Environmental Education
Success Stories
of EPA Region 10
EPA910-R-98-004
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Introduction
What is Environmental Education?
In the past twenty-five years, environmental education has helped the people of the United States to reach
a new understanding. The goal of environmental education is to increase public awareness and knowledge about
environmental issues, and to provide the public with the skills needed to make informed decisions and to take
responsible actions. Today, more Americans than ever before understand that to insure a good quality of life for
ourselves and our children, we must act as responsible stewards of our air, water, and land. Environmental
education has helped this nation to harness the creativity, imagination, and tenacity of Americans from all walks of
life and to put that creativity to work in the service of public health and our environment.
Although our nation has made tremendous progress in protecting our environment, much more remains to
be done. If we are to meet the challenges of the next twenty-five years, we must deepen environmental awareness
among all Americans by involving many more people in protecting the health of the world we live in.
EPA's Role in Environmental Education
The National Environmental Education Act of 1990 charged EPA with the responsibility for coordinating
federal environmental education initiatives and for providing leadership to the public and private sectors. The Act
also mandated the creation of an Office of Environmental Education within EPA and the operation of a number of
environmental education programs and projects. The mission of the Office of Environmental Education is as
follows: To advance and support national education efforts to develop an environmentally conscious and responsible
public, and to inspire in all individuals a sense of personal responsibility for the care of the environment. The goals
are to expand communication and partnerships, educate youth to protect the environment, promote the pursuit of
environmental careers, educate the adult public to increase environmental literacy, and educate across international
boundaries.
In order to fulfill its goals, The National Environmental Education Act established several primary pro-
grams and partnerships including the Environmental Education Grants Program. Environmental Education Grants
are awarded by EPA to promote excellence and innovation in environmental education at the grassroots level.
Each year, universities, schools, not-for-profit organizations, and state, local, and tribal agencies across the nation
receive approximately three million dollars to support local initiatives. Any local or tribal government education
agency, state government education or environmental agency, college or university, not-for-profit organization, or
noncommercial education broadcasting entity may submit a proposal. 1
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The Grant Selection Process
Region 10 includes the states of Alaska, Idaho, Oregon, and Washington. EPA funds proposals which
meet the following specific criteria: are new or significantly improved, have the potential for wide application,
address a high priority environmental issue, and reach key audiences such as low income and culturally diverse
populations by addressing one or more of EPA's solicitation priorities. All proposals undergo an initial and final
review process. After the internal review, the top applications are sent out for external review by teachers, other
educators, and government representatives. The final selection process takes place at Region 10 Office in Seattle,
Washington. EPA makes its final grant selection after proposals have been evaluated and scored by reviewers and
takes the following criteria into consideration: the effectiveness of collaborative activities and partnerships, the
environmental and educational importance of the activity or product, the effectiveness of the delivery mechanism
(i.e. workshop, conference, etc.), the cost effectiveness of the proposal, and the geographic distributions of projects.
Approximately 250 environmental education grants are awarded nationally each year, with much of the
funding directed into small grants of $5,000 each. Each of the ten regional offices award between $ 150,000 and
$ 180,000 per year. The environmental education grants provided by EPA ensure that a large number of organizations
receive seed-money to implement projects which close gaps in environmental education. Between 1992 and
1995, approximately one thousand innovative projects throughout the nation were supported.
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About this Booklet
The following is a documentation of the "success stories" that have resulted from Region 10 EPA Environ-
mental Education grants implemented in the fiscal years 1992 to 1995. All completed projects have been included.
The goals of this booklet are to link similar projects and programs, reduce duplication, improve the quality of
future projects, and provide lessons learned from completed projects.
Thank you to Wendy Timmons, National Network for Environmental Management Studies student, and
EPA Region 10's Graphic Office for their work on designing the format and compiling and preparing the information
for this grant booklet.
The booklet is divided by states. The completed grants for fiscal years (1992 thru 1995) are listed in
alphabetical order by the title of the project. Where information was available, each project write-up includes the
following sections:
Grant Number Purpose
Sponsor Goals
Project Coordinator Methods
EPA Funding Products/Results
Focus Challenges
Target Audience Successes/Strengths
Different indexes are provided:
Alphabetical listing of project titles by state
Listing by target audience of the projects
Listing by focus of the projects
If you have any questions or experience difficulty contacting project coordinators, contact Sally Hanft, the Envi-
ronmental Education Grants Coordinator for Region 10, at (206) 553-1207 or call the toll free Region lOhotline
at 1-800-424-4372.
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Table of Contents
ALASKA
Chugach Region Consumer Education on Household Hazardous Waste 20
Closer to the Kenai: Environmental Education on the Kenai Peninsula 22
Doug's Dream: A Project to Unite Students Across the Land who Share a Concern for the Environment 26
Enviraware:
A Willow School Environmental Education and Staff Development Project Using Computer and
Laser Disc Technologies 28
Green Star in the Schools Experiential Learning Project 30
In Our Back Yard: A Project to Create Interior Alaska Ecosystem Learning Activity Kits for
Elementary School Children .. 32
Project Oceanography 34
Science of the Sound 38
Swamp Art 40
Tanaina Child Development Center 42
Village Schools Environment Project: Environmental Kits for Rural Alaska 44
Where do the Geese Go? 46
IDAHO
Demonstration of Conservation Practices to Reduce Irrigation Induced Erosion in Owyhee County, Idaho.... 50
Hands-On Teacher Environmental Education Workshop 52
Idaho Science Camp 54
Idaho State University 56
Public Education Through a Wellhead Inventory Training Program 58
Silver Creek Preserve: Environmental and Wetlands Education Program 60
Using Boise River Ecology to Increase an Urban Public's Awareness About the Environment 62
Using Hands-On Activities and Children's Literature to Increase Understanding of Riparian Ecology:
Mentors, Teachers, and Students Working Together 64
Water Awareness Week 66
WaterWatch 68
Wildlife Ecology Project 70
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OREGON
Adopt- A-Stream Project 74
Cal Young Middle School Stormwater-Wetland Study Area 76
Central Oregon HouseholdEcoTeam Program 78
Columbia River Estuary Natural Resource Arc View Educational Pilot Program 80
Environmentally Sustainable Development: A Course Proposal 82
Fifteenmile Creek Watershed: Water Quality Monitoring Project 84
Glendale Schools-Recycling Project 86
Hay stack Rock Awareness Program 88
Jacksonville Woodlands Historic Park and Natural Trail System 90
LAB: Learning AboutBiodiversity 92
La Grande High School 94
MulrnomahEnvironmental Education Program 96
Oregon Wetlands Stewardship Program 98
Paths to a Sustainable World 100
Problems in Science 102
Small Farm/Rural Homesite Water Quality Education Project 104
StreamEnhancement:FishHabitatImprovement 106
S WET: Stream Watershed Enhancement Team 108
Using Wildlife Rehabilitation Resources to Direct Student Activities to Bring
Environmental Education to the Public 110
WetlandWonders 112
Wildlife Rehabilitation Work as an Experiential Learning a method for Use in Public Education Systems 114
Wonders of Wetlands 116
WASHINGTON
Air Quality and Water Quality in Yakima Schools 120
A Way With Waste Video & Teacher Workshop 122
Bainbridge Island Watershed Watch: A Community-School Partnership 124
Bringing Project GREEN to the Lower Hood Canal Watershed 126
Changes in Our Own Backyard: Padden Creek Watershed 128
Clean Air Week Teacher Workshops 130
Connections Project -Solid Waste 132
Developing Hillside Creek: Creating a Salmon Migration Channel and a Living Laboratory 134
Farrner-To-Farmer: A Mentor Program 136
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Finding Urban Nature (2 projects) 138
GonzagaUniversity 140 & 142
Hands-On Learning About Water Preservation: A School-Community Interface 144
Improving K-12 Teachers'Skills in Watershed Management 146
J.E.E.R: Jemtegard Environmental Education Partnership 148
King County Teacher Training Workshop 150
Lake Whatcom Watershed School and Community Partnership Project 152
Nisqually River Basin: Ecology Plus Mathematics 154
Northwest Chicano Radio Network 156
Project Diversity 158
Quilcene-Brinnon Schools Shellfish Science Club 160
Quileute Tribal Council 162
Risky Business Teacher Training Workshop 164
School Programs at the Mercer Slough 166
Science Role Models 168 & 170
Self-Assessment Resource Station for Watershed Citizens 172
Senior Environmental Education Program 174
Snohomish School District 176
Spokane County Air Pollution Control Authority 178
Spokane Watershed Education Project 180
Stream Watcher Curriculum for Kitsap County Girl Scouts 182
Streamwater in the Urban Environment 184
Teacher/Student Institute and Field Work 186
Teacher Training Environmental Workshop and Student Fieldwork:
Action Research/Community Problem Solving 188
Upper Palouse Habitat Restoration Project 190
Water World Kits 192
Watershed Restoration Education 194
Wetland Education Program 196
Woodland and Meadowland Laboratories 198
YMCA Earth Service Corps Environmental Education Symposium (3 projects) 200
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Title Index by Target Audience
Kindergarten Through 12th Grade - AH Students
Adopt-A-Stream Project (OR)
Bainbridge Island Watershed Watch: A Community-School Partnership (WA)
Bringing Project GREEN to the Lower Hood Canal Watershed (WA)
Closer to the Kenai: Environmental Education on the Kenai Peninsula (AK)
Glendale Schools-Recycling Project (OR)
Green Star in the Schools Experiential Learning Project (AK)
Improving K-12 Teachers' Skills in Watershed Management (WA)
Jacksonville Woodlands Historic Park and Natural Trail System (OR)
Using Wildlife Rehabilitation Resources to Direct Student Activities to Bring
Environmental Education to the Public (OR)
Village Schools Environment Project: Environmental Kits for Rural Alaska (AK)
Woodland and Meadowland Laboratories (WA)
Elementary School Students
Changes in Our Own Backyard: Padden Creek Watershed (WA)
Developing Hillside Creek: Creating a Salmon Migration Channel and aLiving Laboratory (WA)
Enviraware: A Willow School Environmental Education and Staff Development Project
Using Computer and Laser Disc Technologies (AK)
Finding Urban Nature (WA)
In Our Back Yard: A Project to Create Interior Alaska Ecosystem Learning Activity Kits
for Elementary School Children (AK)
Quileute Tribal Council (WA)
School Programs at the Mercer Slough (WA)
Spokane County Air Pollution Control Authority (WA)
Using Hands-On Activities and Children's Literature to Increase Understanding of
Riparian Ecology: Mentors, Teachers, and Students Working Together (ID)
Science of the Sound (AK)
Swamp Art (AK)
Where do the Geese Go? (AK)
Wildlife Ecology Project (ID)
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Elementary and Middle School Students
Silver Creek Preserve: Environmental and Wetlands Education Program (ID)
Wetland Education Program (WA)
Wetland Wonders (OR)
Junior High School Students
Cal Young Middle School Stormwater-Wetland Study Area (OR)
J.E.E.P.: Jemtegard Environmental Education Partnership (WA)
Stream Watcher Curriculum for Kitsap County Girl Scouts (WA)
Water Awareness Week (ID)
Water World Kits (WA)
Junior and Senior High School Students
Central Oregon Household EcoTeam Program (OR)
Connections Project - Solid Waste (WA)
Idaho State University (ID)
Public Education Through a Wellhead Inventory Training Program (ID)
Spokane Watershed Education Project (WA)
High School Students
Air Quality and Water Quality in Yakima Schools (WA)
ColumbiaRiver Estuary Natural Resource Arc View Educational Pilot Program (OR)
Doug's Dream:
A Project to Unite Students Across the Land who Share a Concern for the Environment (AK)
Hands-On Learning About Water Preservation: A School-Community Interface (WA)
Idaho Science Camp (ID)
La Grande High School (WA)
Lake Whatcom Watershed School and Community Partnership Project (WA)
Nisqually River Basin: Ecology Plus Mathematics (WA)
Quilcene-Brinnon Schools Shellfish Science Club (WA)
Risky Business Teacher Training Workshop (WA)
S WET: Stream Watershed Enhancement Team (OR)
Upper Palouse Habitat Restoration Project (WA)
YMCAEarth Service Corps Environmental Education Symposium (WA)
10
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College and High School Students
Paths to a Sustainable World (OR)
College Students
Environmentally Sustainable Development: A Course Proposal (OR)
Problems in Science (OR)
Science Role Models (WA)
Adults
Demonstration of Conservation Practices to Reduce Irrigation Induced Erosion in
Owyhee County, Idaho (ID)
Project Diversity (WA)
Small Farm/Rural Homesite Water Quality Education Project (OR)
Water Watch (ID)
All Ages - "Community At Large"
Chugach Region Consumer Education on Household Hazardous Waste (AK)
Farmer-To-Farmer: A Mentor Program (WA)
Fifteenmile Creek Watershed: Water Quality Monitoring Project (OR)
Haystack Rock Awareness Program (OR)
Oregon Wetlands Stewardship Program (OR)
Project Oceanography (AK)
Self-Assessment Resource Station for Watershed Citizens (WA)
Wildlife Rehabilitation Work as an Experiential Learning a method for Use in Public
Education Systems (OR)
11
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Teachers
A Way With Waste Video & Teacher Workshop (WA)
Clean Air Week Teacher Workshops (WA)
Gonzaga University (WA)
Hands-On Teacher Environmental Education Workshop (ID)
King County Teacher Training Workshop (WA)
LAB: Learning About Biodiversity (OR)
Multnomah Environmental Education Program (OR)
Snohomish School District (WA)
Teacher/Student Institute and Field Work (WA)
Teacher Training Environmental Workshop and Student Fieldwork:
Action Research/Community Problem Solving (WA)
Using Boise River Ecology to Increase an Urban Public's Awareness About the Environment (ID)
Watershed Restoration Education (WA)
Wonders of Wetlands (OR)
Special Groups
Northwest Chicano Radio Network (Spanish Speakers) (WA)
Senior Environmental Education Program (Senior Citizens) (WA)
StreamEnhancement: Fish Habitat Improvement (Blind Students) (OR)
Streamwater in the Urban Environment (Minority female middle school students) (WA)
Tanaina Child Development Center (Early Childhood Educators) (AK)
12
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Title index by Focus
Air Quality
Air Quality and Water Quality in Yakima Schools (WA)
Clean Air Week Teacher Workshops (W A)
GonzagaUniversity (WA) (2 projects)
Spokane County Air Pollution Control Authority (WA)
Ecology
Hands-On Teacher Environmental Education Workshop (ID)
In Our Back Yard: A Project to Create Interior Alaska Ecosystem Learning Activity Kits
for Elementary School Children (AK)
Science of the Sound (AK)
Upper Palouse Habitat Restoration Project (WA)
Using Boise River Ecology to Increase an Urban Public's Awareness About the Environment (ID)
Using Hands-On Activities and Children's Literature to Increase Understanding of Riparian
Wildlife Ecology Project (ID)
General Environmental Education
Closer to the Kenai: Environmental Education on the Kenai Peninsula (AK)
J.E.E.P.: Jemtegard Environmental Education Partnership (WA)
King County Teacher Training Workshop (WA)
Multnomah Environmental Education Program (OR)
Science Role Models (WA) (2 projects)
Quileute Tribal Council (WA)
Tanaina Child Development Center (AK)
YMCA Earth Service Corps Environmental Education Symposium (WA) (3 projects)
Sustainability
Central Oregon Household EcoTeam Program (OR)
Environmentally Sustainable Development: A Course Proposal (OR)
Paths to a Sustainable World (OR) 13
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Waste Management
A Way With Waste Video and Teacher Workshop (WA)
Chugach Region Consumer Education on Household Hazardous Waste (AK)
Doug's Dream: A Project to Unite Students Across the Land who Share a Concern
for the Environment (AK)
Glendale Schools - Recycling Project (OR)
Green Star in the Schools Experimental Learning Project (AK)
Northwest Chicano Radio Network (WA)
Water Quality
Adopt-A-Stream Project (OR)
Bainbridge Island Watershed Watch: A Community-School Partnership (WA)
Bringing Project GREEN to the Lower Hood Canal Watershed (WA)
Changes in Our Own Backyard: Padden Creek Watershed (WA)
Columbia River Estuary Natural Resource Arc View Educational Pilot Program (OR)
Connections Project (WA)
Developing Hillside Creek: Creating a Salmon Migration Channel and a Living Laboratory (WA)
Fifteenmile Creek Watershed: Water Quality Monitoring Project (OR)
Hands-On Learning About Water Preservation: A School-Community Interface (WA)
Idaho State University (ID)
Improving K-12 Teachers' Skills in Watershed Management (WA)
LaGrande High School (OR)
Lake Whatcom Watershed School and Community Partnership Project (WA)
Nisqually River Basin: Ecology Plus Mathematics (WA)
Problems In Science (OR)
Project Oceanography (AK)
Public Education Through a Wellhead Inventory Training Program (ID)
Snohomish School District (WA)
Self-Assessment Resource Station for Watershed Citizens (WA)
Senior Environmental Education Program (WA)
Small Farm/Rural Homesite Water Quality Education Project (OR)
Spokane Watershed Education Project (WA)
Stream Watcher Curriculum for Kitsap County Girl Scouts (WA)
Streamwater in the Urban Environment (WA)
SWET: Stream Watershed Enhancement Team (OR)
14
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Teacher/StudentInstituteandFieldWork(WA)
Teacher Training Environmental Workshop and Student Fieldwork: Action Research/Community
ProblemSolving(WA)
Village Schools Environment Project: Environmental Kits for Rural Alaska (AK)
Water Awareness Week (ID)
Water Watch (ID)
Water WorldKits(WA)
Watershed Restoration Education (WA)
Wetlands
Cal Young Middle School Stormwater-Wetland Study Area (OR)
Oregon Wetlands Stewardship Program (OR)
School Programs at the Mercer Slough (WA)
Silver Creek Preserve: Environmental and Wetlands Education Program (WA)
Swamp Art (AK)
Wetland Education Program (WA)
Wetland Wonders (OR)
Wonders of Wetlands (OR)
Wildlife/Shellfish
Quilcene-Brinnon Schools Shellfish Science Club (WA)
Stream Enhancement: Fish Habitat Improvement (OR)
Where do the Geese Go? (AK)
Wildlife Rehabilitation Work as an Experimental Learning Method for Use in Public
Education Systems (WA)
Woodland and Meadowland Laboratories (WA)
Using Wildlife Rehabilitation Resources to Direct Student Activities to Bring Environmental
Education to the Public (OR)
Other
Demonstration of Conservation Practices to Reduce Irrigation Induced Erosion in
Owyhee County, Idaho (ID)
Enviraware: A Willow School Environmental Education & Staff Development Project Using Computer
and Laser Disk Technologies (AK) 15
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Other, continued...
Farmer-to-Farmer: A Mentor Program (WA)
Finding Urban Nature (WA)
Gonzaga University (WA)
Haystack Rock Awareness Program (OR)
Idaho Science Camp (ID)
Jacksonville Woodlands Historic Park and Natural Trail System (OR)
LAB: Learning About Biodiversity (OR)
Project Diversity (WA)
Risky Business Teacher Training Workshop (WA)
16
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Environmental Education Grants:
State of Alaska
EPA Region 10 Grantees
# EPA Grantee Name City
Year -1992
1 Joy Elementary School Fairbanks
2 Business Park Wetlands Anchorage
3 Lathrop High School Fairbanks
4 Matanuska-Susitna Borough
School District Palmer
Year -1993
24 Fairbanks North Star Borough
School District Fairbanks
25 Center for Alaskan Coastal Studies Homer
26 Chugachmiut
# EPA Grantee Name City
Year = 1994
47 Alaska Pacific University Anchorage
48 Kenai Peninsula School District Soldotna
49 Prince William Sound Cordova
Year -1995
72 Alaska Center for the Environment Anchorage
73 Tanaina Child Development Center Anchorage
Anchorage Area
Ketchikan
18
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Environmental Education Grants:
State of Alaska
EPA Region 10 Grantees
# EPA Grantee Name City
Year = 1992
1 Joy Elementary School Fairbanks
2 Business Park Wetlands Anchorage
3 Lathrop High School Fairbanks
4 Matanuska-Susitna Borough
School District Palmer
Year = 1993
24 Fairbanks North Star Borough
School District Fairbanks
25 Center for Alaskan Coastal Studies Homer
26 Chugachmiut
# EPA Grantee Name City
Year = 1994
47 Alaska Pacific University Anchorage
48 Kenai Peninsula School District Soldotna
49 Prince William Sound Cordova
Year = 1995
72 Alaska Center for the Environment Anchorage
73 Tanaina Child Development Center Anchorage
Anchorage Area
Ketchikan
19
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Chugach Region Consumer Education
on Household Hazardous Waste
Grant Number:
NE-990219-01
Sponsor:
Chugachmiut
Department of Health
and Social Services
Project Coordinator:
Barbara J. Miklos
Chugachmiut
Department of Health and Social Services
3300 C Street
Anchorage, AK 99508
(907) 562-4155
EPA Funding:
$4,999 FY 1993
Focus:
Hazardous Waste
Target Audience:
Native Alaskan residents
of the Chugach Region
Purpose:
To promote the imit^ self-determination, and empowerment of the Chugachmiut by addressing the need
for culturally relevant education materials that describe household hazardous wastes, offer alternatives,
and provide simple directions appropriate to village life regarding suitable waste disposal..
Goals: ,
• Facilitate consumer discrimination between household waste and trash that is appropriate for disposal in
a village landfill.
• Increase consumer interest ia the profit disposal of hazardous wastes.
Methods:
• Developing consumef educalidh materials that utilize information designed for residents of larger com-
munities such as the Households Hazardous Waste Audit (published by the Alaska Center for the Envi-
ronment^
• Having the Village Environmental Health Committees use urban oriented consumer education re-
20
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Chugach Region Consumer Education
on Household Hazardous Waste, continued
sources to develop materials.
• Asking individuals who speak the local Alaska Native language (Alutiiq) to translate key concepts for
the consumer education materials.
• Developing partnerships amongst Environmental Health Committees and tribal councils.
Products/Results:
• An educational packet was designed and compiled on household hazardous waste. The packets were sent
to each village council office, school, clinic, and environmental health committee.
• Several Chugachmiut residents received 40 hour hazardous materials training while others from Port
Gamble and Nanwalek received 8 hours of training.
Challenges:
• Getting community feedback during the summer.
* Milages had difficulty figuring out collection, handling, and disposal protocols because they didn't com-
pletely understand the problem.
'''''-•'• ... / "• ,
Successes/Strengths:
•. f
*' ' *'* ' ', '
• Project dealt wifli a nigh priority issue: the fact thai village landfills are not lined and, therefore, seepage
can have serious impacts on salmon spawning grounds and otter wildlife habitats.
• The consumer education materials produced by this project were made available to interested villages
and agencies serving the villages* They can be used directly or adapted to suit other cultures.
21
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Closer to the Kenai:
Environmental Education on the Kenai Peninsula
Grant Number: Project Coordinator: EPA Funding:
NE-990242-01 Diane Borgman, Director of Elementary Education $5,000 FY 1994
Kenai Peninsula School District
Sponsor: Curriculum Development Office FOCUS:
Kenai Peninsula School 150 Park Ave. General Environmental
District Soldotna, AK 99669 Education
Curriculum Develop- (907) 262-9805
ment office Target Audience:
K-12 Students
Purpose:
f
To introduce environmental education to the Kenai Peninsula School District, by infusing it into the
existing curricula with thematic units at each grade level
•• jf
,,rw- '*•
Goals:
, t , ' ' . . . '• s
..- - ' ' -r:, " -
• Increase awareness of environmental issues among teachers, students, parents, and the community.
• Improve critical and creative thinking skills. '
• Form community and private sector partnerships.
Methods:
f
• Developing a series of 7 tubs, for kindergarten through sixth grade, containing han4s-on materials to
accompany curriculum units.
• Conducting educator worktops and in-service training.
• Infusingjjnv. education into curriculum, content reading, interdisciplinary teaching, and cooperative
learning.
22
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Closer to the Kenai:
BrvironmentelEdiKafonont^
The Tubs
Children's Literature to accompany tubs
23
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Closer to the Kenai:
Environment Ed^
Products/Results:
• Phase One, Curriculum Development, of the Kenai Peninsula Borough School District environmental
education project was completed. The integrated curriculum focused on the following themes: Pollu-
tion, Composting and Recycling, Waste Management, Geology, Rivers and Fish, and Cook Inlet Marine
Mammals.
• 7 tubs were developed containing teaching materials and a teacher's guide to the curriculum. Each tub
was designated for a specific glade from kindergarten through sixth grade.
• Photographs of curriculum materials were taken.
Challenge:
^' * *'v
• Curriculum development took longer than anticipated. -
* f
Successes/Strengths: :
• Teacher's guideMs ^ser-ffiendly and provides a variety of teaching jmd learning opportunities for stu-
dents and teachers.
• Teacher and student enthusiasm.
24
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Closer to the Kenai:
Divironmental Education on Ihe Kenai PerarGula,CDrrtiriued
Rivers and Fish • Grade 5
Children's Literature in the tubs
25
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Doug's Dream:
A Project to Unite Students Across the Land who Share a
Concern for the Environment
Grant Number: Project Coordinator: EPA Funding:
NE-990062-92 Douglas Crevensten $4,940
Fairbanks North Star Borough Schools FY 1992
Sponsor: Local Education Agency
Fairbanks North Star P.O. Box 71250 FOCUS:
Borough Schools Fairbanks, AK 99707-1250 Waste Management
Local Education Agency (907) 452-2000 Ext. 248
Target Audience:
High school students at Lathrop High School in Fairbanks, Alaska
Purpose:
To fulfill the "dream** of Doug, a student enrolled p the Lathrop High School Environmental Science
class. His vision was to collect and assess data, disseminate information about the amount of waste gener-
ated by the Lathrop High School cafeteria, the efficiency of mechanical systems in Lathrop High School,
and link the data gathered with other schools through an EcoNet communication service.
*'
Goals:
• Bridge the gap of cornmuiiication between Alaska and the world by sharing the success of "Doug's Dream"
with other schools.
• Over a period of two years, train one hundred environmental students and one bimetal community
members on waste assessment techniques and conservation behavior strategies.
• Give immediate positive feedback when failure arises.
• Create an opportunity for debate and discussion between differing points of view.
26
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Doug's Dream:
A Project to Unite Students Across the Land who Share a
Concern for the Environment, continued
Methods:
• Using a computer network called "EcoNet" that allows students, faculty, and environmental interest
groups to communicate with each other and share information almost instantaneously.
• Creating an Environmental Sciences Lab that will house the computer and supplies.
• Training five teachers in one session and ten students in two sessions.
• Having students study ways to cut lighting costs, save electricity when using copying machines, and
prevent window heat loss.
x
- * •.
Products/Results:
• /'" " * „, - - • -,-'-,
• In November of 1992, students enrolled In the environmental science classes at Lathrop High School in
Fairbanks, Alaska performed the following activities after the EcoNet program was installed in their
computer system: analysis of waste, efficiency monitoring of mechanical systems at Lathrop High School,
exploration of alternatives to subarctic landfills, and air quality studies.
• Eighty-three students enrolled in environmental science classes were introduced to the use of computerized
E-mail, and worldwide specific topic conferencing. ;
Challenge:
• Allowing students time and access to the networks while maintaining control and security of the system.
,''
Successes/Strengths:
• The program was innovative because it used electronic mail to communicate and research cutting edge environ-
mental questions in secondary education.
• Lathrop High School was identified as a clearing house for statewide Water Watch information.
• The advanced placement biology teacher established contact with a potential study group in Malaysia.
