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Posts Tagged ‘West Carteret High School’

Saturday Share – Ropp and Tedder

Posted in ecology, Ecopoetry, tagged Bill Griffin, ecology, Ecopoetry, Felicity Tedder, imagery, Jessi Waugh, nature, nature photography, nature poetry, NC Poets, poetry, Southern writing, Tabitha Ropp, West Carteret High School on December 13, 2025| 2 Comments »

Saturday morning readers share:

Tabitha Ropp and Felicity Tedder

In the Field

The soccer field sits wide and open

light brown grass stretching over like it has all

the time in the world

A class of students drop onto the grass

clipboard down

eyes peeled ready for anything we find

Butterflies drift through the cool comforting air

never in a hurry

never needing a reason

Birds are above us

calling out to the sky

as if the sky actually listens

The breeze slips through the pine trees,

soft as a whisper, cool enough to make us forget

how heavy the day will feel

For now the field is ours

still, quiet

breathing with us

And we sit there,

letting the world be simple

for just a little while

Tabitha Ropp
West Carteret High School

West Carteret High School Soccer Field – photo by Jessi Waugh

This is the assignment:

To cap off a unit on the biosphere, students sit quietly in the back soccer field for an hour and document the biotic and abiotic limiting factors they observe. At the end of the lab, students are asked to construct a poem featuring their observations – any form is acceptable.

These two poems I’ve chosen have compelling language and structure, and these students were happy to have their poems selected for publication.

Thank you for giving these students a platform to share their poetry. We as educators look to give students the chance to shine – thank you for helping us with that goal and for sharing the voices of many North Carolina poets.

– Jessi Waugh

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Always Active Biosphere

A metal obstruction digs into resilient blades of grass.

Joyful adolescents race by.

My pine needles quiver as a black and white ball

strikes me straight on.

Industrious squirrels race up my bark, in hopes

winter will arrive with fully acorned nests in which

to rest.

Whisps of colored leaves pirouette in the autumn air.

Soft clouds meander by, masking the cheery rays

with their dreary faces..

A gust tumbles a soaring hawk. Diving sharply in an

elegant feathered display, its eyes fixed on its prize.

No voices are near. A silence befalls in the sleepy hollow.

Nature, however, speaks loudest when left alone.

The chaos of existence echoes in every direction as the

wind slows to a deadly whisper.

Felicity Tedder
West Carteret High School

I’m 14 years old, enrolled in Earth and Environmental Science, and on the day I wrote this poem, our class took a trip outside to observe the nature of our habitat, including biotic and abiotic diversity. The factors I noticed are what inspired my writing. I find nature compelling. Once all the noise pollution subsided, I noticed tranquil sounds produced by Mother Nature herself. This simply might just be an absurd thought, but hearing and witnessing the environment do the thing it does best, simply thriving, I knew I had to encapsulate it somehow. Through this freestyle poem from the perspective of my local habitat’s primary tree, a long-needled pine, I personified factors I noticed around me: things that a tree must feel, hear, and see as if it had a heart and legs. I imagine the vile intensity that the tree must feel, being besieged by the leftover impacts of man-made destruction. Disregarding these unrelenting pollutants, I hope this tree’s inner soliloquy brings others solace the next time they take a moment to analyze nature’s unabated, profound motives.

— Felicity

Dusky Salamander in Carteret County – photo by Jessi Waugh

West Carteret High School is in Carteret County, North Carolina, USA. We are a public 9-12th grade high school, with about 1100 students, in Morehead City (on Bogue Sound). Approximately 40% of students are economically disadvantaged. I teach Earth and Environmental Science, a required course for graduation since 2000. My students are all 9th & 10th grade, ages 14-16. I’ve been teaching this course for 12 years, off and on. I have a Master’s in Teaching Secondary Science, a Biology degree, and I held National Boards Certification until it expired. I like teaching this course and this age group; it’s my niche. I also teach Biology and Marine Science when needed.

– Jessi Waugh

Additional poetry by West Carteret students at Verse and Image:

2025-04

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Thank you for visiting VERSE and IMAGE:

. . . . . every Friday I present one or two poems I’ve read this week that particularly speak to me;

. . . . . every Saturday I present one or two poems submitted by YOU, my readers.

