© 2022 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXIX, Issue 2 Page 23

Abstract

Anthropogenic Climate Change is the challenge of our time. Unfortunately, most 

educational experiences leave students in a state of despair, missing the opportunity to capitalize on action. In order to affect positive change for our collective 

future, students must not only understand the mechanisms of climate change, 

but be empowered to create positive change now within their sphere of influence 

(Hayhoe 2021). In this project, sponsored by NOAA Planet Stewards, high school 

students learned about plant growth, biodiversity, and ecosystems before investigating how their consumer choices and actions can impact individual carbon 

emissions. Finally, students worked to solve this challenge through the creation of a 

school community garden.

Introduction

It can be a daunting task for students to grasp the magnitude of climate change, attribute it to 

human causation, and enact meaningful change that will have a lasting impact. With funding 

from the NOAA Planet Stewards Project, high school students in central New York created 

a school community garden. This project had two phases. In Phase 1, students assessed, 

created, and improved the habitat in an enclosed courtyard at our high school. The project 

responsibilities were divided into student teams. One team researched what were the best 

trees and shrubs for our soil and climate with the goal of not only carbon sequestration, but 

to attract birds and other potential pollinators. A second team of students researched birdhouse designs and types of feeders to attract a variety of bird species. Students then selected 

and planted trees, shrubs, and installed bird houses and bird feeders. 

During Phase 2, students created an organic vegetable garden in the same courtyard with the 

improved habitat. The goal of Phase 2 was to learn the skills and knowledge about the art of 

gardening, as many had never been exposed to gardening at home and to empower students 

to translate this skill into their own context in the future. Students gathered information 

on what vegetables would be best for the school garden; then students planned, designed, 

Gardening for Carbon Sequestration

John Herrington, East Syracuse Minoa Central High School, East Syracuse, NY
© 2022 National Earth Science Teachers Association. All Rights Reserved.

Page 24 The Earth Scientist

planted and maintained the vegetable garden while incorporating other school groups in 

their endeavors. They created meals from their vegetables and used these meals as a basis 

for calculating the carbon cost of food.

Implementation

The project was set to start in February 2020. Students took the Carbon Footprint Calculator 

(https://www3.epa.gov/carbon-footprint-calculator/) as a presurvey and started researching 

and gathering information for the implementation of the school garden. Then March 16, 

2020 happened and virtual teaching became the new rave. Even with plans scrapped for 

creation of the outdoor garden, some good was salvaged from the craziness. Through 

online discussions and videos, 11 students created a vegetable garden for the first time at 

their homes.

In August 2020, a few students met with an arborist from a local nursery to discuss the best 

trees and shrubs for attracting and creating habitat for birds and that are best adapted for 

our soil, drainage and climate. We also received supplemental funding from the State Farm 

Teacher Assist grants. Planting took place in September and October of 2020. Coordinating 

the planting was a monumental task but I had both a Boy Scout (future Eagle Scout) and a 

Girl Scout (future Gold Award) involved in this project and they were tasked with recruitment and task management. They were able to engage their prospective athletic teams, field 

hockey and baseball, in the physical manpower necessary to plant all the trees and shrubs 

and to move 12 yards of soil and 12 yards of mulch. Phase 1 was complete.

In March of 2021, students started with the building and placement of birdhouses and bird 

feeders in the courtyard. Students researched what type of birdhouses would best for our 

courtyard and shared plans with our schools’ production class and had 10 birdhouses built. 

In May 2021, the organic vegetable garden was tilled and planted. Over the next 6 weeks, 

students maintained weeding and watering of the garden. The cross-country team wanted 

to leave a legacy gift, and asked the production class to also build benches so that students 

could use the outdoor classroom for a mental health respite while also to make seating available for classes that wished to be outside. COVID had really cramped everyone’s style at that 

point, and the addition of benches enhanced the use of the outdoor space.

Image 3. Students working hard preparing the courtyard for planting of shrubs and trees

Photo Credit: John Herrington

Image 4. After planting the vegetables, students work the garden to 

remove weeds and keep the soil loose and watered. Photo Credit: John Herrington
© 2022 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXIX, Issue 2 Page 25

This project would not have been possible 

without the involvement of many partners. 

We were surprised how many local businesses were willing to donate, offer at a 

reduced price, or offer services in kind 

when the project was explained and they 

were asked if they could help our budget 

go further. Materials needed were soil, 

seeds, containers, wheel barrow and mulch, 

shovels, rakes, gloves, hose and water and 

online access for plant research or library 

resources. Local phenomena were highlighted and student engagement enhanced 

through Engineering Design Challenges. 

(NGSS, 2013) and (New York Board of 

Regents, 2016) Local phenomena included 

organic gardening using no pesticides and 

fertilizers and connecting it to reduced local 

harmful algal blooms. Our project focus 

was primarily on decreasing fossil fuel 

usage, but we spent a lot of time discussing 

and showing how large commercial farms 

had a negative impact on the environment. 