'$'
.•-/•
•y'
27
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Enviraware:
A Willow School Environmental Education and Staff Development
Project Using Computer and laser Disc Technologies
Grant Number: Project Coordinator: EPA Funding:
NE-990014-92 Barbara Varney $1,629
Matanuska-Susitana School District FY 1992
Sponsor: Willow Elementary School FOCUS:
Matanuska-Susitana 125 West Evergreen Avenue
Borough School District Palmer, AK 99645 Global Warming, Ozone
WilloweementarySchool (907) 495-6236 Depletion, Fossil Fuel
FAX: (907) 495-6336 Use, Waste Manage-
ment, Deforestation, and
Land Degradation
Target Audience:
K-6 Students at Willow Elementary School
/
Purpose:
::- \ •• *,
s
To apply laser videodisc and computer technology to organize, expand, and reinforce the in-depth study of
current environmental Issues for a groap of twenty-five isolated, rural students.
, *' '
Goals: ;
**& *•
f fm~'*-
• Cbmpletemining of the Willow Hemeniary School Staff in the we and application of environmental education
practice and process through the integration of computer software and a large video database via laser
videodisc technology.
• Provide district-wide and state-wide teacher training through the Academy of Instruction's In-Service
Training Program and the Alaska Geographic Alliance.
• After the first year of the program, all students in the sixth grade at Willow School will JtaVe participated
in three environmental education activities and have improved attitudes, skills, and interest with respect
to environmental issues faced by the state of Alaska.
28
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Enviraware:
A Willow School Environmental Education and Staff Development
Project Using Computer and Laser Disc Technologies, continued
Methods:
• Assessing the GTV: Planetary Manager Video Disc Program (an external hard drive and two megabytes of
RAM for use with existing Apple Computer Technology).
• Piloting the program with one sixth grade class of 25 students.
• Providing staff training in the Enviraware Technology System.
• Coordinating district-wide and state-wide training.
• Documenting the project through a case study.
Products/Results:
°' ^ ?
• Project EfMraware was introduced to 133 papils, 9 teachers, and one principal at the Willow School.
• Students in Mm Vamey's class used GTV Planetary Manager to access information and apply in the
development of student projects: including poems, research, and a "rap" song that showed the various
ways GTV can be used to study environmental issues.
Successes/Strengths:
• -:•;.•- •--• ' _ y ^ -.
f . '':>•
• Mrs. Varney was a presenter at the Alaska Conference for Social Studies, held in Valdez Alaska. Her presen-
tation detailed tjie project at Willow School and gave suggestions to how other educators could implement
such a piggrarif in their classroom.
• Student completed projects were entered to a contest sponsored % National Geographic.
Green Star in the Schools Experieuiiat Learning Project.
29
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Green Star in the Schools
Experimental Learning Project
Grant Number:
NE-990397-01
Sponsor:
Green Star Program
Alaska Center for the En-
vironment
Project Coordinators:
Kevin Harun, Executive Director
Holly Kane, Green Star Coordinator
Green Star Program
Alaska Center for the Environment
519W.8thAve.,#201
Anchorage, AK 99501
(907) 274-3621
EPA Funding:
$20,000
FY1995
Focus:
Pollution Prevention,
Recycling, and Waste
Reduction
Target Audience:
Anchorage School District
Purpose:
V
To develop a Gmen Star pollution prevention and recycling program in the schools which will serve as a
model program for other schools and as a bridge to reaching individuals through students and their families.
'% *""* *• . fi '
Goals:
-r>
' j-
•.-.': S
• Develop working student mvmnmmtol councils to craft reaistk pollution prevention solutions-
both at the school and uejgliborhood level- through improved decision making skills.
• Enroll at least 25 schools in the program and ensure that at least 5 attain the Qrem Star award level.
• Provide ongoing support and technical training for teachers.
• Use the participatin|schoolsJ§afink to neighborhood environmental issues by giving special emphasis
to low-income^ and mihorityfichools in the district. ^
30
-------
Green Star in the Schools
Experimental Learning Project, continued
Methods:
• Contacting principals, PTA's, and school groups to set up in-service training and enlist support.
• Designing and conducting Green Star school in-service training.
• Creating informational packets for each school on how to set up a Green Star program.
• Producing Green Star newsletter.
• Visiting enrolled schools for continual updates on progress.
• Working with student environmental councils to develop waste reduction strategies, plan Earth Day
projects, and involve community members.
Products/Results: Challenges:
/
Informational fliers and brochures * Number of students in Anchorage area.
Green Star program materials :* Many teachers in Anchorage School District felt
Teacher training sessions overwhelmed due to the dramatic increase in class
Cdrnmunity-wide student environmental council room size.
Individual student pi0j$cf & : ; * Resistance to change.
Green Star newslettet * Tendency to focus on short-term solutions rather
** ^ than long term savings.
Successes/Strengths:
• Broad political support for program*
• Proven record of success at business community level.
• Program relies on voluntary cooperation and creativity of its participants.
• Prograrnjinks students, teachers, and community leaders.
':**'
••/
31
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In Our Back Yard:
A Project to Create Interior Alaska Ecosystem
Learning Activity Kits for Elementary School Children
Grant Number:
NE-990083-92
Project Coordinator:
Douglas Crevensten
Fairbanks North Star Borough Schools
Sponsor: P.O.BOX 71250
Fairbanks North Star Fairbanks, AK 99707-1250
Borough Schools (907) 452-2000 Ext. 248
Local Education Agency
Target Audience: ,1
K-6 grade students and teachers from Joy Elementary School in Fairbanks
EPA Funding:
$8,346
FY1992
Focus:
Ecosystem Education
Purpose:
To educate kindergarten through sixth grade students and teachers about the 4 ecosystems found in the
Interior Region of Alaska and the impact that the students and teachers have on plant and animal life.
Goals: , V
, jf f. ^
• Increase the knBwledge of kindergarten through sixth grade students and their teachers of the four major
interior ecosystems,
• Expand awareness of how changes to Interior ecosystems affect plant and animal wildlife.
• Initiate ecosystem protection projects.
32
-------
in Our Back Yard:
A Project to Create Interior Alaska Ecosystem
learning Activity Kits for Elementary School Children, continued
Methods:
• Developing kits and field tests to be done by teachers with assistance from scientists and experts in ecology.
• Training teachers how to use the kits both in the classroom and the field.
Products/Results:
• In Our Back Yard curriculum was designed, demonstrated, and disseminated. Two sets of environmental
education kits were developed and then replicated. Each set consists of eight component kits: Mammal
and Fish, Habitats, Weather, Plants, Geology, Ponds and Aquatics, Birds, and Snow and Winter. Each
component kit contains activities for grade levels K~& The kits were regularly utilized by the 27 classrooms
at Joy Elementary SchooL ,- ,,
• Field methods were demonstrated at a local migratory wildlife refugee.
• Teachers were trained how to use the kits at a teacher in-service training.
Successes/Strengths:
/•"•"' ,/ ,
• Successful use of a local resource,
• The program was infused into existing curriculum.
33
-------
Project Oceanography
Grant Number: Project Coordinator: EPA Funding:
NE-990224-01 Penny Hodges $5,000
Center for Alaskan Coastal Studies FY 1993
Sponsor: P. o. BOX 2225
Center for Alaskan Homer, AK 99603 FOCUS:
Coastal Studies (907) 235-6667 Oceanography
Target Audience:
Public and Private Schools, Trailside Discovery Camps, Boy Scouts, Girl Scouts, and Audobon Society
Members • , •'
Purpose:
To increase knowledge of marine and coastal ecosystems and to promote protection of habitats as well
as wise stewardship of earth's resources by conducting Project Oceanography on the sixty-five foot
charter boat, Rainbow Connection.
Goals:
• Develop a bottom profile of Kachemak Bay, using the fathometer aboard the boat
• Identify and analyze plankton* collected by towing two nets at three different water depths.
• Document and study seabirds, sea mammals, navigational aids, and pollution encountered during the
cruise.
• Measure the cjiemical and physical parameters of sea water.
34
-------
Project Oceanography, continued
Examing plankton caught in the tow.
Crew member Joe delivers instructions
for doing a plankton tow.
Student examines a sunflower star
caught in a crab pot.
35
-------
Project Oceanography, continued
CACS volunteer Sara Stunners
assists with navigation activity.
A High School class learns to
use survival suits.
36
-------
Project Oceanography, continued
Methods:
• Running each cruise for six hours and departing at 9:OOAM from Homer Small Boat Harbor or Field Station.
• Dividing each class of twenty to thirty-five students into six teams which rotate among the six activity stations on
board.
• Having a trained volunteer assist the teacher in supervising the team's activities.
• Holding a three day training session at the Field station to train teachers and volunteers to lead the oceanography
studies.
• Preparing pre-trip classroom provisions for the oceanography studies.
• Following the cruise up wife classroom activities that develop student's critical thinking about the field studies
they performed. '""- : ;
Products/Results:
• Cruises were conducted in April and May of 1994. 3 elementary schools and 5 secondary schools participated.
Each 6 hour owe, in which students completed nine different activities, was conducted aboard the 66 foot
charter vessel, Rainbow Connection.
• A curriculum book was created
- .• -' ' -"•-"'' - '''\
Challenges; Successes/Strengths:
, ~ '
-i ;.
• Classes could have been more thoroughly prepared * Student enthusiasm
before they embarked m tfee cruise* • Planning by staff membeis^vas helpful and successful.
• Logistksofsetn^uptheixju^^ . Girrioriumwasinteresti^
were difficult. introduction to the marine ecosystem.
• Lessons needed to place a greater emphasis upon the
relevance of the students'understanding of the marine
ecosystem. -*::y"" «i^-mfr
• Volunteers needed should have received more
comprehensive training.
37
-------
Science of the Sound
Grant Number: Project Coordinator(s): EPA Funding:
NE-990249-01 Beth Trowbridge $4,710
Nancy Bird FY 1994
Sponsor: Prince William Sound Science
Prince William Sound & Technology Institute FOCUS:
Science & Technology P- O- Box 705 Ecosystems
Institute Cordova, AK 99574-0705
(907) 424-5800
FAX: (907)424-5820
Target Audience:
Children ages 3-12
Purpose: Goals;
To "link", in a meaningful way, the natural and human » Educate local residents about surrounding local
resources of the Cordova and Prince William Sound ecosystems,
area with children by providing them with relevant ^ * Encourage involvement in the decision-making
environmental education activities, support, and process of management and use of local natural
necessary training to establish their own environmental resources*
education efforts, • Promote cooperative educational efforts by private
and public organizations.
Methods:
• Promoting sel^sufficiencyOioup ccamnunity outreach.
• Using the "Discovery Room", aii^-imagmaiium and science reading room, to provide a stimulating environment
for students and adults to explore various areas of natural resources.
• Developing activities from existing curricula such as Project Learning Tree, Project Wild, the Alaska Oil Spill
Curriculum, and Alaska WjOttife Week.
• Having a4eam of educators travel to many of the Prince William Sound Communities presenting a series of
interactive environmental education activities to children in the area.
38
-------
Science of the Sound, continued
Products/Results:
• A thematic kit was developed for the Discovery Room and Outreach Program.
• A monthly "Adult Night Out", consisting of a combined lecture and discovery room presentation, was implemented
• A Science Olympiad was held for 4th-12th graders and a Science Fun Day was held for K-3rd graders.
• High School Science Link was created to expose students to science careers and current research.
• Teacher in-service trainings were held. They utilized materials such as Project Learning Tree, Project Wild,
Science & Technology, and the Alaska Oil Spill Curriculum.
Challenges:
• More requests for visits were made than could be carried out due to geographical and logistical barriers.
• Contact visits needed to be longer in order to cover all the scheduled materials and activities.
scientists' research and time conflicts with other school activities and trips occurred.
Successes/Strengths:
ide a lifelong interest
in the
The program exposed students to careers in scientific and environmental fields as well as role models of women
and minorities in natural fesoutce related professions.
The "Discovery Room'*po^edlclilfalized clearinghouse of environmental education information and
materials for all communitiesof YIWG& William Sound, their agencies, and other organizations concerned with
environmental education in the area.
The program provided researchers and resource professionals on-the-job training in effective metliods for sharing
their knowjedfe with students and adults. I
.,. * u.^. ^?A Headquarters Liu-. ;
Mail code 3201
1 £30 Pennsylvania Avenue X"A" 39
Wsshinotor. no 20460
-------
Swamp Art
Grant Number:
NE-990174-92
Sponsor:
Business Park Wetlands
Coalition
Target Audience:
Elementary Students
Project Coordinator:
M. Elise Huggins
Business Park Wetlands Coalition
4446 Business Park Boulevard
Anchorage, AK 99503
(907) 279-2688
EPA Funding:
$5,000
FY1992
Focus:
Wetlands
Purpose:
To take students out into the ecosystem where they will learn about the function and benefit of wetlands and
encourage them to visually interpret the weOands through drawings which will be reproduced for interpretive signs
for the trails at Business Park Wetlands.
Goals:
•.
• Develop curricuhim using existing materials and coordinating wife such groups as Alaska Department of Fish
and Wildlife, US. Fish and Wildlife Service* Anchorage School District* Alaska Public Land Information Center,
Trailside Discovery Camp, Alaska Center for the Environment, and 4|ichorage Waterways Council.
• Identify 15 to 20 students from the Anchorage School District to participate iri the program.
• Purchase necessary equipment and supplies (education and art), arrange classroom space* and prepare materials
for activity centers.
• Conduct classes.
40
-------
Swamp Art, continued
Methods:
Introducing the daily topic and activities. Starting out by discussing what students already know about the topic.
Taking field trips to sites and conducting experiments there.
Observing and drawing the shapes of various leaves and plants at the site.
Reproducing the artwork for interpretive signs.
Hosting a celebration for the artists upon the installation of the signs.
Products/Results:
J. __ O
• An eight-week Swasip AitoimeiiliiM was implemented wfen students at Willowcrest Elementary School in the
summer of 1993.
• Participants created artwork and written repeats to depict their wetlands experience.
••• * Jt A
• A list of student games and projects was created,
• An interpretive trail that utilized student artwork as interpretive signs to entertain and inform visitors to Business
Park Wetlands was created, r ' ' '
f ._ X
Successes/Strengths: !
• The project allowed students to draw on tlieir own learamg strengths.
• The curriculum was made available through multiple sources such as the Anchorage School District, the Alaska
Public Lands Information Center, and Alaska Water Watch.
• The program provided children a place ft* their community to feel connected and Integral to their community.
41
-------
Tanaina Child Development Center
Grant Number:
NE-990420-01
Sponsor:
Tanaina Child
Development Center
Target Audience:
Early childhood educators
Project Coordinator:
Monica Milbradt
Tanaina Child Development Center
3221 Providence Drive
Anchorage, AK 99508
(907) 786-1340
EPA Funding:
$2,150
FY 1995
Focus:
Conservation and General
Environmental Education
Purpose:
To improve the environmental education skills of the lead teacher and assistants of the Tanaina Child Development
Center so that they will be better equipped to teach children basic scientific thinking skills which impact their own
environment.
Goals:
• Increase awareness of the need for conservation efforts within the local community.
• Develop a curriculum for classroom use*
• Demonstrate that science can be fun and relatable to young children.
Methods:
• Creating a curriculum in the workshop that takes a "hands-on" approach, focuses on|^r!>rj|jing critical thinking
skills and encourages the responsible use of local resources. VSMi~,
• Encouraging workshop participants to actively facilitate group activities. I'M
• Engaging in activities that promote critical thinking and require problem solving strMegl||.
• Providing time management strategies to reinforce the idea that environmental education can be easily infused
into daily activities.
42
-------
Tanaina Child Development Center, continued
Products/Results:
• A teacher workshop was held on January 2,1996 at the Child Care Connection. The material was presented
in short units so that the participants would not be overwhelmed with too much information. Each short unit was
designed to move from respecting nature to conserving the natural world around us.
• A curriculum for young children was developed and distributed.
• Sample project materials were created.
Challenges:
• Difficulty in storing new curriculum materials in an easy to use manner.
• Lack of available materials for young children.
Successes/Strengths:
,' •
• The program toileted two groups of people, young children and early childhood staff, not readily included in
, conservation efforts*
• lie workshop was presented in short units, m a manner that would uot be overwhelming, to the teachers.
• Participants creatively solved the dilemma of how tostore the new materials by making "unit tubs". These tubs
contained the accessary materials for implementing curriculum activities.
43
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Village Schools Environment Project:
Environmental Kits for Rural Alaska
Grant Number: Project Coordinator: EPA Funding:
NE-990240-01 Dr. Richard Meyers $3,941
Alaska Pacific University FY 1994
Sponsor: Alaska Science Center
Alaska Pacific University 4101 University Drive FOCUS:
Alaska Science Center Anchorage, AK 99508-4672 Water Quality
(907) 564-8257
Target Audience:
Native Alaskan Students
Purpose:
To construct environmental science kits primarily for the use of water testing in rural Alaska villages as a means for
Native students to become familiar with environmental monitoring.
.•':'• S
V'' ff . f
Goals:
• Enhance the scientific literacy of Alaska Natives.
• Provide teachers and students with access to equipment that will allow them to address relevant and critical
environmental issues in their viDages.
• Increase local Native students* knowledge of basic environmental science concepts.
• Acquaint Native students with potential career opportunities in the environmental sciences.
Methods:
• Assembling environmental sampling and test kits to be used in Alaska Village Schools.,
• Providing consultation to teachers on the proper use of the kits.
• Distributing the kits through a central location for widespread use.
• Having training and use of the kits take place during regularly scheduled trips made by Alaska Science Center
staff members to rural Alaska.
44
-------
Village Schools Environment Project:
Environmental Kits for Rural Alaska, continued
Products/Results:
• Four environmental education kits were developed to educate students on the drinking water quality in rural
Alaska (one for K-3, two for 4-8, and one for high school).
• The kits were distributed throughout the school year and returned to Alaska Pacific University when not
"checked-out".
• During the summer, eight teachers familiarized themselves with the kits to prepare for use during the school year
and then presented the kit materials to ten other teachers in an in-service training workshop.
.-
Challenge:
-' '' - : -"V '" -
• Developing materials relevant for different grade levels.
f f, f
f s
Successes/Strengths:
x j *
• Kits were well received by the botfiteaeaersTand students*
Materials were successfully publicized and disseminated through newsletters, brochures, and word of mouth.
lie "Check-Chit" system allowed for state-wide distribution of the kits.
45
-------
Where do the Geese Go?
Grant Number: Project Coordinator: EPA Funding:
NE-990231-01 Susan Crevenston $15,122
Fairbanks North Star Elementary School FY 1993
Sponsor: Ticasuck Elementary School
Fairbanks North Star P- O. Box 71250 FOCUS:
Borough School District Fairbanks, AK 99707-1250 Wildlife
Ticasuk Elementary (907)488-3200
School
Target Audience:
Students at Ticasuk Brown Elementary School (Fairbanks, Alaska), Riske Creek Elementary School (Williams
Lake, British Columbia), Peninsula Elementary School (Moses Lake, Washington), and Chauncy Davis Elementary
School (South Bend, Washington)
Purpose:
To point out to elementary students the connection between environments separated by thousands of miles and to
engage students in the examination of "real life** environmental problems and solutions.
Goals:
• Increase students' awareness of the iaterconnectedness of the environment by covering the migration of geese
from Fairbanks to Washington.
• Educate, demonstrate, and involve students and teachers in Environmental Science by receiving, reading, and
interpreting environmental and biological data.
• Heighten students' understanding of how polluted or otherwise hazardous staging areas thousands of miles
away effect wildlife in a local area.
46
-------
Where do the Geese Go?, continued
Methods:
• Following the migration of three Canada geese as they make their way from Fairbanks, Alaska to their nesting
grounds in southwestern Washington.
• Constructing "Migration Kits" containing scientific information about the geese, bird books, Athabascan, Chinook,
Nez Pierce, and Cherokee stories about the geese and migration of animals, a video of students helping attach
transmitters to the birds, habitat information, environmental issues affecting the health of birds, and a "local
environmental worksheet".
• Using satellite and down linking technologies to collect data, map, write, and communicate with partner schools.
Products/Results
• The project began with a summer workshop for the Fairbanks teachers involved in the project. They made
Migration Study Kits f or grades one and five. ,
• In September of 1993, working wife the Alaska Department of Fish and Game, and US Fish and Wildlife, the
students attached radio transmitters to three Canada geese. This allowed students to study and monitor their
migration. .>, , - s
• The Migration Kits have been integrated into the reading, writing, science, and math curriculum at Ticasuk
Elementary School. ,-• ' ,
• Teachers who participated in the project held a workshop for district teachers interested in future projects on
in-service training day.
•" t*r
f f, f'
Challenges:
• One bird was shot % hunters and another dropped off the radar for a period of time.
• Communication between partner schools was more difficult than originally anticipated. |
• Some of the materials covered were not appropriate for elementary level students.
•:••'
47
-------
Where do the Geese Go?, continued
Successes/Strengths:
• Parents donated many hours to helping teachers with the activities.
• Great cooperation between environmental agencies and partner school areas.
• Willingness of local media to cover project.
• Plans for future projects, such as a project to track ravens and an advanced high school math class that
utilizes satellite and signal data from the migrating birds, were created.
48
U.S. Fish and Wildlife Service Biologist
Rod King works on a Canada goose with
the help of Ticasuk Brown Elementary School
fifth grader Adam Hughes
:
-------
ENVIRONMENTAL EDUCATION GRANTS:
IDAHO
EPA Region 10 Grantees
ID EPA GRANTEE NAME CITY
Year= 1992
5 The Nature Conservancy Picabo
6 Idaho State University Pocatello
7 Idaho Conservation League Boise
Year =1993
27 University of Idaho Moscow
28 Boise State University Boise
29 Bonner County School
District #82 Priest River
Year= 1994
50 Better Living Genessee
51 Boise State University Boise
Year =1995
74 Idaho Department of
Water Resources Boise
75 Owyhee Soil
Conservation District Marsing
76 University of Idaho Moscow
49
-------
Demonstration of Conservation
Practices to Reduce Irrigation Induced
Erosion in Owyhee County, Idaho
Grant Number:
NE-990398-01
Sponsor:
Owyhee Soil
Conservation District
Project Coordinators:
Bob Bartholemew
Jim Briggs
Owyhee Soil Conservation District
P.O.BOX 486
Marsing, ID 83639
(208) 896-4544
EPA Funding:
$4,400
FY 1995
Focus:
Soil conservation,
pollution and erosion
prevention, and water
quality
Target Audience:
Land owners, operators, and imgator|>on intensively cropped, surface-irrigated croplands
Purpose:
To encourage the discussion and^doption of jji0$? aa^l existing technologies to reduce non-point source
> "'/*•?//
' », '*.
50
-------
Demonstration of Conservation
Practices to Reduce Irrigation Induced
Erosion in Owyhee County, Idaho, continued
Methods:
• Holding two demonstrations and a follow-up workshop highlighting methods demonstrated.
• Copying and disseminating materials for the demonstrations.
• Purchasing two "Gandi Boxes", which are used to apply Polyacrylamide, for test purposes.
• Monitoring success, with the use of a new Hach water quality monitoring kit, of the number of fields that have
adopted erosion control practices.
Products/Results:
1 A "Demonstration Days" wjyksh% was held on December 9, 1996 from 9:OOAM until 2:OOPM.
• The primary program on ferpzer aaifesticide application was provided by Darrel Boltz, Canyon County
Extension Agent. ^?
• Informational handouts wem4istribAelt§workshop participants.
&& '' ,¥<
Challenges:
• Disappointing attendance.
• Resistance to change.
Successes/Strength
• Strong presentations
Opportunity for local cGmsjj^y farmers to offer their opinion
51
-------
Hands-On Teacher
Environmental Education Workshop
Grant Number:
NE-990248-01
Sponsor:
Better Living
Incorporated
Project Coordinator:
Loreca Stauber
Better Living Incorporated
Route 1, Box 54
Genessee, ID 83832
(208)882-1133
EPA Funding:
$5,000
FY 1994
Focus:
Ecology & Land Use
Target Audience:
Teachers, youth leaders, an
students
Purpose:
To promote sustainable land ue ;rough^ envirQental education in the hopes of improving participants'
understanding of ecological c^iiQepts anH/theftt^frelationship of human activities and natural processes.
' "''
Goals:
• Improve teacher training in a
ecological problems.
• Enhance teachers' and you
ived understanding and willingness to act on local
.*/'<
>i!t$;tast^ natural world around them.
*"V '^x'^jHt^W,/,'^ -' '*,'"-
*,*
&
i'&t't
52
-------
Hands-On Teacher
Environmental Education Workshop, continued
Methods:
• Combining presentations given by knowledgeable resource persons with exercises and practical hands-on
applications featuring a 160 acre former farm designated as an environmental park.
• Holding workshops four times during the year to correspond with the seasons of the natural world.
• Pairing student and teacher participants together as teams to develop an environmental education strategy
appropriate for their school situations.
Focusing on developing ai|||||p;rstanding of ecologically sound land use.
Products/Results:
id cultivated.
master-land use plan for the project site and physiography
• A one-half acre pond was
• A physiographic data systemw
• A 1 acre multi-crop garde
• A forest management plan
of the forest.
• A 2 day teacher-pupil wo
Challenges:
• Travel time to and from
• Transportation costs.
• The work-oriented curricul
prospective participants.
Successes/Strengths:
Students and teacher parti<
Program focused on activities
together.
A solid foundation for future programs was established.
to discourage some of the
ith the natural environment.
mmental stewardship tasks
53
-------
Idaho Science Camp
Grant Number:
NE-990415-01
Sponsor:
University of Idaho
Project Coordinator:
Margrit von Braun
University of Idaho
Grants and Contracts
Moscow, ID 83844-3142
(208)885-6113
EPA Funding:
$4,900
FY 1995
Focus:
Mathematics and
Science
Target Audience:
50 8th, 9th, and 10th grade students from Idaho and the Northwest. American Indians, Hispanics,
young women, and minorities were heavily recruited.
Purpose:
To enhance students' appreck
problems.
>n of and abilities in science and math to solve real world environmental
Goals:
• Provide a learning process that challenges and excites
students to relate to science and math to the solution of
environmental problems.
• Develop a curriculum that relates science and math to daily
environmental and societal problems.
• Provide a learning climate that encourages students to
exemplified by workshop instructors and speakers.
54
Science and Mathematics can be Fun!
-------
Idaho Science Campf continued
Methods:
Conducting a two-week residential program that coincided with the University of Idaho's regular summer schedule.
Allowing the participants to use university facilities and laboratories for their projects.
Making all housing resources available for participant use.
Dividing the participants into four groups to ensure a favorable faculty-student ratio.
Utilizing a variety of creative, "hands-on" environmental projects.
Annually mailing follow-up questionnaires to past participants.
Evaluating program by part^^|»valuations, participant math/science surveys, and instructor evaluations.
Products/Results:
• The 11th Annual Idaho Sciei
New Mexico, California,
• A video of participant proj
• A curriculum for the prog
• Project notebook and mas
• A "do's" and "don'ts" tip s
Challenges:
• Ensuring participation of
• Students of under-funded
"misfits" when studying m
-held. 67 students from Idaho, Oregon, Montana, Iowa, Louisiana,
ticipated. 48 participants received scholarships.
ng program logistics were created.
• Scholarships enabled econ
• The program had a strong,
• Past participants showed a
• 97% of past participants gradu
• Student evaluations yielded positive results.
and roles and therefore feel like
•ending high school.