If you would like to offer a poem for consideration, either by a favorite author or your own work, please view these GUIDELINES for Saturday Readers Share:

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– Bill
.

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Ridges and Ruins – Poems for the Earth

Posted in ecology, Ecopoetry, tagged Bill Griffin, Earth Day, Earth Day 2025, Earth Day Every Day, ecology, Ecopoetry, imagery, Jessi Waugh, nature, nature photography, nature poetry, NC Poets, poetry, Southern writing, West Carteret High School on April 29, 2025| 5 Comments »

[poems selected by and written by the students

of West Carteret High School, Morehead City, North Carolina, USA]

Earlier this month I asked Jessi Waugh, teacher/scientist/poet and instructor in Earth and Environmental Science, if she would like to have her high school students contribute Poems for the Earth. Jessi replied Yes! and then this:

Several days before the poem-writing lesson, I gave my students the assignment to post an EcoPoem to a class discussion. They could post any poem or song lyrics related to nature. In this discussion format, students are able to see each other’s posts and like or comment. Few interacted, but they did see each other’s poems as I scrolled through the class submissions.

This assignment saw some of the expected favorites: Robert Frost, Shel Silverstein, Dr. Seuss. It also saw poems obviously chosen by a Google Search for “ecopoem example,” as I knew it would. But I got unexpected and delightful responses as well, such as:

Stick your leaves back on

My mother planted you the day I was born.

I grew with you.

I remember trying to stick your leaves back on in autumn;

I was scared of you changing.

Yet as time passed, my attempts stood no chance.

The cruel seasons ripped apart your branches.

The cruel season ripped me apart, too.

You looked so unrecognizable by the time winter ended,

I didn’t even wanna be near you.

My mother made me blow out a candle for you every year.

She hasn’t lit one in 1…2…3… I lost count.

I grew without you.

You stood tall, but I only kept changing.

I was scared of changing.

I’m 16 now.

A storm ripped you from the earth.

I’m trying to stick your leaves back on.

I wish you could do the same to me.

Emily M

published March 27, 2024 at https://redroompoetry.org/student-poems/stick-your-leaves-back-on/

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The Rose that Grew from Concrete

Did you hear about the rose that grew

from a crack in the concrete?

Proving nature’s law is wrong it

learned to walk without having feet.

Funny it seems, but by keeping its dreams,

it learned to breathe fresh air.

Long live the rose that grew from concrete

when no one else ever cared.

Tupac Shakur

from the book by the same title; more at https://www.commonlit.org/en/texts/the-rose-that-grew-from-concrete

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Before they wrote a poem, Jessi gave her students this assignment: “Analyze the connections between the biosphere and other Earth systems (geosphere, hydrosphere, atmosphere).” She took them to the back soccer field at their school, which is surrounded on three sides by forest and powerline land. She had cut 2′ x 2′ pieces of an old tarp for them to sit on, and once they were outdoors she handed them a clipboard along with the assignment log sheet and told them to sit facing the forest and far enough apart so they couldn’t distract each other.

When we first got out there, many students sat in the middle of the field or facing away from the forest, and I came around to encourage them to sit near the wild areas and turn towards them. Most did. Others were not comfortable and chose to stand or remain near the middle of the field, especially girls wary of jumping spiders.

Students documented the abiotic and biotic factors in the ecosystem, reinforcing those terms, and created a food web with the 10 organisms they observed. These were concepts from class (trophic level, energy flow, limiting factors) put into practice. They then answered a series of questions about interactions between ecosystem components and biodiversity, and then crafted their poems, all while outside.

Before taking them outside that day, I read the students one of my own poems, Dunation, but didn’t tell them it was mine. I told them to listen for the repetition of sounds and them suggested they repeat sounds in their poems as an easy literary device.

It was a beautiful day, perfect for sitting in the back field for an hour. We saw at least 20 species between all the different insects, herbaceous perennials, trees, and birds. Likely closer to 50. In general, students were quiet and reflective and did a great job of observing the ecosystem. – Jessi Waugh

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selected student poems . . .

