Empowering Environmental Stewards at Hudson Montessori

Our Hudson Montessori School students are not just learners; they are active participants in the stewardship of our local environment. To kick off the academic year, our students engaged in an impactful annual event known as the "Day in the Life of the Hudson River and Harbor." During this event, they delved into collecting and analyzing data in conjunction with the Hudson River National Estuarine Research Reserve and Columbia Climate School Lamont-Doherty Earth Observatory. 

This encounter early in the school year with applied science lays the foundation for yearlong engagement in ecological research, STEAM skill-building, and student advocacy for environmental issues, conservation, and sustainability.

Value of Day in the Life for Our Students

By participating in citizen science projects, our students develop a profound understanding of their local ecosystem, its challenges, and the tangible ways they can contribute to its well-being. This hands-on, experiential learning fosters environmental stewardship, empowering our students to be active participants in the preservation of our natural world.

This event gives our students an opportunity to celebrate their Hudson River home. Every year, we focus on different aspects of the Hudson River, from its history, its current state, to how we can preserve and protect it. The scientific activities at the Hudson River span the entire school year, allowing our students to connect with the Hudson River they walk by every day. 

We value and are grateful for the partnerships our students make throughout the year with scientists and partners of DITL, including city planners and local citizens who care for our Hudson River home.

Mentorship Opportunities: Older Students Guiding Younger Students

At our school, our students join in these DITL activities at the Hudson River beginning in first grade, going up through our oldest students at our school in 8th grade. Our older and more experienced students mentor their younger peers who are participating for the first time in DITL. 

For example, our Upper Elementary (4th and 5th graders) create “how to” videos for their younger friends in Lower Elementary, showing them how to use different scientific instruments or how to properly measure different parameters of the Hudson River. Our participation in this immersive experience introduces our students to field data collection and environmental monitoring as they measure salinity, turbidity, biodiversity, and other indicators of water quality. 

They also look at data collected from other participants in nearby monitoring sections to compare data. Our students are very curious about the different fish that were caught and recorded that same day. By sparking curiosity and immersing students in data analysis early, our students intrinsically understand the importance of maintaining a liveable urban environment and keeping balance with the organisms of the Hudson River.