55
-------
Idaho State University
Grant Number:
NE-990185-92
Sponsor:
Idaho State University
Department of
Biological Sciences
Project Coordinator:
Dr. Richard Inouye (technical)
Dianne Horrocks (business)
Idaho State University
Department of Biological Sciences
209 Fine Arts Building
Campus Box 8046
Pocatello, ID 83209-8046
/ 7 * A , '
Target Audience: [
Students in grades 7-12 living in
as of Idaho
EPA Funding:
$4,904
FY 1992
Focus:
Water Quality
Purpose:
To develop and test a unit on water quality.
Goals:
• Develop background materials for students and teachers
• Produce a pilot curriculum^
• Test the curriculum at a rur^l high school i
• Write a summary
teachers.
56
-------
Idaho State University, continued
Methods:
Providing opportunity for students to generate and test hypotheses about changes in water chemistry that might
be caused by particular land use practices, learn and apply specific analytical tests, and collect and analyze data
from situations that are relevant to their own communities.
Making information about the parameters that are typically used to assess water quality (i.e. pH, dissolved
oxygen, carbon dioxide, hardness, turbidity, ammonia, or nitrate concentration), the importance of those parameters to
aquatic ecosystems, and can be used to test those parameters available to science teachers and
students.
Developing a study plan includes specific hypotheses that can be tested.
Assessing and revising
Products/Results:
Laboratory materials for
The curriculum was tested
Nine students in grades 7-12
Students performed water qu
irchased.
in Leadore, Idaho.
?ience class participated in the water and water quality unit
li River.
Challenge:
• Cost of water testing kits.
Successes/Strengths:
• Teachers and students res
• The size of the group wor
• Copies of the curriculum we
1993.
ty to the program
iociation meeting in October,
57
-------
Public Education Through a Wellhead
Inventory Training Program
Grant Number:
NE-990229-01
Sponsor:
University of Idaho
Idaho Water Resources
Research Institute
Project Coordinator:
Leland L. Mink, Director
Peggy Hamel, Program Administrator
University of Idaho
Idaho Water Resources Research Institute
Morrill Hall 106
Moscow, ID 83843
-6429
EPA Funding:
$21,500
FY 1993
Focus:
Water Quality
Target Audience:
Young adults, civic interest
such as lending institutions, realtors,
icir prospective group organizations, and the business community,
|*$4 public service departments.
Purpose:
To develop and disseminate a
fctor^ pro|
mt will actively involve community members in
conducting wellhead protec^i%ea inveatoijes.
* .s"S%<* , , f . . '
Goals:
• Develop a wellhead inventory training package for comiriunity^voi
• Involve the citizens of Mosc6w and Pullmari in the pilot testof the welj
• Finalize and disseminate trie training package based xffl the pilit^
& 7 "-/,/ *^ ."f. •'•
^inventory training package.
58
-------
Public Education Through a Wellhead
Inventory Training Program, continued
Methods:
• Having the 5 consortium organizations involved collaborate in the development of an educational program that
meets the needs of the general public in relationship to groundwater protection.
• Conducting an inventory of potential sources of contamination and including public participation in the process.
Products/Results:
• The training package, How
disseminated through the I
• Since the project began, it
Monitor, The Project WET
• Presentations about the proj
Watersheds '94 held in Se
Challenges:
• Over time, the Moscow
for their communities.
• The diversity of people
• Three different people he]
Successes/Strengths
• Pilot testing of the curricul
• Ongoing interaction with 1
• This was the first attempt t
$?
"-an Inventory in Your Wellhead Protected Area, was completed and
; Resources Research Institute.
and described in various news releases such as the Volunteer
gter, and the Idaho Division of Environmental Quality.
; Water Quality 2000, held in Boise, Idaho in January 1994 and
September 1994.
invaluable process
/ ,,#•%!&•. . ' !l './'(f"'S.
committed to developing wellhead protection plans
ffdinator during the project.
nt of the training manual.
nity volunteers in Idaho.
59
-------
Silver Creek Preserve: Environmental and
Wetlands Education Program
Grant Number: Project Coordinator: EPA Funding:
NE-990007-92 PaulTodd $5,000
The Nature Conservancy FY 1992
Sponsor: Silver Creek Preserve
The Nature P.O. Box 624 FOCUS:
Conservancy Picabo, ID 83348 Wetlands
SUver Creek Preserve (208) 788-2203
Target Audience:
Primary and Secondary School Groups
Purpose:
To provide a location and curricula to teach about wetland ecology, water issues, and natural areas
management.
Goals:
• Build an interpretive nature trail near the Preserve Visitors Center.
• Develop and disseminate curricula to teachers in southern Idaho.
• Arrange annual "Restoration Days" with school groups to assess and restore degraded riparian areas.
• Hold teacher orientation workshops to present teaching packets, schedule "Restoration Days", and evaluate the
program.
60
-------
Silver Creek Preserve: Environmental and
Wetlands Education Program, continued
Methods-.
• Situating nature trail stations so that participants will be able to directly experience the topic being discussed.
• Creating two curriculum packets- one for elementary students and one for middle and high school students-
using existing environmental education materials such as Project Wet, Adopt A Stream, and Wonders of Wetlands.
• Holding free teacher orientation workshops to present the packets.
• Implementing a plan to get students involved in Silver Creek Preserve's riparian assessment.
Hiring two staff members ^^milete the program.
Products/Results:
• The Big Wood River and Si
high school teacher who wj
• 2 free teacher workshops
Wood River and Silver Cr<
• Streamside "Restoration D
• A continuing education class w;
redesigning sections of the curri
for teachers.
Challenges:
• Uncertainty regarding the i
• Making sure that the proj
Successes/Strengths:
• Enthusiasm of teachers.
• Good workshop attendance
location Project was developed. It was primarily written by a local
mtract.
Creek Preserve in October, 1992. 17 teachers from the Big
I community members and school groups.
[{community college (that allows teachers to get involved in
i in an effort to keep the program updated and applicable
into teaching plans.
61
-------
Using Boise River Ecology to increase an
Urban Public's Awareness About the Environment
Grant Number: Project Coordinator: EPA Funding:
NE-990212-01 Dr. Richard Me Closkey $5,000
Boise State University FY 1993
Sponsor: Biology Department
Boise State University 1910 University Dr. FOCUS:
Biology Department Boise, ID 83725 River Ecology
(208) 385-3490
Target Audience:
Urban Public
* f-
/
S s-
Purpose: }
/ *
To write and field test activity based lessons }hat will increase the urban public's awareness of their environment.
/
f.y/
Goals:
* ,'/f
',"''
• Use the development of environmental education activities to stimulate cooperation, information sharing, and
partnerships among organizations and agencies with an interest in Ada County's environment.
• Demonstrate how outdoor facilities in a metropolitan area can be used to improve the urban public's under-
standing of ecological concepts and principles. '?";
• Develop and field test activity1>ased lessons to help,iiidM%|ils better appreciate the methods that scientists use
to understand the world. , , " &^" / / % Vv ;
( / X t f/4
• Use cooperative learning techtriques to help adults arid children engage in aic&ial scientific investigation and in
scientific reasoning to learn about the functioning'
/ / *
Methods:
• Gathering of a team of scientists, sciene^ edacator^ 1&$1 zduc&tQ^$njpmctor specialists, and agency
personnel to develop educational am&ri^sg^ nature tours, and
hands-on/minds-on activities. : ,
62
-------
Using Boise River Ecology to Increase an Urban
Public's Awareness About the Environment continued
• Using the basic tenets of brain-based education to found new materials. The tenets of brain-based education
being: Provide meaningful content and firsthand experiences, relate everything to the real world, provide an
enriched environment, down play basals and workshops in favor of field trips, allow students to process what
they are learning, and offer choice in activities.
• Utilizing the "Interpretation of Data Process" and a questioning strategy developed at the Northwest Regional
Educational Library to provide a framework to help users better understand the ecological processes at work in
Idaho's environment.
Products/Results:
• A series of 40 hands-on/mi
and volunteers visiting the
Botanical Gardens were d
• The materials were compili
• 2 workshops were given. 2
were field tested by the p
Challenges:
• Teachers were not very famili;
facilities had not engaged i
• The organizations and agencj
or information exchange
Successes/Strengths
• The participants rated all
the workshop was one of
• Presentation were given
environmental Education
Environmental Leadership
Academy of Sciences (IAS)
and an educator's manual that could be used by teachers, parents,
r, Urban Wildlife Sanctuary, Native Plant Garden, Boise Zoo, and
>rding to current brain-based learning.
;infoajgebook.
first, and 58 attended the second. The manual and lessons
snjal education facilities, and those who had visited the
iously showi little cooperation, communication,
on.
, They went on to say that
American Association for
ion (NSTA), Intermountain
iation (ISTA), and Idaho
63
-------
Using Hands-On Activities and Children's Literature to
Increase Understanding of Riparian Ecology:
Mentors, Teachers, and Students Working Together
Grant Number:
NE-990233-01
Sponsor:
Boise State University
Biology Department
Project Coordinator:
Dr. Richard Me Closkey
Boise State University
Biology Department
1910 University Dr.
Boise, ID 83725
(208) 385-3490
EPA Funding:
$5,000
FY 1993
FY 1994
Focus:
Riparian Ecology
Target Audience:
Underserved groups such as people with disabilities, ethnic minorities, individuals with limited English
proficiency, and individuals residing in rural areas.
r
j
Purpose: ^ /
'',, ; '"' ''' ^"
* s /
To offer a workshop to teachers which gives themxtfee opportunity to participate in investigations of river ecology
and riparian zones, provides hands-on activities t&fct demonstrate how parks, zoos, botanical gardens, and natural
areas can be used to teach science; and .uses jbtlmaling and literature to teach environmental education.
' / '**',,/
, : - '/'/'
Goals: V X
• Combine environmental education activities and children's Ht^wb to stinplate elementary school teachers to
become involved in environmental education>y showing them how well-cho^a fictional literature reinforces the
idea that science is part of th0 lives of ordinary people. I?:*
/
-------
Using Hands-On Activities and Children's Literature to Increase
Understanding of Riparian Ecology:
Mentors, Teachers, and Students Working Together, continued
• Use cooperative learning techniques to help adults and children engage in actual scientific investigation and
reasoning to learn how the environment functions.
• Share educational programs that effectively communicate sound principles of ecology, wildlife management,
resource stewardship ideals, and environmental awareness.
Methods:
• Planning workshops and preparing a detailed workshop agenda.
• Publishing information aboitttS workshop in the Boise State University news service.
• Having participants submit a pd^workshop lesson and activity.
• Surveying teachers about \ferfejfOp usefulness.
• Having older teachers serve.agf^&fois" to young teachers.
Products/Results:
• 40 hands-on/minds-on enviro^nentaie^^lfem lessons that could be used by teachers, parents, and volunteers
visiting the Nature Center, Uffcan Wildlife Sai j o
June 1994. ,^/'// „ >,f"«;%
3 workshops combining chiljfeii's lit^tareiiid ecology were held in July and August of 1994. 100 K-12
educators and natural resoi» agency personnel fielcli%Jec]J^Jfs^||yduring the summer workshops.
4 / / s
Successes/Strengths:
/// ' / / / 'l'^/ / S VS?/** ' ' ' •f'' ''"/ ' / '''" •>
• Presentation abstracts about »criildfenVMtbta|iie/hands^on scieritein^leiili^efe submitted to the following
jjjr// X // ''',', /-', '% ,''•//"4 *'< ••
professional meetings during|p95-1996: North American AsscciatidMorEij^bnmental Education (NAAEE),
National Science Teachers Asifeation ^JSTAVlntermountak Environment^lB(iication Leadership Conference
A, , --,;'-,: ' -, •>'.-^/^-!/
(EEELC), Idaho Science Tefehers Association (ISTA), and I^aJbo ;^^^^;pf Sciences (IAS).
• Several of the hands-on act«ies,d€^yMI&r/tfoB AdaCoiiiiiferivtodS&lal Education Facilities were
presented at NSTA, ISTA, ari(
• The program addresses priorities identified by the Idaho SMe Department of Education.
65
-------
Water Awareness Week
Grant Number:
NE-990393-01
Sponsor:
Idaho Department of
Water Resources
Public Information
Office
Target Audience:
6th grade students
Project Coordinator:
Dick Larsen
Idaho Department of Water Resources
Public Information Office
130 IN. Orchard St.
Boise, ID 83706
(208) 327-7933
EPA funding:
$5,000
FY 1995
Focus:
Water
Purpose: k <
To develop an awareness in youi%,peopleof
the foundation for an understanding ojthe ctiH
Goals:
of the role that water plays in their life and to lay
issues they will face as adults in the 21st Century.
/ "i< / i> '" f * ' "'/,%
Create a curriculum that can ^extended into comarunity ^
Awareness Week concept.
Hold Water Awareness
Extend program to a large ipdience statewide.
Idaho under a statewide Water
66
-------
Water Awareness Week, continued
Methods:
• Holding a 5 day course of water curriculum taught primarily in the science segment of all 6th grade classes in a
city or school district.
• Providing each 6th grade teacher with a Water Awareness Week kit, consisting of a workbook, resource
material, and a certificate of participation for each student in the class.
• Organizing regional committees to facilitate a variety of local activities during the week to highlight local water
quality issues.
• Launching an aggressive Water Awareness Week media campaign.
• Measuring the success of tEe.pro$*am through community feedback and teacher surveys.
/ ""
Products/Results: £ ;
• Water Awareness Week todfcplacejji the April 29- May 3 1996 .
• The program was conducted inifteen iMfec^ninties and involved more than 10,000 students representing 125 schools.
• A Water Awareness Week curticulum aidSgjYith handbooks and workbooks for 6th graders were developed.
• T-shirts were designed anc|^ate
• Posters were created through a poster-4esigaiBg contest.
Challenges:
• Securing the support of local l$b$&i
• Providing an adequate teacher^ientafefe pro-am a!0nj^/ith the necessary water education resource material
to supplement the classroc^<^rricu!ijrfV ",, ' * #fe :-&.
4/ / // t f '''/'• '<%%"$ ', ,- ,-%; ' /ft"', "^ <'"", "'/r^"
• Developing educational cfeplays and presentations by a wl|le|ii AehtM water users.
•*• *^ *9y.?,/ "* •* / " w ** ' ' ; .n' ' •, '$-. ***' ' '; ' '4/M&
The majority of the Water Jwareness Week committee members had• tiSjj&jjkf been involved in water and
environment education prog^ps and public relations activities witiiin thej|pE||h. agencies and had experience
organizing water educatior&dgrams at the; city or state level: ?'; ?*v/>||pfe
Water Awareness Week was^jfe^prfivipusly in 1994jl^1i^J^i'surveys from those programs
showed enormous support
f.». ' A- '/' -%W ' ' V /$ ' / /y '" //,>}?„,'?/?'%'&,% "''•.'-^'^ '' '""'"' - •' ' " -
Agency participation in the program nearly^ipubleafrdni I;995?it61996.14 agencies were involved in the 1995
program and 26 took part in 1996. 67
-------
Water Watch
Grant Number:
NE-990206-92
Sponsor:
Idaho Conservation
League
Project Coordinator:
Patricia Klahr
Idaho Conservation League
P.O. Box 844
Boise, ID 83701
(208) 345-6933
EPA Funding:
$4,809
FY 1992
Focus:
Water Quality
Target Audience:
Citizen Groups
Purpose:
To foster citizen involvement in water ^aalty protection efforts by
providing opportunities for hands-on activities such as water quality
monitoring, field trips, ground-truthing exercise^ and habitat restoration
projects. ' '-' :^>
Goals:
Educate and train Idaho Conservation League members oil ^atfer quMiJ^i
monitoring equipment. '-/? / ;/""
Work with affinity groups and active volunteers that want to 11
ongoing activities to encourage adoption of their stream or river of d^|
Develop additional educational materials, including a slide show on
riparian habitat, and update
ig techniques and in the use of
: quality monitoring into their
Cement and the importance of
iland tools.
68
-------
Water Watch, continued
Methods:
• Using existing materials such as EPA's Streamwalk or the Izaak Walton's League's Guide to Water Quality
Monitoring.
• Conducting monitoring work|j|pf^vering basic water quality principals, Streamwalk, and following up with
a field trip to a nearby stre^l|dr
Making handouts and bool|p&jijp|able in the monitoring workshops.
Continuing the Adopt-A-Sffita^^jjj^ in Deep Creek that was initiated in 1991.
Products/Results:
• Educational materials such
of Idaho Conservation
• Field trips were organized
• A training session was conduc
• An introductory training sessioi
participants completed the
Successes/Strength
• Strong support from the Id
League's Board
isplay, and video tape were developed and used at a variety
', /
fffty
ists and land managers to look at problems on the ground.
;.Watch Group. Approximately a dozen people attended.
|nservation League Annual Meeting in Boise. Twenty
\ and discussed the results.
69
-------
Wildlife Ecology Project
Grant Number:
NE-990222-01
Sponsor:
Bonner County School
District
Priest River Elementary
School
Target Audience:
K-6 grade students at Priest Elementary School
Project Coordinator:
Susan J. Seaman
Bonner County School District
Priest Elementary School
P.O.Box 489
Priest River, ID 83856
(208)448-1181
EPA Funding:
$5,000
FY 1993
Focus:
Wildlife Ecology
Purpose:
•"V-t. f * ' *,/ -'gm /
To educate students in basic principles of wilSlife aMogy, stimulate an active interest in environmental practices,
«*•
and develop an appreciation of the relationship between man and wildlife.
Goals:
Conduct age-appropriate hands-on field activities that
Gather data, analyze, and report results.
Have students develop conclusions
Methods:
• Having students work with U& Amr
"?",#•>-S **•
fabrication of nesting structures^
plantings.
70
iples of wildlife ecology.
tent of Fish and Game in the
fbf food plots through wildlife
-------
Wildlife Ecology Project, continued
• Setting up a recycling station for aluminum cans with the proceeds going towards the Wildlife Ecology Project.
• Building bird feeding stations.
* Planting a garden and a "Grow Lab" on school grounds to serve as outdoor classrooms.
• Having children practice composting in a rocky soil area that is not able to sustain plant life.
Products/Results:
• 2 outdoor classrooms were
• Butterfly gardens were plaffed*a%£ sites.
and planted.
A "Grow Lab" was purchagpd, j||tq£ and used by participating classrooms.
• Birdbaths and hummingbir||feSfe;were installed.
• An aluminum can collecticpsystt^^ras established on-site.
• Kindergarten through sixth grafe stadif|iptiMzed recycled materials to make, install, and replenish winter feeding
stations. Third graders studieiowls. Fife Jbders built bluebird houses. Sixth graders established nine Canadian
°^ ^, ~ ^y&
goose nesting boxes.
Challenges:
• The "Grow Lab" came late
• Minor vandalism occurred.
/
• A mild winter and heavy ^)l1lopulati
Successes/Strengths
• The project was able to reac
of die Priest River Times andSan
Bee along with Priest River
Elementary School students^eir parents, local businesses, and the coop^ltiflg state and federal agencies.
• Uirrl-l Aaerfaa f\f r.
\ff
71
-------
ENVIRONMENTAL EDUCATION GRANTS:
OREGON
# EPA GRANTEE NAMECITY
Year =1992
8 Oregon School for the Blind Salem
9 University of Oregon Eugene
10 Seaside School District Seaside
12 Eugene School District Eugene
13 Oregon Department
of Agriculture Salem
14 Chintimini Wildlife
Rehab Center Corvallis
Year =1993
30 The Wetlands Conservancy Tualatin
31 Columbia River Estuary
Study Task Force Astoria
32 Oregon 4-H Foundation Salem
33 City of Salem Salem
34 Northwest Film
and Video Center Portland
EPA Region 10 Grantees
# EPA GRANTEE NAMECITY
Year = 1994
52 Central Oregon
Environmental Center
53 Chintimini Wildlife
Rehab Center
54CityofHillsboro
55 Columbia Education Center
56 Jacksonville Woodlands
57 Monument High School
Bend
Corvallis
Hillsboro
Portland
Jacksonville
Monument
Year = 1995
77 Concordia College Portland
78 Douglas County School District Glendale
79 La Grande School District
80 Multnomah Education
Service District
81 Wasco County
Conservation District
La Grande
Portland
The Dalles
Portland Area
-------
Adopt-A~Stream Project
Grant Number:
NE-990228-01
Sponsor:
City of Salem
Public Works
Department
Project Coordinator:
Tina K. Scweickert
City of Salem
Public Works Department
555 Liberty Street SE, Room 325
Salem, OR 97301
(503)588-6211
EPA Funding:
$4,998
FY 1993
Focus:
Water Quality
Target Audience:
K-12 students
Purpose:
To facilitate hands-on, integrative learning on important environmental issues, the condition of local
streams and the impact of urbanization. , 1
* '* . - * <. '•*'
Goals:
• Help the young people of Salem to understand what constitutes healthy sfreams^and watersheds, why water
resources are important, and how they can act responsibly to protect them.
• Provide teachers with new, environmental education skills for involving students in field work.
>grams, including Salem's
stormwater management program. '-'-'">'£ -.' :'*r ;/ "£«$"''<•"&-. />Xr'¥'''''~
-------
Adopt-A-Stream Project, continued
Methods:
• Having teachers and students participate in "adopting" a section of a local stream.
• Conducting biological and physical surveys of the stream reach, measuring stream flows, and regularly monitoring
water quality parameters using field test kits.
• Surveying local land use activities to correlate changes in stream quality with changes in the watershed and
recording the information on data forms used by City and State agencies.
Products/Results:
• The City of Salem's Adopt-A-Stream project was initiated in 1993. The effort was coordinated by the Salem
Public Works Department along with the Oregon Department of Fish and Wildlife and the Oregon Water
Resources Department.
• Stream monitoring equipment was purchased.
• 10 teachers in the SaleiM^ite School District were provided with^trainiag aad support.
-------
Cal Young Middle School
Stormwater-Wetland Study Area
Grant Number: Project Coordinator: EPA Funding:
NE-990189-92 Ken Shindledecker $5,000
Eugene School District 4-J FY 1992
Sponsor: Cal Young Middle School
Eugene School 2°0 North Monroe FOCUS:
District 4-J Eugene, OR 97402 Wetlands
Cal Young Middle (503) 747-9453
School
Target Audience:
Students at Cal Young Middle School
Purpose:
To involve students in creating and implementing environmental solutions in their community, to generate
awareness and assistance partnerships between students, staff, municipalities;commuhity and environmental
groups, and to improve the environmental quality of life for an urban stream and its inhabitants.
Goals: I
• Improve stream area to provide a natural study environment for students and?staff.
• Create an involved group of people, who take responsibility for the,stewardsliip of their community.
Methods: c
• Developing and implementiiig.:a,cumculii|rL -"/, ?/{:^,/ /-,/-/'/';, 'v:'^ ; %>A'^'J'
• Involving the students in the creation and dissemination of environmental awareness and education in the
neighborhood and in the assessment, development, and monitoring of the stream environment.
• Forming networks and partnerships.
76
-------
Cal Young Middle School
Stormwater-Wetland Study Area, continued
Products/Results:
• Students surveyed a portion of a local drainage system in the Fall of 1992 and the Spring of 1993. The survey
included an inventory of all plant and animal life, weekly estimates of water flow.
• Students designed and built a flow meter which in turn allowed them to collect and record water flow for over a year.
• Research was made, including consultations with the local botanists, regarding typical, predictable flora to be
found along minor water ways in this area.
• Students developed a plot-plan for the area, including the development of a stable perimeter trail with width and
pull-outs for wheelchair access.
Challenges:
• Communication and coordination with the city and county agencies.
• Original grant initiator changed jobs during the second extension year (1993-1994).
/
/"* ^
Successes/Strengths: E i
3 , >/#*;>//
, ' /
s
' /
• Summaries and conclusions of project have been shared among many other community organizations.
• The data collected by sti^Jents made a significant contribution to the long-term use of nearby land as practical
ecological/wetlands. ;"-/; ; , ;
r-x/,x '/*
77
-------
Central Oregon Household EcoTeam Program
Grant Number:
NE-990235-01
Sponsor:
Central Oregon
Environmental
Incorporated
Project Coordinator:
Peter R. Geiser
16 NW Kansas Street
Bend, OR 97701
(503) 389-0889
EPA Funding:
$5,000
FY 1994
Focus:
Sustainability
Target Audience:
Middle and High School Students
Purpose:
To empower individuals to make permanent, environmentally-sustainable lifestyle changes at the
household level by reducing the amount of garbage and landfill waste, improving water, energy and
transportation efficiency, becoming more eco-wise consumers, and empowering others to take household,
workplace, and community action. , /4*'-.
Goals:
/ s / " ' /
• , ' " ,»
/
• Bring 2,200 households into the EcoTeam program over a 4 year period, involving 44 EcoTeams and 44
different community,organizations. , ,,
• Transfer the EcoTeam program to 20 additional communities by ftfe end of 1996.
• Allow the average household to save $ 1,200,3,120 pounds of garbagfc, 1Q4 cubic feet of landfill, 10 trees, 140
pounds of acid rain rx>Hutants3Q tons^ gallons of gasoline.
78
-------
Central Oregon Household
EcoTeam Program, continued
Methods:
• Implementing through community-based EcoTeams.
• Recruiting participants from outreach programs, public presentations, partnerships with schools, public agencies,
community organizations, and the general public.
• Helping team members achieve measurable reductions and efficiencies as they strive towards environmentally
sustainable lifestyles.
Products/Results:
• Household EcoTeam and Kid's EcoTeam workbooks, training materials, and team coaching methods were
created.
• 26 EcoTeams were formed in Central Oregon, involving over 150 households.
• Coaches participated in 3 training sessions: Team Building, Leadership and Support, and Empowering Others.
• Journey for the Planet, tfie EcoTeam Workbook for school aged children was developed.
Challenges:
• Ambitious project
• Newness of program.
Successes/Strengths:
• Program has already been successfully implemented in, over 4,000 household in 9 counties.
• Community supporfc ;/v//^y
• Program was ident$j^fyy/$02il Action Plan as a NationaLPilot Project. -
• FonnatiOT of mimei^^ - -, '« >
79
-------
Columbia River Estuary Natural Resource
ArcView Educational Pilot Program
Grant Number: Project Coordinator:
NE-990221-01
Sponsor:
Columbia River Estuary
Study Task Force
Jon Graves
Columbia River Estuary Study Task Force
750 Commercial Street, Room 214
Astoria, OR 97103
(503) 325-0435
EPA Funding:
$5,000
FY 1993
Focus:
Water Quality
Target Audience:
9-12 grades at Seaside's Coastal Study Technology Center
Purpose:
To create an environmental education program that utilizes GIS
technology to train teachers and aid them in the development of a
GIS curriculum for students using the natural resource GIS data
base of the Columbia River Estuary.
Goals:
• Train teachers to use ArcView (a GIS-user software).
• Use the Columbia River Estuary Study Taskforce's (CREST) natural
resource GIS data to educate students on the specifics and capabilities
of natural resources within the Columbia River Estuary.
• Challenge students to develop their own thoughts and projects on
estuaries and natural resource management.
• Use this project as a first stage in enhancing the environmental education in the school districts on both the
Washington and Oregon sides of the estuary.
80
Cleaning samples from
sample tubes.
-------
Columbia River Estuary Natural Resource
ArcView Educational Pilot Program, continued
Methods:
• Training teachers to use GIS technology using Environmental Systems Research Institute's ArcView point and
click menu driven GIS software for querying databases.
• Developing a curriculum to expose students to GIS technology using CREST's natural resource database of the
Columbia River Estuary.
