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United States
Environmental Protection
Agency
Office of Public Affairs
Office of Environmental
Education (1704A)
EPA171-R-03-001
2002 Environmental Education
Grant Profiles
U.S. Environmental Protection Agency
Office of Environmental Education
Office of Public Affairs
Ariel Rios Building
1200 Pennsylvania Avenue, NW (1704A)
Washington, DC 20460
www.epa.gov/enviroed
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Table of Contents
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SUMMARY STATEMENT
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USING THE GRANT PROFILES
ENVIRONMENTAL EDUCATION GRANTS AWARDED BY EPA HEADQUARTERS
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GRANTS AWARDED BY EPA REGIONAL OFFICES [[[ 8
EPA REGIONAL ENVIRONMENTAL EDUCATION COORDINATORS [[[ 57
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Notes
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SUMMARY STATEMENT
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ANNUAL GRANTS AWARDED UNDER THE NATIONAL ENVIRONMENTAL EDUCATION ACT (PUBLIC LAW 101-619)
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This report summarizes 207 environmental education grants awarded by the U.S. Environmental Protection CD
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Agency (EPA) during fiscal year (FY) 2002. The Environmental Education Grants Program was created =!
under Section 6 of the National Environmental Education Act, and the first grants were awarded in 1992. °°
EPAs Office of Environmental Education (OEE) manages the program. Grants of Federal funds over \~\~\
$25,000 are awarded annually by EPA Headquarters and smaller grants by the 10 EPA regional offices, as ^-11
described below. | LjTI
The grants are awarded to stimulate environmental education by supporting projects that address EPA ^11
educational priorities such as: state education reform and capacity building, human health, teacher training, | LjTI
career development, and community environmental issues, including those related to environmental justice. p^
The goal of the program is to support projects that enhance the public's awareness and knowledge of IL| |
environmental issues and the skills they need to make informed and responsible decisions that affect Mj-jl
environmental quality. Organizations eligible for grants under the program are: any college or university, pp
tribal or local education agency state education or environmental agency, nonprofit 501(c)(3) organization, Li|
or noncommercial educational broadcasting entity. IjT-jl
In FY 2002, Congress appropriated almost $2.8 million for the grants program which leveraged more than LL |
$5.2 million in matching funds provided by grant recipients. Because Federal funds may not exceed 75 IjjTl
percent of the total funding for a project, each grant recipient is required to provide from their own iL'
organization or a partner organization a matching contribution with a value of at least $1 for every $3 I ' I
provided by EPA. As in the current year, the total matching funds leveraged nationwide often exceed the Ipn
required amount and surpass the total funding provided by EPA. The dollar amounts reported in this --I
document identify the EPA funds awarded to the grantee and do not reflect the matching funds provided | U|
by the grant recipients. Ipn
Congress directed EPA to focus on small grants of $5,000 or less; therefore, the EPA regional offices make J-[
small local grants their first funding priority. In total, EPAs 10 regional offices awarded $1,877,341 for an |p-
average of 20 grants each. The competition for grants intensifies as the amount of funding requested ^
increases. In FY 2002, Headquarters funded less than 6 percent of the 283 grant applications received. | Lfl
Headquarters awarded 12 grants, for a total of $907,378. Headquarters grants averaged approximately P^
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$75,000; the smallest grant awarded was $33,723; and the three largest awarded were for $100,000 each.
EPAs annual Environmental Education Grants Solicitation Notice describes the solicitation, evaluation, i^-
and award process through which EPA arrives at final decisions about grant winners. The solicitation LlJ
notice is published and available for review in the Federal Register. The solicitation notice and application pp
forms may also be viewed online or downloaded from EPA's web site at uiww.epa.gov/emiiroed/grants. The p
most recent solicitation notice also can be obtained by contacting EPA Headquarters or an EPA regional LL
office. A list of EPA contacts is provided on pages 57 and 58 of this document. Ijj-j
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DELIA M. HUGHES, 40 OLD LANCASTER ROAD, SUDBURY, MA 01776
Gulf of Maine Institute Without Walls: Environmental Leadership Training'
Name of the project
The goal of the project is to link adults with youth living within the Gulf of Maine bioregion while
addressing the challenge of building and maintaining a sustainable environment. By employing a
community youth development approach and leveraging lessons from service education, project
participants work on real-life issues and concerns related to sustaining the Gulf of Maine watershed.
Through the program, participants also learn about activities in each of their watersheds that have an
effect on the rivers and estuaries feeding into the gulf. Teachers are provided with training and technical
assistance, and during the summer, participate in a week-long Environmental Leadership Institute.
The project crosses a wide variety of regional boundaries. U.S. partners include the Gulf of Maine
Institute Without Walls Guide Team, the Massachusetts Audubon Society, Roca Inc., the Cocheco
River Watershed Coalition, the Gulf of Main Council, and the Pacific Institute of Research and Evaluation.
Canadian partners include the Eastern Charlotte Waterways (New Brunswick), the Tusket River
Environmental Protection Association (TREPA), and the Tri-County School District (Nova Scotia).
Summary of the project
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UNIVERSITY OF ALASKA ANCHORAGE ENVIRONMENTAL NATURAL RESOURCES INSTITUTE (ENRI) - $35,973
ELAINE MAJOR, 707 A STREET, P 0. Box 92596, ANCHORAGE, AK 99501
INS
AK-CA
ENVIRONMENTAL EDUCATION GRANTS AWARDED
DY EPA HEADQUARTERS
Alaska
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Adapting Anchorage Middle School Curricula with Alaska Stream Team Methods
In an effort to increase awareness of the connections between human activities and watershed health, the
University of Alaska Anchorage's Environment and Natural Resources Institute (ENRI) has embarked on a
project that provides broad-based hands-on environmental education opportunities to teachers and students Ij^
in the Anchorage school system. The 1-year project incorporates science-based environmental monitoring j
tools into existing middle-school curricula for math and science. Under the project, teachers and students I LF|
in grades 6 through 8 learn how systems are interconnected, how human activities affect watersheds, and I'pr
how behavior changes can positively affect water quality. Teachers participate in a 2-day workshop where -^
they learn about watershed and general ecosystem concepts and aquatic ecology principles. A newly | L]~|
developed Internet database encourages continued participation by providing a place to store, share, and IT
view data collected by classrooms across the state. ENRJ partners with the Anchorage School District, the ' 1
Alaska Department of Environmental Conservation, the Municipality of Anchorage, and the Alaska | I
Department of Fish and Game. i-
California jg
RESOURCE CONSERVATION DISTRICT OF MONTEREY COUNTY - $92,000 L_T
EMILY HANSON, 744 LA GUARDIA STREET, BUILDING A, SALINAS, CA 93905 ij
North Monterey County Soil Erosion and Nutrient Management Education |lnj
Through direct outreach to growers and landowners, local communities in the Elkhorn Slough watershed p^
learn about the mutually beneficial relationship between resource conservation and sustainable and LiL| |
economically viable agricultural practices. The project targets the historically underserved, low-income TjjTl
minority growers by increasing public awareness and knowledge of best management practices, and by i
providing the resources to make informed decisions. The environmental issues addressed by this project LLI
are surface and ground water quality, enhancement of threatened and endangered wildlife populations, 17=1
and protection of critical and unique coastal habitats. Supporting organizations include the Agricultural -^-i
Land-Based Training Association; the Natural Resources Conservation Service; the University of California | LF|
Cooperative Extension; the Monterey County Agricultural Commissioner Office; the Monterey County Ip^i
Department of Planning, Building and Inspection; and the Monterey County Department of Environmental ~J
Health. ' |lfl
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GO-Gfl
I Colorado
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NEBRASKA ALLIANCE FOR CONSERVATION AND ENVIRONMENTAL EDUCATION - $50,365
LANGAN, P 0. Box 85344, LINCOLN, NE 68501
IL-NE
Illinois £§
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ROCKFORD PUBLIC SCHOOLS No. 205 - $97,817 T
SHARON WYNSTRA, 201 SOUTH MADISON STREET, ROCKFORD, IL 61104 |
Collaboration Leading to Environmental Awareness in Rockford (CLEAR) g
Using an interdisciplinary approach, the project incorporates the study of water resources in relation to ^
science, social science, math, English, and communications. The project begins with a training institute for o
teachers held by museum educational staff and local conservation and ecology experts. The teachers subsequently S-
develop a program that provides classroom instruction to students prior to field trips. Middle grade students §
are engaged in a series of classroom and field studies during which they learn about water resources. Key §?
partnerships include the Burpee Museum of Natural Science and INSIGHT Communications. The Illinois ^
Department of Natural Resources, the City of Rockford Water Division, and the Winnebago County Forest
Preserve will provide additional training and technical support. Jj-jl
Massachusetts !SI
INSTITUTE FOR JUST COMMUNITIES - $100,000 p^l
DELLA M. HUGHES, 40 OLD LANCASTER ROAD, SUDBURY, MA 01776 LtT]_|
Gulf of Maine Institute Without Walls: Environmental Leadership Training L^_|
The goal of the project is to link adults with youth living within the Gulf of Maine bioregion while addressing IjJTl
the challenge of building and maintaining a sustainable environment. By employing a community youth ;'
development approach and leveraging lessons from service education, project participants work on real-life issues \^\\
and concerns related to sustaining the Gulf of .Maine watershed. Through the program, participants also learn Ipn
about activities in each of their watersheds that have an effect on the rivers and estuaries feeding into the gulf. --I
Teachers are provided with training and technical assistance, and during the summer, participate in a week-long |J_|_
Environmental Leadership Institute. The project crosses a wide variety of regional boundaries. U.S. partners Ipn
include the Gulf of Maine Institute Without Walls Guide Team, the Massachusetts Audubon Society, Roca Inc., ' I
the Cocheco River Watershed Coalition, the Gulf of Main Council, and the Pacific Institute of Research and JJ-TJ
Evaluation. Canadian partners include the Eastern Charlotte Waterways (New Brunswick), the Tusket River |p-i
Environmental Protection Association (TREPA), and the Tri-County School District (Nova Scotia). ^\ |
Nebraska Ir^i
Building Capacity for Environmental Education in Nebraska y=^
This project addresses capacity building and education reform through the development of a comprehensive LlU |
state Environmental Education Master Plan. The target audience includes environmental education leaders, jjpj
informal and formal educators; legislators; state and federal agencies; business and industry; representatives of j'
the Nebraska Department of Education; youth group leaders; and urban, rural, and agricultural groups. [ill
Workshops provide environmental education providers and users with training in a variety of topics. This |[=Tj
project will establish the foundation to provide statewide professional training in environmental education. ^i
Support for the project comes from Audubon Nebraska; the Folsom Children's Zoo; the Geographic Educators ^i
of Nebraska; the Groundwater Foundation; Keep Nebraska Beautiful; Keep Lincoln & Lancaster County Ipn
Beautiful - Lincoln-Lancaster County Health Department; Nebraska Project WET/Nebraska Project Learning I
Tree - University of Nebraska Cooperative Extension 4-H; Nebraska Project WILD - Nebraska Game and [Lf]
Parks Commission; the Nebraska Public Power District; the University of Nebraska Cooperative Extension - Ii
Thurston County; and the Urban League of Nebraska. \=_\
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Utah
UNIVERSITY OF UTAH-$100,000
RAY BECKETT, 1495 EAST 100 SOUTH, SALT LAKE CITY, UT 84112
Training High School Science Teachers and Students in the Western States
Based on a successful pilot project that had been implemented in several Utah high schools, this project
expands on that pilot's environmental research and training with science teachers and students in high
schools in many western states. Through a combination of teacher training workshops and mentoring
support provided by university students, high school students design and implement project proposals
addressing environmental problems in their communities. Under the 1-year program, students interact
with students in other states, conduct research, and prepare a report documenting their efforts. Science-
teachers from at least five of the nine western states participate in the training. The project represents a
partnership between the Utah Engineering Experiment Station; the University of Utah College of Mines
and Earth Sciences and the College of Engineering; the departments of education and environmental
quality in the states of Colorado, Idaho, Montana, New Mexico, Nevada, Oregon, Utah, Washington, and
Wyoming; and the business community.
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AL-AK
Grants Awarded by EPA Regional Offices
ALABAMA
"Tools for Teaching Environmental Education in Alabama's Classroom" is a series of workshops designed to
LLJ target kindergarten through 12th-grade teachers from six geographical areas in Alabama. The workshop series
§ is held in Mobile, Dothan, Decatur, Tuscaloosa, Clanton, and Anniston. Each workshop is tailored to focus
6X1 on specific environmental issues relevant to a particular geographical area. The 3-day events are composed of
II four components: Ecology, Waste Management, Pollution Prevention, and Natural Resources. These four
L | components are demonstrated with hands-on teaching strategies, content lectures from field experts, field
| If] trips to relevant sites, round-table discussions, and problem-solving activities. The objective of each workshop
1^1 is to equip Alabama teachers with the tools necessary to bring environmental education into the classroom.
| ALASKA
I See page 3 for a profile of a grant awarded to the University of Alaska Anchorage Environmental Natural Resources
| Institute by EPA Headquarters,
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p= ALASKA BOREAL FOREST COUNCIL, INC. - $4,986
\^_ MELANIE Muus, P 0. Box 84530, FAIRBANKS, AK 99708
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Training Teachers to Tap into Spring (TIS)
Ten teachers are trained in two workshops that present activities unique to the Alaskan boreal forest while
imparting key skills and concepts for creating sustainable conditions for the Fairbanks community. The
curriculum focuses on place-based science and economic experiences, which help students develop a sense
of stewardship for their forest home.
CALYPSO FARM AND ECOLOGY CENTER - $5,000
SUSAN WILLSRUD, P 0. Box 106, ESTER, AK 99725
Youth Farm and Ecology Program - Expansion into Low-Income Schools
This project expands on the existing Youth Farm and Ecology program to reach three low-income classrooms.
The program provides experiential education in ecology and agriculture to elementary students in the
Fairbanks North Star Borough School District with the goals of fostering interest in science and raising
awareness of agricultural issues. Students and teachers participate in hands-on educational activities both
in the classroom and on site at the Calypso Farm to learn the basic skills necessary for home and community
gardening and the steps required for taking action in their own lives.
FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT- $24,986
DOUG CREVENSTEN, 520 STH AVENUE, FAIRBANKS, AK 99701
Power Up! Develops Alternative Energy Study Sites in the Tanana Valley Watershed
Automated and manual data are gathered at three alternative energy study sites developed in the Tanana
Valley watershed. Middle school teachers and students use the data as a basis for learning about wind and
solar-energy design, application, and environmental issues. Project teachers adapt alternative energy lesson
plans and conduct workshops for other middle school teachers.
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AK-AR
NATIVE VILLAGE OF AFOGNAK - $24,425 g
ALISHA DRABEK, P 0. Box 968, KODIAK, AK 9961 5 °
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Academy of Elders Science Camp |
Participants at two 1-week sessions of the Afognak Academy of Elders Science Camp explore how to blend z
traditional and scientific knowledge into public science education. The camp enhances these sessions by g-
allowing students to conduct environmental testing and to perform projects that will be demonstrated in ^
the Kodiak Island Borough School District Rural Science Fair. Data reports are published on a project web g
page promoting public awareness. Coals of the project are to: (1 ) strengthen critical-thinking and confidence S-
in math, science, and technology; (2) train teachers in environmental education methodology; (3) study §
and communicate environmental threats to the community; (4) demonstrate how the environment can §?
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serve as a launching ground for learning; and (5) provide Afognak students with the opportunity to learn =<
directly from elders and to explore projects relevant to Native lifestyles and cultures.
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SOUTHEAST ALASKA GUIDANCE ASSOCIATION (SAGA) - $4,900 pd
KRISTY FALCON, P 0. Box 33037, JUNEAU, AK 99801 !SI
Southeast Alaska Guidance Association (SAGA) Serves Alaska Youth Corps Lil|
Training that focuses on environmental careers available to Alaska youth improves the environmental career mTj
placement component of the Youth Corps comprehensive training program. The training improves the pp
overall understanding of environmental career opportunities, provides the skills necessary to successfully LiL| j
compete for these positions, and encourages graduates to pursue environmental careers. The emphasis of Ipn
the training is on land management, water resource management, and biology. I '
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ARIZONA [ifj|
INTERNATIONAL SONORAN DESERT ALLIANCE - $20,000 |ji I
NINA CHAMBERS, 201 ESPERANZA AVENUE, PO. Box 687, AJO, AZ 85321 h^i
Community Stewardship of the Sonoran Desert Bioregion jpn
This grant funds activities at the Arizona/Mexican border in the U.S. communities of Ajo and Cila Bend, - I
the Tohono O'odham Native American community of Gu Vo, and the Mexican communities of San Luis [Lm
Rio Colorado, Sonoyta, and Puerto Penasco. International Sonoran Desert Alliance's Community Stewardship h i
project provides teacher training in a bilingual curriculum about the Sonoran desert. It also provides for I 1 1
the construction of schoolyard and community habitat projects, allowing students and community members fffl
to track birds, insects, and animals. Partners for the project include Organ Pipe Cactus National Monument, ~^-
Cabeza Prieta National Wildlife Refuge, and the Pinacatc y Gran Desierto de Altar Biosphere Reserve. |
ARKANSAS
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COMMUNITY DEVELOPMENT PARTNERSHIP - $4,900
JUDITH SELLE, 41 7 FALL DRIVE, EUREKA SPRINGS. AR 72632
Watershed Education Project -, !
The Community Development Partnership is conducting a community-wide education project about the Lake LL|
Leatherwood watershed. This project informs Western Carroll Count)' residents about the impact of pollution on |^=n
the watershed, how topography affects water pollution, and what strategies are being implemented to clean up the -I
watershed and the 66 springs in the Eureka Springs area. The project is delivered through the production and |_L|_
airing of public service announcements and a community-wide education program that invites local and state |p i
experts to present workshops to the public. Workshops are taped and aired on the local cable station and shown to ' I 1
other interested communities. Project partners include the Eureka Springs Parks Commission, the Eureka Springs y/TJ
Public Works Department, the National Water Center, and the Arkansas Department of Environmental Quality. i- ,
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AR-CA
I CONWAY PUBLIC SCHOOLS - $4,650
J DEBBIE PLOPPER, 2220 PRINCE STREET, CONWAY, AR 72032
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CA
CALIFORNIA STATE UNIVERSITY, MONTEREY BAY (CSUMB) - $24,725 g
LAURA LEE LIENK, 100 CAMPUS CENTER, SEASIDE, CA 93955-8001 °
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Integrating Environmental Education with Service Learning |
California State University Monterey Bay (CSUMB) and the Return of the Natives (RON) Restoration §
Education Program combine their teaching methodologies of environmental education and service learning E5
to teach local schoolchildren about environmental community service. The plan includes conducting ?
training for 5 local kindergarten through 1 2th-grade teachers and 5 CSUMB students who are interested
in teaching. Following training at 5 nationally recognized environmental education curriculum training
sites, the 10-member team shares various curricula and incorporates ideas into a learning sequence. The
team then facilitates staff development training using the learning sequence to reach a greater number of
local kindergarten through 12th-grade teachers.
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CALAVERAS COUNTY WATER DISTRICT - $4,069 [Lrn
KRISTIN COON, 423 EAST SAINT CHARLES STREET, PO. Box 846, SAN ANDREAS, CA 95249-0846 j^
Calaveras County Water District's Adopt-A-Watershed Program F=n
Calaveras County Water District manages an Adopt- A- Watershed program based on the Streamsicle Community ^ I
Primary Unit. The program involves teachers, elementary school age children, and their family members from | L]~|
each of the ten elementary schools located throughout Calaveras County. The project familiarizes participants h i
with the Calaveras River and its tributaries. On field trips conducted along the river system, students examine I 1 1
evidence of plants, trees, animals, and other natural phenomena, and write their results in field journals. mTI
Students collect tiny insects and micro invertebrates from the river, examine them to evaluate the health of the T,
river, discuss their observations as a group, and complete follow-up essays after the field trip. \\ |
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CONTRA COSTA EARTH DAY - $5,000 r==n
SHEILAH FISH, P 0, Box 4686, WALNUT CREEK, CA 94596 ^1
Earth Team Restoration Initiative [=L I
The Earth Team Restoration Initiative offers environmental community service and environmental education |jjjl
opportunities to high school students. The project identifies four sites near participating high schools in i- ,
Contra Costa, Alameda, and San Francisco counties where restoration work will be performed over a 9- ^-\ |
month period. A monthly restoration project, conducted at each site, fosters a sense of ownership and mTI
responsibility among participating students. Appropriate science curricula and service learning concepts ~T^
add structure to monthly projects. Specific tasks include non-native plant removal, shoreline cleanup, I_L| |
water and bird monitoring, and native plant propagation. Project results and highlights are posted on an ]T-~j
Earth Team website. Participating organizations include Youth for Environmental Service (YES) and eight T^'
leading San Francisco Bay Area environmental, educational, and restoration programs. I \-Y\
ECOLOGICAL FARMING ASSOCIATION - $7,745 r^
KRISTIN ROSE, 406 MAIN STREET, #31 3, WATSONVILLE, CA 95076 \j[
Strawberry Grower 's Conference Ljlj
The Ecological Farming Association conducts a Strawberry Growers' Conference and Farm Tour for Central nT-i
Coast growers, teaching them about successful post-methyl bromide production methods. Methyl bromide, p1-
which is currently in extensive use in strawberry farming, is directed to be phased out under the 1990 LiL
Amendments to the Clean Air Act. Outreach is directed towards underserved Latino and small-scale Ip
farmers in the strawberry production regions around Watsonvilie and Salinas, California. The project -~~~~~
addresses concerns posed by the phase out of methyl bromide by educating growers about the environmental |_L
and health risks of different production methodologies and how to reduce these risks. Project partners Ipr
include the nonprofit Agricultural Land Based Association of Salinas.
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CA
t| FOUNDATION FOR GLOBAL COMMUNITY - $5,000
J SUSAN STANSBURY, 222 HIGH STREET, PALO ALTO, CA 94301
g Getting Going Growing
y The Foundation for Global Community is engaging in a collaborative partnership with five local gardening
LLJ and youth service organizations to create six sustainable school gardens in East Palo Alto, Palo Alto, Atherton,
H= and Menlo Park, California. School gardens provide laboratories for project-based interdisciplinary learning.
s The garden project offers real-world experiences such as counting leaves on a stem and extrapolating yield-
g per-acre based on statistical sampling. A plan derived from a needs assessment guides each site in workshop
^ staff development, curriculum selection, and technical support for teachers, students, and parent volunteers.
CM Monthly on-site garden visits and community forums address assessment and support, information sharing,
o and problem resolution.
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KLAMATH TRINITY JOINT UNION SCHOOL DISTRICT - $5,000
RAM OLSON, PO. Box 1308, HOOPA, CA 95546
Norton/Weitchpec Elementary Schools GLOBE Project
Klamath Trinity Joint Union School District is working with the Yurok Tribe to establish the Global
Learning and Observations to Benefit the Environment (GLOBE) curriculum at Jack Norton and Weitchpec
Elementary Schools. Both schools are located in a remote area with scarce public services. Using GLOBE,
students in kindergarten through 12th-grade can make scientific observations concerning climate and
weather near their schools, interpret the data, and report findings via the Internet. The GLOBE curriculum
is geared to improve academic achievement through environmental science activities.
LAND PARTNERS THROUGH STEWARDSHIP (LANDPATHS) - $4,991
ALISON PETICOLAS, P 0. Box 4648, SANTA ROSA, CA 95402
Watershed and Creeks in Our Backyard
Land Partners Through Stewardship (LandPaths) and its partners, Sonoma County Agricultural Preservation
and Open Space District, California Fish and Game, City of Santa Rosa, Sonoma County Water Agency, Sierra
Club, and Committee to Restore Santa Rosa Creek, are conducting a 3-day field trip for 22 third-through 12th-
grade educators. The training is designed to build knowledge of creek ecosystems, develop skills for teaching in
the outdoors, and integrate acquired skills and knowledge for classroom learning. Day one features an overview
of watersheds and their interplay with land choices. The second day focuses on physical and chemical characteristics,
such as channel cross sections, bank load, pH, and dissolved oxygen. The third day highlights biological
features, such as invertebrates, fish, and riparian vegetation. LandPaths provides follow-up support throughout
the academic year to help teachers to implement the "In Our Own Backyard" curriculum. Teachers from 16
schools in Sonoma County reach approximately 475 students and 200 parent volunteers.
Los ANGELES EDUCATIONAL PARTNERSHIP - $25, (
PATRICIA DUNG, 31 5 WEST NINTH STREET, #1 1 1 0, Los ANGELES, CA 9401 5
Bring Back the Butterflies
Los Angeles Educational Partnership and its project partners, Los Angeles County Museum of Natural
History, Baldwin Hills Conservancy, and Los Angeles Unified, join together to educate kindergarten through
12th-grade teachers in inner-city South Central schools in Los Angeles on a science curriculum called
"Bring Back the Butterflies." The project introduces students to the museum's insect zoo and butterfly
pavilion, and field research is conducted at the Baldwin Hills Conservancy property. The project fosters
awareness of habitats in the city as dynamic ecosystems, and increases knowledge about the human impact
on ecosystems. The project partners adapt existing standards-based science activities around urban parks
while incorporating classroom and field lessons and resources.
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CA
SAN JOAQUIN ADOPT-A-WATERSHED SEA SCOUT SHIP #209 - $5,000
LINDA DRIVER, 1545 ST. MARK'S PLAZA, SUITE 7, STOCKTON, CA 95207
Adopt-a-Watershed Training for Teachers
Twenty kindergarten through 1 2th-grade teachers are trained on the identification of environmental issues
that impact the San Joaquin river delta. The sponsoring organization, in cooperation with the San Joaquin
Office of Education, Lodi school district, storm water offices of San Joaquin County and City of Stockton,
Boy Scouts of America, Stockton Sailing Club, and the national Adopt-a-Watershed organization, conducts
a 3-day training workshop where teachers develop a plan (with student input) to implement service learning
projects to address priority issues. More than 900 students participate in the program and share results
with the community at local Earth Day observances.
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SONOMA STATE UNIVERSITY - $4,989
RICHARD ZIMMER, 1801 EAST COTATI AVENUE, ROHNERT PARK, CA 94928 [§1
High School Students as Environmental Education Resources for Elementary School Classes [JTjl
Sonoma State University and Waste Management Inc. (WMI), Sonoma County's largest waste collector, l-pn
are coordinating a peer/team teaching approach linking seven Finer High School students with Biella ^ I
Elementary School faculty to deliver waste management and recycling lessons to the lower-grade classes. A | L]~|
workshop taught by WMI provides background for the high school mentors and prepares them to work hi
with the elementary school teachers to develop a set of grade school lessons. University staff and site I11
administrators monitor and support the project over the 8-week presentation period. Mjjl
TREEPEOPLE, INC. -$5,000 Ml
RICHARD WEGMAN, 12601 MULHOLLAND DRIVE, BEVERLY HILLS, CA 90210 [jrjj
TreePeople 's Campus Forestry Program [IT I
TreePeople's Campus Forestry Program trains teachers to use a curriculum that turns a simple tree-planting hi
project into a 3-month learning experience. The Schoolyard Explorers curriculum is a month-long unit !=i|
plan consisting of five interconnected lessons that address academic content in math, science, language, | Lrj|
and social studies. The Forestry Program's first objective is to help students and teachers work with the i-,
curriculum to gain awareness of environmental issues facing Los Angeles, such as air pollution, storm water \^-\ |
runoff, water quality, energy consumption, and the role that trees play in the urban forest. The program's MjTj
second objective is restoration of the urban forest itself. The grant allows TreePeople to work with teachers pz^
and students in 10 schools within the Los Angeles Unified School District. The end result is a student- I_L| |
designed recommendation for each school outlining the location and types of trees that should be planted. ]T-1
YOLO BASIN FOUNDATION - $5,000
CHERYL CHIPMAN, 45211 CHILLES ROAD, PO. Box 743, DAVIS, CA 95616
Discover the Flyway Educator's Workshop IjT-
The Yolo Basin Foundation, with support from the California Department of Fish and Game and the Yolo p
County Office of Education, utilizes four full-day workshops throughout the school year to train 80-100 Lill
school teachers and informal educators on techniques to maintain, preserve, and restore wetland ecosystems. MJT
The program introduces educators to the importance of wetlands and provides wetland-related activities, p1-
training, and staff support to encourage teachers to lead their students in outdoor learning experiences in LiL
the Yolo Wildlife Area. The "Wild About Wetlands" classroom kit is available for replication in localities Ip
with similar environmental characteristics. -~~~~~
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CO
I COLORADO
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i See page 4 for a profile of a grant awarded to the Denver Zoological Foundation by EPA Headquarters,
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iS COLORADO ALLIANCE FOR ENVIRONMENTAL EDUCATION (CAEE) - $24,625
| MIKE WAY, 15260 GOLDEN ROAD, GOLDEN, CO 80401
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1 Develop Leadership Model in Colorado's Environmental Education Community
=f This project establishes a statewide model that provides continuity and clarity for environmental education
^ through a set of minimum guidelines within reach of all programs. The Colorado Alliance for Environmental
o Education (CAEE) is gathering a representative cross-sectional team of environmental education leaders
^ drawn from its networks of state and national contacts. This project tests and establishes environmental
p=j education program evaluation and assessment as a valid state environmental education capacity-building
Li mechanism.
