable, quicklinks, safety harnesses, turnbuckles, and various hardware. This material will be used to create several element of the low ropes course. “Students will work together with our school administrators, the teachers who planned the course with their classes, and some community volunteers to install the elements with the materials purchased under the grant later in July.” This project aims to be complete before the return to school in September, and will be used for years to come. “[The outdoor learning space] is in a beautiful wooded section of campus located beside a small brook. While it is just behind the school, it is down a bit of a hill and feels like being out in the wilderness.” This project is part of a larger outdoor education endeavor that students and teachers are interested in. The school has been working closely with community organizations to continue to develop the land around their campus. “It is an exciting time and continues to have a great impact on our student body and wider community.”

Lyseth Elementary School Merita McKenzie, a physical education teacher, was a grant recipient at Lyseth Elementary. McKenzie decided to use her funds to purchase materials that would let her get her students outside, even during the winter months. These materials included “sleds, hand and toe warmers, warms socks, Bocce Ball Games, Corn Hole Games, and Two Wheel Scooters” McKenzie shared that “Students were extremely grateful and eager to be back at school following months of isolation at home, and remote learning. They happily participated in the activities, and talked about how much they loved school.” She continued, “ I didn’t know how much fun it would be to play Bocce in the snow, but students really loved playing. They were challenged to improve and to win, maintain their balance and stability on snow and ice, and to adapt to the cold.” Many of the students hadn’t been able to play outdoors before. McKenzie explained that, “one third of each class had never played outside in the winter, and I am happy to report that students indeed experienced a “Winter Wonderland” at school.” Of all the activities that her funds enable, McKenzie shared that “A favorite activity for the students was sledding...They had so much fun, and experienced a lot of joy playing in the snow. I thought it was just wonderful to listen to the laughter and sheer thrill as they slid down our mounds of snow.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Outdoor Recreation

Telstar Middle & High School At Telstar Middle School and High School, physical education teacher Scott Underhill is using his funds to establish a Mountain Biking Program that will be added to the curriculum at both schools. “The Bethel area is becoming a recreational destination in Western Maine,” Underhill explained, “and the funds are being utilized as a contributing factor in the restoration of our trails around the High School. The bikes that will be purchased will provide significant learning opportunities for the students, faculty and staff at both schools.” The school is conveniently located near ample trails both on school property and in the Bethel area, making mountain bikes particularly useful in engaging students in the local area. Underhill added, “Outdoor pursuits are essential for every student for Mountain Biking would provide the individual student with the means to increase cardiovascular endurance, muscular strength and muscular endurance. The students at Telstar really appreciate the outdoors and the experiences that nature provides.”

East Grand School

Tammi Matula, grant recipient at the East Grand School, used her funds to buy bike parts for the school’s pre-existing bike fleet. Matulua shared, “instead of investing in 2-3 new shiny bikes, I thought that the money could be used to help educate our students by providing bike parts, of which they could use to help become more educated in bike mechanics, while keeping our fleet of bikes rolling! Matulua explained, “Our natural resource setting, experiential and project-based strategies have become an integral part of teaching and learning at EGS. Running parallel to that concept is a need for students to learn solid outdoor and wilderness first aid and rescue skills - The Wilderness Upgrade Project is this effort. This project aims to create a process for awarding foundational outdoor and wilderness first aid and rescue skills which is aligned to our proficiency-based system, sparking a new level of student excitement for achieving excellence in the outdoors.” This type of approach to outdoor education has had an incredible impact on the students of the East Grand School, as Matula related, “Once students experience the joy of the activity, they become motivated to take their skill to a more proficient level. Ultimately, these hard skills translate into a variety of economic opportunities for students, and, we believe, a deeper appreciation for the environment and place.”

Outdoor Recreation

Lee Academy

Lee Academy, a private boarding and day high school in Penobscot County, used MEEA funding to build a bridge over a stream in the school forest trail. They purchased lumber and hardware from local venders, though a lumber shortage did not allow the school to finish the project before the end of the school year. “Outdoor learning is integral to the Lee Academy experience and is incorporated throughout the curriculum. For this particular project, students in Natural Resource Management designed and built a bridge to minimize impact on a stream crossed by a trail in the school forest. Problem solving, collaboration, and communication skills were strengthened as students worked together to plan, budget, and build the bridge from start to finish. Students in Environmental Science classes assessed both the impact of building the bridge on the water quality and ecosystem of the stream and the benefits of building the bridge to help prevent compaction and erosion in the area,” said Susan Linscott, science teacher and Director of Outdoor and Environmental Programs. The trail is open to the public, and members of the community are often walking, running, or snowshoeing in the forest. Thus, the bridge is both a benefit to the Lee Academy community, as well as the broader community and nearby schools. “It is evident when working on projects such as this one, that students are not just receiving the health benefits of moving and being outside, but are making strides academically through improved focus and executive functioning skills,” added Linscott.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