• Promote an independent project using the GIS to examine a resource issue of interest to the students.
Products/Results:
• A GIS natural resource curriculum was established through CREST and the Seaside Coastal Center.
• CREST significantly improved Seaside Coastal Center's ability to use their GIS software by providing training,
technical support, and data layers to teachers.
• Curriculum data disks were created.
-------
Environmentally Sustainable Development: A
Course Proposal
Grant Number: Project Coordinators: EPA Funding:
NE-990154-92 Maradel Gale • David Povey $5,000
University of Oregon FY 1992
Sponsor: Department of Planning,
University of Oregon Public Policy, & Management FOCUS:
Department of 102 Hendricks Hall Sustainable
Planning, Public Policy, University of Oregon Development
& Management Eugene, OR 97403
(503)346-3815 • (503)346-3812
Target Audience:
College students
Purpose:
* -' / , -
To create a new course, Sustainable Development, which will provide students with a unique opportunity
to learn valuable and important environmentally sound methods of development
Goals:
• Create a conceptual framework for understanding environmentally sustainable development in a domestic and
international context ' , , ->
• Develop and evaluate criteria for assessing the long-term environmental sustainability of development plans,
policies, and projects in the United States and internationally.
• Evaluate existing and proposed development plans, policies, and projects by applying the criteria to selected
domestic and international deyelopmeftl:j&ans! ^ 4s.*#/', v -:;
82
-------
Environmentally Sustainable Development: A
Course Proposal continued
Methods:
• Developing a course outline.
• Preparing syllabus, assignments, and materials for reading packet.
• Reserving meeting rooms and scheduling necessary audio-visual equipment.
• Recruiting and training graduate student discussion facilitators.
Products/Results:
• During the fall of 1992, co-directors David Povey and Maradel Gale created the course, "Environmentally
Sustainable Development". It was offered to approximately 20 graduate students at the University of Oregon.
• Videotapes of lectures were available for viewing on the University of Oregon campus, and also for purchase.
• Students in the course planned and organized a retreat.
Challenges:
Faculty response to course forjirfwas less thari enthusiastic.
Lecture format did not work as well as anticipated for the Sustainable Development Group's regular meetings.
Successes/Strengths:
• The selected instmctorjor tfi^^rs|, Wim A^peslagh^ was excellent.
• Many students felt th^ this was a "M6chatiging" course.
" //,//, / ^ ,*?•*?
• Success of the project led l^Afeldea/fdr;^/Freshman Seminar to be offered to the Fall of 1993.
J', /<,
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Fifteenmile Creek Watershed:
Water Quality Monitoring Project
Grant Number:
NE-990395-01
Sponsor:
Wasco County Soil and
Water Conservation
District
Project Coordinator:
Ron Graves
Wasco County Soil and Water Conservation
District
2325 River Road, #3
The Dalles, Wasco County, OR 97058
(541) 296-6178
Target Audience:
115 families owning property adjacent to the Fifteenmile Creek Watershed
EPA Funding:
$4,947
FY 1995
Focus:
Water Quality
Purpose:
/ , ' v
To initiate a program that raises awareness of water quality and fisheries resource issues and acknowledges
that local resource management decisions can make a difference. ,
/ x '
/ f j
Goals:
x / >
• Provide hands-on education and environmental monitoring skills for 12 families and 100 high school students on
water quality and fish habitat issue impacting the area.
• Assist the participants in establishing permanent transects on area streams and in collecting an initial set of
baseline data and interpreting results. ; : /,
ft - „ *?, ' , ' ' , '"••*, x
-------
Fifteenmile Creek Watershed:
Water Quality Monitoring Project, continued
Methods:
• Making personal visits or phone calls with the target audience.
• Carrying information in the local newspapers and radio stations as well as the conservation's newsletter, Groundwork.
• Focusing on local issues.
• Learning and measuring key environmental factors in regional issues.
• Following up with technical assistance.
Results/Products:
• A monitoring handbook developed using selected EPA monitoring protocols.
• Monitoring kits were created.
• A landowner workshop was conducted on Fifteenmile Creek in Defur.
• A classroom introduction was given at Defur School.
Challenges:
• The project timeframe/was
• Lack of attendance at
*•
It was difficult to get s^BS01isJp|^^tfte invtilye
-------
Glendale Schools
Grant Number: Project Coordinator: EPA Funding:
NE-990408-01 Jim Docherty $5,000
Douglas County School District FY 1995
Sponsor: Science Department
Douglas County School P.O. Box E FOCUS:
District Douglas County Recycling
Science Department Glendale, OR 97442
(541)832-2172
Target Audience:
600 K-12 students, 50 staff members, and 300 school patrons. A large percentage of the students came from
"high risk" family situations and are from the lowest 10% of school districts in the state socioeconomically.
Purpose:
To create an environmental education program for the K-12 district that uses recycling as its theme.
s /
Goals:
• To adapt the Oregon DepartmentofEnvironmental Quality CurricidtanforWaste Reduction for Glendale Schools.
• To adapt ttos curriculum into artfoject-bas^
to demonstrate proficiency in numerous skill areas of the Oregon Certificate ©£Skill Mastery.
• To implement a school-wide recycling and waste reduction program. •-V
• Build local capacity to deliver an environmental education. . ' , 1;,
Methods: y
• Enabling the student to analyze, the school district's current waste output -:
• Teaching students concepts of meta-cpgnition through reflective writing so they can sSe their position as members
of the global community. /•' "'"'«•>>"" - . ^V.IV j$-*"$$"^£i*
• Using home-based tasks that involve parents and the public in: the process.
• Setting up Advisory Councils at each building to support the project and work with an implementation team to
insure district-wide adoption.
86
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Glendale Schools, continued
• Having districts assist the team with public relation materials and activities to generate strong community and staff
support.
• Adapting existing curriculum to provide necessary resources and information for classroom teachers.
• Following up with periodic assessments of adopted methods.
Results/Products:
• A K-12 environmental education curriculum with recycling as its theme was created using the Oregon Department
of Environmental Quality Curriculum/or Waste Reduction elementary level materials as well as supplemental
materials from the California Integrated Waste Management Board, 4-H, San Francisco Schools' recycling
program, and business and industry.
• Teachers were trained and provided with lesson plans.
• Program coordinators were selected. They attended a state-wide recycling conference, along with selected
students, in May 1996.
• A line of communication was established between the Department of Environmental Quality and the Oregon
Department of Education to c|eaje recycling and environmental education goals as part of the state-wide education
curriculum.
• In the elementary, secondary, and district office buildings/bins were placed and used for recycling white and
colored paper. In addition, newspapers and magazine/catalogs were collected and recycled. Corrugated cardboard
was collected, broken down, and bundled for delivery to area transfer sites.
Challenges:
• Delivering sorted materials tdfii^e area transfer sites.
• Resistance to change--^iclents attitudes were (Efferent at each level. Elementary students were less resistant,
however, students al^^seconda^ /level were more hesitant to change.
• Teacher's lack of ti
• The project focused oping "eioii&ntal ojp^ulm into existing classes and worked within state evaluation
mandates to meet Goals * ", '
• The program included planning time for staff.
• The district got on line through the Internet and made program highlights available on its home page.
87
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Haystack Rock Awareness Program
Grant Number:
NE-990064-92
Sponsor:
Administrative School
District No. 10
Project Coordinator:
Neal Maine
Administrative School District No. 10
1801 South Franklin Street
Seaside, OR 97138
(503)738-5591
Target Audience:
Visitors and local residents of Cannon Beach
EPA Funding:
$4,060
FY 1992
Focus:
Intertidal Habitat
Purpose:
To preserve and protect intertidal habitats through
educational programs.
Goals:
• Provide staff to support critical intertidal and marine
bird nesting habitats during the weekday tides.
• To implement a program dissemination plan that would
include the production of a Coastal Awareness
Program Guide which would be shared with
communities along the Oregon and Washington Coast.
Methods:
1 Working directly with visitors and local residents to better understand intertidal ecology and nesting marine bird
populations.
1 Adding student staff members to the project.
88
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Haystack Rock Awareness Program, continued
Products/Results:
• The Haystack Rock Awareness program was able to add 2 student staff positions at the rock, include 15
additional days on the rock during weekday low tide series, and develop a research element to the program.
• A monitoring program was instituted. Adults and students were able to support a major data gathering effort by
a marine ecologist who was studying the effects of trampling on the Haystack intertidal. The study became a
major publication for the Oregon Ocean Resources Management Group.
• 3 middle school volunteers were invited to the program with the prospect of them working into paid positions.
Challenges:
• The intertidal program could only take place for short
periods of time because morning lows centered around
weekends.
• Visitors entered into closed areas and damaged bird
colonies.
Successes/Strengths:
• Student staff members provided an interesting new
perspective.
• One local business, with over 75 employees, now uses
the Haystack Rock Awareness Program as a field day
program for its employee group activity.
• The project was an example of "authentic curriculum" because it used direct resources to improve the delivery
of a curriculum to a broad audience.
Amy Hiebert, 14, records the activities of
each person who wanders around the Hay-
stack Rock tidepools for a research project.
89
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Jacksonville Woodlands Historic Park
and Natural Trail System
Grant Number:
NE-990239-01
Sponsor:
Jacksonville
Project Coordinator:
Larry Smith
Jacksonville Woodlands Association
P.O.Box 252
Jacksonville, OR 97530
Woodlands Association (503) 899-7402
Target Audience:
K-12 Students
EPA Funding:
$5,000
FY 1994
Focus:
Woodland Preservation
Purpose:
To produce a fifteen to twenty minute video tape and
prepare resource materials to make available to teachers
prior to their field trip visits to the Jacksonville Woodlands.
Goals:
• Facilitate environmental education partnerships
between governmental agencies, nonprofit
organizations, and local schools.
• Create a trail to enhance each student's outdoor
experience.
• Give students and adults an understanding of the
Siskiyou Mountains.
Methods:
Kevin Hagen, Doc Baker from Little
House, taping the Introduction to our
video while hiking along the Zigler Trail
in the Jacksonville Woodlands
1 Concentrating on the geology of the Siskiyou Mountains.
90
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Jacksonville Woodlands Historic Park
and Natural Trail System, continued
• Having the video cover a number of interpretive themes such as: the differences between the Cascades to the
east and the Siskiyous, the forests of the woodlands, animal life, preservation efforts, methods of early goal
mining, cultural history that was directly affected by the surrounding natural history, the changes in the forests that
are occurring all around us, and an explanation about the interpretive trail.
• Basing educational materials on the learning model of: Awareness leads to Understanding which leads to
Appreciation then to Action which finally leads to Preservation.
Products/Results:
• "If Trees Could Talk", a twenty-minute video tape telling
the story of Jacksonville's historic woodlands, was
created.
• A curriculum and teacher resource book were
developed to better train teachers to prepare their
classes for their visit to Jacksonville.
• A tip sheet of "do's" and "don'ts" was created.
Challenges:
• Being able to write a video script that flowed easily.
• Being able to reach a wide range of students and viewers
and include the appropriate number of interpretive
topics.
• Producing a video and printed materials that are technically of high technical quality.
Successes/Strengths:
• Positive feedback from those that viewed the videotape.
• Businesses and organizations offered financial assistance to the project.
• The Jacksonville Chamber of Commerce committed to help distribute the tape.
91
Dennis Robertson, the voice of the Brit
Sequoia, answering the question: If Trees
Could Talk...what would they say?
-------
LAB: learning About Biodiversity
Grant Number: Project Coordinator: EPA Funding:
NE-900243-01 Ralph T. Nelson $21,941
Columbia Education Center FY 1994
Sponsor: Environmental Education
Columbia Education 11325 SE Lexington FOCUS:
Center Portland, OR 97266-5927 Biodiversity
Environmental (541) 760-2346
Education
Target Audience:
20 teachers from public and private schools in two states.
Purpose:
To expand and enrich the environmental education curriculum in 20 Oregon and Idaho schools, primarily
those in small-town and rural communities*; ^ x / ,/
/ , * *
Goals:
', - ' > ', &
• Enhance the instructional skills of teachers.
/ ^
• Expand the capacity of schools to plan and deliver environmentaliy-focusecl instruction.
• Develop the overall "environmental literacy" and "environmental action skills" of students.
/ / ^ f *
Methods: / '^
$ * s * * *
' > /'
• Drawing materials from the environmental education program Investigating and'Evaluating Environmental
Issues and Actions (IEEIA). . :^ ^ ; / ,'/;;// < ^ ^;//^.4- ^ '< ,V.. ;>'''-•
• Having teachers implement the IIEIA Moiel and set up their scHools^as&eihpnstration sites.
• Demonstrating field methods, practices, and techniques, including assessment of ecological conditions and analysis
of environmental pollution problems.
92
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LAB: Learning About Biodiversity, continued
Products/Results:
• The LAB: Learning About Biodiversity program was implemented. The main LAB activity was a summer
institute held at Northwest Nazarene College in Nampa, Idaho, July 17-28,1994. It focused on helping teachers
learn about and apply the methods developed in two environmental education projects- Investigating and
Evaluating Environmental Issues and Actions (DEEIA) and Whole Ecosystems in Balance (WEB), developed
respectively at the University of Southern Illinois-Carbondale, and the Blue Mountains Learning Resource
Center/U.S. Forest Service in La Grande, Oregon.
• Follow-up surveys and workshops were completed in Fall 1994 and Spring 1995.
• The program prepared participants to teach: the basic ecological and environmental principles associated with
biodiversity, the key environmental and social issues associated with biodiversity, the research and critical-
thinking skills needed in examining issues and forming action resolutions, and the methodology and processes
needed in planning and involving students in real issue investigations and responsible citizenship behavior.
Challenge:
• Difficulty getting teachers to return post-test instruments.
Success/Strengths:
• One participant, Ted Munsch of Moscow, used his project experience as the basis for writing a whole new
funding proposal for a "spin-off" project that was part of the University of Idaho's Science Education Program.
• This program went beyond promoting awareness of the issues by utilizing the IEEIA and WEB materials which
have been proven successful at changing attitudes and creating environmentally responsible behavior.
93
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La Grande High School
Grant Number: Project Coordinator: EPA Funding:
NE-990396-01 Dolores Carmicheal $14,734
La Grande High School FY 1995
Sponsor: Science Department
La Grande High School 708 "K" Avenue FOCUS:
Science Department La Grande, OR 97850 Watershed and Forest
(541) 963-1969 Health
Target Audience:
941 students enrolled in Life Science, Biology, and Environmental Science classes at La Grande High School.
Purpose:
To build state and local capacity to deliver environmental education programs by identifying and assessing
needs, as well as setting priorities and implementing an outdoor laboratory at the high school level.
/ / /
Goals:
• Educate students about the biological, political, and social issues involved in watershed and forest management.
• Collect aquatic survey data from the Five Point Creek Watershed and pre-reforestation data from the Rebarrow
Experimental Forest. ,
• Coordinate The La Grande High School Watershed Education Model with other agencies such as the US
Forest Service, Oregon Department of Fish and Wildlife, Boise Cascade Corporation, private landowners, and
other interest groups. , ;,,.; y , ' , • , -
• Develop restoration and enhancement plans for the Five Point Creek watershed aridHie Rebarrow Experimental
Forest and continue to monitor them.
• Enhance the critical-thinking, problem-solving, and decision-making skills o|f students.
Methods: ^
' ' '- ' • ' *>',','.. '*' * >, -,f,<,'~, ;•"'/ " °- <„< „'«--/• " '
• Defining the basic concepts of forest managerjoiep; ^plying basic ^ science concepts, describing
forest ecosystems, and explaining the relationship between forestry to ecosystem management concepts.
• Explaining basic ecological concepts such as communities, habitats, biodiversity, population dynamics, food webs etc.
94
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La Grande High School, continued
• Developing career awareness by identifying jobs related to forest health, fish and wildlife, and other natural resources.
• Conducting macroinvertebrate studies at Five Points Creek.
• Collecting water quality data at Five Points Creek including stream temperature, dissolved oxygen, and pH.
• Raising trout eyed-eggs to the fmgerling stage through the Oregon Department of Fish and Wildlife's Step
Program.
Results/Products:
• Teachers attended a GIS workshop at the Northwest Oregon Technology Fair. This workshop enabled them to
learn about ArcviewII software.
• Several young women from La Grande High School attended an all day Women in Natural Resources Workshop
on May 11, 1996.
• Students created an exhibit for the Union County Water Festival on May 18, 1996.
• Survey of science students produced the publication Northeast Oregon Watershed and Forest Health Volume 3,
and the pamphlet, Rebarrow Research Forest.
• Biology 2 students taughtj^o sessions of sixth grade outdoor activities at Rebarrow Experimental Forest during
May of 1996. / ^ < /:>
• Apprenticeship in Science^dEr^aarittg^tucfent JetrfeVBorgused Geographic Position System to map the
stewardship plots at
Detrimental Forest
Challenges
• Technical
• Fewer students than
biology and
> <""
Corporation ^as withdrawn. /
icipated in the project due to lower than anticipated enrollment in
at £a Grande High School.
, vegetative restoration and enhancement projects were developed
'' ' '
Successes/Stre
• Based on their data
for the watershed
• Information gathe
,.. ..
species composition, and
population estimates of summer ^teeihead present.
Students planted 1,500 ponderosa pine seedlings at Rebarrow Experimental Forest during the Spring of 1996
on areas that had been previously salvaged logged. 95
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Multnomah Environmental
Education Program
Grant Number: Project Coordinator: EPA Funding:
NE-990413-01 Kris Persson $20,000
Multnomah Education Services District FY 1995
Sponsor: 11611 NE Ainsworth Circle
Multnomah Education Portland, OR 97220-9017 FOCUS:
Services District (503) 255-1841 Environmental
Mailing Address: P.O. Box 301039 Educator Training
Portland, OR 97230-9039
Target Audience:
40 Middle School Teachers, 55 Outdoor School Staff, 7,000 sixth grade students, and 1,435 high school
students serving as mentors.
Purpose:
f / / ! f
To link the landscape ecology-based Outdoor School, a residential environmental education program for all
sixth grade students in the Multnomah County area, to middle school natural science instruction, to improve
the skills of middle school teachers, and build the capacity of local schools to provide an integrated, applied
environmental/natural science curriculum consistent with Oregon's nationally recognized school reform law.
" , "-'I
'
Goals:
• Increase student retention of environmental education concepts taught. V
• Improve environmental education and natural science teaching skills of middle school teachers and Outdoor
School staff. " , . / ., < , ,'•'/,.,,,.
• Increase the capacity of local school districts to provide articulated natural science instruction.
• Establish a local, regional, and national model of environmental education.
96
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Multnomah Environmental
Education Program, continued
Methods:
• Training of 40 middle school teachers in landscape ecology-based curriculum.
• Training Outdoor School staff, consisting of 20 field instructors and 35 program leaders, to use enhanced,
landscape ecology-based curriculum.
• Disseminating a regional and national environmental education curriculum model that works within the typical
classroom structure.
Results/Products:
• Greater consistency between Outdoor School and Oregon's nationally recognized school restructuring efforts
occurred.
• An in-service training workshop for 6th grade students was held on March 28,1996. An in-service training for
teachers was held in the Fall of 1996.
• The training program was developed and implemented for the Outdoor School. It took place in Montavilla Park
in Portland. 34 program leaders and 19 field instructors attended the fall session. Another training session took
place in the spring. '' , . * (>
• Copies of the ciuriculumenhanasnent pro$&mw$&d^&^&^ie$Qn3l OutdoorlSnvironmental Education
Conference held in ' ""
• A tip sheet of "do's" andffloif ts" was created.
'/$%& '//
U&Z/., *,
Challenges:
• Administrative chang]
• Lack of staff input
• Changes in the origi^K^nciiSirn^n^purage^ 9pliaboratioh of program leaders and field instructors from
different sites.
• The use of career namei%gve stull^fea^nderstanding of how activities pertained to actual careers.
• The mixed classroom groups reduced behavior and discipline problems.
, Headquarters Ifo- / 97
i f ^ i
l.i'J%
rmiylvania Avenue X
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Oregon Wetlands Stewardship Program
Grant Number:
NE-990230-01
Sponsor:
The Wetlands
Conservancy
Target Audience:
General Public
Project Coordinator:
Dr. Anthony Laska
The Wetlands Conservancy
P.O. Box 1195
Tualatin, OR 97062
(503) 691-1394
EPA Funding:
$24,949
FY 1993
Focus:
Wetlands
Purpose:
To increase local ability to recognize the importance and functions of wetlands by providing citizens of the Portland
metropolitan area with the tools and.services to make them more effective stewards of their immediate environment
Goals: ,
s /
• Increase participation in the Wetland Watch program and make it more effective.
• Develop and distribute a Wetlands Permit Primer to enhance volunteers' ability t6 interpretthe significance of
their field observations. ,,; ' / ;
• Establish a Site Evaluation Program to allow greater response and expertise at wetland sites of citizen concern.
Methods: 7;
r ' ' , /<< '
' * '4 ' """ f
• Providing more direct support to Wetland Watch volunteers. / , 4
• Following the model,of Washington State's WET-NET by selecting' a few locations for concentrated effort.
• Utilizing Portland State University*seGi5-BasjBd FAUNA list: tcreiitip|^^is^i|th.environmental concerns in the
area of the target wetlands. ? ^- ^:c/ /;
-------
Oregon Wetlands Stewardship
Program, continued
Products/Results:
• The Site Evaluation Program was developed to include wetland professionals and land use professionals
volunteering their time to The Wetlands Conservancy to visit and evaluate wetlands.
• A new brochure, The Wetlands Resource Guide, was developed.
• An expanded "Toolbox" of information was collected and indexed.
Challenges:
• The project took longer than expected.
• The board workshop to identify potential professional volunteers was not successful.
Successes/Strengths;
• The Wetlands Conservancy was1g^ie^|a>c^idebetterifes^onses to telephone requests on a daily basis because
of the new educational^tooj^^tli^were developed.
• Information about the pr^ec^p^made available through symposia such as "Country in the City", regional
conferences, local and regioialf^stiyals* and other environmental organizations such as the Environmental
Federation of Oregon.
• The program incorporated a/^ra$s roots approach to wetland conservation.
99
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Paths to a Sustainable World
Grant Number: Project Coordinator: EPA Funding:
NE-990217-01 David S. Mayne $5,000
Northwest Film and Video FY 1993
Sponsor: 1219 S. W. Park Avenue
Northwest Film and Portland, OR 97205 FOCUS:
Video Center (541) 232-3346 Preservation
Target Audience:
High school and college students, community groups, policy makers, and innovative businesses
Purpose:
To facilitate information exchange and environmental partnerships through the development and
production of a film series which provides a communication llnl,between"the various researchers,
developers, and communities, pursuing envifonmeftrally sustainable projects. >
Goals:
,- 4y , v
' 'S ' /
• Develop ideas and areas of emphasis,for film series.
• Produce detailed treatments and budgets for each film and a script for the firs^film.
• Design the multimedia component of the project.
• Produce a project information packet
Methods:
f ^ **'•'?•,/ „ 'f *'' ' ^ j/^n'r
• Working to close the existing gaps in environmental educationprograral by employing a multidisciplinary
presentation to sustainability issues- providing students a greater understanding of how the material that they are
learning in a biology, chemistry, math, or social science class relates to the sustainable projects presented in the film.
100
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Paths to a Sustainable World, continued
• Mowing teachers to link the issues and projects presented in the film with their classroom activities via a multimedia
component.
• Stressing environmental risk reduction by highlighting the efforts of those who are developing technologies,
methods, and programs that preserve the environment and solve existing pollution problems.
Products/Results:
• An interactive educational CD Rom, Creating Utopia, was produced and immediately put into use in local
communities and schools.
• Budgets and treatments were produced for each of the five proposed films in the series.
• Scientists, scholars, and educators committed to the program.
• Videotaped interviews were conducted with some leading proponents of sustainable development projects.
• An informational packet about the project was produced.
rfiallpfifipc* i^?/ ^4*
viiaiiciujtca. jpr >-^ ^ < . -/
\ "%*,,., '/•/ " /'''O* / ^./'^'r ""
'/~ /'//7^/f/^/" ' t// $*'*'< „
• Implementation of sucrf a large ^meimm project,
• Development of this program in a multimedia format.
• Difficulty obtaining fi^ac1al^sin|jportftr6m foundations and teleyision broadcasters.
• Difficulty in getting the^lms^aecflx ***&* tfa&schods while maintaining the potential for national distribution to a
more general audience^v'V;
/<
Successes/Streng
Utilization of multii«&i^o^»inakes use of CD Rom Technology allowedinformation to be presented
to the user as a full %o|^^^i^ high quality audio and text.
Interactive nature o!
• Great potential for ' '"
»/i / ''.?#'?''<-*' ' >>'/
•},'"• •
101
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Problems in Science
Grant Number: Project Coordinator: EPA Funding:
NE-990414-01 Dr. Charles Kunert $4,800
Concordia College FY 1995
Sponsor: 2811 NE Holman
Concordia College Portland, OR 97211 FOCUS:
(503) 280-8680 Water quality
Target Audience:
Education majors at Concordia College.
Purpose:
To take education students to two environmentally important sites and involve them in hands-on activities
of measuring and monitoring changes in the environment and the effects oiharmfii|[|)ractices in the hopes
of improving their environmental understanding and teaching skills. „ _ ; ;
f "// *
""'* ,/\
Goals: {
/ SfO
All freshman students at Concordia are required to complete a four-credit lab eoirse entitled Problems in
Science. This course has the, following objectives: . C/
• Students will develop an appreciation for the excitement inherent in the discovery system of science.
• Students will grasp the ethical and moral dilemmas surrounding science. *>/«
• Students will understand that the forces currently being exerted on nature surpais its ability to clean itself.
• Students will utilize scientific understandings to develop critical thinking skills anil to make rational decisions
about the problems of the real world. /r(,, , v -c\,n - 4, ,S • -.
• Students will utilize current primary research journals to write "a simple scientific review paper.
102
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Problems in Science, continued
Methods:
• Studying water samples from the Columbia Slough and the Clackamas River and monitoring water conditions.
• Using computer simulation models to subject the waterways to hypothetical alterations of pollutants, temperature,
oxygenation, acidity, or turbidity and analyze the effects that this has on the overall system and its plant, animal'
and human populations.
• Gathering data as part of a major study of the Columbia-Willamette Watershed being conducted by the Oregon
Museum of Science and Industry.
Results/Products:
• Over 35 education majors were directly involved with this project.
• Students participated in baseline ecosystem studies and determined abiotic and biotic parameters of an 80-acre
natural site on the Clackamas River.
, >f /
• Students generated data, p&piers, and reports.
/
• Water quality assessmea^etjuipment wa£ purchased^
Challenges: / *' *
• Inability of some stude^^ojperform sophisticated technftjuesln wafer quality testing.
• Not enough time was allotted for student training in all areas of water quali^ijesting.
Successes/Strengths: f
J| // , / / ' x, / ' / ' ' s
• OutstandingcredeMaiBoM^etuibrs. # / */ , x
^/ /^//^/////// / x7 - ' X / / ' -. - «/>
• Natural resources rpttiiYaYJilaDle for edologicalx^tudy nearCoucOrdia College.
• Division of labor fi^aadjlftce^traints that occurred during their water
quality assessment.
• Program's theme went beyond "outdoor education" by making students partners in real scientific investigation.
