On Monday, April 7, AP Environmental Science (APES) students stepped out of the classroom and into the real world to explore key environmental science topics firsthand through a day-long, three-stop field trip. Each destination provided students with unique insights into human-environment interactions, sustainability and the systems that manage our natural resources—all central themes of the APES curriculum.

Stop 1: Martin Marietta Texas Quarry (Cockeysville, Md.)
At our first stop, students toured the Martin Marietta Texas Quarry, a site with both historical and current environmental significance. Students learned the stone for the Key Bridge replacement project is being sourced directly from this quarry, and the same site also provided stone for the Washington Monument. The tour included a deep dive into the quarry’s operations, environmental impacts and long-term planning.

Students explored questions related to:

• Land use and resource extraction, including the environmental impact of quarrying and the engineering involved in sustainable site management.
• Water quality and contamination risks associated with large-scale mining.
• Air and noise pollution generated by heavy machinery and mitigation efforts.
• Reclamation and land restoration plans for once the quarry is no longer in use.

The experience sparked thoughtful discussions about the balance between infrastructure development and environmental stewardship, as well as the lifecycle of nonrenewable resources.

Stop 2: Calvert’s Gift Farm (Sparks Glencoe, Md.)
At this certified organic, family-run farm, students met with Beckie and Jack Gurley, pioneers in sustainable agriculture. The visit provided a meaningful connection to classroom units on agriculture, food systems and soil conservation. Students saw real-world examples of:

• Crop rotation and soil health maintenance
• Integrated pest management (IPM)
• Drip irrigation systems and water conservation techniques
• Erosion control and composting practices
• The social and economic dynamics of CSA programs and farm-to-table initiatives

The Gurleys also spoke about their involvement in Future Harvest, a program supporting the next generation of farmers, and shared stories about adapting to climate change, running a farm during the pandemic and operating within local economies. Students gained valuable perspective on the challenges and rewards of small-scale, sustainable farming and left inspired by the resilience and commitment of local agricultural leaders.

Stop 3: Baltimore County Recycling and Refuse Center (Cockeysville, Md.)
Our final stop was the Baltimore County Materials Recovery Facility (MRF—pronounced “Merf”), where students observed what happens to household waste and recycling after it's collected curbside. This stop aligned with our units on waste management, recycling and environmental policy.

Students saw:

• The sorting technology that separates recyclables at high speeds.
• The economic and environmental costs of landfill use—and the urgent need for waste reduction and composting initiatives.
• Firsthand examples of how municipal waste management decisions directly impact community sustainability.

Perhaps the most powerful moment of the day came during a Q&A session when a student asked, “What can young people do to make a difference?” The guide’s answer—Educate yourself and consider both the economic and environmental impacts of your actions—left a lasting impression.

This immersive day gave APES students the chance to witness the complexity of environmental systems in action. It challenged them to think critically about how local and global environmental issues intersect and empowered them to see their role in creating a more sustainable future. The trip not only reinforced core APES content but also helped cultivate lifelong environmental awareness and responsibility.