The Ecology Learning Center

At the Ecology Learning Center, Adam Williams used his funds to purchase 10 new 2-person tents and 2 large group tarps for overnight education experiences. These tents and tarps will serve a critical role when taking ELC students into Maine’s wild to engage with ELC’s outdoor education curriculum. Williams explained that, “[these will afford our students the opportunity to learn in base-camp style programming, where an emphasis on camp-craft and outdoor living skills are highlighted...They are also essential for our Junior and Senior level students who will utilize the tents and tarps as mobile shelters that they setup and break down daily as they hike, paddle, and bike the state in an effort to deeply root themselves in the cultures and ecologies of place.” Williams went on to share that, “Students are taught to reflect, observe and write outdoors in English class- to learn to use camp stoves and outdoor cooking techniques to apply knowledge about ratios into cooking- to become field scientists recording data about our local ecosystem and to explore land use and migration patterns of early peoples in social studies.” Students at the ELC participate in regular “adventure Fridays” where our diverse and skilled faculty (some also work as Maine Guides, NOLS instructors, Boat Captains etc) bring students off-site to explore Maine’s vast and beautiful wild places. In the coming years the school with develop a mandatory overnight outdoor education curriculum.”

Science Exploration

Messalonskee Middle School At the Messalonskee Middle School in Oakland, MEEA Mini grant funds were used to purchase five uHandy mobile microscopes, a class set of binoculars, and a compass. “During COVID restrictions, my students expressed appreciation for being able to go outside, move their bodies, breathe fresh air, while also conducting science investigations and improving their school grounds,” said science teacher Amanda Ripa. “This past February, I created a winter pond explorers day for my students. On a balmy 10 degree morning, we were outside drilling holes in our school pond, trying to catch fish and also using a plankton tow in the icy water. We also discovered the pond had a temperature profile where the water was warmer on the bottom than the surface,” said Ripa. “ Using the uHandy microscopes purchased with this grant, we were able to see daphnia and rotifers back in the classroom from our water samples.” Ripa is also planning to use binoculars to locate various bird species with the students, help students make observations and comparisons, and support students in submitting a Nature Note to GMRI “Findings from the Field.” “The MEEA Mini Grants for Outdoor Learning helped to bring my outdoor education to the next level during this tumultuous, unpredictable school year,” said Ripa. “I was appreciative to have new technology to use with my students and to continue to bring my students outdoors!”

McMahon Elementary School

At the McMahon Elementary School, teacher Andrea Mercado used her funds to purchase science materials and instruments, these included graduated cylinder, microscopes, hand-held GPSs, weather sensors, relief maps, books, and journals. In addition, Mercado purchased sensing equipment for soil, water, and gardening for students. Mercado is a teacher for English learners and doesn’t have her own class, as such she works with two different classes, a 5th grade class and a special education class. She shared, “My experience with the 5th class, which holds many of my English learners, allowed me to offer the students an opportunity to use some of the weather and GPS devices to explore the nature trail our school uses. This trail is often used to go for nature walks, make general observations of things like animal tracks or to partake in scavenger hunts for natural items...This impacted students by getting them excited about exploring, collecting data and artifacts, and using it to practice their math and writing skills. With my special education class, the students became highly motivated by our Science Fridays. During this weekly class, I would take the students outside to observe and collect water, snow and soil samples. We used the materials and instruments to collect data and make observations about these samples. Students expressed their enthusiasm and curiosity weekly. They would also go home and share with their families the experiences they had. “