Traditional ecological knowledge was incorporated into our garden planning. One of 

our engineering design challenges was to 

create a water catchment system to collect 

rainwater from the flat roof of our high 

school and water the garden at the roots to 

limit evaporation and conserve water.

Image 2. The finished product was a mini ecosystem with bird houses and feeders

Students are able to use the courtyard for science projects and to relax and appreciate the 

outdoors. Perfect during COVID. Photo Credit: John Herringto

Image 1. Student showing off some of the produce from the organic 

vegetable garden. Photo Credit: John Herringto

Table 1. NGSS performance expectation

Performance Expectation

HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human 

activities on the environment and biodiversity. [Clarification Statement: Examples of human

activities can include urbanization, building dams, and dissemination of invasive species.

Science and Engineering Practice

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and 

independent student-generated sources of evidence consistent with scientific ideas, 

principles, and theories

• Design, evaluate, and refine a solution to a complex real-world problem, based on 

scientific knowledge, student-generated sources of evidence, prioritized criteria, and 

tradeoff considerations

Disciplinary Core Idea

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

• Anthropogenic changes (induced by human activity) in the environment—including 

habitat destruction, pollution, introduction of invasive species, overexploitation, 

and climate change—can disrupt an ecosystem and threaten the survival of some 

species

LS4.D: Biodiversity and Humans

• Biodiversity is increased by the formation of new species (speciation) and decreased 

by the loss of species (extinction). (secondary

• Humans depend on the living world for the resources and other benefits provided 

by biodiversity. But human activity is also having adverse impacts on biodiversity

through overpopulation, overexploitation, habitat destruction, pollution, introduction 

of invasive species, and climate change

ETS1.B: Developing Possible Solutions

• When evaluating solutions it is important to take into account a range of constraints 

including cost, safety, reliability and aesthetics and to consider social, cultural and 

environmental impacts. (secondary

Cross-Cutting Concept

Stability and Change

• Much of science deals with constructing explanations of how things change and 

how they remain stable
© 2022 National Earth Science Teachers Association. All Rights Reserved.

Page 26 The Earth Scientist

The unit was presented in a 5E (Engage, Explore, Explain, Elaborate, Evaluate) format. 

Engage: In the fall, the high school Biology and Environmental Science Students took a 

carbon footprint and attitudinal survey related to climate change and then connected with 

special education students to harvest vegetables and create a meal together. Pumpkins and 

apples were harvested to cook some creative fall recipes. The interactions between these 

students can be powerful. Students were then challenged to create a “local slow food meal” 

as school was beginning and local harvests are abundant. They were presented with a focus 

question: How do consumer choices impact climate change? Students were allowed to 

source their food out of the school garden, local grocer, or local farmer’s market. Favorite 

recipes were discussed and samples were shared. Students presented their findings on how 

buying local produce or growing produce at home has a positive impact. In the spring an 

area for an organic vegetable garden was tilled and weeded, seeds were started in the classroom and eventually planted in the garden.

Explore: Students calculated the food miles (carbon footprint) of their meal (https://www.

foodmiles.com/food/calculator), and compared that to an alternate, remotely sourced 

version. Students also investigated the food miles of their favorite foods (how carbon costly 

is your guacamole at Moe’s)?

Explain: Throughout the year, the concepts of ecosystem composition, nutrient cycling, 

photosynthesis, growth, biodiversity, and anthropogenic climate change were explored. 

Students mapped out the courtyard describing the different mini ecosystems present and 

related them to biodiversity and specific bird habitats. Also, with the use of compost bins, 

students traced the path of energy through an ecosystem using the compost as a ‘fertilizer’ 

for the shrubs and garden.

Elaborate: This portion of the experience happens in late winter/early spring. Students 

engaged in an engineering design challenge, “What actions can you take to reduce carbon 

emissions through personal food choices?” One of the student challenges was to design 

a garden at home (space, sun, soil and water collection) and determine which vegetables 

would best suit their family. Next students created an action plan to purchase locally grown 

produce either from local farmers markets or from the handful of local farms in our district 

that sell produce directly.

Evaluate: This portion of the experience happened in the late spring. Students retook 

the survey from the beginning of the year. Students presented and implemented their 

Community Garden ideas and their organic vegetable garden was planted.

Results

Phase 1: Students calculated that approximately 430 lbs. of carbon dioxide is sequestered 

each year from the trees and shrubs that were planted. National Tree Benefit Calculator 

(https://www.arborday.org/calculator/)

Phase 2: Students calculated that approximately 900 - 1000 lbs of carbon dioxide is saved 

from the vegetables and fruit harvested from our garden (food miles eliminated) each year.