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=q COLORADO ENERGY SCIENCE CENTER (CESC) - $
y PATRICK KEEGAN, 1746 COLORADO BOULEVARD, SUITE 225, GOLDEN, CO 80401
zL I En vironmental Education Tools For Home Use
if7] The Colorado Energy Science Center (CESC) is expanding a small energy efficiency education pilot project
to educate as many as 2,000 students and to encourage them to improve the energy efficiency of their
homes. CESC continues its successful collaboration with Colorado Mathematics, Engineering, Science
Achievement (MESA) to provide access to 120 schools throughout the state. The project provides education
for students, economic benefits for homeowners and the community, and reduced air pollution.
FRIENDS AT RIDGEWAY STATE PARK - $5,000
JOHN YOUNG, P 0. Box 149, RIDGEWAY, CO 81432
Interactive Education: Ecosystem Outdoor Classroom
The park provides a landmark outdoor classroom with fully handicap-accessible facilities at which
thousands of rural students can experience nature first-hand. A 2-person environmental education
team coordinates programs while extending the environmental education season by 2 months in both
the spring and fall. The environmental education team increases the park's capacity to develop and
deliver environmental education. This allows a larger, more diverse audience to participate in age-
appropriate activities that challenge students to observe and investigate ecosystems, apply skills such
as critical thinking, and reflect on the use of stewardship of the park's natural resources. The ultimate
outcome is to create knowledgeable and skillful students who demonstrate improved academic
achievement and who become stewards of the area's natural resources as lifelong learners.
FRONT RANGE EARTH FORCE - $9,975
LISA BARDWELL, 2120 WEST 33RD AVENUE, DENVER, CO 80211
Service-Learning Training on the Front Range
Through Community Action & Problem Solving (CAPS), middle-school aged youth and their adult leaders
identify local environmental issues and work to create sustainable solutions to environmental problems.
The program is aligned to state and national standards and incorporates best practices of service-learning,
environmental, and civic education. The success of CAPS is the result of intensive training and local
support provided for educators who implement the program in school-based or community-based settings.
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NATIONAL AUDUBON SOCIETY OF COLORADO - $5,000 g
SUSAN KIRKPATRICK, 3107B 28TH STREET, BOULDER, CO 80301 °
m
Important Bird Area Youth Stewardship Project |
This project provides at-risk youth a quality, environmental program in which the youth learn about z
habitat awareness through the conduct of hands-on activities that meet and supplement the stewardship E5
needs of Fossil Creek Reservoir. The goal of the project is to introduce at-risk youth to ecological concepts ?
and broaden their understanding of the role people play in caring for wildlife and habitat. The site of the
project. Fossil Creek Reservoir, is an "Important Bird Area," as designated by the Audubon Society, and
serves as a vital breeding, migrating, and wintering habitat for local birds.
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ROARING FORK OUTDOOR VOLUNTEERS - $4,000 i
J. DAVID HAMILTON, P 0. Box 1341, BASALT, CO 81621 I,
Nature Field Trips, Trail Hikes and Fish Hatchery for Schools j=U
This project provides additional staffing for environmental education field trips for various school groups LJ-TJ
in the Roaring Fork/Colorado River Valley. A secondary aspect of the program is to improve the condition |-pn
of the Riparian Nature Trail through limited re-routing and additional signage. ^ I
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ROCKY MOUNTAIN YOUTH CORPS (RMYC) - $4,600 h=r\
GRETCHEN VAN DE CARR. 2464 DOWNHILL DRIVE, P 0. Box 775504, STEAMBOAT SPRING, CO 80477 *=±\
Lnl
Expansion of Environmental Education Programs =- I
This program increases the number of youth participants served by existing successful environmental | LTj
education programs. The Rocky Mountain Youth Corps (RMYC) serves an additional 40 conservation Ipn
corps members by expanding to the local community youth corps programs. Fifty sixth graders and 10 |=il
high school students in the Yam pa Valley Science School program are served with the addition of two |_JT
school districts, Moffat County and Routt County. hi
CONNECTICUT Hi
HISPANIC HEALTH COUNCIL, INC. - $10,000 1=3]
KAYA TOWNSEND, 175 MAIN STREET, HARTFORD, CT 06106 [ijjj
Local Environmental Health Education: A Teacher Training and Hispanic Youth Experience \ Ifjj
Hispanic youth, ages 14-18 learn to monitor and assess their local environment under the guidance and ^
tutorage of undergraduate students from Connecticut State University. Issues such as asthma and lead |
poisoning pose a significant danger to the health of many in Hartford's Hispanic community. Residents mTI
are educated about pollutants and how to reduce exposure to these health threats. T.
UPPER ROOM UNLIMITED, INC. - $17,000 [ifl
CRYSTAL EMERY. 900 CHAPEL STREET, SUITE 440. NEW HAVEN. CT 06530 r=d
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"This Is Where I Live," Environmental Education Program for Inner-City Children. \=\
Through an interactive play and a flexible menu of hands-on workshops in urban schools, this program I11
delivers environmental awareness, education, and tools that help inner-city children understand and begin lfj
to solve environmental problems affecting their communities. An experiential field trip to a local nature pp
area is included to complement and solidify the messages drawn from the play and workshops. LL |
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FLORIDA £§
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FLORIDA COMMUNITY COLLEGE AT JACKSONVILLE (FCCJ) - $18,685 T
DEBORAH MORRIS, 501 WEST STATE STREET, JACKSONVILLE, FL 32202 |
First Coast Green Works Education Initiative g
The Florida Community College at Jacksonville (FCCJ) has partnered with the Jacksonville Electrical Authority' ^
(JEA) and the Duval County School District to promote public awareness and education in clean power generation 51
technologies, particularly solar technologies. JEA, the regional public utility company, also has existing partnerships 2
with both FCCJ and Duval County Schools to implement the Green Works program. This program arises from jji
JEAs agreement to shift 250 megawatts of power generated annually to clean, renewable energy sources within the §P
next 10 years. This project is focused on improving the teaching skills of high school and college teachers in the area ^
of solar technology, in order to improve students' understanding or solar technology and their ability to make
effective decisions concerning related energy and environmental issues. High school and college teachers participate Ij^jl
in a summer workshop, regular meetings and collaborative activities throughout the academic year, including e- j-I
mail/listserv communication, and visits to their peers' classrooms. These activities prepare teachers to engage their | Lf|
students in classroom and laboratory activities, field trips, and career exploration activities. The project takes Ipn
advantage of existing solar curricula and resources already in place as part of the First Coast Tech Prep Consortium. ^< \
REEF RELIEF, INC.-$
DEEVON QUIROLO, P 0. Box 430, KEY WEST, FL 33041 j^l
Pump It. Don't Dump It - Educational Program for Florida Keys No Discharge Zone I
This project supports a workshop and training session designed to explain and identify strategies to stop boaters [If]
from dumping sewage into the sea. It proposes a multi-faceted approach to educating local and visiting boaters, |p-i
tourists and community members to new rules and procedures for pumping boat sewage into facilities at marinas l=[|
rather than directly into the sea. Reef Relief will collaborate with other nongovernmental organizations and yr I
several local, state, and federal government and regulatory agencies. The program consists of one workshop to \-,
teach critical skills associated with making decisions on implementing EPA's new rules prohibiting sewage ILI |
discharge in the no-discharge zone in the keys. The training is augmented by the installation of signs at the MjTj
entrance to harbors, creation of radio public service announcements, and publication of informational brochures j>
and flyers explaining the rules of the no-discharge zone and listing available pump-out stations in the region. LiL]
Reef Relief has also created a database of distribution points for brochures and flyers. Ipn
GEORGIA \M
See page 4 for a profile of a grant awarded to the Upper Chattahoochee Riverkeeper Fund, Inc. by EPA Headquarters,
DRIFTWOOD NATURE CENTER - $5,000 [LI_
ANN MARIE WILSON, P 0. Box 20712, ST. SIMONS ISLAND, GA 31522 j=
Adopt-A-Stream Program
Driftwood Nature Center is expanding its program to include the Adopt-A-Stream program to its curriculum. ' I
During the academic year, 5,000 fourth- through eighth-grade students from Georgia, Florida, North Carolina, | If]
and South Carolina visit the center for 3 days to learn hands on about its diverse ecosystem. Each visiting P^i
school specializes its learning experience by choosing from over 20 different courses, all geared towards Georgia's ^ |
education standards, to supplement classroom curriculum. The Adopt-A-Stream program is included in m~1
these options. This hands-on, one-on-one program is filled with activities that teach decision-making, critical- T.
thinking, and problem-solving skills for students and community members. Driftwood Nature Center has Li 11
visits from an average of two school groups per week for 28 weeks of the year. Not only do the residential I[=1
students participate, but the program is also offered as part or the Centers summer camp experience. -,'
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| UNIVERSITY OF GEORGIA COOPERATIVE EXTENSION SERVICE - $21,635
JOHN W. WORLEY, 621 BOYD GRADUATE STUDIES RESEARCH CENTER, ATHENS, GA 30602
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IDAHO S
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IDAHO BOTANICAL GARDENS, INC. - $1,920 m
ELIZABETH DICKEY, 2355 NORTH PENITENTIARY ROAD, BOISE, ID 83712 |
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Idaho Wetlands Environmental Education Program for the Seventh Grade m
This project supports the development of a wetlands environmental education program for seventh-grade science p»
classes in the Boise area and assists seventh-grade teachers with meeting new state science curriculum requirements.
A teacher's classroom kit provides the background necessary tor student participation in a wetlands field trip.
During the field trip to a pond, students learn how the site provides wildlife habitat while purifying storm water o
runoff. The students also participate in a field study to determine the health of the pond. g>
IDAHO ENVIRONMENTAL EDUCATION ASSOCIATION - $24,186 "
DONNY ROUSH, 2211 SOUTH 2ND AVENUE, POCATELLO, ID 83201 j^j
A Model School Network for Achieving New Standards FE^i
The project implements the Environment as an Integrating Context for Learning (EIC) approach to < I
environmental education in 8 to 10 "model" Idaho schools, in collaboration with the State Department of | Lm
Education, Environmental Education Association, and the Environmental Roundtable. This alliance i-,
demonstrates an engaging and relevant pedagogy that meets or exceeds Idaho's new high school graduation L:_[|
standards, forms a network of EIC schools, and provides them with a 3-day orientation and curriculum mTj
mapping workshop, monthly full-day planning meetings, and quarterly site visits. The entire education pp
staff (about 250 teachers and 25 administrators) in the selected schools are involved. LiLl
ILLINOIS P
Hi
See page 5 for a profile of a grant awarded to the Rockford Public Schools No, 205 by EPA Headquarters. I pi
LAKE COUNTY FOREST PRESERVE DISTRICT - $5,000 Up]
NAN BUCKARDT, 2000 NORTH MILWAUKEE AVENUE, LIBERTYVILLE, IL 60048 |"mj
Ecosystem Investigation Institute I [=n
The Lake County Forest Preserve District is conducting a 5-day ecosystem investigation workshop tor third- ;'
through eighth-grade teachers highlighting three of the major ecosystem types in Illinois. The purpose of the |JTJ
workshop is to connect teachers with content and resources to strengthen their curricula dealing with ecosystems. Ipn
LAKE MICHIGAN FEDERATION - $4,900
STEPHANIE SMITH, 220 SOUTH STATE STREET. SUITE 1900. CHICAGO. IL 60604
Great Lakes in My World T,
This project trains 25 teachers to use the "Great Lakes in My World" curriculum (kindergarten through I11
grade 8). The curriculum is being revised to align with state learning standards and education reform, and TJ-H
includes problem-solving, project-based, interdisciplinary, and real-world learning experiences. Training rn2
takes place through in-service workshops. LiL|
WHEATON PARK DISTRICT - $3,455 I
KELLY JOSLIN, 666 SOUTH MAIN STREET, WHEATON, IL 60187 [[rj
Forging Partnerships Between Educators and Preschools in Suburbia |jrj
Forging partnerships between environmental educators and preschools in suburbia, naturalists are working with Ipr-i
20 preschool teachers and curriculum development professionals to refine the "Wetlands Wonders" program. '^ I
The goal is to educate teachers on how to provide nature-based programs in the classroom and at a natural area. |JT~l
The project introduces experiential environmental education to as many as 400 preschoolers and their teachers. i-,
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!ig WINDY CITY EARTH FORCE - $10,
J JULIE E. SCHULTZ, 1400 S. LAKE SHORE DRIVE, CHICAGO, IL 60605-2496
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Lake County Indiana Initiative
Windy City Earth Force is partnering with the Grand Calumet Task Force and Indiana Dunes National
Lakeshore to develop activities for approximately 100 fifth- through ninth-grade students to prepare them
for a community action project on an environmental issue of their choice.
INDIANA
g CALUMET COLLEGE OF ST. JOSEPH - $5,000
= MARY RILEY, 2400 NEW YORK AVENUE, WHITING, IN 46394
Fpj Urban Environmental Issues in Northwest Indiana
* \ A new course entitled "Urban Environmental Issues in Northwest Indiana" enhances the existing urban
| Lr I studies program. The goal is to encourage nontraditional, minority students to pursue careers in urban
environmental management. The course encourages students to make informed decisions and take responsible
action on environmental issues by developing critical-thinking and problem-solving skills.
FRIENDS OF INDIANA DUNES - $4,775
KIM HOLSEN, P 0. Box 166, BEVERLY SHORES, IN 46301
Junior Rangers Summer Biodiversity Camp
Friends of the Indiana Dunes, Indiana Dunes National Lakeshore and Indiana Dunes Environmental
Learning Center are partnering to sponsor, organize, and expand the annual Junior Rangers Summer
Biodiversity Camp. During the camp, youth ages 9-13 visit a variety of park ecosystems, help restore a
prairie, collect seeds, remove invasive species, monitor water, and explore partnerships with industry.