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

Edward Little High School

The Edward Little High School in Auburn used MEEA funds to purchase items to form a “mobile outdoor classroom” that enables students to learn outside as well as inside. Because the school’s campus is under construction, it is helpful to have all the materials in one place, mobile, and ready to go anywhere. The funds specifically purchased clipboards, a mini greenhouse, plant trays, guidebooks, survival items like flints, and chairs and tables. Science teacher Brandy McFadden was excited about finding ways to make classroom content applicable in students’ real lives, and to involve experiential learning. “Students are more motivated to work together in groups when learning in an outdoor setting. Oftentimes groups are separated by large distances, which requires them to manage conflicts, communicate, and cooperate with their peers. Learning outdoors helps to develop student creativity, problem solving, independence, and confidence,” said McFadden. “Outdoor learning not only allows them to learn content but also teaches life skills. I can teach chemistry content through soil analysis, while also teaching them to plant vegetable seeds. They may forget the chemistry of the soil but they will forever be able to plant their own vegetables and provide for their family,” said McFadden. Outdoor learning forms the core of the Maine Forestry Fisheries and Wildlife class at the school. The class involves community members, including conversations with a game warden and workers at a local fish hatchery. Students ask questions, learn about outdoor careers, and are excited about learning. “Learning outdoors is also just more fun!” added McFadden.

Lincoln Middle School Lincoln Middle School in Portland is within walking distance of woods and three ponds. The school used MEEA funding to support the purchase of tools and materials needed to study local ponds, vernal pools, and aquatic habitats. Building on lessons from the previous year, three classes at Lincoln Middle School studied the pond at Baxter Woods this spring. They collected water samples and tested them for turbidity, water temperature, and pH. In addition, they made observations of green frog eggs, bullfrog tadpoles, mallard ducks, small fish, a snake, dragonflies, and other insect species. They also collected data on bank characteristics, the percentage of the canopy, and the day’s weather. “Back at school, students learned to use macroinvertebrates as bioindicators and analyzed the water quality of their pond. In general, students decided that the pond’s water was only of fair quality, and likely impacted by runoff from a nearby road and businesses,” said teacher Cheri Drago. The classes also partnered with Maine Audubon to study pond life and health. “Our students love the days we spend outdoors learning. We combined our days at Evergreen Cemetery with a stop at the community garden for a picnic. We packed snacks that we made in class. Many of the students do not have the opportunity to go to ponds and learn in this manner. These days were magical for our students,” said Drago.

Science Exploration

Camden Rockport Elementary School Chris Walker-Spencer at Camden Rockport Elementary School used MEEA funds in two ways; to support professional development for 30 staff members in the Growing Up Wild outdoor education training through the Maine Audubon Society, and to purchase outdoor teaching kits. The outdoor education training allowed teachers to participate in hands-on training, and excited them for implementing their new learning with students in the fall. “The training took place on site at CRES and staff engaged in the hands-on learning while simultaneously experiencing outdoor spaces at our school.” The outdoor teaching kits include animal track, tree, and animal identification. These kits will make it easier for staff to become comfortable with taking their students outside, and will provide an accessible way for teachers and students to start learning in nature. These kits encourage hands-on learning and moves the school closer to their goal of ensuring that “every child should have access to an outdoor learning experience on a regular basis.” “The pandemic forced this challenge upon us, but with every challenge comes opportunity. One opportunity for us was to look at the outdoor spaces at CRES with new eyes. We began exploring the woods, the stream, the shaded areas around the school and the miles of nearby trails.” Teachers at Camden Rockport Elementary School are grateful for the support and opportunity to reimagine education at their school and in their community.

Upper Kennebec Valley Memorial Jr. Sr. High School

Colby Atwood at Upper Kennebec Valley Memorial Jr. Sr. High School used MEEA funds too purchase a number of items for a wildlife studies course. These materials include binoculars, game cameras, outdoor clothing, safety vests, and a number of other items to support students as they explore, identify, and investigate local flora and fauna. “The materials purchased will be a great asset to our school and community. As is the case in many smaller, rural, and lower economic municipalities, the level of opportunity and engagement for youth and young adults to experience outdoor and alternative education, in a safe and guided environment, is not always readily available. These materials combined with inschool classes and curriculums will open the door to a number of young people to learn about the outdoors.” They continued, “Students will be able to utilize the materials purchased to get outside and observe animals in the area surrounding the school. They will see, firsthand and through photographs and videos, wildlife interacting in with the environment and then be able to research and study the how and why of the behaviors they have witnessed. Students will use the equipment such as binoculars to witness the behaviors firsthand, and the game cameras to capture photographs and videos to expand their knowledge of the wonders of the outdoors.” These tools will encourage students to share their knowledge, stories, and experiences with their families and community, and will allow for outdoor exploration for years to come.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

