Life-science projects opening eyes, minds

While seated on benches that students built of papercrete, an ongoing alternative-building method, an eighth-grade science class at Desert Shadows Middle School in Nogales has a discussion.

They share reasons with one another and their teacher about why their composted soil is healthier for fruits and vegetables (and inevitably us) than store-bought soil and artificial fertilizers.

An understanding of why planting in the self-watering tower beds that students built in 2005 is also observed. It allows people to grow their own food in a very small space with little water.

An insight is addressed on the importance of their water-harvesting project in Southern Arizona’s arid climate. Students admire the start of a butterfly garden that has brought in not only butterflies, but also persuaded a hummingbird to build its nest in one of the shrubs.

Leaves begin to rustle overhead in a tall cottonwood tree and then branches move erratically causing everyone to stand and look into the tree.

A falling squirrel? No, not a squirrel. Breaking through the branches and briefly inspecting the people below, a beautiful, white-faced common barn owl balances itself and then takes flight.

These students are discovering some important lessons in life science; the thoughtful implementation of recyclables into building projects and the use of existing materials from the earth to strengthen the survival of ecosystems.

Students take all that they have learned in the science classroom about micro-organisms, macro-organisms, plants, birds, and ecological processes into the outside world. This type of “grassroots” thinking also offers the opportunity for economical stability in our society.

All of these projects have been encouraged and supported by teachers, parents and the administration.

These projects are in accordance with Arizona state science standards.

“A small group of intelligent, caring individuals can make a positive innovation in the world.” - Margaret Mead