103
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Small Farm/Rural Homesite
Water Quality Education Project
Grant Number:
NE-990194-92
Sponsor:
Oregon Department of
Agriculture
Natural Resources
Division
Project Coordinator:
Chuck Craig, Assistant Administrator
Oregon Department of Agriculture
Natural Resources Division
635 Capitol Street NE
Salem, OR 97310
(503)378-3810
Target Audience:
Rural landowners/Noncommercial fanners
EPA Funding:
$5,000
FY 1992
Focus:
Water Quality
Purpose:
To provide appropriate i
in the hopes of reducingi0jp|)f0imt source pollution thatresults from a^ricultarM practices.
Goals:
ion, andleadersWfptoao organizations
• Produce and disseniitaate acattie,ra-tea f s /• S$L ^ &•? /• fxv* y *, „ v/4 A? /
104
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Small Farm/Rural Homesite
Water Quality Education Project, continued
Methods:
• Having a diverse group of specialists review the draft.
• Finalizing draft and modifying existing graphics.
• Utilizing interagency participation.
• Creating and mailing out an order form.
Products/Results:
• Ten thousand copies of a fifty page Water Quality Guide: Recommended Pollution Control Practices for
Rural Homeowners and Small Farm Operators was produced and distributed through Soil and Water
Conservation Districts, Oregon State University Extension Service, the USDA Soil Conservation Service, schools,
counties, cities, special districts. Making copies available over-the-counter and through classes, trainings,
workshops, and seminars.
/ ,
Challenges: f; />
• Time required for soli(4ting;tne handbook.
• Scanning and electronia;jn6Mficatioil of graphics.
Successes/Strengths:
• Proficient use of resal&es^ "^ '/
• Interagency and brj|ia interest group ownership of the product.
• Efficient marketin^ftie/1irralprb(ii|ct through Soil and Water (20ttservatt4i> Districts and Extension
Service Offices. ^"^'A "'"/'< -'*
105
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Stream Enhancement:
Fish Habitat Improvement
Grant Number:
NE-99070-92
Sponsor:
Oregon School for the
Blind
Summer School
Program
Target Audience:
Blind Students
Project Coordinator:
Neil Kliewer
Oregon School for the Blind
700 Church Street S.E.
Salem, OR 97301
(503) 378-3820
EPA funding:
$4,866
FY 1992
Focus:
Fish & Wildlife
|i education workshop at the
with perform*
Blind that will allow
Fish & Wildlife in
aid fish habitat impKJvenient project.
Purpose:
To hold a summer envin
visually impaired studen
planning and implement
Goals:
• Blind students will fullyfarticij^le^nd have "hands-oil" experiencein asfttafiftohancement and fish habitat
improvement project geared specflBeany to their pace and abilities, -. ^
W* 1 .' •fll" 1. "1 * f. ' /. •* * J . * + /**.-+* * / *• 4 •*" ^ n»__ _ ~?', / *i» SZ _ • • •
t opportunities in
environmental pro|
• Establish a model pi^glain for Mind students.thfoughout Oregon.
• Enhance stream water quality and fish habitat ' /
• Increase public awarpiess of the abilities of persons with visionlmpairjnents,
„/< *•—' <^. & "^^t *7>'' "" £ * . * * 4 . / / * y / J» ^ 9^ * ,3. * *?3>
" . J° * j- y
^^*
*^«« "
Methods:
• Disseminating materials through the Vision Working Group of Oregon Department of Education.
106
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Stream Enhancement:
Fish Habitat Improvement, continued
• Having students and staff define and determine environmental problems, such as poor water quality, barriers,
abused riparian zone, lack of spawning area, lack of adult holding areas, or inadequate rearing areas.
• Allowing blind students to perform some of the required tasks involved in site improvement such as streambank
revegetation, removing barriers blocking fish passage, and creating better paths of fish passage through placement
of boulders or logs.
Products/Results:
« On August 5,1992,7 visually impaired students spent 5 days learning about stream enhancement and fish
improvement.
• Participants performed work at the Roaring River Trout Hatchery, South Salmon-Steelhead Hatchery, and the
Rock Creek Watershed. The class improved the stream bank and fish habitat on a stream located in the Grand
Ronde Area on an Indian reservation.
• A curriculum, including educational tools and materials, was designed for visually impaired students.
"'"' ' *"~
Challenge:
/ ''
f s
• While working on the stream bank, the class disturbed a nest of yellow jack6ts, Borne students and staff
members were stung, buttio' sejious injuries resulted. , ;•,,
Successes/Strengths:
• This program focuse^^/a/^pulation^hat is/ often left out of environmental education.
• Visually impaired st^brits were able to folly participate in "hands-on" stream enhancement
stream enhancement and fish habitat
protection. ' / '
• Participants were intfod«$e4^o employment opportunities available in environmental programs.
rrn / X f, ' /f / ^ ' / ' /^/ ' /
• Public awareness concerning im^&o^lmvimal impairments was increased.
107
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SWET: Stream Watershed Enhancement Team
Grant Number: Project Coordinator: EPA Funding:
NE-990253-01 RonGaither $5,000
Monument High School FY 1994
Sponsor: Students Watershed Enhancement Team
Monument High School North Street FOCUS:
Student Watershed Monument, OR 97864 Water Quality
Enhancement Team (503) 934-2646
Target Audience:
High School Students
Purpose:
t. 'r ',4
*<' '**-,},<• ''-'*,. f ,' •>
To enhance students' Imo$l64|e;of the water ,and fisheries resources of me Tipper John Day Basin by
collecting data that will be^'fefifebIsdA regulatory agencies and landowners. ', ''*
fei* *
">''"-..
Goals: ^
^ // c
• Inform students and adults about the water and fisheries resources of Hie upper John Day Basin.
• Work with various agencies and groups in establishing or expanding data collection networks on projects which
are not adequately moftitored,
• Incorporate students from other schools into the student monitoring networ&f-
Methods: r
''" "" '' / ' ''*
"- ~ *<' , ',*',>' -.. , ~«
/ */' < * , / 4 / / >a'/f" •*,<'< <*'?", ' ~ v>
• Expanding the capability of the water quality monitoring network.
• Acquiring the computer power to analyze data and communicate results in a professional manner.
• Communicating with members of state and local organizations on watershed issues.
108
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SWET: Stream Watershed
Enhancement Team, continued
Products/Results:
• Students and adults were given the opportunity to experience the resources associated with local stream and
river ecosystems by having numerous snorkeling trips throughout the basin.
• Students were taught to use sophisticated water quality monitoring equipment and spreadsheet programs.
• Monitoring partnerships were formed with local federal/state agencies, private businesses, and landowners.
• Hobo thermographs, fecal chloroform testing equipment, wetsuits, and a computer were purchased for the
program.
Challenges:
• Obtaining cooperation from agencies and organizations.
'' <,;'- >
.»/ •" ?s , f
Successes/Strengths: ? ^ s r
~ / ^
• Productive monitoring/projects were established with the following agencies^groups: US Forest service,
Bureau of Land Manag^rjient, National Park Service, Oregon Department of Fisli and Wildlife, and Prairie
Wood Products. '/'',','* ^
%^ ^ /' < #. ' ' <
• Local landowners benMtted from the baseline water quality data that was es&iblished on their property.
• The program has a bastfi-wide application potential. ^,,
*• //' 7 ,*•*•,,*- ' <<*$.
109
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Using Wildlife Rehabilitation Resources to Direct
Student Activities to Bring Environmental
Education to the Public
Grant Number:
NE-990237-01
Sponsor:
Chintimini Wildlife
Rehabilitation Center
Project Coordinator:
Kathleen Kanury
Chintimini Wildlife Rehabilitation Center
P.O.Box 1433
Corvallis, OR 97339
(503) 753-6853
EPA Funding:
$5,000
FY 1994
Focus:
Wildlife Rehabilitation
Target Audience:
K-12 Students
Purpose:
To encourage rehabilitation^professionals in the classroom to use their experiences of human/wildlife
mishaps to cultivate practical fflpofelem-solving of local, high priority wildlife issues.
Goals:
• Put the results of envi
• Improve the well-being of 'Ae localenvironineiit, /,
• Motivate communities to ccHiss$er1tte consequences of their activities trough publicflerts before environmental
damage occurs.
Methods:
in the public domain.
? Having educators guide students through probleni-s^lviug exercises and take the information they learn into the
public domain. i. _,- ^ ; -. . '^$fa " . ' V\;.i>r. ;
• Providing opportunities for students to uttaerstanaietlttntimini's Wildltfe Reharjlitation Center's associations
with the media, businesses, and environmentally related service groups.
• Using environmental professionals to facilitate student communication with the public.
110
-------
Using Wildlife Rehabilitation Resources to Direct
Student Activities to Bring Environmental
Education to the Public, continued
Products/Results:
• 84 presentations were given to 1,116 students in 16 schools in the Corvallis School District.
• Lessons were developed combining experiential learning processes and academic presentations of key
concepts such as ecology, populations, habitat, niche, and biodiversity.
• Over 3,360 families, with children in elementary school, received the publication "Living With Wildlife".
• Students from 3 elementary classes developed murals for display in their schools depicting typical wildlife
encounters with people; they wrote environmental essays to their city newspaper and created public service
announcements about how to get along with wildlife.
Challenge:
• It was difficult to make alinkfbetween the number of people who call for assistance with wildlife problems and
the number of contacts made through the environmental ectucation,program.
' , f 7 ',
/•
/
Successes/Strengths:
• Increase in the number/of hotline calls.
, v /" //> / / •" / /"
• Demand for continuation of the^rograrn.
• Nearly three hundred tf|hk-yQu noteijj art, and writing contributions were received by the Chintimini Wildlife
Rehabilitation Center"? ; ''„ , / '>', .
/ //// _, /' '/
• Teachers felt the program was x|iigtily valuable.
Ill
-------
Wetland Wonders
Grant Number: Project Coordinator: EPA Funding:
NE-990215-01 Virginia Thompson $5,000
Oregon 4-H Foundation FY 1993
Sponsor: Conference and Education Center
Oregon 4-H Foundation 5390 4-H Road NW FOCUS:
Conference and Salem, OR 97304 Water Quality
Education Center (503) 371-7920
Target Audience:
4th-6th grade students
Purpose:
/
To develop a stewardship ethic amd% youth and adult participants through a haiids-on, intimate look at
the ecology of wetlands in the hope that such an experience will evoke a sense of lesponsibility to protect
Oregon's resources. *','.'•'', * *,;
Goals:
*'/
• Increase the quality of the wa&r^esources education component of Oregon's 4~H'environmental education
program. , : , ^
• Purchase equipment and supplies for classroom Activities. f £
• Hire an Educational Project Aide to assemble and maintain the "suitcase" eijaipmeiit sets and assist with teacher
training. • -., . ' . , ,, y; ^ ~^^ ^^; ; ^:^/^
• Introduce Wetland Wonders to elementary teachers at an invitational fearfs-on workshop.
112
-------
Wetland Wonders, continued
Methods:
• Designing lessons to teach 4th, 5th, and 6th grade students about the water cycle, watersheds, ground water,
freshwater ecosystems, and the Earth's finite water supply.
• Having teachers present "suitcase" activities approximately 1 week prior to the field trip and asking them to
make predictions about a wetland and suggest ways to test their predictions on a wetland field trip.
• Making the Wetland Wonders curriculum available on a statewide basis, through the Oregon State University
Extension Service 4-H Network.
• Following up with a questionnaire that is sent to the youth participants 4 to 6 weeks after their field trip date.
Products/Results:
• Wetland Wonders, a water quality and wetlands education program for 4th and 5th grades, was created. The
packet includes teacher training, lesson plans and equipment for more than 20 hours of classroom instruction
and a day field trip to the 4-H Center's Sawmill Ponds wetlands area.
• 2 "Wetland Wonders" sessions were conducted in Spring of 1996. Participating teachers were required to
attend an in-service training session, - .
f * /• r? '
Successes/Strengths:
• The project addressed a high priority issue of the western United States.
• Large potential audiejiee. '/-,-,
113
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Wildlife Rehabilitation Work as an
Experiential Learning a method for Use
in Public Education Systems
Grant Number: Project Coordinator: EPA Funding:
NE-990009-92 Kathleen Kanury $5,000
Chintimini Wildlife Rehabilitation Center FY 1992
Sponsor: P.O. BOX 1433
Chintimini Wildlife Corvallis, OR 97339 FOCUS:
Rehabilitation Center (503) 753-6853 Wildlife
Target Audience:
All age groups
Purpose: A
'; ' ' "r %'
To bring knowledge about debilitated wildlife into the public educational system through presentations
focusing on improving math, writing, and problem-solving skills relating to actual wildlife events.
Goals:
* '*• *,. ~( -- ' "'
• Show educators that a significantmeasure of a community's environmental quality is the manner in which it
chooses to care for its wildlife^ / ' '' ,
• Establish basic biological principles, along with case histories, to give students a solid base of ecological terms
and concepts. . " , , 4 <
• Present at least 1 critical thinking skill or analytical t©plwith each presentation.
114
-------
Wildlife Rehabilitation Work as an
Experiential Learning a method for Use
in Public Education Systems, continued
Methods:
Assessing students' environmental information base.
Establishing basic environmental concepts.
Using wildlife case histories to illustrate environmental realities in the community.
Offering a balance of scientific and qualitative environmental education.
Equipping students with problem-solving techniques.
Challenging students to respond to their environmental opinions through community actions.
Products/Results:
• 39 presentations were completed,
• Critical thinking skills were improved.
• A tip sheet of "do's" and "dort'ts" was created:
Successes/Strengths:
• Strong teacher and stuctent Support,
Positive evaluations., ;/%%
• Many requests for mwiple presentations at schools.
•
115
-------
Wonders of Wetlands
Grant Number: Project Coordinator: EPA Funding:
NE-990245-01 Patrick C. Willis $15,651
Jackson Bottom Wetlands Coordinator FY 1994
Sponsor: City of Hillsboro
City of Hillsboro Jackson Bottom Wetland Preserve FOCUS:
Jackson Bottoms 1 ^ West Main Street Wetlands
Wetland Preserve Hillsboro, OR 97 1 23
(503) 681-6206
Target Audience:
Middle School Teachers and Students
Purpose:
' / / ^ n
',;//' *' -
/ / / t ' '
To involve middle school teachers ancl tfieir students in a 10 \yeek, interactive, hands-on wetlands education
program in the hope of building an awareness of wetland concepts while providing teachers and students with
the skills to become involved in their local wetland programs/issues.
s / * ?
Goals: ,i
s /
• Cause educators and their students to gain an understanding of the interrelationships of ecological systems, the
function and value of wetlands, and restoration and mitigation techniques.
• Create an awareness of wetland regulations and laws.
• Teach educators and students how to identify wetland plant and animal species.
116
-------
Wonders of Wetlands, continued
Methods:
• Broadcasting two one-hour programs per week from Oregon State University telecommunications studio in
Corvallis, Oregon. The signals being relayed from via satellite to Oregon Ed-Net receiving sites for downlink
directly to the classroom on Monday, Wednesday, and Friday.
• Conducting in-class, hands-on labs on Tuesdays and Thursdays.
Products/Results:
• "Wonders of Wetlands" was a 10 week long interactive satellite course. About 300 middle school students
were involved in the program. Participating schools had access to a wetland field site near their school. Two
student broadcasts per week taught data collection techniques, provided access to other model projects in the
state, and gave background information on wetland values and issues. Field activities took place during the
other 3 days of the week.
• Two teacher in-service broadcasts allowed for sharing information on project ideas and for teacher training in
field-based natural resource edpeation. 15 middle school teacliers took part in thfe in-service.
• Aquatic and wetland curriculum guides were compiled and supplied to all involved teachers. A course guide
outline was written referencing^the curriculum guides supplied. x ./£ '*
Challenges: ;
//s ' 'l ' > ' , "*
'/s//f///,f A
/ / ^ / ^ // A , / / °
s j> "•
• Technological problems at the receiving sites.
• Scheduling problem^bccurrpd in the schools. , {/
Successes/Strengths:
• Teacher enthusiasm
• Positive student evaluations.
• Continuous feedback was used while developing a course format.
117
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ENVIRONMENTAL EDUCATION GRANTS:
WASHINGTON
EPA Region 10 Grantees
# EPA GRANTEE NAME
Year =1992
15 Mount Baker School District
16 Spokane County Conservation District
17 Seattle University
18 Marine Science Society
19 Gonzaga University
20 YMCA/Earth Service Corps
21 Quileute Tribal Council
22 Snake Lake Nature Center
Year =1993
36 King County Department
of Development
37 PUD #1 of Kitsap County
38 Yelm School District
39 Seattle Audubon Society
40 University of Washington
41 YMCA/Earth Science Corps
42 Bethel School District
43 Kettle Falls School District #212
44 Benton Conservation District
45 Chautauqua Northwest
Year =1994
58 Bainbridge Island School District
60 Environmental Education
Association of Washington
61 North Cascades Institute
62 Northwest Chicano Network
63 Olympic Peninsula Foundation
64 Pacific Science Center
65 Pacific Lutheran University
66 Seattle Audubon Society
67 Spokane Conservation District
68 Thurston Conservation District
69 University of Washington/Chemistry
70 Washington State University
Cooperative Extension
CITY
Deming
Spokane
Seattle
Poulsbo
Spokane
Seattle
Lapush
Tacoma
Bellevue
Poulsbo
Yelm
Seattle
Seattle
Seattle
Spanaway
Kettle Falls
Prosser
Seattle
Bainbridge Island
Bellingham
Sedro-Wooley
Granger
Port Townsend
Seattle
Tacoma
Seattle
Spokane
Olympia
Seattle
Bellingham
# EPA GRANTEE NAME CITY
Year =1995
82 Clark County Environmental
Services Department Vancouver
83 Department of Ecology Olympia
84 Gonzaga University Spokane
85 Jemtegaard Middle School Washougal
86 Mason County Conservation District Shelton
87 North Canal Shellfish Coalition Quilcene
88 North Cascade Institute Sedro-Wooley
89 North Mason School District Belfair
90 Shoreline School District Seattle
91 Snohomish School District Snohomish
92 Spokane Air Pollution Authority Spokane
93 Thurston Conservation District Olympia
94 University of Washington/
Environmental Health Seattle
95 YMCA/Earth Service Corps Seattle
-------
Air Quality and Water
Quality in Yakima Schools
Grant Number:
NE-990214-01
Sponsor:
Benton Conservation
District
Project Coordinator:
Jack Chenoweth
Benton Conservation District
618 8th Street
Prosser, WA 99350
(360)786-1923
Target Audience:
9-12 grade students at Prosser High School
EPA Funding:
$4,385
FY1993
focus:
Air Quality and Water
Quality
Purpose:
To enhance the environmental edu
Goals:
• Develop and presq
• Increase the stud
Methods:
• Focusing on local air aril
• Providing teachers with a
• Conducting field trips that allo
• Discussing what can be done to pi
• Developing a composting project.
at Prosser High School.
or prevented.
g picture".
and disposal practices.
120
-------
Air Quality and Water
Quality in Yakima Schools, continued
Products/Results:
• The curriculum was designed as Ihour sessions that met for 5 days. It focused on conservation with two days
in the field for hands-on learning about soil and water quality testing.
• A video covering air quality, soil erosion, and water quality was created.
• The course was advertised to various high schools in Benton and Yakima counties.
Challenge:
• Time constraints
Successes/Strengths:
X '
• The project developed contacts between,thexdktpibt and local high school students.
• Students were enthmsiastic about helping with conservation practices.
121
-------
A Way With Waste Video & Teacher Workshop
Grant Number:
NE-990394-01
Project Coordinator:
Peter DuBois
Clark County
Environmental Services Department
1300 Esther Street
Sponsor:
Clark County
Environmental Services Vancouver, WA 98668
Department (360)737-6118
EPA Funding:
$5,000
FY 1995
Focus:
Waste Management
Target Audience:
K-12 Teachers
Purpose:
To improve educators' environme
use an environm
which foster probl
Goals:
that train them how to
>n classroom activities
• Provide teachers wi
recyclable materials
• Enable educators to refer to
materials.
• Create a desire in educators to emphasize the process, problem-solving, and investigative approach to learning.
how solid waste and
•/*','
:ff! .
|f,
£tivironinental education
122
-------
A Way With Waste Video
& Teacher Workshop, continued
Methods:
• Using the K-12 curriculum A- Way With Waste developed by the Washington State Department of Ecology.
• Making the video available to all trained workshop teachers.
• Providing a school-based education and information program to assist with the solid and hazardous waste needs
of the County.
• Having teachers who have completed the workshop provide evaluative feedback.
Results/Products:
* The A-Way With Waste video was presented at the workshops. It demonstrated what happened to Clark
County's household waste and recycling after it leaves the curb.
• Many teachers incorporated the video into their lesson plan as a way to introduce solid waste issues to their
students.
• A tip sheet of "do's" and don'ts" for,the production and promotion of an environmental education video was
created. ,''',,
Challenges: ^ -<
'' , - > ', - '/"<' ''
' , , "/ ~ ' / ' ' '
x// ''" x x /, ' , ," ~ - '
• Prior to attending ttfejworksflop; few/ teachers knew that the video existed
• Some schools misplapsd thek firstxcopy qf the video and had to be given a second copy.
Successes/Streng
• The workshops were a success.
• The video had a "MTV" theme %Mer|inade it fun as well as educational.
• The video emphasized local issues that could be applied to an understanding of larger scale issues.
123
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Bainbridge Island Watershed Watch:
A Community-School Partnership
Grant Number: Project Coordinator:
NE-990244-01
Sponsor:
Bainbridge Island School
District
Target Audience:
K-12 Students, Teachers, and Parents
Brent Peterson, Assistant Superintendent for
Instructional Services
Bainbridge Island School District
8489 Madison Ave. NE
Bainbridge Island, WA 98110
(206) 780-1070
EPA Funding:
$21,942
FY 1994
Focus:
Water Quality
Purpose:
To characterize the watershed of Bainbridge Island in the hopes of educating students, educators, and
residents about the issues and management practices related to the watersheds.
Goals:
• Develop an understanding of Bainbridge Island watersheds.
• Integrate the project into the watershed management planning
process.
• Make students aware of career opportunities through internships
with community organizations, agency, staff.and businesses.
• Monitor and characterize the watershed using physical, chemical, and
biological monitoring in coordination with the watershed management
planning process.
• Develop watershed problem-solving and action planning strategies.
Methods:
• Creating a program that allows each school to adopt a watershed.
• Using existing Geographic Information System to indicate natural features of each watershed by mapping boundaries
of local watersheds, locating significant features within the watershed, engaging students in a visual survey of
streams, ponds, and wetlands, and developing a historical record of the watershed.
124
-------
Bainbridge Island Watershed Watch:
A Community-School Partnership, continued
• Assessing the visual water quality, wildlife habitat, and sources of pollution using the EPA Streamwalk in
conjunction with the Project GREEN Stream/Rivers Walk activity.
• Having students use the city's maps and visual surveys during field trips and homework investigations to locate
and indicate on maps the various land uses which occur in the watershed.
Products/Results:
• All the public schools, 2 private schools, and over 30 homeschool families in the Bainbridge Island School
District participated in the program.
• Teachers learned how to integrate watershed concepts into their curricula using Multiple Intelligences and the 4-
Mat System, monitor water quality, use their school site, and plan and implement action projects.
• Students created interpretive runoff from impervious surfaces at home and school, stenciled storm drains,
revegetated grassy swales, and demonstrated watershed and wetland models along witii7water quality monitoring
at public meetings and to other stajtent&;
Challenge:
• Involvement of th
Successes/Stren
• The program facilitat&^^^rsiips w|th businesses, &yj ageacies^and^chool&hat fostered watershed
stewardship. This provided mato
• Enthusiasm of teachers and stude'i*.,^^ , x /
• Watershed Watch organized a Water Resources Education Fair to facilitate networking between school district
teachers, the community, and resource people.
• Presentations on the program were given at the 1996 Northwest Aquatic & Marine Educators Conference and
the 1996 International GREEN Conference.
-------
Bringing Project GREEN to the
Lower Hood Canal Watershed
Grant Number:
NE-990231-01
Sponsor:
North Mason School
District
Project Coordinator:
Marie G. Pickel
P.O. Box 167
E. 50 N. Mason School Rd.
Belfair, WA 98528
(360)275-2881
Target Audience:
900 Students and 20 Teachers in the North Mason County School District
EPA Funding:
$20,000
FY1995
Focus:
Water Quality
Purpose:
To implement Project GREEN (Global Rivers Environmental Education Network) in the Lower Hood Canal
Watershed in order to enhance environmental education in the North Mason School District and to establish
mutually beneficial partnerships wira;state;MidJoeal agen^e^^cfflaoawwi^andfinesses, and grassroots
organizations.
Goals:
itoring projects
• Integrate Project
• Train students and
with various partners^
Methods:
• Institutionalizing Project GREEN by training sttidaitfatidtelchers flirough modification of the District's
performance indicators that assess students' achievement.
• Completing monitoring projects for the Department of Natural Resources, Department of Fish and Wildlife,
Union River Basin Protection Association, and local salmon enhancement projects.
• Documenting the process in a way that is transferable to others.
126
-------
Bringing Project GREEN to the
Lower Hood Canal Watershed, continued
Products/Results:
• Many monitoring and action projects were completed including: a "Students in the Watershed" cross-age teaching
event, sediment monitoring in the Tahuya State Forest, regular chemical and biological monitoring and the
beginning steps toward the creation of a water quality QA/QC manual in order that the Hood Canal Watershed
Project obtain Department of Ecology accreditation.
• A nature trail and an outdoor classroom were built at Belfair Elementary School.
• The project was recognized by the Governor's Council on Environmental Education for its work with the
Department of Natural Resources.
• Student participants were recognized in the newspaper and on Channel 5 TV news.
Challenge:
• Scheduling constraints of teachers.
• Loss of Watershed Coordinator.
Successes/Strengths:
• Strong partnerships and community participation.
• The strength of the GREEN program.
• The project focused on integrating Project GREEN
into existing curriculum.
• The number of project participants exceeded the
anticipated quota.
"Mai! cede 3201 127
:3 Pennsylvania Avenue >
-------
Changes in Our Own Backyard:
Padden Creek Watershed
Grant Number: Project Coordinator: EPA Funding:
NE-990401-01 SaulWeisberg $5,000
North Cascades Institute FY 1995
Sponsor: 2105 State Route 20
North Cascades Institute Sedro Woolley, WA 98284 FOCUS:
(360)856-5700 Ext. 209 Watershed Education
Target Audience:
225 K-5 Children, 19 Teachers and Staff, and 20 Community Members
Purpose:
To develop new materials, methods, and processes for teaching about watersheds, apply such knowledge
to learning about the environment, and address one of the most critical environmental issues in the Northwest
today— the degradation and
Goals:
• Enhance public issues.
• Allow the students issues in the
Methods:
• Researching materials and creating support materials for a sequential K-5 watershed education curriculum.
• Creating strong partnerships involving businesses, schools, and agencies from the community linked by the
watershed.
128
-------
Changes in Our Own Backyard:
Padden Creek Watershed, continued
watershed.
• Offering classroom and field experiences that give educators the necessary skills to enable restoration projects
to happen.
• Developing a Padden Creek Watershed Activity Guide and implementing project-based learning experiences
at watershed sites.
Results/Products:
• The program created strong partnerships involving businesses, schools, and agencies from the community and
brought together children, teachers, land and natural resource management agencies, and community members.
• 9 classes participated in watershed education, both in the classroom and in the field, throughout the 1995-1996
school year.
4 workshops for K-5 educators were held, and monthly meetings also took place.
Student journals and teacher guides ware enveloped. . /
Work was completed at local restoration project sites. , '-- "
Special events tookplace mcluding; Pai^itJBnvimBmental Education Night, Salmon Ceremony, Watershed
Week, and the Watershed Fain
Challenges:
• Funding.