Winslow Junior High

At Winslow Junior High, Ginny Brackett used her funds to buy jewlers’ hand lenses, a collection of identification books for trees, wildflowers, ferns, and tracks, and temperature and light probes. These materials proved to be extremely useful in the 8th grade’s vernal pools studies and their exploration of the forest behind the school, as the pandemic and some teacher limitations prevented direct access to these locations. Brackett shared, “We started to think more about how to use the trails and woods behind the school as a jumping off point for this unit. I rearranged my schedule to take [another teacher’s] classes out for a “wander and wonder” on the campus trails. I introduced tree identification with the simple: Pine, friendly fir, spiny spruce. We looked at the quaking aspen and the birch, pointing out how to identify which was which. They learned what poison ivy looks like before it leafs out.” When it came to the vernal pool Brackett explained that the “real fun started with the water samples. Traditional microscopes are just not well suited for looking at macro invertebrates, mainly because they move! These hand lenses really worked for looking at the black fly larvae, the caddisfly and the tadpoles. Students were able to line their phones up to the lens and take some marvelous pictures. I saw movies of a tadpole’s heart beating. The classroom was filled with the excitement of wonder.”

Wiscasset Middle High School The Wiscasset Middle High School, a school serving grades 6-12 in Mid-Coast Maine used the mini-grant to build a “to-go” backpack of materials to be used for outdoor exploration. The backpacks allow for quick and easy access to outdoor exploration, containing first aid and safety supplies as well as instruments, field guides, and recreational materials. Theschoolislocatednexttothetownrecreationcenter,anonprofit Forever Farm, and a 90-acre public forest. While the school doesn’t have a long history of incorporating outdoor learning into its curriculum,thebackpackshavebeenausefulresourceinbeginning to explore outdoor learning this past year. “The backpack is the first step in encouraging quick trips to the outdoorsandinspiringteachers’andstudents’curiosity,”saidteacher Jessica Anderson. The sixth grade ELA teacher, Mrs. Dumas, quickly embraced the opportunity to use the backpack as part of a study of nonfiction texts, in using the field guide to understand the plants and animals in a stream outside the school. “Navigatingthefieldguiderequiredauthenticuseofmaterialsand demonstrated their understanding of text features,” said Anderson. Mr. Melgard, the middle school math teacher, has also used the backpacks. “He grabbed the frisbee and invited students to reflect on their day while tossing a disc in the side yard of the school. Students noticed birds and grabbed the Maine Bird Book and binoculars to try to get a closer look,” said Anderson. Whether explicitly supporting a lesson plan created by a teacher or more informally allowing for a teachable moment, the backpack and its variety of resources is a tool for the Wiscasset School community to continue to develop outdoor learning.

Science Exploration

Islesboro Central School

John Van Dis, a teacher at the Isleboro Central School, is using his funds to purchase a variety of tools including binoculars, microscopes, a human-sundial, a growing willow dome, solar sprint car kits, and weather-proof easels. Van Dis shared some of the impacts that he sees that these materials will have on his classes. Van Dis articulated that his students have “struggled to get a clear view of the life in the water. The microscopes will let us see microscopic life at the beach when students are most engaged. Students can also take these scopes into the woods to look at terrestrial and aquatic macro- and micro-invertebrates. He added in regards to the binocular set that it will, “ bring outdoor life and landmarks into focus for all grade students as they venture out on the school and island Trust trails.” “The human-sundial involves high schoolers to help calculate the placement of outdoor tiles,“ Van Dis explained, “ tiles for the different hours of the day, and shadow-caster placement tiles labeled for each month of the year.” He hopes that this will improve the school’s Our MEA science test results around the earth/sun system. The living-willow dome will offer a play and learning space for younger students. The constant change in the seasons demonstrated by the living willow, and the change in shade coverage resulting from growth will provide a concrete example of seasonal change and growth/flow of energy for all students.

Fiddlehead School of Arts and Sciences The Fiddlehead School of Arts & Sciences in Gray has been working on a watershed study unit at the outdoor classroom in New Gloucester, since receiving a grant last year for watershed studies curriculum. With the MEEA mini-grant funding, the school purchased water testing materials so that classes can continue this water testing project on their own. “We are excited to start using this LaMotte Water Testing Kit next fall, testing for turbidity, PH, and O2 levels. In addition we are excited about macroinvertebrate study materials which include nets and sampling materials,” said 7th grade teacher John Wensman. Last fall, the school worked with the Cumberland County Soil and Water Conservation District as they led Fiddlehead students through water testing at Royal River headwaters. The students also worked with the Royal River Conservation Trust to build trails and study dam removal. “Next year we will do more extensive water testing with the increased capacity of the LaMotte kit, and we hope to participate in a citizen science project as well,” said Wensman. “During Covid, outdoor learning has been a way for students to be active and safe. We have used our outdoor classrooms extensively and hope to use these funds and water testing tools to make our work deeper and more scientific. Students love science here, but as we grow the middle school, we’ve needed to develop the program. These tools will be part of our field research work that connects the outdoors to understanding,” added Wensman.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

