At Greenspire Middle School, a charter school in Traverse City, science lessons don't stop at the classroom door. Students raise native sturgeon in partnership with the Grand Traverse Band of Ottawa and Chippewa Indians, design adapted Jeeps for children with disabilities, and explore how their community can balance environmental protection with accessibility.
Behind these projects is science teacher Kris Galoci, whose approach to STEM education gives students the opportunity to apply what they learn to real-world challenges.
Sturgeon are a native species, and their populations have been declining. Students sourced young sturgeon locally and will raise them until they are ready for release into local waterways. The project is being developed with the Grand Traverse Band of Ottawa & Chippewa Indians. Students are learning the history of the land and water they share with the tribe, and they are working toward restoring part of an ecosystem that has been lost.
This project represents multiple areas of learning for the students, not just in science, but also in language arts, math, problem solving, and physical education.
Project-based learning is not something you can keep inside a box. In showing us around her classroom, Kris was proud of all the artifacts and the multiple areas that every project touches. She recognized that it makes for a messy classroom, but she wouldn’t have it any other way.
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With 22 years of experience in STEM education, Kris Galoci brings a background in geology, teaching, and educational technology to her work at Greenspire. After joining the school as a math educator, she moved into the STEM position a year later.
Now in her ninth year at Greenspire, she credits the school's emphasis on environmental stewardship and project-based learning, along with the creativity and support of her colleagues, with helping her grow as an educator.
One of Kris Galoci’s most distinctive projects began after students visited the Special Olympics and saw adaptive equipment in action. Inspired by what they observed, students spent a semester learning about disabilities and asking how they could design something to help children participate more independently in everyday activities.
Their answer was six modified, kid-sized Jeeps, each adapted to the needs of the child who would receive it. Students incorporated features such as larger buttons, remote controls, and specialized harnesses. They also personalized the vehicles with custom designs and stickers reflecting each child's interests, using computer-aided design (CAD) and 3D printing to create custom parts.
The project was part of Spirit of Inclusion, which received a $15,000 grant from Grand Valley State University through its Impact 30 project. The work also drew attention through local news coverage from 9&10 News.
Last year, Kris's students examined a township plan to rebuild trails in the natural area next to their school. They studied the proposed changes, assessed the land as it existed, and suggested improvements to the areas they used most. Because students felt a strong connection to the natural space, some struggled with the prospect of seeing it changed.
A later project exploring disability and the built environment helped students consider the issue from another perspective. As construction began, they started to recognize that protecting nature and making outdoor spaces accessible are both important goals, even when pursuing them involves difficult choices.
Students still felt the loss when trees came down, but they were increasingly able to consider why the changes were happening and whom they might benefit. For Kris, that willingness to hold competing perspectives reflects growth in empathy, critical thinking, and an understanding of what it takes to create more inclusive communities.
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In her free time, Kris loves hiking, gardening, and making music. She’s started a collection of ukuleles for the students at Greenspire to explore their musical talents.
When asked what she loves most about her school, Kris starts with the students.
“I love that our students genuinely enjoy nature and spending time outdoors, and that they have a strong sense of social and environmental justice,” she said.
She sees them working out who they are, and she values their willingness to let go of pretense and be themselves. She believes Greenspire gives them a safe place to do that.
She also points to how they treat the people around them. Students are eager to pitch in, help others, and find ways to contribute to the community. In her words, they have “a real desire to make a difference.” She sees that drive turning into a sense of purpose and belonging in the community they help shape.
Greenspire’s mission centers on community and the environment, and Kris describes place-based learning and outdoor education as its core. The school’s work with local and regional partners, including the tribe, follows the same approach.
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Project-based learning invites students to investigate meaningful questions, tackle real-world challenges, and create solutions through hands-on work. Along the way, they apply academic concepts while developing skills in collaboration, research, problem-solving, time management, and critical thinking.
At Greenspire, these projects also connect learning to the surrounding community. Whether students are studying native species, designing adaptive equipment, or evaluating changes to local trails, they see how their knowledge can help address real needs.
Kris was named the October MiCharter Hero by MAPSA after being nominated by Grand Valley State University, Greenspire’s authorizer. She credits her colleagues for the results: “I honestly could not achieve any amount of success in these endeavors without their creativity, willingness to take chances, accommodations, support, and feedback.”
Congratulations, Kris!
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