RENSSELAER CENTRAL MIDDLE SCHOOL - $4,995
LANAZlMMER, 1106 BOMBER BOULEVARD, RENSSELAER, IN 47978
Everyday Science
"Everyday Science" is a multi-disciplinary program aimed at kindergarten through 12th-grade teachers.
The program seeks to broaden the education of elementary school children to include environmental
studies. Through an in-service training, teachers identify goals and objectives that will lead to student-
implemented stewardship projects.
IOWA
HARLAN COMMUNITY SCHOOL DISTRICT - $14,100
BERNARD HERMANSON, 2102 DURANT STREET, HARLAN, IA 51537
Student Water Quality Monitoring
This project involves monitoring the water quality of two water bodies. The public uses the data generated
from this project to make decisions regarding the need and effectiveness of riparian strips and the continuation
or alteration of streamside activities that could potentially affect water quality.
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IOWA NATURAL HERITAGE FOUNDATION - $3,490 £§
PENNY L. BROWN, 7638 HICKMAN ROAD, DES MOINES, IA 50322 °
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Walnut Creek Watershed |
This film project takes viewers on a journey through the Walnut Creek watershed and teaches them how ^
waste travels through a landscape familiar to them. The film displays land-use types recognizable by the E5
students, and discusses how every land use impacts water quality in some way. A Walnut Creek Watershed ?
display has been created and set up at conferences and meetings around the watershed and state. °
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IOWA STATE UNIVERSITY OF SCIENCE & TECHNOLOGY - $24,655 ^
PEGGY HAAFKE, 2207 PEARSON HALL, AMES, IA 50011 ₯
Take Responsibility for the Environment Where You Live "
The goal of this project is to educate urban and rural citizens on the principles of properly fertilizing lawns Iprj
and crops to protect the quality of water resources. Iowa State University Extension demonstrates appropriate --I
fertilizer applications in three cities in Northwest Iowa. Farmers and agribusiness operators are learning how |_Tj
to reduce water quality degradation through the correct use of fertilizers. The project develops and presents Ipri
a program for groups that demonstrates how each of us can make decisions that positively affect the environment. ^ I
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SOUTHERN IOWA FORAGE & LIVESTOCK COMMITTEE - $4,670 |T=TI
JOHN KLEIN, 603 ZTH STREET, CORNING, IA 50841 \^-\
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Students on the Land =- I
This project provides a series of 10 to 16 field days on farm tours to demonstrate the latest livestock [i-TH
management methods. Each of these tours exhibit how grassland production and livestock grazing can be Ipn
the superior alternative land use for environmental resource protection and economics in several working j=U
farmlands in southern Iowa. |_JT
WEST DES MOINES COMMUNITY SCHOOL DISTRICT - $5,000 =^l
DOUG WOODLEY, 2109 GRAND, WEST DES MOINES, IA 52065 j§]
School Integrated Pest Management Program [Lrj I
The West Des Moines School District is initiating a program to educate four focus groups (custodial staff, Ipn
administrators and faculty, school nurses, and parents) about the impact of pesticide use on the environment --I
and the alternatives of pesticides offered through integrated pest management techniques. These focus |_JTJ
groups identify methods to reduce pesticide exposure to children. The project includes development of i
printed handouts for each of the focus groups along with a workshop for custodial staff. This environmental |
program educates teachers, students, parents and community leaders in the public about human health | [fl
threats from environmental pollution, especially as it affects children, and how to minimize pollution i,
exposure to preserve good health. LU |
WESTERN IOWA TECHNICAL COMMUNITY COLLEGE - $5,000 \r-\
CHRISTINE CASE, 4647 STONE AVENUE, Sioux CITY, IA 51106 yJJ
Integrating Environmental Education into English kjjj
The Western Iowa Tech Community College is integrating environmental education about hazardous |If7]
household materials into its English as a Second Language (ESL) curriculum. The ESL teaching staff is i,
developing multi-sensory lesson plans that include printed materials, videos, guest speakers and field trips. L^- |
The plans include information about how to manage household toxins ranging from lead-based paint to FjTj
automotive waste, such as oil and antifreeze. Activities are tied in with community environmental themes, pp
such as weekly curbside recycling, annual Earth Day activities, and the biannual Toxic Cleanup Day. LL j
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BOWLING GREEN INDEPENDENT SCHOOL DISTRICT - $5,C
SUSAN OGLESBY, 1800 CREASON DRIVE, BOWLING GREEN, KY 42101 g
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Capturing Adventurous Voyages in our Environment
The grantee is partnering with the Western Kentucky University's Center for Water Resource Studies to ^
develop and implement Project CAVE (Capturing Adventurous Voyages in our Environment). The goal of 51
the project is to encourage students to focus on what is happening in their community and on their 2
responsibility to preserve environmental quality. The quality of the drinking water in the Bowling Green §
community and in the surrounding counties has been a controversial issue. The project engages students §P
at McNeill Elementary School to link their observations and findings with knowledge about their local ^
environment and water quality. A 6-hour training session, facilitated by Dr. Ouida Meier from the Center
for Water Resource Studies, is held at the school for all teachers. During the training, teachers learn how I'ppri
to utilize the school science lab effectively and how to conduct experiments pertaining to water treatment -.-I
quality, as appropriate for each grade level. Dr. Meier and undergraduate biology students from the | LTj
university provide guidance and assistance on a weekly basis throughout the project period. l-pn
JEFFERSON COUNTY PUBLIC SCHOOLS - $4,964 [fjl
DARLENE MORTON, P 0. Box 34020, LOUISVILLE, KY 40232 j^i
The Outdoor Classroom I pn
The Outdoor Classroom for Chenoweth Elementary School provides students with an innovative classroom -I
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curriculum and opportunities for hands-on activities that support the curriculum and allow the students to see ^-JJ
first-hand how they can impact the environment. Project activities include the creation of artificial wetlands, I pi
outdoor learning labs, and physical fitness stations for students who live in urban apartments, government j=[|
housing projects, or other rental properties that do not have backyards. The students who participate in the y/f I
program have never worked in a garden and have never had the opportunity to observe the life cycles of plants i-,
and wildlife. The school has a multi-phased, long range plan that includes an artificial wetland, a grove of trees, I11
sections for various grass growth, a rotting log area, weather station, patches of native wild flowers, and various MjTj
other habitat components. Students gain a better understanding of the science curriculum through real-life j>
applications of textbook materials and laboratory activities. More than 50 percent of the 600 students participating L:i]
in the outdoor classroom are considered at risk based on their eligibility for free or reduced-price meals. Ipn
MURRAY STATE UNIVERSITY - $22,993 JS]
DR. JOE BAUST, 321 ALEXANDER HALL, P 0. Box 9, MURRAY, KY 42072 ]H
Model Environmental Education for Secondary Pre-Service Teachers I [n
This project provides environmental education workshops in residential settings for 120 undergraduate -,
students at the Murray State University, whose diverse majors comprise the secondary education component LL1
of the teacher education program. The workshops meet the demands of the national accrediting organization |j='
and the state of Kentucky. Key goals are to develop environmental education teaching skills and an j-
understanding of environmental issues across the secondary education disciplines that are disjointed in the [LTj
school curriculum.
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t| UNIVERSITY OF KENTUCKY RESEARCH FOUNDATION - $5,000
J| JACK SUPPLEE, 201 KINKEAD HALL, OFFICE OF SPONSORED PROGRAMS/FORESTRY, LEXINGTON, KY 40506
£i What is Forestry? Connecting Schools and Communities
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TEACHING RESPONSIBLE EARTH EDUCATION (TREE) - $14,650 g
SUE BROWN, 1463 NASHVILLE AVENUE, NEW ORLEANS, LA 70115 °
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Teaching Responsible Earth Education (TREE) |
This project is a 5-day, 4-night Sunship Earth Education Program for the John Dibert Elementary School z
in New Orleans, Louisiana, an inner-city public school with a minority population of 94 percent. This E5
population lacks knowledge about environmental issues and benefits greatly from a TREE's hands-on ?
approach to environmental education. The program teaches basic ecological and life science concepts so g
that students gain environmental, problem-solving and creative thinking skills. Partners include Louisiana 3>
Delta Service Corps and the United Way.
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UNIVERSITY OF LOUISIANA AT LAFAYETTE - $5,000 i
COETTE ANZALONE, 104 UNIVERSITY' CIRCLE, MARTIN HALL, ROOM 340, LAFAYETTE, LA 70503 -.
Environmental Education Challenge: The Strongest Link j=U
This project is designed to educate seventh through tenth graders in the areas of agriculture, water quality, | If]
soil analysis, animal science, aquaculture, horticulture or plant science. The program is designed to divide |-pn
classrooms into five environmental stations. Objectives are to educate teachers and students about ^ I
environmental issues and challenges in the region, and to develop materials and approaches for an effective | L]~|
regional environmental education program. Partners include Lafayette Parish School Board and Catholic hi
schools in the area. I11
MAINE ^
NORTHERN MAINE DEVELOPMENT COMMISSION - $14,414 [if]
SIGRID HOULETTE. 302 MAIN STREET. P 0. Box 779. CARIBOU. ME 04736 T=^
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Safe Home Drinking Water - Education of Private Well Owners in Northern Maine r=l
This program is presented to various community organizations, family health groups, as well as the general I11
public. Issues covered include contaminant threats to groundwater and their potential health effects, as If]
well as the differences in drilled and dug wells. The program provides tools to change poor habits at home, pp
such as inadequate care of septic systems, purchasing and disposal of household cleaners and agricultural LL| |
chemicals, and testing of drinking wells at least every 3 years. |Tjpj1
THE ENVIRONMENTAL SCHOOLS - $2,250 I-H|
MATT DLIBEL, 2 RANDALL AVENUE, OCEAN PARK, ME 04063 [if]
Using Environmental Education to Reach Main Learning Results I If]
This grant consists of three public school teacher workshops; one for kindergarten through second grade, T.
one for grades 3 through 4, and one for grades 5 through 8. The workshops provide effective, practical I |
activities selected from existing curricula for their ability to reach standards contained in the Maine Learning Ifpl
Results. The workshops include briefings on the ecological or environmental science behind each activity ;'
and are accompanied by written materials outlining the activities and additional resources. [H]
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I MARYLAND
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KEEP LOWELL BEAUTIFUL, INC. - $5,000 g
FRANK HESLIN, 32 LOWELL ROAD, WESTFORD, MA 01886 °
Keep Lowell Beautiful Litter Reduction Project
The "Keep Lowell Beautiful Litter Reduction" project combines interactive education programs and hands-
on cleanups in the most highly littered areas of the city, where 20,000 Spanish and Khmer-speaking
people reside. These neighborhoods have community organizers and groups that will assist with raising
community awareness of the negative impacts of litter, developing solutions to the issue of litter in the
neighborhood, and promoting a behavioral change toward litter.
MERRIMACK RIVER WATERSHED COUNCIL - $15,517
BETH BRAZIL, 600 SUFFOLK STREET. 4iH FLOOR, LOWELL. MA 01854
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Merrimack River Children As River and Environmental Stewards (CARES) Program I pri
This program is a seventh-grade environmental education implementation program focusing on the --I
Merrimack River and Salmon Brook watersheds. This project educates up to 22 seventh-grade teachers | If]
and as man}' as 1,000 students of Nashua, New Hampshire. The program includes specific community Ipn
activities facilitated by the schools, such as field trips and watershed events to educate citizens residing in ^ I
the towns within the Merrimack River watershed about the benefits of active watershed stewardship on | L]~|
public health and local environmental conditions. hi
NASHUA RIVER WATERSHED ASSOCIATION (NRWA) - $5,000 [Lrjj
MARY H. MARRO, 592 MAIN STREET, GROTON, MA 01450 Fpn
Ayer Nature Trail and Watershed Monitoring Project FEn
This project enables 100 fifth-grade students and 6 middle school teachers to work directly with the < I
Nashua River Watershed Association (NRWA) scientist-in-residence. Once a month, the NRWA scientist y/f I
visits each class, and facilitates hands-on participatory activities in the forest and at pond sites. Twenty-five pp
parent chaperones also participate in the Explore-A-Pond Program, often learning as much as the students. Li |
H
NEW ENGLAND AQUARIUM CORPORATION - $20,000 pp
JOHN ANDERSON, CENTRAL WHARF, BOSTON, MA 02110 L±L|
The Mercury Story LE[j
This project engages public audiences to learn about mercury pollution and its prevention by designing a MyTj
traveling exhibit and training program to support public education in each New England state. The =-'
components of this project are based on successful work previously conducted at the aquarium, including J^
a mercury education day and thermometer exchange. During the first 6 months of its tour, families, school |-rzn
' - . LM
groups, and community leaders from across New England have the opportunity to interact with the exhibit '> \
and participate in a mercury education day. mnj
NORTHEAST SUSTAINABLE ENERGY ASSOCIATION (NESEA) - $5,000 k!L|
CHRISTOPHER MASON, 50 MILES STREET, GREENFIELD, MA 01301 [|rj|
(Project in New York) |pri
Earth Smart Spending [=1
The Northeast Sustainable Energy Association (NESEA) is conducting a regional energy conservation ^- |
workshop for fourth-grade through high school teachers and school facility managers. The workshop takes m~1
place in Albany, New York and focuses on current technology and available consumer choices for heating, pp
lighting, and transportation. The workshop enables participants to use educational resources and materials Li]
on energy efficiency, renewable energy, and clean transportation technologies. The mission of the program Ipn
is to provide education about energy conservation choices that can be made at the institutional and personal =^l
level to prevent pollution through wise energy use. LjJ
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education on transportation issues.
ULJ
1 OLD COLONY Y- $4,800
** KENNETH KLIER, 320 MAIN STREET, BROCKTON, MA 02301
Learning Environmental Awareness and Positive Attitudes (LEAP)
Project LEAP is an environmental education program developed tor at-risk youth, ages 12 to 21. This
organization, partnering with Champion Charter School and Youthbuild Brockton, provides 80 students
from alternative classrooms the opportunity to learn outdoor skills that encourage healthy active lifestyles and
that develop a better understanding of environmental issues, such as water quality and urban open space.
