Students in Advanced Environmental Science traveled to the Chesapeake Bay in early April, where they participated in hands-on learning about the region’s ecosystem.
Chaperoned by Upper School Environmental Science Teacher Emily Boyer, Upper School Science Teacher Julie Langenbrunner and Upper School Latin teacher Jake Watson, students visited the Chesapeake Bay Foundation’s Arthur Sherwood Environmental Education Center in Annapolis, Maryland. There, they engaged in immersive, field-based ecological research.
Throughout the trip, students examined the complexities of bay ecology through direct observation, both on a boat in the Chesapeake Bay and along a nearby tributary. By studying both large and small waterways, students gained a clearer understanding of how tributaries influence the bay’s overall health.
Students applied classroom skills to collect and analyze data, including measuring water turbidity and testing salinity levels, according to Boyer. These activities reinforced concepts they had studied throughout the year while placing them in a real-world context.
Senior Vivian Morris found the experience particularly intriguing because it connected classroom learning to real-world application. “It was cool to see everything we had learned about water health and aquatic ecosystems translate into practical skills we can use to measure the health of the Chesapeake,” Morris said.
Like Morris, many students found the trip both validating and engaging. The students’ openness to apply what they had learned in class reflects Sidwell’s Environmental Science program’s emphasis on labs, hands-on activities and real-world scenarios as part of everyday learning.
“I noticed how directly applicable everything we’ve been learning is to the real world, which made the experience feel both validating and exciting,” senior Lucy Verma said. “I was able to understand the processes and issues within the watershed that the guide was explaining.”
The trip also deepened students’ understanding of environmental challenges affecting the region. Many said that applying scientific skills in the field strengthened their grasp of core concepts while broadening their perspective on local environmental issues.
Morris said her favorite part of the trip was learning about the bay’s history and conservation efforts. “Hearing about how certain populations became endangered and what work the Chesapeake Bay Foundation is doing to address those issues was really interesting,” she said. She also appreciated the opportunity to learn more about the environmental history of the Washington area.
For seniors preparing to leave the region, the experience offered a meaningful way to connect more deeply with their local environment and appreciate the area they call home. Senior Eyob Sisay, co-head of the Friends Environmental Action Team (FEAT), said the trip was eye-opening.
“Even though I’ve grown up near the Bay, I wasn’t aware of just how delicate the ecosystem is and how vital it is to protect it,” Sisay said.
Many students agreed that more experiences like this, particularly field trips, would strengthen their education by increasing learning, engagement and curiosity. In addition to deepening academic understanding, field trips expose students to their community and help connect classroom work to real-world applications.
Overall, the Chesapeake Bay trip gave Environmental Science students a deeper appreciation for the work ecologists and environmental scientists do to support ecosystems across the Washington area. By combining hands-on learning with in-class exploration, the trip encouraged students to think more critically about their approach to ecosystems and their role in protecting them in the future.