The Great Outdoors

When I step outside to the great outdoors

I see nothing but change, out of our culture nothing

stays the same

not the trees, not the grass, not the very ground you stand on

everything around us is just waiting on its moment

When I step outside to the great outdoors

I notice change is inevitable but nothing to fear

everything changes even just saying

“the last time I was here”

or the time and age you got, like the sound

of the creek, of the animals above, or even the things

that all of us take for granted like a mother’s love

Everything changes

please don’t be afraid

be glad you have what you have

and enjoy the change

Kevin Hunter, Student at West Carteret High School

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In the Back Soccer Field

With all these limiting beige walls I’m stuck with

for over 5 hours a day, it feels

refreshing to see the leaves, feel the breeze

crunch the brittle soil like the wandering ant

I make my pilgrimage

toward NATURE

My eyes are stimulated by something that isn’t

a screen but the echoes of human

development still make their unpleasant sounds

nature is something that can’t be replicated

truly by plastic or plaster models or

the dull green of money, as nature is

VIBRANT and cannot be comprehended by man

no matter what

Kyndall Griffin, Student at West Carteret High School

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Life Cycle

Green

Life abounds

Sunlight kisses leaves

Insects buzz, a symphony of life

Grass

Tiny world

Hidden, teeming

spiders spin, frogs leap

nature’s dance, a vibrant scene

Balance

Stillness

Whispers softly

Decomposers working

Life to death, death into life

Cycle

Jazireyah Johnson, Student at West Carteret High School

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and another favorite selected by Jessi’s students . . .

rises the moon

Days seem sometimes as if they’ll never end

Sun digs its heels to taunt you

But after sunlit days, one thing stays the same

Rises the moon

Days fade into a watercolour blur

Memories swim and haunt you

But look into the lake, shimmering like smoke

Rises the moon

Oh-oh, close your weary eyes

I promise you that soon the autumn comes

To darken fading summer skies

Breathe, breathe, breathe

Days pull you down just like a sinking ship

Floating is getting harder

But tread the water, child, and know that meanwhile

Rises the moon

Days pull you up just like a daffodil

Uprooted from its garden

They’ll tell you what you owe, but know even so

Rises the moon

You’ll be visited by sleep

I promise you that soon the autumn comes

To steal away each dream you keep

Breathe, breathe, breathe

lyrics and music by Liana Flores

https://www.youtube.com/watch?v=1Xddn3kJhhY

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Dunation

The sorrows they pile heart-high

head-high, sky-high like peaks

of primary dunes against winter-white

an accumulation of minutia

a hummock too precipitous to persist

Spring’s avalanche comes

grains slip-slide down dune slipfaces

so suddenly, the sound akin to arctic ice breaking

tern eggs crackling, oak limbs fracturing

in furious full-February gales

Hearts, heads, skies on fire

here comes March’s awakening

dunes crash-topple into manageable talus

Here we come

tip-toeing across the tops

paper children tumbling

over ridges and ruins

Jessi Waugh, Earth and Environmental Science Teacher, West Carteret High School

The main reaction from students to this project was appreciation for the time sitting outdoors, and they enjoy the social aspect of posting “favorite’ ecopoems on our class discussions. As much as I’d like to turn it into a week of poetry discussions, that would be terribly off-topic for my science class, and I used it primarily as a way to reflect on the connections between earth’s “spheres” (atmo, hydro, litho, geo) and how they interact in ecosystems. In general, I notice that students are disillusioned with politics and technology. They, like all students I’ve taught, enjoy hands-on experience and labs. I think poetry and teens could mix well in many places. – Jessi Waugh

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West Carteret High School is in Morehead City, North Carolina, in the southeastern USA. It is a public 9-12th grade high school, with about 1100 students. Approximately 40% of students are economically disadvantaged. Jessi Waugh teaches Earth and Environmental Science, since 2000 a required course for graduation. She also teaches Biology and Marine Science as needed, and has been a teacher for 12 years. Her students are all 9th & 10th grade, ages 14-16. The poems submitted are from both the honors and standard classes. She holds a Master’s in Teaching Secondary Science and an undergraduate Biology degree. I like teaching this course and age group; it’s my niche.