STONEHILL COLLEGE-$10,000
DR. ROGER DENOME, 320 WASHINGTON STREET, EASTON, MA 02357
Creation of the Campus Classroom
This project makes the wild spaces on Stonehill College's campus available tor educational efforts ot the
college and kindergarten through 1 2th-grade school systems in the surrounding area. Five undergraduates,
working tor 10 weeks in the summer research program, produce a Field Guide to Stonehill College and
make it available online and in print. Ten teachers from local school districts are trained in a summer
workshop focusing on the use of the guide. Teaching collaborations between these teachers and Stonehill
College are developed, which in turn bring kindergarten through 12th-gradc classes onto the campus for
education in environmental sciences.
THE BOSTON HARBOR ASSOCIATION - $5,000
VIVIEN Li, 374 CONGRESS STREET, SUITE 609, BOSTON, MA 02210
Summer on the Harbor Education Program for Inner-City Youth
The Summer on the Harbor program provides middle- and high-school-age youth with a series of interactive
activities, field trips, and hands-on science projects to teach them about the complex environment associated
with the Boston Harbor and the Boston Harbor Islands. The goal of the program is to promote long-term
environmental stewardship of Boston Harbor among inner-city youth. Students participate in restoration
activities and projects, learn about environmental and public health issues, and explore environmental
career opportunities associated with the harbor.
MICHIGAN
HURON RIVER WATERSHED COUNCIL - $5,000
JOAN MARTIN, 1100 N. MAIN STREET, SUITE 210, ANN ARBOR, Ml 48104
Using Discovery to Engage Citizens in River Monitoring and Protection
Residents are educated about the impact ot their activities on the quality ot the Huron River. Through
experiential learning and personal involvement, watershed residents develop ownership ot and a desire to
protect the river. They learn basic tenets ot stream ecology and interpretation ot river evaluation measurements.
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LAKE SUPERIOR STATE UNIVERSITY - $5,000 £|
DR. BARB KELLER, 650 WEST EASTERDAY AVENUE, SAULT ST. MARIE, Ml 49783 S
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Biological Contamination Investigation |
High school students and their teachers work with environmental health students and faculty of Lake z
Superior State University and staff of district health departments to test for biological contamination and E5
make recommendations to regulators about how the findings may affect human health. ?
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NOTTAWASEPPI HURON BAND OF POTAWATOMI - $5,000 i
DAVID JONES, 2221 11/2 MILE ROAD, FULTON, Ml 49052 ^
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Radon Action Bowling Tournament §
By participating in a 1-day bowling tournament, tribal members are educated about radon and its health
effects. Eighty percent of the tribe lives in counties designated as having a moderate to high potential for IpTl
having radon that exceeds allowable levels. --I
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MINNESOTA ^
CARVER COUNTY-$5,000 |?H
JOE ENFIELD, 600 EAST FOURTH STREET, CHASKA, MN 55318 F^i
Metro Area Children's Water Festival Fpi
This water festival provides hands-on water education for 1,300 fifth-grade students in the Minneapolis - ==L\
St. Paul metropolitan area. The festival gives students the opportunity to learn about the water cycle, | Lfl
ground and surface water, ecology, wetlands, and other related natural resources. I,.
ECO-EDUCATION-$4,995 m
KATHY KINZIG, 210 E. 1 OTH STREET, #375, ST. PAUL, MN 55101 j^i
Twin Cities En vironmental Issues, Urban Teachers Network I r=~]
This project provides environmental education in an urban area through a workshop series and the -I
establishment of a support network for participants. A series of 2-hour workshops are held, along with one | L]~|
field trip, highlighting key environmental issues in the Minneapolis - St. Paul area. Ipn
MINNESOTA STATE HORTICULTURAL SOCIETY - $12,000
VICKY VOGELS, 1755 PRIOR AVENUE, FALCON HEIGHTS, MN 55113
Community Gardening the Organic Way I pi
The Minnesota State Horticultural Society has developed an educational series on organic gardening for Minnesota -I
Green participants. Minnesota Green is a community outreach program that coordinates resources of horticultural- |JTJ
related organizations, state and local governments, and businesses to revitali/e communities through plants. Iprn
Feeding the soil, not the plants, embracing plant and community diversity, and working with the natural cycles ^ I
in a garden are some of the basic principles of organic gardening that are taught in the series. | Lm
PRAIRIE COUNTRY RESOURCE CONSERVATION AND DEVELOPMENT AREA - $4,490 k^l
KYLENE OLSON, 629 NORTH 11 TH STREET, MONTEVIDEO, MN 56265 ^Tl
Bringing Stream Biology Monitoring into the Classroom |JT~j
This project includes a 2-day workshop designed to teach 18 teachers about biomonitoring methods and Ip^i
techniques. Staff conduct follow-up sessions with the teachers in their classrooms and in the field to help '^ I
establish regular monitoring sites and to help with the identification of macroinvertebrates, such as mosquitoes, [Tn
bloodworms, and dragon flies. h.
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CROWDER COLLEGE-$11,135 g
ART BOYT, 601 LACLEDE, NEOSHO, MO 64850 °
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Solar BikeRayce USA Education Outreach |
Solar BikeRayce USA is a competition targeting high school students with the mission of promoting z
education excellence and knowledge of renewable energy and energy efficiency through a hands-on project E5
based learning experience. Four teacher/student workshops and on-line education materials are developed ?
to educate teachers about renewable energy. Students are exposed to the concepts of renewable energy and
energy efficiency while gaining experience in engineering and team-based learning. The education materials
from the workshops and the Internet are widely used by teachers and student team members.
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IVANHOE NEIGHBORHOOD COUNCIL-$4,950 1
JESSIE JEFFERSON, 3210 MICHIGAN, KANSAS CITY, MO 64109 -.
Litter Bug Campaign j=U
This project reintroduces the Litter Bug campaign to focus efforts on education, cleanups, and the | Lf|
development of community pride. It involves the participation of young children in preschool through |-pn
grade 3- Newsletter articles, flyers, posters and street signs are distributed to promote the Litter Bug ^ I
campaign. |_Lm
SOUTHWEST MISSOURI STATE UNIVERSITY - $7,917 ^±\
JANICE GREENE, 901 S. NATIONAL AVENUE, SPRINGFIELD, MO 65804 \\j]\
Environmental Education Workshop at Bull Shoals Field Station \\T\\
This project involves a workshop at Bull Shoals Field Station. Twenty sixth- through 1 2th-grade science Ipn
teachers participate in a 2-day workshop on environmental education. Participants gain awareness and |=i|
knowledge about environmental issues that are being addressed by modern scientific research methods, |_IT
and learn skills necessary for creating an outdoor classroom. hi
MOMTAMA to
BIRCH CREEK OUTDOOR EDUCATION CENTER - $5,000 !=3
PAUL CLARKE, 710 SOUTH ATLANTIC, CAMPUS Box 100, DILLON, MT 59725 |]r[
K-12 Experimental Environmental Education Program \ Ifj"
The 2002 Environmental Education Project is a multi-tiered project involving students, teachers, and ^
administrators from town, rural, and tribal schools. It seeks to expand the teacher training opportunities
by increasing the direct work with educators and student teachers of University of Montana-Western and m~j
Salish-Kootenai Tribal College. The program expands upon current conservation education offerings, and p=
intensifies the cultural and social contribution to the community I
BITTEROOT ECOLOGICAL AWARENESS - $5,000 T=
SUSANNE MEIKLE, 615 PINCKNEY, HAMILTON, MT 59840 LI]
Fire Ecology Pilot Program I
The Bitteroot Ecological Awareness Environmental Presenters Program allows local expert presenters to If
bring the natural world into the classrooms. The fire ecology program supplements text-based curricula p=
with experienced-based learning. It gives teachers the support of experts to refine their environmental LL
teaching, and provide resources to encourage locally-specific and community-based education around this Ipn"
important community issue. As a result of this program, the student population is more informed and f-
more interested in the ecology of their home. Hi
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^ HELENA FOREST FOUNDATION-$4,500
Liz BURKE, 2880 SKYWAY DRIVE, HELENA, MT 59601
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UNIVERSITY OF NEBRASKA - $24,666 £§
JULIA TORQUAYI, 303 CANFIELD ADMINISTRATION BUILDING, LINCOLN, NE 68583 °
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Connecting Children to Environment |
The program teaches children about the interdependence of the life cycle through developmentally appropriate z
activities and teaches early childhood teachers how to incorporate environmental education concepts and ^
activities into their curriculum. This project involves 100 preschool-aged children and their families representing ^
16 different countries; 100 college students working towards degrees in child development, early childhood
education, and elementary education; 20 toddlers and their families; and 5 toddler teachers. An interactive
workshop is held for 100 participants, including early childhood teachers and in-home child care providers. §
Early childhood educators implement environmental education activities incorporating investigation, analysis §?
and problem-solving, such as creating demonstration gardens. The final product is a framework for teaching ^
environmental education concepts to young children. A summer solstice festival is held in June 2003. _ i
UNIVERSITY OF NEVADA, RENO - $21,721
RICHARD BJUR, UNIVERSITY OF NEVADA, RENO, CESE199, RENO, NV 89557
S-
NEVADA
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Energy Education and Conservation Program for Hispanic Families kzi I
The College of Engineering at the University of Nevada, Reno seeks to create an Energy Conservation and [IrTj
Energy Education Program for Hispanic Families. Sixty upper-elementary level students in two designated p=,
classes are slated to participate in activities to explore energy and power and the application of those physical ILI [
science concepts in real life, particularly as they relate to environmental issues and natural resources. By evaluating L[yT|
energy use in their homes, energy sources and their environmental impacts, and opportunities for saving energy, r'
students can develop and present an educational program on saving energy to parent groups. Student mentors |_±]
from University of Nevada, Reno assist at the school as outside experts to provide technical assistance and to |pp~|
foster interest among participants in engineering and physical science careers. Additional professional expertise -.'
comes from Sierra Pacific Power Company and the Desert Research Institutes Million Solar Roofs Program. U-F]
MEW HAMPSHIRE JS|
APPALACHIAN MOUNTAIN CLUB (AMC) - $4,983 p-^l
TIM BREEN, ROUTE 16, P 0. Box 298, GORHAM, NH 03581 B]
Appalachian Mountain Club's North Country Schools Partnership IJJJ
The Appalachian Mountain Club (AMC), partnering with the White Mountain Regional School District, j=~|
focuses on using a community-based environmental education approach to curricula reform while meeting -=\
the teaching frameworks. The two groups work closely with the teachers in the district to promote the use of |_Lrj
the local landscape as a resource for teaching and learning. Together, these organizations choose and develop Ii
several new curricula projects for the students in the district. In addition, this project helps AMC learn about 'I1
the challenges and possibilities of playing a greater role in the education of students in the region. l^fH
SCHOOL ADMINISTRATIVE UNIT #70 SCHOOL DISTRICT - $11,870 lil] |
JOHN AUBIN, 45 LYME ROAD, HANOVER, NH 03755 IjT-ri
Way to GO! - A Transportation Initiative I [=n
This interstate school district, comprised of four schools in New Hampshire and Vermont, implements a j'
program that heightens family and child awareness about the environmental implications of their \^_
transportation choices. The goals of the program are to create safe, walkable communities; maintain clean Iprj
air with minimum pollution and CO, emissions; and promote ways to keep children healthy. The audience ' I
is primarily 800 elementary school children and their families, but the results of the project are distributed (jT
to the 6,000 taxpayers in Hanover and Norwich. hi
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I NEW JERSEY
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GREATER NEWARK CONSERVANCY - $3,500 ^
ROBIN DOUGHERTY, 303-9 WASHINGTON STREET, STH FLOOR, NEWARK, NJ 07102
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Environmental Health Education Program
The Greater Newark Conservancy conducts a series of workshops on environmental health for the annual 2-day
conference of the Alliance for New Jersey for Environmental Education (ANJEE). Each da}' consists of workshops
on topics including asthma, air quality, and lead poisoning in urban and suburban communities. The goal is to
help the formal and informal environmental educators who attend the conference understand key issues in
environmental health education. The workshop familiarizes participants with a variety of teaching techniques
and community service project models so they can implement environmental health education programs at their
schools and facilities. Workshop materials include those developed by the Environmental and Occupational
Health Sciences Institute and the Northeast States for Coordinated Air Managements AirCURRENTS curriculum.
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GREATER NEWARK CONSERVANCY - $4,998 [Lrn
ROBIN DOUGHERTY, 303-9 WASHINGTON STREET, STH FLOOR, NEWARK, NJ 07102 F^
Environmental Health Discovery Box Fp^i
The goal of this project is to teach second- and third-grade students about the connection between health and ^ I
the environment. The Greater Newark Conservancy has created an Environmental Health Discovery Box that is [In
available to teachers in Newark through a free loan program. The box enables teachers to present a course of h.
study, lasting from 1 day to several weeks, on environmental health to a class. During the loan period, the I11
teacher has use of the box's age-appropriate materials including lesson plans, teacher guides and all necessary Mjjl
materials, equipment, and supplies. The lessons focus on air quality, the respiratory system, asthma, toxins in I,
the home, the circulatory system, and lead poisoning. The hands-on inquiry lessons correlate with state curriculum LiL| |
standards. The Conservancy provides one-on-one support for the teachers who borrow the box of materials. [jTl
THE PORT REPUBLIC SCHOOL DISTRICT - $6,200 !=L|
KIMBERLY SMITELLI, 135 POMONA AVENUE, PORT REPUBLIC, NJ 08241 [Trf!