• Teachers differed in their Iesel^||kii6wledge of envirqnme#tal issues
'', ^4y,////Xx '/. . v. " <
/
Successes/Strengths:
• Teachers and the principal "bought in", or contributed their own money, to the project to ensure that it would
happen.
• Great ideas and feedback from teachers.
• A tip sheet to help others implement similar programs. 129
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Clean Air Week Teacher Workshops
Grant Number:
NE-990399-01
Sponsor:
Department of Ecology
Air Quality Program
Target Audience:
K-12 Teachers
Project Coordinator:
Susan Campbell
Department of Ecology
Air Quality Program
P.O. Box 47600
Olympia, WA 98504-7600
(360) 407-6825
EPA Funding:
$5,000
FY 1995
Focus:
Air Quality
Purpose:
To teach rural teachc
with how to prevent
Goals: *\
4 " * *• « /r ///
Begin to include afr^iality4ll^p m%eife science, healtn^ and other classes. '•
Cause students to beo^fterri^ err^k^nment^ly aware aiidconsdonsof tbeir role4$ generating air poDution.
Methods:
• Sponsoring 3 workshops in rural
services.
• Focusing on hands-on activities, problem solving, and investigative approaches to environmental problems such
as air pollution.
,+ „ ,
populations that usually do not receive
130
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Clean Air Week Teacher Workshops, continued
Products/Results:
• An updated A Way With Waste curriculum that includes an air quality component was developed.
• 1,000 copies of the updated A Way With Waste curriculum were printed and distributed through teacher
workshops and upon teacher request.
• Substitute teachers were paid through the grant which made it possible for 56 teachers to attend the three
workshops.
• Pre and post test surveys were completed by the teachers and students that participated in the programming
provided through the updated A Way With Waste curriculum.
Challenge:
f x / // ^
• Being able to reach target population. ',,.<.,. ''- *: ^J
Successes/Strengths:
'-' ',%'»&?
/ 4/^ "v^-' *
• Following the worl^h^ps^^iier'^00 copies, of the curriculum were printed to fill continuing requests.
131
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Connections Project
Grant Number:
NE-990036-92
Sponsor:
Mount Baker School
District
Mount Baker Junior
High School
Project Coordinator:
Roberta L. Vollendorff
Mount Baker School District
Mount Baker Junior High School
P. O. Box 95
Deming, WA 98244
(360)592-5151
Target Audience:
Students at Mount Baker Junior and Senior High Schools
EPA Funding:
$24,900
FY 1992
Focus:
Solid Waste Management
Purpose:
To expand the Mount Baker School District's current recycling/composting program to include the Nooksack
Tribal Center, facilitate interdisciplinary learning experiences with a focus oti solid waste management, promote
learning transfer via local/national prgbl^n solving, and promote alternative farrning^practices that use solid waste
materials. - **
»*•
Goals:
* i , j* / ?** y / /•
A ** ^ I $ * *£ ^ # X X
^ i ,' \ V* x^; 'i ^X'
- , - /JL°* , . y. 5 '<~?
x ,/,
x ^"
• Create a multi-discipliaary
• Allow students to
• Strengthen
Methods:
&& environmental issue.
^. /•? \
issues. , !
sharing w^ste reduction practices.
:-** -'i,,
/> <•
Involving the teaching staff and students from 12 different classes.
Having students participate in action research and problem-solving activities that involve local solid waste activities.
132
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Connections Project, continued
• Utilizing solid waste alternatives such as using waste paper as animal bedding and composting of food wastes.
Products/Results:
• The "Connections Project" was established at Mount Baker High School. This project accomplished the
following things: protocols were set for testing of compost, recycling pick-up routes were established, construction
of a composting and experimental area was done, posters were designed and distributed around campus, and
data was recorded from a social studies survey on community attitudes regarding solid waste issues.
• Students' willingness to design, construct, and manage the composting facility became the solution to district-wide
waste stream reduction.
• Communication increased amongst faculty members. Curriculum issues ceased to have departmental barriers.
• Over 20 tons of food and shredded animal bedding were composted.
Challenges:
"> V *V * ^
'*••> s- X X" ^ " "
• '"
Timing of summer break caused a^lelay, in plarining.
Transport problems. x „ t
Class schedulin^idirEciikies, - ,
-C' « -/"-^ V°
Successes/Strengths:
4 faculty members ancLj^njcleitt were selected to present the "Connections Project9' at the National Association
for Science, Technolo^ and Society in Washington, DC.
A strong relationship Bet^eenie scfebl aiid the Whatcom Courttjf Health Department was established.
Future project ideas included: tfcetnfusftm of a riew BJOCQM tex/Bito?ttie curriculum and using garbage as a
A j $?',.'',"/„/, *, /, /// i / '
focus of science curriculum. ^
133
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Developing Hillside Creek: Creating a Salmon
migration Channel and
a living laboratory
Grant Number: Project Coordinator: EPA Funding:
NE-990419-01 RickStendera $5,000
Shoreline School District FY 1995
Sponsor: Brookside Elementary
Shoreline School District 17447 37th Avenue NE FOCUS:
Brookside Elementary Seattle, WA 98155 Watershed Education
(206) 368-4140
Target Audience:
Elementary students at Brookside Elementary
Purpose:
,',,"* '<•'«',' ,*/*''
To create an ecological wonderland jto which environmental education may flourish.
, , :,
s /
Goal:
• Create a stream corridor, to serve as; a*1ivinglaboratory"* alongtheperiphery of the school playground to replace
the cement culvert runningimder tfei playground,
'$/ 's*'- <- < ', < ~ '-' - ,
Methods: v
a cooperative agreemenfiMnong school officials,^n^Bnil^%lttttteers, and city and county officers.
Organizing and coordinating tasks;rpndled %y Environmental Quality Commission volunteers.
Combining school and commission members to recruit and supervise the volunteers working on the site.
134
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Developing Hillside Creek: Creating a Salmon
Migration Channel and
a Living Laboratory, continued
Products/Results:
• A new channel for the Brookside Reach of Hillside Creek was
created. The new channel extended in an 850 foot-long "L" along
2 sides of the Brookside Elementary play field.
• The new channel provided a habitat for juvenile salmon.
• The new channel established a habitat for wildlife in a largely
urban setting.
Challenges:
• Physical challenges to the implementation of the channel included
a power pole, a water supply line, a 50 foot long driveway, and
several alder trees all located in the projected stream corridor.
• Neighboring property owners were concerned about the
property value of their land being damaged by the implementation
of the stream corridor.
Successes/Strengths:
• Collaborative community effort.
Project sparkplug Bill Bennett
• School support.
walks the new open channel
for Hillside Creek in
Lake Forest Park.
135
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Farmer-To-Farmer:
A Mentor Program
Grant Number:
NE-990407-01
Sponsor:
Mason County
Conservation District
Target Audience:
Mason County Residents
Project Coordinator:
Susan Hay ward
Mason County Conservation District
615 W. Alder, Suite 3
Shelton, WA 98594
(360) 427-9436
EPA Funding:
$4,975
FY 1995
Focus:
Land Management &
Water Quality
Purpose:
To utilize community volunteer mentors to educate
local landowners about the use of Best Management
Practices (BMP's) to protect water quality and
management of natural resources.
Goals:
• Establish a mentor roster-of the mentor's name, address,
telephone number, and specifiepractice or area of expertise.
• Coordinate a training session for volunteer mentors
that utilizes a reference guide, of existing educational materials, compiled for each mentor by Washington State
University Cooperative Extension and the Mason County School District.
• Arrange a community workshop.
• Organize a community tour of mentor sites.
• Evaluate the success of the Farmer-to-Farmer Mentor program.
136
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Farmer-To-Farmer:
A Mentor Program, continued
Methods:
• Establishing commitment of the local grassroots mentors.
• Having the mentors make presentations that provide awareness and education on specific BMP's or natural
resource issues.
• Conducting a community tour that allows for evaluation of the information presented at the workshop.
• Enhancing critical thinking skills through interaction and information during the workshop.
• Demonstrating the link between workshop presentations and actual ground practices through hands-on site
applications.
Products/Results:
• A training session for the mentors was held on March 21,1996.
• A community workshop was held April 4,1996.
• A reference guide was compiled^®^difttp>utedHto volurite^j ineatois, ^n^a^ntor roster was created.
• The Mentor Tour took place on A^il 27* 199& ' ' v' - f'' '* *:
Challenges:
Ensuring participa1
Informing the targef?a%(fi
community to serve a^ ^lentors.
Successes/Stren
• Interest expressed by mentors.
• Enthusiasm of district supervisols^oiw|^l
• Collaborative partnerships between 1Ee agencies involved and the community.
• Wealth of existing educational materials.
• Mason County's intention to provide public transportation for the program.
137
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Finding Urban Nature
Grant Number:
NE-990226-01
NE-990236-01
Sponsor:
Seattle Audubon Society
Finding Urban Nature
Program
Project Coordinator:
Kathy Malley
Seattle Audubon Society
Finding Urban Nature Program
8028 35th Avenue NE
Seattle, WA 98115
(206) 523-4483
Target Audience:
1,000 children in Seattle Public Schools
EPA Funding:
$5,000
FY 1993
$5,000
FY 1994
Focus:
Urban Nature
Purpose:
To expose and excite children aboitt%aittrfe and science.
* /
* o
Goals:
Improve education by erihaBcingite^eiimg skills,
Create a climate for thinking tyenediiidging cbikiren to entertain questions and possibilities about science.
Allow students to gain a sense^ of bonder and respect for the natural environment.
Methods: 'X> ~ ;; '"/./"'- " ( ' *'
*' *< -- ,, • , '' ' < '-•
i
\ - .-.•-.,-
• Stratifying volunteer training. "/ *- -
• Providing workshops for teachers whose classes participate in the program.
• Expanding the number of Outdoor Biological Science explorations offered to schools.
138
-------
Finding Urban Nature, continued
Products/Results:
• The FUN program took place in 23 schools and reached over 1,200 students using 150 trained volunteers.
• Two workshops were conducted, each 3.5 hours long, to train volunteers and teachers in the discovery
method of outdoor education.
• Materials and tools were developed to use with the students during the discovery activities, using the
Outdoor Biological Instructional Strategies curriculum with inner city Seattle Public Elementary Students.
• Students were able to learn many new techniques of field investigation.
Challenge:
• Difficulty in recruiting volunteers in the Spring due to busy school schedules and special events.
Successes/Strengths: f
-• •• ^ - * ~r
Teacher evaluations were very positive, All of the teachers said tjiey wished to continue with the program
during the next school year.
Some special groups, such asjtose with Downs syndrome,, were addetfto thepro^am. The curriculum was
adapted to meet theif needs acpprdingly. /
In the second year tha^heprogram received funding; many more students wereteached by the program.
139
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Gonzaga University
Grant Number:
NE-990416-01
Sponsor:
Gonzaga University
Department of Civil
Engineering
Target Audience:
Secondary Educators
Project Coordinator:
Dr. Noel Brown
Gonzaga University
Department of Civil Engineering
Spokane County, WA 99528
(509)328-4220 Ext. 3528
EPA Funding:
$5,000
FY 1995
Focus:
Environmental
Contamination
Purpose:
To enable educators to disseminate scientifically appropriate analysis
of environmental contamination issues by allowing them to perform
analytic methods. Teachers will achieve a greater understanding
of the basis of contamination and be better able to transfer that
knowledge to their students.
Goals:
• To bring a sense of immediacy toclassroorn teaching of environmental
contamination issues.
• To increase discussion of mitigation and cleanup.
• Establishment of a mobile laboratory that will provide students and instructors with 3 major analytic instruments
as well as a full complement of support equipment.
• Creation of a workshop and follow-up evaluation.
Sampling site on Spokane River
below WWTP
Methods:
Utilizing the mobile laboratory as a "hands-on approach" method of environmental analysis.
140
-------
Gonzaga University, continued
Teaming each educator with a student participant and having
them collect, prepare, and analyze samples at between 5 and
7 different sites.
Requiring that each participant turn in a "term paper" describing
the action that took place during their investigation of each site.
Encouraging participants to think critically about how representative
samples should be collected.
Having each participant mail back comments on the best and
worst features of the workshop and incorporating this feedback
into the planning of future workshops.
Results/Products:
Students using computer interface
and Water Quality probe on
The workshop and course were conducted in July of 1995. Spokane River below WWTR
Student participants were engineering students at Gonzaga University specializing in civil and environmental
engineering. A total of 6 sites were visited in 10 days. Extensive analytical work on samples collected at these
sites was completed by the students working with the three professors.
Participants produced data in their course notebooks and also completed final term papers.
Photographs of the participants engaging in analysis were taken throughout the workshops.
Challenges:
• Complexity of the equipment.
• Participants felt that classes met for too long during the day (from 9:00am until 5:00 or 6:00pm).
• Difficulty attracting students to take the course.
• Close quarters in the mobile laboratory made completing analyses difficult.
Successes/Strengths:
• Presence of faculty from 3 academic departments, chemistry, biology, and civil engineering, greatly enhanced the
class content and "theme".
• The variety of sites visited during the course made it more interesting for participants.
• Student evaluations rated the program as highly successful. 141
-------
Gonzaga University
Grant Number: Project Coordinator: EPA Funding:
NE-990128-92 Eric Kincanon, Chairman $3,145
Gonzaga University FY 1992
Sponsor: Physics Department
Gonzaga University Spokane, WA 99528 FOCUS:
Department of Civil (509) 328-4220 Air Quality and Pollution
Engineering Control
Target Audience:
Primary and secondary teachers
Purpose:
'-<•''*<;,- * " "
r* - '' "': - ¥ "^
To initiate a partnership between Goa^a University, the Spokane County Air Pollution Control Authority
(SCAPCA), and local pmxmy^. secondary school teachers, so that teachers, students, and ultimately the
general public will b^made awap of gatipBal^^dllbcal ait quality issues,
Goals:
"' ? ' * ' * ssf* " s *" % * $ ?"
• Hold a one day workshop, wife follow-up,; to introduce teaifef to avaOa%> cumcMum materials related to
pollution control. 'y / ',,/•'>'' ^ ;•/- ,v
&"? * "> ^ " *>f °t~ *T' ****
• Present the participants with mate4%oatc|r>ics of locy^and natiorial'intefest^"
• Allow teachers to return to their s€hl&4q^^to,ejaucatelx)th colleagues and students on air pollution
control.
142
-------
Gonzaga University, continued
Methods:
• Holding a workshop at Gonzaga University that services pairs of elementary, middle, and high school teachers.
• Conducting the workshop in 2 parts: a morning session that introduces teachers to a set of activities developed
by the Air and Waste Management Association and 2 evening sessions that assist and monitor the participants in
their effort.
• Interviewing the participants a few months after the workshop to encourage continued environmental education
efforts.
Products/Results:
• A workshop was held for 24 K-12 teachers from Spokane County on Friday March 19,1993. It took place
in 2 parts: the morning session consisted of an overview on air quality issues and the afternoon session went
through several of the activities found in the Air and Waste Management Association's (AWMA) Environmental
Resource Guide. 7 / f/.f, x
• Two follow-up sessions were helcl in M^yjtO;give participants a chance to give; additional feedback.
Successes/Strengths:
/
• Evaluations at the end of the woiksKbp pelted positive results.
/ s , / // s"1 / . . /
143
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Hands-On Learning About Water
Preservation: A School-Community Interface
Grant Number: Project Coordinator: EPA Funding:
NE-990211-01 Dr. Al Kowitz $4,790
Kettle Falls School District No. 212 FY 1993
Sponsor: P. o. BOX soo
Kettle Falls School Kettle Falls, WA 99141-0300 FOCUS:
District No. 212 (360) 738-6625 Water Quality
Target Audience:
High School Students
Purpose:
To join high school environmental science students with community members of the Kettle Falls School
District in learning about ways of fttfesetving wter quality in the Colville Kdver Watershed.
X "* ' ' / "
' /"''/'•' ' •
Goals: -
t'^- "s *f~""*S''s ' /
-f^4j"A ,-,-"' '-'
• Cause students and pfi&ipafeg coinmtiMty rmmlsefs to develop afhorough understanding of water quality and
the problems that threaten water quality.
• Provide the opportunity for participaiits to acquire expertise in using Best Management Practices (BMP's) to
solve problems that threaten waterqualify. ''-; .
• Prepare a project guidejflat |^M^nable otiier school districts and thek associated community to study water
quality and water quali
Methods:
• Conducting basic research on water quality topics.
• Identifying water sites by studying USGS maps.
144
-------
Hands-On Learning About Water Preservation:
A School-Community Interface, continued
• Developing and adapting a procedure to collect water samples.
• Collecting samples and running tests using water quality standards from studies conducted by the Stevens County
Conservation District.
• Writing a research report based on the water quality study.
Products/Results;
• The water quality program was integrated as a part of the high school Chemistry class.
• A 6 phase process was adopted for conducting the water quality studies.
• At the end of each semester, research projects were presented to parents and community members for
presentation of research projects.
Challenges:
• Some of the water quality topics covered were .difficult for students who were just beginning to establish a
knowledge of Chemistry. * x , , • , ^
• Considerable problems in purchasing supplies occurred.
• The 6 week interval in which the water quality projects were conducted was too long and lacked smaller goals
and deadline needs for eackproject^ ,-,,'<
Successes/Strengths:
/ / • • - '' / f _,
• The students greatly bfnefitted from their discussion with other scientists in the community.
• The process of preparing ar&^fending research was very useful to students. They were especially pleased
with the opportunity to write a thesis |>aper;bas^d on their own personal research.
• The opportunity to apply their learning o|4r^rflis^tD'a real world situation gave the students a much higher level
of motivation.
145
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Improving K-12 Teachers' Skills
in Watershed Management
Grant Number:
NE-990246-01
Sponsor:
Pacific Lutheran
University Department
of Environmental
Studies
Target Audience:
K-12 Teachers
Project Coordinator:
Rachel Nugent
Pacific Lutheran University
Department of Environmental Studies
12180 South 121st St.
Tacoma, WA 98447
(253) 535-7684
EPA Funding:
$7,800
FY 1994
Focus:
Water Quality
Purpose:
/ < ^ '
To provide direct experience in environmental problem solving to teachers and advanced college students.
/ v.
' / ~ ^ /
Goals:
• Prepare teachers to meet enwonmehtal education requirements mandated by the state of Washington.
• Instruct students in the integrate nature of environmental problem-solving.
• Contribute to community efforts toward watershed Claiming and restoration.
^/j , * , *../•*
f^stfS * * >
„ <• •%f>f'jy &
Methods:
• Giving scholarships to primary and high school teachers.
• Conducting a 4 week summer course focusing on the Clover Creek Watershed taught by a five person
interdisciplinary team.
146
-------
Improving K-12 Teachers' Skills
in Watershed management, continued
• Acquiring supplies for water quality testing, classroom leaner kits for monitoring water flow and oxygen levels,
and data for analysis of land use issues.
• Providing transportation for students and faculty throughout the watershed area.
• Publicizing the course in area schools.
Products/Results:
• Teachers who enrolled in the Environmental Methods of Investigation Class, a 4-credit graduate level course
that was offered in summer of 1995, were provided with 50% tuition scholarships. Priority was given to teachers
from tribal and low-income area schools.
• The course involved demonstration and practice of field methods, acquisition and analysis of data, an integrated
assessment of environmental conditions, writing of group and individual reports, generation of posters presenting
the data, oral presentations of the findings, and recommendations to community members as well as county
planners and classmates.
Challenge:
• Lack of teacher interest^ppligatiom, and participation in the course.
Successes/Strength:
'J.1O, CU.1X*. L/UJ- fcAV-.lt/lt.VJLV/li Jill IJUV WVbUOV/. .
/>* ' " -, . i
• The field equipment ftil^wa^piirchased^iad^it possible toMcrease the qualit/gfidata collected and allow
course participants the^p^ence, ofBusing state-,of-the-^rt equipment /
• The course was highly '$Kfi&faj^^ Clearing, the Environmental
Education of Washington tfetts%jljtefr;, Oreen NW, and th^Be&pleforPu^eif^tmafNewsletter and gopher
site. r/* '' ""
147
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1E.E.R: Jemtegard Environmental
Education Partnership
Grant Number: Project Coordinator: EPA Funding:
NE-990417-01 Mark Miller $5,000
Jemtegard Middle School FY 1995
Sponsor: Environmental Education Team
Jemtegard Middle School 353(>0 S-E- Evergreen Hwy. FOCUS:
Environmental Washougal,WA 98671 General Environmental
Education Team (360) 835-8763 Education
Target Audience:
600 middle school students and their families in the Washougal School District
Purpose:
To construct a 1,000 foot discovery trail thatcoimeetrtesdiQol grounds^ Gibbons Creek in the hope that
it will provide students and teachers w|tir ihe^bilitylo'teaeti,learn, an4,experienee beyond the constraints
of a traditional classroom. , ';'<,*'*
Goals: -,.''.-.;./%•;?'-.•'.'' '•„'*/'''"•--' ', i
%•". ; " f's <• - /'* " *
•*""'£*/ ' ~ t / "'
''*', "^ *' '"'.>/'' ''- ~~^ : '';'
-------
J.E.E.R: Jemtegard Environmental
Education Partnership, continued
• Having students plan and implement the restoration of the coho
salmon population.
• Integrating environmental concepts into the entire curriculum.
Products/Results:
• A trail that is eight feet wide and nine hundred feet long was
constructed.
• Photographs of the finished trail were taken.
• Water Quality Test kits were obtained.
• Plant identification books and place markers along the trail were
implemented.
Challenges:
Points to a spawnina
be(j jn Gibbons Creek.
• Developing an environmental curriculum for the school due to state requirements and assessment changes.
• Time constraints.
Successes/Strengths:
• Support of local businesses.
• Solid working partnerships with parents and other community members.
• Unlimited range of curricular opportunities that the trail offers.
• Longevity of the school faculty.
149
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King County Teacher Training Workshop
Grant Number:
NE-990227-01
Sponsor:
King County Department
of Development and
Environment Services
Environmental Division
Project Coordinator:
Ken Carrasco, Environmental Educator
King County Department of Development and
Environment Services
Environmental Division
3600-136th Place SE, Suite C
Bellevue, WA 98006-1400
(206) 296-7270
EPA Funding:
$4,420
FY1993
Focus:
General Environmental
Education
Target Audience:
Teachers of grades 7-12 and college and advanced students
Purpose:
To conduct a teacher workshop which will serve as the basis of a model program that will establish the
value of a partnership between King County and educators, create a new teachm|>ool about critical areas
for environmental regulation, and develop a mechanism to provide teachers Witii specific environmental
information about their commtiiiity/ ( ,'/
Goals: £L
Enhance environmental teaching skills., '/"
Facilitate communication, information exchange, and partnerships.
Motivate the public to be more conscious of environmental issues.
150
-------
King County Teacher
Training Workshop, continued
Methods:
• Conducting a pilot program of two 3 day workshops for 50 people.
• Using a mixed format of morning lectures and afternoon field trips for the workshops.
• Presenting an overview of county and state land use policies.
Products/Results:
• 3 workshops were held in December 1993, May 1994, and August 1994.75% of the participants were middle
school teachers. The others were high school teachers.
• Middle and high school teachers were provided with information and techniques that allow their environmental
education courses to address issues about the actual environment instead of using abstract generalities from a
textbook or standard curriculum. The King County Service Areas Ordinance was used as the framework for
the classes.
• Participants were introduced to controversial^egulations of the intensivedevelopmentthat has occurred throughout
the region and provided with a technical background about Hie natural nistory of the Pacific Northwest.
Challenges:
/
"', ,,-'f,'
• Difference in teachfers* science^ experience and aptitude, ,
• "No-shows" at the wkickshops. /,
s / *" / / f ' t „
• Flyers were less tha%ef|ective in getting the word out aboutthe workshops.
• Finding a successful format during the school year in HgAof time constraints,
'Saffa, ' f. -
Successes/Strengths:
4
• Model program to inform teachers about the environment in their local communities was developed.
• Positive participant feedback.
• Field trips were an integral part of the workshops.
151
-------
Lake Whatcom Watershed School and
Community Partnership Project
Grant Number: Project Coordinator: EPA Funding:
NE-990256 Craig Mac Connell $ 14,623
Washington State University FY 1994
Sponsor: Cooperative Extension
Washington State Whatcom County Courthouse Annex
University 1000 N. Forest St.
Cooperative Extension Bellingham, WA 98225
(360) 676-6736
Target Audience:
Students from Bellingham High School's Advanced Chemistry Class and Extension Volunteers
Purpose:
' '/,
To provide an opportunity for students and comrnumty volunteers to work cooperatively on a study of
Lake Whatcom and Whatcom Creek. ,
Methods: |:;' V ';/>, ;
• Having participants take bi-monthly samples at 2 sites that feed into Lake Whaicorai and 4 sites on Whatcom
Creek exiting the lake noting dissolved oxygen, temperature, and weather conditions.
• Measuring dissolved solids and pH in the classroom, ,,,-"•, . ,i
^" *s s ; < ( / / ' / v ' - *g/
• Running tests, at the Georgia Pacific Corporation, to determine ley^ oilead;4^|^|and zinc present at each
site. .f /,/' -', / ' "- : '"; ' -'* '' " '
• Presenting data results to the Washmpoti State l^artment of Ecology and Western Washington University.
• Researching sources of lead, copper, arid zinc cations in urban areas and recommending ways to reduce this
contamination.
• Having participants teach elementary students how to perform simple tests on a stream.
152
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Lake Whatcom Watershed School and
Community Partnership Project, continued
Products/Results:
• M the Fall of 1994, the water quality monitoring program of Whatcom and Silver Beach Creeks, which had
been previously only offered to Advanced Chemistry classes, was offered to regular chemistry students.
• Watershed monitor volunteers were utilized to supervise students on site and in the lab at Bellingham High
School. Volunteers from the L.E. A.D. (Learning, Environment, Action, and Discovery) program at Western
Washington University were arranged to help supervise students.
• Students were divided into small groups of 3 or 4 students in which they participated in 2 samplings during the
1994-1995 school year. The first sampling took place from October 1994 to mid-February 1995. The second
sampling ran from March to May 1995.
Challenges:
• Sampling dropped off during the winter months because of inclement weather, holidays, and difficulties
coordinating the project with 5 high school classes.
• Transportation difficulties. ^
• Making phone contacts between students leaders and volunteers.
• Students' reluctance to miss class or extracurricular activities.
* Some of the sampling sites were too far away.
/ / f
- « ,. -
Successes/Strengths:
• The program was designed to teach and do sampling on acontinual basis rathetthan as a 1 time procedure.
• The program allowed students to workwith adult volunteers who werecpnce/ned enough about the
environment to donate their time. , ';',,„-' ' ' '• *'*
• The initiative was taken to make c&ta collectedtuimg the project available to local officials and to the public.
153
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Nisqually River Basin:
Ecology Plus mathematics
Grant Number: Project Coordinator: EPA Funding:
NE-990213-01 Mary J. Zodrow $5,000
Yelm School District FY 1993
Sponsor: P.O.BOX 476
Yelm School District Yelm, WA 98597 FOCUS:
(360) 458-6119 Water Quality
Target Audience:
10th through 12th grade students
Purpose:
To integrate mathematics with a locally inspired environmental science curriculum which focuses on the
Nisqually River Basin.
Goal: -' -,,; ',f/;\' ''-, , / ':
• Change the format of math and science classes from 2 separate textbook-oriented1 hour classes to a 2 hour
combined class that ha? a lab* and field oriented curriculum* >
^"''*' <'*.,'-.' - ' < '•'/&*
fl-> ', "' , ' ',,?"