The graphs that follow (Figures 1-5) show the Climate Change Pre and Post Student survey 

results. 
© 2022 National Earth Science Teachers Association. All Rights Reserved.

Volume XXXIX, Issue 2 Page 27

Discussion

This “Community Garden” project has become self-sustaining thanks to NOAA Planet 

Stewards and other locally sourced matching funds. The courtyard has created a unique 

space for student utilization and the student learning that has occurred in this space has 

been priceless. Students truly enjoy being outside and able to experience firsthand baby 

birds being fed by their parents, understanding the importance of growing a vegetable 

garden, recycling of nutrients in a compost bin and making connections between climate 

change and actions they can take to help reduce the impact of carbon emissions. Science projects and activities allow students to utilize the space to study bird houses/nests and types 

of birds that feed at the feeders. The garden is a point of focus in our Locavore Unit and the 

space is used as a place to read and do work. Other teachers in the school take their classes 

outside to have discussions or work time. A future project is to have the art club create a 3D 

piece of art from recycled material.

Figure 5. Graph shows what students feel are 

important ways to decrease carbon dioxide input. The

project focus was on ways to drive less and buy local; 

decreasing fossil fuel emissions

Action that produces the greatest CO2 emissions

Are humans causing climate change?

Can the impact of Climate Change be Reversed?

Ways to decrease CO2 (Post only)

Causation of increased CO2 impacting Climate Change

Figure 1. Graph indicates a better student understanding 

of the cause of the increased carbon dioxide in the 

atmosphere

Figure 3. This project focused on the impact gardening 

and decreasing food miles through buying local produce

Understanding the role transportation plays in the 

addition of carbon dioxide to the atmosphere is crucial in 

making changes

Figure 4. Graph shows a change in attitude about 

whether climate change can be reversed

Figure 2. Graph shows an increase in student 

understanding of the human investment and moral 

obligation to take action against climate change
© 2022 National Earth Science Teachers Association. All Rights Reserved.

Page 28 The Earth Scientist

Central New York is home to a state regional farmers market, where students and their families can purchase local foods every week throughout the year. It is famous for apples, not too 

far away from the Finger Lakes Region (grapes), and only ten minutes from the Onondaga 

Nation, so the opportunity to infuse traditional ecological practices such as the practice of the 

Three Sisters from indigenous traditions for soil amendment and crop efficiency on acreage. 

Through our partnership with S.U.N.Y Environmental Science and Forestry, a professor 

visited to talk with students about Traditional Ecological Knowledge (TEK). These ideas were 

incorporated into students’ final projects. Students have tried different ideas at home such 

as the Three Sisters (Native Seeds, 2016) using no pesticides, using compost as fertilizer and 

supplying rainwater to their gardens.

East Syracuse Minoa Central School District is a founding member of the CNY STEM HUB 

and Cleanwater Educational Research Facility (CERF) in the Village of Minoa, NY. Because 

of these connections, students have the opportunity to engage those visiting our school, 

participating in “Learning Tours,” on their project. Future students also have the opportunity to learn from the original cohort of students and expand the project at CERF, where we 

have a greenhouse available, courtesy of a previous NOAA Climate Stewards grant. This will 

extend the season growing and include the practices of aquaponics and aquaculture into this 

project-based learning unit.

Implementation Tips for other schools that want to start a project like this.

l	 Involve the entire school community (several teams needed community service 

hours for graduation or club participation). The first year is labor intensive!

l	 Diversify funding sources

l	 Recruit other programs for summer maintenance and to reduce waste

l	 Create a space for mental health breaks

l	 Include social media shout-outs for donations from local businesses

Resources

Hayhoe, K. (2021). Saving us: a climate scientist’s case for hope and healing in a divided world. New 

York, NY : One Signal Publishers/Atria Books.

Native Seeds (2016) https://www.nativeseeds.org/blogs/blog-news/how-to-grow-a-three-sisters-garden

NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. https://www.

nextgenscience.org/search-standards

New York Board of Regents (2016). New York State Science Learning Standards: http://www.nysed.gov/

common/nysed/files/programs/curriculum-instruction/hs-science-learning-standards.pdf

About the Author

John Herrington is a 24 year veteran teacher with East Syracuse Minoa Central High School located in 

Central New York. John has received the NNSTOY New York STEM Fellowship, the Technological Alliance

of Central New York award for innovative teaching, is a NOAA Planet Steward, and has been appointed as 

an adjunct instructor for State University of New York Environmental Science and Forestry. John holds a

BS in Environmental and Fisheries Biology from SUNY ESF and an MS in Education from LeMoyne College

As an environmental enthusiast, John co-advises the Outdoor Adventure Club, coaches cross country, and 

baseball. John can be reached at jherrington@esmschools.o

Pamela Herrington contributed to this project and article. She is a former NOAA Planet Steward and is

the STEM and science instructional specialist for East Syracuse Minoa Central School District