The Bristow-Phillips Enrichment Project [Trf]
Partnering with the Atlantic Audubon Society, Port Republic School students study the ecosystem of a i-,
300-acre mixed woodland and cranberry bog in order to develop it as a wildlife preserve and study center. L^l |
The acreage, a recent bequest to the New jersey Audubon Society, serves as a field study resource for MjTj
students and teachers who will work with the faculty at Stockton State College and Audubon staff to pz^
catalogue and investigate the flora and fauna at the site. In addition to developing an understanding of the I_L| |
ecosystem, students create and rehabilitate trails and look for evidence of the previous use of the site as a ]T-~j
19th century farm and lumber resource. The school population and neighboring community also benefit T^'
from workshops that are held over the course of the study. UJJ
WETLANDS INSTITUTE - $o,uuu ,_
LUCINDA O'CONNOR, 1 075 STONE HARBOR BOULEVARD, STONE HARBOR, NJ 08247 LiT |
Expansion of the Junior Naturalist Program Ljljj
As part of this program, the Wetlands Institute works with the Middle Township Public School System, MJTJ
The Cape May County Mosquito Commission, The Cape May Municipal Authority, Rutgers Cooperative p1-'
Extension, and The Nature Conservancy to expand its Junior Naturalist Program to include economically \_±
disadvantaged students. Middle grade students participate in a week-long program that develops and Ipn
supports their interest in science by providing them with in-depth opportunities to explore the natural -~~~~~ '
world. Scientists and staff from the participating organizations provide guidance for the students' exploration, [Lfj
research, and discovery. The program helps students learn about New Jersey's natural habitats, understand Iprn
the challenges humans pose to the natural world, and evaluate everyday environmental choices. I
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NY
BROOKLYN BOTANIC GARDEN (BBG) - $5,000 g
KIRSTEN MUNRO, 100 WASHINGTON AVENUE, BROOKLYN, NY 11225 °
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The Internship Initiative g
The Internship Initiative expands a successful Brooklyn Botanic Garden (BBG) program for high school z
and college students that increases their understanding of horticulture and introduces them to career E5
opportunities. The initiative provides students, many from underserved communities, with a variety of ?
intellectual resources, a positive peer environment, and caring, career-minded mentors. Interns who are g
Children's Garden instructors learn both gardening basics and the educational needs of youngsters. Science >;
apprentices, who work with BBG staff mentors, use scientific methods and practices to learn more about a §
research topic. The school program interns rotate through BBG's education, horticulture, and library =o
departments. Participants in the initiative are active environmental educators and learners while they jj\
explore career possibilities. ,
CONSTITUTION MARSH AUDUBON CENTER & SANCTUARY - $5,000 rH
ERIC LINC, P 0. Box 174, COLD SPRINGS. NY 10516 UH
i-|
Environmental Education and Steward Internship 1=[|
This grant supports participation by college students in an intensive summer field ecology internship | L]~|
program at Constitution Marsh, a 270-acre Hudson River tidal marsh in Garrison, New York. Interns hi
receive on-the-job training focused on developing their teaching skills, increasing their knowledge of natural I11
history, and providing experience with day-to-day work in a wildlife sanctuary. Interns rotate through Mjjl
several areas of the sanctuary's operations while they learn about providing effective environmental education, T,
perform tasks in wildlife and sanctuary management, and handle nature center administration. In addition, LiL| |
interns design and implement a research or education-based project during their tenure. [jTI
COUNCIL ON THE ENVIRONMENT OF NEW YORK CITY - $5,000 !=L|
MICHAEL ZAMM, 51 CHAMBERS STREET - ROOM 228, NEW YORK, NY 10007 [Trf!
Training Student Organizers to Implement Energy Conservation Action Projects [Trf]
Training Student Organizers is an action-oriented program that educates students about environmental i-,
issues, helps them develop citizenship skills, and provides opportunities for them to make positive L^l |
contributions to the quality of life in their neighborhoods. The Council on the Environment works with MjTj
the Manhattan Center for Mathematics and Science, a public high school in East Harlem, on a program pz^
involving 150 students. The students learn about energy sources; production, delivery and consumption; I_L| |
study strategies for conservation and alternative energy use; design classroom and school lighting conservation ]T-~i
programs; and develop plans for strategies and projects to motivate others to play an active role in conserving T^'
energy. Lrl]
GENESEE VALLEY BOARD OF COOPERATIVE EDUCATIONAL SERVICES (BOCES) - $13,784 rI
ROBERT LYNCH, 27 LACKAWANNA AVENUE, MOUNT MORRIS, NY 14510 LzT|
Environmental Justice for Migrant Farmworker Students Ljljj
The Geneseo Migrant Center partners with other migrant education agencies to develop a course for JT-TJ
migrant farmworker hitrh school students. The troal is to educate these students about the environmental f'
o o o i
health concerns that they and their families face. The environmental studies course includes topics such as \_^_
pesticide use in the workplace and the health impacts of substandard housing and sanitary facilities. The Ipn
project involves the development and dissemination of a portable 2-semester course for high school credit -~~~~~'
that students can pursue as their families pursue work in agriculture. The course meets state standards. U-TJ
Students are assisted by a cooperating teacher/mentor. Iprn
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t| ITHACA CITY SCHOOL DISTRICT - $4,992
J ELIZABETH WOLF, 400 LAKE STREET, P 0. Box 549, ITHACA, NY 14851 -0549
g Danby School of Agriculture and the Environment High School and Elementary Watershed Education Program
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THE HORTICULTURAL SOCIETY OF NEW YORK - $5,000 £§
JENNIFER KLOPP, 128 WEST 58m STREET, NEW YORK, NY 10019 °
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GreenHouse Project |
The Horticultural Society of New York is partnering with the New York City Department of Correction to ^
work with female and male inmates at the Rikers Island correctional facility. This program includes two E5
components: classroom sessions during which inmates learn about environmental issues, soil science and ?
botany; and hands-on experience in horticulture and landscaping. The program also seeks to prevent recidivism
by providing education and training in job-seeking and job-retention skills. These efforts have a successful
track record. Recidivism for inmates in this program stands at just 6 percent compared to the average inmate
rate of 65 percent. The program stresses environmentally-sound and natural systems of horticulture.
THE HORTICULTURAL SOCIETY OF NEW YORK - $5,000
JENNIFER KLOPP, 128 WEST 58m STREET, NEW YORK, NY 10019 |5]
GreenBranches Workshops HjJ]
GreenBranches provides support for gardens at public library branches, especially those in low-income |-pn
neighborhoods. The program provides the community with a green space that can be used for library ^ I
programming, outdoor reading, and community networking. GreenBranches provides professional architects [LMI
and designers who create a garden for the particular library branch. This project supports activities to hi
increase neighborhood members' participation in the GreenBranches workshops. Participants learn about I11
stewardship of the library garden and then apply what they have learned to other neighborhood environments. Mjjl
The workshop provides strategies to help participants practice horticulture in the large and small spaces in T,
the city that are a part of their daily lives. \\ |
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THE HORTICULTURAL SOCIETY OF NEW YORK - $5,000 FF
JENNIFER KLOPP, 128 WEST 58m STREET, NEW YORK, NY 10019 ^L|
Apple Seeds Teacher Training Workshops \=L \
The Apple Seed program provides hands-on environmental and horticultural workshops to teachers. [jjTl
Participants return to their schools equipped to conduct classroom activities that strengthen students' i-,
critical-thinking skills and self-esteem while improving their math and science literacy. Development of L^l |
the Apple Seed Dozens Reference Guide, a supplement for the Apple Seed program, help teachers implement mTj
the program more effectively by providing additional teaching strategies. The reference guide is a part of pz^
the educational materials teachers learn to use as part of Apple Seed workshops. I_L|
THE RIVER PROJECT, INC. - $
DIANA Dos SANTOS, PIER 26 NORTH RIVER, NEW YORK, NY 10013 L31
Estuary Exhibit L£1|
This project educates the public about environmental issues associated with the Hudson River Park Estuarine [ppl
Sanctuary and its relationship to the New York Harbor and the Hudson River Estuary. As part of its public pzd
education effort, the River Project develops an educational outreach kiosk. The materials selected provide LHJ |
a wide range of resources. The public has access to general information about the environment, specific J7-TJ
materials relating to the Hudson River Estuary, government documents addressing local environmental p1-'
programs, suggested activities for ways to improve the health of the estuary, and information about \_^_
environmental educational resources for teachers and students. Ipn
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MOUNTAIN RETREAT ASSOCIATION - $5,000 £§
BROOKE B. MALLORY III, 401 ASSEMBLY DRIVE, P 0. Box 969, MONTREAL NC 28757 °
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Raising Public A wareness Through Environmental Education |
Every year, 30,000 visitors from across the United States and the world come to the Montreal community ^
to attend retreats and conferences offered by the Montreal Conference Center. The Montreal community E5
is nestled in a cove of the Southern Appalachians and is home to 630 year-round residents and 400 ?
students attending Montreal College. Environmental matters and issues are often taken for granted by g
visitors, college students, and community members. The purpose of this project is to raise public awareness ^
through environmental education projects that focus on ecological diversity, natures fragility, and community
environmental issues. The Mountain Retreat Association, Montreal College, and the Montreal Parks and
Recreation Committee partner to design and install interpretive signs along established nature trails, identify jj*
and label representative tree species throughout the town, develop educational displays for existing trail
head signs, and develop environmental education literature and programs for the public. T^j
NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY -$11,160 U|
K. R. BALDWIN, 1601 E. MARKET STREET, GREENSBORO, NC 27401 \\r\\
The North Carolina Agricultural Literacy Project - Environmentally Sustainable Food Production Systems [ipl
The goal of this project is to build the institutional capacity at North Carolina Agricultural and Technical hi
State University to provide practical education about environmentally sound and sustainable agriculture. I11
This project develops a model farm learning center on the campus of the college. The farm demonstrates Mjjl
environmentally sustainable farming practices to youth and adults. The farm serves as a site for field trips T,
for elementary through high school youth, and demonstrates how farming practices impact the environment. LiL| |
Students from the Agri-science Education and Plant and Soil Science majors develop curriculum, provide [jTl
instruction, and give tours. i '
UNIVERSITY OF NORTH CAROLINA AT GREENSBORO - $5,000 [Trjl
ANN B. SOMERS. 312 EBERHART BUILDING, P 0. Box 2617, GREENSBORO. NC 27402 pd
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Wolves Tracking Turtles T
This project is a community-based turtle study that brings together a partnership of middle grade students, \^-\ |
their teachers, parents, neighbors, and a university. Although they are considered a declining species, little mTj
is known about box turtle numbers. As part of the project, partners learn more about the local eastern box pz^
turtle population by conducting a mark-recapture study that includes tracking by radio telemetry and use I_L| |
of a global positioning system. The goals of the project are to: (1) use a real-world conservation problem ]T-~i
to increase students', teachers', and community members' environmental awareness about how urban sprawl -r^'
and habitat fragmentation impacts wildlife, (2) assist teachers in developing instructional skills and content I ^
that focus on environmental issues, and (3) help students improve their science skills while contributing to Ipri
the body of knowledge about a species in decline. Activities include in-class projects as well as out-of-class -=-l
activities on school grounds, neighboring properties, and at the students' homes. This project serves as a |J-I_
model for other schools interested in involving students in hands-on science with a conservation implication. Ip-i
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£ NORTH DAKOTA
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DAKOTA SCIENCE CENTER - $6,500
JENNIFER OCHS, 308 SOUTH 5m STREET, GRAND FORKS, ND 58201
Interactive Children's Water Festival
The Dakota Science Center holds an Interactive Children's Water Festival to raise community awareness of
the importance of water resources. Through hands-on activities and interactive demonstrations, students
directly explore how water affects their lives and their environment. The goal is to increase the prudent use
and protection of this precious resource.
«= GATEWAY TO SCIENCE CENTER, INC. - $
. ELIZABETH DEMKE, 2700 STATE STREET, SUITE 17, BISMARK. ND 58503
Earth Wellness Environmental Festival
The Gateway to Science Center is holding its fourth annual Earth Wellness Environmental Festival in May
2003 with hands-on activities for fifth grade teachers and their students. The festival increases the teachers'
and students' understanding of how their actions affect the environment, both positively and negatively.
In addition, the festival is expanding to include a greater number of participants.
UPPER DAKOTA RESOURCE CONSERVATION AND DEMONSTRATION COUNCIL - $4,400
LENA A. BOHM, 4215 BURDICK EXPRESSWAY EAST, MINOT, ND 58701
Interactive Mouse River Loop Envirothon Stewards
The regional Envirothon in north central North Dakota helps strengthen students' understanding of their
roles as stewards of North Dakota's natural resources. This Envirothon is a model for other Envirothons
within the state. The main objective is to combine in-class curriculum with hands-on field experience
concerning the management of natural resources. This is accomplished by working with numerous partners
and the National Canon Envirothon format to create a positive event for students and teachers in a multi-
county area. The educational priorities address educational reform, teaching skills, and career development.
The target audience is composed of students between the ages of 15 and 18 and high school vocational
teachers.
OHIO
See page 6 for a profile of a grant awarded to the Ohio State University at Lima by EPA Headquarters.
CLARK CENTER ALTERNATIVE SCHOOL - $
ELIZABETH HOUCK, ROUTE 1, Box 15, MARIETTA, OH 45750
Phase Two of the Butterfly Exodus Garden Enterprise
The grant supports the second phase of the butterfly exodus project. As part of the project, students plan,
design, and build an observation deck near an existing butterfly land lab. The deck provides students,
teachers, and outlying school districts with the opportunity to conduct environmental workshops. Students
collaborate with teachers to plan and implement the first butterfly count.
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ENVIRONMENTAL HEALTH WATCH - $25,000 £|
STUART GREENBERG, 4115 BRIDGE AVENUE, #104, CLEVELAND, OH 44113 °
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Reducing Children's Exposure to Pesticide and Asthma Triggers |
Parents of children with asthma and managers of residential and childcare buildings learn how to adopt z
integrated pest management methods. Educational sessions are organized in cooperation with neighborhood E5
health centers and professional organizations of managers of residential buildings and child care centers. ?
GEA.UGA SOIL AND WATER CONSERVATION DISTRICT - $5,000 i
MARA SIMPSON, 14269 CLARIDON TROY ROAD, P 0. Box 410, BURTON, OH 44021 ^
Non-Point Source Pollution A wareness Program §
The district presents programs and plans events to educate the public on three concepts: the detrimental
effect improper disposal of hazardous waste has on streams, rivers, and lakes; watershed drainage and the I'pjl
important role Geauga County serves in water quality as home to the headwaters of four major rivers; and --I
the role each individual plays in the understanding and prevention of all types of non-point source pollution. |_^TJ
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OHIO STATE UNIVERSITY RESEARCH FOUNDATION - $21,762 p-^l
ROSSANE FORTNER, 1 960 KENNY ROAD, COLUMBUS, OH 4321 0 \jj\\
Lake Erie Distance Education for the F. I Stone Laboratory HTJJ
The F.T. Stone Laboratory instructors are able to reach mainland classrooms in underserved areas and bring l^pn
them on a virtual field trip to Lake Erie while integrating lessons into their science curriculum. An -I
interactive seminar series about Lake Erie issues is also available to college students and the public. | IT]
|irTj
PUBLIC BROADCASTING FOUNDATION OF NORTHWEST OHIO - $7,390 piJ
KATHLEEN SMITH, 136 HURON STREET, P 0. Box 30, TOLEDO, OH 43697 EJ
Run River Run Hl]j
About 4()0 people are participating in a series of 10 to 15 workshops during which they will learn how lljTl
geography, geology, farming practices, and industrial activity affect the area's water supply, and what needs j'
to be done to protect and improve it. L~fJ
OKLAHOMA
CACHE PUBLIC SCHOOLS - $5,000
ROBIN MUSE, 201 H. AVENUE, CACHE, OK 73527
El
Wonderful H20 - Friend or Foe? Hydrological Research Project J=U
Under an interdisciplinary collaborative program, learning-disabled students participate as team leaders |JTJ
for teams of fourth- and fifth-grade students to study water in the classroom and gather field water samples Iprn
over a 6-month period at 6 different sites in the Cache Creek. The program stimulates student interest in I
the environmental and environmental/health issues by providing a real-world context for learning while | Lm
linking the classroom to the needs of the community. Also, the research allows the students to test the i,
water both in the buildings at school and in the watershed area using a hands-on, learner-centered and
cooperative-learning approach that investigates the problem of possible water contamination.