Methods: ;^-, ' * *" , ' ' \ _ _\ %
• Having students do relevant field work combined with analyzing and interpreting data collected using the
scientific method and mathematical "'Models.
• Following up with labs and computer simulations in the classroom to review and enhance the concepts learned
in the field.
154
-------
Nisqually River Basin:
Ecology Plus mathematics, continued
Products/Results:
• The "Ecology Plus Mathematics" curriculum was taught via team teaching. The class was structured so that
each week students were taken on a field trip and the rest of the week's activities were related to the focus
of the trip.
Challenges:
• The logistics of getting 55 students to all the field trip sites at one time.
• Teachers' differing level of expertise.
Successes/Strengths:
• Student evaluations were very positive.
• This combined class format had a greater emphasis on technology than other classes offered at Yelm High
School.
• The local environment and history were the main focus of curriculum material.
155
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Northwest Chicano Radio Network
Grant Number: Project Coordinator: EPA Funding:
NE-990251-01 Amelia Ramon, Program Manager $5,000
KDNARadio FY1994
Sponsor: 120 Sunnyside Ave.
KDNA Radio Granger, WA. 98932 FOCUS:
(253) 854-1900 Waste Reduction
Target Audience:
The Spanish Speaking Population of Yakima County
Purpose:
To educate and motivate Spanish speaking residents in the Radio KDNA broadcast areas to be more environmentally
conscious in order to make informed and responsible decisions that affect the environment.
>f' ' >• < f ^ / / ' f ' >
Goals: ;r!tr"';';:; ' '
" •< *x
• Produce and air 4 Informational Capsules, 2mini dramas, and 1 call-in public affairs program.
• Translate into Spanish 1 English language brochure on the location of drorj boxes and landfills within Yakima
County and to present it to the Yakima County Public Works Department for reprint and distribution.
• Create a partnership between KDNA Racfto and a fourth grade class in the Granger>School District and have
the class develop a posjer campaign on fcipiiportance of recycling. - ' ?
Methods:
* I ' :'i ' -
" /
• Utilizing Spanish speaking youth, schools, state and local government agencies, printed materials, and radio
broadcast programs to implement the project.
• Coordinating with the Department of Ecology and Yakima County Solid Waste.
156
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Northwest Chicano Radio Network, continued
• Reviewing existing brochures and materials before creating new materials in Spanish.
• Having teachers evaluate the success of the project by sending home simple evaluation forms and having the
students return them.
Products/Results:
• Four informational capsules were produced from materials made available from the Department of Ecology and
the Yakima County Public Works Department.
• A 1 hour public affairs radio program aired on March 17,1995. This program was an interview with 2
representatives from the Yakima County Solid Waste Department.
• KDNA produced 2 mini-dramas dealing with waste issues and aired a Public Service Announcement informing
people of the date for the free hazardous waste disposal day.
• KDNA distributed a coloring book, designed and printed by the Yakima County Public Works Department,
during its children program, "Jardin de los Ninos" (The Children's Garden).
• 4th grade students in the Granger School District were presented with a week-lon£ curriculum on recycling and
protecting the environment that culminated with a poster activity in which students and their parents worked
together to create a poster.
Successes/Strengths: / ; i >
W$'/^t'' ' J/fJ',7 '-** ,'-,./,'••/ ';
" %•* , -ft;'"?, '; ••„,.'
• The project had wide%^lic4Wi because it was able to reach a large percentage of the Hispanic population of
central Washington.'^^y'-^V/; ',-''-, *
• Cooperation between Kp&&,^area^lipols/tnfel^epartment of Ecology and Yakim^jpounty provided a strong
foundation for the
'/ ' f * ' „ .' - » V S <• ' s,
*/ 4 ^
'///'', , ''"' ''/ ' / /'
157
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Project Diversity
Grant Number: Project Coordinator: EPA Funding:
NE-990252-01 Russ Hanbey $5,000
P. O. Box 4122 FY 1994
Sponsor: Bellingham, WA 98227
Environmental (360) 517-3119 FOCUS:
Education Association Environmental Equity
of Washington (EEAW)
Target Audience:
Educators, Student Leaders, EEAW Members, and Key Members of Underrepresented Communities.
Purpose:
- <• / •
r '_, ,
To connect environmental equity with environmental education on a regional basis.
/ * ,/ * / ' /
Goals:
• Collect and refine instraclonal strategies inAe area of environmental equity to bejatifized by educators and
undeserved populations, •>(.'*,,",.",',, / •.*,'/• ^ ,
• Increase networking betw^^ndersejcvedconimui||ties and organizations whos^ittiission it is to serve and
pro vide environmental education to^iesexcommiaiities./-, / '/' •/, * *''
• Heighten awareness of envirornnerftAeq^^^^/wlta un<^rserved communities and organizations that serve
,v ^V^7 S i ';' '
them.
• Development of a community-based environmental equity workshop guide.
158
-------
Project Diversity, continued
Methods:
• Providing local coordination and volunteers for research and development of the workshop module
• Helping organize the workshop series by having the workshop facilitators structure a 3 hour session for each
region.
• Setting up a cash-flow and accountability structure.
• Providing access to the EEAW membership and regional network system.
• Establishing a follow-up/dissemination package to carry-on results and connections emanating from the project.
Products/Results:
• Ten Project Diversity workshops were conducted in different regions throughout the state of Washington.
Twenty speakers presented information on regional environmental issues and their effects on local low income and
communities of color.
Challenges
• The first two
• Logistical difficuli
recruiting particip
Successes/Stren
//«
e Tri-Cities were canceled due to low registration.
lg,a caleiidar that was workable for all parties, finding local speakers,
^ doaatedjwofkshbp site, and securing housing^or the facilitator.
• Support of all partners
• Skills of the facilitator.
• Contributions of regional coon
159
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Quileute Tribal Council
Grant Number: Project Coordinator:
NE-990067-92
Sponsor:
Quileute Tribal Council
Shari Schaftlein
Quileute Tribal Council
Clallam County
P. O. Box 279
La Push, WA 98350
(360) 374-6163 Ext. 327
Target Audience:
Students at Quileute Tribal School
EPA Funding:
$5,000
FY1992
Purpose:
To develop a viable and credible environmental program
and structure not only to protect treaty resources, but to
respond to the rapid degradation of natural resources in
the. local area.
Goals:
• Enhance communication with government and non-
government educators which can assist in environmental
assessment and planning efforts.
• Integrate environmental concerns into Tribal programs
and facilitate thoughtful economic and infrastructure development.
• Create an environmental education program.
• Integrate culturally significant data into environmental protection.
• Develop financial and staffing plan to maintain environmental program.
160
Students search for marine birds during the
Adopt-A-Beach project at First Beach.
-------
Quileute Tribal Council, continued
Methods:
• Including the following primary staff members: Environmental Program Director, Environmental Educator and
Environmental Administrative Assistant.
• Developing a diverse library of educational resources for use by teachers and students.
• Participating in Adopt-A-Beach activities including: Beach Debris Surveys, Shoreline Monitoring, and Marine
Mammal Surveys.
Products/Results:
• On February 25,1993, the students and staff began a beach survey that includes: shore bird and mammal
watching, beach debris clean-up, and a dead bird count.
• Educational curriculum and library materials, a tabletop display, and newspaper articles were created.
• Project was documented through video and photographs.
• Students participated in the Adopt-A-Beaph program.
// » ^" /
/' -** f /
Challenges:
It was difficult to organize the agejgroup involved. Kidsiostpatience withbefog repea^ly asked to pick up debris.
There was a high kv|i;of afteB^G>i|toDetail neededio complete debris sotting for^i Much teacher oversight
was needed in this a-rea; ; I/ ''<<*
Successes/Stren
The community and staff v^e^^^^^d with results of me prdj
No project of this nature had ev^^e^'atS^teiln"tie Quileute Tribal School before.
The US Coast Guard, US Forest Service, and Friends of Cloyquot Sound all volunteered their time to give
presentations at the school. ....
Spinoff projects, such as creative writing assignments, visits to a local weather station, and participation in
Raptor Camp at the Olympic Park Institute, have been accomplished in several of the grades involved.
-------
Quilcene/Brinnon Schools
Shellfish Science Club
Grant Number:
NE-990400-01-0
Sponsor:
North Canal
Shellfish Coalition
Target Audience:
K-12 students, teachers
Project Coordinator:
Dr. John Pitts
North Canal Shellfish Coalition
P.O. Box 327
Quilcene, WA 98376
EPA Funding:
$20,000
FY 1995
Focus:
Shellfish
Purpose:
To develop a self supporting shellfish farm for hands-on application of science, math, business and leadership skills.
Goals: ; - . ., '';-'- /V ,/ , , -
V * " ^ $ / * ?
^ / a f fy / < ».# /
• Have all students leatt about^iay* shello^sh culture, water quality, andbusiness stewardship of natural
resources. y ^ ;'/° I('' ' "s *' ' '" - ,,',".'
• High school students wo^d create a working oyster and clamfarm. The farm would connect classroom studies
with the bay's resourcejrami provide a hands-on.experienee. , . -
• Strong partnership between the school and the shelfesh.growejs would provide job training.
• Partnership with the school, the industry an| state/local gQvefnpeiitl would: slr^n^then the role of positive
stewardship for private and public rejssi|icesSr^^|iilS-eimtee^positive working relationships between citizens
and resource managers.
162
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Quilcene/Brinnon Schools
Shellfish Science Club, continued
Methods:
• Train 30 teachers to use shellfish as a mechanism to present and teach environmental awareness and stewardship
to 400 K-12 students. F
• Expand existing curriculum to include working shellfish farms for Puget Sound schools.
• Community members will serve on advisory boards, attend field trips, and assist students.
Products/Results:
Created and environmental science class, purchased curriculum and formed a Shellfish Club.
Developed a jobs training program focusing on environmental issues.
K-8th grade teachers received shellfish and environmental training and curriculum.
Working shellfish farm was developed.
Active Shellfish Club members provide water quality education, manage the oyster farm, market and sell fresh
and cooked shellfish, and produced ^student, video,,:/ tf.< f
Challenges:
• Convincing traditional govempiejflt^fficMs of Ithe importance of haflds-on4eaming models.
,/ /#£. j/ %.£ '..S / " SA* •? i. / . f
/
Successes/Strengths;
•
' / '
-------
Risky Business Teacher Training Workshop
Grant Number: Project Coordinator; EPA Funding:
NE-9900406-01 David L. Eaton $5,000
University of Washington FY 1995
Sponsor: Department of Environmental Health SC-34
University of Washington Seattle, WA 98195 FOCUS:
Department of (206) 685-3785 Environmental Health
Environmental Health
SC-34
Target Audience:
High school students
Purpose:
To build a foundation in the K-12 educational system necessary to the understanding of environmental
f / ' * ^ / 2* *' < & *
health risks and of rational social and publicfpoficy. / ,' , /
Goals:
• Develop 5 "stani MbThe|*^ac^flgiioits wMcJieitn^be easily inserted into high school science, health, or
environmental education lessods, tfee^tiiiits^teapli r)asie chemistry ]afld biology but also incorporate principles
of environmental health and technology. ' , „, . . , . -
• Hold a workshop in thefafl of 1995 to train 10 regioaafhigh school teachers to use Unit One of the Risky
Business curriculum.
-------
Risky Business Teacher
Training Workshop, continued
Methods:
• Providing teachers with Risky Business materials at the workshop session.
• Teaching toxicology concepts.
• Having participants engage in a bioassay laboratory.
• Allowing participants to receive a lecture from Dr. David Eaton titled "Environment, Genes, and Cancer".
• Having participants evaluate the workshop and suggest ideas of how they might use information from the workshop
in their classroom.
Products/Results:
• The workshop was conducted on Saturday, April 20, 1996. 8 regional teachers attended the workshop.
• The project trained teachers to use the Biology unit of a new environmental health sciences computer curriculum
and gave then some new resources and ideas for teaching environmental education to their students.
Challenges:
• The curriculum was not ready in/time for^me intended workshop date in the fall of 1995.
• Two of the 10 teachers that had been fc^dplextto attend the workshop had to call anicancel, and there was no
waiting list to fill the 2 spots. *,, / , / If
^f dtp/, fr^ t- /•' •* ^ f^s
• Evaluations indiSated that teactes would have liked more time to exainme^flcomputer curricula.
' ' /^« ,'„. /e s, / ' /• / fm- *
Successes/Strengths:
• Participants represente4 8^^0| districts between Seattle and Spokane
• The workshop showe^SsfeetsSi^w/^fia innovative strategy to use
• After Dr. Eaton's lecmi»lSfe/gfDj|p^x^ctedIy engaged in aEvely^lja^OttiaboASndividual susceptibilities
to environmental
f <& f '
• One teacher immediately used^S|^xici|yBioassay wim he^llass.
All participants were interested iwte^nvkonrrleiital health computer curricula they saw during the day.
Participants were eager to return to their classrooms and try out material, and were also willing to provide
in-service training sessions to extend the impact of the workshop.
165
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School Programs at the mercer Slough
Grant Number: Project Coordinator: EPA Funding:
NE-990254-01 Suzanne Tripp, Director of Development $5,000
Pacific Science Center Foundation FY 1994
Sponsor: Pacific Science Center
Pacific Science Center 200 Second Ave. N FOCUS:
Foundation Seattle, WA 98109 Wetlands
Pacific Science Center (206) 443-2882
Target Audience:
Elementary school children and parents
Purpose:
-/> ''' '' ' '"' ' ' '^' ?'< °
\ ' :">."' f /
To increase the public' s understanding of science, mathematics, and technology by developing and operating 3 types
of educational progfams at JVIercer Slough,,
Goals: >< ..''':r' / '-;: "„- ' '
# ' S / > , " % s '
• Develop a Summer Day CampProgram for children ages 7 to 12, a School Program for elementary school
groups, and Family Science Workshopsfor parents and children to paiticipate in together.
• Enhance participants' knowledge and appreciation of the wetlands environment through first hand experiences.
• Provide campers, school childien^and families with the opr^rtunjty tp;expl6re tfa&slqugh on foot and by canoe.
166
-------
School Programs at the
Mercer Slough, continued
Methods:
• Utilizing the slough as an outdoor laboratory for investigative activities.
• Covering a wide variety of topics such as wetland biology, ecosystems, life cycles, zoology, botany, ornithology,
entomology, and ethnobiology.
• Recruiting school group participants through gatherings of educators and announcements.
• Providing teachers with preparatory information before they visit the Slough.
• Giving each student participant a logbook to record his or her observations.
Products/Results:
• 225 children, ranging, from 7 to 12 years of age, came to the Summer Day Camp at Mercer Slough.
• 4,089 elementary students and teachers attended the hands-on field study School Program.
• The Family Science Program attracted 272 adults and children.
• 243 students participated in workshops offered during school holidays since November 1994.
Challenge: ; :-^
• Operating new programs^ / ,"',
• Serving participants/during winter^ weather.
/
Successes/Strong
• The Mercer Slough Envkonmenta|^ca^^ 100%,
increasing its capacity from 30 to 60 students.
• The center was also able to increase the variety of programs offered to the community.
• The program received favorable press coverage and was able to successfully disseminate promotional materials.
n'C,-^ Headquarters LIU- Ifi7
Mail cede 3201
IVr.shinctor-
-------
Science Role Models
Grant Number:
NE-990210-01
Sponsor:
University if Washington
Chemistry Department
Project Coordinator:
Nan Little
University of Washington
Chemistry Department BG-10
Seattle, WA 98195
(206) 685-2327
EPA Funding:
$4,930
FY 1993
Focus:
General Environmental
Education
Target Audience:
Women and Minority University of Washington Students enrolled in "Women in Science" (a special first
year Chemistry section which provides peer grouping and academic support)
;'!->vr"-v;-!'
injiajil minority students into
Purpose:
To create a one credit course, "Sci«
the Science Outreach Program.
Goals:
• Provide an opportu
topical environment
• Increase the number
Methods:
Teaming university students with Chemistry professors to prepare talks to be given at local secondary schools.
Using 5 environmental education topics that have been previously prepared for dissemination.
Developing up to 30 new presentations and making them available for extensive outreach.
f^L &?XJ - ^ ; ,»< ?j>?,f<0i&s- ',,,'* £-./#& /,' "ys'< '/ ','•>?'',, ' •> r ; - - ' ', ' '/*' <> '* t; KV\ ',
>ti
^•W-'- -«'^!^'^*«'-i'»• >£*'>'+ ;•(•''!~!.\"i'"<^~',•£ ¥'&%£;,-.
jg^msjy^
'^"&&-Vs.;/.^^'*:;-'', • 'J'>;''^M^^*^V$,4X*r^/'>"v; -' <'"/<$>;.."
•^4: 7^^'lT}f^.~-(;:^ '•-: '^ll^^^^^-zj:^.•--•'' ^''
168
-------
Science Role Models, continued
• Working closely with Oregon State University and the University of Alaska Fairbanks as well as with Native
American community leaders to set the stage for the multifaceted outreach to underserved populations.
Products/Results:
• A slide projector was purchased for the Science Outreach Program.
• 46 schools were visited, and 192 talks were given. Approximately 11,000 students were reached through
program presenters.
• The Chemistry Department created a class series for the program called "Chem 197". In this class, students
learned existing outreach talks, practiced "micro-teaching" in front of a video camera and classmates, and
memorized one talk to present to the class. In Chem 297, students first assisted an experienced presenter before
giving the talk on their own. Particularly good presenters were selected to be the teachers of Chem 197 and the
mentors for Chem 297.
Challenges:
• Too many requests for speakers.
• Scheduling multiple talks over Sprmg,Break.;
• Having to limit the class size of Chem 1971
/ / ' i <
f /
Successes/Strengths:
• The project was able to cover the entire state of Washington.
• Due to the success of me Chem 197 series,anew class was created for the 1994-1995 academic year:
"Science Service Learning". It followed the same format oitfae Chem 197 series by matching students with an
area high school teacher. '-"<;;,
169
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Science Role models
Grant Number: Project Coordinator: EPA Funding:
NE-990255-01 Nan Little $4,751
University of Washington FY 1994
Sponsor: Chemistry Department, BG-10
University of Seattle, WA 98195 FOCUS:
Washington (206) 685-2327 General Environmental
Chemistry Department Education
Target Audience:
Women and Minority University of Washington Students
Purpose:
To expand the highly successful course "Science RoMM^3eB%^hieh "addreSses^ience based environmental
education and the problem of low numbers if womeAn^^tnorities entering careers in science.
Goals:
• Meet increasing demands fof visibiifsehoMsf x ',,
' .« 7 '* * s, < ' f >
• Add a minimum of thirty students to the Science Role Models program. %,
• Increase the number of students who stay with fhescienees and ihcieasetenumbetxpf women and minorities
who enter the universj^-;^th the expectation o^becoimng'a^scientist *£
• Develop 30 new presentatiBns^nd itiake them
Methods
• Conducting talks that will be able to reach an additional 10,500 secondary students in the state of Washington.
• Developing 10 high quality environmental education presentations.
170
-------
Science Role Models, continued
• Providing transportation costs for school visits.
• Hiring a student coordinator to schedule outreach presentations and organize the class.
• Purchasing an additional slide projector.
Products/Results:
* The slide projector was purchased.
• 49 schools around the state of Washington were visited. 126 talks were given that reached approximately 5,000
students.
• Two new outreach talks were created: Volcanoes and Water Quality Monitoring.
• Over 100 students and teachers who had an Outreach speaker in their schools attended the Science Outreach
day at the University of Washington in May 1995.
• Students were linked with the NASON program where they taught 25 middle and high school science teachers
of Native American Students, 7 Native American paraprofessionals, and 24 Native American high school students.
Challenges:
• Too many requests for speafcej%
• Class sizes had to%e limited^ \, >_ f/t^
• Logistical issues oi|^ving'si|ci^ neWpresentations to be developed than expected.
Successes/Strengths;
Project targets a hi
The new university course greatl|;mcreased1iie particir>a|o^ndergraduke1iu^nts in science outreach.
• The program was able to target a^l^^fl>opulafipn of students in rural areas.
The slide shows and presentation have been disseminated to Michigan, Fiji, and Australia for replication of the
program.
171
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Self-Assessment Resource Station
for Watershed Citizens
Grant Number: Project Coordinator: EPA Funding:
NE-990068-92 John Garner $5,000
Snake Lake Nature Center Foundation FY 1992
Sponsor: 1919 South Tyler Street
Snake Lake Nature Tacoma, WA 98405 FOCUS:
Center Foundation (253) 591-6439 Water Quality
Target Audience:
Visitors to the Snake Lake Nature Center
Purpose:
To help "watershed citizens" understand how their activities affect the quality of their watershed, its wildlife,
and everyone's daily lives. :/rt ,'."*''
Goals:
• Enhance teaching cafjeulaby>ringing the taOEbpoMpolitition issue to a personal level.
)nal, up-close
look at the environment
• Motivate the public t&t^ttgfe practical i0forroiionffdr imrne&iate use.
'* ' , ^ . ^ ^ ' f t > . " s
Methods:
• Demonstrating the application of computer assisted instruction in environmental education.
• Allowing participants to determine what day-to-day choices are being made that influence nonpoint source
pollution.
• Giving specific feedback and specific suggestions that allow participants to see possible behavior modifications.
172
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Self-Assessment Resource Station
for Watershed Citizens, continued
Products/Results:
• A computer-assisted self-assessment was developed. It presented a series of 9 screens that related to water
quality issues and the choices that individual residents make in their day-to-day lives. The following topics were
covered: boating, septic systems, low water landscapes, household hazardous waste, recycling, gardening, car
care, transportation, and water conservation.
Challenge:
• The design of the computer software program made it difficult to accomplish the teaching goals that were set forth.
Successes/Strengths:
• The program took advantage of cqi£^|itej-tssisted instruction by organizing;extensive information into
manageable bloels^ , /
• The program can & tailored to other local resource agenetes,that wish to use it with only slight modifications
being necessary. :'
-------
Senior Environmental Education Program
Grant Number:
NE-990216-01
Sponsor:
Chautauqua Northwest
Target Audience:
Senior Citizens
Project Coordinator:
Jane V. L. Hardy
Chautauqua Northwest
1510 IBM Building
1200 Fifth Avenue
Seattle, WA 98101-1127
(206)223-1378
EPA Funding:
$5,000
FY 1993
Focus:
Water Quality
Purpose:
To educate older people in the Puget Sound region
about a specific environmental issue and on the related
opportunities for constructive, follow-up action that
pertain to the issue.
Goals:
• To cause a positive behavior change in senior citizens'
personal behavior related to water quality, fish, and
shellfish.
• Create an educational "ripple effect" through follow-up volunteers Glen Peterson & Don Rose engineered
communication with family and friends of participants. the almost foolproof assembly of the portable
• Develop a better understanding of, and support for, the frame & panels
work of public and private environmental agencies.
• Foster a greater interest in all areas of environmental protection, including pollution prevention and habitat
protection.
• Increase the likelihood that senior citizens will become environmental volunteers.
174
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Senior Environmental
Education Program, continued
Methods:
• Sampling shellfish for chemical and bacteriological testing.
• Monitoring fish runs.
• Mapping water permits by computer.
• Designing educational surveys.
Products/Results:
• The "Seniors for the Environment" education program of 1993-1994
was conducted. Chautauqua Northwest staff and volunteers created
a traveling display, developed a project brochure, recruited guest speakers,
screened environmental handouts from public and private agencies,
and prepared packets of take-home materials for audience members.
• Educational presentations were given to 20 audiences of active retirees.
Each presentation involved the use of a traveling display, senior
presenters, guest experts, an educational video, and take-home materials.
Challenges:
• Timing
• Age bias
Successes/Strengths:
Senior, Betty Isbel,
having a good time.
The project addresses an audience that is often overlooked in environmental education- people over
age 55 that make up about one quarter of the general public.
New public-private partnerships were created.
This was the first program ever targeted to senior citizens in the Northwest.
175
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Snohomish School District
Grant Number:
NE-990403-01
Sponsor:
Snohomish School
District
Project Coordinator:
Ardi Kveven
Snohomish School District
1601 Avenue D.
Snohomish, WA 98290
(360) 568-0636
(360) 793-3679
Target Audience:
Second grade teachers and students
EPA Funding:
$5,000
FY1995
Focus:
Watershed Health &
Pollution Prevention
Purpose:
To improve elementary science teachers' skills by providing background and activities for teachers and
quality field work for students.
Goals:
• Create excitement 'TOi^er^Bp^cieRc^by bpth teachejrsf aftd students,y/
• Instill knowledge in ie |ja^%atirig teachers about lie locM envildnrrient.:
• Provide a hands-on curficu|Hprte is easily accessible to educate to^go with the iraimag that they have received.
• Plan and implement fl^/^>rk at the 2nd grade level.
•f~ "V *T - '
Methods:
• Utilizing an innovative marine science curriculum project in an elementary science kit.
• Conducting teacher in-service training on the use of the science kit titled Salt Water Communities- which
utilizes 3 FOR SEA CD-Rom activities.
• Training high school students on how to teach one of the lessons to 2nd graders.
176
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Snohomish School District, continued
• Coordinating efforts between high school students and 2nd grade teachers to enable the high school students to
teach the lessons to the 2nd grade teachers one day prior to the beach field trip.
Products/Results:
• Science kits were produced that included the FOR SEA CD-Rom K-12 Marine Science Curriculum.
• A new innovative curriculum was created.
• The activities were successful in getting both 2nd graders and their teachers excited about learning and taking
care of a beach.
Challenge:
• High school students' busy schedules.
Successes/Strengths:
Teachers felt theiiigh school students did a sujprior job and were thankful for not^aving to coordinate bus
schedules, tinaiiig^fe. ofth&^dt^lbo me beach,
Small groups w
The program was ii^o^^^lol&it/utilked an existing^cumculum project-
Enthusiasm of all pz
177
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Spokane County Air Pollution
Control Authority
Grant Number:
NE-990404-01
Sponsor:
Spokane County Air
Pollution Control
Authority
Target Audience:
K-6 students and teachers
Project Coordinator:
Lisa Woodard
Spokane County Air Pollution Control Authority
1101 West College, Suite 403
Spokane, WA 99201
(360) 456-4727
EPA Funding:
$4,879
FY 1995
Focus:
Air Quality, Water
Quality, and Solid
Waste Management
Purpose:
To extend the current environmental education program by developing a series of 2 additional live, interactive
cable-delivered environmental education enricKmentprograms for teachers and their.students in grades K-6.
Goals: ;-; • -. •-' *-•../'.;/.'''
" , r >> " ' j /
" " * o ' ' s
• Increase student awareness of environmental issues involving air quality, Wafer quality, and solid waste management
in a way that is relevant to theit lives, ,
>«~ , ~ '/" '• > /y
• Promote a student-centered, hands-on-discovery-based approach to environmental education.
• Provide a forum for students to inquire, discover, and engage in problem saving related to environmental issues
and to impact student attitudes and behaviors related to envwnrrieli&liieiisici!i&
• Model effective teaching strategies for environmental programs for teachers.
• Provide educators tools and resources to extend themes and content developed in the current school program.
178
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Spokane County Air Pollution
Control Authority, continued
Methods:
• Making cable-delivered, live, interactive enrichment programs available to Spokane County elementary schools
reaching approximately 40,000 elementary students and educators.
• Having the Seattle Schools also include the enrichment program as part of their weekly hands-on science series,
"Eye on Science".
• Producing taped versions of the program to reach an even larger audience.