Pittston Randolph Consolidated School

Pittston Randolph Consolidated School in Kennebec County used MEEA funds to purchase a variety of leaf, tree, and seed identification kits, tools for outdoor inquiry, and exploration, as well as materials for outdoor exploration stations. “The identification kits and books will allow students to deepen their understanding of, and relationship with the surrounding environments. These materials have given teachers the resources they need to incorporate outdoor education into the regular curriculum.” “The items and materials allow for better access to structured learning activities outside of the school building, as well as support professional development in outdoor education.” The materials ordered through MEEA funding will arrive in time for the upcoming school year, though there was time to do several inquiry activities with a 5th-grade classroom. Students gathered leaves from the playground, then, using the leaf ID kit, determined what type of tree they came from and discussed the similarities and differences between each species of tree. 5th-grade students also participated in a second inquiry activity surrounding dirt samples. “I can not wait for the fall and have the ability to use all of the materials purchased! Thank you so much for giving our school the ability to purchase these outdoor learning materials, we look forward to using them for years to come!” These kits are just the beginning of a range of different outdoor learning opportunities and activities.

Skowhegan Area High School The Skowhegan Area High School’s Eco Team (established in 2019), has a beekeeping operation to use as an educational resource for students and community members, as well as a source of funding for Eco Team Projects. Some of the funds from the MEEA outdoor learning grant were used to buy materials to build new bee hives and expand an existing on-campus beekeeping project from 2 to 6 hives. The rest of the grant money was used to pay for three students to become trained in beekeeping, to invest in new bees for the coming year, to buy food for the bees and to invest in equipment needed to improve the beekeeping operation. “Money raised from selling honey has been set aside to fund admission into the Maine State Envirothon competition and to purchase materials needed to support the new and improved recycling program at the high school. In addition to the education and funding benefits, the bees provide pollination services for local backyard gardens, farms and native species in the surrounding community,” said science teacher Kate Drummond. “Honey bees are a keystone species. If they were to disappear from the ecosystem, the effect of their disappearance would be devastating and widespread. These important insects are essential pollinators for crops and native species alike, and they rely on the support of beekeepers to maintain their populations worldwide,” added Drummond. In addition to the education and fundraising that has and will benefit the Eco Team, the beekeeping operation has and will serve as an outdoor education tool for biology and environmental science classes as well as for alternative education science courses at the Marti Stevens (alternative) Learning Center on the high school campus.

Science Exploration

Bucksport High School At Bucksport High School, Katy Hunter put her funds to good use by addressing a barrier that has often prevented her from bringing her students outside, proper outdoor gear, particularly footwear. Getting outside in Maine is often costprohibitive, limited by students’ access to warm and dry outdoor clothing that will keep them safe when winter comes and it rains or snows. Hunter shared, “One of the things we have always struggled with is having gear for students who are in need.” Some of the gear she purchased to help get her students outside exploring included, “backpacks, first aid gear, work gloves, outdoor layers like jackets, gloves, and hats, muckboots, and ponchos.” She hopes that the purchase of these supplies will ease some of that burden, as she stated, “having the extra layers will come in handy for those times when the weather does not want to cooperate. In addition to these outdoor layers, Hunter used her funds to facilitate the exploration of local biomes, like their local Miles Lane Trails and the nearby coastline in their ecology classes. One unique purchase for this purpose was hula hoops which Hunter says will be used as “transects when we are looking for creatures on the shore.” She added, “”the hula hoops will also help by providing a way to look at population diversity and density.”