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OK
t| OSAGE COUNTY INTERLOCAL COOPERATIVE - $24,163
J| SUSAN FRAZIER, 207 EAST MAIN STREET, HOMINY, OK 74035
£i Arkansas River Watershed Ecosystems Education
y This project features the use of the model curricula of training resources from the Oklahoma Blue Thumb
LLJ Program, the Council for Environmental Education, and the U.S. Environmental Protection Agency. The
H= project includes training in field-based and lab-based water quality monitoring through a balanced series
s of expert presentations on environmental careers and local environmental issues impacting the watershed.
g It encourages reflection, analysis, and action concerning the impacts of the watershed's natural resources in
^ regional economic development. Through its progressive integration of watershed education into secondary
CM school science curricula, the project also serves as a catalyst for education reform in rural, northern Oklahoma.
o The 22-partner project serves students, teachers, community members in 12 school districts, totaling
2,136 students in grades 6 through 12 in 17 rural communities, 12,186 residents in five counties of
LfH 201,606 residents in a 10-county watershed area of 981,682 residents. Partners include 11 other school
pi:^ districts, the Oklahoma Department of Wildlife Conservation, The Oklahoma Conservation Commission,
Oklahoma Project GLOBE, Bartlesville Professional Development Center, the U.S. Department of the
Interior's Fish and Wildlife Service, and others.
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TULSA COUNTY CONSERVATION DISTRICT - $11,500
JULIE HAMILTON, 5401 SOUTH SHERIDAN ROAD, SUITE 201, TULSA, OK 74145
Tulsa County Conservation Education Project
This project creates a community-based environmental education program that increases awareness and
understanding of natural resource conservation and promotes the wise use of the natural resources of Tulsa
County. The project implements hands-on conservation activities, workshops, and education events to
educate and train teachers, educators, citizen volunteers, and students of all ages. To further strengthen the
environmental education teaching skills of educators, teacher workshops are given for Tulsa County Schools
and universities, and to informal educators. Partners include Oklahoma Conservation Commission, Natural
Resources Conservation Service, Tulsa Area Conservation Foundation, Statewide Blue Thumb Program,
City of Tulsa, Tulsa Parks Department, City of Broken Arrow, City of Owasso, City of Sand Springs, and
City of Glenpool.
YMCA OF GREATER TULSA-$6,562
LAURA HAILEY-BUTLER, 2405 E. SKELLY DRIVE, TULSA, OK 74105
Go Global!
Camp Taktoka and the YMCA of Greater Tulsa present an experiential environmental education program
targeting low-income schools and students. The Go Global program provides hands-on environmental
education seminars during 2 school site pre-visits and a 2-day outdoor experience at Camp Taktoka.
Environmental education curricula include migration, water quality, analysis, wetlands, and geology. The
curricula teach field-based science concepts as they relate to the unique natural resources of northeastern
Oklahoma. Because the instruction is hands on and meaningful for real-life, critical-thinking skills are
enhanced and are transferred back to the students' home environments. Camp Taktoka's curriculum is able
to take students from awareness to action. Partners include Oklahoma State Department of Education,
Tulsa Volunteer Center, Corporation for National Service, City of Tulsa, and surrounding school districts.
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OB-PA
OREGON S
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HOOD RIVER COUNTY SCHOOL DISTRICT - $
SHELLEY MIGHT, P 0. Box 920, HOOD RIVER, OR 97031 j
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May Street Elementary School - Wild Bird Habitat and Outdoor Classroom 1
Students and teachers create a wild bird habitat and outdoor classroom at the May Street Elementary ^
School. The wild bird habitat and the outdoor classroom are utilized in the study of life science to improve o
the understanding of watershed health with a focus on native bird species. The service-learning project 2
encourages critical-thinking and science inquiry, as well as improves the connections that students make in §
their local watersheds, while contributing to the restoration of urban habitat for native bird species. Biologists §?
and environmental specialists partner with the district to build the bird habitat. The program includes t
outreach to other schools in the district and families of the students.
LOWER COLUMBIA RIVER ESTUARY PARTNERSHIP - $9,1 48 pd
TAMMY SANDERS, 81 1 SW NAITO PARKWAY, SUITE 1 20, PORTLAND, OR 97204 SI
Crossing Boundaries Watershed Education Project L£l|
This program supports a network of teachers participating in hands-on, active, outdoor education along |Lj~j"|
the Lower Columbia River. The program also helps to establish community/school partnerships to increase T,
awareness of protecting watershed resources. Currently, a group of teachers are at various stages in the I |
development of environmental education programs that focus on the Columbia River and its habitats as a Mj-jl
component of the standard curriculum. The teachers have taken advantage of local resources, including j
forest sites adjacent to school property and local wetlands to utilize as study sites. The outcome of the Li|
program is a coordinated network of schools with organizational support and interaction that has an Ij^jl
environmental education program as part of the standard curriculum. , '
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WASHINGTON COUNTY SOIL AND WATER CONSERVATION DISTRICT - $4,950 I Lfn
PAM HERINCKS. 1 080 SW BASELINE. BUILDING B. SUITE B-2, HILLSBORO, OR 971 23 \=\
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Tualatin Watershed Non-Point Source Pollution Education and Outreach pd
The project is designed to educate the public and students about community issues relating to water LL| |
quality in the Tualatin Watershed. The interactive Enviro-Scape non-point source and wetlands models are I {-71
'
demonstrated at 70 presentations, over a 12-month period, to elementary schools, libraries, landowners
and community groups. A watershed workshop is held for teachers, and a parent-volunteer program is |_m
piloted in the Hillsboro area to sustain the project. ppn
PENNSYLVANIA Ej
AUDUBON SOCIETY OF WESTERN PENNSYLVANIA - $3,400 ±±\
ROY LENHART, 614 DORSEYVILLE ROAD, PITTSBURGH, PA 15238 [trj
Pittsburgh 's Outdoor Classroom: Fayette County School Program Scholarships |JTJj
The project educates secondary school students about the effects of habitat degradation on wildlife resources I pin
and the tension between current land development practices and the preservation of natural resources. ' I
Students are involved in researching the topic through a series of informative classroom programs and | If
hands-on, outdoor discovery programs. I ,
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PA
|| BLACKLICK ENVIRONMENTAL EDUCATION CENTER - $4750
SHANNON PETERSON, 411 THIRD AVENUE, JOHNSTOWN, PA 15906
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PA-RI
SHERMANS CREEK CONSERVATION ASSOCIATION - $5,242 g
DEBRA H. SMITH. 385 DARK HOLLOW ROAD, SHERMANSDALE. PA 17090
Linking Communities Together Through a Local Watershed
The goal of the project is to expand community educational outreach and connect students with environmental
challenges facing their community and the world. A district-wide approach to science is instituted that
includes laboratory investigations, analysis of environmental data in the community, and participation in
town meetings. Workshops for this program are coordinated through Dickinson College's Environmental
Studies Department in conjunction with the West Perry School District.
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THE VILLAGE OF ARTS AND HUMANITIES - $8,812 ^
KELLY TANNEN, 2544 GERMANTOWN AVENUE, PHILADELPHIA, PA 19133 i
The Village En vironmental Education Partnership FpFj
The program teaches north Philadelphia children about the environment through the study of native bird --I
species and creation of habitat for birds. By focusing on native bird species, participants gain an | Lf|
understanding about the interconnection of all life between individuals and the environment. The result I pin
is the creation of a replicable model for demonstrating the integrating of workshop-based and project- ^ I
based instruction for effective environmental education. | L]~|
PUERTO RICO P
LSI
CONSERVATION TRUST OF PUERTO Rico - $23,043 \=\
MYRNA L ROBLES, P 0, Box 9023554, SAN JUAN, PR 00902 \M
Understanding the Wonders of Puerto Rico's Bioluminescent Bays and Lagoons Ll| |
Working with the University of Puerto Rico Sea Grant College and the Puerto Rico Department of | If I
Education, The Conservation Trust of Puerto Rico is developing a documentary video and accompanying i-,
teacher guide about Puerto Rico's bioluminescent aquatic ecosystems. The video familiarizes students with I11
conditions necessary to maintain the microorganisms that produce bioluminescence. Middle and high mTI
school students learn about the interdependence of organisms in the lagoon ecosystems and the impact of p^
shoreline runoff and coastline degradation. Educators review the video prior to final production to ensure LL| |
its applicability to educational standards. I[pi1
RHODE ISLAND E]
BLACKSTONE VALLEY RIVERS PROJECT - $11,514 -=-\
MICHAEL J. FERRY, ONE PINE STREET, MANVILLE, Rl 02838 IS]
Blackstone Valley Rivers Project Aquacu/ture Program LSj
Students from Woonsocket High School and Mount St. Charles Academy team up to research and raise fish |p=~l
in an aquaculture tank housed at Woonsocket High School. The objective of the program is for students to -.'
learn the developmental stages of various fish species found in the Blackstone River and to determine the [JJJ
water quality tolerance levels for these species. All fish raised are released into the river at selected sites. Ip^i
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TM-TM
TENNESSEE S
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GLOBAL VILLAGE INSTITUTE - $5,000 g1
ALBERT K. BATES, P 0. Box 90, SUMMERTOWN, TN 38483 j
z
Ecovillage Children 's Garden 1
This program provides an active education experience for children of low-income rural households and ^
underprivileged inner-city residents in the mid-Tennessee region to promote a better understanding and o
appreciation of environmental issues. The Ecovillage Children's Garden is designed to immerse children in 2
the benefits of cultivating sustainable lifestyles. Underprivileged children are housed, fed, and provided §
instruction about activities relating to the theme of creating and enjoying frugal lifestyles in harmony with §?
nature. Children plan, plant, cultivate, and harvest organic gardens, sample water in wetlands, grid-survey t
forest biota, and monitor their own energy and waste through-puts. Families with children below established
poverty levels make up 100 percent of the demographic mix, of which single-parent families represent 80 Mj-jl
percent; 49 percent are from black single-parent families. i
UNIVERSITY OF TENNESSEE AT MARTIN - $21 ,732 Irnj
RAMONA NELSON, 145 GOOCH HALL, MARTIN, TN 38238 r=d
Meeting Curriculum Standards with an Environmental Education Program j=^
This project brings together a team of teachers to align the Global Learning and Observation to Benefit the II |
Environment (GLOBE) program with the Tennessee curriculum in grades kindergarten through 8, and Mj-jl
develop implementation plans by which schools can integrate GLOBE into the required curriculum. A j
team of experienced GLOBE teacher/trainers meet in a 5-day session to complete the task of alignment and Li|
development. This team then conducts 3 GLOBE teacher training workshops for 63 kindergarten through Ij^jl
eighth-grade teachers from 6 schools. These schools are located in both rural and urban settings in Tennessee. , '
The newly trained teachers implement the GLOBE program during the upcoming school year. The final |_|_
phase of the project involves the collection of pre- and post-data on the teachers and students, as well as ITJTJ
control groups of non-GLOBE teachers and students. This data includes attitude surveys, assessment of - -I
content knowledge, and evaluation of the project. | Li |
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TEXAS
See page 6 for a profile of a grant awarded to the Texas A&M University - Corpus Christ! by EPA Headquarters.
AMERICAN YOUTHWORKS (AYW) - $14,883
PAUL BOND, 216 EAST 4m STREET, AUSTIN, TX 78701 M
Traveling Watershed Awareness Workshop [irjj
This project involves training two teachers from five participating schools in and near the Slaughter Creek Ii
Watershed and the City of Austin's Water Quality Protection Lands to use the American Youth Works LL |
Traveling Watershed Awareness Workshop in their classrooms. The workshop combines curriculum and mn
information from the Texas Natural Resource Information System, the Barton Springs Edwards Aquifer ^^
Conservation District, and Austin's Water and Waste Water Conservation Department. Teachers learn how I |
to present an important environmental topic using a set of hands-on tools, including a. 3-dimensional Mjj-1
model of the Slaughter Creek Watershed, Internet sites, and curriculum. The watershed travels to 5 p^
elementary and middle schools and remains in each school for at least 2 weeks. LiL
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t| HOUSTON INDEPENDENT SCHOOL DISTRICT - $5,000
J ADA COOPER, 3830 RICHMOND AVENUE, HOUSTON, TX 77027
% Project Butterflies are Forever: A Project to Teach Elementary School Age Children About Ecosystems
y This project encourages elementary students at Askew Elementary School to study the environmental pressures
LLJ affecting the populations of butterflies in Houston, Texas. The study makes students aware of human
|£ contamination of the environment. Students collect data through the observation of their own captive collection
g of butterflies, and through growing native plants at school. The students take several field trips to observe
o wild populations of butterflies living in natural settings. Entomology and botany experts present interactive
§ programs from Rice University and students from the horticulture classes at Revere Middle School. Key
I | | I O -
e\j partners are Dr. Carlos R. Solis, Ph.D. Rice University and Robin L. Hunter, Community Coordinator.
o
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. HOUSTON INDEPENDENT SCHOOL DISTRICT - $4,536
[irl ADA COOPER, 3830 RICHMOND AVENUE, HOUSTON, TX 77027
|lf~] Project 3G: Getting Green at Grady
Using gardening as a focus, this project provides teachers with training and resources to integrate science and
environmental education across the curriculum. Issues addressed are ecosystem protection and energy
conservation. Teachers attend introductory workshops on environmental education, environmental issues,
and integrated lesson planning. Lessons demonstrate how environmental science can be integrated into other
subject areas while meeting required curriculum goals and objectives. Hands-on activities and inquiry-based
learning in the garden are emphasized. The target teacher audience includes sixth-, seventh-, and eighth-
grade teachers of science, mathematics, and language arts from Grady Elementary. Key partners include the
Houston Independent School District Science Department, the Marcile Hollingsworth Science Center, the
Houston Arboretum and Nature Center, and the Houston Chapter of the American Meteorological Society.