Products/Results:
• The programs were broadcasted on April 12,19, and 26. Following the broadcast, teacher evaluations were
sent to participating educators.
• A master tape of the 3 programs was created to be made available for school libraries.
Challenges:
• Technical difficulties, such as a niicrophone not being turned up and a live "call-in" from a student getting cut off,
occurred. ^ ,"'''''/ ",,/,,,*'> e ^
• The large audiencerprogram^a^markejted to required a lot of "hand holding".
Successes/Strengths:
• The fact that 3 local environmental agencies partnered.to create this program.
///$?f,j// , , &' s 1** / / ^ /
• Participants who viewea^^^le television format thought it was quite innovative.
• The program was a cost effectiv^means;tQ^et environmental education materials out to educators.
The program had a built in flexibiSt^/fof teacKers because it could be utilized in its live or taped version.
•*• *•' * / /. / '
179
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Spokane Watershed Education Project
Grant Number: Project Coordinator: EPA Funding:
NE-990247-01 Christine Armstrong $9,633
Spokane County Conservation District FY 1994
Sponsor: Environmental Education
Spokane County North 222 Havana FOCUS:
Conservation District Spokane, WA 99202 Water Quality
Environmental (425) 353-2120
Education
Target Audience:
Middle and High School Students
Purpose:
' '.,'•>'',,',
, ', ' '
To facilitate the creation of partnerships between the community; and schools, to improve the environmental
education teaching skills of teachers through an interdisciplinary framework, and to focus on the study of
the relational systems within Watersheds, -'" ,
s ' , ,> ' ' ' ' ' '?
Goals: : i
,/ *
>,'•'
• Provide students with tfansportation for field trips:, '
• Dispense funds to pay for substitute teachers on field trips day §, ,,,,
• Create lesson plans for incoipomtin^l^al^maf^r^^^ *'•'•
ts^^/i * / J ^ * / ' // fty/ / / */'/ ' /
• Purchase supplies such as water testitf tits, rat&er hip waders, journals and notebooks, and tree and shrub
seedlings.
180
-------
Spokane Watershed
Education Project, continued
Methods:
• Having students spend many hours in the field learning about riparian ecosystems as they restore habitats along
the Marshall Creek and the Spokane River.
• Integrating watershed education into Social Studies, Science, and Language Arts.
• Having both students and teachers develop a learning portfolio for each site.
Products/Results:
• An alliance of 22 schools, consisting of over 2, 500 students was formed.
• Students studied 5 watersheds within Spokane county covering 844,000 acres.
• Native American storytellers from the Coeur d' Alene and Spokane tribes visited schools.
• Students did chemical sampling and macroinvertebrate collecting. They recorded their findings in both sketches
and writing.
• A Student Congress was held at North Central High School. Over 100 students attended, and presentations
were given. ,;,/\
• Students at Libby Middle School created a booklet detailing their project.
/ -s < / *
Challenge:
*» / i •"'' '/ / ,, ' * f
• One of the sites, Marshall Creek, experienced an incidence of vandalism.
Successes/Strengths^^
All school projects made heavy use of local resources.
Survival rates were excellent during the planting year due to an extremely wet spring.
Project was able to reach a large audience.
181
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Stream Watcher Curriculum for
Kitsap County Girl Scouts
Grant Number: Project Coordinator: EPA Funding:
NE-990218-01 Kathy Dickerson $5,000
PUD No. 1 of Kitsap County FY 1993
Sponsor: Water Quality Education
PUD No. 1 of Kitsap P- O. Box 1989 FOCUS:
County Poulsbo, WA 98370 Water Quality
Water Quality (360)779-7656
Education
Target Audience:
4th through 6th grade students
Purpose:
,"»,'' *'",'";'.>
To produce water quality curriculum materials that will teach^method of biological monitoring for water
pollution, for the Girl Scout Council., ,,, /
:-<&:' >' ' "'''"
Goals:
& *,
•*•*. -•
•
Develop a stream ws^erJ>a4g^^relatedcurriauluinfor junior level Girl Scouts.
• Create a written cumcu|im:atA:f Ao jfti^tjex^lains the methods and function of stream insect field study and
collection. ' ' ' '"''
*
Methods:
/
/
• Developing easy-to-use insect identification keys and assay forms.
Explaining how to make easy-to-use insect collection equipment.
Providing a "how to" video on the kick net method of stream insect collection.
182
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Stream Watcher Curriculum for
Kitsap County Girl Scouts, continued
Products/Results:
• A video, "Stream Bugs", that teaches insect identification as a method of assessing water quality was created.
• A badge, Stream Watcher, was produced for seventeen thousand Totem Girl Scouts.
• A class was held for Girl Scout leaders to show them how to do the insect collection.
• 3 troops tested the stream insect collection.
Challenges:
The cost of travel was greater than anticipated.
High equipment costs.
Successes/Strengths:
• An insect expert; JCate G'LauglJjri^iiSnate^her time^help cover the cost of the video production.
the Girl Scouts. ?
/
The project developed^ envir4^pental^ducatipn practice new to the Girl Scouts program.
183
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Streamwater in the Urban Environment
Grant Number: Project Coordinator: EPA Funding:
NE-990182-92 Kathleen Sullivan $4,990
Seattle University FY 1992
Sponsor: School of Science and Engineering
Seattle University Broadway & Madison FOCUS:
School of Science and Seattle, WA 98122 Water Quality
Engineering (206)296-5931
Target Audience:
Minority female middle school students and their teachers
Purpose:
To provide an active, interesting, and highly relevant summer program that will increase the pool of able
and motivated minority women taking high school science courses by heightening their understanding of
water quality issues. < , /', <
'^ / s / * / f ^/r^'5'
* x/ } i / v>
Goals:
• Coordinate a week-lorT^wf teiqui|iy e^ldktion and curriculum development program for middle school
students and teachers. ^XvJ;J3/V//,;;,/ ' ;/ *'''"- '
• Enhance of participants' knowlA||pC^iter quality issues andmora|oi^g,|ecbmques mrough classroom and
field activities. // ,^ / /x,/> "
" 'o 'V "^'•/ X
• Produce a 10 minute documentary a%6ut the project and a curriculum kit to go along with the video.
184
-------
Streamwater in the
Urban Environment, continued
Methods:
• Having teachers and students collect data at twelve locations along North Creek.
• Locating collecting stations near specific polluting activities.
• Filming classroom activities to develop a video that reinforces the experience of all the participants and enable
teachers to extend the project to other students.
• Using the last day of the workshop to put together a set of curriculum and hands-on activities.
• Working with the Washington State mandate that environmental education must be provided at all grade levels.
Products/Results:
• 25 8th grade minority girls and 5 middle school teachers spent a week in August studying water quality issues. The
first day was spent at Seattle University acquiring background knowledge in water issues. The next 2 days were
spent doing water monitoring tests in the North Creek Watershed. The fourth and fifth days were spent sorting and
analyzing benthic invertebrates in the labiai^talqngpartin i. discusskmledby Kate O'Laughlin of Adopt-A-Stream.
• Follow-up activities took place on 4 Saturdays during the rest of the school yeaf,
• A video of the week was produced by Instructional Media Services at Seattle University.
• 2 students and 1 teacher made ai|fese)ltation,abput the prQgraraat the Washington Education Association
Conference in Ellefosbarg. "t'f'Jfy ^ '•>/ /,/ ,
Challenge: ^%// "i"' s/' "*-'
//fit, / , '
-------
Teacher/Student Institute and Field Work
Grant Number: Project Coordinator: EPA
NE-990238-01 Rochelle Rothaus $4992
Thurston Conservation District ' 1 ~~.
Sponsor: Budd/Deschutes Project GREEN
Thurston Conservation 6128 Capitol Blvd. S Fnni«-
District 01ympia,WA 98501
Budd/Deschutes Project (360) 754-3588
GREEN
Target Audience:
K-12 Teachers
Purpose:
To add 6 new schools to the Budd/Deschutes Project GREEN (Global Rivers Environmental Education Network)
program and increase the number of interdisciplinary teams participating.
Goals: "-/ V/, ; " , V- ;• ' -^;
• Allow a minimum of 12- 1 8 new teachers arid at least 350-600 additional students tobecome involved in a real
world education program directing mem towardenvironmental protection and pollution prevention activities.
• Broaden students' understanding of the sodorpoMcal factors involved in watershed assessment while developing
scientific and communiGation skills.; -,,. . ;; ; -; '' ,
• Address global change issue to portray tb teachers the interconnectedness of local environmental concerns and
pollution problems with the issues facing the: world today, :
''
* ' , ' '
• Having students participate in intei^iplniary teams monitojiiig;scieiitifK: ^weli/at^ocioeconomic factors in
their field work. '\\ : '"'•'*''.'*'' I
• Holding an institute that introduces teachers and students to individuals with diverse perspectives regarding
environmental assessment, focuses on local community resources, addresses greater global concerns, and trains
participants in telecommunications to allow greater information accessing capabilities and an avenue for
presenting data.
186
-------
Teacher/Student Institute
and Field Work, continued
• Providing field work opportunities for teachers and students including water quality monitoring, wildlife and plant
surveys in upland areas, land use surveys, and attitudinal surveys of people in the watershed.
• Assisting schools with transportation and personnel needs as well as ordering, inventorying, distributing, and
maintaining monitoring equipment.
Products/Results:
• 30 teachers from 16 schools in the Budd/Deschutes program participated in a summer training institute held in
June 1994. Training included watershed monitoring instructions, integrating environmental education into the
curriculum using the 4MAT plan, and incorporating multiple intelligences to teach all learning styles.
• A tour of potential action project sites in the community provided teachers an opportunity to share ideas and
strategies for involving students in developing problem-solving and critical thinking skills through action taking.
• Additional training workshops were held in the fall of 1995.
• Students and teachers participated in field work with community members throughout
the years. During 2 watershed-wide monitoring days, students collected field
data on water quality and quantity, wrote in journals, drew maps and pictures of
invertebrates, met a city council member, and designed plans for development of
a new city park.
Challenges:
• Determining whether increasing people's knowledge affects long-term
behavioral change.
• Demonstrating quantitatively the degree that environmental education efforts are
improving/protecting environmental resources.
Successes/Strengths:
Positive feedback from both teachers and students.
Large scale community involvement.
Partnerships formed between schools and community.
Kelly Smith,
Pleasant Glade
Elemetary
187
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Teacher Training Environmental Workshop and
Student Fieldwork: Action Research/Community
Problem Solving
Grant Number: Project Coordinator:
NE-990405-01
Sponsor:
Thurston Conservation
District
Budd/Deschutes Project
GREEN
Target Audience:
K-12 Teachers
Rochelle Rothaus
Thurston Conservation District
6128 Capitol Boulevard
Olympia, WA 98501
(360) 754-3588
EPA Funding:
$4,965
FY 1995
Focus:
Water Quality
Purpose:
To provide teachers with opportunities to learn methods for integrating environmental education using
watershed investigation and Project GREEN (Global Rivers Environmental Education Network) as a theme,
develop an understanding of the significance of water quality to watershed health, and share strategies and
gain skills for involving students in community problem solving and action projects.
Goals:
• Hold a teacher workshop focusing on integrated watershed
investigation.
• Train teachers in water quality monitoring and analysis.
• Provide opportunities for teachers and students in participating schools
to work collaboratively with community members on action projects.
Methods:
• Holding the workshop for 3 days,
• Having 2 separate strands— 1 for beginners and 1 for veterans of
the Project GREEN program.
• Teaching participants techniques that allow them to move away from
teacher-directed action projects to more student-directed action research.
188
Benthic Macroinvertebrate
Sampling
-------
Teacher Training Environmental Workshop and Student
Fieldwork: Action Research/Community Problem
Solving, continued
• Mowing participants to gain knowledge about priority watershed issues and meet resource people interested in
working with students on issues of environmental sustainability.
• Identifying concerns identified by local, state, and federal resource managers.
Products/Results:
• During the 1995-1996 school year, GREEN teachers integrated watershed studies into their classroom. In
August 1995, comprehensive water quality training was provided for GREEN teachers.
• Through participation in watershed-wide quality monitoring days and environmental action projects, students
gained an understanding of the significance of water quality to watershed health.
• A Student Congress was held in March. 350 Congressional delegates shared their knowledge, insights, and
concerns related to watershed quality and watershed health. In "State of the River" sessions, students analyzed
data, and formulated recommendations for pollution prevention and watershed protection.
Challenges:
* Identifying environmental action projects which met the needs of the community and the students while fitting into
the constraints of traditional school schedules.
• Finding quality presenters who offer specific training which met the needs of teachers while being affordable.
• Finding time to incorporate effective plans for incorporating watershed education into traditional classroom
topics, particularly/in a; teaching environment,
• Finding opportunities;for teachers and students to meet with their contact person to plan an environmental action
project. ;;
Successes/Strengths:
• One teacher's 6th grade students monitored water quality and planted native tree's to enhance the riparian
corridor at the new Woodland Creek Community Park.
• The program offered numerous mtergenerational learning opportunities.
• The program had a strong commitment toAssessment.
• The participants developed an example of how community-based programs can share their highlights and tell
their story.
• The project encouraged and facilitated students taking leadership roles. ^
-------
Upper Palouse Habitat Restoration Project
Grant Number: Project Coordinator: EPA Funding:
NE-990134-92 Christine Armstrong $21,481
Spokane County Conservation District FY 1992
Sponsor: 222 N. Havana
Spokane County Spokane, WA 99202 FOCUS:
Conservation District (425> 353-2120 Habitat Restoration
Target Audience:
12th grade students in the Cheney School District
Purpose:
To hold the first annual Environmental Science Symposium in the hope that it will provide an opportunity for senior
high school students to be rewarded for doing meaningful scientific research projects related to the environment.
/ * / i ,
Goals:
', ' '
• Equip students with the necessary materials and knowledge to conduct scientific research.
• Design restoration guidelines. x
• Cause students to come to a greater understanding of habitats and Ecosystems.
Methods:
4 ' * ' „ * / •
• Having students design and execute original environmentally related research projects, with their science teachers
as mentors with the outcome of their research being a scientific report.
• Having a panel of judges choose the top 20 student projects and inviting the chosen students to the Eastern
Washington University Campus to make oral presentations of their work.
• Awarding the top 2 presentations with a 1 year tuition scholarship provided by Eastern Washington University.
190
-------
Upper Palouse Habitat
Restoration Project, continued
Products/Results:
• Restoration guidelines were designed. Students developed the ability to create maps. With the assistance of the
District and teachers, students developed plans for each site.
• Construction of a native plants nursery allowed several schools within the network to become involved in
procuring and growing plant stocks. Students received instruction on and conducted plantings. Over 900 lOcc
plants were transplanted into one gallon containers, held over for a season, and then used at Marshall Creek and
the Centennial Trail.
• Students developed the ability to identify many benthic macroinvertebrates and understand their indications for
water quality.
Challenges:
• Contracts, outlining the responsibilities and expectations of all parties, had not been drawn up which resulted in
time delays. , ;
• Busy teacher schedules. , ;
• Varying knowledge base of teachers. , ; ' ,
',;','',
Successes/Strengths:
','''' ''/,' •_'<-•/,> > *''
"/ >',"'"* /
• Special studies were done by severalsmdenjte. Teachers reportedthatmany students wanted to learn more and
did additional readings; parried outresearjcji-projects, and gave their free time during weekends to weed and
water planting sites. ,"' ' / ; ,
• The format of the Environmental Science Symposium was innovative because it allowed students to go beyond
the traditional "show and tell" format by conducting original research.
*'•, / > / * »>, *
191
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Water World Kits
Sponsor: Project Coordinator: EPA Funding:
Marine Society of the James A. Kolb $4,996
Pacific Northwest Marine Society of the Pacific Northwest FY 1992
Marine Science Center Marine Science Center
P. O. Box 2079 FOCUS:
Poulsbo, WA 98370 Water Quality
(360) 779-5549
Target Audience:
Junior high school students in migrant education programs, home schools, and alternative schools with independent
study strands
Purpose:
To design and disseminate an environm^ritalcurriculumpackage^that fosters environmental awareness and
ethics in a student population largely irfissedf |>y cks^rpoin-based education programs.
- " ' '><•'/' '
Goals: ?V. ^ ,\ v >/ ;; *:> - "'f
• Create an educated citizenry:ttjg&j? able ito work towards correcting such problems as bacterial contamination,
destruction of key resource^; Aid disturbance of the hydrologic cycle.
• Enable participating sfuj^tetoutfa envkonmental«dupation togics as a vehicle for gaining computer literacy.
/•**>.. ~ * / /. *
o* /
Methods: ^/ %
- "~ "*4 ' /
• Determining the characteristics and Heeds of ffi^w^ population as well as the level of support students typically
receive from adults.
• Selecting and adapting activities, including computer-based activities, for the curriculum guide.
• Purchasing, assembling, testing, and distributing kit materials.
• Preparing evaluation procedures.
192
-------
Water World Kits, continued
• Selecting and consulting advisors throughout the program.
Products/Results:
• Existing teacher activities from Aquatic Wild, the Stream Scene, and Marine Science Project FOR SEA
were reviewed and adapted for an independent study format.
• New activities were also developed including a student activity book entitled Exploring Wetland Habits and a
student evaluation form.
• 2 of the Exploring Wetlands Habitats kits were trial tested over the summer with 2 home-school families. The
third was reviewed by participants in the Coastal Wetlands Institute in July, 1993.
Challenges:
• Developing a computer component was more difficult than anticipated.
• Budget constraints.
Successes/Strengths
students.
The Exploring
Program and the Qui
itive outcome with the
Portable Education
1993-94 school year,
193
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Watershed Restoration Education
Grant Number: Project Coordinator: EPA Funding:
NE-990241-01 Saul Weisberg $5,000
North Cascades Institute FY 1994
Sponsor: Skagit Watershed Education Project
North Cascades Institute 2105 Highway 20 FOCUS:
Skagit Watershed Sedro Woolley, WA 98284 Water Quality
Education Project (36°) 856-5700
Target Audience:
Teachers
Purpose:
/ / * /
To develop new materials; methods, and processes for teaching about watershed restoration and apply it to
learning about the environment
Goals:
<•
• Develop background information, a teaching guide, and a slide show/video, on .watershed restoration.
• Plan and lead teacher training workshops/ ,
• Implement project-based learning experiences at watershed sites.
194
-------
Watershed Restoration Education, continued
Methods:
• Training teachers in the latest way to teach watershed restoration in the classroom and the field
• Involving young people in service to their community.
• Promoting partnerships between schools, natural resource agencies, Native Americans, local businesses and
timber communities.
• Working with the Northwest Watershed Education Alliance to help develop similar programs in other watersheds.
Products/Results:
• A Watershed Restoration Education and Project Guide was created.
• A series of classroom learning activities was created.
• Field-based activities to complement classroom activities were developed.
• In-service training workshops for teachers were held.
• Project-based learning experiences were implemented at watershed sites.
Challenges:
Delay caused by change in writer to complete the Guide,
School liability issue&with wetland restoration project.
Problems with school-distrieis obtaining funds for transportation.
Successes/Strengths:
/ X f * ' ^
• Guide produced for and by teachers.^ '" vn
• Children, school districts, natural resource agencies, the three Skagit River Tribes, and business community
brought together.
• Material developed has wide application.
195
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Wetland Education Program
Grant Number: Project Coordinator: EPA Funding:
NE-990234-01 Betsy Carlson $4,985
Olympic Peninsula Foundation FY 1994
Sponsor: 1200 W. Sims Way, Suite 201
Olympic Peninsula Port Townsend, WA 98368 FOCUS:
Foundation (360) 379-9421 Wetlands
Target Audience:
4th, 5th, and 8th grades
Purpose:
To create a 2 week unit on wetlands that will prepare 8th graders to teach 4th and 5th graders.
Goals:
/ s
/*
• Establish a commiatity appreciation of wetlands.
• Allow students to understand the relationship between human activity and ecosystem function.
• Develop role models for environmental education and stewardship.
• Create the opportunity for students to teach others.
•--':>;"'' _ ' <•
Methods:
• Developing the curricula in accordance with die Washington State Envkonmental Education Mandate that focuses
on local community wetlands issues.. - , / ;
• Having teachers keeps records of steps taken to organize the program.
• Taking the first step towards the development of outdoor teaching site adjacent to the Port Townsend Elementary
School.
• Creating an interpretive display for students and the general public at the outdoor teaching site.
196
-------
Wetland Education Program, continued
Products/Results:
• FromAugust 1,1994 through November 30,1994, the Olympic Peninsula Foundation, in conjunction with the
teachers from Port Townsend Middle School and Mountain View Intermediate School, conducted a Peer Wetlands
Education Program. 60 students and 3 teachers were involved in the project full time.
• A newsletter was developed to communicate with parents, participants, and other educators regarding the
project. Illustrations were created by the students.
• Evaluations were given out to all participants and their parents.
• A list of activity descriptions was created.
Challenges:
• Younger students had difficulty remembering all of the older students' names.
Successes/Strengths:
•" / X-
The 8th graders were able to deyelfp leadership and teaching skills,
By giving parents the same pre-test as students, teachers were able to raise interestand awareness in diverse
segments of the community. /'
The curriculum that was develop c%be used by future classes as cross-grade education programs or for
single grade lessons.
197
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Woodland and Meadowland Laboratories
Grant Number: Project Coordinator: EPA Funding:
NE-990220-01 Cathy Patterson $5,000
Bethel School District FY 1993
Sponsor: 516 E. 176th St.
Bethel School District Spanaway, WA 98387 FOCUS:
(253) 846-0444 Wilderness Education
Target Audience:
Students in Bethel School District
Purpose:
To establish 2 wilderness laboratories within district boundaries that enable students to have hands-on opportunities
to study environmental curriculum. '/'',..,
">• ? i.
Goals:
• Prepare teachers to develop lessons that build environmental awareness, knowledge, and responsibility.
• Offer students an ongoing opportunity to study natural environments during every season within their own
community. ,,
• Bridge environmentaltheory with practice by establishing aliands-on approach to studying a natural system.
Methods: t ^
? '* * &• "*
- »',-****'
t /•>>
• Partnering younger grade levels with older grade levels to develop an ongoing mentor program.
• Having the Boy Scouts of America work with teaching staff to identify and designate specific areas for bird
habitat to build birdhouses.
• Having teachers develop a curriculum around meadowlands and woodlands study.
198
-------
Woodland and
Meadowland laboratories, continued
• Mowing 12 or more teachers to participate in an intensive workshop sponsored by Snake Lake Nature Center.
• Measuring the effectiveness of the program through pre and post tests to all students visiting the meadowlands site.
Products/Results:
• An environmental file with information and classroom activities relating to fauna, plant life, and animal life was
developed and made available at the meadowlands site.
• A group of 26 6th grade student mentors acted as guides for 3,000 elementary students.
• The students assessed the water table and became aware of the extent that the water flow affected the contour
of the land.
• A total of 30 staff received 315 total hours of training through Snake Lake Nature Center and Project Learning
Tree Forests of Washington.
Challenges:
• Water flow at the meadowlands was deeper In the late fall and spring than anticipated.
• Some students required additional training and evaluation of their role as a guidewhen dealing with younger
children. ^ x
• Transportation disadvantages caused limited access to several kindergarten classes.
^ #%: ^ / ^X 4 / / / ' ./-,*-.'" / 1 •/
Successes/Strengths: >^ *
• The program exceeded ^expectations, the objective>was to serve 2,000 ftudents/By the completion ofthe
project, 3,000 students rfey>ited,the si^e. x *, v, /, ..^ '
• The average score of the pre-test ^as i^corject wWe, after me completion of the environmental program,
the average score ofthe post-test w^^O^cdfrect.
• High community involvement.
199
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YMCA Earth Service Corps Environmental
Education Symposium
Grant Number: Project Coordinator: EPA Funding:
NE-99019-92 Kara Palmer $4,900
NE-990223-01 YMCA Earth Service Corps FY1992
NE-990418-01 YMCA of Greater Seattle $5,000
Metrocenter YMCA FY 1993
Sponsor: 909 Fourth Ave. $5,000
YMCA Earth Seattle, WA 98104 FY 1995
Service Corps (206) 382-5013
YMCA of Foc||S:
Greater Seattle ^ , „ .
General Environmental
Target Audience: Education
High school students and teachers
Purpose:
•> /
* / * ,
' ' , S/
/ f
To provide a coordinated set of experiential environmental learning activities- art Environmental Education
Symposium, related classroom curriculum, and community service action projects- that increase students
and teacher's under^jtatHjing of regional priority environrnental issues,;catalyze student's critical thinking
about these issues, aM'rflomote community action.
-' < ',' / " '' >
' ' > / - » » * <
Goals:
*„ ~ * , , ' '
*<£** -« f
*$ ' " ' ' * s
?' '>»/,, ' , , ,/ , , ' if
• Increase students' and teachers' awaieness arid understanding of regional priority envtoimental issues presenting
information in an objective manner. /' ' . I// ^
j ' , f /> * ' >$/ '
• Provide an active learning experience in which students ^d feachefs are able to experience different points of
view and learn that an issue has many sides which each have their own merit and should be considered in creating
long-term solutions.
• Utilize an innovative approach that enhance's student's critical thinking, problem solving, communication, and
decision-making skills.
200
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YMCA Earth Service Corps Environmental
Education Symposium, continued
•Increase participation of low income and minority youth in the Environmental Symposium and related activities
• Form collaborative partnerships with community and governmental organizations to carry out related action
projects in local communities.
Methods:
• Working with teachers to build the symposium topics into classroom curriculum and enhance their teaching skills.
• Having the format consist of an Environmental Topics Class, in which professionals and community members
provide relevant background information on selected environmental topics, followed by a Simulation Session in
which participants are given a scenario, based on a current environmental problems, and divide into groups to
brainstorm ways to solve the dilemma.
• Providing participants with supplemental activities developed by a Program Working Group of students, teachers,
and community volunteers as well as the opportunity to apply the information they have learned in community
action projects.
Products/Results:
The 1992 Earth Corps EitfB^iMe)ife4Education Symposium involved over 150 students from 30 different
Western Washington Hij^Sepfef; 4l(MCA stafftraining sessions took place. The project brought together
various experts from the cofrl^pi^l>usiness, science, and government representatives. Topics included Puget
Sound Water Pollution, Weulads, Urban Development, Sustainable Forests, and Hunger.
The 1993 Envkonment^J^f^on$jmpsiumfocusedonl^versity. Seminar topics included Water QuaHty to
Race, Justice, and Envir^^^andl&nel^sness and Overpopulation. 21 speakers and 14 facilitators assisted
with the symposium. '^^ J^'%/ -^ '^>y\ /^ '" ,:^ ,,£
The 1995 Environmental EducaticmS^^^^ 12 teachers from 32
Western Washington high schools, fef iS^iit W^able ^participate in a series of workshops, an environmental
topic class, and a simulation session. Topics included: Conservation, Organic Foods, Global Environmental PoMcs
and Third World Peoples, and Youth Rights in and Action around the Environment.
Community Service Follow-ups took place in the clubs, schools, and communities of the participants.
201
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YMCA Earth Service Corps Environmental
Education Symposium, continued
Challenge:
• One criticism received from the youth was that the descriptions printed on the Symposium fliers did not mirror
the actual information presented and learned. This was due to the fact that certain speakers had to cancel at the
last minute.
Successes/Results:
• Enthusiastic participation of youth. Students were involved in all aspects of the organizational process.
• Positive feedback from all participants.
• Variety of speakers to demonstrate the diversity of perspectives on any one topic.
• Workshop format was well received by all.
202
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