Camden Rockport Elementary School

The Camden Rockport Elementary School used grant funding to support outdoor learning in creative ways. From purchasing books on nature-based education, to offering professional development with an expert from the Hurricane Island Center for Science and Leadership, to purchasing tools for forest maintenance and outdoor gardening, to supporting a partnership with the Coastal Mountain Land Trust for clearing outdoor learning spaces with students, the money from the grant went to addressing myriad outdoor learning support needs. “The impact of outdoor learning at our school is on a gradual journey. I like to think of it as a slow cooking recipe where ingredients are added over time and the taste improves as more people dip their spoon in and add ideas,” said Assistant Principal Katie Bauer. Two teachers from the 4th grade team were interested from the start and created a math challenge for their students to design the outdoor learning spaces in the forest by school and calculate the amount of wood chips needed. “Exploring the outdoors, building stewardship, and embedding the environment into curriculum is not something that can be mandated and instead needs to be nurtured and modelled.” said Bauer. “I know from my experiences that it is a meaningful way to help children self regulate, get recentered and find calmness.” “One of the sweetest experiences was finding an unusual tree deep in the woods which we challenged a 4th grade class to find, using skills of mapping, measuring, observing and clear directions. This became an easy and safe way to connect with another grade level at a time when grade level teams are operating as pods due to the pandemic,” said Bauer. The school is starting an outdoor PreK program next fall. It has hired an experienced outdoor early education teacher who has worked in the private sector and is now bringing her expertise to public school.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

Bucksport Middle School

Kent Burnham used his funds to get his students exploring the vernal pool outside and the nearby Miles Lane Trail system, located just outside their school, Bucksport Middle School. Burnham expressed his gratitude for being able to use these new tools like microscopes, nets, and specimen trays to examine local nature. He shared, “I use them with all my science classes throughout the year, and I know that other teachers do too. It is not uncommon to see other students from the elementary school along the trails. Just last week, we ran into a 2nd grade teacher at the vernal pool with her students making observations in their journals. We were there collecting samples for observation as well. Her students were as excited to listen as much as my students were to share their discoveries. On our numerous vernal pool visits and trail walks, we are often stopped by community members asking about what we are looking at and discovering. Students love to share and tell about what they have learned. The local vernal pool is a hot spot for learning, and thanks to these new tools, Burnham’s students will be able to continue doing their “Vernal Pool Extravaganza”. Kent explained that the event, “is a terrific way for my students to show off what they have learned outside and build excitement for the younger students as they make their transition to the middle school.”

Beals Elementary School Kristi Carver-Kenney, a teacher at Beals Elementary School, used her funds to buy geology backpacks. These backpacks will be distributed to students in grade 5-8 for a geology unit in the fall. “During this past year, within a mile from our school, a public trail was developed through the woods to an amazing rock beach, ‘’ explained Carver-Kenny. “The opportunities provided for science education are endless! Not only do I have the biology piece provided by the flora and fauna, but now I also have the geology piece provided by the rock beach flanked by granite outcroppings.” She continued, “Our students have hiked this trail multiple times during the past school year and look forward to utilizing their backpacks to undertake hands-on learning in the field. Considering the fact that we live on an island, I feel that it is very important for my students to understand its formation and composition. I believe this knowledge will help them to better appreciate how fortunate we are to live in such a phenomenal area with its rich variety of rocks and minerals.” Carver-Kenney believes strongly in the benefits of outdoor time. She related that, “The hike through the woods and to the beach, as well as climbing over the granite outcroppings, provides a great chance for developing physical fitness and healthy habits. What a great bonus to their scientific opportunities!”

Science Exploration

Long Island School Long Island School teacher Marci Train used MEEA funds to support outdoor exploration, recreation, and observation from various angles. Train purchased books on animal tracking and environmental education, snowshoes for students to wear while learning outdoors, journals for students to make natural observations, and a bird feeder to facilitate bird-watching. “The snowshoes got kids outside exploring who would normally prefer staying inside playing video games. The books about tracking and outdoor education helped the students focus on what to observe to write in their journals. Also, the bird seed helped the students observe songbirds right outside of the school,” said Train. Students learned how to walk and run wearing the snowshoes, and used them for nature walks. Students could sign out pairs of snowshoes during school vacations, and remote access students could also sign out pairs to use in order to enjoy outdoor exploration during the winter. The journals, too, provided an opportunity for experiencing the outdoors in a new way. “The students were asked to write the date and what they see, hear, and feel. They have brought their journals outside for bird observations, to monitor the growth of our class kelp line, as well as to monitor the collection of maple syrup in the spring. I have enjoyed watching the kids grow as they are able to describe what they see in more detail,” said Train. “By providing opportunities to go outside and enjoy nature, our students were able to stay healthy both mentally and physically,” said Train.