KEEP TEXAS BEAUTIFUL-$22,035
STAGEY GEORGE CANTU, 823 CONGRESS AVENUE, SUITE 230, AUSTIN, TX 78701
Waste in Place
This project hosts eight Waste in Place curriculum workshops and distributes Keep Texas Beautiful youth
environmental education kits. Waste in Place is a hands-on youth environmental education curriculum.
The interdisciplinary curriculum for grades kindergarten through 8 provides resource materials and hands-
on activities for educators and students to examine their environment, including land, water, and air issues.
The goals are to provide materials to increase the environmental awareness of educators and youth, to offer
formal and informal educators a proven resource tool, and to provide regional workshops. The objectives
include training educators through workshops offered in 8 locations in the state to reach formal and
informal educators, and to reach thousands of youths. Partners include Texas Department of Transportation,
Texas Natural Resource Conservation Commission, and Texas Forest Service.
RICHARDSON INDEPENDENT SCHOOL DISTRICT - $5,000
DUANA KINDLE, 9501 FERNDALE, DALLAS, TX 75238
The Wildcat Wilderness
This project is an outdoor learning lab that provides students the opportunity to experience and discover the
|y=~j connections between science, nature, and humanity with an interactive, hands-on approach to learning. The
T=J use of the "Wildcat Wilderness" is integrated into classroom instruction with each grade level being assigned
[J-T defined areas tor planting and experimenting. Students are provided interactive time in the Wildcat Wilderness
-pn with their teachers, parent/community volunteers, high school peer helpers, garden club members, and guest
=[| speakers. The 695 students that attend Lake Highlands Elementary School benefit from the experience.
LTJ Partners include Eagle Scouts, labor and construction provided by the Dad's Club, the Lake Highlands
i Elementary Garden Club, and financial and volunteer support of the Parent/Teacher Association.
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TM-UT
STEPHEN F. AUSTIN STATE UNIVERSITY - $1 1 ,300 £§
ELYCE RODEWALD, P 0. Box 1 3000-SFA STATION, NACOGDOCHES, TX 75962 °
m
It 's a Wonderful World: Promoting Environmental Education Programs in Deep East Texas |
This project promotes existing, teacher-tested, quality environmental education programs from 9 partners H
to 52 school districts in 1 1 counties. Using student participants, partners present environmental education ??
programs to science teachers. The first method is a field day during which each teacher selects one program ^
that best fits his or her curriculum. After the field day, partners provide subsequent, in-depth training to o
teachers, showing them how to incorporate the selected program in their courses. The concept is to S-
develop a wide-reaching, cost-effective, collaborative effort to share the benefits of environmental education §_
with teachers and students. The goals are to promote the use of existing, reputable environmental education §?
programs, provide professional development opportunities for science teachers, and decrease duplication of ^
existing environmental education programs in the region. The target audiences are 100 elementary and
secondary school science teachers at public, private and home schools in 52 school districts in East Texas. Ij^l
Partners include Texas Forest Service, Texas Parks and Wildlife, Keep Nacogdoches Beautiful, Stephen F. j I
Austin Secondary and Elementary Education Departments, Pineywoods Native Plant Center, Texas Forestry |JT]
Museum, Texas Forestry Association, and Stephen F. Austin Arthur Temple College of Forestry. iT^n
UTAH JS|
151
See page 7 for a profile of a grant a warded to the University of Utah by EPA Headquarters, v=l
GLENDALE MIDDLE SCHOOL -$5,000 [trH
DAVID ROBERTS. 1 430 WEST ANDREW WAY. SALT LAKE CITY. UT 841 04 \=]
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Real World Environmental Science: Sea Monkeys and Other Mysteries of the Great Salt Lake i ,
This project uses the Great Salt Lake as a demonstration site for under-represented seventh-grade students L I
to gain hands-on environmental education experience. Minority and low-income students investigate jjTl
brine shrimp, also known as sea monkeys, which are a key food source for over 4 million migratory birds. r=,
Brine shrimp are vulnerable due to salinity in the lake. Great Salt Lake is the fourth largest hypersaline lake ILI [
in the world, a closed basin with no surface water outlet. The entire Wasatch mountain front, one of North fjTi
Americas fastest growing urban regions, drains into the lake. The project meets the State of Utah's core | '
curriculum requirements while engaging students' curiosity and excitement about environmental science. LH]
UNIVERSITY OF UTAH-$5, (
BILL ERNEST, 1471 FEDERAL WAY, SALT LAKE CITY, UT 84102 l^j
Field Biology Ecological Research L^_ |
The Ecological Research Methods course is designed in part to be a survey of research methods, so each Ij^Tj
project is completed in 1 day. While the design is appropriate for exploring many types of research ^t
designs, students do not have time to gather enough data to answer all their questions about the natural |Jj_
world. By completing independent research projects, students are able to conduct in-depth research along |p-i
the Wasatch Front on a topic of their choice. Reports from the projects are posted on the Red Butte I1
Garden web site to make their findings available to students, teachers, and the community. |Lm
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UT-l/A
t| UTAH SOCIETY FOR ENVIRONMENTAL EDUCATION - $25,000
ERIC CHANDLER, 350 SOUTH 400 EAST, SUITE G-4, SALT LAKE CITY, UT 84111
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VA-WA
UNIVERSITY OF VIRGINIA -$12.000 g
TANYA DENCKLA, 1 644 RUGBY ROAD, P 0. Box 4001 79, CHARLOTTESVILLE, VA 22904 °
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Virginia Natural Resources Leadership Institute
This program brings together Virginia community leaders from all sectors to learn about major environmental
issues and the impact of these issues on Virginia communities, ranging from health impacts to economic
sustainability. The study also focuses on individual case studies and a wide range of methods that can be
used to engage communities in collaborative problem-solving, productive dialogue, and resolution of
environmental issues important to community health and sustainability.
VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY - $5,000
ALAN RAFLO, 100 SANDY HALL (0360), BLACKSBURG, VA 24061 1
Career Development Through Virginia's Service Training for Environmental Progress Program (Virginia STEP) Fprj
The project places two college students in one Virginia community to work on a water-related issue identified --I
by the community. The students gain experience and skills in water resources, community organization, | If]
and public service. |-pn
WASHINGTON J5|
911 MEDIA ARTS CENTER-$22,500 M\
MALORY GRAHAM, 117 YALE AVENUE NORTH, SEATTLE, WA 98109 \\j]\
STUFF: The Secret Life of Everyday Things [TrH
In this environmental educational program, 25 high school students explore the relationship between I,.
consumerism and waste production and their own consumption habits. They mentor with professional !=i|
media producers to create a 10-minute video that takes a behind-the-scenes look at the production, | If I
distribution, and consumption of an everyday household object. The project increases the capacity of i-,
three organizations: the 91 1 Media Arts center (non-profit educational organization). King County Solid I11
Waste (government natural resources agency), and Foster High School (public high school) to develop a mTI
strategic model for producing and delivering environmental education video projects on a county level. pp
CITY OF EDMONDS-$5,000 [ijTj
SALLY LIDER, 700 MAIN STREET, EDMONDS, WA 98020 F^
Schoolyard Habitat Network \ -=\
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The goal of this project is to promote and facilitate the creation of schoolyard habitats in kindergarten
through 1 2th-grade schools in Edmonds and the surrounding community. Participation in the planning, IIjTI
design, implementation, and ongoing monitoring and maintenance of habitats provide teachers and students T.
with the opportunity to connect with nature while achieving required academic goals. The project increases I |
the awareness of teachers about other national habitat programs, helps individual schools assess their JT/pj
schoolyards for habitat enhancement potential, offers an educator workshop, and facilitates the network | '
between local schools engaged in identical projects. [H]
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Wfl-WV
I PACIFIC SCIENCE CENTER-$21,423
PAULA WILLIAMS, 200 SECOND AVENUE NORTH, SEATTLE, WA 98109
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WV-WI
FRIENDS OF THE CHEAT-$7,383 £|
MEREDITH PAVLICK, 119 S. PRICE STREET, SUITE 206, KINGWOOD, WV 26537 °
m
Acid Mine Drainage and Watershed Awareness Education Program |
The project raises awareness about the impacts of mining on local waterways. An acid mine drainage z
interpretive trail is developed that addresses environmental issues through interpretive materials found E5
along the path. An environmental education awareness program is also developed to teach children about ?
environmental issues in their area. g
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LlGHTSTONE FOUNDATION, INC. - $5,000 §
ANTHONY E. SMITH, PHD.. P 0. Box 73. MOVERS, WV 26815 ₯
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Watersheds and Their Communities OT
Lightstone's 6()0~acre organic farm serves as a dormitory, classroom, and laboratory for 1 week of intensive, I'pri
experimental training that includes the study of plant and animal ecology and water. --I
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POTOMAC VALLEY AUDLIBON SOCIETY - $11,728 I JT-H
KRISTIN ALEXANDER. P 0. Box 578, SHEPHERDSTOWN. WV 25443 i'
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A Watershed Education Initiative for Eastern West Virginia -,-1
This project evaluates the effectiveness of a watershed program in the panhandle of West Virginia for future [HI
use as an outreach program by the Yankauer Nature Preserve. The program introduces fourth-grade students l^pn
to the concept of watersheds, and explains why they are important and how to take care of them. Evaluation -I
of the program focuses on students' knowledge of watersheds and related environmental issues and changes | LT|
in attitudes towards the environment. Teachers evaluate the implementation methods of the program and Ipn
identify areas for program improvement. The watershed concept is poorly understood by the Eastern j=U
Panhandle community at large. This program helps students and teachers gain awareness of the watershed |_JT
concept. T=,
WISCONSIN g|
ALDO LEOPOLD NATURE CENTER - $20,273 l§]
KATHE CROWLEY CONN, 300 FEMRITE DRIVE, MONONA, Wl 53716 [ijjj
Nature Net Online Directory |lfH
A teachers' statewide on-line interactive directory answers the question "Where do 1 go on a field trip?" i^-.
The directory provides links to nature center programs throughout Wisconsin. A teacher is able to view an
on-line map of Wisconsin, identify a geographic area of interest, and click on that area to obtain a list of IIjT
links to nature center programs. p
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RIVER REVITALIZATION FOUNDATION, INC. - $9,865 [if
KIMBERLY GLEFFE. 200 N. JEFFERSON STREET, #201 , MILWAUKEE. Wl 53202 [
Take Me to the River
The River Revitalization Foundation, Inc. works toward increasing awareness and appreciation of the
Milwaukee River among minority students in the Milwaukee Public School District. More than 300
students are reached through the project.
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WI-WY
£ SUPERIOR SCHOOL DISTRICT -$11,100
PEGGY SMITH, 3025 TOWER AVENUE, SUPERIOR, Wl 54880
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EPA REGIONAL ENUIRONMENTAL EDUCATION COORDINATORS
ro
Region 1 CT, ME, MA, NH, Rl, VT
Kristen Conroy
U.S. EPA, Region 1
One Congress Street, Suite 1100 (RAA)
Boston, MA 02114-2023
Phone: 617-918-1069
Fax: 617-918-1029
E-mail: conroy.kristen@epa.gov
Region 2 i\lJ, NY, Puerto Rico,
Virgin Islands
Terry ippo/ito
U.S. EPA, Region 2
290 Broadway. 26th Floor
New York, NY 10007
Phone: 212-637-3671
Fax: 212-637-4445
E-mail: ippolito.teresa@epa.gov
Region 3 DE, DC, MD, PA, VA, WV
Larry Brown
U.S. EPA, Region 3
1650 Arch (3C GOO)
Philadelphia, PA 19103-2029
Phone: 215-814-5527
Fax: 215-814-5102
E-mail: hrown.larry@epa.gov
Region 4 AL, FL, GA, KY, MS, NC,
SC,TN
Ben Blair
U.S. EPA, Region 4
61 Forsyth Street, SW
Atlanta, GA 30303
Phone: 404-562-8321
Fax: 404-562-8335
E-mail: hlair.henjamin@epa.gov
Region 5 IL, IN, Ml, MN, OH, UVI
Megan Gavin
U.S. EPA, Region 5
77 West Jackson Boulevard (PI-19J)
Chicago, IL 60604
Phone: 312-353-5282
Fax: 312-353-1155
E-mail: gavin.megan@epa.gov
Region 6 AR, LA, NM, OK, TX
Jo Taylor
U.S. EPA, Region 6
1445 Ross Avenue (6XA)
Dallas, TX 75202
Phone: 214-665-2204
Fax: 214-665-2118
E-mail: taylor.jo@epa.gov
Region 7 IA, KS, MO, NE
Denise Morrison
U.S. EPA, Region 7
901 North 5th Street
Kansas City KS 66101
Phone: 913-551-7402
Pax: 913-551-7066
E-mail: morrison.denise@epa.gov
Region 8 CO, MT, NO, SO, UT, WY
Cece Forget
U.S. EPA, Region 8
One Denver Place (80C)
999 18th Street, Suite 300
Denver, CO 80202-2466
Phone: 303-312-6605
Fax: 303-312-6961
E-mail: forget.cece@epa.gov
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Region 9 AZ, CA, HI, NV, American Headquarters
Samoa, Guam, N. Marianas, Palau
DeirdreNurre
U.S. EPA, Region 9
75 Hawthorne Street (E2)
San Francisco, CA 94105
Phone: 415-947-4290
Fax: 415-947-3598
E-mail: deirdre.nurre@epa.gov
Region 10 AK, ID, OR, WA
Sally Han ft
U.S. EPA, Region 10
1200 Sixth Avenue (EXA-142)
Seattle, WA 98101
Phone: 206-553-1207
Fax: 206-553-0149
E-mail: hanft.sally@epa.gov
U.S. EPA
Office of Environmental Education
1200 Pennsylvania Avenue, NW (1704A)
Washington, DC 20460
Phone: 202-564-0451
Fax: 202-564-2754
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