Deer Isle Stonington Elementary School

At Deer Isle Stonington Elementary School, MEAA funds were used to vastly improve the stairs that provide an entryway to the Nature Trail, a loop trail which extends from the elementary school playground to a midpoint on the school driveway. The entire K-7 school uses the Nature Trail each day. The grant also provided a dozen binoculars and a supply of bird seed for the bird feeder. “Our Nature Trail is a doorway to authentic science learning,” said science teacher Mickie Flores. “As we marveled at the birds in September, we began to wonder if we saw more birds on a cloudy day compared to a sunny day.” The class developed a protocol for counting birds and collected data daily October through December. “We graphed our data and posted the information on the Maine Math and Science Alliance’s WeatherBlur website. Our current conclusion is that we DO see more birds on a cloudy day. We learned the word ‘crepuscular’ and we wonder if the birds can be more protected from predators in light that seems like twilight. We also wonder since there are no shadows on a cloudy day, maybe the birds are not alarmed by shadows of predators,” said Flores.

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Science Exploration

Rangeley Lakes Regional School Rangeley Lakes Regional School, a K-12 school district that serves 188 students used MEEA funding to purchase materials for naturalist backpacks, which include 5 backpacks, magnifying glasses, laminated field guides, butterfly nets, pond nets, and binoculars to use as they explore the school woods. “The naturalist backpacks are a wonderful new resource for kids to use to begin to learn more about what they are experiencing in their play and to make real-life connections to the natural world around them. The elementary teachers are able to grab the backpacks to supply resources for this in a portable kid-friendly way.” With the help of MEEA’s funding and volunteer support, the district also began building picnic tables/benches which are the beginning of an outdoor classroom at the school. The picnic benches will be completed by the beginning of the 2021-22 school year and can be moved depending on teachers’ needs. A team of educators is pursuing the possibility of building an outdoor classroom to be located in the woods, which will further outdoor learning at Rangeley Lakes Regional School. “When the place of play draws you into the sounds of nature, it not only calms you, but it makes connections with your inside the school learning that enhances that learning. Being outside in nature feeds the soul and connects the young mind in a different way from the cement walls of the school.”

Telstar Middle School

Telstar Middle School in Bethel used MEEA funding to purchase Pitsco mini solar panels and digital multimeters for students to use outdoors to test voltages produced by different angles. The school also purchased handheld anemometers to measure the speed of the wind in the spring. “Our local community has commercial wind turbines around and students have had some opportunity to visit sites but due to COVID we are not now,” said science teacher Peter Hedden. “So, to be able to get outside and collect data about wind potential right here at school is great,” added Hedden. The grant funded the purchase of enough tools and equipment for all students to go outside and use these measuring tools in the natural environment. The hands-on learning experience outside of the classroom

Science Exploration

Lake Region Middle School

The Lake Region Middle School 7th grade classes, supported by the MEEA mini-grant, have been using the book “Discovering Water” to support their water quality study. They used minigrant funds to print and bind copies of the book (written by local high schoolers and focused on Maine species and areas) for 7th graders to take outside during their water testing project. The book contains graphics and accessible informative chapters on water use, watersheds, pollution, and species that rely on clean water in Maine. “Water use and water quality are important themes in our 7th grade science curriculum,” said teacher Sarah Kearsley. “The challenges of COVID-19 have really tipped the balance of the way things used to be. These days my seventh graders are over-screened and under-inspired, they seem hungry for experiences that break up the lonely and muted reality of living and learning during the pandemic. They are eager to embrace hands-on activities and they express gratitude for activities that get them off the screen and out of their seats,” said Kearsley. Participating in hands-on activities like the water testing project is only part of the outdoor learning experience for the students at Lake Region Middle School. Seventh graders have been returning to their “sit spots” outside all year to observe their natural surroundings and appreciate some quiet reflection. “Students recently returned to their sit spots, noting changes from winter storms and reuniting with the rocks they had named in the fall. As I looked around the woods, I saw my students relax, leaning into the rocks and trees around them. They seemed lighter as we returned to the classroom, although their requests to return to their sit spots seemed magnified the next day,” said Kearsley.

Science Exploration

Searsport Elementary School

MidCoast School of Technology

During the COVID-19 pandemic, many students at Searsport Elementary school were learning in a fully remote way. In partnership with Belfast Bay Watershed Coalition and Friends of Sears Island, remote students were provided with monthly, themed nature kits to explore at home. “In this unique time in education, it has remained critical to continue providing opportunities for kids to get outside and notice, engage with, and enjoy the natural world around them,” said teacher Sarah Koelbl. The K-5 remote students, in connection with natural science class lessons, received nature kits each month starting in the fall. The goals of fostering hands-on exploration with the world around them, and building connection between students, their parents, and the natural world, were especially important considering the context of the students’ mainly digital educational experiences. The town of Seasport is located at the confluence of the Penobscot River estuary and the Penobscot Bay and the nature kits engage students in the environmental resources around them. “Nature education is more important now, than ever before. Our students benefit so much from the bridge we build, at school, them and the outdoors,” said Koelbl. Koelbl also referenced a quotation from outdoor educator and advocate David Sobel: “Give children a chance to love the earth before we ask them to save it.”

Seth Walton, Outdoor Leadership Teacher at MidCoast School of Technology, used his funds to purchase reference field guides along with student field guides/dichotomous keys, storage clipboards, ecology experiment kits, sampling nets, mammal tracks for ID practices, foraging guides, and a cookbook for wild terrestrial plants and seaweeds. Walton explained, “Many students enjoy spending time in nature, but despite this, they are sometimes discouraged from pursuing career paths that involve the outdoors. I use outdoor learning to teach leadership, but also the technical skills needed to pursue a wide variety of outdoor related careers that are in high-demand.” He related that his students often remark, “I am so glad I have a class that enables me to get outside,” or “can you believe we are at school right now?” Walton shared, “Our program is fortunate in that students attend for the full day, so we are able to spend a considerable amount of time outdoors and travel around our region for different experiences. This gives students, who are passionate about the outdoors, a pathway to spend a significant amount of their high school career pursuing their interests in a way that also prepares them for a career that aligns with their values.” He went on to say, “This program enables us to demonstrate to the students and our community that outdoor careers are viable, fulfilling, rewarding, and valuable.”

Maine Environmental Education Association Mini-Grants for Outdoor Learning

Brunswick High School

Trent Hutchinson at Brunswick High School used MEEA funds to purchase replica skulls, scat and track kits of Maine mammals to support the Science Department. These kits included mammals such as the bobcat, beaver, white-tailed deer, striped skunk, porcupine, woodchuck, mink and raccoon to name just a few. “These replicas have proven to be exceptional handson tools for my students in studying and learning about wildlife/mammals in a variety of habitats on our Brunswick campus and with the help of the internet throughout the state of Maine.” On the last day of school this past spring, Trent was able to bring the new scat and track kits outside for a science lesson. Recognizing that it was the last day of school and that the students were ready for summer, this hands-on tool and interactive activity engaged students using the new kits. “After approximately 20 minutes students were eager to come find me and show me what they had created and also learned about the movement patterns of our Maine mammals using specific widths and placement of their front and hind feet with proper stride-length and appropriate scat location for their given species.” Trent is looking forward to using these kits more in the

Science Exploration

Milbridge Elementary School Milbridge Elementary School in Washington County used MEEA funding to support outdoor learning, excursions, and field trips for third grade students. They did this through a partnership with a well-regarded community organization. “During a pandemic, I have been looking for ways to increase my students’ knowledge in science and help their emotional health. Utilizing an outdoor classroom is the perfect combination,” said Alison Wallace, third grade teacher. Wallace used the MEEA funding to partner with the Maine Outdoor School to develop and lead educational programs that correlated with the school’s existing science curriculum. “We used binoculars, magnifying glasses, and field guides as part of our outdoor education program. Our focus for the Spring 2021 grant money was to provide a multi-part outdoor educational series focused on community/citizen science projects,” said Wallace. The hands-on learning in partnership with Maine Outdoor School occurs at the Milbridge Commons and at the school’s nature trail. “These mini lessons help students take the prior knowledge they have learned about in their science curriculum and connect it to nature, it lets them make field journals of birds, and animals in their habitats, learn about migration routes/routines, animal tracks, and animal scat,” said Wallace.

Help Support This Program! Through these funds and over the course of the 2020-2021 school year, we witnessed the impact that outdoor learning can have on the health and overall wellbeing of students, especially during a pandemic. This year, teachers were asked to be flexible and imaginative in their classrooms and teaching styles, this funds provided through this program allowed them to extend the impact of their efforts. Through their applications and reports, we saw a need that teachers need more than funds. They sought support for connecting with community partners, making the case for outdoor learning to their administration, and professional development opportunities. At MEEA we know that this is a role we can play as we strive to amplify the impact of these teachers’ phenomenal work. To allow this program and our work to grow, we need your support whether you are a community member, funder, or stakeholder. If you are interested in learning more please contact grants@meeassociation.org To donate to this fund, visit our website

Maine Environmental Education Association Mini-Grants for Outdoor Learning